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First we describe one particular model of talent development (Jarvin and Subotnik in The handbook of secondary gifted education. Prufrock Press, Waco, 2006) and situate it in perspective to other models developed in North America and Europe. We then discuss the implications of this view of giftedness on education and review related resources and approaches available in North America and Europe. We will conclude with the need for further international coordination in our understanding and promotion of talent development. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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This book is a scholarly overview of modern concepts, definitions, and theories of intellectual giftedness, and of past and current developments in the field of gifted education. The authors consider, in some detail, the roles of intelligence, creativity, and wisdom in giftedness and the interaction between culture and giftedness, as well as how giftedness can be understood in terms of a construct of developing expertise. The authors also review and discuss a set of key studies that address the issues of identification and education of children with intellectual gifts. This volume maybe used as a summary overview of the field for educators, psychologists, social workers, and other professionals who serve intellectually gifted children and their families. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: book)
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In this chapter, the authors have presented here a model of giftedness by referring to the specific domain of music. The model defines giftedness as a transitional process in which different characteristics contribute to the transformation of abilities into competencies and expertise and, in exceptional cases, into scholarly productivity or artistry. This transformation is made possible through the interaction of innate abilities and context, as specified at each stage. The authors have also outlined how they believe education can best facilitate the passage from abilities to competencies to expertise and scholarly productivity or artistry. They offer this model, based on research in the domain of music in the United States, as a useful framework for understanding, comparing, and nurturing talent development in other domains and other countries. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)
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This chapter will illustrate how one team of researchers and curriculum developers designed a program addressing the needs of different learner profiles that enabled teachers to serve—and assess—all of the students in their classroom, including gifted students. The program was not designed for the exclusive use in gifted classrooms, but rather, offers a model for teaching that will benefit both gifted students and children not identified as such. First, we provide a brief review of existing definitions of giftedness. We then present the principles of Teaching for Successful Intelligence (TSI) and show how this instructional approach can help teachers meet the needs of students of varying levels of ability. Finally, we present concrete examples from an elementary school intervention based on TSI. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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Entre 2000 y 2026
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