Interplay of Creativity and Giftedness in Science

  • Melissa K. Demetrikopoulos
  • John L. Pecore

Part of the Advances in Creativity and Giftedness book series (ACAG)

Table of contents

  1. Front Matter
    Pages i-xii
  2. Historical Perspective

    1. Front Matter
      Pages 1-1
    2. Lyne M. Bailey, Lee G. Moris, Wesley D. Thompson, Stephen B. Feldman, Melisa K. Demetrikopoulos
      Pages 3-13
    3. Trudi Gaines, Jennifer Mesa, John L. Pecore
      Pages 29-43
  3. Encouraging Scientific Creativity in Gifted Learners

    1. Front Matter
      Pages 45-45
    2. Erin E. Peters-Burton, Lisa M. Martin-Hansen
      Pages 47-69
    3. Anthony M. Washington, Lori Andersen
      Pages 71-85
    4. Angela E. Stott, Paul A. Hobden
      Pages 87-103
  4. Developing Gifted and Creative Learners in Science Education Classroom

    1. Front Matter
      Pages 105-105
    2. Claire E. Hughes, Timothy A. Goodale
      Pages 107-126
    3. Lina Soares
      Pages 127-151
    4. Andrea S. Foster
      Pages 187-200
  5. Science, Creativity, and Giftedness in Real World Contexts with Diverse Learners

    1. Front Matter
      Pages 201-201
    2. Tang Wee Teo, Jia Qian Woo, Lay Kuan Loh
      Pages 203-217
    3. Jerry Everhart
      Pages 219-239
    4. María G. Arreguín-Anderson, J. Joy Esquierdo, Adrienne Guillen, Lorena Villarreal
      Pages 241-256
    5. Corin Barsily Goodwin, Mika Gustavson
      Pages 257-266
    6. Lauren Madden, Kristin Dell’armo
      Pages 267-280
    7. Sally Carson, Steve Cutler, Victoria Rosin
      Pages 281-297
  6. Approaches for Fostering Scientific Creativity in Gifted Learners

    1. Front Matter
      Pages 299-299
    2. Mary Lightbody, Lisa Mary Huelskamp
      Pages 367-380

About this book


This book explores education for juvenile offenders in relation to Passages Academy, which is both similar to and representative of many school programs in juvenile correctional facilities. Examining the mission and population of this school contributes to an understanding of the ways in which the teachers think about and ultimately act with respect to their detained juveniles students, and particularly illustrates how the tension between punishment and rehabilitation is played out in school policies and design. By calling attention to the decisions that surround juvenile detention education, the extant research concentrates on three main areas: first, the social, political, and pedagogical forces that determine who enters the juvenile justice systems; second, how these court-involved youths are educated while they are in the system; and third, the practical problems and the social justice issues youths encountered when transitioning back to their community schools.
“I Hope I Don’t See You Tomorrow is both heartwarming and heartbreaking: its vast empathy for the students that L. A. Gabay teaches is edifying, while its unsparing examination of the forces that push youth into detention is soul shearing. Gabay is at once Tocqueville and Kozol: he brilliantly guides us through the educational territory that is foreign to most of us, even as he paints a searing portrait of teachers who shape lesson plans for students who must learn under impossible conditions. Gabay’s haunting and eloquent missive from the front lines of pain and possibility couldn’t be more timely as the nation’s first black president seeks to lessen the stigma of nonviolent ex-offenders in our society. Gabay’s book confronts the criminal justice system at its institutional roots: in the economic misery and racial strife of schooling that compounds the suffering of poor youth as they are contained by a state that often only pays attention to them when they are (in) trouble. Gabay opens eyes and vexes minds with this stirring and sober account of what it means to teach those whom society has deemed utterly expendable.” – Michael Eric Dyson, author of The Black Presidency: Barack Obama and the Politics of Race in America 
As a beneficiary of Lee Gabay and his colleague’s patience, discipline, and compassionate teaching at the school, this timely book beautifully decrypts the pedagogical framework within the juvenile justice system. As America comes to term with its zeal for incarceration, policymakers, educators, government officials, parents and advocates should take advantage of this carefully written book and use it as reflection and pause as we prepare our young court-involved students towards adulthood.” – Jim St. Germain, Advisory counsel on President Obama’s Taskforce on Police & Community Relations and Mayor Bloomberg’s Close to Home initiative


Juvenile Detention Education Curriculum Instruction Pedagogy Teaching Methods

Editors and affiliations

  • Melissa K. Demetrikopoulos
    • 1
  • John L. Pecore
    • 2
    • 3
  1. 1.Institute for Biomedical PhilosophyUSA
  2. 2.University of West FloridaUSA
  3. 3.Institute for Biomedical PhilosophyUSA

Bibliographic information