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The author discusses using mathematics as an equalizer for gifted Latino/a adolescent learners. In 1994, the Board of Directors of the National Council of Teachers of Mathematics created a task force to explore the topic of "mathematically promising" students. This period marked a new era in the discussion of what mathematical ability had traditionally meant. The task force had as its primary goal to guide discussions among mathematicians and mathematics educators about the mathematically talented student. The task force reported that an indicator of being a mathematically promising student is based on his or her potential to become a good problem solver. The team described being "mathematically promised" as individual attributes connected to four nonfixed variables: (1) ability, (2) motivation, (3) beliefs, and (4) experiences and opportunities. By examining the mathematical "potential" of students, this new definition for identifying talented students may have alluded, for the first time, to students who had not been traditionally identified as gifted, talented, intelligent, or precocious, but rather to those who have been excluded from previous definitions of gifted and talented and therefore excluded from rich mathematical opportunities. This chapter addresses: identification of mathematically promising students; the realities of today's schooling; differentiating mathematics teaching and learning in the United States; differentiated instruction within inclusive classrooms; giftedness and culture; a perspective from Latin America—classroom dynamics in mathematics; language and mathematics; multiple literacies in a mathematics classroom; writing mathematics, reading mathematics, and talking mathematics; making mathematics classrooms culturally and socially responsive; integrating the history of mathematics; effective strategies for English language learners; and teaching mathematics to talented Latino/a students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter addresses the background of American Indian schooling and the need for cultural responsiveness to advance student achievement by defining giftedness in an American Indian context. It also examines promising models for appropriate programming and services for American Indian students who exhibit giftedness and talent. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Special populations in gifted education: Understanding our most able students from diverse backgrounds brings together the leading experts in the field who combine both their knowledge of and leadership experience with gifted students from diverse backgrounds. Public schools are as diverse as ever, and, as a result, historically underrepresented students need to be included in gifted education programs that serve our most able students. This edited edition helps to raise the awareness level and knowledge base of all educators, particularly teachers of the gifted, who work with a kaleidoscope of special populations in gifted education. Chapters in this volume focus on topics such as gifted education in rural environments, highly gifted learners, twice-exceptional children, gifted females, gifted and talented students on the autism spectrum, English language learners, underachievement, and students from culturally or linguistically diverse backgrounds. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

"Twice-exceptional" children are those children who are gifted yet also have a disability that impacts their ability to fully develop in all areas (Baum & Owen, 2004). In this chapter, the term twice-exceptional will refer not to a given definition of either giftedness or disability, but to children who "exhibit remarkable strengths in some areas and disabling weaknesses in others" (Weinfeld, Barnes-Robinson, Jeweler, & Shevitz, 2002). This chapter will focus on those children who exhibit learning and social difficulties rather than physical or sensory impairments, primarily because they constitute the largest population of twice-exceptional students (National Educational Association, 2006). The following topics are addressed: identification issues, paradoxical characteristics, paradoxical programming, and paradoxical curriculum. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Designed to provide support for the difficult job of parenting and teaching gifted children, Emotional Intensity in Gifted Students: Helping Kids Cope With Explosive Feelings provides the resource parents and teachers need to not only understand why gifted children are so extreme in their behavior, but also learn specific strategies to teach gifted children know to live with their intensity. Presented in an easy-to-read, conversational style, Emotional lntensity in Gifted Students uses real-world examples through case studies and role-plays that show parents and teachers how to interact with gifted children in a way that teaches them how to recognize, monitor, and adjust their behavior. Worksheets, tip sheets, and checklists are included to help parents, teachers, and the students themselves learn to cope with the explosive feelings that often accompany giftedness. Specific strategies for stress management, underperformance in school, perfectionism, and social anxiety make this a must-read for anyone wishing to make a positive lasting impact on the lives of gifted children. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

This chapter focuses on a school-based concept of giftedness wherein an individual demonstrates outstanding levels of achievement or competence in one or more domains. The conception of giftedness employed by a school district is the foundation for all subsequent decisions such as identification, programming, curricula, teacher preparation, and program evaluation. Additionally, given the diverse needs of gifted and talented students, policies must be in place and programming must be flexible and responsive to the needs of particular learners at a given stage of development in order for a student's ability in a domain to be realized and demonstrated. Teachers who work with these learners must be carefully selected and trained in gifted education. Finally, gifted learners require high-powered curriculum to ensure a depth and sophistication of content, commensurate with their unique needs. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This book is a scholarly overview of modern concepts, definitions, and theories of intellectual giftedness, and of past and current developments in the field of gifted education. The authors consider, in some detail, the roles of intelligence, creativity, and wisdom in giftedness and the interaction between culture and giftedness, as well as how giftedness can be understood in terms of a construct of developing expertise. The authors also review and discuss a set of key studies that address the issues of identification and education of children with intellectual gifts. This volume maybe used as a summary overview of the field for educators, psychologists, social workers, and other professionals who serve intellectually gifted children and their families. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: book)

This reprinted article originally appeared in Parenting for High Potential, December 2003. For many years, our definition of giftedness has been based on the interaction of three characteristics: above-average (but not necessarily superior) ability, creativity, and task commitment. In other words, high ability is not enough to explain giftedness. It also takes an intensity and focus in a certain area, along with the willingness to try new ideas or look at something with a different perspective. Gifted behaviors occur when these three components intersect, and this happens in some people (not all people) at certain times (not all times), and under certain circumstances (not all circumstances). We only recently began to turn our attention to understanding more fully the sources of these gifted behaviors and, more importantly, the ways in which people use their gifts and talents in a constructive and positive way. This article addresses the following questions: (1) Can a better understanding of people who use their gifts for the greater good help us create conditions that expand the number of people who willingly contribute to the growth of both social and economic capital?; and (2) How can parents provide opportunities so their children develop their abilities in responsible ways? (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This reprinted article originally appeared in Parenting for High Potential, September 2007. A child's primary care physician can play an important role early in the life of a gifted child. In today's healthcare arena, medical professionals are the first line of treatment and the gatekeepers for more specialized services. We discuss several issues related to the role of physicians, including what information a physician might need to know, why it is important for them to understand both your child and giftedness, how to discuss these issues, and finally what roles physicians can play outside of the typical medical domain. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This reprinted article originally appeared in Parenting for High Potential, March 1997. The article reminds us about the importance of keeping our own beliefs and assumptions about children's potential in check. In the discussion of how giftedness and talent is manifested, the author offers some consideration for the genetic background of the child; however a stronger case is made for a stimulating and nurturing environment as a more powerful force in the talent development process. The author then offers specific ways in which parents and teachers can optimize the development and learning of young children. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

This reprinted article originally appeared in Parenting for High Potential, March 2006. Based on a survey of 5,400 students from grades 3 to 8 and meetings with 400 students, the author explores the social-emotional landscape of today's middle schoolers. Regardless of how gifted children appear, fourth, fifth, and sixth graders, even among high achievers, have marked anxieties about social acceptance and popularity. The article counsels parents to let their gifted children enjoy their childhood—to challenge them in ways that feed their gifts, but without pushing them into early adulthood. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

This reprinted article originally appeared in Parenting for High Potential, June 2001. One of the most neglected subpopulations of gifted students with multiple exceptionalities is gifted children with Attention Deficit/Hyperactivity Disorder (ADHD). The author first became interested in gifted children with ADHD when one of her sons was diagnosed with ADHD in middle school. From her research and experience, the author notes that children who have ADHD and also are gifted tend to have more severe social and emotional problems than do children who only have giftedness alone or ADHD alone. Their intellectual giftedness did not protect them from the problems associated with ADHD, and may have actually made them more pronounced. The article offers some suggestions that may help parents and educators of gifted children with ADHD. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

This guide covers topics such as working with high achievers and young gifted children, acceleration, advocating for talented students, serving as role models and mentors for gifted kids, homeschooling, underachievement, twice-exceptional students, and postsecondary opportunities. The guidebook will allow parents to find the support and resources they need to help their children find success in school and beyond. Written by experts in the field of gifted education, this book will provide guidance, advice, and support for parents of gifted children. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

This reprinted article originally appeared in Parenting for High Potential, June 1997. The article provides an alternative to the over-reliance upon traditional intelligence testing or using only an IQ score as the primary indicator of giftedness. Rather, the author offers his theory of successful intelligence, whereby individuals identify and cultivate their strengths and figure out ways to compensate or correct for their relative weaknesses. The author punctuates the explanation of his theory with a call to action for parents and teachers; research findings suggest that students who are offered instruction in ways that allow them to play to their strengths and minimize their weaknesses outperform those who were not offered such flexibility. In short, not scoring high on a traditional intelligence test can be overcome by considering strengths more broadly and playing to those strengths. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Raising happy, successful children is a goal of every parent of gifted children. In On the Social and Emotional Lives of Gifted Children, the nation's leading authority on the psychology of gifted children offers advice and encouragement for both parents and teachers. In a thoughtful, conversational style, the author offers an in-depth look at the complex social and emotional issues faced by gifted children. This revised and updated fourth edition of the popular text contains more than 10 new chapters, featuring contributions by scholars on gifted children's development from across the nation. On the Social and Emotional Lives of Gifted Children tackles important and timely issues dealing with the social and emotional needs of today's gifted children, including who gifted children are and what giftedness means; how parents, teachers, and counselors can guide gifted children; the issues facing gifted students in the 21st century such as technology and terrorism; and how the education of gifted children can adapt for the future. This concise, sensitive look at gifted children and their social and emotional world offers unique insights for both teachers and parents who support these special children. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

An overview of definitions of giftedness, special populations of gifted and talented children, methods of identification, and a continuum of services are summarized in this chapter. These services include organizational strategies (such as instructional grouping options), instructional strategies (such as acceleration and enrichment options), and a variety of talent development opportunities that should be included in a continuum of services that will engage and challenge all gifted and talented students. Also included in this chapter are some social and emotional challenges that may affect gifted and high potential children, such as the potential underachievement of children who do not encounter sufficient challenge in school. The chapter ends with a summary of research about the effectiveness of grouping, instructional, and talent development strategies, as well as recommendations for the creation of a continuum of services in each school district that will challenge and engage all students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

What is it that leads children to be similar in some ways but different in others, whether they are identical twins, fraternal twins, ordinary siblings, or simply two children of the same age? This chapter will deal with this question. The focus of the chapter will be on cognitive skills, although, of course, children can be similar and different with respect to many other kinds of skills as well. The chapter is divided into five parts. In the first part of the chapter, I will briefly describe seven main paradigms that have been used for understanding individual differences in cognitive development. In the second part of the chapter, I will discuss at some length three of these paradigms for understanding individual differences in cognition. In the third part of the chapter, I will discuss origins and stability of individual differences, in particular, issues of heritability and modifiability of cognitive skills. In the fourth part of the chapter, I will discuss extremes in individual differences: giftedness and retardation in cognitive skills. In the fifth part of the chapter, I will discuss group differences and their relationship to individual differences in cognitive skills. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

The study of gifts and talents and how innate abilities interact with one's environment, personality, educational opportunities, family support, and life experiences has fascinated psychologists, educators, and parents for decades. Why is it that one child with remarkably high potential born into a particular family in a particular environment grows up to become a neurosurgeon while a child of similar intellectual potential who lives in the same community and attends the same schools, decides to drop out of high school? What have researchers and scholars learned in the last few decades about the nature of talent development and intellectual giftedness? In this chapter, these questions, none of which can be answered simply, are discussed and current research about intellectual giftedness is summarized. As the research points out, one of the core concepts that has emerged about intellectual giftedness in the last few decades relates to its diversity, for there is no more varied group of people than those labeled intellectually gifted. Despite this broad diversity, however, several common themes about intellectual giftedness and the conditions for its development exist. We begin our review of the research related to intellectual giftedness with a discussion of these themes, summarizing highlights about research on intellectual giftedness in the United States, including the seminal work of Lewis Terman, and presenting an overview of what we believe to be some interesting and potentially important American theories to date. We conclude the chapter with some interesting research-based trends related to new ideas in defining and developing academic gifts and talents. It is important to understand, however, that there is no agreed-upon consensus about who is gifted and no final answers about our evolving understandings of how intellectual giftedness develops and the characteristics that help us to identify and nurture intellectual gifts and talents. To introduce the challenge associated with both defining and identifying giftedness in students, four brief case studies are introduced in the first section of the chapter. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

The Cambridge Handbook of Intelligence provides the most comprehensive and up-to-date compendium of theory and research in the field of human intelligence. The forty-two chapters are written by world-renowned experts, each in his or her respective field, and collectively, the chapters cover the full range of topics of contemporary interest in the study of intelligence. The handbook is divided into nine parts: Part I covers intelligence and its measurement; Part II deals with the development of intelligence; Part III discusses intelligence and group differences; Part IV concerns the biology of intelligence; Part V is about intelligence and information processing; Part VI discusses different kinds of intelligence; Part VII covers intelligence and society; Part VIII concerns intelligence in relation to allied constructs; and Part IX is the concluding chapter, which reflects on where the field is currently and where it still needs to go. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: jacket)

This chapter presents a definition of the gifted/talented individual, a model of giftedness, and provides examples of student characteristics in specific areas of giftedness to help in identification of gifted children. Many authors have described characteristics of gifted and talented students, some in general terms across several domains, whereas others have described them for specific areas cited in the federal and state definitions. Because most school districts identify children for programs that are related to the definition, this chapter organizes the characteristics according to these specific areas. The term "gifted and talented," when used in respect to students, children or youth, means students, children or youth who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities. This concept of capability or potential is addressed in Gagne's Differentiated Model of Giftedness and Talent, Gagne has proposed that "gifts," which are natural abilities, must be developed to become "talents," which emerge through the systematic learning, training, and practicing "of skills characteristic of a particular field of human activity or performance". The development of gifts into talents may be facilitated or hindered by two types of catalysts: intrapersonal and environmental. Many authors have described characteristics of gifted and talented students, some in general terms across several domains, whereas others have described them for specific areas cited in the federal and state definitions. Because most school districts identify children for programs that are related to the definition, this chapter organizes the characteristics according to these specific areas. Professionals who are primarily responsible for the identification process must remember that gifted and talented students must have an opportunity to perform. Students who are in classrooms where no differentiation is present are less likely to exhibit these characteristics. In addition, gifted and talented students will demonstrate many, but not all, of the characteristics that are listed in each area or may show potential or performance in only one area. It is important that professionals, parents, and others involved in the identification process look for these characteristics over a period of time and in a variety of situations. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)