Missing link between talent development and eminence: why gifted students abandon their pursuit of science

2021 ◽  
pp. 1-9
Author(s):  
Jiwon Lee
Keyword(s):  
Gifted Students ◽  
Talent Development ◽  
Missing Link

Serving Gifted Students: A Talent Development Perspective

2021 ◽  
pp. 29-44
Author(s):  
Frank C. Worrell ◽  
Paula Olszewski-Kubilius ◽  
Rena F. Subotnik
Keyword(s):  
Gifted Students ◽  
Talent Development ◽  
Development Perspective

Educating Highly Able Students from an African Perspective

2017 ◽  
pp. 161-180 ◽  
Author(s):  
Constantine Ngara
Keyword(s):  
Southern Africa ◽  
Gifted Education ◽  
Process Model ◽  
Practical Wisdom ◽  
Gifted Students ◽  
Talent Development ◽  
Interactive Process ◽  
Indigenous Cultures ◽  
African Perspective ◽  
Highly Able

Basing on Cabral's (1973) legendary practical wisdom to return to the source, in the quest to broaden existing understanding of giftedness and improve the education of gifted students, the chapter examines indigenous conceptions of giftedness espoused in Bantu cultures of southern Africa. As informed by insights gleaned from research on Ndebele, Shona and Vhenda cultures' views of giftedness, indigenous cultures' views warrant attention as they promise to enrich the education of gifted students in amazing and intriguing ways. The chapter offers specific recommendations for educating highly able students including a Dynamic and Interactive Process Model of Talent development (DIPM) grounded in indigenous cultures of southern Africa currently generating interest in gifted education.

scholarly journals Characteristics and dynamics of the family of talented adolescents

2012 ◽  
Vol 17 (1) ◽  
pp. 15-23 ◽  
Author(s):  
Jane Farias Chagas Ferreira ◽  
Denise de Sousa Fleith
Keyword(s):  
Information Needs ◽  
Leisure Activities ◽  
Gifted Students ◽  
Talent Development ◽  
Family Characteristics ◽  
Use Of Time ◽  
Wide Range ◽  
The Family ◽  
Relevant Role

The purpose of this study was to describe family characteristics and dynamics of talented adolescents. Forty-two adolescents between 12 and 18 years old who attended a program for gifted students and their family participated in the data collection. A family characteristics questionnaire and the Parent Success Indicator Inventory, children's and parents' versions were used as instruments. The results indicated that more than half of the families with talented adolescents had a traditional figure: spouses with children born of their own conjugal union. These families prioritized education and the development of their children's talents. The family dynamics involved a wide range of routine and leisure activities, among which stand out those related to the rest, to school, watching television and movies and visiting relatives. Parents evaluated their parental performance in a more positive way when comparing to the adolescents considering all the categories measured by the PSI: communication, use of time, teaching, frustration, satisfaction, and information needs. The results of this study highlight the relevant role of the family regarding talent development.

Expanding the Conception of Giftedness to Talent Development

2021 ◽  
pp. 026142942110622
Author(s):  
Chingchih Kuo
Keyword(s):  
Students With Disabilities ◽  
Standardized Tests ◽  
Gifted Students ◽  
Talent Development ◽  
Allocation Of Resources ◽  
Gifted Programs ◽  
Cultural Backgrounds ◽  
The Government ◽  
Education Authority ◽  
Opportunity Gaps

To determine if a person is gifted or not, the government sets the criteria of identification since giftedness is an abstract concept. However, the standard has always been decided and affected by the attitudes of the education authority and the allocation of resources. The opportunities for some potential learners to participate in gifted programs are often closed because of high identification criteria on standardized tests, especially intelligence tests. To bridge the achievement and the opportunity gaps between regular and gifted students with disabilities or different cultural backgrounds, educators are encouraged to apply the talent development model to develop hidden potential rather than focus on identification or labeling students as “gifted.” Every child is unique and has strengths and weakness. It is time to change the rigid concept of giftedness and expand the concept to discover multiple talents. The most important aspect is no longer defining intelligence merely as g or IQ.

Educating Highly Able Students from an African Perspective

2020 ◽  
pp. 619-639
Author(s):  
Constantine Ngara
Keyword(s):  
Southern Africa ◽  
Gifted Education ◽  
Process Model ◽  
Practical Wisdom ◽  
Gifted Students ◽  
Talent Development ◽  
Interactive Process ◽  
Indigenous Cultures ◽  
African Perspective ◽  
Highly Able

Basing on Cabral's (1973) legendary practical wisdom to return to the source, in the quest to broaden existing understanding of giftedness and improve the education of gifted students, the chapter examines indigenous conceptions of giftedness espoused in Bantu cultures of southern Africa. As informed by insights gleaned from research on Ndebele, Shona and Vhenda cultures' views of giftedness, indigenous cultures' views warrant attention as they promise to enrich the education of gifted students in amazing and intriguing ways. The chapter offers specific recommendations for educating highly able students including a Dynamic and Interactive Process Model of Talent development (DIPM) grounded in indigenous cultures of southern Africa currently generating interest in gifted education.

Pathways to Supporting the Gifted

2019 ◽  
pp. 145-162
Author(s):  
Deborah L. Ruf ◽  
Stephen J. Schroeder-Davis ◽  
Jane E. Hesslein ◽  
William D. Keilty
Keyword(s):  
Gifted Students ◽  
Talent Development ◽  
Gifted Children ◽  
Critical Events ◽  
Personal Traits ◽  
Cultural Conditions ◽  
Intellectually Gifted ◽  
Significant Research ◽  
Gifted Adults

This chapter is comprised of the written recollections of four intellectually gifted adults, all of whom became teachers. None had any idea they would ultimately focus on gifted students. Because there is no significant research about who becomes a teacher of gifted students, the purpose of this chapter is to illustrate some of the precursors, critical events, and catalysts that may lead to becoming an educator and advocate for gifted children. The authors each in turn describe the influences of family and others significant to their own talent development and how their exposure to different social and cultural conditions impacted their views. The vignettes provide firsthand information about what motivated these teachers, both internally and externally, and what personal traits contributed to the ways they have advanced the field. All discovered their own giftedness while educating themselves on the needs of gifted students.

The Role of Social Context in the Talent Development Process at the Higher Education Level

2019 ◽  
pp. 17-28 ◽  
Author(s):  
Katrina Eddles-Hirsch
Keyword(s):  
Coping Strategies ◽  
Learning Environments ◽  
Development Process ◽  
Gifted Students ◽  
Talent Development ◽  
Gifted Student ◽  
School Level ◽  
Small Scale ◽  
Tertiary Level ◽  
Social Coping

This small-scale study addresses the limited research available on the lifeworld experiences of gifted tertiary level students. Whilst there is a wealth of research on the experiences of gifted students at the primary and secondary school level, not much is known about the learning experiences of gifted undergraduates. This study seeks to give a voice to gifted undergraduates through a phenomenological framework, which is a methodology that allows the perceptions of the participant rather than that of outside researchers to take precedence. Four gifted graduates (2 male and 2 female) who attended a small, urban university in New South Wales and had achieved in the top 2% of their cohort were selected for this study. Participants described the types of learning environments that had supported their talent development such as mentorship and cross level classes, as well as types of social contexts that impeded the talent development process. Different types of social coping strategies were also uncovered. One interesting outcome of this study was the finding that many of the social coping strategies used by gifted students at the high school level were still in operation at the tertiary level. The implications of this study should help educators at the tertiary level better understand how to support the talent development process and develop optimal learning environments for their gifted student populations.

Gifted Students

2019 ◽  
Vol 70 (1) ◽  
pp. 551-576 ◽  
Author(s):  
Frank C. Worrell ◽  
Rena F. Subotnik ◽  
Paula Olszewski-Kubilius ◽  
Dante D. Dixson
Keyword(s):  
Gifted Education ◽  
Gifted Students ◽  
Talent Development ◽  
Conceptual Frameworks ◽  
Underrepresented Groups ◽  
Social And Emotional ◽  
Gifted Programming ◽  
Common Practices ◽  
Emotional Issues

Gifted students are individuals who are recognized for performance that is superior to that of their peers. Although giftedness is typically associated with schooling, gifted individuals exist across academic and nonacademic domains. In this review, we begin by acknowledging some of the larger debates in the field of gifted education and provide brief summaries of major conceptual frameworks applied to gifted education, dividing them into three categories: frameworks focused on ability, frameworks focused on talent development, and integrative frameworks. We then discuss common practices used to identify gifted students, giving specific attention to the identification of those in underrepresented groups, followed by brief overviews of the numbers of students who are classified as gifted, programming options for gifted students, and social and emotional issues associated with being gifted. We conclude with a discussion of several unresolved issues in the field.

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