Su búsqueda

'National/Provincial Gifted Education Policies: Present State, Future Possibilities" / R. A. Rudnitski "Changing Paradigms for Gifted Education in the United States" / J. J. Gallagher "A Study of Education for High Ability Students in Canada: Policy, Programs and Student Needs" / J. A. Leroux "Gifted Education in Europe: Programs, Practices, and Current Research" / R. S. Persson et al "Russian Gifted Education in Technical Disciplines: Tradition and Transformation" / E. L. Grigorenko "Middle-East Region: Efforts, Policies, Programs and Issues" / T. Subhi and N. Maoz "Psychological Research on and Education of Gifted and Talented Children in China" / S. Jiannong and Z. Zixiu "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Asia (Outside the Mainland of China)" / W.-T. Wu et al "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Australia and New Zealand" / E. J. Braggett and R. I. Moltzen "The Status of Gifted Child Education in Africa" / C. A. Taylor and S. J. Kokot "Programs and Practices for Identifying and Nurturing Giftedness and Talent in Latin American Countries" / E. M. L. Soriano de Alencar et al (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

"A Multidimensional Framework for Synthesizing Disparate Issues in Identifying, Selecting, and Serving Gifted Children" / Robert J. Sternberg and Rena F. Subotnik "The Study of Giftedness: Reflections on Where We Are and Where We Are Going / Franz J. Mönks, Kurt A. Heller and A. Harry Passow (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

"Identification of Gifted and Talented Youth for Educational Programs" / John F. Feldhusen and Fathi A. Jarwan "Dynamic Assessment of Gifted Students" / Lannie Kanevsky "Early Identification of High Ability" / Christoph Perleth, Tanja Schatz and Frank J. Mönks "Prediction of Excellence in School, Higher Education, and Work" / Günter Trost (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

"Conceptual Foundations and Theoretical Lenses for the Diversity of Giftedness" / L. M. Cohen et al "Theory and Research on Curriculum Development for the Gifted" / J. VanTassel-Baska "The Schoolwide Enrichment Model" / J. S. Renzulli and S. M. Reis "Instructional Psychology and the Gifted" / H. Gruber and H. Mandl "Education and Development of Verbally Talented Students" / P. Olszewski-Kubilius and S. P. Whalen "Nurturing Talents/Gifts in Mathematics" / W. Wieczerkowski et al "Talent Development in Science and Technology" / M. C. Pyryt "Promotion of the Gifted in Vocational Training" / R. Manstetten "Giftedness: The Ultimate Instrument for Good and Evil" / A. J. Tannenbaum "New Trends in Research on Moral Development in the Gifted" / A. Pagnin and O. D. Andreani "Programs and Strategies for Nurturing Creativity" / A. J. Cropley and K. K. Urban "Developing Gifted Programs" / S. M. Moonand H. C. Rosselli "Academic Competitions and Programs Designed to Challenge the Exceptionally Talented" / J. R. Campbell et al "Evaluation as a Critical Component of Program Development and Implementation" / C. M. Callahan "Cross-cultural Studies in Gifted Education / L. Hernández de Hahn (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Prepared by 100 researchers and program developers from 24 different countries, the chapters of the second edition of the "International Handbook of Giftedness and Talent" provide international perspectives on all aspects of identification and development of giftedness and talent. The chapters represent scholarly, theoretical and empirical knowledge available on the topic reflecting contributors' judgements of the important issues, programs and practices. The second edition also highlights needed research and promising avenues of program development. The second edition is fully updated and rewritten with 22 new chapters. This book is organized to serve a broad audience of readers—students, teachers, researchers, decision-makers, administrators and others—who are concerned with nurturing talent potential. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: jacket)

"Conceptions of Giftedness from a Meta-theoretical Perspective" / Albert Ziegler and Kurt A. Heller "A History of Giftedness in School and Society" / Abraham J. Tannenbaum "Giftedness as Developing Expertise" / Robert J. Sternberg "Understanding the Complex Choreography of Talent Development Through DMGT-based Analysis" / Francoys Gagné "New Conceptions and Research Approaches to Creativity: Implications of a Systems Perspective for Creativity in Education" / Mihaly Csikszentmihalyi and Rustin Wolfe "Giftedness in Non-academic Domains: The Case of the Visual Arts and Music" / Ellen Winner and Gail Martino "Genius and Giftedness: Same or Different?" / Dean K. Simonton "International Trends and Topics of Research on Giftedness and Talent" / Kurt A. Heller and Neville J. Schofield (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

"Developmental Psychology and Giftedness: Theories and Research" / Franz J. Mönks and Emanuel J. Mason "Genetic Tools for Exploring Individual Differences in Intelligence" / Lee A. Thompson and Robert Plomin "Giftedness, Expertise, and (Exceptional) Performance: A Developmental Perspective / Wolfgang Schneider "Issues in the Cognitive Development of Exceptionally and Profoundly Gifted Individuals" / Miraca U. M. Gross "Motivation and Cognition: Their Role in the Development of Giftedness" / Willy Lens and Per Rand "Social-emotional Development and the Personal Experience of Giftedness" / Laurence J. Coleman and Tracy L. Cross "A Life Span Approach to Talent Development" / Ingrid Schoon "Prodigies, Savants and Williams Syndrome: Windows into Talent and Cognition" / Martha J. Morelock and David Henry Feldman "Addressing the Most Challenging Questions in Gifted Education and Psychology: A Role Best Suited to Longitudinal Research" / Rena F. Subotnik and Karen D. Arnold "A 'Talent' for Knowledge and Judgement About Life: The Life-span Development of Wisdom" / Monisha Pasupathi and Ursula M. Staudinger (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

The volume covers Encyclopedia of Psychology entries beginning with "Developmental Agenda" as the first entry and "Goodenough, Florence Laura" as the last entry. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)

This entry includes the following entries: theories of giftedness; mental processes; identifying and fostering giftedness. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)

Discusses prodigy as an individual who has made an unusually good start in life and displays exceptional capabilities while still a child and the origin of child prodigies. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Discusses the issue of intelligent boys and the troubles they face. The first section of the book explores the relationship of special intellectual ability to role of males in our society. In the next section the authors discuss issues that are unique to gifted boys. The following section describes the impact of giftedness on boys' academic and social adjustment. The last section of this book describes issues in parenting, teaching, mentoring, and guiding gifted boys and men. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: introduction)

Discusses instances in which creativity, giftedness, and talents may be promoted in young children at preschool and in the early grades. In the socioemotional domain, the author emphasizes teacher creativity in helping children toward more mature solutions to the emotional tasks of early childhood, which will enable them to take steps toward creativity. Children will have to trust their caregivers as the more toward generating new hypotheses about the world and also to feel comfortable with such ambiguities. The author discusses the benefits of small peer groups in encouraging creativity, and various social devices used by teachers for promoting creativity. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: introduction)

Creativity is a major driving force for human beings, urging people to try things a new way, see things differently, and imagine what might be. This book explores what is known about creativity and what people can do to promote it at all stages of people's lives—from preschoolers through senior citizens. The authors, all social scientists and many of them artists in their own right, cover a variety of perspectives, from programs aimed at creativity in children, to long-term research projects, to a new theory of women's creativity. This subject has reverberations not only for child welfare and the possible application of creative activities to help at risk children and families, but also for society as a whole. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

Discusses the development of creativity in children through the Enrichment Triad Model (J. S. Renzulli, 1976), which was originally developed to provide children with the opportunity to develop their above-average abilities, creativity, and task commitment as was based on a central premise: If we give children the opportunities to become involved in self-selected, creative, productive work in school, this will increase the likelihood that the will emerge as creatively productive adults in whatever area they select as their future work. Two kinds of giftedness are examined: Schoolhouse giftedness and creative-productive giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Helps psychologists and educators (1) see a clearer picture of moral principles and their relationship to brainpower; (2) appreciate more fully how giftedness carries with it potential for evil as well as good; and (3) explore the possibilities of interweaving "duties of the heart" with brilliance of the mind. Topics discussed include origins and applications of moral code; subjectivity in defining morality; some ideational visions of morality; the compatibility of giftedness and morality; extra cautions in interpreting relevant evidence; and teaching moral values to the gifted and the non-gifted. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Presents the proceedings of the Wallace Symposium. Key leaders in the field of the gifted discuss issues with an emphasis on building theories and on what the research actually says. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

Notes that an examination of the New School Movement approach makes clear that it contained elements of what is now regarded as essential for gifted education at this time. Empirical research is presented in support of this observation. Topics discussed include differentiation of curriculum and instructions as the main vehicle, Dalton schools, Montessori education, and Jena Plan Schools. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The lives of adults committed to social concerns, or to cultural domains such as art and science, have been widely studied. These spheres of activity hold special interest because of their transformative potential for society and culture. This volume extends these lines of investigation downward, exploring the phenomenon of engagement in adolescence and early adulthood. The chapters in this volume draw on 2 studies using complementary methodologies, in-depth interviews, and self-reports of subjective experience in daily life. The chapters examine why young people are drawn to certain areas of work and, once there, what sustains them. A supportive family background, mentors or role models, involvement in cooperative activities, cultivation of intrinsic interest, awareness of moral and political issues, and traits such as moral sensitivity and optimism are among the central factors that the authors explore. The better these factors are understood, the more effectively we can support youth engagement, a goal that holds particular urgency today. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

Notes that transpersonal experience are experiences that go beyond individual consciousness, but this does not in itself qualify them as spiritual. The author believes there must be a criterion by which these experiences can be regarded as genuinely spiritual. Such a criterion was offered by W. James: inner communion with a higher universe engages a person in the the process of inner transformation. The observable consequences are the person appearing more centered, at peace, and loving toward others. People who have done the work of inner transformation—Gandhi, E. Roosevelt, E. Hillesum, Peace Pilgrim—all stress that the world changes for the better as a function of individual human beings' changing for the better: inner peace is the necessary condition of world peace. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Notes that heterogeneity of dealing with issues in the education of the gifted is difficult to manage. It is also noted that the availability of resources is highly uneven and often unfairly distributed. The purpose of this chapter is to address the reasons this situation has developed and to evaluate the advantages as well as the disadvantages it produces. Topics discussed include the International Study Group for Early Child Care; lack of consensus about what giftedness means and who is gifted; security and shared beliefs; governmental and constitutional issues; school issues; and transition to college. Accelerative options for secondary school are appended. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)