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To summarize the rationale for including Ann Isaacs in a book of nineteenth and twentieth century "illuminated minds" for the field of gifted education, it seems clear that she belongs in this pantheon. She may not have contributed most profoundly to the intellectual foundations of the field, but she did contribute to the heart and well-being of the field through her direct communications with schools, families, and the two national organizations she founded. Her philosophy about what was needed served both national organizations well for 28 consecutive years. She also was someone to whom the regular readers of the two journals she founded and managed could relate. Her messages were simple and direct, based on the "real world," something readers and audience participants could expect when they read to or listened to Ann Isaacs. She was the field's most vocal advocate through her books, journals, music, and art. She kept the field, without much political, societal, or economic support (or respect), from being erased from conscious awareness and conscience. She may have had her flaws and her personal ambitions, but she was consistent in her message about the development of giftedness, creativity, and talent. Fond as she was of lists (25 strategies for teaching gifted readers, 100 ways to raise self-esteem, etc.), it is hoped the following succinct list of her accomplishments would please her if she could see it today. The accomplishments are large for such a tiny but energetic woman. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Catharine Morris Cox (later) Miles is most widely known in the field of gifted education as the author of Terman's second volume of Genetic Studies of Genius. Her contributions to research on giftedness included a study of historical figures who were highly gifted children using historiometric inquiry, contributions to handbooks and reviews. Her work influenced scholarly inquiry and popular culture. This chapter discusses her life and career. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Building on the work of Francis Galton, extending the work of Alfred Binet, and contradicting the work of Cesare Lombroso, Lewis Terman, Leta Hollingworth, and Catharine Cox Miles set in motion a series of studies that would provide the space from which the field of gifted education would contract and expand during its nearly 100 years of existence. The intentions of their investigations differed in focus and meaning. Terman concentrated on description, definition, and identification of giftedness and how this related to the prediction of future success. Hollingworth's intentions lay in the description and education of the gifted. Cox also sought to describe the gifted genius but in an infinitely different but no less scientific way than her contemporaries by employing methodologies of history and imposing them on psychological principles and theories. The greatness of their investigations stem from two aspects: (a) the innovativeness of their undertakings and (b) the sense making achieved from the sheer magnitude and scope of the data.Their investigations spawned conceptual and empirical activity that continues in the twenty-first century. This chapter discusses these figures. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Kazimierz Dabrowski's theorizing has contributed significantly to the broadening conceptualization of giftedness, beyond academic achievement and eminence. Based on his clinical practice and research, Dabrowski noted that gifted and talented individuals tended to experience the world and themselves in qualitatively different ways. In his conceptualization, Dabrowski emphasized the primacy of emotion, explicitly relegating other factors, including intelligence, to subservient roles. Dabrowski's theory of positive disintegration provides scholars, researchers, practitioners, and parents a unique lens through which to view giftedness with emotion taking center stage. Unlike other theoretical contributions that have broadened the conceptualization of giftedness, for example, Mariand's (1972) expansion from unidimensional to multidimensional, Dabrowski's theory has contributed to a re-conceptualization of giftedness itself. Emotional giftedness (Mayer, Perkins, Caruso, & Salovey, 2001; Piechowski, 1997), giftedness as asynchronous development (Silverman, 1997, 2012), identification of giftedness (Carman, 2011), and self-actuaUzation and morality ofthe gifted (Ruf, 2009) are a few examples of Dabrowski's influence on our current conceptualization of giftedness. The pilot research by Mayer and his associates (2001) is particularly important because it showed that positive maladjustment appears at the high end of emotional intelligence and that it characterizes emotional giftedness. In addition, other contemporary theorizing such as giftedness as greater awareness (Roeper, 1982), spiritual giftedness (Lovecky, 1998), and heightened multifaceted sensitivity (MendagUo, 2003) resonate with Dabrowski's theory and receive indirect support from it. In general, TPD has had the effect of ending the stranglehold that cognition and material achievement had on the field of gifted education. Scholars, adopting a Dabrowskian perspective on giftedness, have reinforced the importance of a holistic approach to giftedness—to concern ourselves with the emotional, moral, and spiritual dimensions of gifted individuals, not simply to focus on meeting their intellectual needs, but rather the development of the whole person. As such, TPD contrasts sharply with conceptions of giftedness that emphasize productivity (Renzulli, 1978; Gardner, 1999; Sternberg, 2000). Interest in TPD's conception of giftedness is on the rise, despite renewed attempts to reduce giftedness to an external criterion of achievement (Subotnik, Olszewski-Kubilius, & Worrell, 2011). (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The life and work of Sir Francis Galton is surely the most important in any history of the field of gifted education. He not only was the first to study giftedness in a serious way but also invented statistical techniques such as correlation and regression in order to use statistics to handle the data sets he constructed. His interest in children in schools and women in hospitals led to his initiating questionnaires to collect data on needs in both settings. Galton's investigations led to improved attention to vision and hearing needs of children and to pregnancy issues related for women. Thus, his work impacted many aspects of what we still do today in education in general as well as in gifted education. This chapter discusses Galton's contributions to the field. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In the 1930s and 1940s, Paul Witty emerged as one of the leading spokespersons of gifted education (Hildenbrand, 1981) and became one of the most prolific writers in the field during the 1940s and 1950s. He also had a variety of interests during his career including reading, the effects of television on children, and creativity (Beckstrand, n.d.). His interest in gifted education and gifted children spanned a number of areas, including programming options and educational provisions, identification and the definition of giftedness, gifted African American students, gifted students and science, and the Quiz Kids show (a popular program in the 1940s and 1950s that began on radio and then moved to television). In addition to editing one of the most important books in the 1950s, The Gifted Child, Witty contributed numerous journal articles and book chapters to the literature and conducted longitudinal and case study research. What Witty's archival collection and his publications reveal is a scholar and gentleman dedicated to advancing the educational needs of gifted children. He was one of the first researchers in the field to seriously advance the idea that students of color were to be found in the ranks of high intelligence, which ran counter to the standard belief during the first half of the 20th century. Witty encouraged challenging educational opportunities for all gifted children and was active in advocating on their behalf. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Paul Witty, Martin Jenkins, Cal Taylor, E. Paul Torrance, and Kazimierz Dabrowski all contributed to a more inclusive and expansive concept of giftedness, providing a multidimensional description and greater explanation of the behaviors associated with gifted persons. These researchers came from disparate backgrounds in terms of upbringing, education, and how they lived their lives and conducted themselves professionally. Their interests in expanding how society and how researchers considered and treated gifted children provide their conceptual linkages. They inherited a field that was for all intents and purposes dormant, and they revitalized it by considering a more inclusive group of children. Witty, Jenkins, Taylor, Torrance, and Dabrowski identified additional behaviors and characteristics to explicate and enrich their conceptualizations of giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Critical Issues and Practices in Gifted Education: What the Research Says is the definitive reference book for those searching for a summary and evaluation of the literature on giftedness, gifted education, and talent development. The book presents more than 50 summaries of important topics in the field, providing relevant research and a guide to how the research applies to gifted education and the lives of gifted children. This second edition updates every topic with new research and introduces several critically important topics such as cluster grouping, Response to Intervention, programming standards, educational leadership, and legal issues. This book provides an objective assessment of the available knowledge on each topic, offers guidance in the application of the research, and suggests areas of needed research. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

For millennia, scholars and laypersons alike have been fascinated with people of high accomplishment and those who show the potential for great accomplishment. These individuals are typically referred to as "gifted." In trying to answer the question "What behaviors and characteristics make someone gifted?," a variety of theories, or conceptions, of giftedness have been proposed. Until recently, conceptions of giftedness were based on "implicit theories," or the intuitions, impressions, and personal beliefs held by individuals, rather than on "'explicit theories," which are supported by rigorous research investigating the cognitive, ability, and personality variables associated with giftedness. Carefully articulating an evidence-based conception of giftedness carries important implications for educational practice. This is because the way in which a school district conceptualizes giftedness should guide its overall programming for gifted students, including how to identify gifted learners, how to instruct them so that their gifts and academic potential are realized, and how to evaluate whether the identification and instruction were appropriate and relevant to their cognitive characteristics. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Giftedness is a social construct that comes with a wide range of interpretations, as there is not a typical gifted learner. The term gifted has been, at times, considered antiquated as educators, policy makers, and scholars address a history of intellectual elitism and the underrepresentation of children from diverse backgrounds in gifted programs across the country. Gifted learners are artists, musicians, engineers, teachers, dreamers, trendsetters, problem solvers, and activists. Frasier and Passow (1994) referred to general attributes of gifted learners, or traits, aptitudes, and behaviors identified across the research as being common elements of giftedness. It is important to recognize that giftedness manifests differently in every child and the presence of the noted diverse traits will vary for each learner based on his or her passion area, type, and level of giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Definitions of high ability exist in context. When education in the 19th and 20th centuries primarily valued the rapid and accurate learning of a well-defined sequence of knowledge and skills, IQ and achievement tests predicted success. Cognitive qualities of giftedness were readily defined in terms of speed, accuracy, good memory, and even a predilection to work alone. Cognitive qualities of giftedness were closely tied to these views of the nature of education. The new values, especially since the 1980s, focus on inquiry-based learning and teaching and represent a major shift in the underlying assumption about what teaching, learning, and schools should be like, in the goals of education, and in the roles of teachers and learners. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

At a time when the U.S. education system consistently lags behind its international peers. Dumbing Down America: The War on Our Nation's Brightest Young Minds (And What We Can Do to Fight Back) shows exactly why America can't keep up by providing a critical look at the nation's schools through the eyes of the children whose minds are languishing in countless classrooms. Filled with specific examples of how gifted children are being shortchanged by a nation that believes smart kids will succeed on their own, Dumbing Down America packs a powerful message: If we want our nation to prosper, we must pay attention to its most intelligent youth. With more than 35 years of experience working with and for gifted children, author James R. Delisle provides a template of what can and must happen in America's schools if they are to fulfill their mission of educating every child to the fullest potential. Dumbing Down America is a must-read for any individual who believes that the unfulfilled promises to gifted children must begin to be met in America's schools today, not someday. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

Musical giftedness is a topic characterized by multiple perspectives and definitions. Scholars and researchers in music education have investigated the nature of giftedness from a variety of viewpoints resulting in numerous terms used to identify students who may be considered musically gifted, along with various methods for identifying, teaching, and assessing these students. The following chapter includes an overview of the terms, common theories, and modes of assessment related to musical potential followed by definitions, theories, and assessment tools for musical achievement. Musical potential and achievement are then addressed in relation to models for fostering musical giftedness and implications for educators hoping to work with musically gifted students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

A major review of research from 1951 to 1982 on parents and families of students with gifts and talents identified the following themes in the research literature—(a) family characteristics, (b) parental attitudes and values, (c) family problems with gifted children, (d) achievement and underachievement, (e) role of parents in identification, (f) parental encouragement and provision of enrichment activities, and (g) parents and schools. Although the focus of research has narrowed over time, parents' expectations of services and programming and parents' perceptions of their child's giftedness consistently have remained a focus of study. The distinctive challenges that parents of gifted children face should be of interest to researchers as well as to teachers, parents, and the gifted children themselves. Awareness of these challenges can help faculty to design appropriate educational experiences for preservice and in-service teachers who work with students with gifts and talents, can ameliorate some of the isolation felt by parents of gifted learners, and can help gifted individuals to understand and come to terms with their own family environments. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The neural bases of giftedness will be examined in this chapter by focusing on a construct within giftedness: high levels of intelligence. Intelligence is very difficult to define, and in fact, there is little consensus among scientific researchers as to what is meant by intelligence. A general definition provided by Sternberg and Salter (1982) that we will use is "goal-directed adaptive behavior". Intelligent behavior is adaptive in that it changes to confront and successfully meet challenges. Because it is not enough for intelligent behavior to simply be adaptive, it is also thought to be goal-directed or purposeful. However, it is the adaptive nature of intelligence that will be the primary focus of this chapter. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Over the past several years, media attention directed toward autism spectrum disorders (ASD) has increased substantially, not only in relation to the rising prevalence rate, but also through the portrayal of individuals with ASD in movies and television shows. Misconceptions abound; for example, many erroneously believe that a large percentage of individuals with ASD are savants, or that everyone diagnosed with Asperger's syndrome is gifted. Neither statement is true. However, research does demonstrate that there are individuals with ASD who are intellectually gifted, although the prevalence rate remains unknown. According to the Centers for Disease Control and Prevention (CDC; 2012), 1 in every 88 children is currently diagnosed with an ASD. Given this astounding number, educators undoubtedly will work with individuals on the spectrum at some point during their careers. To do so requires a comprehensive understanding of ASD, as well as an awareness of the potential for giftedness. To fully understand this group of twice-exceptional students, clarification of terminology and diagnostic criteria must first be addressed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

The current chapter focuses on the young scholars model. Young Scholars model supports the notion of providing equity of opportunity to all students so that any child who has an exceptional ability to think, reason, and problem solve will be able to participate in classes for gifted and talented students. It is a model because it builds on existing structures and practices and highlights the importance of bringing together four elements that must be present in any effort to find and nurture potential in young learners. The two-pronged primary goal of the Young Scholars model is (a) to identify giftedness in children from diverse cultural, ethnic, and linguistic backgrounds as early as possible; and (b) to nurture, guide, and support the development of their exceptional potential so that these students will be prepared for increasingly higher levels of challenge as they progress in grade levels. The model incorporates key components that are interdependent and integral to finding and nurturing gifted potential in diverse populations. Implementation of the model leads to systemic change and a school environment that encourages continuous learning and advanced intellectual growth. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

This chapter presents research on giftedness and connects it to relevant work in educational psychology. To provide context for current thinking about gifted learners, a short history of the study of giftedness and education of gifted learners is provided. This is followed by contemporary work that recognizes the dynamic and complex nature of giftedness and considers the nature of educational environments that nurture optimal development. The chapter is written from the Canadian perspective, where giftedness is considered a special educational need and the rights of children with special needs to an appropriate education are enshrined in our Charter of Rights and Freedoms. These considerations, however, are not always reflected in practice. Consistent with contemporary research in educational psychology that emphasizes the importance of the initial understandings people bring to their learning, the chapter begins with a series of questions to stimulate your reflection on what you now know and think about giftedness and intelligence. Before engaging with the chapter it is important that you make explicit your own understandings of what giftedness and intelligence mean and what intelligence means for learning. These reflections will help you to see how your own beliefs and experiences come to play as you learn about giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

In this chapter, I discuss eight topics about giftedness. It is my hope that an understanding of the first six topics will help the reader understand the eighth topic, where I consider the puzzle of childhood giftedness - why it is that the link between childhood giftedness and adult genius is so weak. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

In this chapter, I will sketch how the expert-performance approach could be extended to account for several aspects of the generation of major creative contributions in arts and science and, thus go beyond ideas in my earlier papers on genius, creativity, giftedness and organizational creativity. My chapter will start with a general overview of a few major facts about genius. Then, I will briefly describe the expert-performance approach and how this approach has proposed necessary conditions for attaining high levels of performance in many domains of expertise. I will then try to show how it might be possible to extend this model by specifying necessary conditions for making creative contributions and search tor empirical evidence for some of these ideas developed by several researchers. The fundamental issue discussed in this chapter concerns how the current work on expert performance in traditional domains, such as sport, chess, music, and ballet, might be extended to seemingly very different activities such as creative achievement in science and arts. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)