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"The gifted and talented constitute one single homogeneous group and giftedness is a way of being that stays in the person over time and experiences." We believe there is no more potentially dangerous and false myth than the one above. Let us, therefore, begin this response with the following resounding statement: There is no single homogeneous group of gifted children and adults, and giftedness is developmental, not fixed at birth. Our current federal definition suggests that gifted and talented students are indeed a diverse group of individuals, students with varying abilities and potentials in one or many domains. This widely accepted federal definition of giftedness (Ross, 1993) highlights students’ intellectual, creative, and/or artistic areas; unusual capacity for leadership; or excellence in specific academic fields. This definition discusses outstanding talents present in children and youth from all cultural groups, across all economic strata, in all areas of human endeavor. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This chapter explores gifted students with learning disabilities as a unique population who are at special risk for social and emotional issues because of their incompatibility of extraordinary talent with significant learning problems. Topics discussed include the interaction of giftedness and learning disabilities; identification, social and emotional characteristics, and implications for the education of gifted students with learning disabilities; and educational interventions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

In this chapter, research from the last two decades concerning gifted and talented male and female adolescents is summarized, with particular attention paid to how gender, giftedness, and adolescence interact. Current research is summarized about academically talented adolescents in areas such as test differences; abilities and beliefs about abilities; the effects of stereotyping; peer, parent, and teacher influences; and career choices. Some prior conclusions are reaffirmed, present contradictory research evidence is discussed; older findings are reviewed in light of new information; questions are raised about the importance, significance, and broader applicability of prior conclusions; and future research is suggested about the interaction of gender, adolescence, and giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

During the last few decades, an increasing number of psychologists have become interested in gifted and talented students, and the reasons they underachieve or excel in school and, subsequently, in life. While some research has focused on this population, comparatively little has been conducted on the ways that psychologists can help male and female gifted students to achieve well both in and out of school, and find challenging work, as well as contentment in their personal lives. In this chapter, research from the last few decades concerning giftedness and gender is summarized, with special attention paid to how psychologists can help intervene for positive outcomes for both girls and boys. When we refer to academically gifted and talented students, we include those who have been identified as academically gifted and talented, high achieving, or very creative. In this chapter, current research is summarized relating to gender differences in ability, achievement, belief in self, social and emotional factors, socialization factors including teacher and parent influences, and barriers to the development of giftedness in males and females. The chapter concludes with some suggested strategies for talent development in both gifted boys and girls, and the psychoeducational and clinical implications of the interaction between gender and giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

The research reviewed in this chapter highlights the complex choices made by talented girls and women as well as the belief that the outcomes of these choices are profound, both in the women's individual lives and for society at large. Over the last two decades, the author has studied talented girls and women from all domains across their life spans and have answered some questions, but introduced even more (Reis, 1987, 1995, 1998, 2001). The decision to identify this diverse group as talented or eminent rather than gifted stems from their collective preferences for these descriptors. Some of the complex reasons that fewer talented women with high potential achieve a high level of eminence and the characteristics of those who do are summarized in this chapter. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

In an ideal world researchers and educators could collaborate to compile a definitive and exhaustive list of characteristics of gifted learners, which then could be used to guide identification, teaching strategies, and curriculum selection for this population. Unfortunately, no such list can or should be created, for one of the unifying themes in research on characteristics of gifted learners is, in fact, the great diversity among them. Gifted and talented learners are not a homogeneous group; to the contrary, they are varied and unique. Despite this diversity, research suggests that there are a handful of traits that may occur with greater frequency in gifted learners than in the general population. In this chapter, some of these characteristics are discussed, with the caveat that it is not the intention to provide a checklist by which students may be identified as either "gifted" or "not gifted." Rather, the intent is to provide educators with an overview of characteristics that may be present in some gifted and high-ability students, and to illustrate how these characteristics may vary based on a variety of factors, including gender, sociocultural group, the presence of a hidden or overt disability, age, and whether a student is achieving or underachieving. By discussing the heterogeneity associated with gifted and talented learners, this chapter may be useful to educators attempting to look beyond rigid stereotypes to more diverse and flexible conceptions of giftedness in a broad spectrum of children and young adults. To begin, the following illustrative case studies are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

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)

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 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)

"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)