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Reviews research on theory and identification of gifted and talented youth. Conceptions of giftedness and talent are examined as they relate to the identification process. It is argued that giftedness is a complex phenomenon comprised of both intellectual and social emotional factors and that acceleration should be the major approach to educating gifted youth. Grouping gifted youth is then examined, with particular emphasis on recent meta-analyses of grouping procedures. Ability grouping leads to higher academic achievement for gifted youth, serves as a stimulus or motivator, and confirms the legitimacy of the students' personal identity. (Chinese abstract) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Giftedness is a concept ingrained in our educational vocabulary. We often think of a small, elite group of academically and intellectually bright children, sitting in classrooms, hungry for bookish knowledge. In fact, "giftedness" is a narrow conception of a multifactor phenomenon better described as "talent." This chapter promotes the concept of talent and talent development, first providing some historical background information about the concept of giftedness in American education, including the nature–nurture debate. Next, some of the myths surrounding gifted education are debunked by identifying the failures of the system to recognize and foster talents. Finally, models are presented that explore the development of academic, artistic, vocational, and personal—social talents in schools and that delineate a developmental sequence of talent development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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[study was] established to gather information about the accomplishments and future plans of former PACE students a combined longitudinal and retrospective multi-case study design was employed / the longitudinal component was designed to investigate the accomplishments and future plans of secondary [school] students who had been identified as gifted in elementary school . . . and who had participated in the PACE program for at least three years / purpose of the retrospective component of the PACE follow-up study was to investigate the perceptions of 12th-grade students and their families of PACE's effectiveness in developing participating students' talent developmental perspective was introduced into the retrospective portion of the current study by asking participants to share their perceptions of both short- and long-term effects of the PACE program (PsycINFO Database Record (c) 2019 APA, all rights reserved) (Source: chapter)
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addresses the following questions: who are the gifted and talented / how do we define giftedness and talent / how can we identify these youth / why should we identify them / definitions are presented for a variety of terms associated with giftedness and talent and specific procedures for selecting youth for special educational programs are presented the need to link identification information with specific program and service options for individual gifted students is emphasized as well as the need to pursue identification as a continuous process, not as a one-time effort differences between identification at the elementary and secondary levels are noted / the need to identify artistic and vocational talent is also stressed (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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This chapter has two purposes: to provide a review of the existing research on the characteristics of families of gifted children, and to make suggestions for future research on such families from a systemic perspective. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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current practice in gifted education continues . . . to favor a general giftedness approach and the identification of all-purpose gifted youth, with far less attention to their special gifts and talents / review conceptions of giftedness in greater depth, discuss operational systems for identifying gifted and talented youth, examine concepts related to selection, and draw conclusions and guidelines for practitioners conceptions of giftedness and talent / special populations / developing identification systems / phases of identification / criteria for test selection / test instruments / data synthesis (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Tipo de recurso
- Book Section (5)
- Journal Article (1)