What Defines Giftedness and Talent

2019 ◽  
pp. 1-11
Author(s):  
Julie D. Swanson
Keyword(s):  
United States ◽  
Longitudinal Studies ◽  
Gifted And Talented ◽  
The United States ◽  
Research And Practice ◽  
Theoretical Examination ◽  
Talent Search ◽  
International Perspectives ◽  
Definition Of ◽  
Talented Students

The author explores the definition of gifted and talented through a theoretical lens, an operational lens, with international perspectives, and through research and practice examples. This chapter opens the discussion of what gifted and talented is, with a review of prominent models of intelligence, giftedness, and talent. After a theoretical examination of the question, a discussion of operational definitions of who are gifted and talented follows. This section of the chapter will highlight traditional and non-traditional views and the processes used to identify gifted and talented students for services in the United States, Australia, Ireland, and China. The chapter will conclude with a synthesis of what is known about gifted and talented adults, addressing a review of research studies on eminence, discussion of longitudinal studies on talent search programs, and description of specific programs for gifted and talented adults, such as Mensa International.

Styles of Leadership Training

G/C/T ◽  
1978 ◽  
Vol 1 (5) ◽  
pp. 9-12 ◽  
Author(s):  
A. Harry Passow
Keyword(s):  
United States ◽  
Gifted And Talented ◽  
Leadership Training ◽  
The United States ◽  
Gifted Child ◽  
Child Education ◽  
Definition Of

The United States Office of Education includes leadership in its comprehensive definition of giftedness. In this address, Dr. Passow discusses the concept of leadership in general and then shares with the reader his ideas on the specifics of developing leaders in the area of gifted child education. Originally presented at the Office of Gifted and Talented (U.S.O.E.) sponsored Institute on Leadership Training and the Gifted, Chicago, Illinois, June 3, 1978, Styles of Leadership Training is reproduced here for G/C/T's readers.

Historical Overview of Adult Gifted Education in the United States

2016 ◽  
pp. 1-10
Author(s):  
Judith Bazler ◽  
Letitia Graybill ◽  
Meta Van Sickle
Keyword(s):  
United States ◽  
Gifted And Talented ◽  
Basic Education ◽  
The United States ◽  
Gifted And Talented Education ◽  
Talented Students ◽  
K 12 ◽  
The University ◽  
Assessment Strategies ◽  
Special Needs Services

Giftedness is not present only in childhood. It persists for a lifetime. However, even though most colleges/universities provide special needs services for appropriate students, most if not all college faculty might not believe it necessary to provide any accommodations for gifted/talented students either at undergraduate or at the graduate level. In order to accommodate one or more gifted/talented students in a class, faculty need to rethink their pedagogy and assessment strategies. At the college/university level accommodations are usually absent because faculty do not perceive a need to do so in their courses. In courses for pre-service teachers, some instructors provide practices in courses including how to teach gifted and talented students in basic education settings for K-12 grades. This chapter presents a brief overview of gifted and talented education in the United States focusing more specifically on gifted and talented at the university (or adult) level.

Educational Policies Influencing State Response to Gifted and Talented Education Between 1977 and 1980

1983 ◽  
Vol 6 (2) ◽  
pp. 120-132
Author(s):  
Pamela Fine Miller ◽  
Tom Ward
Keyword(s):  
Gifted And Talented ◽  
The United States ◽  
Educational Policies ◽  
State Response ◽  
Gifted And Talented Education ◽  
Definition Of ◽  
Talented Students ◽  
State Educational ◽  
State Expenditures ◽  
State Plan

Several educational policies and state characteristics have been cited in the literature as having a beneficial influence upon state response to gifted and talented education. These include: 1. state mandated programs for gifted and talented students. 2. state certification of teachers of gifted and talented students. 3. state plan for gifted and talented education. 4. state statutes governing the administration of gifted and talented programs. 5. state educational agency personnel assigned to gifted and talented education. 6. state utilization of Title IV-C funding for gifted and talented programs. 7. administration of gifted and talented programs through special education. 8. state definition of giftedness and talent. 9. level of state expenditures for gifted and talented education. This study sought to ascertain the influence of these selected educational policies and state characteristics on the level of state services provided gifted and talented students and state expenditures provided to support such services observed across the states between 1977 and 1980. Results of this investigation revealed that educational policy, per se, has had little influence upon the level of state services provided gifted and talented students across the United States. However, the selected set of educational policies exerted a moderate influence upon the level of state expenditures for gifted and talented education observed across states between 1977 and 1980. Finally, it was observed that states have become more homogeneous in their response to policy in the area of gifted and talented education over time.

A survey of classroom practices with third and fourth grade students in the United States

1997 ◽  
Vol 12 (1) ◽  
pp. 29-33 ◽  
Author(s):  
Karen L. Westberg ◽  
Francis X. Archambault ◽  
Scott W. Brown
Keyword(s):  
United States ◽  
Gifted And Talented ◽  
Classroom Practices ◽  
Fourth Grade ◽  
Nationwide Survey ◽  
The United States ◽  
Gifted Learners ◽  
Curricular Practices ◽  
Special Programs ◽  
Talented Students

Advocates of special programs for gifted learners have claimed for years that the needs of gifted and talented students are not addressed in regular classrooms in the United States. Are these claims justifiable? The Classroom Practices Survey, conducted by the University of Connecticut site of The National Research Center on the Gifted and Talented, investigated this issue through a survey of nearly 4000 third and fourth grade classroom teachers. The results of this nationwide survey indicated that only a limited number of teachers make any modifications in their instructional and curricular practices with gifted and talented students.

Historical Overview of Adult Gifted Education in the United States

2015 ◽  
pp. 17-29
Author(s):  
Judith Ann Bazler ◽  
Letitia Graybill ◽  
Meta Lee Van Sickle
Keyword(s):  
United States ◽  
Gifted And Talented ◽  
Basic Education ◽  
The United States ◽  
Gifted And Talented Education ◽  
Talented Students ◽  
K 12 ◽  
The University ◽  
Assessment Strategies ◽  
Special Needs Services

Giftedness is not present only in childhood. It persists for a lifetime. However, even though most colleges/universities provide special needs services for appropriate students, most if not all college faculty might not believe it necessary to provide any accommodations for gifted/talented students either at undergraduate or at the graduate level. In order to accommodate one or more gifted/talented students in a class, faculty need to rethink their pedagogy and assessment strategies. At the college/university level accommodations are usually absent because faculty do not perceive a need to do so in their courses. In courses for pre-service teachers, some instructors provide practices in courses including how to teach gifted and talented students in basic education settings for K-12 grades. This chapter presents a brief overview of gifted and talented education in the United States focusing more specifically on gifted and talented at the university (or adult) level.

Populism and Liberal Democracy

2019 ◽  
Author(s):  
Takis S. Pappas
Keyword(s):  
United States ◽  
Liberal Democracy ◽  
The United States ◽  
Comprehensive Theory ◽  
The People ◽  
Original Definition ◽  
Key Issues ◽  
Great Relevance ◽  
Definition Of

Based on an original definition of modern populism as “democratic illiberalism” and many years of meticulous research, Takis Pappas marshals extraordinary empirical evidence from Argentina, Greece, Peru, Italy, Venezuela, Ecuador, Hungary, the United States, Spain, and Brazil to develop a comprehensive theory about populism. He addresses all key issues in the debate about populism and answers significant questions of great relevance for today’s liberal democracy, including: • What is modern populism and how can it be differentiated from comparable phenomena like nativism and autocracy? • Where in Latin America has populism become most successful? Where in Europe did it emerge first? Why did its rise to power in the United States come so late? • Is Trump a populist and, if so, could he be compared best with Venezuela’s Chávez, France’s Le Pens, or Turkey’s Erdoğan? • Why has populism thrived in post-authoritarian Greece but not in Spain? And why in Argentina and not in Brazil? • Can populism ever succeed without a charismatic leader? If not, what does leadership tell us about how to challenge populism? • Who are “the people” who vote for populist parties, how are these “made” into a group, and what is in their minds? • Is there a “populist blueprint” that all populists use when in power? And what are the long-term consequences of populist rule? • What does the expansion, and possibly solidification, of populism mean for the very nature and future of contemporary democracy? Populism and Liberal Democracy will change the ways the reader understands populism and imagines the prospects of liberal democracy.

scholarly journals Factors Influencing Land Values in the Presence of Suburban Sprawl

1974 ◽  
Vol 3 (1) ◽  
pp. 112-124 ◽  
Author(s):  
Bruce E. Lindsay ◽  
Cleve E. Willis
Keyword(s):  
United States ◽  
Rural Areas ◽  
The United States ◽  
Land Values ◽  
Suburban Sprawl ◽  
Factors Influencing ◽  
Definition Of

The spread of suburbs into previously rural areas has become commonplace in the United States. A rather striking aspect of this phenomenon has been the discontinuity which results. This aspect is often manifest in a haphazard mixture of unused and densely settled areas which has been described as “sprawl”. A more useful definition of suburban sprawl, its causes, and its consequences, is provided below in order to introduce the econometric objectives of this paper.

Response: The Use of Economic Anthropology in Economic Development

1995 ◽  
Vol 9 (4) ◽  
pp. 321-323
Author(s):  
Rhoda H. Halperin
Keyword(s):  
United States ◽  
Economic Development ◽  
Informal Economy ◽  
Analytical Methods ◽  
The United States ◽  
Development Research ◽  
Review Of The Literature ◽  
Street Vending ◽  
Research And Practice ◽  
History Of

The author comments on the use of anthropological methodologies in economic development research and practice in a developed economy such as the United States. The focus is the article by Morales, Balkin, and Persky on the closing of Chicago's Maxwell Street Market in August 1994. The article focuses on monetary losses for both buyers (consumers of market goods) and sellers (vendors of those goods) resulting from the closing of the market. Also included are a brief history of the market and a review of the literature on the informal economy. The authors measure “the value of street vending” by combining ethnographic and economic analytical methods.

International Law and Administrative Insulation: A Comparison of Refugee Status Determination Regimes in the United States, Canada, and Australia

2012 ◽  
Vol 37 (04) ◽  
pp. 933-968 ◽  
Author(s):  
Rebecca Hamlin
Keyword(s):  
United States ◽  
International Law ◽  
Control Policy ◽  
The United States ◽  
Border Control ◽  
Refugee Status ◽  
Common Definition ◽  
Political Debates ◽  
Political Interference ◽  
Definition Of

International law provides nations with a common definition of a refugee, yet the processes by which countries determine who should be granted refugee status look strikingly different, even across nations with many institutional, cultural, geographical, and political similarities. This article compares the refugee status determination regimes of three popular asylum seeker destinations—the United States, Canada, and Australia. Despite these nations' similar border control policies, asylum seekers crossing their borders access three very different systems. These differences have less to do with political debates over admission and border control policy than with the level of insulation the administrative decision-making agency enjoys from political interference and judicial review. Bureaucratic justice is conceptualized and organized differently in different states, and so states vary in how they draw the line between refugee and nonrefugee.

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