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This 10-year longitudinal study sought to determine whether children identified as academically gifted at pre-school but who received no specific support would be identifiably different from their peers after 10 years of Finnish comprehensive school. In 1989, using the Breuer-Weuffen Discrimination Test, 37 students were identified as being gifted, while a control group was also identified. In a 10-year follow-up of both groups, analyses of variance indicated that the gifted group scored significantly higher than the Control group for final school grades and Scholastic Competence. However, low correlations between Scholastic Competence and Global Self-Worth for the gifted group indicated that their school experiences lacked challenge, while girls were found to generally outperform boys. These results suggest that all gifted students would benefit from more specific support. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: journal abstract)
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After a brief overview of recent research paradigms in the field of giftedness and talent, this chapter centers on the following main topics: 1. Multidimensional conceptions of giftedness as theoretical basis and preconditions of suitable identification procedures and educational measurements. 2. Functions and benefits versus dangers of identification measures as well as of gifted education and programming versus omission of them. 3. Methodological problems of identification, e.g., for educational programs (talent search), early identification and nurturing, dynamic assessment and nurturing at-risk groups (gifted underachievers, gifted females, etc.) or prediction of excellence in school, higher education, and work. 4. Programs and strategies for nurturing intelligence, creativity, social competence, etc., including cross-cultural studies in gifted education. 5. Counseling aspects of gifted education as tasks of school psychologists, e.g., career counseling with gifted, counseling with families (parents), school counseling programs for gifted students. 6. Practical recommendations for (school) psychologists who are responsible for identifying and nurturing gifted students. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)
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"Conceptions of Giftedness from a Meta-theoretical Perspective" / Albert Ziegler and Kurt A. Heller "A History of Giftedness in School and Society" / Abraham J. Tannenbaum "Giftedness as Developing Expertise" / Robert J. Sternberg "Understanding the Complex Choreography of Talent Development Through DMGT-based Analysis" / Francoys Gagné "New Conceptions and Research Approaches to Creativity: Implications of a Systems Perspective for Creativity in Education" / Mihaly Csikszentmihalyi and Rustin Wolfe "Giftedness in Non-academic Domains: The Case of the Visual Arts and Music" / Ellen Winner and Gail Martino "Genius and Giftedness: Same or Different?" / Dean K. Simonton "International Trends and Topics of Research on Giftedness and Talent" / Kurt A. Heller and Neville J. Schofield (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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Tipo de recurso
- Book Section (2)
- Journal Article (1)
Año de publicación
- Entre 2000 y 2026 (3)