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This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 30(1), Win 1986, 15-19. (The following abstract of the original article appeared in record 1987-11955-001.) Discusses research relating creativity to gifted behavior. Research with regard to theories of creativity, its identification, and its nurturance is described. Five directions for future research on creativity in gifted education are proposed. It is concluded that the importance of creative productivity has been recognized in recent years. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted article originally appeared in Gifted Child Quarterly, Vol 34(1), 21-26. The following abstract of the original article appeared in (see record 1990-21181-001). Compared performance on tests of specific abilities commonly associated with intelligence for 112 13-yr-olds who were extremely mathematically gifted (MG) or verbally gifted (VG). VG Ss scored higher on verbal and general knowledge tests, and MG Ss scored higher on tests of nonverbal reasoning, spatial ability, and memory. Findings suggest that speed might also be an important component of extreme giftedness. Results (1) have implications for the selection of MG and VG Ss for special programs and (2) support the use of the Progressive Matrices for identification of MGs in particular. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)

This reprinted article originally appeared in Gifted Child Quarterly, Vol 28(4), 149-151. The following abstract of the original article appeared in (see record 1985-23834-001). Discusses problems in the identification of gifted and talented children that can occur at any point in the identification process. The 5 major steps involved in such a process are outlined: defining program goals and types of youth to be served, nomination procedures, assessment procedures, individual differentiation, and validation of the identification process. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)

It is sometimes said of our profession, that we are practitioners without rationale. This reprinted chapter (originally published in Gifted Child Quarterly, 24[1], 24-28) is an effort to provide some logical reasons for some specific procedures with gifted children. To start, the following three postulates are regarded as obvious: (a) creativity is the objective of talent development; (b) the dynamics of developmental process is necessary for this development; and (c) developmental stage theory is a necessary part of developmental dynamics. Accordingly, we shall proceed with: General Developmental Stage Theory; Suitable Modifications for the Gifted Child; and Three Paramount Issues for Educators for the Gifted, namely: Stage 3 (age, 4-6)--Creative Fantasy or Magic Nightmare; Stage 4 (age, 7-11)--Teaching to Avoid the Creativity Drop; and Stage 5 (age, teens)--Establishing Verbal Creativity at Adolescence. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 25(3), Sum 1981, 99-101. (The following abstract of the original article appeared in record 1984-25045-001.) Discusses those unique strategies and processes that each creative person uses to achieve his/her creative insights and perceptions. It is suggested that teachers of gifted and talented leaders-of-tomorrow be aware of the importance of personal creativity techniques and that they should be ready to help students develop such strategies and skills. Examples of personal creative thinking techniques are cited. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 28(3), Sum 1984, 106-109. (The following abstract of the original article appeared in record 1985-26673-001.) Reviews studies of the characteristics of significant scientific contributions, types of productive thinking, and the implications of this research for the design of educational programs that foster creativity and excellence in students. The need to achieve a balance between conventional and creative excellence is examined with reference to the system of education in Venezuela and to A. Toynbee's views of history. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 37(1), Win 1993, 7-15. (The following abstract of the original article appeared in record 1994-01215-001.) Presents an investment view of creative giftedness (CRG); discusses identification of the gifted; and addresses the resources necessary for CRG, the interaction of resources, and the domain specificity of CRG. The investment concept suggests that individuals must attempt to "buy low and sell high" to achieve creativity. In other words, they propose ideas that initially seem odd, out of sync with the ideas of others. Over time, however, these gifted individuals bring these ideas to fruition, convince other people of the worth of their ideas, and then metaphorically sell the ideas when these ideas are at a "high price." They then move on to the next novel idea. To buy low and sell high, one needs a combination of 6 resources that function interactively: intelligence, knowledge, style of thinking, personality, motivation, and environment. Each of these resources and its role in CRG are described. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

The seminal articles from Gifted Child Quarterly in this volume address this issue of what giftedness is. They thereby inform our efforts to do research on giftedness and to identify children as gifted. What are some of the major issues raised in these articles, and what are examples of some ideas proposed to address each of these issues? What is the nature of giftedness and talent? One can learn more about the nature of giftedness through viewing responses to enrichment activities than through conventional tests(Passow, 1981). Giftedness involves excellence, rarity, productivity, demonstrability, and value attached to the skills/products of the individual (Sternberg & Zhang, 1995). How should we study giftedness? We need more to use the techniques of mainstream psychological research to study giftedness (Jackson, 1993). Should we expand conventional notions of giftedness, and if so, how should we do so? Metacognition is crucial to giftedness (Shore & Dover, 1987). Creativity is an important facet of giftedness (Runco, 1993). Wisdom is an important kind of giftedness (Sternberg, 2000). How, if at all, are giftedness and talent different? Giftedness refers to domains of human abilities, talents, to domains of human accomplishments (Gagne, 1985). Are there different profiles of giftedness and talent, and if so, what are they? Six profiles of giftedness and talent are successful, challenging, underground, dropouts, double-labeled, and autonomous (Betts & Neihart, 1988). Different kinds of gifted individuals (e.g., statesmen versus religious leaders) develop through different profiles of strengths and weaknesses (Walberg, Tsai, Weinstein, Gabriel, Rasher, Rosecrans, Rovai, Ide, Trujillo, & Vukosavich, 1981). How do giftedness and talent develop? They develop in part through certain kinds of overexcitabilities, namely, psychomotor, sensual, intellectual, imaginational, and emotional (Piechowski & Colangelo, 1984). Prodigies develop in a way that is different from that of most gifted individuals in part as a function of opportunities made available to them in their environments (Feldman, 1993). Giftedness can be understood in part in terms of the interaction of the organism and the environment, which produces diverse developmental outcomes (Horowitz, 1987). How valid are available assessments of giftedness and talent? Measures of multiple intelligences appear, in general, to be reliable but not particularly valid (Plucker, Callahan, & Tomchin, 1996). It would, of course, be delightful if a consensus could be found on all or even many of these issues, but consensus is hard to find. Nevertheless, there appear to be at least several points of broad agreement. Giftedness involves more than just high IQ. Giftedness has noncognitive (e.g., motivationally driven) components as well as cognitive ones. Environment is crucial in terms of whether potentials for gifted performance will be realized. Giftedness is not a single thing: There are multiple forms of giftedness. Hence, one-size-fits-all assessments or programs are likely to be too narrow. Measures for identifying or evaluating gifted individuals need to be proposed to operationalize theories, and then they need to be evaluated rather than merely being assumed to be valid. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: introduction)

This book is intended to answer questions of parents whose children may need psychological testing. It begins with deciding whether the child needs testing, what to do if they need testing--including finding a competent professional to administer the test, and the benefits and costs of having a child tested within or outside of the school system. It also covers when it is appropriate to seek a second opinion. The book then covers commonly used tests. The authors briefly describe the tests, so the reader can know how the tests used for a child will help the clinician determine the child's strengths and weaknesses and also so that they may participate in decisions about which tests are appropriate. Tests covered include intelligence, achievement, and neuropsychological tests, as well as tests of emotional functioning. The book then covers how to read and interpret test reports, including definitions of commonly used terms. The last part of the book describes the most common disorders for which a child would undergo testing, so that parents can understand why a particular diagnosis was appropriate and a different diagnosis was inappropriate. It also provides information on appropriate treatment strategies for each disorder, as well as resources for parents and children. Throughout the book, the authors provide reassurance and further options for support to the reader. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: introduction)

Dr. Moss's book addresses the diverse situations that the teacher may encounter. She addresses everything from learning disabilities, to a child dealing with trauma, to working with the gifted student. This book will facilitate the teacher's ability to consider the individual needs and strengths of atypical children, to improve the input given to the team of educational specialists who will help develop an educational program specific to each child, where indicated, and to make the primary observations and refer, if necessary, to psychologically and medically trained professionals who are best able to help these children with their psychological and medical needs. This book is written in clear and concise language that is easily understood by those who do not have a complete education in psychology, psychiatry, or neurology. This book offers a necessary contribution to all current teachers and those planning to enter the profession. It is especially important in this twenty-first century, when so many more responsibilities for the child's welfare fall to our teachers. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: foreword)

This book offers the most extensive look available at how gifted education can rise to encourage a more diverse student population and become enriched by the diversity of those children. This book looks specifically at diversity in gifted education as it relates to race, gender, and socioeconomic status. Topics include the identification of giftedness among an increasingly diverse population of students; specific service modifications to address diversity; improved counseling and guidance; and specific curricular and pedagogical methods for supporting the success of every gifted child. This is not like the usual book or textbook about gifted and talented boys and girls. All of its authors are specialists on the topic for which we invited them to submit one of the chapters. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

This book is about some relationships that might exist between psychological type, talent and disease that, for reasons about to be discussed, may follow an oddly circular model of cognitive development in the brain, roughly analogous to the movement of light around a sundial. The relationships have not been proven conclusively in most instances, are inductively reasoned from a variety of old and new perspectives, and are highly uncertain at best, as these connections are only recently being explored by the psychological type community. Nevertheless, there are valid purposes to such a preliminary attempt, which are namely to enhance our limited understanding of the role of cognition in disease processes, and to create a researchable model of psychological type, talent and health that has heretofore been lacking in the typological literature. It is hoped that by first examining pathological patterns that may or may not be present in the different types and talents, we might better understand the conscious conditions for health in each of these various categories. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: introduction) Sundial is an interdisciplinary work about cognition and health that encompasses the disciplines of psychology, medicine/complementary healthcare, and spirituality. It considers possible connections between type and disease--and does so in a way that appeals to the Myers-Briggs Type Indicator® practitioner and popular interest in such complementary therapies as chakra stimulation, Chinese medicine, and Therapeutic Touch. Sundial is set up like the history of contemporary Western medicine and psychology, moving from a sequentially ordered, science-based, analytical dissection of the ills of the body and mind to a more holistic, integrative approach to the whole of the person (mind, body, heart, and soul). Sundial makes the case that cognition and behavior associated with psychological type may be related to certain kinds of disease, but may also provide clues to disease prevention and health management. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

The purpose of the second edition of this book is to provide a comprehensive conceptual and practical overview of current theories of intelligence and measures of cognitive ability. This text summarizes the latest research in the field of intellectual assessment and includes comprehensive treatment of critical issues that should be considered when the use of intelligence tests is warranted. The three primary objectives of this book are as follows: (1) to present in-depth descriptions of prominent theories of intelligence, tests of cognitive abilities, and issues related to the use of intelligence tests with special populations; (2) to provide important information about the validity of contemporary intelligence tests; and (3) to demonstrate the utility of a well-validated theoretical foundation for developing intelligence tests and interpretive approaches, and for guiding research and practice. The ultimate goal of this book is to provide professionals with the knowledge necessary to use the latest intelligence batteries effectively. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: preface)

Gifted education is a crucial aspect of schooling in the United States and abroad. Most countries around the world have at least some form of gifted education. With the first edition becoming a major work in the field of giftedness, this second edition of Conceptions of Giftedness aims to describe the major conceptions of what it means to be gifted and how these conceptions apply to identification, instruction, and assessment of the gifted. It will provide specialists with a critical evaluation of various theories of giftedness, give practical advice to teachers and administrators on how to put theories of gifted education into practice, and enable the major researchers in the field to compare and contrast the strengths of their theoretical models. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

This reprinted article originally appeared in Gifted Child Today, 1999, vol. 22, no. 5. As gifted children grow into adolescence and adulthood, they often experience the need to create a make-believe self to inhabit in the everyday world in order to hide their individuality and uniqueness. They must create a façade, a mask that hides their giftedness, the true self. Gifted females, in particular, are at high risk of losing themselves behind a mask of conformity. If left alone, many gifted girls will find the façade they effected slowly taking over their personality until all they perceive is this false self. By the time adulthood is reached, they have successfully obliterated their true self. This can cause many problems, including depression, loss of perceived ability, self-doubt, lowered self-worth, and feelings of hopelessness and loss. The numerous frustrations, stresses, and special problems coping with life that gifted females encounter have only recently received much attention and study. It is important for counselors to realize that, although most females encounter some strife growing up, "[gifted girls] can, however, experience emotional problems capable of crippling the human spirit" (Schauer, 1976, cited in Strip, Swassing, & Kidder, 1991, p.124). In order for gifted girls to develop into healthy, fulfilled, intellectualized adults, there are a variety of needs that must be addressed. Of greatest importance, they should be assisted in peeling away the mask and discovering who they are so that they may eventually learn to accept and like that true self. It is not just important, but critical that specialized counseling services be available for gifted females of all ages, as well as for their families. It is important that counselors be aware of the special needs and strengths of this population. Without an adequate understanding of the gifted female "experience," the proper help cannot be offered. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: create)

In this fully revised and expanded second edition, Being Gifted in School: An Introduction to Development, Guidance, and Teaching reviews the past developments within the field of gifted education and identifies the current trends, issues, and beliefs that are faced in the 21st century. By recognizing both typical and atypical gifted students, Laurence J. Coleman, Ph.D., and Tracy L. Cross, Ph.D., encourage readers to defy traditional assumptions about gifted children and their education. The book is organized to provide a framework for those who are responsible for nurturing the development of gifts and talents in the home, school, and community. It provides insight for educators with questions regarding curriculum and instruction implementation, administrators facing program planning, parents with interest in their child's educational opportunities, and advanced undergraduate and graduate students curious about trends within gifted education. Included are chapters on definitions and models of giftedness; identifying the gifted; creativity; administrative arrangements and program prototypes; and teaching methods and best practices. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

This ground-breaking textbook is designed to help education professionals interested in building effective and comprehensive educational opportunities for gifted secondary students. This book offers an in-depth, research-based look at ways schools and classrooms can support the development of gifted adolescents. The Handbook of Secondary Gifted Education is the most comprehensive critical resource on this topic available. Topics include understanding the gifted adolescent, social/emotional issues, adolescent issues, best practices for curriculum and instruction and programming options (both school-wide and in specific subject areas), teacher education, and professional development. The purpose of the book is to provide a research-based handbook that views gifted adolescents and their needs as the starting point for building an effective, integrated educational program. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

What do children need? They need understanding and support to help ensure they live safe, healthy, happy, and productive lives. Educators and health care professionals can help prevent many of the common social, emotional, and academic problems faced by children and schools. As shown throughout this volume, a wealth of research exists to guide practitioners in the selection, development, and implementation of effective school-based prevention programs. Unfortunately, far too many problems are not prevented, and intervention is necessary. To intervene effectively, practitioners must understand evidence-based and practical techniques, strategies, and programs for intervention. Written by leading experts in the field, each chapter in Children's Needs III offers proven interventions and recommended resources for further information. The book's 81 chapters are organized into four sections: (I) Children's Social and Emotional Needs; (II) Children's Academic Needs; (III) Children's Family-Related Needs; and (IV) Children's Health-Related Needs. Children's Needs III provides an authoritative resource that health care providers and educators can use every day in meeting the social, emotional, academic, family, and health needs of all children. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: cover)

Students who are gifted and/or talented are known more for their contributions and potential contributions than any other group of students. Meeting the educational needs of these students, however, can be a tremendous challenge for those who teach them. In Teaching Students With Gifts and Talents, Bob Algozzine and Jim Ysseldyke offer educators helpful information for identifying gifted and talented students, and present effective instructional approaches--enrichment and acceleration--to ensure that these exceptional students are constantly challenged and engaged. Highlights include: (1) a pretest and posttest to help readers assess their understanding of giftedness and how the needs of gifted and talented students are best addressed; (2) cognitive, academic, communicational, physical, and behavioral characteristics that are associated with high-ability learners; (3) effective instructional approaches and activities to keep gifted and talented students motivated and reaching ever-higher levels of achievement; and (4) key vocabulary terms. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)

This book shows, in detail and with concrete examples, how educational theory and research can be translated into practice. Well-known researchers who have worked to establish productive sustainable connections between the knowledge produced by the research community and the practices employed in school settings provide descriptions of successful strategies that have been used to bridge the gap among theory, research, and practice. The volume addresses three main themes: (1) Analysis of how educational theory and research may be used to improve student learning and achievement in mathematics, science, and reading; (2) Examination of how educational theory and research has been used to conceptualize, implement, and evaluate the effects of challenges of large-scale reform; and (3) Exploration of how different models of intelligence and creativity have informed educational practice. Viewed as a collective effort to translate theory and research into educational practice, the interventions and programs described by the contributors to this volume represent nearly 200 years of work. As a compendium of successful strategies, this book will help other identify ways to make their own research more useful to their practice communities. As an investigation of persistent, seemingly intractable problems encountered when attempting to connect theory and research to the everyday work of teachers and students in classrooms, the analyses presented in this volume demonstrate where additional work is needed. By examining critical, persistent challenges encountered when attempting to connect educational theory and research to the everyday work of teachers in classrooms and schools, this book will help improve the practical value of educational research and help chart the course of future research. Translating Theory and Research Into Educational Practice is intended as a text for advanced undergraduate and graduate courses across the discipline of education and should be particularly relevant for classes dealing with educational research, educational policy, and teaching and learning. This book is equally relevant for various communities interested in improving connections between research and practice, including educational researchers, educational psychologists, psychologists, teachers, other educational professionals such as state school officers, district officials, and policy makers. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: cover)