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It is easy to assume that gifted students will be successful at school, because--by definition--they learn and understand things more quickly and more easily than their age-mates do. But, school accomplishment is no guarantee; motivation plays a critical role in success. Because motivation is so complex, there are various routes to enhance or stifle it, and teachers, parents, and peers travel many of those routes. In this chapter we focus on understanding gifted students' motivation, and address what others can do to promote these students' adaptive motivation, with an emphasis on the middle- and high-school grades. We take the approach that gifted adolescents are characterized by high ability in one or more areas of human endeavor, but vary dramatically in their motivational profiles, showing patterns of motivation that range from optimal to maladaptive. This perspective allows us to consider underachieving gifted students who exhibit maladaptive motivational patterns. It is also consistent with dynamic and incremental approaches to viewing giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

As with all decisions about programming or selecting curriculum for gifted students, the choices made at the secondary level should be internally consistent and consonant with beliefs about giftedness and the most appropriate goals for gifted students. While all of the program models offered at the secondary level are unique, they are all based on a belief that gifted students are unique in their learning characteristics and that the traditional or standard school curriculum as delivered in a lock-step fashion in the heterogeneous classroom is insufficient to meet the needs that arise from the distinguishing characteristics that these learners present. The ways in which the differences are defined and the suggested responses differ across models, although the models share some common attributes or assumptions that allow general categorization as either enrichment or acceleration models. This chapter discusses a variety of program models that have been developed and implemented at the secondary level. The most critical concern of all schools should be to evaluate the outcomes of the options that are offered. Current research does not clearly support any one of the available options as the best or most appropriate for the achievement of the goals we have outlined for successful education for gifted students. Clearly, differences in definitions of giftedness and beliefs about giftedness, as well as the expectations and meaning of success in any community will drive the goal-setting and evaluation processes. A clear evaluation plan that has been approved by the stakeholders in the education of gifted students will be the best test of whether or not a given set of options is successful in addressing the needs of these students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This ground-breaking textbook is designed to help education professionals interested in building effective and comprehensive educational opportunities for gifted secondary students. This book offers an in-depth, research-based look at ways schools and classrooms can support the development of gifted adolescents. The Handbook of Secondary Gifted Education is the most comprehensive critical resource on this topic available. Topics include understanding the gifted adolescent, social/emotional issues, adolescent issues, best practices for curriculum and instruction and programming options (both school-wide and in specific subject areas), teacher education, and professional development. The purpose of the book is to provide a research-based handbook that views gifted adolescents and their needs as the starting point for building an effective, integrated educational program. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

Adolescence happens to gifted middle and high school students, just as it does to their nongifted peers. In fact, the adolescent period may be more prolonged among high ability youth, because their career goals may require a longer period of economic dependency during advanced schooling. How well do the conceptions of giftedness previously developed in the field of gifted education pertain to the adolescent years? Do we need conceptions of giftedness that focus specifically on adolescents? In this chapter, we provide a brief overview of the developmental tasks of adolescence. Then we review some of the conceptions of giftedness that have been developed by leaders in the field of gifted education and analyze their relevance to gifted adolescents. Finally, we offer a framework for gifted education at the secondary level that focuses on the developmental tasks facing high ability students during the adolescent period. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The term twice-exceptional refers to students who have or show potential for remarkable gifts and talents in specific areas, but whose deficits and difficulties in learning, paying attention, or meeting social and emotional expectations impede their development. For too many practitioners, however, the terms deficits and giftedness are incompatible, therefore being twice-exceptional is an impossible phenomenon. In fact, many youngsters who are bright, but who have been diagnosed with some sort of disability are more likely to receive special education services than talent development opportunities. Likewise some gifted students use their talents to mask their learning difficulties and struggle in school to compensate for undiagnosed problems, thus obscuring their need for special education support. Twice-exceptional students have a unique set of academic, social, and emotional needs. The very dichotomy of abilities and disabilities that comprise their dual diagnosis sets them apart from their peers who are identified as gifted and from those who receive special education services. In fact, twice-exceptional students require dual differentiation in order to meet their often-contradictory sets of needs. This chapter discusses these unique needs and describes how developmental needs of adolescence exacerbate the issues. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In this chapter, research from the last two decades concerning gifted and talented male and female adolescents is summarized, with particular attention paid to how gender, giftedness, and adolescence interact. Current research is summarized about academically talented adolescents in areas such as test differences; abilities and beliefs about abilities; the effects of stereotyping; peer, parent, and teacher influences; and career choices. Some prior conclusions are reaffirmed, present contradictory research evidence is discussed; older findings are reviewed in light of new information; questions are raised about the importance, significance, and broader applicability of prior conclusions; and future research is suggested about the interaction of gender, adolescence, and giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter attempts to survey the scientific literature of the past few decades on the process of talent development in sports. We structure that overview around Gagné's (2003) Differentiated Model of Giftedness and Talent (DMGT). We examine separately the relevant literature associated with each of the DMGT's five causal components: (a) natural abilities or gifts, (b) the developmental process itself, (c) intrapersonal catalysts, (d) environmental catalysts, and (e) chance factors. This survey brought us to a crucial integrative question: What makes the difference between reaching and not reaching high levels of talent in sports? We had to acknowledge that there was not yet a very clear and final answer to that complex question, and that the best way to summarize the existing literature was to speak of complex interactions between the components, acting differently from one athlete to the next, and from one stage to the next in a sports career. Of what use can this chapter be to educators in schools? What suggestions can the field of sports offer to teachers of gifted and talented adolescents, and to the professionals and school administrators responsible for planning, funding, and implementing enrichment programs in the school system? Two major observations come to mind. First, it seems clear that the vast majority of trainers and coaches in sports readily recognize the large breadth of individual differences in natural physical abilities. The second observation concerns the way professionals in sports foster the talent development process. Two key concepts could summarize typical programming activities in sports: ability grouping and accelerative enrichment. Implications of these observations are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Although many gifted students are provided adequate school opportunities and most do not develop social or emotional problems as they move through childhood and adolescence, it is a myth that gifted students will make it without positive and supportive interventions from school and family. Although gifted students may achieve in school, schools are failing these students, as well as society and schools themselves, when they do not provide gifted students the opportunities to achieve their full potential. The evidence indicates that schools are not responding fully to the educational and learning needs suggested by the defining characteristics of giftedness. Failure to respond to those needs creates an environment that is likely to foster frustration, underachievement, and social and emotional problems. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

What do children need? They need understanding and support to help ensure they live safe, healthy, happy, and productive lives. Educators and health care professionals can help prevent many of the common social, emotional, and academic problems faced by children and schools. As shown throughout this volume, a wealth of research exists to guide practitioners in the selection, development, and implementation of effective school-based prevention programs. Unfortunately, far too many problems are not prevented, and intervention is necessary. To intervene effectively, practitioners must understand evidence-based and practical techniques, strategies, and programs for intervention. Written by leading experts in the field, each chapter in Children's Needs III offers proven interventions and recommended resources for further information. The book's 81 chapters are organized into four sections: (I) Children's Social and Emotional Needs; (II) Children's Academic Needs; (III) Children's Family-Related Needs; and (IV) Children's Health-Related Needs. Children's Needs III provides an authoritative resource that health care providers and educators can use every day in meeting the social, emotional, academic, family, and health needs of all children. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

Students who are gifted and/or talented are known more for their contributions and potential contributions than any other group of students. Meeting the educational needs of these students, however, can be a tremendous challenge for those who teach them. In Teaching Students With Gifts and Talents, Bob Algozzine and Jim Ysseldyke offer educators helpful information for identifying gifted and talented students, and present effective instructional approaches--enrichment and acceleration--to ensure that these exceptional students are constantly challenged and engaged. Highlights include: (1) a pretest and posttest to help readers assess their understanding of giftedness and how the needs of gifted and talented students are best addressed; (2) cognitive, academic, communicational, physical, and behavioral characteristics that are associated with high-ability learners; (3) effective instructional approaches and activities to keep gifted and talented students motivated and reaching ever-higher levels of achievement; and (4) key vocabulary terms. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

This book shows, in detail and with concrete examples, how educational theory and research can be translated into practice. Well-known researchers who have worked to establish productive sustainable connections between the knowledge produced by the research community and the practices employed in school settings provide descriptions of successful strategies that have been used to bridge the gap among theory, research, and practice. The volume addresses three main themes: (1) Analysis of how educational theory and research may be used to improve student learning and achievement in mathematics, science, and reading; (2) Examination of how educational theory and research has been used to conceptualize, implement, and evaluate the effects of challenges of large-scale reform; and (3) Exploration of how different models of intelligence and creativity have informed educational practice. Viewed as a collective effort to translate theory and research into educational practice, the interventions and programs described by the contributors to this volume represent nearly 200 years of work. As a compendium of successful strategies, this book will help other identify ways to make their own research more useful to their practice communities. As an investigation of persistent, seemingly intractable problems encountered when attempting to connect theory and research to the everyday work of teachers and students in classrooms, the analyses presented in this volume demonstrate where additional work is needed. By examining critical, persistent challenges encountered when attempting to connect educational theory and research to the everyday work of teachers in classrooms and schools, this book will help improve the practical value of educational research and help chart the course of future research. Translating Theory and Research Into Educational Practice is intended as a text for advanced undergraduate and graduate courses across the discipline of education and should be particularly relevant for classes dealing with educational research, educational policy, and teaching and learning. This book is equally relevant for various communities interested in improving connections between research and practice, including educational researchers, educational psychologists, psychologists, teachers, other educational professionals such as state school officers, district officials, and policy makers. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: cover)

In the sections that follow, I summarize the two major theories underlying my work: the three-ring conception of giftedness and the enrichment triad model. Also interrelated with this phase is a subtheory that defines a procedure for regular curriculum modification called curriculum compacting. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

Israel is a small country in which the academic and creative abilities of people are considered a major natural resource (Milgram, 2000). The identification and education of gifted and talented children and adolescents have been the focus of considerable interest in Israel for many years. The rationale underlying this interest is that a small country, bereft of natural resources, must place high priority on its human resources, that is, on the abilities and talents of its people. This chapter is divided into four sections. In the first section, we present a summary of research in Israel on topics of creativity. In the second section, we present a theoretical model of the structure of giftedness and creativity (Milgram, 1989, 1991) that has generated the bulk of theory-driven empirical research on creativity in Israel. In the third section we report on international research on learning style and creativity that included Israel, and in the fourth section we discuss new directions in research on creativity in Israel. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

This article reviews the basic neuro-anatomic foundations and psychological concepts of intelligence, aptitude, talent and giftedness and their relevance to music. There are several academic traditions with different approaches which are based upon various scientific paradigms. Starting with a brief survey of the historical contribution of differential psychology and the European tradition of investigating musicality, different concepts of intelligence from the g-factor paradigm (Charles Spearman) up to the theory of multiple intelligences (Howard Gardner) are reviewed. The neural correlates of intelligence introduce into the discussion to what extent (if ever) music abilities and general cognitive competences interact. For this, the debate on the Mozart effect is critically viewed. From a meta-analysis it can be stated that although a moderate positive correlation between studying the music and academic achievement is observed, there is no empirical evidence to suggest a causal relation between music and verbal or math advancement. In the last section a hierarchical structure of the different aspects of intelligence and how they relate to and possibly interfere with music is outlined. An integrated model of general intelligence and music achievement is finally elaborated. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

How do musical skills develop in children? What factors inhibit their development? Why do we like certain music during childhood and adolescence? Can music affect the development of other cognitive abilities in children, and how? These are just some of the questions considered in this new work. The Child as Musician is an authoritative and comprehensive handbook of musical development from conception to late adolescence. In 24 chapters by leading specialists, it celebrates the richness and diversity of the many different ways in which children can engage in and interact with music. The chapters have been organized into five sections: The first section (Development) examines the critical months and years from conception to the end of infancy. It looks at how the musical brain develops, ways of understanding musical development, and the nature of musicality. Section two (Engagement) scrutinizes claims about the non-musical benefit of exposure to music, for example that music makes you smarter. This is followed by four thorough reviews dealing with musical preference and taste, literacy, aesthetic identity and the perception of emotion in music. Section three (Differences) focuses on those issues that help explain and identify individual differences. It includes chapter examining how children develop their motivation to study music, conceptions of giftedness and talent, and two chapters on children with disabilities. Section four covers skills that can develop as a result of exposure to music. It considers the informal activities associated with musical play and the use of computers and technology. There are also chapters dealing with the acquisition of vocal and instrumental skills, as well as the individual and social worlds of children's musical creativity. The final section of the book discusses five different contexts: the chapter on historical perspectives provides readers with information that will assist them in making comparisons between how children have learned and developed their musical capacities in the past, with current opportunities. This is extended by two additional chapters that focus on children's involvement in music in non-western cultures. The book concludes with two chapters focusing on youth musical engagement and the transition from child to adult. Truly a landmark publication in music education and music psychology, this is a book that will fascinate both students and researchers--inspiring them to think deeply about the many different ways in which music can affect children's lives and the quality of life in communities throughout the world. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

One of the most contentious debates in psychology, education, biology, and other related disciplines centres on the source of exceptional ability. To what extent can the remarkable achievements of eminent musicians, intellectuals, visual artists, writers, and so on be explained through 'nature' (innate aptitudes) or 'nurture' (the environment)? How can these achievements, regardless of their source, be identified and fostered? Certainly, the multitude of complex issues surrounding this debate have kept scholars busy for decades, and it is probably true that, in many ways, researchers are no closer to agreement than they were 20 or 30 years ago. The only possible exception to this is the general recognition that traditional views of intelligence, especially those based exclusively on a single measure such as an IQ score, are no longer seen as valid nor reliable forms of explaining the multifarious abilities evident throughout childhood and beyond (Hettinger & Carr, 2003). In this chapter, we address fundamental issues surrounding the nature/nurture debate in music and, in doing so, scrutinize much of the folklore that typically accompanies remarkable musical abilities. Specifically, we outline a broad framework that distinguishes between 'giftedness' and 'talent' and discuss, in turn, six core components of this framework: giftedness, the developmental process, intrapersonal factors, environmental catalysts, chance, and talent. We then explore the scope and potential for identifying musically gifted children. Throughout, we draw on the early experiences of Wolfgang Amadeus Mozart, commonly evoked as the paradigmatic example of childhood accomplishment, to elucidate these components. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

In this essay I will be questioning the origins and viability of Gardner's u-curved aesthetic development hypothesis. I will advance two sorts of critical material--contextual-historical and empirical. But before I question the premises and predictive power of one of Gardner's very numerous and robust intellectual offspring, I first must acknowledge his support over the years. He has been a generous mentor and he has functioned as a prolific and inspiring researcher. His work in the fields of multiple intelligences, creativity, giftedness and the arts have all been important landmarks in my professional landscape. It is true of original and synoptic thinkers like Gardner, that their predictions and observations are hugely generative. Thus for example, MI theory has been a fruitful source for practical change and theoretical research in education. Educators do need to have a clearer idea of what constitutes intelligence and MI theory has certainly prodded them into thinking afresh on this topic. The same can be said of the u-curve theory--its claims, provable or not, have brought about an important debate in art education and psychology. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

This paper presented a significant problem in the field of research on the gifted and talented. Traditional methods for the identification of gifted individuals, including intelligence and achievement measures do not always correctly identify every gifted individual. Identification could be made more accurate with the addition of other identification areas. One often overlooked area for identification is personality measures. Literature of the field was reviewed to clarify the identification problem. The two research questions examined were: (1) Are there relationships between scores on the Sensory Profile and traditional measures of giftedness? (2) Are there relationships between scores on the OEQII and the Sensory Profile? Four hypotheses were proposed: Hypothesis 1: Scores on the Sensory Profile will correlate with intelligence scores and achievement. Hypothesis 2: Scores on the Sensory Profile will correlate with scores on the Overexcitability Questionnaire II. Hypothesis 3: A model consisting of four latent variables (Overexcitability Questionnaire II, Sensory Profile, intelligence test scores, achievement scores) defined by the scores on their related tests will demonstrate good fit with empirically collected data. Hypothesis 4: There will be strong metric invariance between the gifted and nongifted groups on the proposed model. Methods for exploring the hypotheses were discussed. Confirmatory factor analysis and multi-group analyses were performed. Discussion of the hypotheses, the limitations of the study, and of future directions for research was conducted. All four hypotheses were supported, although some hypotheses were supported more strongly than others. Scores on the Sensory Profile were weakly correlated with intelligence and achievement scores. Scores on the Sensory Profile were moderately correlated with scores on the Overexcitability Questionnaire II. A model consisting of four latent variables (Overexcitability Questionnaire II, Sensory Profile, intelligence test scores, achievement scores) defined by the scores on their related tests demonstrated adequate fit with empirically collected data. There was strict metric invariance between the gifted and non-gifted groups on the proposed model. Evidence supporting both convergent and divergent validity between the four latent factors was found as a result of the analyses. Further research should be done to examine the validity of the Sensory Profile for use in identifying gifted individuals. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The purpose of this study was to describe the life experience of adult individuals who are gifted and have Tourette syndrome. Although there is much literature regarding giftedness, it is mostly about children. One can also find literature about Tourette syndrome, but this, too, is mostly about children. There is virtually no literature about the phenomenon of giftedness and Tourette syndrome together, whether it is in the area of children or adults. This study sought to create the beginning of such a body of knowledge, and to give voice to those individuals in our society that are gifted with Tourette syndrome. A more personal reason for the study was to provide children who are gifted and have Tourette syndrome, as well as their parents, with hope-hope for a successful, well-lived life. The results of the study provide educators, employers, and society with a better understanding of individuals who are gifted with Tourette syndrome. Nine in-person participants were interviewed, and eight biographical participants from the literature were discussed. The delimitations of the in-person participants are that each participant is eighteen years of age or older, has a diagnosis of Tourette syndrome, and is gifted because they were either identified as such as a child or via completing a screening tool for identifying gifted adults. Findings of this phenomenological study derived five themes of the lived experience of being GTS (Gifted with Tourette Syndrome). The essence of being GTS is a mysterious one that can be filled with self-acceptance and hope, especially if the individual has knowledge of his GTS and receives support and guidance. It is the interaction between the giftedness and the Tourette syndrome within the individual that creates the Self. It is a blending of the two that creates the whole individual. They cannot be separated out from the whole. Dabrowski's Theory of Positive Disintegration is discussed in relationship to the GTS individual, as are twice-exceptional concepts and issues. More importantly, some voices of the GTS population are now documented in a scientific study which paves the way for future studies. Implications and recommendations for future studies are established. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Given recent changes in the conceptualization of intelligence and giftedness, this researcher examined the role of aspects of emotional intelligence (EI), intelligence (IQ), and teacher rating scales to clarify their ability to actually predict the academic success of gifted children. In relatively few empirical studies have researchers focused on EI as a predictor of academic success or explored EI in the gifted and talented population. This lack of research is surprising given the claims about social and emotional concerns within the gifted and talented population (i.e., Davis & Rimm, 1985; Osborn, 1996; Reis & Renzulli, 2004; Rimm, 1996). As such, the current investigator added to the body of research in this fledgling domain by providing empirical data on the predictive power of various criteria commonly used in the identification of gifted students, as well as explored the relatively new domain of EI and its impact on the academic success of gifted students. Specifically, this researcher examined the effect of two aspects of emotional intelligence on gifted students' academic success: emotion receiving ability and emotion regulation. Using a sample of gifted and talented (G&T) students, results were that, of the variables measured (i.e., gender, IQ, teacher rating scales, and aspects of EI), the gender of the student is the best predictor of success in a G&T program as females performed significantly better than males within the G&T program. In addition, a gender effect of emotion receiving ability on math achievement was demonstrated. Specifically, a significant negative correlation between females' emotion receiving ability and math achievement was indicated. Traditional measures of giftedness such as IQ and teacher rating scales did not significantly predict G&T student academic success in the mainstream setting or within the G&T program. It is quite possible that these variables (IQ and teacher rating scales) were not good predictors due to the lack of variability of these measures within the G&T student sample. Implications of the current research, including assessment, intervention, and time management issues for school personnel, especially the school psychologist, will be discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)