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As conceptions of giftedness expanded, researchers provided support for views of giftedness that went beyond high cognitive potential, and more persons became interested in affective issues, moral and ethical development, and what we will describe as intelligences outside the normal curve. A better understanding of people who use their gifts in socially constructive ways can help us create conditions that expand the number of people who contribute to the growth of social as well as economic capital. In the sections that follow, we examine the scientific research that defines several categories of personal characteristics that have been associated with such commitments and form the basis for Operation Houndstooth Theory: Optimism, Courage, Romance With a Topic or Discipline, Sensitivity to Human Concerns, Physical/Mental Energy, and Vision/Sense of Destiny. We will refer to these traits as co-cognitive factors because they interact with and enhance the cognitive traits that we ordinarily associate with the development of human abilities. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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The question "What makes giftedness?" has been debated for decades, with renewed interest over the past 20 years as new theories of intelligence emerged, questions of equity were raised, and resources in schools declined. To shed light on this complex and controversial question, we will draw heavily on the theoretical and research literature associated with the study of gifted and talented persons, but our approach also reflects the point of view of educational practitioners who have devoted significant time and effort to translating research and theory into defensible identification and programming practices. In this chapter, an explanation of key features to be included in a definition of giftedness is followed by a review of the types of giftedness typically identified by school personnel and a summary of purposes for educating gifted students. Subsequent discussion of the developmental nature of giftedness and a rationale for viewing giftedness as a displayed behavior rather than a possessed trait lead to an explicit definition—the Three-Ring Conception of Giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Schools must look further than the current "gifted" population and closer than do the current instruments in the identification process. This is precisely what our new identification battery of gifted and talented students, the Aurora Battery, is intended to make possible. Developed from Sternberg's theory of successful intelligence, this group-administered assessment battery is designed to recognize abilities in analytical, creative, and practical domains using figures, words, and numbers. The augmented view of intelligence adopted by the assessment, in combination with the specificity of its tasks, is expected to capture a more diverse population of students with a more varied and better-qualified array of skills. We present here the impetus for creating this assessment: historical shifts in definitions of giftedness, the increasingly recognized ethical imperative to correct underrepresentation of certain groups, the shortcomings of current assessments, and the promise of future reward that greater investment in gifted children represents. We also discuss the assessment's theoretical grounding, development, and potential applications. The Aurora Battery may offer a new and better assessment alternative for schools interested in better recognizing all gifts and better meeting the needs of all gifted students. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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Giftedness is a social construct that comes with a wide range of interpretations, as there is not a typical gifted learner. The term gifted has been, at times, considered antiquated as educators, policy makers, and scholars address a history of intellectual elitism and the underrepresentation of children from diverse backgrounds in gifted programs across the country. Gifted learners are artists, musicians, engineers, teachers, dreamers, trendsetters, problem solvers, and activists. Frasier and Passow (1994) referred to general attributes of gifted learners, or traits, aptitudes, and behaviors identified across the research as being common elements of giftedness. It is important to recognize that giftedness manifests differently in every child and the presence of the noted diverse traits will vary for each learner based on his or her passion area, type, and level of giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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This chapter will illustrate how one team of researchers and curriculum developers designed a program addressing the needs of different learner profiles that enabled teachers to serve—and assess—all of the students in their classroom, including gifted students. The program was not designed for the exclusive use in gifted classrooms, but rather, offers a model for teaching that will benefit both gifted students and children not identified as such. First, we provide a brief review of existing definitions of giftedness. We then present the principles of Teaching for Successful Intelligence (TSI) and show how this instructional approach can help teachers meet the needs of students of varying levels of ability. Finally, we present concrete examples from an elementary school intervention based on TSI. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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"Conceptual Foundations and Theoretical Lenses for the Diversity of Giftedness" / L. M. Cohen et al "Theory and Research on Curriculum Development for the Gifted" / J. VanTassel-Baska "The Schoolwide Enrichment Model" / J. S. Renzulli and S. M. Reis "Instructional Psychology and the Gifted" / H. Gruber and H. Mandl "Education and Development of Verbally Talented Students" / P. Olszewski-Kubilius and S. P. Whalen "Nurturing Talents/Gifts in Mathematics" / W. Wieczerkowski et al "Talent Development in Science and Technology" / M. C. Pyryt "Promotion of the Gifted in Vocational Training" / R. Manstetten "Giftedness: The Ultimate Instrument for Good and Evil" / A. J. Tannenbaum "New Trends in Research on Moral Development in the Gifted" / A. Pagnin and O. D. Andreani "Programs and Strategies for Nurturing Creativity" / A. J. Cropley and K. K. Urban "Developing Gifted Programs" / S. M. Moonand H. C. Rosselli "Academic Competitions and Programs Designed to Challenge the Exceptionally Talented" / J. R. Campbell et al "Evaluation as a Critical Component of Program Development and Implementation" / C. M. Callahan "Cross-cultural Studies in Gifted Education / L. Hernández de Hahn (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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