scholarly journals Unlocking Creative Productivity: A Talent Development Approach

2021 ◽  
Vol 10 (4) ◽  
pp. 17-32
Author(s):  
R.F. Subotnik ◽  
P. Olszewski-Kubilius ◽  
F.C. Worrell
Keyword(s):  
Social Skills ◽  
Gifted Education ◽  
High Performance ◽  
Development Process ◽  
Talent Development ◽  
Mental Skills ◽  
Seven Principles ◽  
The Arts ◽  
Creative Productivity ◽  
Development Approach

In 2011, the authors published a synthesis of the psychological literature available in English related to giftedness, talent, eminence, high performance, and creativity. This synthesis led to the development of the Talent Development Megamodel, which is an evolving tool to promote policies and practices that support giftedness in domains such as academics, the arts, sport, and the professions. The model focuses on seven principles and has recently added an eighth. The principles include: (1) giftedness is malleable and manifested in domains; (2) opportunities must be offered to develop abilities into competencies, expertise, and sometimes eminence; (3) different domains begin, peak, and end at different times; (4) opportunities to develop talent must be offered inside of school, outside of school, and beyond the school years; (5) opportunities have to be taken by talented individuals; (6) mental skills like screening out distractions can be taught and become increasingly important in the talent development process; (7) social skills like being able to promote oneself tastefully become increasingly important in the talent development process; (8) if talent development and gifted education are to become more equitable, accessing insider knowledge associated with the process of talent development needs to be widely available to all schools and families.

Envisioning a New Foundation for Gifted Education: Evolving Complexity Theory (ECT) of Talent Development

2017 ◽  
Vol 61 (3) ◽  
pp. 172-182 ◽  
Author(s):  
David Yun Dai
Keyword(s):  
Complexity Theory ◽  
Gifted Education ◽  
Adaptive System ◽  
Talent Development ◽  
Social Processes ◽  
Future Research ◽  
Research And Practice ◽  
Four Dimensions ◽  
Creative Productivity ◽  
Education Needs

This article presents a new theory of talent development, evolving complexity theory (ECT), in the context of the changing theoretical directions as well as the landscape of gifted education. I argue that gifted education needs a new foundation that provides a broad psychosocial basis than what the notion of giftedness can afford. A focus on talent development rather than giftedness should be based on a theory of talent development that is truly developmental, treating the developing person as an open, dynamic, and adaptive system, changing oneself adaptively while interacting with environmental opportunities and challenges. To introduce ECT, I first delineate the meaning and significance of four dimensions or “parameters” of talent development undergirding this new theory: domain, person, development, and culture. I then describe how ECT explicates the developmental processes and transitions as the result of human adaptations to environmental opportunities and challenges. More specifically, ECT uses the constructs of characteristic and maximal adaptation to elucidate how domain, person, development, and culture jointly shape a particular line of talent development, and how cognitive, affective, and social processes interact to push and sustain a critical transition from characteristic adaptation to maximal adaptation, eventually leading to high-caliber performance and creative productivity. I finally discuss the theoretical contributions and practical utilities of ECT for future research and practice.

Scale Development: Measuring Job-Family Incivility

2019 ◽  
pp. 31-48
Author(s):  
W G S Mahalekamge ◽  
Nilakshi W K Galahitiyawe
Keyword(s):  
Scale Development ◽  
Work Environment ◽  
Development Process ◽  
Workplace Incivility ◽  
Dynamic Processes ◽  
Validity And Reliability ◽  
Development Approach ◽  
The Impact ◽  
Compound Effect

The main contribution of this paper is the development of the job-family incivility scale. This paper seeks to explore the complex inter-relationships between workplace incivility and family incivility dimensions of job-family incivility by examining the dynamic processes by which job-family incivility is initiated and sustained using a scale development approach. In doing so, the paper highlights the absence of valid and reliable measures that estimate the compound effect of workplace incivility and family incivility – referred to as job-family incivility. A scale development process introduced by Quazi et al. (2016) is presented and stages in the construction of the scale are discussed including measures of validity and reliability. The findings of the study demonstrate the validity and reliability of the job-family incivility scale developed by the current researchers. The main aims of this research are to emphasize the impact of workplace incivility and family incivility on the employees in the work environment, and to discuss the techniques that can be used to mitigate such detrimental activities.

An Interview with Professor Wilma Vialle

2020 ◽  
pp. 52-62
Keyword(s):  
Gifted Education ◽  
Effective Teachers ◽  
Talent Development ◽  
International Study ◽  
Chief Editor ◽  
Research Association ◽  
Social Emotional ◽  
South Wales ◽  
Australian Association

This is an interview with Dr Wilma Vialle, Ph.D, Professor in Educational Psychology and Gifted Education in the Faculty of Social Sciences at the University of Wollongong, New South Wales, Australia. Dr Vialle is the author of several books, articles, and chapters on gifted education and child psychology. Her research interests are centred on giftedness and talent development and she is predominantly interested in issues concerning social justice. Recent research projects include an international study of effective teachers of the gifted, a longitudinal study of adolescent academic and social emotional outcomes, the development of expertise in competitive Scrabble players, popular culture and giftedness, and the development of spiritual understanding in children. Dr Vialle is the chief editor of the journal Talent Development and Excellence and is on the editorial board of several international journals. She is also on the Executive Board of the International Research Association for Talent Development and Excellence (IRATDE). In 2006, Dr Vialle was awarded the Eminent Australian award by the Australian Association for the Education of the Gifted and Talented (AAEGT) for her contributions to gifted education.

Developing Leadership Talent in Adolescents and Emerging Adults: A Systematic Review

2021 ◽  
pp. 001698622110075
Author(s):  
Melanie S. Meyer ◽  
Anne N. Rinn
Keyword(s):  
Systematic Review ◽  
Emerging Adults ◽  
Gifted Education ◽  
Talent Development ◽  
State Standards ◽  
Database Search ◽  
Future Research ◽  
Review Of Literature ◽  
Leadership Programs ◽  
Service Models

Leadership talent development has been identified as a priority in national and state standards for gifted education. However, leadership programs in schools are not always supported by mandates or funding in individual states and implementation is not always feasible within the constraints of local gifted service models. Although some research has been devoted to leadership for gifted and high-ability adolescents and emerging adults, a limited number of studies on the identification, measurement, and development of leadership talent have been conducted. This systematic review of literature examined existing research on leadership talent development for adolescents and emerging adults. A database search identified 38 quantitative, qualitative, and mixed methods studies that were screened, summarized, and synthesized for discussion. The review highlighted research contexts, definitions of leadership, and themes that captured the recommendations researchers made across studies. Implications for developing leadership talent and suggestions for future research are discussed.

scholarly journals Pengembangan Media Pembelajaran Berbasis Etnis Sumatera Utara

2020 ◽  
Vol 3 (2) ◽  
pp. 84
Author(s):  
Uyuni Widiastuti ◽  
Adina Sastra Sembiring ◽  
Mukhlis Mukhlis
Keyword(s):  
Traditional Music ◽  
Art Teachers ◽  
Instructional Media ◽  
Music Learning ◽  
Cultural Arts ◽  
The Arts ◽  
Musical Works ◽  
Arts And Culture ◽  
Development Approach ◽  
North Sumatra

The development of instructional media in this paper is the development of learning media used in learning Arts and Culture class X High School in Pangururan District, Samosir Regency. The learning media developed are invincible with the syllabus in class X, namely "presentation of musical works". The objectives of this study were to: (1) develop traditional Karo music learning videos; (2) Developing Karo traditional music learning textbooks. This research uses a Research & Development or research and development approach. The development of this learning media will be used by art teachers who are members of the MGMP (subject teacher deliberation) for Cultural Arts, especially art teachers in Pangururan District, Samosir Regency. The research conducted resulted in the development of instructional media in the form of learning videos for learning traditional Karo music and textbooks for learning traditional Karo music. The learning media developed in the form of learning videos for traditional Karo music includes the technique of playing Karo traditional music which is incorporated in the kulcapi drum ensemble whose instruments consist of kulcapi, keteng-keteng, and mangkuk. The next learning media is in the form of a textbook which contains the techniques for playing the kulcapi drum in the song Piso Surit and Terang Bulan. The two learning media that have been developed help the arts and culture teachers in carrying out the ethnicity of the ethnic North Sumatra.Keywords: Development, Learning Media, Ethnicity, North Sumatra 

scholarly journals Towards a Development Approach to Serious Games

2009 ◽  
pp. 215-231 ◽  
Author(s):  
Sara de Freitas ◽  
Steve Jarvis
Keyword(s):  
Game Design ◽  
Serious Games ◽  
Development Process ◽  
Development Project ◽  
Game Based Learning ◽  
Data Collection And Analysis ◽  
User Groups ◽  
Development Approach ◽  
Tools And Techniques ◽  
Future Work

This chapter reviews some of the key research supporting the use of serious games for training in work contexts. The review indicates why serious games should be used to support training requirements, and in particular identifies “attitudinal change” in training as a key objective for deployment of serious games demonstrators. The chapter outlines a development approach for serious games and how it is being evaluated. Demonstrating this, the chapter proposes a game-based learning approach that integrates the use of a “four-dimensional framework”, outlines some key games principles, presents tools and techniques for supporting data collection and analysis, and considers a six-stage development process. The approach is then outlined in relation to a serious game for clinical staff concerned with infection control in hospitals and ambulances, which is being developed in a current research and development project. Survey findings from the target user group are presented and the use of tools and techniques explained in the context of the development process. The chapter proposes areas for future work and concludes that it is essential to use a specific development approach for supporting consistent game design, evaluation and efficacy for particular user groups.

scholarly journals Efficiently Building On-line Tools for Distributed Heterogeneous Environments

2002 ◽  
Vol 10 (1) ◽  
pp. 67-74
Author(s):  
Günther Rackl ◽  
Thomas Ludwig ◽  
Markus Lindermeier ◽  
Alexandros Stamatakis
Keyword(s):  
Image Reconstruction ◽  
Software Development ◽  
High Performance ◽  
Development Process ◽  
Test Case ◽  
Heterogeneous Environments ◽  
Major Drawback ◽  
Performance Improvements ◽  
Performance Requirements ◽  
On Line

Software development is getting more and more complex, especially within distributed middleware-based environments. A major drawback during the overall software development process is the lack of on-line tools, i.e. tools applied as soon as there is a running prototype of an application. The MIMO MIddleware MOnitor provides a solution to this problem by implementing a framework for an efficient development of on-line tools. This paper presents a methodology for developing on-line tools with MIMO. As an example scenario, we choose a distributed medical image reconstruction application, which represents a test case with high performance requirements. Our distributed, CORBA-based application is instrumented for being observed with MIMO and related tools. Additionally, load balancing mechanisms are integrated for further performance improvements. As a result, we obtain an integrated tool environment for observing and steering the image reconstruction application. By using our rapid tool development process, the integration of on-line tools shows to be very convenient and enables an efficient tool deployment.

Protocols for Identification

2022 ◽  
pp. 1-10
Author(s):  
Kristen Seward ◽  
Marcia Gentry
Keyword(s):  
Gifted Education ◽  
Talent Development ◽  
Systemic Racism ◽  
Underserved Students ◽  
Gifted Programming ◽  
Pass Through ◽  
Identification Practices

The equitable identification of youth from all cultural, linguistic, and economic groups for gifted programming is a longstanding and tragic problem in gifted education. Many factors contribute to fallible, discriminatory identification practices, including identification based on manifest gifted behaviors alone (as opposed to gifted potential), on high cut-off scores on nationally normed instruments that yield differential results, and on exclusionary procedures where students must meet several criteria for identification or pass through a nomination gate for consideration. This chapter provides guidance for addressing access, equity, and missingness of underserved students in gifted education. Emphasis is placed on talent development, substantial changes to identification and programming, policy, and urgency to address systemic racism as steps critical to developing equitable, inclusive, socially just, and effective gifted education programming.

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