Identifying students for gifted education services is a process filled with controversy, confusion, myths, and misunderstandings. Editor Scott L. Hunsaker’s new volume sheds much needed light on this difficult topic. With contributions from leading scholars, researchers, and practitioners in gifted education, fifteen chapters explore in depth the research and practice of identification of gifted and talented students. The text presents multiple points of view and does not shy away for some of the particularly thorny issues surrounding identification, specifically

• the theory-practice gap,
• under-representation of diverse populations,
• identification as status bestowal rather than assessment process,
• rigidity in use of processes and instruments,
• the search for the magic-bullet test, and
• validity of non-verbal intelligence tests.