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Reviews information from ancient and classic cultures (Western and non-Western) relating to beliefs about the sources of giftedness. The author traces the nature of the "gifted" metaphor that implies that exceptionally promising abilities or aptitudes are inherited, acquired, or given from some source. These beliefs are used to discuss the present concept of gifted individuals and the attitudes people have about serving this population in the school setting. Five themes are identified that should be considered by those who deal with problems in gifted education. These themes are (1) diversity of gifts, (2) source of giftedness, (3) development of gifts, (4) distribution of gifts, and (5) attitudes toward giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Interviews with teachers and teacher-completed questionnaires were used to examine the interplay between personal and official conceptions of giftedness. Teachers saw giftedness as greatly varied but having the common characteristic of creativity. However, when observing for nomination to gifted programs, teachers focused on classroom performance to a greater degree than creativity. Their observations more closely matched the official definition rather than their personal conceptions. Ss had not actively worked to align the official conception more closely with their own. This inaction was attributed to lack of experience with gifted education, avoiding harm to children, and being patient with change. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Surveyed 39 school districts to examine the success or failure of alternative strategies for identifying gifted students in school districts serving large numbers of culturally diverse students. Many districts listed ethnic/linguistic minorities and economically disadvantaged students as important underserved populations. Alternative identification procedures were primarily intended to expand the assessment basis. Factors most associated with success of procedures included school personnel and assessment practices. Factors causing problems included testing and policies at state and local levels, as well as a lack of recognition of giftedness as it is manifested in diverse cultural populations. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Reports on 418 schools' assessment of creativity as part of their identification procedures for gifted programs. School districts across the nation were asked to supply information on the published instruments they used to measure creativity. Coding definitions for creativity included divergent thinking, problem solving, persons/traits, and none. Simple frequency counts were done for each creativity instrument used by a school district. Although many school districts include creativity as part of their assessment, they continue to have difficulty with the complex conceptual and operational definitions of creativity. Districts often select instruments for assessment of creativity without attending to the definition of the construct. Researchers are encouraged to improve the translation of their work to the practitioner so that more valid, reliable, and useful assessments will be possible in the schools. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
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This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 39(2), Spr 1995, 110-114. (The following abstract of the original article appeared in record 1995-42516-001.) Reports on 418 schools' assessment of creativity as part of their identification procedures for gifted programs. School districts across the nation were asked to supply information on the published instruments they used to measure creativity. Coding definitions for creativity included divergent thinking, problem solving, persons/traits, and none. Simple frequency counts were done for each creativity instrument used by a school district. Although many school districts include creativity as part of their assessment, they continue to have difficulty with the complex conceptual and operational definitions of creativity. Districts often select instruments for assessment of creativity without attending to the definition of the construct. Researchers are encouraged to improve the translation of their work to the practitioner so that more valid, reliable, and useful assessments will be possible in the schools. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)
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This reprinted article originally appeared in Research Monograph No 95210, 1995, Storrs University of Connecticut, The National Research Center on the Gifted and Talented. The purpose of this paper is to explore a different perspective for observing and assessing characteristics of giftedness in minority, limited proficiency in the English language and economically disadvantaged student populations. First, a summary of what we know about the attributes of gifted and high achieving students from minority or economically disadvantaged families and areas is presented. Second, a proposal for focusing on core attributes that underlie the giftedness construct as a more viable basis for observing and identifying giftedness in minority or economically disadvantaged student groups is presented. A description of how a set of core attributes of giftedness was derived is also provided. Finally, implications for using these core attributes as the basis for a paradigm that better addresses the identification and education of gifted students from underrepresented populations are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)
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