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After nearly a century of development, gifted education has evolved into a complex educational discipline with well thought out pedagogy and research agendas. However, while the number of studies escalates, the field as a whole has been criticized for producing fragmented and piecemeal results. One of the reasons for these shortfalls is that the field has invested little in meta-theoretical aspects, such as historical perspectives and philosophical foundations. This article is a comprehensive review and analysis of the conceptual changes and paradigm shifts in gifted education. Three major paradigm shifts in gifted education were identified— demystification (i.e., giftedness as manifested wonders), identification (i.e., giftedness as measurable predictions), and transaction (i.e., effectuation of human possibilities). Presently, there is still an implicit focus on the identification paradigm despite considerable efforts to shift the focus to creating and sustaining appropriate developmental niches for all individuals. Debates in the field are highlighted to provoke discussion of future directions. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)
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As societies move toward a deeper engagement with humanitarianism and egalitarianism, education systems have increasingly embodied a commitment to principles of inclusion. The field of gifted and talented education (GATE) has reflected these changes in recent discussions around equity, diversity, and inclusive practices. This article aims to re-examine the practices of gifted education and rethink the possibility of generating an egalitarianism-based, GATE-derived inclusive education discourse that can serve as a parallel to the predominant humanitarianism-drive inclusive education movement. Within a discourse of self-actualization, we propose framing “gifted” as a process-based, rather than person-based, construct that applies to all students as they are enabled to transact their gifts and talents through engaging in a “gift-ed” process through honing self-knowledge and learning gifted behaviors. We advocate the use of person-first language, (i.e., students with advanced learning needs/advanced and special learning needs (ALN/ASLN)) that will encourage specific interventions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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This study aims to discover the best appropriate model to explain reading success of academically gifted students through the ecological model. Three models (i.e., Model 1, Model 2, and Model 3) were created by using three layers of the ecological model to investigate the ecological background of reading success. In line with the literature, seven explanatory factors were examined among the items in the student questionnaire of PISA 2018. Exploratory factor analysis to detect factors and confirmatory factor analysis to validate them were used respectively. Cronbach’s Alpha values of each factor (internal consistency) were also calculated. Structural equation modeling was performed to create a model explaining reading success. Afterward, indices of goodness-fit-criteria were examined. The findings indicated that there is a complex background for reading. All factors (i.e., perception of difficulties, perception of competence in reading, enjoyment of reading, teacher support, teacher feedback, value of school and disciplinary climate in the classroom) have a significant effect on reading. According to the results, Model 3 has the best model fit indices among other models. This model, having more complexity and interaction among latent variables, was found as the most comprehensive and appropriate model due to being coherent with the ecological model. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: journal abstract)
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In a recent position statement, the National Association of Gifted Children argued the importance of providing equitable treatment of Lesbian, Gay, Bisexual, Transgender, Queer and other sexual and gender minority individuals (LGBTQ +) gifted youth to help them maximize their potential. However, there are very few empirical studies focusing on the intersection of giftedness and gender identities. Little is known regarding these students’ experience at, and outside of, school. Focusing on the individual process of gender identity development and self-acceptance, we interviewed nine LGBTQ + postsecondary students in North America (aged between 19 and 29 years) who are graduates of an academically focused high school in Turkey. In particular, we studied their ways of thinking, stress coping strategies, and environmental factors that may have enabled their self-acceptance of LGBTQ + identities. Findings of the study show that the mental health of LGBTQ + is a function of individual factors (e.g., coping strategies), structural factors (e.g., a homophobic sociocultural environment), and the context. The findings also indicate the benefits of complexity and reflectiveness in thinking, metacognition and the ability to separate identity labels from identities, enabled by high school peer support, liberal curriculum and classroom discussions, and access to information during adolescence. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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Over the past century, strong applications of psychometrics have resulted in an ideology and practices of identification in the field of gifted education. In recent years, an alternative ideology that construes giftedness in an inclusive light and promotes democratic practices has emerged. This ideology posits a new meaning-making system of giftedness that is process-based rather than person-based. In this article, we elaborate some conceptual principles of this emerging ideology. First, we reflect on the nature of giftedness as a social construct using a symbolic interactionist perspective and articulate the dialectical evolution of collective meanings of giftedness. Second, we address the interdependency between an individual and a context when it comes to helping students realize their giftedness. Third, we accentuate a growth orientation and outline the importance of considering giftedness as a process-based entity. Furthermore, we provide a T:CAD conception of giftedness along with ideas for transaction-focused practices that aim to encourage the rendering of this emerging ideology in practice. (PsycInfo Database Record (c) 2021 APA, all rights reserved) (Source: journal abstract)
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Entre 2000 y 2026
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