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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)
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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)
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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)
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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)
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