Su búsqueda
Resultados 4 recursos
-
Through the lens of the talent development megamodel and the higher mastery framework, this instrumental case study examines the career trajectory of a biological anthropologist, Barbara J. King, who became a persuasive science communicator in the struggle for animal justice. Much of her impact stems from her development in two career paths, one formal and one informal, in biological anthropology and science communication. She developed credibility as a primatologist and academic and was able to apply her experience in the biological anthropology domain to public communication channels to share information about animal cognition and behavior. Through cumulative epiphanies, she came to recognize the value of understanding animals’ lived experience and the need to seek justice for animals. She became confident in her advocacy because of her extensive knowledge base and her teaching and writing skills, which developed through the many opportunities she eagerly pursued. King’s resilience, optimism, patience, curiosity, and motivation combined with confidence in her knowledge base and communication skills to create persuasive communications that challenge the ubiquitous view that animals’ lives are of lesser value than humans’ and they may be used for human purposes. In her dual careers of biological anthropology and science communication, she learned how to share strong evidence from animal research while respecting the individuals receiving her messages. Educators can support development of students’ transformational giftedness by encouraging identity exploration, fostering openness to new ideas, and not limiting their education to the narrow requirements of success within a single domain.
-
In this response to Sternberg’s (see record 2018-07419-003) article, “ACCEL: A New Model for Identifying the Gifted,” we agree that IQ testing may have outlasted its usefulness as an identification tool for gifted students. The field’s commitment to an imperfect formula has neglected the evolution of offerings in schools and theoretical underpinnings that are moving us away from an outdated conception of giftedness. IQ testing should be reserved for finding specific forms of high ability and as a diagnostic tool, not as a gatekeeper that continues to perpetuate the underrepresentation of some groups. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
-
Social coping and self-concept were explored among Irish ( n = 115) and American ( n = 134) grades 3–8 students. Denying one’s giftedness or the impact it has on peer relationships were associated with poor self-concept in both samples. Among Irish students, denying giftedness was associated with more positive self-concept when paired with a high activity level. Engaging in many activities in the US sample and helping one’s peers in the Irish sample were positive predictors of academic self-concept. Findings suggest young gifted students may benefit from learning more about their exceptional abilities and their impact on peers. They should also be encouraged to engage in extracurricular activities and find ways to use their exceptional abilities to support their peers. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)
-
The phenomenon of social coping among students with gifts and talents (SWGT) is not well understood. In interviews with elementary-, middle-, and high-school aged SWGT ( N = 90; 50% female) from the United States, United Kingdom, South Korea, Ireland, and France, the universality of awareness of visibility of their exceptional abilities, high expectations and pressure to achieve from adults and peers, and peer jealousy and rejection, was confirmed. In all countries, SWGT were concerned about peers’ upward social comparison and the effects of their outperformance on peers’ feelings. SWGT attempted to hide their abilities or conform to peers’ behaviors. Prosocial helping behaviors were found among SWGT in nearly all age groups and a focus on the self was a useful coping strategy to students in all countries except France. Parallels are drawn between these findings and stigma theory. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)
Explorar
Tipo de recurso
Año de publicación
-
Entre 2000 y 2026
(4)
- Entre 2010 y 2019 (3)
-
Entre 2020 y 2026
(1)
- 2025 (1)