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A domain-specific developmental model of giftedness is proposed as being more consistent with what is known about high level development than the widely-used categorical model. A research project is described which involves administering several measures in 3 different domains (Linguistic, Logical/Mathematical, and Social/Emotional) to 343 categorically gifted early adolescents (grades 6, 7, and 8). Results are interpreted as supportive of a perspective on giftedness as high level development which occurs in one or more specific domains, which is generally consistent with gender socialization practices. Implications for gifted assessment and programming are discussed, particularly the need to provide flexibly responsive programming designed to match students' diverse educational needs as they vary both within and across individuals, and to reconsider educational practice regarding the Social/Emotional domain. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Presents Raven's Matrices tests as a component in the identification of giftedness and includes related empirical studies. The article discusses the reliability, validity, and fairness of the tests and compares them with other intelligence tests. Despite problems with narrowness of scope and standardization practices, these tests are seen as providing a useful screening device that could help to identify gifted children. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

In this chapter, I consider some of the specific challenges experienced by high-ability learners as they grow out of childhood and into adolescence. I also address evolving perspectives on giftedness that can work to obviate some of the added complications, with a focus on talent development and other theoretically grounded evidence-based approaches that incorporate individual and developmental diversity, including the domain specificity and fluidity of cognitive development, and the importance of mindsets in regulating young adults' responses to the challenges and opportunities in their lives. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Over the past few decades, there has been a change in prevailing definitions and understandings of intelligence, in the ways that giftedness is identified and in the programming that is recommended for exceptionally capable learners. After a brief description of the historical and conceptual underpinnings of this paradigm shift, we discuss here its practical consequences, including connections to current psychological research on mindsets, and to teaching that promotes both intellectual and emotional learning. Throughout, our focus is on what this means for understanding and supporting high-level development in diverse kinds of learners. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Ian Warwick has been working with inner city students and educators for many years now to develop a broad-based approach to gifted education that can be available to every student and teacher. He has written this chapter with Dona Matthews on an initiative currently in place in London. They observe that there are enormous benefits not only for families and students, but also for schools and for society as a whole when educators see cultural diversity as a strength to be capitalized on, rather than a problem to be solved. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

14 10–18 yr old girls from a program for bright and gifted students participated in 7 sessions designed to stimulate awareness of gender-related social and personal concerns. Findings indicate that Ss' scores on the Piers-Harris Self-Concept Scale (The Way I Feel About Myself) increased significantly from pre- to posttesting. Data suggest that increasing awareness of women's issues may be one way of increasing the likelihood that gifted females will achieve their potential. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Two major objectives motivated us to develop a volume of contributions from developmental psychologists and from experts in gifted education. First, we wanted to better understand how recent advances in developmental psychology might enhance our understanding of high-level achievement and performance and help to translate the science in light of research, policy, and practice in gifted and talented education. Second, we wanted to interest developmental psychologists in a consideration of exceptionally high-end abilities in their conceptual frameworks. These understandings also have implications for clinicians working with clients throughout the life span. This concluding chapter discusses key themes across the volume; gaps in the research literature; implications for policy; implications for educational practice; and challenges met and challenges ahead. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This chapter is written from the stance of a practitioner researching his own practice as an educator in the field of giftedness. I describe how a model of gift-creation has emerged through critical responsiveness to my own practice, and I offer a parallel description of the conditions under which gifts can be grown, rather than identified. These descriptions underlie an argument for shifting professional focus from dominant twentieth-century Western rationalist approaches to the field of gifted and talented education, with their deterministic, dualistic, individualistic, pragmatic, tool-for-result, and knowing-centered associations, towards a concept of giftedness which is co-constructed (not identified) in a social, relationally respectful, activity-oriented, dialectical, tool-and-result manner and context. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Giftedness is, in large part, a function of creativity in generating ideas, analytical intelligence in evaluating the quality of these ideas, practical intelligence in implementing the ideas and convincing others to value and follow the ideas, and wisdom to ensure that the decisions and their implementation is for the common good of all stakeholders. The model is referred to as WICS—wisdom, intelligence, creativity, synthesized—although the order of elements in the acronym is intended only to make it pronounceable. This chapter considers the elements of creativity, intelligence and wisdom, in that order, because it represents the order in which the elements often are initially used. As gifted performance evolves, however, the elements become interactive and so order becomes less relevant. The chapter then considers how the concepts can be employed in teaching and assessment, and finally, how they can be employed in identifying the gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter surveys the Differentiated Model of Giftedness and Talent (DMGT), a talent development theory whereby outstanding natural abilities, or gifts, are progressively transformed into outstanding systematically developed skills and knowledge, which define expertise or talent in a specific occupational field. The text briefly describes complex interactions among the six components that help or hinder that process, and succinctly answers a fundamental question: 'What factor(s) differentiate(s), on average, between those who emerge among the talented and those who remain average?' The field of gifted education defines its special population around two key concepts: giftedness and talent. For the vast majority of scholars, these two terms are considered synonyms. Yet, these same scholars keep mentioning one particular idea in almost every discussion of the giftedness construct, namely a distinction—implicit or explicit—between early emerging forms of giftedness, to some extent innate and usually manifested in childhood, and fully developed, adult forms of 'giftedness'. The distinction will be expressed with terms like potential versus achievement, aptitude versus realization, promise versus fulfillment. But it will rarely, if ever, systematically be operationalized. I believe it can be done. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The author describes how she uses the inclusive, cross-curricular model called Thinking Actively in a Social Context (TASC; see record 2008-17742-035), among other tools, in her work to support children in developing their own giftedness, and schools in providing inclusive and inclusional gifted education provisions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

There are many controversies, conflicting research findings and widely-held misconceptions about psychosocial development as it intersects with giftedness. The author argues here that although advanced academic ability may be correlated with higher scores on tests of moral reasoning, it does not necessarily lead to more moral behavior. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

The focus of this chapter concerns the introduction of a set of assessment tools for both teachers and students to use in conjunction with their workload, which reflects and raises awareness of real creative effort taking place. It is my contention also that decisions about the value of creative effort should initially be made more to inform the creator than for the purposes of identifying the gifted. This primary focus may stimulate further excellence and identify areas of future learning over which the creator or facilitator has some control. Bringing students explicitly into assessment priorities can be highly productive in this process. The secondary aspect of such feedback is to facilitate the identification of giftedness, providing information that helps identify those students who are so advanced relative to their age peers such that they require adaptations to instruction. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In this chapter the current empirical research on morality and giftedness is reviewed with an emphasis on ethical sensitivity. The component of moral judgment has been the most studied aspect in morality. Although high ability students have been shown to be superior in moral judgment when compared to average ability students, morality includes other components as well, such as sensitivity, motivation, and character. In this chapter the component of ethical sensitivity is introduced with both quantitative and qualitative empirical results regarding gifted students. Recommendations for the moral education of gifted students are made based on the research findings. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Grounded in her experience as a student and as an experienced educator, the author advocates that educators attend to motivational and other psychosocial factors in all students, observing that giftedness develops when students experience their educational challenges as interesting, relevant, and achievable. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

The author writes about findings from his survey and interviews with over 800 gifted and talented education coordinators throughout England, and about the problems that are caused in practice by their confusion over foundational principles, including definitions of terms. He argues for the importance of a developmental, practical definition that embodies an understanding of the dynamic nature of giftedness, and leads directly to effective implications for educators. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Global Success (GS) is a complex reflection of personal excellence, achieved as a result of tackling challenges. The GS concept has been built from a holistic perspective, and considers the multitude of forms that an individual's personal successes might take. GS addresses the complex linkage of each form to all other forms of personal success at a certain moment of an individual's life. The global interaction among all these forms of success affects each of the various aspects of every human being. GS, as a developing theory, suggests that the identification and multi-dimensional analysis of one's personal values, or axiological system, from a lifespan perspective, is important for understanding the interrelationship between success and giftedness. Usually, the concept of success is perceived as a sociological construct and is understood more as an outcome than as a dynamic developmental process. I think that global success involves many more dimensions than is captured in the usual social, external connotations of success. I propose that it be understood as incorporating a person's entire life construction. Also, we consider the impact of GS on what giftedness means from a gifted individual's point of view. In order to achieve a better understanding of the significance of personal global success to real-life contexts, such as the learning experience for gifted students in schools, we refer to current psychological theories of learning, and to curriculum models. We also recommend the development of life-long educational strategies to improve global success. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

After reviewing literature on Asperger syndrome, the author describes in some detail a case study of a child who has been diagnosed with Asperger's and shows evidence of giftedness. In a consideration of educational implications of this kind of dual exceptionality, she emphasizes the importance of attending to strengths and interests, as vehicles for learning to cope with challenges. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

(An earlier version of this chapter appears in K. Tirri and M. Ubani [eds.] [2007], Holistic Education and Giftedness.) In developed countries, education, like medical provision, is a key focus of social welfare. Recent years have seen a tendency to compare education to medicine in the call for evidence-based policy and practice (Hargreaves 1996; Slavin 2002). The problematical aspects of this are significant and have been explored elsewhere (Parlett and Hamilton 1987; Thomas 2004). In this chapter, I suggest an area for more fruitful comparison between the two domains: a consideration of how the ethical principles informing the medical profession might shed light on the ethics of gifted education. Since the time of Hippocrates, medical practitioners have been concerned to ground their activities in a set of ethical principles that govern the doctor-patient relationship and reflect wider conceptions of a good society. These principles may be grouped into four key areas: respect for autonomy, beneficence, non-malfeasance (doing no harm) and justice. I consider here the extent to which these principles overlap with and might inform the ethics of gifted education. In particular, I seek to identify and explore key ethical issues and tensions in gifted education related to them, including respect for autonomy—consent and the right to underachieve; beneficence—what good is done by gifted education, and to whom; non-malfeasance—the character and competing claims of potential harms to gifted students and others; and justice—equal rights for giftedness as a special educational need, distributive justice, and parity of esteem. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter reports on the outcomes of a three-year project, commissioned by the British government, involving fourteen local education districts drawn from a range of socioeconomic settings. The project was carried out as a set of action research projects, with practitioners working collaboratively with university academics, exploring practical strategies for enhancing educational provision for gifted children aged 4 to 7. Each project was designed to address the local schools' and education districts' needs within the context of a rapidly developing national agenda for gifted and talented education in the UK. Analysis of the fourteen case studies generated a number of issues with implications for classroom practice and policy. The findings from the projects enrich and extend the knowledge base and understanding of gifted and talented education in foundation and key stage one settings (4 to 7 years) in England and Wales. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)