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Schools must look further than the current "gifted" population and closer than do the current instruments in the identification process. This is precisely what our new identification battery of gifted and talented students, the Aurora Battery, is intended to make possible. Developed from Sternberg's theory of successful intelligence, this group-administered assessment battery is designed to recognize abilities in analytical, creative, and practical domains using figures, words, and numbers. The augmented view of intelligence adopted by the assessment, in combination with the specificity of its tasks, is expected to capture a more diverse population of students with a more varied and better-qualified array of skills. We present here the impetus for creating this assessment: historical shifts in definitions of giftedness, the increasingly recognized ethical imperative to correct underrepresentation of certain groups, the shortcomings of current assessments, and the promise of future reward that greater investment in gifted children represents. We also discuss the assessment's theoretical grounding, development, and potential applications. The Aurora Battery may offer a new and better assessment alternative for schools interested in better recognizing all gifts and better meeting the needs of all gifted students. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

A decisive factor in the determination of effective gifted education is the fit between the individual cognitive and noncognitive (e.g., motivational and other personality) factors of the developmental and learning processes on the one hand and the environmental influences that are mainly from the social settings of family, school, and peers on the other hand. This chapter is based on multidimensional conceptions of giftedness and talent, such as the Munich Model of Giftedness (MMG), as well as on interaction models, such as the Aptitude-Treatment Interaction (ATI) by Cronbach and Snow (1977) and Corno and Snow (1986). When considering the MMG as an example of a multifactorial conception of giftedness, along with the recently developed dynamic process approach to this model (Munich Dynamic Ability-Achievement Model of Giftedness [MDAAM]), the following questions arise: How should gifted individuals be identified and instructed? And how should their learning outcomes or excellent performance be assessed? These and other questions will be answered according to the MMG and the MDAAM, respectively. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

"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)

An ongoing and unjust issue in the United States is the underrepresentation of Black and Hispanic students in gifted and talented education. In this chapter, we discuss barriers to recruiting and retaining these students, with a concerted focus on deficit thinking among teachers and other educators. Several theories and models are shared that are grounded in equity and cultural responsiveness in order to address human-made barriers head on and to support educators. We share our sense of urgency in helping educators be introspective, along with equity-minded and culturally responsive. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

This chapter will illustrate how one team of researchers and curriculum developers designed a program addressing the needs of different learner profiles that enabled teachers to serve—and assess—all of the students in their classroom, including gifted students. The program was not designed for the exclusive use in gifted classrooms, but rather, offers a model for teaching that will benefit both gifted students and children not identified as such. First, we provide a brief review of existing definitions of giftedness. We then present the principles of Teaching for Successful Intelligence (TSI) and show how this instructional approach can help teachers meet the needs of students of varying levels of ability. Finally, we present concrete examples from an elementary school intervention based on TSI. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

"Identification of Gifted and Talented Youth for Educational Programs" / John F. Feldhusen and Fathi A. Jarwan "Dynamic Assessment of Gifted Students" / Lannie Kanevsky "Early Identification of High Ability" / Christoph Perleth, Tanja Schatz and Frank J. Mönks "Prediction of Excellence in School, Higher Education, and Work" / Günter Trost (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

The extensive research of our team that has involved 76 scholars around the world reveals common psychological traits, as well as family, educational, and cultural conditions of more than 200 men (historically recognized as highly eminent) born between the 14th and 20th centuries, such as Mozart, Newton, and Lincoln. Our research combines psychology and "Cliometrics," the quantitative study of history, after Clio, the muse of history. The criterion of eminence employed (the number of words written about each man in biographical dictionaries and encyclopedias) proved technically reliable; but the ratings of traits and conditions are no doubt distorted to some extent by the accidents of what history and biography have recorded as well as the subjectivity involved in making the ratings. Our research proves little by itself; but since it corroborates recent studies on eminent living Americans (Arieti, 1976; Goertzel, Goertzel, & Goertzel, 1978; Passow, 1979; Stein & Heinze, 1964; Taylor & Barren, 1963; Taylor & Getzels, 1975) and accomplished, prize-winning adolescents in science and the arts (Walberg, 1969, 1971), it helps to maintain some balance both in research and policy between the need for minimal educational competencies and the desire to produce in our generations great men and women comparable to those of past centuries, through child-rearing and education practices and the provision of social and cultural opportunities. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Trait complexes of cognitive ability, personality, and privilege can be used to conceptualize potential future roles of gifted adolescent students. The Counseling Laboratory for the Exploration of Optimal States (CLEOS) uses ACT scores; Big Five personality factors; and intersectional measures of gender, ethnicity, and socioeconomic status used to assess distance from privilege. Combinations of these characteristics can be organized into a “Beehive,” in which professional workers (Worker Bees), nurturing and healing professions (Honeybees), business and political leaders (Strivers), scholars (Foragers), innovators (Drones), and visionaries (Queens) are represented. Combinations of ability and personality suggest the domain of work that may be appropriate and the training needed, while the addition of intersectional privilege suggests the social, cultural, and financial capital that are necessary for the attainment of the highest status within each domain. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

"Developmental Psychology and Giftedness: Theories and Research" / Franz J. Mönks and Emanuel J. Mason "Genetic Tools for Exploring Individual Differences in Intelligence" / Lee A. Thompson and Robert Plomin "Giftedness, Expertise, and (Exceptional) Performance: A Developmental Perspective / Wolfgang Schneider "Issues in the Cognitive Development of Exceptionally and Profoundly Gifted Individuals" / Miraca U. M. Gross "Motivation and Cognition: Their Role in the Development of Giftedness" / Willy Lens and Per Rand "Social-emotional Development and the Personal Experience of Giftedness" / Laurence J. Coleman and Tracy L. Cross "A Life Span Approach to Talent Development" / Ingrid Schoon "Prodigies, Savants and Williams Syndrome: Windows into Talent and Cognition" / Martha J. Morelock and David Henry Feldman "Addressing the Most Challenging Questions in Gifted Education and Psychology: A Role Best Suited to Longitudinal Research" / Rena F. Subotnik and Karen D. Arnold "A 'Talent' for Knowledge and Judgement About Life: The Life-span Development of Wisdom" / Monisha Pasupathi and Ursula M. Staudinger (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

"Global Professionalism and Perceptions of Teachers of the Gifted" / Alexinia Y. Baldwin, Vialle Wilma and Catherine Clarke "Families: The Essential Context for Gifts and Talents" / Joan Freeman "Identifying and Educating Poor and Under-represented Gifted Students" / James H. Borland and Lisa Wright "Counseling Gifted Students" / Nicholas Colangelo and Susan G. Assouline "Underachievement in Gifted Children and Adolescents: Theory and Practice" / Willy A. M. Peters, Helga Grager-Loidl and Patricia Supplee "Attention-deficit/hyperactivity Disorder in Gifted Students" / Felice A. Kaufmann and F. Xavier Castellanos "Gender Differences in Engineering and Physical Sciences Among the gifted: An Inorganic-Organic distinction / David Lubinski, Camilla P. Benbow and Martha J. Morelock "Guiding Gifted Girls and Young Women / Barbara Kerr "Inclusive Education for Gifted Students with Disabilities" / Carolyn Yewchuk and Judy Lupart (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

'National/Provincial Gifted Education Policies: Present State, Future Possibilities" / R. A. Rudnitski "Changing Paradigms for Gifted Education in the United States" / J. J. Gallagher "A Study of Education for High Ability Students in Canada: Policy, Programs and Student Needs" / J. A. Leroux "Gifted Education in Europe: Programs, Practices, and Current Research" / R. S. Persson et al "Russian Gifted Education in Technical Disciplines: Tradition and Transformation" / E. L. Grigorenko "Middle-East Region: Efforts, Policies, Programs and Issues" / T. Subhi and N. Maoz "Psychological Research on and Education of Gifted and Talented Children in China" / S. Jiannong and Z. Zixiu "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Asia (Outside the Mainland of China)" / W.-T. Wu et al "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Australia and New Zealand" / E. J. Braggett and R. I. Moltzen "The Status of Gifted Child Education in Africa" / C. A. Taylor and S. J. Kokot "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Latin American Countries" / E. M. L. Soriano de Alencar et al (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

"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)