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Asked 121 6th-12th grade classes (mean size = 23.4) to rate the emphasis given to 23 cognitive and affective processes. Multivariate regression of mean class perceptions revealed significant linear and quadratic effects of grade level independent of class size, subject matter, giftedness designation, and their interactions. Moreover, grade level acccounted for more unique variance than any of the other predictors. The pattern of significant criteria suggests a decreasing emphasis on higher level cognitive processes, involvement, and independence from Grades 6-10 and an increasing emphasis on lower level cognitive processes such as memorization. (16 ref.) (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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addresses the following questions: who are the gifted and talented / how do we define giftedness and talent / how can we identify these youth / why should we identify them / definitions are presented for a variety of terms associated with giftedness and talent and specific procedures for selecting youth for special educational programs are presented the need to link identification information with specific program and service options for individual gifted students is emphasized as well as the need to pursue identification as a continuous process, not as a one-time effort differences between identification at the elementary and secondary levels are noted / the need to identify artistic and vocational talent is also stressed (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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[reviews] psychological conceptions of giftedness [and] operational definitions used by states and school districts / the current status of the field of education of the gifted is discussed, as are current issues in the field / promising alternate strategies for the future and new directions are mentioned, including the extension of services often reserved for gifted students to develop talents in all students (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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[book section covering several chapters] "Learning and High Ability: A Perspective from Research in Instructional Psychology" / Eric De Corte "New Directions for the Schoolwide Enrichment Model" / Joseph S. Renzulli "Nurturing Children for Adult Success" / Herbert J. Walberg "High Ability Students in Higher Education" / Frank De Mink "Teachers' Cognitive Processes of Identifying Gifted Students" / Ernst A. Hany (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: book)
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purpose of the present study is to attempt to estimate the relative effects of early socioeconomic advantages, abilities and accomplishments, and subsequent educative environments and proclivities on long range [academic and occupational] success among gifted students / makes use of the L. Terman (1940) data on highly intelligent California children born early in the century / [Ss were 4–14 yr olds and high school students with IQs over 135] (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Tipo de recurso
- Book Section (4)
- Journal Article (1)
Año de publicación
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Entre 1900 y 1999
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Entre 1970 y 1979
(1)
- 1973 (1)
- Entre 1990 y 1999 (4)
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Entre 1970 y 1979
(1)