Donald J. Treffinger

Guest Editorial
Gifted Child Quarterly 2009 53: 229-232. [PDF] [Request Permission]  

Sally M. Reis and Joseph S. Renzulli

Myth 1: The Gifted and Talented Constitute One Single Homogeneous Group and Giftedness Is a Way of Being That Stays in the Person Over Time and Experiences
Gifted Child Quarterly 2009 53: 233-235. [PDF] [References] [Request Permission]  

James H. Borland

Myth 2: The Gifted Constitute 3% to 5% of the Population. Moreover, Giftedness Equals High IQ, Which Is a Stable Measure of Aptitude: Spinal Tap Psychometrics in Gifted Education
Gifted Child Quarterly 2009 53: 236-238. [PDF] [References] [Request Permission]  

Carolyn M. Callahan

Myth 3: A Family of Identification Myths: Your Sample Must Be the Same as the Population. There Is a "Silver Bullet" in Identification. There Must Be "Winners" and "Losers" in Identification and Programming
Gifted Child Quarterly 2009 53: 239-241. [PDF] [References] [Request Permission]  

Frank C. Worrell

Myth 4: A Single Test Score or Indicator Tells Us All We Need to Know About Giftedness
Gifted Child Quarterly 2009 53: 242-244. [PDF] [References] [Request Permission]  

Donald J. Treffinger

Myth 5: Creativity Is Too Difficult to Measure
Gifted Child Quarterly 2009 53: 245-247. [PDF] [References] [Request Permission]  

Reva Friedman-Nimz

Myth 6: Cosmetic Use of Multiple Selection Criteria
Gifted Child Quarterly 2009 53: 248-250. [PDF] [References] [Request Permission]  

Holly Hertberg-Davis

Myth 7: Differentiation in the Regular Classroom Is Equivalent to Gifted Programs and Is Sufficient: Classroom Teachers Have the Time, the Skill, and the Will to Differentiate Adequately
Gifted Child Quarterly 2009 53: 251-253. [PDF] [References] [Request Permission]  

Carol Ann Tomlinson

Myth 8: The "Patch-On" Approach to Programming Is Effective
Gifted Child Quarterly 2009 53: 254-256. [PDF] [Request Permission]  

Sandra N. Kaplan

Myth 9: There Is a Single Curriculum for the Gifted
Gifted Child Quarterly 2009 53: 257-258. [PDF] [Request Permission]  

Ann Robinson

Myth 10: Examining the Ostrich: Gifted Services Do Not Cure a Sick Regular Program
Gifted Child Quarterly 2009 53: 259-261. [PDF] [References] [Request Permission]  

Marcia Gentry

Myth 11: A Comprehensive Continuum of Gifted Education and Talent Development Services: Discovering, Developing, and Enhancing Young People’s Gifts and Talents
Gifted Child Quarterly 2009 53: 262-265. [PDF] [References] [Request Permission]  

Joyce VanTassel-Baska

Myth 12: Gifted Programs Should Stick Out Like a Sore Thumb
Gifted Child Quarterly 2009 53: 266-268. [PDF] [References] [Request Permission]  

Dorothy Sisk

Myth 13: The Regular Classroom Teacher Can "Go It Alone"
Gifted Child Quarterly 2009 53: 269-271. [PDF] [References] [Request Permission]  

Cheryll M. Adams

Myth 14: Waiting for Santa Claus
Gifted Child Quarterly 2009 53: 272-273. [PDF] [References] [Request Permission]  

Sidney M. Moon

Myth 15: High-Ability Students Don’t Face Problems and Challenges
Gifted Child Quarterly 2009 53: 274-276. [PDF] [References] [Request Permission]  

Tonya R. Moon

Myth 16: High-Stakes Tests Are Synonymous With Rigor and Difficulty
Gifted Child Quarterly 2009 53: 277-279. [PDF] [References] [Request Permission]  

Jean Sunde Peterson

Myth 17: Gifted and Talented Individuals Do Not Have Unique Social and Emotional Needs
Gifted Child Quarterly 2009 53: 280-282. [PDF] [References] [Request Permission]  

Carolyn R. Cooper

Myth 18: It is Fair to Teach all Children the Same Way
Gifted Child Quarterly 2009 53: 283-285. [PDF] [References] [Request Permission]  

Shelagh A. Gallagher

Myth 19: Is Advanced Placement an Adequate Program for Gifted Students?
Gifted Child Quarterly 2009 53: 286-288. [PDF] [References] [Request Permission]  

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