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Why are some gifted children willing to tackle new challenges whereas others seem insecure or uninterested? Why do some gifted students achieve while others become caught in a cycle of underachievement? Are there strategies teachers and parents can implement that promote an achievement-oriented attitude? The Underachieving Gifted Child: Recognizing, Understanding, and Reversing Underachievement answers these important questions. Although there are many factors that contribute to achievement, achievement-oriented students exhibit four key traits: they believe that they have the skills to perform well, they expect that they can succeed, they believe what they are doing is meaningful, and they set realistic expectations and implement strategies to successfully complete their goals. This book offers specific strategies to help increase student achievement by improving students' attitudes in these four important areas. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: cover)

In this chapter, we review research related to the practices within the field of gifted education. Talent and giftedness is a phenomenon that greatly interests our society. However, educators have a somewhat ambivalent attitude toward giftedness and gifted children. There is no agreed-on definition of giftedness to guide practice and programs, as there is with other special categories of children; and there is no federal mandate to serve gifted children. As a result, the kinds of services available to gifted children in schools vary widely. We try to capture that variability and the issues that frame practice and theory within this emerging field of psychology and education. We also provide some perspectives on how this developing area of research and practice fits more broadly into the field of educational psychology and identify critical areas of future research and educational policy reform. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The gifted remain an often misunderstood and underserved population. This book provides practitioners with timely information on who exactly are the gifted and in what ways they are unique. The author, a noted authority on gifted and talented students, explores practical, evidence-based techniques and guidelines for working with these students, their teachers, and their families. Specific topics considered include: how to identify and assess gifted students from a best-practices perspective; what programs exist for high ability students; the special needs of gifted students with coexisting disabilities; career counseling for gifted and talented students; methods for working with the families of the gifted; and legally correct and ethically-smart counseling techniques. An accompanying CD contains useful tools such as PowerPoint presentations and reproducible handouts and forms. Written in a user-friendly style, this book will be an invaluable resource for all school psychologists, counselors, and other practitioners who work with gifted students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

What is giftedness? Is it the potential for success or is it the experience of being an "outsider"? This book addresses the unique psychological needs of gifted children, which are often manifested as "feeling different," and examines special issues such as gifted children with learning disabilities, gender considerations, implications of socioeconomic status, and more. Giftedness 101 dispels common myths about giftedness and challenges the view that eminence is the true signifier of giftedness. It offers specific guidelines to psychologists, parents, and teachers; describes comprehensive assessment of the gifted; provides support for the twice exceptional; and focuses on the complex inner world of the gifted. The book defines giftedness as a psychological reality with powerful ramifications throughout the lifespan. Giftedness 101 will be a valuable, eye-opening resource for psychologists, educators, and other professionals who work with the gifted, as well as gifted individuals and their families. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

The accusations in Gagné's (this volume) chapter are addressed and discussed. More importantly, this chapter describes the detailed differences between our two theoretical frameworks. Our theoretical framework is based on deliberate practice and focus on evidence that practice can dramatically influence the development of children, adolescents, and adults when the individuals engage in the designed practice for hours on a daily basis for months, years, and decades. In contrast, Gagné emphasizes the role of innate genetic differences and informal exercise. Once we accept the overwhelming evidence for genetic control of individual differences in height and body size, our empirical review has not uncovered rigorous scientific evidence that meets our standards and demonstrates conclusively that innate talent (gifts) are necessary for attaining expert performance. Based on the same standards, Gagné's anecdotal evidence from laypersons is rejected. The chapter concludes with an outline for how giftedness can be studied with the same rigorous scientific methods used for studying expert performance. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

This chapter pursues two main goals: (a) demonstrate that natural abilities—and their outstanding expression as gifts—really exist (the mainstream Pronat position), and that recent attacks by a few researchers who deny their existence (the Antinat position) can be easily parried empirically; (b) expose improper scholarly behavior by some Antinat researchers. Part I surveys the author's Differentiated Model of Giftedness and Talent (DMGT) and analyzes the concept of natural ability, pointing out its main defining characteristics. Then, it demonstrates with extensive empirical evidence that general intelligence meets all defining criteria of a natural ability. Part II illustrates how some influent Antinat researchers systematically exclude relevant evidence, accumulate irrelevant information, ignore crucial objections, and select from published studies only the results that support their position. These repeated instances of ethically improper scientific behavior show their lack of openness to an objective examination of all the available evidence and reassessment of their entrenched beliefs (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

This reprinted article originally appeared in High Ability Studies, Vol. 18, No. 1, June 2007, pp. 3-56. (The following abstract of the original article appeared in record 2007-12554-002). Giftedness researchers have long debated whether there is empirical evidence to support a distinction between giftedness and attained level of achievement. In this paper we propose a general theoretical framework that establishes scientific criteria for acceptable evidence of superior reproducible performance, which any theory of exceptional performance must explain. We review evidence for superior reproducible performance, generally emerging only after extended periods of deliberate practice that result in subsequent physiological adaptations and complex cognitive mechanisms. We also apply this framework to examine proposed evidence for innate talents. With the exception of fixed genetic factors determining body size and height, we were unable to find evidence for innate constraints to the attainment of elite achievement for healthy individuals. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

What are the origins of greatness? Few other questions have caused such intense debate, controversy, and diversity of opinions. In recent years, a large body of research has accumulated that suggests that the origins of greatness are extraordinarily complex. Instead of talent or practice, it's talent and practice. Instead of nature or nature, it's nature via nurture. Instead of practice, it's deliberate practice. Instead of the causes of greatness in general, it's the determinants of greatness specific to a field. The Complexity of Greatness brings together a variety of perspectives and the most cutting-edge research on genes, talent, intelligence, expertise, deliberate practice, creativity, prodigies, savants, mindset, passion, and persistence. A variety of different domains are represented, including science, mathematics, expert memory, acting, visual arts, music, and sports. This book demonstrates that the truth about greatness is far more nuanced, complex, and fascinating than any one viewpoint or paradigm can possibly reveal. Indeed, it suggests that the time has come to go beyond talent or practice. Greatness is much, much more. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: jacket)

Featuring reproducible forms, sample scripts, and other clinical tools, this indispensable book shows how to select, administer, and interpret evidence-based intelligence tests for a variety of purposes. It provides quick-reference guidelines for comprehensively assessing an individual K-12 student and sharing the results through effective written reports and in-person meetings. Basic concepts in intellectual assessment are concisely explained and the role of testing in a response-to-intervention framework is addressed. Discussions of intellectual disability and specific learning disorder reference DSM-5 criteria. The large-size format and lay-flat binding facilitate photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

Giftedness models published in the last two decades are characterized, almost without exception, by multidimensional and/or typological ability constructs. Two such examples are presented below: the Munich Model of Giftedness (MMG) and the Munich Dynamic Ability-Achievement Model (MDAAM). In the MMG, Heller and Hany (1986) and Heller (1992/2001) conceptualized giftedness or talent as a multifactorized ability construct within a network of noncognitive personality (motivations, learning emotions, control expectations, self-concepts, etc.) and social moderators as well as performance-related (criterion) variables. Diagnosis and intervention examine the difference among predictor, criterion, and moderator variables. In an attempt to forge a bridge between the psychometrically based research into giftedness and the process-oriented expertise research, Perieth (2001) extended the MMG to the MDAAM. An increase degree of expertise influences active learning processes, which in turn influence expansions of knowledge and the acquisition of domain specific competencies. This implies that noncognitive personality characteristics such as interest and task commitment or achievement motivation are to be accorded increased significance regarding talent potential. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Although educational theories are briefly addressed in a variety of textbooks and in some discipline-specific handbooks and/or encyclopedias, The Handbook of Educational Theories serves as the first comprehensive, consolidated collection of some of the most influential and most frequently quoted and consulted educational theories. The organization of the chapters within each section makes the volume an easy-to-use and understandable reference tool. In addition to the traditional theories presented, the handbook includes emerging educational theories for the 21st century, as well as practical examples of the use of these theories in research from dissertations and published articles. This book is intended for graduate students, professors, or practitioners who are (a) seeking theoretical frameworks to guide research, (b) searching for a text on educational theories to use as a teaching/learning tool, or (c) examining educational theories to guide practice. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

In this chapter of epilogue, authors shall reflect upon the intent of a book on creativity, talent, and excellence. Do the contents of the book chapters represent the contemporary understanding of creativity, talent, and excellence? Does it represent a new direction of knowledge innovation in the fields of creativity, talent, and excellence? Leading researchers in psychology of creativity (Beth Hennessey) and in talent development and excellence (Jiannong Shi) write two forewords with a converging view that emphasizes intercultural exchanges and systemic approaches to conceptualization and the study of creativity. This book collects 18 chapters contributed by colleagues of the fields of psychology and education specialized in the constructs of creativity, talent, and excellence. In the first part, authors present broadening views of conceptions of creativity in the mainstream, gifted, and organization settings (Chaps. 1, 2, 3,4, and 5). Eleven chapters report empirical studies conducted in schools, higher educational institutions, and organizations. Three chapters are devoted to practices such as strategies to facilitate divergent thinking, future directions of gifted education, and constraints faced in creativity studies in giftedness. The main contents of this chapter are related to the constructs creativity (ten chapters), talent (two chapters), and excellence (six chapters). The target audience of die chapters includes students in the mainstream educational institutes (school, vocational college, and university), gifted students, and working adults. This book has a broad content coverage and target audience. Some chapters reflect upon new conceptions of creativity by broadening its conceptions (e.g., self regulation. Chap. 2), synthesizing main processes of creativity (e.g.. Chap. 4), and refining frameworks of creativity for teaching and learning (e.g., for the use of classroom, Chap. 1, and problem-based learning, Chap. 5). Some chapters on organizational excellence and educational excellence address socially critical issues such as goal setting at work (Chap. 14) or in learning (Chap. 12), developing strategies to manage social emotions (Chap. 15), regulating curricular and learning difficulties (Chap. 17), and designing enrichment programs for the gifted students (Chap. 14) and team diversity (Chap. 11). The construct of creativity self-efficacy was developed with reference to components of creative processes and domain-relevant processes and self-efficacy theory (Chap. 8). The construct of entrepreneur creativity (Chap. 10) was developed. The relationship between creativity and personal epistemology (Chap. 9) was established. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

When it comes to theories for educating gifted and talented students two additional and related caveats must be taken into account. The first caveat is that there should be a logical relationship between the theory-guided services provided to students and the conception of giftedness that serves as a rationale for the development of that theory. An acceleration-based theory that recommends the use of advanced mathematics courses, for example, should obviously be related to a conception of gifted that targets students with high aptitudes in math. The second caveat is derivative of the first and pertains to the enrichment-based theory presented in this chapter. This theory argues that services should be provided for both advanced cognitive development and what are referred to below to as "intelligences outside the normal curve." A rationale for this conception of giftedness is provided in the various subsections that follow. This chapter is an overview of a theory that has been developed over the past 3 decades to guide the implementation of school programs designed to develop giftedness and talents in young people. The overall theory is composed of four interrelated subtheories and is based on the belief that when one is reexamining the role of theory in gifted education we should always begin the why question—why should a society devote special resources to the development of giftedness in young people? (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Intelligence has been conceptualized as both a general ability ( g) and as multiple abilities. These two views have been the basis for several theories of cognitive abilities. Derived from those theories, models of cognitive functioning have formed the basis of recent tests of Intelligence and component abilities. This chapter maps the CHC theory, Luria theory and Cross-Battery approaches and models of cognitive abilities onto the most recent tests of cognitive ability. By understanding the abilities measured by cognitive tests, practitioners can better appraise the strengths and needs of the clients' they assess. Reviews of recent tests guide practitioners In choosing the most appropriate tests and subtests to measure their client's abilities as they relate to learning disabilities, giftedness, and intellectual disability. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Many educators struggle to meet the needs of gifted Black students because they know little about their experiences at school and at home. What are the experiences of gifted Blacks in desegregated predominantly White schools? How do gifted Black students survive and thrive in de facto segregated Black schools? What barriers faced by gifted Black students from predominantly Black neighborhoods must be torn down? How do culturally responsive parents, teachers, and other educators confront racism and discrimination that impacts gifted Black students? Young, Triumphant, and Black: Overcoming the Tyranny of Segregated Minds in Desegregated Schools offers answers to these important questions by sharing the lived experiences of gifted Black students from different backgrounds. Compelling personal narratives and biographical accounts reveal the triumph of gifted Black students as they and their families confront segregated minds in desegregated racially divisive institutions. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

"She's been here before," my mother would exclaim after my daughter would say or do something extraordinary for a child at that particular age. And although I would never say it aloud, I would always ponder, "She does that all of the time, but what makes that special?" Now that I have my own grandbabies, I realize that everything they do is special and extraordinary. That's what makes them grand! But I still find myself asking the question, "When do I know that it's a gift? When do I know that it really is special?Over the years, I have heard that exclamation so many times by my own relatives about the children of our family tree by people in passing, and by parents of my students. And I've come to understand that often this statement is made when children respond with uncommon understanding or knowledge about something. They offer explanations and ask questions about things that appeal to those who are far more advanced in years. I have observed many times during a lesson or read-aloud that some students may exhibit unconcern or disinterest, but during discussion, they demonstrate uncanny understanding—understanding that generated from engagement and making relationships along the way. Obviously, had I reacted on my misperception or misinterpretation, the effects could have had long-standing negative implications. I learned a lot about my daughter from asking the gifted instructor at my school about characteristics of gifted children and from my own reading and investigation. But I believe this knowledge should be readily available to teachers and parents alike. Specifically, all teachers should be educated about giftedness, if not certified, at least to the point of recognizing gifted attributes of students based on unbiased objective data. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In this chapter, counselors tell the story of Tianna, a gifted Black female who struggles with sibling and family responsibilities and has difficulty connecting with peers because of established cliques. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

I teach United States history in a rural high school. In our school, the student population is not very diverse, with 20% identified as African American, 70% as Caucasian, and 10% as Hispanic. In my 6 years of teaching in this setting, I have worked with gifted students in my social studies classes. Teaching these students is a joyful experience; however, I have observed a critical problem. The underrepresentation of gifted Black males within my classes is overwhelming. In my years of teaching within this school district, I can count the number of Black males who have received gifted education services, totaling about three. Although the state of Georgia has adopted a multiple-criteria approach to identification in order to identify and serve more minority students, I have not seen an increase in the number of culturally diverse students receiving gifted education services at my high school. At the current time, there is not a single Black male enrolled in the gifted program. Ford and Grantham (2003) explored the issue of the underrepresentation of culturally diverse students in gifted programs. These scholars called for a change from deficit to dynamic thinking where negative views of culturally diverse students were replaced with high expectations for success. With this change in thinking, schools would expand their views on giftedness, use instruments that are culturally sensitive, identify and serve gifted underachievers, and develop stronger relationships with parents. These efforts would lead to more culturally diverse students being identified and served. As an African American educator of gifted students, I have a personal connection to this issue, and I share my story to help shed some light on the problems facing gifted Black males in schools. My story takes place in Georgia public schools from 1992 to 2002. My father was in the military so my family moved often. Due to his assignments, we lived in Georgia before the change in Georgia's law for gifted identification took place and again, later, following the change in Georgia law. These are my experiences as a student. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Any attempt to synthesize Dabrowski's theories, much less in 25 pages, is almost inherently doomed to a certain level of failure, given the sheer scope, volume, and complexity of the work done by Dabrowski and others to refine and expand his work over the years. Yet by the same token, no serious text on giftedness would be complete without reference to it. As such, the author has taken the liberty of providing a basic overview, and then (in the hope that the theory can be more readily grasped through a concrete, albeit fictitious example) offering an overview of a work of fiction that can serve as an exemplar both for teachers trying to understand Dabrowski's work themselves and those wishing to introduce it to their students. For the purposes of a simplified, and especially an introductory, explanation, it is often easiest to divide Dabrowski's work into two parts: overexcitability theory, and positive disintegration. The former is more often discussed in gifted-education circles than the latter, possibly because on a practical level, issues of positive disintegration are more likely to be seen as the purview of psychologists, while overexcitabilities not only manifest themselves in the classroom setting (and elsewhere) but also dovetail easily with other multi-modal theories with which teachers are already familiar. However, overexcitabilities should be understood as a component of the broader theory of positive disintegration, in which it serves as a subset of the developmental potential that enables it. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This chapter will attempt to provide an overview of current findings in relation to how giftedness is perceived from the perspective of the neurosciences. A historical account of conceptions of giftedness as being either innate or environmentally-driven will be explored to provide a framework as to how such models have evolved (and may be interpreted now) in light of advances in technology and brain-based research. The implications of brain imaging studies on educational practices are likewise discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)