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In fairy tales, many protagonists learn by journeying through the Woods, whereas most children in the modem world learn by going through the school system. In this chapter, we use the fairy tale characters from the musical. Into the Woods, as a metaphor for the development of creatively gifted students in our school system (i.e., the Woods). We first trace key research and beliefs about giftedness and creativity in the West, then contrast this with how these concepts are considered in the East (specifically discussing South Korea). We then review how school systems treat various creatively gifted students and problems that commonly arise. Last, we discuss future directions for how school systems can nurture creativity in all students. Discussed solutions include: the RTI model for gifted programs, teaching creative metacognition, and developing effective and efficient creativity assessments. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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An understanding of the strengths, weaknesses, and achievement profiles of students with giftedness and learning disabilities (G&LD) is needed to address their asynchronous development. This study examines the subtests and error factors in the Kaufman Test of Educational Achievement–Third Edition (KTEA-3) for strength and weakness patterns of students with G&LD in higher and lower level thinking skills by comparing G&LD students ( n = 196) with academically gifted (GT; n = 69) and specific learning disability (SLD) students ( n = 90). Several one-way MANCOVAs were conducted with subtest error factor scores as dependent variables and grouping variable (G&LD, GT, or SLD) as the independent variable. The G&LD means scores across subtests were in between the two control groups. On many higher level thinking tasks, the G&LD group scored similar to the gifted group. The results support the use of error analysis to gain further understanding into the profile of students with G&LD. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)
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