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Since 1957, when the Soviet Union launched its satellite Sputnik, until the dissociation of the Soviet Union in 1991, the Russian tradition of educating gifted children had been world-renowned. However, with a restructuring of society's major domains of functioning in the early 1990's, the Soviet system of complete federal support for gifted education all but disappeared. In this chapter, the authors argue that the system, despite the challenges of the 1990's, has survived its toughest times. The authors illustrate that, by capitalizing both on past and current theories of giftedness and cognitive development, the field of gifted studies in Russia continues to develop and that it is in the process of re-creating itself in the changed social and cultural context of Russia. This chapter attempts to address questions of identifying, educating, and caring for gifted children by capitalizing on Russian psychological science and its past and present accomplishments in the field of gifted and talented research. First, based on works of multiple Russian psychologists, a systemic multidimensional model of giftedness is introduced. The model integrates extant Russian psychological research, extends available conceptualizations, and suggests directions for future research. Next, we describe current practices for the identification and education of the gifted and talented in Russia. Finally, the chapter introduces suggestions for best practices for assessment of achievement in gifted individuals and projections for future research in the field. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

The conception of giftedness proposed is one based on student learning and performance needs, hence the label child-responsive model. The model accepts, while adapting, some basic premises of two existing paradigms of giftedness that have competed for attention in the schools. It is predicated on the belief that the school environment should recognize the behaviors and characteristics of the exceptional learner from these two realms and respond to the concomitant learner needs in each group by creating learning environments that will maximize the opportunities for exceptional learners to extend their achieved and potential expertise in areas of high performance. Within this model, there are two clusters of gifted students. The two clusters of gifted students are designated the academic activists and the problem-solving innovators. The two paths that gifted students may follow in this model are the academic-accelerative path and the creative-productive path. Each path is of equal importance and deserves equal attention in the planning for addressing the needs of gifted students in our schools. Within this model, the authors attend specifically to the groups of students within each of those categories who can be reasonably served by the current school structure. In this chapter, the authors discuss the the two clusters of gifted students, and two paths that gifted students may follow in this model in great detail. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

In this chapter, advanced development and giftedness within the context of the school are discussed. The authors contention is that advanced development is the fundamental concept for understanding giftedness, and they attempt to explain our position by offering a definition, describing the roots of the definition--explaining the changes in our thinking--that have led to a deeper understanding of giftedness and schooling, and proposing a modified definition. The authors also discuss some implications of the ideas they have proposed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

In this chapter, the authors focus on making giftedness productive. Though fundamentally psychological and educational, their approach is derivative of the "new economics" that broadly applies well-established economic principles to explain human behavior outside its traditional monetary purview, including learning, human and social capital, marriage, divorce, crime, addictions, suicide, and other phenomena (Becker, 1976). This economic approach employs only a few central ideas to parsimoniously explain and predict a wide variety of human behavior. The chapter looks at conceptions, and psychological explanations of productive giftedness. Toward that end, this chapter explains the findings of our research program and sets forth what makes for exceptional performance in school and in nonacademic pursuits. It summarizes our studies of the childhood traits and environments of eminent men of Western history and of 20th-century American women, as well as the family and school environments of 20th-century gifted adolescents. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

In this chapter, the authors briefly review several conceptualizations of giftedness; review the scope of the underrepresentation and overprediction phenomenon for gifted students of color; elaborate on some of the causes of this national crisis; provide evidence of how the Meyerhoff Scholars Program (MSP) nurtures the academic excellence of gifted and talented students of color; discuss the theoretical constructs from the social sciences that they believe inform practices having to do with academic attitudinal and behavioral changes; and conclude with a discussion of those aspects of the program that can be transferred in efforts to reduce the overprediction phenomenon and increase the persistence and academic excellence of gifted and talented students of color. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

At a recent conference, a clinical psychologist who works with gifted students engaged the first author in an exciting and challenging conversation. As the authors discussed specific research and case studies involving gifted children, they realized that we were talking almost exclusively about the importance of context in defining and addressing giftedness. During the rest of the conference, they noticed the role of context in talent development in every session we attended. On the first author's return home, one question kept leaping into his mind: If the need to consider context comes up in most research sessions and so many practical applications, why don't we spend more time exploring its role in theories of giftedness? In this chapter, the authors explore the role of context in some classic and contemporary theories and models of giftedness, propose an alternative view, and explore the practical implications of that perspective. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This chapter looks at giftedness and gifted education. The authors start off by giving some definitions of the word giftedness, and the theories behind those definitions. The authors then discuss how their conception of giftedness compares with other conceptions, the identification of gifted individuals, gifted education, and assessment of gifted individuals. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

A decisive factor in the determination of effective gifted education is the fit between the individual cognitive and noncognitive (e.g., motivational and other personality) factors of the developmental and learning processes on the one hand and the environmental influences that are mainly from the social settings of family, school, and peers on the other hand. This chapter is based on multidimensional conceptions of giftedness and talent, such as the Munich Model of Giftedness (MMG), as well as on interaction models, such as the Aptitude-Treatment Interaction (ATI) by Cronbach and Snow (1977) and Corno and Snow (1986). When considering the MMG as an example of a multifactorial conception of giftedness, along with the recently developed dynamic process approach to this model (Munich Dynamic Ability-Achievement Model of Giftedness [MDAAM]), the following questions arise: How should gifted individuals be identified and instructed? And how should their learning outcomes or excellent performance be assessed? These and other questions will be answered according to the MMG and the MDAAM, respectively. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)