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What will be the turning points in the education of gifted and talented students in the next several decades? As we complete the first decade of the new century, it is appropriate to reflect on the extraordinary changes and advances that have occurred in the last several decades in our field. Consensus on the turning points of the past century may be difficult to reach and admittedly, this perspective is filtered through the lens of one American woman who has spent the majority of her professional life in this area. The turning points suggested as a focus for the next several decades include the following: (1) expanding conceptions of the multidimensionality of giftedness and talent development, (2) eradicating the continued absence of challenge for gifted and talented students, (3) making a difference for underserved populations, (4) changing our focus from ways to identify gifted students to the ways we develop gifts and talents, and finally, (5) applying 'gifted' education pedagogy to talent development, with a focus on strengths, not deficits. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter explores the relationship between delinquency and gifted children. Topics discussed include the prevalence of delinquency among gifted children and adolescents, the prevalence of giftedness among delinquent youth, possible reasons for the under-representation of gifted youth among delinquents, criminal logic, and what causes some gifted youth to be violent. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This chapter discusses whether gifted children are socially accepted and respected and how this varies with children's ages, specific school environments, and the extent of their giftedness. It also discusses what these gifted students can do to cope with their differences. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter focuses on creative-productive giftedness and proposes that young people showing creative potential and an investigative mindset should also have access to special opportunities, resources, and encouragement. It also describes the evolution of the Three Ring Conception of Giftedness, with its three interacting clusters of traits: above average (not necessarily superior) ability, task commitment, and creativity. Various considerations that have guided the development of the Three Ring Conception of Giftedness include the differences between two kinds of assessment. The first, assessments of learning, focuses on what students already know based on cognitive and achievement test scores. This approach to the development of giftedness and talents in all areas of human productivity takes into consideration factors related to another type of student data called assessment for learning. Factors include sensitivity to traits such as curiosity, interests, preferred instructional styles and expression styles, enjoyment of learning, collaboration, communication, cooperation, planning, and self-regulation. Recurring questions about the Three Ring Conception of Giftedness are discussed, as is the overall goal of both this definition and the recommended programming approach called the Schoolwide Enrichment Model. That goal is to increase the world’s reservoir of creative and productive young people who will contribute to the scientific, economic, social, and cultural development of mankind and to preserve the earth’s resources for future generations. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Discusses the development of creativity in children through the Enrichment Triad Model (J. S. Renzulli, 1976), which was originally developed to provide children with the opportunity to develop their above-average abilities, creativity, and task commitment as was based on a central premise: If we give children the opportunities to become involved in self-selected, creative, productive work in school, this will increase the likelihood that the will emerge as creatively productive adults in whatever area they select as their future work. Two kinds of giftedness are examined: Schoolhouse giftedness and creative-productive giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Notes that gifted children and their families experience unique psychosocial stressors related to giftedness. This chapter explores preventive counseling strategies and counseling interventions for stresses related to giftedness to ensure healthy social and emotional adjustment. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

The study of gifts and talents and how innate abilities interact with one's environment, personality, educational opportunities, family support, and life experiences has fascinated psychologists, educators, and parents for decades. Why is it that one child with remarkably high potential born into a particular family in a particular environment grows up to become a neurosurgeon while a child of similar intellectual potential who lives in the same community and attends the same schools, decides to drop out of high school? What have researchers and scholars learned in the last few decades about the nature of talent development and intellectual giftedness? In this chapter, these questions, none of which can be answered simply, are discussed and current research about intellectual giftedness is summarized. As the research points out, one of the core concepts that has emerged about intellectual giftedness in the last few decades relates to its diversity, for there is no more varied group of people than those labeled intellectually gifted. Despite this broad diversity, however, several common themes about intellectual giftedness and the conditions for its development exist. We begin our review of the research related to intellectual giftedness with a discussion of these themes, summarizing highlights about research on intellectual giftedness in the United States, including the seminal work of Lewis Terman, and presenting an overview of what we believe to be some interesting and potentially important American theories to date. We conclude the chapter with some interesting research-based trends related to new ideas in defining and developing academic gifts and talents. It is important to understand, however, that there is no agreed-upon consensus about who is gifted and no final answers about our evolving understandings of how intellectual giftedness develops and the characteristics that help us to identify and nurture intellectual gifts and talents. To introduce the challenge associated with both defining and identifying giftedness in students, four brief case studies are introduced in the first section of the chapter. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

An overview of definitions of giftedness, special populations of gifted and talented children, methods of identification, and a continuum of services are summarized in this chapter. These services include organizational strategies (such as instructional grouping options), instructional strategies (such as acceleration and enrichment options), and a variety of talent development opportunities that should be included in a continuum of services that will engage and challenge all gifted and talented students. Also included in this chapter are some social and emotional challenges that may affect gifted and high potential children, such as the potential underachievement of children who do not encounter sufficient challenge in school. The chapter ends with a summary of research about the effectiveness of grouping, instructional, and talent development strategies, as well as recommendations for the creation of a continuum of services in each school district that will challenge and engage all students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The authors describe the Renzulli Learning System (RLS), a way that teachers can use technology to differentiate effectively for a broad range of individual differences and diverse student needs, and increased pressures to improve student achievement. The main goal of the RLS is simultaneously to increase achievement and the enjoyment of learning by making available an easy-to-use, research-based system that promotes student engagement. Research on the role of student engagement is clear and unequivocal: high engagement results in higher achievement, improved self-concept and self-efficacy, and more favorable attitudes toward school and learning. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This chapter highlights research findings about affective components associated with high levels of creative achievement, the environmental factors that are more likely to result in the actualization of creative giftedness, and the implications for nurturing creative talent. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The term gifted means that an individual is exceptional at something and we prefer to use the term as an adjective (e.g., he or she is a gifted pianist, etc.) rather than as a noun (e.g., the gifted). We also talk about gifted behaviors rather than use giftedness to represent a state of being. The study of gifts and talents and the ways in which individuals’ abilities interact with and are affected by environment, personality, educational opportunities, family support, and life experiences have fascinated researchers for several decades. As we consider our scholarly and school-based experiences in developing programs and identification systems for high potential students, as well as our knowledge base about how giftedness can be developed in children and adolescents, several common themes emerge about talent development and giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Both qualitative and quantitative longitudinal studies of school-wide enrichment model (SEM) gifted programs demonstrate positive outcomes in cognitive, affective, and social development of participating students. The participants increased their college and work aspirations, and maintained interests and creative productive work that begin in gifted programs after they finished college and graduate school. It is our hope that more schools and districts will continue to implement talent development programs based on the SEM in the years to come, whether as part of gifted or enrichment programs, magnet or theme schools, or as a part of a general education program. During the last decade, several Renzulli Academies, schools based on the SEM using the SEM-based strategies and methods described in this chapter, have been developed, focusing on the pedagogy described in this chapter for high-potential students. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

[reviews] psychological conceptions of giftedness [and] operational definitions used by states and school districts / the current status of the field of education of the gifted is discussed, as are current issues in the field / promising alternate strategies for the future and new directions are mentioned, including the extension of services often reserved for gifted students to develop talents in all students (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This chapter is based on a research project that produced some "hard data" to support the assertion made earlier stating that the field has changed its mind about the conception of giftedness and the types of information that should be used in the identification process. Strong agreement was found among classroom teachers, gifted education teachers, administrators, and consultants (experts in the field and state directors) from urban, suburban, and rural districts. Overall, respondents disagreed with a totally test-score approach and supported approaches that used individual expression, ongoing assessment, and context-bound identification procedures. Furthermore, they strongly agreed with the importance of using multiple criteria for the identification of gifted and talented children. This study has important implications about the need for change in both policy and identification practice and its most valuable use to the field is that it should be brought to the attention of policy makers responsible for developing state and district guidelines. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

"Conceptual Foundations and Theoretical Lenses for the Diversity of Giftedness" / L. M. Cohen et al "Theory and Research on Curriculum Development for the Gifted" / J. VanTassel-Baska "The Schoolwide Enrichment Model" / J. S. Renzulli and S. M. Reis "Instructional Psychology and the Gifted" / H. Gruber and H. Mandl "Education and Development of Verbally Talented Students" / P. Olszewski-Kubilius and S. P. Whalen "Nurturing Talents/Gifts in Mathematics" / W. Wieczerkowski et al "Talent Development in Science and Technology" / M. C. Pyryt "Promotion of the Gifted in Vocational Training" / R. Manstetten "Giftedness: The Ultimate Instrument for Good and Evil" / A. J. Tannenbaum "New Trends in Research on Moral Development in the Gifted" / A. Pagnin and O. D. Andreani "Programs and Strategies for Nurturing Creativity" / A. J. Cropley and K. K. Urban "Developing Gifted Programs" / S. M. Moonand H. C. Rosselli "Academic Competitions and Programs Designed to Challenge the Exceptionally Talented" / J. R. Campbell et al "Evaluation as a Critical Component of Program Development and Implementation" / C. M. Callahan "Cross-cultural Studies in Gifted Education / L. Hernández de Hahn (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)