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In this response, we commend Sternberg’s Active Concerned Citizenship and Ethical Leadership (ACCEL) model yet urge him to consider an ACCEL-S model that more fully incorporates society’s integrative role in giftedness. ACCEL-S builds on the highly complex and contextual view of giftedness proposed by Sternberg and transforms it into a participatory framework. Within it, the skills associated with giftedness shape but are also shaped by social context; they generate meaningful forms of collaboration as well as grow out of them. The concept of giftedness itself is transformed from a person-centric one to a distributed model in which being gifted is a relational instead of purely personal achievement. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)
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Studies of drawings by young art students, nonart students, and children who realized their potential for artistic giftedness in adulthood provide clear evidence regarding the effects of advancing knowledge on the development of artistic talent and creativity in children. Focusing on the nature of this artistic experience and developing expertise, this chapter argues that artistic creativity does emerge from measurable interactions between advancing knowledge and visual information processing. Furthermore, the relationships among advanced knowledge in the visual arts, the processing of visual information (i.e., problem finding and reasoning), and creative productivity depend on the task, the behavior monitored, the phase of developing talent, and the expertise that educational intervention can afford. Embracing Gruber's evolving systems approach, a description emerges of the interplay among the young artist's purposeful work, affect, and knowledge of traditional visual arts conventions. The discussion of the early development of artistic talent and creativity articulates the yields of both quantitative and qualitative studies. Studies of the artistic development of groups of children stand against current theories and practice in art education. Identifiable differences do emerge within the context of case studies showing the early roots of children's artistic talent and creativity. The case study of a young artist named Eric later in this chapter is used to exemplify these points. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Most theories of giftedness include creativity as a central component. Creativity assessment has a key role, therefore, in measuring giftedness. This article reviews the state of the creativity assessment, from divergent thinking tests (including the Torrance Tests of Creative Thinking) to the consensual assessment technique to rating scales and self assessments. Despite the many flaws present in every type of creativity measurement, there are compelling reasons for including creativity as part of a gifted assessment battery. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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Thinking and writing about creativity immediately causes us to reflect upon our own experiences and wonder whether or not we think of ourselves as being creative people. This chapter describes an approach to developing creative activities and creativity in children, particularly, ways of influencing teacher behaviors to identify, promote, and develop creative teaching and the strategies for infusing creativity in educational experiences. The chapter provides a brief description on new directions in creativity program (NDC); the three-ring conception of giftedness; the schoolwide enrichment model; and the challenge of change in the real world of schools. The NDC includes five volumes: Mark A, Mark B, Mark I, Mark 2, and Mark 3. The NDC program is designed to help teachers develop the creative thinking abilities of primary and middle grade youngsters, and the premise of NDC is that almost all children have the potential to think creatively and that creative production can be improved by providing systematic learning experiences that foster the use of imagination. The general purpose of NDC can best be explained by contrasting the creative or divergent production abilities with the convergent production abilities emphasized in most elementary school classrooms. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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In fairy tales, many protagonists learn by journeying through the Woods, whereas most children in the modem world learn by going through the school system. In this chapter, we use the fairy tale characters from the musical. Into the Woods, as a metaphor for the development of creatively gifted students in our school system (i.e., the Woods). We first trace key research and beliefs about giftedness and creativity in the West, then contrast this with how these concepts are considered in the East (specifically discussing South Korea). We then review how school systems treat various creatively gifted students and problems that commonly arise. Last, we discuss future directions for how school systems can nurture creativity in all students. Discussed solutions include: the RTI model for gifted programs, teaching creative metacognition, and developing effective and efficient creativity assessments. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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For a topic that can seem amorphous, mystical, or impossible to study, creativity has more than 65 years of active research and a surprisingly high level of agreement on fundamental issues. Unlike many topics, scholars, teachers, and students of creativity can apply their knowledge to their own lives and to enrich the lives of those near them. Creativity has an array of benefits, from personal to professional to global, which are often assumed and not actively studied (Forgeard & Kaufman, 2016). A strong creativity advocate knows the facts about the topic, models creativity in her own life, and defends, enables, and nurtures creativity in the classroom and the world. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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An understanding of the strengths, weaknesses, and achievement profiles of students with giftedness and learning disabilities (G&LD) is needed to address their asynchronous development. This study examines the subtests and error factors in the Kaufman Test of Educational Achievement–Third Edition (KTEA-3) for strength and weakness patterns of students with G&LD in higher and lower level thinking skills by comparing G&LD students ( n = 196) with academically gifted (GT; n = 69) and specific learning disability (SLD) students ( n = 90). Several one-way MANCOVAs were conducted with subtest error factor scores as dependent variables and grouping variable (G&LD, GT, or SLD) as the independent variable. The G&LD means scores across subtests were in between the two control groups. On many higher level thinking tasks, the G&LD group scored similar to the gifted group. The results support the use of error analysis to gain further understanding into the profile of students with G&LD. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)
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