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This editorial briefly describes the articles featured in this issue of Gifted and Talented International. The featured articles have diverse range of topics—related to giftedness, talent development, educating gifted students, mathematically advanced students and their programs, psychological effects related to giftedness, theoretical studies and sociocultural perspectives of gifted development, and so on. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
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The development of Kronborg’s Model of Talent Development for Eminent Women was underpinned by the Model of Adult Female Talent Development. Additionally, the purpose of the feminist research which underpinned Kronborg’s Model was to explore the lives of ten eminent women in seven talent domains in order to gain knowledge and understanding from the women’s reflections, as to what contributed to their talent development across the lifespan. Various psychological and sociological themes were identified in the Model which influenced the talent development of these gifted females leading to their eminence in diverse talent domains. Based on theories and models of talent development, including Kronborg’s Model, strategies for identifying and teaching gifted students for talent development are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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By establishing the American Association for Gifted Children (AAGC), Strang and her colleagues raised awareness amongst teachers, counselors and parents of the needs of gifted, talented, and creative students across the United States. Her actions emphasized the importance of advocacy for gifted students and contributed to an awareness of the research on giftedness and gifted education. Ruth Strang was a respected female professor of education at a leading university. She was an educator and astute counselor of gifted students. She was highly perceptive of gifted students' developmental needs and spent decades honing her knowledge and understanding of child and adolescent development. Her writings on the nature of giftedness were based on case studies of gifted children and research on giftedness. As one of a group of academics at Teachers College interested in giftedness, she added to the credibility of the field of gifted education in the 1940s, 1950s, and 1960s. Her depth of knowledge in regard to adolescent development, guidance and psychology of students, and the importance of reading development provided her with the broad educational knowledge that she applied to her studies of gifted students. Professor Ruth May Strang was a woman ahead of her times as an observant and insightful educator; much of what she wrote on the psychological and educational needs of the gifted continues to be relevant to gifted children and adolescents today. References (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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It is evident in the last two decades that there has been a sustained growth of knowledge and understanding of the diverse educational needs of gifted and talented students. An increasing number of teachers have become more conscious of supporting the intellectual, social, and emotional needs of their academically able students in our more competitive world. This has emerged largely from a small group of academics in universities in Australia and New Zealand who have conducted their research in the field of gifted education and talent development and shared their knowledge with their students at universities. By academics responding to teachers’, psychologists’, and educational administrators’ requests for professional learning in schools, there has been an expansion of the field of gifted educators at the state and national level. In addition, academics have worked with ministries of education in Australia and New Zealand to raise the awareness of gifted and talented students’ needs, and to create relevant policies with local departments of education. The development of these policies have varied in impact, yet these have had a significant influence on teachers’ acknowledging the importance of gifted and talented students’ educational needs in their care—at the early childhood level and within primary and secondary schools. Within Australia and New Zealand the egalitarian mantra is that gifted education tends to be favored within an inclusive education framework, yet, the research indicates that much of our successful education with these students takes place in selective environments, especially at the secondary level (Kaman & Kronborg, 2012; Kronborg & Plunkett, 2012, 2013). It will be interesting to see what research questions guide our investigations of the educational needs of gifted and talented students in the coming decade, as educators revise their pedagogy, curriculum, knowledge, and understanding of what gifted and talented students need to realize their talent potential. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Stereotypes influence teachers’ perception of and behaviour towards students, thus shaping students’ learning opportunities. The present study investigated how 315 Australian pre-service teachers’ stereotypes about giftedness and gender are related to their perception of students’ intellectual ability, adjustment, and social-emotional ability, using an experimental vignette approach and controlling for social desirability in pre-service teachers’ responses. Repeated-measures ANOVA showed that pre-service teachers associated giftedness with higher intellectual ability, but with less adjustment compared to average-ability students. Furthermore, pre-service teachers perceived male students as less socially and emotionally competent and less adjusted than female students. Additionally, pre-service teachers seemed to perceive female average-ability students’ adjustment as most favourable compared to male average-ability students and gifted students. Findings point to discrepancies between actual characteristics of gifted female and male students and stereotypes in teachers’ beliefs. Consequences of stereotyping and implications for teacher education are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)
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- Book Section (3)
- Journal Article (2)