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There is ample evidence that families are important in supporting the development of giftedness in children. Although there has been a great deal of research addressing individual and school factors in promoting giftedness, the role of parents and caregivers is comparatively underresearched, particularly in Australia. This study investigated the ways in which parents supported their children’s development, drawing on the educational and learning capital framework within the Actiotope Model of Giftedness. A qualitative design was adopted and semistructured interviews were conducted with 32 parents and caregivers. The data demonstrated that parents draw on all 10 educational and learning resources in creating favorable environments to support their children’s development. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

This editorial discusses, the papers on the theme of new approaches to conceptualizing and assessing giftedness. The current issue adds an additional five papers to this special focus. The first paper of this issue, explores the domain of mathematics. The second paper, analyses the highest levels of performance (top positions) through the lens of mathematics. The third paper also targets mathematical giftedness. The fourth paper, details the development and validation of a self-report instrument to measure the intelligence. The final paper also reports on the validation of an instrument for the measurement of giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

This editorial presents the summary of the papers which were featured in this special issue of Psychological Test and Assessment Modeling. The papers in this special issue share the aim of assessing - and, indeed, understanding - giftedness in some of its manifestations. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

This commentary addresses Subotnik et al.’s (see record 2012-24309-002) target article from the perspective of researchers active in the field of giftedness. First, we self-critically examine the current standing of giftedness research within the scientific community. Second, the authors’ critique of gifted education is sharpened in three respects: (a) gifted identification, (b) effectiveness of gifted education, and (c) credentials of gifted education. Finally, four necessary and productive lines for future research are proposed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Recent handbooks of giftedness or expertise propose a plethora of conceptions on the development of excellent performance but, to our knowledge, there are no comparative studies that provide empirical evidence of their validity to guide researchers and practitioners in their adoption of a particular conception. This study sought to close that gap by conducting an empirical comparison of the major approaches to giftedness and expertise currently in use: the IQ model, the performance model, the moderator model, and the systemic model. The four models were tested in a longitudinal study with a sample of N = 350 German students attending university preparatory schools; 25% of the sample had been assigned to special classes for the gifted. The construct and predictive validity of the four models were tested by means of structural equation modeling. Theoretical considerations along with our results indicated a differentiation among the models whereby some could only predict while others could also explain the emergence of excellent performance and thereby yield valuable information for the design of interventions. The empirical comparison of the approaches showed that they were unequally suited for the two challenges. For prediction purposes, the performance approach proved best while, for explanations, the moderator and systemic approaches were the most promising candidates. Even so, the latter did demonstrate conceptual and/or methodological problems. The IQ approach was superseded by the other approaches on both prediction and explanation. Implications and limitations of the findings are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Despite being unable to dress himself, sit still on a chair, or write a legible sentence, Scott was, from a very early age, able to build whole cities from construction blocks, able to complete complex puzzles, and verbally precocious. Even with his disabilities and their contrast with his academic talent, he completed K-12 school and went on to excel at university. This case study represents the challenges many parents experience with identifying their children’s disability and giftedness and ensuring that both exceptionalities are optimally developed. Through this case study, the roles an education system and the parents of such a child must assume if this development is going to happen are highlighted. Recommendations for identification, service provision, professional development for teachers, and collaboration among all parties connected with such students are made. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)

Based on the Actiotope Model of Giftedness, this article introduces a learning-resource-oriented approach for gifted education. It provides a comprehensive categorization of learning resources, including five exogenous learning resources termed educational capital and five endogenous learning resources termed learning capital. Evidence from the literature is presented that supports the validity of each of the categories. Finally, 12 implications of a learning resource orientation for gifted education are discussed in relation to four areas: gifted education orientations, gifted identification, gifted education principles, and gifted learning resources management. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)

This chapter focuses on the influence of multiple intelligences (MI) theory in special and gifted education in Australia. In both contexts, the MI impact is evident in changes of teachers' attitudes and practices toward these students. In gifted education, MI has provided a means to more broadly define and identify giftedness in students across all economic and cultural groups. It has also influenced the design of curriculum materials for gifted students. In special education, MI teachers have transcended a deficit approach; they have become more positive toward students and recognize a wider range of learning potentials. Through the framework provided by MI theory, teachers have learned to genuinely value and appropriately respond to the diversity of learners in integrated Australian classrooms. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Unlike traditional person-centered models of giftedness, the Actiotope Model of Giftedness focuses on the person-environment interactions. It postulates that successful learning requires necessary resources, termed educational and learning capital, located both in the environment and the individual. The Questionnaire of Educational and Learning Capital (QELC) is introduced. The results of a validation study with students from China, Turkey and Germany is reported which shows that the QELC has satisfactory psychometric properties as well as construct and concurrent validity. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)

Paula has been teaching for more than 30 years at a school specializing in gifted education. She loves working with her students, who are quick and dedicated learners. In 2016, the school was taken over by a new consortium, which decided to adopt a more contemporary school approach to replace the existing one that had been in force for more than 30 years. The consortium appointed Paula to put together an Innovation Team to oversee the transition to the new structure. Paula happily accepted. In this chapter, we will report Paula's initial thought processes. She was fully cognizant that the efficiency and success of the Innovation Team would depend on the quality of her preparatory work. Along with carefully monitoring and analyzing her school and conducting a thorough examination of the relevant literature, she also consulted several experts from various backgrounds. These included experts in gifted education (representatives from other gifted schools and researchers), experts in administration and governance, parents of gifted students, and organizational psychologists and sociologists. She also consulted specialists, such as the program director of a mentoring program and the head of a school specializing in self-regulated learning. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

"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)