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Have you heard the saying, "All children are gifted. They just open their packages at different times and in different ways"? Yeah, well, that may be simplifying the notion of giftedness just a tad. In fact, although teachers and parents might identify giftedness in children by the differences that they demonstrate in a classroom, the definition of giftedness is a challenging one. There is no "one-size-fits-all" program or practice that is guaranteed to work. Often, a teacher just wants to keep a gifted child busy and out of trouble, so she or he may end up using materials that are marketed "for gifted kids," are attractive, and yet have no real substance. According to a project sponsored by the U.S. Department of Education and described in the book Best Practices in Gifted Education, there are 29 strategies that have been proven effective in identifying and serving gifted students. These research-grounded strategies offer specific guidance to teachers, administrators, policy makers, and parents. While many educational practices and packaged programs employ these strategies, there are even more that are based in pseudoscience, reputation, or just busywork with no substance. This chapter will take many of these research-based strategies and make them "real" for you. I'm sure that you want to meet ALL of your students' needs; let's not let any group of students lag behind in their educational growth. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter considers three standpoints on rural giftedness. By "standpoint" we indicate a grounded way of reading the world: based on a place in it and, in our case, an articulated position (i.e., writing the world) about being there. Our particular standpoint for writing the world—given previously in many venues—is that rural is best understood as a set of meanings related to the land, to family, to rural sorts of work, and to local communities. Such meanings as these inform our overall position as rural educators: that rural schooling should encourage, support, and actively facilitate rural adulthoods for rural students. The dominant position, however, suggests instead that most rural children, especially bright ones, should abandon their home places for opportunities elsewhere to pursue college, medical school, and metropolitan careers, and who abandon rural places altogether, are viewed as successful-Among not only rural school professionals, but among influential rural community members—and indeed, by everyone else. However we want to explain a contrary and largely disparaged position (a position unusually appreciative of the educational potential of rural cultures and places); that is, rural life is not limiting and restrictive, but is instead inclusive and generative. In articulating this position, though, we often—almost always—encounter bafflement among education faculty. To be clear: We are not opposed to any individual leaving or indeed, arriving anywhere. Instead, we ask why the American culture is disparaging of rural locality. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Rural places are unique. There are defining characteristics of rural individuals and especially those who ate gifted and live in rural areas. However these characteristics, beliefs, and values differ based on the rural region in which a student resides as well as his or her ethnicity, income status and experiences. Educators need to understand the context of their specific rural locale and match identification methods to their students' needs. The use of a variety of measures, flexibility of methods used, understanding the context and community in which a rural gifted student resides, and challenging preconceived notions of giftedness through professional development are essential in crafting appropriate identification systems for rural gifted students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Early identification and intervention greatly benefits gifted students who may otherwise never realize their full potential. Essentials of Gifted Assessment is an evidence-based overview of what makes students gifted, how giftedness is best identified, and strategies for promoting achievement in high-ability students. Author Steven Pfeiffer is a leading expert in the field of gifted assessment and in Essentials of Gifted Assessment he presents his influential tripartite model of giftedness. This model goes well beyond the 20th-century focus on IQ scores, taking into account achievement and potential in a variety of areas for a more nuanced and practical perspective. With reference to this and other models, Essentials of Gifted Assessment reviews a range of assessment tools for their research-supported validity and clinical utility. Each chapter contains self-test questions and quick-reference boxes that facilitate both retention of new information and later review. Steven Pfeiffer has also dedicated a chapter to answering the most Frequently Asked Questions about gifted assessment. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: cover)

The author of The Challenges of Gifted Children, Dr. Barbara Klein, is acclaimed both for her specialized knowledge of giftedness—scholarship, research, teaching, writing—and her extraordinary successful therapeutic counseling of gifted children and their parents. In this book, she brings to life the voices of gifted children, illuminating new insights into their special strengths and developmental needs. Further, the author presents accounts and case studies from parents of these children that reveal unique concerns parents have when their child is gifted. Noteworthy is Klein’s effective uncovering of the issues thwarting child and parent and her engagement of them in ways that overcome developmental blocks, replacing parental uncertainty and despair with a new confidence. In reading this book, school leaders and reformers will become aware of the deficiencies in schooling of the gifted as well as the emergence of innovative departures based on new understandings of the gifted in relation to school safety, acceleration, individualism, and the importance of social skills. Although Klein emphasizes parental care in selecting the right school for one’s gifted child, and subsequently parental participation in school life, she shows how schools, in becoming right schools for the gifted, can become better schools for all. This book is a comprehensive but readable text with scope for readers to connect with their own concerns. A spouse will draw a partner’s attention to a particular revelation. A mother or grandmother will want the other to read the section that speaks directly to issues affecting the guidance she wants to provide her gifted child. Although the author is an expert on giftedness and experienced in overcoming obstacles to its promise, she offers respectful but firm treatment for the gifted and their caregivers. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: foreword)

Informed standards are the foundation of quality teacher preparation programs. Standards define the destination, suggest routes, and provide landmarks to creating programs that graduate effective gifted education teachers who then positively influence our high-ability students. The Council for the Accreditation of Educator Preparation (CAEP) views the NAGC-CEC Teacher Preparation Standards in Gifted Education as the benchmark of excellence. This guidebook provides the map to using the NAGC-CEC standards to build an effective teacher preparation program, including information on providing quality clinical experiences and measuring the outcomes of those experiences. You will find information on how the 2006 and 2013 teacher preparation standards differ and the research base used in creating the standards. The guidebook was written by teacher educators who are among the best in the field of gifted education. There are two important new sections in this updated guide. One addresses creating partnerships with K-12 schools, parents, and the community at large. Gifted education is a collaborative effort, and providers need to be strategic in sharing the value of and the specifics of effective gifted education strategies. The other new section discusses how to work with our general education colleagues to incorporate gifted education into general education teacher preparation courses. This is crucially important considering the general education teacher is typically the gateway to gifted education assessments and services or, in many cases, is the primary provider of advanced coursework. Finally, information is provided on preparing a program report for CAEP program review. This section includes examples of quality elements, as well as areas of concern that can assist programs as they apply to become nationally recognized. We are seeing increased attention to the connection between developing high levels of giftedness and talent in all student populations and the success of the nation. This guidebook will assist schools and districts in supporting that talent development by graduating superior gifted educators. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: foreword)

In this compelling book, more than 40 years of research and development are highlighted in a collection of articles published by Joseph S. Renzulli and his colleagues. Renzulli's work has had an impact on gifted education and enrichment pedagogy across the globe, based on the general theme of the need to apply more flexible approaches to identifying and developing giftedness and talents in young people. This collection of articles and chapters has strong foundational research support focusing on practical applications that teachers can use to create and differentiate learning and enrichment experiences for high-potential and gifted and talented students. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

This chapter provides a summation of four subtheories developed over approximately five decades. Although my early work on Subtheory I (the Three-Ring Conception of Giftedness) and Subtheory II (the Enrichment Triad Model) gained more attention than I ever expected, I began to feel that there were still characteristics and programming opportunities that needed to be added to the overall search for factors that contribute to total talent development. This concern, coupled with my own belief that programs for our most able young people should: (1) promote a sense of social justice and the use of one's gifts to make positive contributions to society, and (2) provide experiences in the development of strategies for acquiring self-regulation skills, using time and resources wisely, taking action, and managing change. And, of course, I wanted to come up with ideas that interacted with rather than replaced Three-Ring and Triad. The result was several years of research and development that led to Subtheories III and IV that are discussed in this chapter. I refer to the traits discussed in Subtheories III and IV as co-cognitive factors because they interact with and enhance the cognitive traits that are ordinarily associated with the development of human abilities. A number of researchers have suggested that constructs of this type, including social, emotional, and interpersonal intelligence, are related to each other and are at least partially independent from traditional academic measures of human abilities. I invite readers to draw their own conclusions about whether or not these four interactive subtheories promote what I describe as a fully functioning self-actualized individual. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

In the early 1970s when I began work on the Three-Ring Conception of Giftedness, I embedded the rings in a houndstooth background that represented the interaction between personality and environment. In recent years, further research and theory development coupled with a growing concern in the field related to social and emotional development has led to a new dimension of my work on characteristics that calls attention to a series of six co-cognitive factors that are discussed in this chapter. A comprehensive review of the literature and a series of Delphi technique studies led to the development of an organizational plan for studying these six components and 13 subcomponents. Factor analysis identified these clusters of discrete but interrelated traits. I refer to these as co-cognitive factors because they interact with and enhance the cognitive traits that we ordinarily associate with the development of both high achievement and creative productive manifestations of giftedness. This new initiative was prompted by a longstanding concern about the role that gifted education should play in preparing persons with high potential for ethical and responsible leadership in all walks of life. Investments in this type of social capital benefit society as a whole because they help to create the values, norms, networks, and social trust that facilitate coordination and cooperation geared toward the greater public good. Striking evidence indicates a marked decline in American social capital over the latter half of the century just ending. National surveys show declines over the last few decades in voter turnout and political participation, membership in service clubs, church-related groups, parent teacher associations, unions, and fraternal groups. These declines in civic and social participation have been paralleled by an increasing tendency for young people to focus on materialism, self-intelligence, narrow professional success, and individual economic gain. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This recently written chapter is designed to set the stage for a better understanding of the chapters that follow in this section of the book. As will be pointed out, epistemology, the study of knowledge creation and use, was a topic examined by ancient philosophers and is reflected in modern educational templates for learning such as Bloom's Taxonomy of Educational Objectives. I was surprised that no articles in the gifted literature had addressed this topic. It wasn't until recent years that I realized different types of knowledge are the "grist for the mill of mind." Understanding different levels of knowledge helped me to better recognize the argument made in the following chapter about the importance of focusing special programs on creative and productive giftedness. This work also reflects my growing fascination with the importance that technology is now playing for learners of all ages and the easy accessibility to the wide world of knowledge that young people now have through the Internet. An examination of the three levels of knowledge discussed in this chapter and the importance of blending them together will strike some readers as "common sense," and this is exactly what I intended. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

The Enrichment Triad Model was developed in conjunction with the Three-Ring Conception of Giftedness discussed in Chapter 3 of this book. This model, which is essentially a learning theory, is primarily designed to serve as a practical guide for promoting what I referred to in Chapter 3 as creative productive giftedness. It was originally published as articles in a two-part series and subsequently a short book. Both of these models were greeted with a fair amount of skepticism in the gifted education community because they disagreed with prevailing trends about the conception of giftedness, a focus on advanced lesson-learning approaches to developing giftedness, and the belief that higher level thinking skills were the exclusive province of gifted students only. The Three-Ring and Triad models, however, "got legs," and as they grew in popularity over the years, I gained new insights about issues related to practical strategies for implementing the three types of enrichment around which the Triad Model is organized. This chapter is an updated version of the original work on Triad and a compilation of the original theory plus various conceptual and practical additions that have been added over the years. The chapter serves as an overview rather than as a practical guide for implementation. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

This chapter is based on a research project that produced some "hard data" to support the assertion made earlier stating that the field has changed its mind about the conception of giftedness and the types of information that should be used in the identification process. Strong agreement was found among classroom teachers, gifted education teachers, administrators, and consultants (experts in the field and state directors) from urban, suburban, and rural districts. Overall, respondents disagreed with a totally test-score approach and supported approaches that used individual expression, ongoing assessment, and context-bound identification procedures. Furthermore, they strongly agreed with the importance of using multiple criteria for the identification of gifted and talented children. This study has important implications about the need for change in both policy and identification practice and its most valuable use to the field is that it should be brought to the attention of policy makers responsible for developing state and district guidelines. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

In an applied field such as education we have always maintained that a theory doesn't have much value (beyond generating research proposals) unless it can ultimately guide practice, and hopefully policy. We also maintain that there is no such thing as a "perfect" identification system and any system is always a series of compromises that must take into account state rules and regulations, political realities (e.g., parent pressures, under representation of low-income and minority groups), practical issues (e.g., time and costs of testing), and of course the conception(s) of giftedness and the programming models) that guide the services for which students are being identified. In this chapter, we first discuss a number of considerations that must be taken into account when designing an identification system for a school, district, or even a state. The step-by-step system that is described here is an attempt to address as many of these considerations as possible, but we must also state up front that the system presented in this chapter is based on the Three-Ring Conception of Giftedness. Further, it is designed for programs that focus mainly on creative productive giftedness as delineated in the Enrichment Triad Model. The system does, of course, provide a major pathway for the highest achieving students but it also "opens the door" for participation by students who show potential for high performance through one or more nontest criteria that may not be adequately assessed by cognitive ability or achievement tests. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

The original article on The Three-Ring Conception of Giftedness appeared in a 1978 edition of the Kappan. Although it was originally rejected by the journals in gifted education, it has now become the most widely cited article in the field. Over the years, I have updated the article three times to include new research and changes in identification and programming that have taken place in the field over the years. The original article and subsequent follow-ups have been cited approximately 3,000 times in national and international journals. The most important point in the chapter is that our field needs to make differentiated provisions for both high-achieving students and what I have described in this chapter as creative productive giftedness. These two types of giftedness are not mutually exclusive, but it is important to recognize that creative and productive people represent the kind of giftedness found in people who have changed the world in both large and small ways. The chapter presented here is the most recent update. I am proud of the influence all of the Three-Ring articles have had because they show that a field can change its mind regarding long held beliefs about the nature of giftedness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

Parenting is a difficult job. You aren't given a manual when you have a child and there's no survival guide to tell you what to do. Things complicate further if your child is lucky enough to be gifted. People tell you it'll be easy raising a bright child, leaving you frustrated when your child begins to act a little ... intense. Fortunately there are parenting books to help—too many parenting books. Most of these books don't address the unique needs of gifted children. In fact, as you attempt the strategies typically found in them, things often get worse. You're left feeling angry about your own inability to execute the strategies that are supposed to work so well. Frustrated and resentful, you turn to other family members, friends, and the school looking for help. But the same misguided assumptions about giftedness abound, leaving you feeling even more inadequate. Schools refer you to mental health professionals to assist with the emotionally intense behaviors, potentially resulting in misdiagnoses and little in the way of relief at home. And as the negative feelings build, your child increases the intensity of her behaviors, adding fuel to the fire. The result? A chaotic household with few resources available to help. That's where this book comes in. Designed to provide support for the difficult job of parenting gifted children, Emotional Intensity in Gifted Students: Helping Kids Cope With Explosive Feelings (2nd ed.) provides the resource you need to not only understand why gifted children are so extreme in their behavior, but also learn specific strategies to teach your children how to live with their intensity. This second edition puts increased emphasis on strategies to help within the home setting, as well as expanding the sections on dually exceptional children, the impact of cultural and gender issues, and the most recent research regarding the social and emotional needs of gifted children. Presented in a readable and practical format, case studies and role-playing scenarios bring the information to life to provide you with the tools needed to make a positive and lasting impact on your child. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: cover)

This chapter discusses the promotion of optimal mind-sets among gifted children. Students need to hear the message that effort increases their ability. Discussing the developmental nature of giftedness and the maleability of the brain with students helps to promote this message. Equally important is the mind-set parents and teachers hold, as well as the ways they encourage students to excel. The key is to separate the recognition of the talent from the attribution for how the talent came to fruition. Challenging curriculum supports growth mind-sets. When work is not challenging, gifted students earn good grades without putting forth substantial effort. Researchers and practitioners have speculated on the possible negative effects of being able to earn high grades with limited effort, and a fixed mind-set may be one of them. A challenging curriculum helps students learn to recover from setbacks and understand the importance of effort. Having a mind-set that does not foster coping with setbacks inhibits the movement from ability to eminence. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

The material in this chapter results from a comprehensive review of the scientific literature in psychology that draws from these five views of giftedness and talent development as well as research on expertise, high performance, creativity, motivation, and human development. The outcome of the Subotnik et al. analysis is a framework that includes the following central points: (a) giftedness is not static but maleable and needs to be developed; (b) it is more useful to consider giftedness as domain specific rather than global; (c) psychosocial skills play an outsize role in optimal development; and (d) the desired outcome of gifted education is to provide the skills, knowledge, and opportunities needed for talent to be developed to optimal levels of performance or creative productivity at each phase, which includes eminence for those individuals who wish to and are able to pursue that goal. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

The purpose of this chapter is not to catalog research on individual social or emotional traits associated with gifted individuals; such summaries will be found in subsequent chapters. Rather, it is to offer a survey of theoretical frameworks through which those traits can be more effectively understood and addressed. The following section highlights several theories of social or emotional development that have found use in recent years among gifted educators, as well as recent research drawing on those frameworks. It is not a comprehensive list, but it represents a cross-section of popular acceptance, recent development, and depth of application. The greater intent is to demonstrate how placing traits of giftedness in a theoretical context can help us formulate better service. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)

Gifted education in Japan is unique in that there is neither formal definition of giftedness or identification of the gifted based on it, nor official gifted educational programs in school due to the climate of egalitarianism. However, education that virtually or de facto plays the role of gifted education, especially academic giftedness, has been implemented both in and outside of the school settings. These de facto gifted programs have created competition and hierarchies of schools based on student achievement. Recently the government changed its emphasis in educational policy from uniform curriculum to individualized education, while promoting the improvement of student achievement. The individualization of learning, which builds on the strengths of students and caters to their needs, is gradually spreading. This way of virtual gifted education is useful particularly in special needs education for students with disabilities. A challenge facing the educational system in providing appropriate education for precocious and advanced students is the development of plans that meet the diverse advanced learning needs of each student without calling it gifted education and selecting a small number of students for special gifted programs. In addition, in order to advance gifted education in Japan, giftedness in students with developmental disorders need to be more recognized. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: chapter)

This chapter discuses the science and education of the individual. Gifted education has been the core of the Eastern Asian education tradition, albeit following an extremely limited definition of giftedness. When giftedness is limited to academic performance, as it is the most common definition in practice even in the West, it would not be an exaggeration to describe Asian meritocracy as a sophisticated system of gifted education. In fact the entire system has been built to serve those children gifted in memorization, compliance, and test taking. (PsycInfo Database Record (c) 2020 APA, all rights reserved) (Source: chapter)