Su búsqueda
Resultados 5 recursos
-
This chapter addresses some of the most frequent misconceptions about the talent development framework. The misconceptions include: emphasizing domains of talent over general giftedness means that everyone is gifted in something; including a wider range of students may lead to talent development programs being watered down; talent development supporters do not value IQ or general ability; talent development ignores psychological needs by not focusing on the "whole child"; in a talent development framework, it is possible to 'lose' one's giftedness, whereas with the IQ model, once gifted, always gifted; a talent development framework does not serve underachievers; everyone could be gifted if they just had the right opportunities; and talent development only focuses on individuals who can become eminent. Gifted education will continue to evolve and change as new information is learned from basic and applied research studies. New conceptions of intelligence, giftedness, and talent development may emerge as a result. Revision of prevalent models based on new understandings keeps a field fresh and relevant. Talent development offers a new perspective on how to serve gifted and talented students with a greater focus on a broader range of students as well as a broader range of talents and abilities. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
-
This chapter briefly discusses programming options for the primary grades, intermediate grades, and upper grades. Adopting a talent development framework for gifted education services in schools requires significant shifts in perspective and practice, but these are shifts that many administrators find appealing and that communities will support. A talent development approach expands the traditional concept of a gifted education program. Gifted education programs that emphasize domains of talent instead of a notion of global giftedness are easily understood and embraced, not only by other education professionals, but also by the public, which can lead to expanded parental, legislative, and corporate support for services for gifted students. With this support from important stakeholders, parents of gifted learners and K–12 educators are able to address a wide variety of challenges that impede school districts from providing appropriate services across all grade levels on a day-to-day basis for students with gifts and talents. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
-
Negative responses to the proposal that eminence should be the ultimate outcome of gifted education was surprising to us, especially as this outcome emerged from the extant literature (e.g., Albert, 1992a). As should be the case, the responses led us to revisit the proposed role of eminence in a formulation of gifted education. We concluded that we did not articulate what we meant as clearly as we intended, an omission that this chapter attempts to rectify by incorporating our most recent thinking on this issue. Additionally, much of the pushback against eminence is based on a misunderstanding of the concept and the process by which eminence is attained. To set the stage for addressing these misconceptions, we discuss definitions of eminence, and propose a definition of our own (see also Chapter 18, this handbook). We review some of the definitions of giftedness and talent in our field, and the reasons why individuals are identified for gifted and talented programs. We also highlight the similarities between the goals of gifted education in several of the well-known models of gifted education and the quest for eminence, drawing from the extant literature on outstanding performers as well as more popular media, and addressing the focus on a small elite population. We also discuss eminence in relation to groups that are underrepresented in gifted and talented education programs in school. Finally, we conclude with a rationale for proposing eminence as a goal for gifted education. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
-
Family is the first and often most powerful influence on a developing child, impacting the existence and quality of educational opportunities, promoting productive mindsets and meaningful values and beliefs, and encouraging cognitive, social, psychological, and emotional growth. For a gifted child, the influence of family can determine whether talent is recognized and allowed to flourish. In this chapter, we present research findings on the psychological aspects of family functioning as they affect talent development. We also discuss parenting within a general conceptual and developmental model for talent development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
-
This chapter focuses on a conception of giftedness that encompasses five main principles in defense of domain-specific talent development. First, ability is a cornerstone of talent development, especially ability in specific domains (e.g., mathematics, music, creative writing). Second, foundational abilities are malleable and need to be developed. These developing abilities begin, peak, and end their trajectories at different ages. That is, talent in violin or mathematics may be recognizable in elementary school with reasonable accuracy, whereas potential giftedness in diplomacy or mediation skills may not emerge until adulthood. Third, to transform potential into accomplishment, opportunities need to be offered to talented individuals that match their stage of talent development, and it is important that talented individuals take those opportunities. Fourth, all individuals can benefit from psychosocial skills training or coaching to enhance their performance and confidence in risk taking. Some children and adolescents are reluctant to take opportunities when offered, which may be due to underdeveloped psychosocial skills. Fifth, in this conception of talent development, the aspired outcome of gifted education is to prepare talented youth seeking to “change the world” to transform their abilities into creative or path-breaking contributions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
Explorar
Tipo de recurso
- Book Section (5)