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[This book] investigates the most recent methods being utilized in assessing children's knowledge and aptitude. Valuable case studies, anecdotes, and research reports . . . provide up-to-date information in the field of intelligence testing. This lucid explanation of the principles of children's intelligence assessment and diagnostic practice offers in-depth coverage of a wide variety of tests. It explains step-by-step methods to be utilized when interpreting them. A uniform interpretative system that can be applied to all measures of intelligence is provided. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: jacket)
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It seemed to the editors that the field of gifted education could profit from a comprehensive handbook designed to provide a synthesis and critical review of the significant theory and research dealing with all aspects of giftedness, one which included contributors from the many nations where such research and program development was occurring. We viewed the undertaking with 80 contributors from 18 countries on six continents as a kind of international stock-taking. While the contributors provide a broad base for an international information exchange, they also provide insights into research deficits and research needs. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: preface)
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This decade has seen the emergence of two powerful concepts that influence curriculum and instruction: (1) learning style—the understanding that individuals master difficult information or skills in different ways and (2) multidimensional giftedness—the recognition that individuals may express their giftedness in different ways and at different levels. In addition, we are becoming increasingly aware of the unique impact of culture on intellectual and personal-social development, in general, and on giftedness and learning style, in particular. This book is designed to give teachers, counselors, gifted education specialists, and parents in each country an understanding of the specific learning style components that characterize gifted adolescents in their culture. It has particular value for teachers in the US in their efforts to individualize instruction for culturally diverse school populations. Part One [presents] the broad theoretical background of the concepts of giftedness and learning style. In Part Two, data on the learning styles of gifted and talented learners [Grades 7 through 12] in seven countries are presented in detail. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)
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The outstandingly high abilities shown by certain individuals are a valuable human resource. Despite much talk of maximizing human potential, there have been few systematic efforts to increase the number of people capable of exceptional accomplishments, and many questions have yet to be answered fully. How does high ability arise, and how and why does it develop? How can early talents best be identified, and what conditions are most likely to facilitate the development of exceptional children into high-achieving adults? Are a child's commitment to improving his or her abilities and the encouragement of this by parents and teachers the cause or the result of the child's talents? Must one be a highly able child to become a highly able adult? Can any motivated, 'ordinary' individual who makes sufficient efforts at improvement reach heights of ability normally regarded as indicative of inherent exceptionality, or is a certain genetic constitution a prerequisite? Psychologists and educational specialists address these and other questions from a variety of perspectives. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: cover)