What Gritty Classrooms Can Learn From Gifted Education and Talent Development

2021 ◽  
pp. 53-74
Author(s):  
Laila Y. Sanguras
Keyword(s):  
Gifted Education ◽  
Talent Development

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.

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.

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.

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.

Blazing New Trails: Strengthening Policy Research in Gifted Education

2017 ◽  
Vol 61 (3) ◽  
pp. 210-218 ◽  
Author(s):  
Jonathan A. Plucker ◽  
Matthew C. Makel ◽  
Michael S. Matthews ◽  
Scott J. Peters ◽  
Karen E. Rambo-Hernandez
Keyword(s):  
Gifted Education ◽  
Policy Development ◽  
Policy Research ◽  
Talent Development ◽  
Systematic Change ◽  
Policy Advocacy

Policy research in gifted education has occurred at much lower rates than other areas of research within the field, such as identification and talent development. However, without changes and implementation of these policies, systematic change is unlikely to occur. Therefore, the purpose of this article is to argue that policy research should be a top priority. To begin, we define and contrast three terms common in crafting policy—policy, advocacy, and intervention. Next, we provide a context of previous policy research in gifted education. We then detail areas in which policy research is the most critical. Finally, we conclude with action steps to engage more researchers and practitioners in policy development, implementation, and monitoring.

scholarly journals Rethinking Human Potential From a Talent Development Perspective

2020 ◽  
Vol 43 (1) ◽  
pp. 19-37 ◽  
Author(s):  
David Yun Dai
Keyword(s):  
Gifted Education ◽  
Process Model ◽  
Talent Development ◽  
Human Potential ◽  
Education Practice ◽  
Multiple Factors ◽  
Current Thinking ◽  
Development Perspective ◽  
Practical Implications ◽  
Dynamic Interplay

Historically, the potential of a person has been perceived as fixed and primarily inherited, thus, different from achievement. Current thinking broadens our view of human potential, not as a fixed capacity, but as malleable and incremental, depending on multiple factors, exogenous as well as endogenous, facilitative or inhibitive. This conception opens the door for new ways of thinking about strategies and provisions of gifted education. In this theoretical analysis, I first critique the traditional trait conception of human potential undergirding gifted education practice. I then present an alternative, a process model of talent development, that views human potential as contextually and developmentally shaped, a result of dynamic interplay of endogenous and exogenous forces, revealing the power of nurture as well as nature. Finally, I discuss the policy and practical implications of this new conception of human potential for gifted education.

Epilogue: Conclusions and Implications for Gifted Education

2005 ◽  
Vol 28 (3-4) ◽  
pp. 374-388 ◽  
Author(s):  
David Yun Dai ◽  
Laurence J. Coleman
Keyword(s):  
Gifted Education ◽  
Talent Development ◽  
Gifted Child ◽  
Nature And Nurture ◽  
Development Orientation ◽  
Development Paradigm

This epilogue draws general conclusions regarding the role of nature and nurture in the development of exceptional competence. Then, implications of the nature-nurture debate and research on gifted education are discussed in terms of 2 alternative paradigms: the gifted-child paradigm and the talent-development paradigm. More specifically, we attempt to elucidate how ideas expressed in preceding articles reinforce a talent-development orientation along 5 major dimensions of gifted education: (a) programming, (b) identification, (c) curriculum, (d) teaching, and (e) counseling.

Sign in / Sign up

Export Citation Format

Share Document