Shavinina International Handbook on Giftedness

1. Auflage 2009
ISBN: 978-1-4020-6162-2
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 1546 Seiten

This handbook presents a panoramic view of the field of giftedness. It offers a comprehensive and authoritative account on what giftedness is, how it is measured, how it is developed, and how it affects individuals, societies, and the world as a whole. It examines in detail recent advances in gifted education. The handbook also presents the latest advances in the fast-developing areas of giftedness research and practice, such as gifted education and policy implications. In addition, coverage provides fresh ideas, from entrepreneurial giftedness to business talent, which will help galvanize and guide the study of giftedness for the next decade.

Autoren/Hrsg.

Shavinina, Larisa

Inhaltsverzeichnis

1;Preface;6
2;Contents;10
3;About the Authors;17
4;Part I Introduction;46
4.1;Chapter 1 Understanding Giftedness: Introduction or on the Importance of Seeing Differently;47
4.1.1;References;57
5;Part II The Nature of Giftedness;58
5.1;Chapter 2 The History of Giftedness Research;59
5.1.1;Introduction;59
5.1.2;The Progression from a Theological, Through a Metaphysical, to an Empirical Approach to Giftedness;59
5.1.3;Intelligence Research and its Significance for Giftedness Research;60
5.1.4;Theories of Intelligence;62
5.1.5;Empirical Investigations on the Stability and Malleability of Intelligence;63
5.1.6;Multidimensional Models – An Expanded Perspective;64
5.1.7;A Change in Perspectives – Away from Traits, Toward Domain-Specific Training: The Expertise Approach;65
5.1.8;Investigations Into Interactions Between Genetics and Environmental Factors, Educational Measures and Individual Differences;66
5.1.9;Factors Which Have Influenced Giftedness Research over the Course of History;68
5.1.10;Cultural Differences;71
5.1.11;Conclusion;72
5.1.12;References;73
5.2;Chapter 3 Essential Tensions Surrounding the Concept of Giftedness;81
5.2.1;Introduction;81
5.2.2;Construction, Deconstruction, and Reconstruction of Giftedness: A Dialectical Evolution of a Concept;83
5.2.2.1;Giftedness Constructed: Lewis Terman’s Legacy of Essentialism;83
5.2.2.2;Giftedness Deconstructed: Social and Scientific Disenchantment;84
5.2.2.3;Giftedness Reconstructed: From Essentialism to Developmentalism;87
5.2.3;Essential Tensions;90
5.2.3.1;Aptitude Versus Achievement;93
5.2.3.2;Being Versus Doing/Becoming;96
5.2.3.3;Domain-General Versus Domain-Specific;99
5.2.3.4;Quantitative Versus Qualitative Differences;102
5.2.3.5;Expertise Versus Creativity;105
5.2.3.6;Nomothetic Versus Idiographic Approaches;107
5.2.3.7;Reductionism Versus Emergentism;109
5.2.3.8;Excellence Versus Equity;112
5.2.4;Conclusion;114
5.2.5;References;114
5.3;Chapter 4 Contemporary Models of Giftedness;123
5.3.1;Introduction;123
5.3.2;Foundations: Multidimensional Views of Intelligence;124
5.3.2.1;The Three-Stratum Theory;125
5.3.2.2;The Theory of Multiple Intelligences;125
5.3.2.3;The Triarchic Theory of Successful Intelligence;126
5.3.3;Sources of Giftedness;127
5.3.3.1;The Role of Natural Abilities;127
5.3.3.2;The Role of Expertise;129
5.3.3.3;Critique of Models Including Sources;130
5.3.4;The Role of Social Responsibility in Models of Giftedness;130
5.3.4.1;The Three-Ring Conception and its Co-cognitive Factors;131
5.3.4.2;The WICS Model of Intelligence;131
5.3.4.3;Critique of Models that Include Social Responsibility;132
5.3.5;The Role of Creativity in Models of Giftedness;132
5.3.5.1;Required Productive Creativity;132
5.3.5.2;Personal Creativity;133
5.3.5.3;Creativity as a Natural Ability;133
5.3.5.4;Critique of Models that Include Creativity;133
5.3.6;Gender and Giftedness;134
5.3.6.1;Critique of the Gender Views;135
5.3.7;The Role of the Environment;135
5.3.7.1;The Person Acting on the Environment;135
5.3.7.2;The Environment Acting on the Person;135
5.3.7.3;Action, Interaction, and Reaction;136
5.3.7.4;Critique of the Environmental Views;136
5.3.8;Conclusions and Consequences;137
5.3.9;References;137
5.4;Chapter 5 A Feminine Perspective of Giftedness;140
5.4.1;Introduction;140
5.4.2;How Fathers and Mothers Perceive Giftedness;140
5.4.3;Giftedness as Eminence;142
5.4.3.1;Dismantling the Variability Hypothesis;143
5.4.3.2;Eminent Women;144
5.4.4;Masculine Conceptions of Giftedness;146
5.4.4.1;The Benefits of IQ Testing for Gifted Females;146
5.4.4.2;The War Against IQ Testing;147
5.4.4.3;Current Models of Giftedness;148
5.4.5;Feminine Conceptions of Giftedness;149
5.4.6;Identification of Gifted Girls;152
5.4.7;The Development of Gifted Girls;154
5.4.8;Issues of Cultural Diversity;157
5.4.8.1;Sexism and Racism;158
5.4.8.2;Social Class Bias;159
5.4.8.3;Case Study: A Personal Interview;160
5.4.9;What Represents Success to Gifted Women?;162
5.4.10;Implications and Recommendations;163
5.4.10.1;Supporting Cultural and Economic Diversity;164
5.4.11;Conclusion;165
5.4.12;References;166
5.5;Chapter 6 An Expert Performance Approach to the Study of Giftedness;170
5.5.1;Introduction;170
5.5.2;Galton’s Traditional Account of Giftedness and Natural Ability;171
5.5.2.1;Anecdotal Accounts for Early Talent;172
5.5.3;The Expert Performance Approach to Capturing Superior, Reproducible Performance;173
5.5.4;Recent Evidence Questioning Galton’s Assumptions of Immutable Limits;174
5.5.4.1;Improvements in Performance Long After Physical Maturity;174
5.5.4.2;Heritable Achievement and Historical Improvements in Performance;175
5.5.4.3;Evidence of Innate Limits: Distinguishing the Automatization of Everyday Skills from the Acquisition of Expert Performance;176
5.5.5;The Expert Performance Approach: The Acquired Mechanisms and Their Development;177
5.5.5.1;Identifying the Mechanisms That Mediate Expert Levels of Performance;177
5.5.5.2;The Development of Expert Performance;179
5.5.5.3;Scientific Accounts of the Acquisition of Expert Performance and Its Mediating Mechanisms;180
5.5.6;Toward Detailed Causal Accounts of the Development of Expert Performance in Sports;181
5.5.6.1;Improving the Physiological and Anatomical Mechanisms That Mediate Performance;182
5.5.6.2;Induced Changes in Elite Performers’ Physiological and Anatomical Characteristics;183
5.5.6.3;General Reasons for Individual Differences;183
5.5.7;The Effects of Perceived Talent;184
5.5.7.1;The Relative Age Effect;184
5.5.7.2;How Early Training Can Cause Adaptations That Are Perceived as Innate Talents and Gifts;185
5.5.8;Conclusions;185
5.5.9;Postscript;186
5.5.9.1;Gagné’s Opinions Are Not Representative of Those of Researchers of High Ability;186
5.5.9.2;Gagné’s Allegations of Failure to Discuss Embarrassing Findings—The Advantage of African Athletes;187
5.5.9.3;Gagn´e’s Major Misunderstandings: What Constitutes a Domain of Expertise;187
5.5.9.4;Mischaracterizing Baltes and Kliegl’s (1992) Testing-the-Limit Study;189
5.5.9.5;Citing Beliefs and Opinions Rather than Reproducible Evidence;189
5.5.9.6;If We Had Three Wishes from the Guardian Genie of the Science of High Ability;190
5.5.10;References;191
5.6;Chapter 7 Debating Giftedness: Pronat vs. Antinat;195
5.6.1;Introduction;195
5.6.2;The Case for Giftedness;196
5.6.2.1;The Differentiated Model of Giftedness and Talent (DMGT);196
5.6.2.2;About Natural Abilities and Giftedness;200
5.6.2.3;Evidence from the Intellectual Domain;206
5.6.2.4;Evidence from the Physical Domain;213
5.6.3;The Case for Antinat Deliberate (Mal)practice;222
5.6.3.1;Selective Choice of Debating Arenas;223
5.6.3.2;Biased Analysis and Interpretation of Data;227
5.6.4;Conclusion;233
5.6.5;References;234
5.7;Rejoinder to Ericsson et al.’s Postscript;239
5.7.1;My “Unique” Reactions;239
5.7.2;Avoiding Embarrassing Findings;239
5.7.3;My Alleged Misunderstandings;240
5.7.3.1;Baltes and Kliegl’s Study;243
5.7.3.2;My Lack of Reproducible Evidence;243
5.7.3.3;The Guardian Genie’s Three Wishes;244
5.7.3.4;“My” Postscript;244
5.7.4;Additional References;244
5.8;Chapter 8 The Arbitrary Nature of Giftedness;245
5.8.1;Introduction;245
5.8.2;Definition of Arbitrary;245
5.8.3;Decision-Making;246
5.8.3.1;Finding the “Right” Combination and Criteria;246
5.8.3.2;The Relativity of an IQ Score;247
5.8.3.3;Usefulness of Labeling and Classifying;248
5.8.4;Repercussions of Arbitrary Decisions: Unfair Access to Learning Opportunities;249
5.8.5;From Gifted Programs to Addressing Diversity;250
5.8.6;References;253
5.9;Chapter 9 Gifted and Thriving: A Deeper Understanding of Meaning of GT;255
5.9.1;Introduction;255
5.9.2;A Life Span Model of Gifted Thriving;256
5.9.3;Intrapersonal Catalysts Affecting Thriving;259
5.9.3.1;Dispositions, Virtues, Character, and Integrity;259
5.9.4;Environmental Aspects or Catalysts;261
5.9.4.1;Spirituality, Religion, and Faith;263
5.9.5;Thriving Continuum;263
5.9.5.1;Flourishing vs. Wasting;263
5.9.6;Conclusion;266
5.9.7;References;266
5.10;Chapter 10 A Unique Type of Representation Is the Essence of Giftedness: Towards a Cognitive-Developmental Theory;271
5.10.1;Introduction;271
5.10.2;Neuropsychological Foundation of Giftedness;272
5.10.3;Developmental Foundation of Giftedness;273
5.10.3.1;What Do We Know About Child Prodigies Today?;273
5.10.3.2;Explanations of the Nature of the Prodigy Phenomenon;274
5.10.3.3;Feldman’s Co-incidence Theory;275
5.10.3.4;The Socio-cultural and Multidimensional Approaches;276
5.10.3.5;A New Approach to Understanding the Specific Development of Prodigies: Sensitive Periods;277
5.10.4;Age Sensitivity and the Prodigy Phenomenon;277
5.10.5;Paradigm Change in Addressing the Issue of the Nature of Giftedness;283
5.10.6;Cognitive Basis of Giftedness;284
5.10.6.1;Cognitive Experience and the Gifted’s Unique Representations: The Essence of Giftedness;285
5.10.7;Explaining the Prodigy Phenomenon and the Nature of Giftedness;286
5.10.8;Manifestations of Giftedness;287
5.10.8.1;The Extracognitive Abilities in the Cases of Fulfilled and Developing Giftedness;289
5.10.9;Was Einstein Gifted as a Child?;292
5.10.10;Summary;293
5.10.11;References;294
6;Part III The Neuropsychology of Giftedness;298
6.1;Chapter 11 Neuropsychological Characteristics of Academic and Creative Giftedness;299
6.1.1;Introduction;299
6.1.2;Neuroanatomy and IQ;302
6.1.3;Neural Interconnectivity and Talent;304
6.1.4;Creative Intelligence and Working Memory;307
6.1.5;Conclusion;309
6.1.6;References;309
6.2;Chapter 12 The Neural Plasticity of Giftedness;312
6.2.1;Introduction;312
6.2.2;Intelligence, Domain General Ability, and Giftedness;314
6.2.3;Fluid Intelligence, State of Mind, and Giftedness;316
6.2.4;Creative Giftedness;320
6.2.5;Domain-Specific Ability, Twice Exceptionality, and Giftedness;321
6.2.6;Conclusion;323
6.2.7;References;324
6.3;Chapter 13 Working Memory, the Cognitive Functions of the Cerebellum and the Child Prodigy;331
6.3.1;Introduction;331
6.3.1.1;Purpose;332
6.3.2;Working Memory: The Ongoing Stream of Cognitive Consciousness;333
6.3.3;Working Memory Consists of Repetitive Mental Processes;334
6.3.4;The Cognitive Functions of the Cerebellum;335
6.3.4.1;The Traditional Role of the Cerebellum;335
6.3.4.2;The Newer Conception of the Cerebellum Includes Cognitive Functions;335
6.3.4.3;The Evolution of Cognitive Functions in the Cerebellum;336
6.3.4.4;For the Cerebellum, Movement and Thought Are Identical Control “Objects”;337
6.3.4.5;The Enormous Computing Capacity of the Cerebellum;337
6.3.4.6;How Cerebellar Control Models Influence Working Memory Processes Toward Higher Levels of Abstraction;337
6.3.4.7;The Role of the Cerebellum in the Manipulation of Thought via Mental Models: Conscious and Unconscious (Automatic) Control in Working Memory;338
6.3.4.8;Multiple Pairs of Predictor and Controller Cerebellar Models: The Basis of Synthesis in Thought;339
6.3.5;The Theoretical Bases for Working Memory/Cerebellar Accounts of the Child Prodigy’s “Forward-Modeling,” Unique Experiential World;340
6.3.5.1;Evolutionary Context;341
6.3.5.2;The Evolutionary Premise for the Collaborative Forward Modeling of Working Memory and the Cerebellum;341
6.3.5.3;The Cerebellum Is Critical in the Composition, Rate of Acquisition, and Forward Drive of the Developing Child’s Working Memory Store of Mental Models;342
6.3.5.4;The Developmental Floor of HMOSAIC as an Unconscious “Driver” of Attentional Control in Working Memory;342
6.3.5.5;The Birth of the Central Executive of Working Memory;343
6.3.6;Working Memory/Cerebellar Child Prodigy Hypothesis;344
6.3.6.1;The Child Prodigy Hypothesis;345
6.3.6.2;The Forward-Modeling, Anticipatory “Triggering” of the Child Prodigy’s Exceptional Performance;345
6.3.6.3;Around What Modules Are the Early Infant’s First Attentional Sensitivities Organized?;346
6.3.6.4;Working Memory Phenomenology and Cerebellar HMOSAIC Development During Spontaneous Deliberate Practice;347
6.3.6.5;What Drives the Cognitive Picture Series Toward the Solution of Problems?;348
6.3.6.6;Does Heightened Attentional Control Trigger Exceptional Intellectual Performance? Attention Capacity and Fluid Intelligence;348
6.3.7;Conclusion;349
6.3.8;References;350
7;Part IV Developmental and Cognitive Foundations of Giftedness;353
7.1;Chapter 14 Developmental Trajectories of Giftedness in Children;354
7.1.1;Introduction;354
7.1.2;A Comprehensive Model for the Development of Giftedness and Achievement;355
7.1.2.1;Demands for Such a Model;355
7.1.2.2;The Munich Dynamic Ability-Achievement Model (MDAAM) as an Integrating Framework for Giftedness Research;357
7.1.3;Influences on the Development of Giftedness;358
7.1.3.1;Genetic Psychology Approach;358
7.1.3.2;Cognitive Psychology;359
7.1.3.3;Expertise Research;360
7.1.3.4;Interest and Motivational Characteristics;362
7.1.3.5;Family Environment;363
7.1.3.6;School Environment;364
7.1.3.7;Gender Differences;364
7.1.4;Conclusions;366
7.1.5;References;367
7.2;Chapter 15 Highly Gifted Young People: Development from Childhood to Adulthood;371
7.2.1;Cognitive Characteristics of Highly Gifted Students;372
7.2.1.1;Cognitive Style and Strategies;372
7.2.2;Affective Characteristics of Highly Gifted Students;374
7.2.2.1;Motivational Orientation;374
7.2.2.2;Study Preferences;374
7.2.2.3;The Onset of Norm-Referencing and the Awareness of Difference;375
7.2.2.4;Studies of Friendship;376
7.2.2.5;Moral Reasoning and Altruism;379
7.2.3;Highly Gifted Children Growing Up;380
7.2.3.1;The Terman Study;380
7.2.3.2;The Study of Mathematically Precocious Youth (SMPY);381
7.2.4;An Australian Longitudinal Study;382
7.2.4.1;Group A: Radical Accelerands;382
7.2.4.2;Group B: Two-Year Accelerands;383
7.2.4.3;Group C: One-Year Accelerands;383
7.2.4.4;Group D: Students Not Permitted Acceleration;383
7.2.5;Conclusion;384
7.2.6;References;384
7.3;Chapter 16 Talent Development Across the Lifespan;386
7.3.1;Introduction;386
7.3.2;Changes in Notions of Giftedness;387
7.3.3;Studying Talent Development;388
7.3.4;Explaining Outstanding Achievement;390
7.3.4.1;Biological Explanations;390
7.3.4.2;Sociobiological Explanations;392
7.3.4.3;Learning Explanations;392
7.3.4.4;Cognitive Explanations;393
7.3.4.5;Darwinian Explanations;395
7.3.4.6;Attitudes, Beliefs and the Influence of Culture;396
7.3.4.7;Zeitgeist;398
7.3.4.8;Symbolic Interactionism;399
7.3.5;Realising Talent: What Seems to Count;399
7.3.5.1;Birth Order;400
7.3.5.2;The Gifted Personality;402
7.3.5.3;Nurturing Talent in the Family;405
7.3.5.4;Nurturing Talent at School;406
7.3.5.5;Marginalisation and the Development of Talent;408
7.3.6;Conclusion;408
7.3.7;References;409
7.4;Chapter 17 Creative Cognition in Gifted Youth;413
7.4.1;Introduction;413
7.4.2;Creative Cognition in the Gifted;414
7.4.3;Generating Divergent, Original Candidate Ideas;415
7.4.4;Problem Finding;417
7.4.5;Retrieval of Specific Versus Abstract Information: A Closer Look;419
7.4.6;Implicit Theories, Creative Self-Image and Creative Behavior;423
7.4.7;Conclusions;426
7.4.8;References;426
7.5;Chapter 18 A Metacognitive Portrait of Gifted Learners;429
7.5.1;Introduction;429
7.5.2;Links Between Metacognition and Giftedness;429
7.5.2.1;How Gifted Children Think Differently;431
7.5.2.2;The Need for Sustained Research on this Topic;433
7.5.2.3;Theoretical and Methodological Considerations;434
7.5.3;A Brief History of Research Approaches;434
7.5.3.1;1970s to Early 2000s;434
7.5.3.2;1960–1970s;434
7.5.3.3;Current Approaches;435
7.5.3.4;Theoretical Perspectives;439
7.5.3.5;Suggestions for Research Questions and Design;441
7.5.4;Implications for Home, Classroom, and School;442
7.5.4.1;Implications for Parenting and the Home;442
7.5.4.2;Implications for Teachers and the Classroom;443
7.5.4.3;Implications for Curriculum and Schools;446
7.5.5;Conclusion;446
7.5.6;References;446
8;Part V Personality of the Gifted, Individual Differences,and Gender-Related Issues;450
8.1;Chapter 19 Personality Qualities That Help or Hinder Gifted and Talented Individuals;451
8.1.1;Background: Why Focus on Personality?;451
8.1.1.1;Images of Self: Self-Concept and Self-Esteem;452
8.1.1.2;Motivation: Who Drives the “Bus” on the Road to Actualizing High Potential?;454
8.1.2;Resiliency: How Does Giftedness Contribute to or Reduce the Likelihood of Positive Outcomes?;458
8.1.3;Frameworks for Conceptualizing, Understanding, and Studying the “Gifted” Personality;461
8.1.4;References;462
8.2;Chapter 20 Emotional Life and Psychotherapy of the Gifted in Light of Dabrowski’s Theory;466
8.2.1;Two Core Concepts: Developmental Potential and Multilevelness;466
8.2.2;Funneling of Emotional Tension;468
8.2.3;Giftedness from Inside Out;468
8.2.4;Intellectual Energy;469
8.2.5;Imaginal Experience;469
8.2.6;Emotional Life;471
8.2.7;Psychological Types and Types of Emotional Growth;473
8.2.8;Research on Overexcitability;474
8.2.9;Emotional Giftedness;474
8.2.10;Spiritual Giftedness;475
8.2.11;Fostering Emotional Growth;476
8.2.12;Multilevel Development;476
8.2.13;Counseling and Psychotherapy for the Gifted;477
8.2.14;Insufficiency of Existing Psychotherapeutic Paradigms;478
8.2.15;Emotional and Social Implications of Dabrowski’s Theory;479
8.2.16;Emotional Sensitivity and Moral Valuation;479
8.2.17;Counseling Using an Integral Approach;479
8.2.18;Dabrowski’s Theory Is Non-ontogenetic and Value Based;480
8.2.19;Supporting the Developmental Inner Truth of the Child with High Developmental Potential;480
8.2.20;Social and Emotional Development from a Multilevel Multiple Perspective;481
8.2.21;Mental Health from a Multidimensional View of Personality Development: The Case of Lael, an Exceptionally Gifted 17-Year-Old;481
8.2.21.1;Initial Impression and First Meeting. First Person Narrative;483
8.2.21.2;Background;483
8.2.21.3;Differential Diagnoses According to the Theory of Positive Disintegration;484
8.2.21.4;On the Development of the Personality Through Multilevel Disintegration;486
8.2.21.5;The Role of the Counselor in Global Multilevel Disintegration in the Case of Lael;488
8.2.22;Case Study Number Two: Kieran;489
8.2.22.1;Initial Impression and First Meeting: First Person Narrative;489
8.2.22.2;Background and Developmental Profile;490
8.2.22.3;Counseling Intervention;490
8.2.23;Conclusions;491
8.2.24;References;491
8.3;Chapter 21 On Individual Differences in Giftedness;495
8.3.1;Positioning the Issue of Giftedness in the Psychology of Individual Differences Domain;495
8.3.2;Theories and Research Methods;496
8.3.3;Levels of Individual Differences;496
8.3.3.1;Physiological Mechanisms of Individual Differences;497
8.3.3.2;Cognitive Processes and the Phenomenon of Individual Differences;498
8.3.3.3;Individual Differences at the Level of Traits and Types;499
8.3.3.4;Intelligence;499
8.3.3.5;Creativity;501
8.3.3.6;Temperament;502
8.3.4;Individual Psychological Differences and Identification of the Gifted;504
8.3.4.1;Selection;505
8.3.4.2;Education;507
8.3.5;Conclusions;508
8.3.6;References;509
8.4;Chapter 22 A Theory of Talent Development in Women of Accomplishment;514
8.4.1;Introduction;514
8.4.2;Traditional Theories of Talent Development;515
8.4.2.1;Gifted Producers and Gifted Performers;515
8.4.2.2;Successful Intelligence;515
8.4.3;Theories of Female Talent Development;516
8.4.3.1;Remarkable Women;516
8.4.3.2;Smart Girls and Women;517
8.4.4;The Challenges of Talented Women;517
8.4.4.1;Research Methods;518
8.4.4.2;Instrumentation and Data Collection;518
8.4.4.3;Data Analysis;518
8.4.4.4;Participants;519
8.4.4.5;Limitations of the Study;519
8.4.5;Case Studies of Eminent Women;519
8.4.5.1;Congresswoman Nancy L. Johnson (1935–);519
8.4.5.2;Mary Sherwood, Forester, Conservationist, and Ecologist (1906–2001);521
8.4.6;A Theory of Female Talent Development;522
8.4.6.1;Spheres of Influence: Where Do Gifted Women Exercise Their Talents?;523
8.4.6.2;The Trajectory of Female Talent Development;523
8.4.6.3;Factors That Facilitate Talent Development;524
8.4.6.4;Personality Attributes;525
8.4.6.5;Barriers That Impede the Development of Female Talents;526
8.4.6.6;Differences in Male and Female Talent Development;528
8.4.7;Conclusion;528
8.4.8;References;529
9;Part VI Twice-Exceptional Gifted Individualsand Suicide-Related Issues;532
9.1;Chapter 23 Twice Exceptional: Multiple Pathways to Success;533
9.1.1;Introduction;533
9.1.2;Gifted Students with Disabilities;534
9.1.3;Primary Subgroups of Gifted Students with Disabilities;535
9.1.3.1;Gifted Students with Learning Disabilities;535
9.1.3.2;Gifted Students with Autism and Intellectual Disabilities;537
9.1.3.3;Gifted Students with Asperger’s Syndrome;538
9.1.3.4;Gifted Students with Attention-Deficit Hyperactivity Disorder;538
9.1.3.5;Gifted Students with Sensory Disabilities;540
9.1.4;Accommodating the Learning Needs of Twice Exceptional Students in School;541
9.1.4.1;Identification;541
9.1.4.2;Curriculum and Instruction;543
9.1.4.3;Teacher Education;546
9.1.5;Conclusion;547
9.1.6;References;547
9.2;Chapter 24 Gifted Learners Who Drop Out: Prevalence and Prevention;552
9.2.1;Introduction;552
9.2.1.1;Completing Secondary School in the United States;553
9.2.2;Descriptive Considerations;553
9.2.2.1;Dropouts;553
9.2.2.2;The Gifted;554
9.2.3;Diversity and Dropping Out;554
9.2.4;Why Would a Gifted Student Leave School?;555
9.2.5;Estimating Dropout Rates Among the Gifted;556
9.2.5.1;Misinterpreting Marland;556
9.2.5.2;The Ubiquitous Twenty Percent;556
9.2.5.3;Recent Empirical Findings;556
9.2.6;Current Research;558
9.2.7;Conclusions;558
9.2.7.1;Measuring Gifted Dropouts;558
9.2.7.2;Further Questions;559
9.2.8;References;560
9.3;Chapter 25 Understanding Suicidal Behavior of Gifted Students: Theory, Factors, and Cultural Expectations;562
9.3.1;Introduction;562
9.3.2;Suicide in the General Population;563
9.3.2.1;Demographic and Statistical Data;563
9.3.2.2;Literature on the Causes and Warning Signs of Suicide;564
9.3.2.3;Two Recent Theories of Suicide;565
9.3.3;Proneness to Suicide Among Gifted Youth;568
9.3.3.1;Social and Emotional Issues and Challenges of Gifted Adolescents;568
9.3.3.2;Social and Emotional Issues Common to Both Genders;569
9.3.3.3;Being Adolescent, Gifted, and Male;573
9.3.3.4;Being Adolescent, Gifted, and Female;574
9.3.4;Are Gifted Adolescents Especially Vulnerable to Suicide?;576
9.3.5;Summary;578
9.3.6;References;578
10;Part VII Types of Giftedness;582
10.1;Chapter 26 In Search of Emotional–Social Giftedness: A Potentially Viable and Valuable Concept;583
10.1.1;Introduction;583
10.1.2;The Need for a More Comprehensive Definition of Giftedness;584
10.1.2.1;Characteristics of Giftedness;585
10.1.2.2;Defining Giftedness;586
10.1.2.3;Defining Emotional Intelligence;586
10.1.3;Examining the Relationship Between Emotional Intelligence (EI) and Giftedness;587
10.1.4;Results that Surface from Examining the Relationship Between EI and Giftedness;587
10.1.5;A Summary of the Major Findings Related to Emotional–Social Giftedness;590
10.1.6;Conclusion and Recommendations;591
10.1.7;References;592
10.1.8;Appendix: The EQ-i Scales and What They Assess;594
10.2;Chapter 27 The Two Pioneers of Research on Creative Giftedness: Calvin W. Taylor and E. Paul Torrance;595
10.2.1;Introduction;595
10.2.2;Calvin W. Taylor;595
10.2.3;Taylor’s Early Years;596
10.2.4;The Utah Conferences;596
10.2.5;Biographical Inventories: Development of Form U and Multiple Talents;597
10.2.6;Multiple Talent Teaching Program;598
10.2.7;Influences on Taylor: Toynbee and NASA—the Big C;598
10.2.8;E. Paul Torrance;599
10.2.9;The Torrance Tests of Creative Thinking (TTCT);599
10.2.10;Thinking Creatively in Action and Movement (TCAM);601
10.2.11;The Incubation Model of Teaching;603
10.2.12;The Manifesto for Children;603
10.2.13;The Torrance Center for Creativity and Talent Development;603
10.2.14;References;604
10.3;Chapter 28 Creative Giftedness: Beginnings, Developments, and Future Promises;608
10.3.1;Creative Giftedness: An Introduction;608
10.3.2;A Brief Historical Overview;609
10.3.2.1;Creativity Measures and Culture Fairness;609
10.3.3;Creativity and Modern Conceptions of Giftedness;611
10.3.3.1;The Three-Ring Model and Creativity;611
10.3.3.2;The DMGT Model and Creativity;612
10.3.3.3;Creativity and Feldman’s Developmentalist Perspective;613
10.3.3.4;The WICS Model of Giftedness and Creativity;613
10.3.3.5;Gardner’s Theory of Multiple Intelligences;614
10.3.3.6;Creativity and Selected Giftedness Models in Sum;615
10.3.4;New Conceptions of Creativity and New Directions for Giftedness;615
10.3.4.1;Future Creativity Testing: The Promise of Dynamic Assessment;617
10.3.5;Conclusion;618
10.3.6;References;618
10.4;Chapter 29 Imaginary Worldplay as an Indicator of Creative Giftedness;622
10.4.1;Introduction;622
10.4.2;Giftedness in Play;623
10.4.3;Worldplay;623
10.4.4;Worldplay as Creative Play;624
10.4.5;A History of Worldplay;625
10.4.6;The First Study of Contemporary Worldplay;626
10.4.7;Worldplay in a Population of Creative Adults;627
10.4.8;Worldplay as a Sign of Creative Giftedness in Childhood;631
10.4.9;Recognizing and Nurturing Worldplay;634
10.4.10;Conclusion;636
10.4.11;References;637
10.4.12;Appendix: Translation of Inscription on the Cave Painting, by M. (personal papers);638
10.5;Chapter 30 Development of Gifted Motivation: Longitudinal Research and Applications;640
10.5.1;Introduction;640
10.5.2;Conceptual Foundation of Gifted Motivation;641
10.5.2.1;A Study of the Development of Intellectual Giftedness and the Early Proposal of Gifted Motivation: The Fullerton Longitudinal Study;641
10.5.2.2;Conceptualizing the Gifted Motivation Construct;642
10.5.2.3;Empirical Validation of the Gifted Motivation Construct;645
10.5.2.4;The Role of Home and Family Environment in Gifted Motivation;647
10.5.2.5;Anecdotal Evidence for a Gifted Motivation Construct;648
10.5.2.6;Theoretical and Applied Significance of the Gifted Motivation Construct;648
10.5.3;Directions for Future Research;650
10.5.4;Conclusions;651
10.5.5;References;651
10.6;Chapter 31 Leadership Giftedness: Is It Innate or Can It Be Developed?;655
10.6.1;Review of Research and Literature on Giftedness in Leadership;655
10.6.2;Development of Leadership Expertise;661
10.6.3;Method;661
10.6.3.1;Sample;661
10.6.3.2;Instrumentation;661
10.6.3.3;Procedure;662
10.6.4;Results;662
10.6.4.1;Perceived Leadership Strengths and Weaknesses: The First Ten Descriptors (Ellis);662
10.6.4.2;Ellis’ Leadership Strengths Indicator;662
10.6.4.3;Goldberg Leadership Strengths Indicator;662
10.6.4.4;Sisk Leadership Strengths Indicator;663
10.6.4.5;O’Leary Development of Personal Strengths Questionnaire;663
10.6.5;Summary and Conclusions;664
10.6.6;Implications;665
10.6.6.1;Final “Answers”;666
10.6.7;References;667
11;Part VIII Domain-Specific and Multiple Giftedness;668
11.1;Chapter 32 Scientific Talent: The Case of Nobel Laureates;669
11.1.1;Introduction or Why Is It So Important?;669
11.1.2;Theoretical Premises: Nobel Laureates’ Unique Point of View;671
11.1.3;Extracognitive Abilities of Nobel Laureates in Science;676
11.1.3.1;Specific Intellectually Creative Feelings;676
11.1.3.2;Specific Intellectually Creative Beliefs and Intentions;680
11.1.3.3;Specific Intellectually Creative Preferences;680
11.1.3.4;Highly Developed Intuitive Processes;681
11.1.3.5;The Relationship Between the Components of Extracognitive Abilities;683
11.1.3.6;The Extracognitive Abilities and Metacognition;683
11.1.3.7;The Roles of the Extracognitive Abilities in the Intellectual Functioning of Nobel Laureates;684
11.1.4;Summary and Conclusions;686
11.1.5;References;687
11.2;Chapter 33 Understanding Mathematical Giftedness: Integrating Self, Action Repertoires and the Environment;690
11.2.1;Introduction;690
11.2.1.1;The Study of Mathematical Excellence;691
11.2.1.2;The Critical State View of Giftedness;692
11.2.2;The Actiotope Model of Giftedness;694
11.2.3;Framework for This Chapter;695
11.2.4;The Domain Problem – What Is Mathematical Excellence?;695
11.2.4.1;The Societal Perspective of Mathematics;696
11.2.4.2;The Educator’s View of Mathematics;696
11.2.4.3;The Mathematician’s Perspective of Mathematics;697
11.2.5;Aspects of Self in the Achievement of Mathematical Excellence;698
11.2.5.1;Antecedents of Action Repertoires;698
11.2.5.2;Action Repertoires for Talented Mathematics Students;703
11.2.5.3;Action Repertoires and MathPract;705
11.2.5.4;Subjective Action Space;706
11.2.6;Environmental Aspects in the Achievement of Mathematical Excellence;707
11.2.6.1;Learning Environment;707
11.2.6.2;Social Support;709
11.2.6.3;Technology;709
11.2.7;Discussion;709
11.2.7.1;Provision for the Mathematically Gifted;711
11.2.8;References;712
11.3;Chapter 34 Cinema Talent: Individual and Collective;718
11.3.1;Introduction;718
11.3.2;Units, Sampling, and Assessment;719
11.3.3;Cinematic Collaborations;720
11.3.4;Film as Art Versus Film as Business;721
11.3.5;Production Costs and Cinematic Success;723
11.3.6;Individual and Collective Talents;724
11.3.6.1;Individual Talent;724
11.3.6.2;Collective Talent;727
11.3.7;Conclusions;729
11.3.8;References;729
11.4;Chapter 35 Reading,Writing, and Raising the Bar: Exploring Gifts and Talents in Literacy;732
11.4.1;Introduction;732
11.4.2;Characteristics of Gifted and Talented Readers and Writers;732
11.4.3;Notable Gifted Readers and Writers;733
11.4.4;Critical Reading;734
11.4.5;Critical Writing;734
11.4.6;Critical Listening;735
11.4.7;Critical Discussion;735
11.4.8;The Interrelationship of Reading, Writing, Listening, and Speaking;736
11.4.9;Choosing Quality Literature;736
11.4.10;The Need for Excellence in Writing Skills;737
11.4.11;Common Frustrations of Gifted Readers and Writers;737
11.4.11.1;External Difficulties Facing Gifted Readers and Writers;737
11.4.11.2;Internal Difficulties Facing Gifted Readers and Writers;738
11.4.12;Age of Accountability;739
11.4.13;Gifted Education and Literacy: Whispers of Change;739
11.4.13.1;Multiculturalism;739
11.4.13.2;Technology;740
11.4.13.3;Teacher Preparation;740
11.4.13.4;Assessment;741
11.4.14;Suggestions and Implications;742
11.4.14.1;Well-Defined Gifted Literacy Expectations;742
11.4.14.2;Updating the Schools;742
11.4.14.3;Raising the Bar;743
11.4.15;References;743
11.5;Chapter 36 The Elusive Muse: Understanding Musical Giftedness;745
11.5.1;Making Sense of Nomenclature;745
11.5.1.1;Genotype Labels;745
11.5.1.2;Phenotype Labels;746
11.5.2;The Difficulties in Defining Musical Giftedness;747
11.5.2.1;Musical Giftedness as a Sub-cultural Attribute;748
11.5.2.2;The Ambiguity of Social Consensus;749
11.5.3;The Multi-dimensionality of Musical Giftedness;750
11.5.3.1;The Core Skills of Musical Giftedness;751
11.5.3.2;The Key Skills of Musical Giftedness;752
11.5.3.3;Musical Giftedness and Heredity;756
11.5.3.4;The Nature of Stimulation and Development Differs Between Domains;756
11.5.3.5;Everyone Has Musical Capacity;757
11.5.3.6;Practice Makes Perfect;757
11.5.3.7;Identifying Musical Giftedness;758
11.5.4;Concluding Remarks;761
11.5.5;References;762
11.6;Chapter 37 Giftedness and Talent in Sport;768
11.6.1;Introduction;768
11.6.2;A Classical Study;770
11.6.2.1;Parents and Peers;772
11.6.2.2;Males and Females: Individual and Team Sports;773
11.6.2.3;Four or Five Stages?;773
11.6.2.4;Talented and/or Gifted;774
11.6.2.5;A Control or Reference Group;775
11.6.2.6;Concluding Remarks;775
11.6.3;Characteristics of Top-Level Athletes;776
11.6.3.1;An Early German Study;777
11.6.3.2;Further Studies: Top-Level Athletes;778
11.6.3.3;Toward a Preliminary Conclusion;779
11.6.3.4;Psychological Traits of Elite Athletes;780
11.6.3.5;Concluding Remarks;781
11.6.4;Factors Influencing the Process of Talent Development;781
11.6.4.1;Talent Development Facilitators in Athletics;782
11.6.4.2;Concluding Remarks;784
11.6.4.3;Talent Development Inhibitors in Athletics;789
11.6.4.4;The Driving or Pushing Parent;791
11.6.4.5;Conclusions;795
11.6.5;Concluding Remarks;802
11.6.6;References;803
11.7;Chapter 38 On Entrepreneurial Giftedness;809
11.7.1;Introduction: Where Did All Great Entrepreneurs Come From?;809
11.7.2;Early Signs of Entrepreneurial Giftedness;811
11.7.3;The Impact of Micro-social Environment on Developing High Ability: Literature Review;815
11.7.4;The Case Study of Entrepreneurial Giftedness: The Impact of the Micro-social Factors on the Development of Richard Branson’s Talents;816
11.7.5;Discussion;820
11.7.6;Conclusions;821
11.7.7;References;822
11.8;Chapter 39 Ilk Hunting: Newbies, Cyberpunks, Coders and the Search for Elusive, Ego-Twisted, Talented Computer Hackers;824
11.8.1;Introduction;824
11.8.2;Social Psychology as a Framework for Understanding Talented Computer Hackers;825
11.8.3;Hacker Ilk: A Taxonomy;826
11.8.4;Take Three Theories: A Social Psychological Model of Creativity, Social Identity Theory, and a Motivational Hierarchy of Needs;827
11.8.4.1;A Social Psychological Model of Creativity;828
11.8.4.2;Social Identity Theory;828
11.8.4.3;A Motivational Hierarchy of Needs;829
11.8.5;Alternative Developmental Contexts;830
11.8.6;Participant Observations of Intrinsic Motivation Among Computer Hackers;831
11.8.6.1;Hackers Versus Hacks;831
11.8.6.2;The Joy of Hacking: A Seduction;832
11.8.6.3;From MIT to Microsoft: Nourishing the Role of the Rebel;833
11.8.6.4;A Short History of Hacking: An Evolving Ethos;834
11.8.6.5;The Future of Computer Hacking;835
11.8.6.6;Hacking Is Non-moral;836
11.8.7;Conclusions;836
11.8.8;References;837
11.9;Chapter 40 What Makes a Gifted Educator? A Design for Development;839
11.9.1;Introduction;839
11.9.2;The Gifted Educator as Interpersonally Intelligent;842
11.9.3;Wisdom: A Characteristic of the Gifted Educator;842
11.9.3.1;Understanding Learners’ Perspectives;842
11.9.3.2;What Makes an Educator Wise?;843
11.9.4;The Gifted Educator as Intrapersonally Intelligent;843
11.9.4.1;Understanding One’s Own Perspectives;843
11.9.4.2;Interobjectivity;844
11.9.4.3;Smart Contexts;844
11.9.4.4;The Environment as the “Third Teacher”;844
11.9.5;A Model of Social Expertise Relevant to Teaching;844
11.9.6;Educational Implications: A Design for Development of Gifted Educators;847
11.9.6.1;Rethinking Foundations;847
11.9.6.2;Gifted Educators: Multiple Ways of Being;847
11.9.6.3;Gifted Educators and Gifted Children;848
11.9.7;Directions for Research;849
11.9.7.1;Studies of Exemplary Practice;849
11.9.7.2;Teacher Involvement;849
11.9.7.3;Gifted Educators or Gifted Contexts?;849
11.9.8;References;849
11.10;Chapter 41 Understanding Managerial Talent;852
11.10.1;Introduction;852
11.10.2;Breaking all the Rules of Conventional Management Wisdom: The Study of Great Managers;853
11.10.3;Richard Branson as a Great Manager: A Case Study;857
11.10.4;Theory of Managerial Talent;859
11.10.5;Summary;863
11.10.6;References;863
11.11;Chapter 42 Multiple Giftedness in Adults: The Case of Polymaths;865
11.11.1;Introduction;865
11.11.2;Einstein as a Polymathic Exemplar;867
11.11.3;Does Polymathy Denote General Creativity?;869
11.11.4;The Ubiquity of Polymathy Among Gifted Scientists;870
11.11.5;The Ubiquity of Polymathy Among Gifted Artists;872
11.11.6;Polymathy in New Synthetic Disciplines;874
11.11.7;Polymathy and Creative Giftedness Reconsidered;877
11.11.8;Conclusions;878
11.11.9;References;879
12;Preface;887
13;Contents;891
14;Part IX Giftedness, Society, and Economy;898
14.1;Chapter 43 Families of Gifted Children;899
14.1.1;Introduction;899
14.1.2;Identification of Giftedness;900
14.1.3;The Cognitive Development of the Child;900
14.1.3.1;Enriched Language;900
14.1.3.2;Learning Experience;901
14.1.3.3;The Family Culture;902
14.1.3.4;Gender Differences;902
14.1.3.5;The Siblings of Gifted Children;905
14.1.3.6;Gifted Children as They Grow Up;905
14.1.3.7;Emotional Development;906
14.1.4;Outlines for Future Studies of Long-Term Outcome of Gifted Children;907
14.1.5;Summary and Conclusions;907
14.1.6;References;907
14.2;Chapter 44 Large-Scale Socioeconomic, Political, and Cultural Influences on Giftedness and Talent;910
14.2.1;Introduction;910
14.2.2;Aspiration Development and Self-Fulfillment: Barriers from Large-Scale Contexts;911
14.2.3;Large-Scale Contextual Influences on Aspiration Development and Self-Fulfillment;913
14.2.3.1;Changing Global Value Systems;914
14.2.3.2;Religious Perspectives on the Ideal Society;915
14.2.3.3;Democratic Advancement or Erosion;917
14.2.3.4;Globalization and Distant Proximities;918
14.2.4;The Dominance of Neoclassical Economic Theory and Neoliberal Ideology;919
14.2.4.1;Mirage Meritocracies;921
14.2.4.2;Dogmatic Leaders and Followers;923
14.2.5;Conclusion;925
14.2.6;References;925
14.3;Chapter 45 Gifts, Talents, and Their Societal Repercussions;929
14.3.1;Introduction;929
14.3.2;Distribution;929
14.3.2.1;Creative Productivity;930
14.3.2.2;Other Accomplishments;931
14.3.3;Interpretation;931
14.3.4;Emulation;932
14.3.5;Implication;935
14.3.6;References;935
14.4;Chapter 46 The Unwanted Gifted and Talented: A Sociobiological Perspective of the Societal Functions of Giftedness;937
14.4.1;Introduction: Four Marginalized Gifted Individuals;937
14.4.1.1;James, the Canadian Potential Nobel Laureate;937
14.4.1.2;Andrew, the Athlete and Formidable Problem-Solver;938
14.4.1.3;Peter, the Polymath with Street Smarts Beyond Comparison;938
14.4.1.4;Bjorn, the Caring Intellectual Persuader;939
14.4.2;Involuntary Stigmatization and Voluntary Marginalization;940
14.4.2.1;History Provides Interesting Examples;940
14.4.3;Giftedness and Sociobiology;942
14.4.4;Proposing a Taxonomy of Gifted Social Functions;942
14.4.4.1;Societal Maintenance;943
14.4.4.2;Societal Entertainment;943
14.4.4.3;Societal Change;944
14.4.5;Answering the Posed Questions;945
14.4.5.1;Ten Hypotheses on Gifted Individuals in Different Social Contexts;946
14.4.6;References;947
14.5;Chapter 47 On Giftedness and Economy: The Impact of Talented Individuals on the Global Economy;949
14.5.1;Introduction to the Talent-Based Economy;949
14.5.2;The “Secret” of California’s Silicon Valley: Hidden Mechanisms of the Talent-Based Economy;952
14.5.2.1;Definitions;952
14.5.2.2;Manifestations of the Silicon Valley Excellence;953
14.5.2.3;Compensatory Mechanisms;962
14.5.3;Why Silicon Valley Cannot Be Easily Replicated Around the World;963
14.5.4;Policy-Related Implications for the Advancement of the Talent-Based Economy;965
14.5.5;Conclusions;966
14.5.6;References;967
15;Part X Assessment and Identificationof Giftedness;969
15.1;Chapter 48 The Measurement of Giftedness;970
15.1.1;Origins of the Measurement of Intelligence;970
15.1.2;Spearman’s Unsinkable g and Raven’s Progressive Matrices;971
15.1.2.1;Raven’s Progressive Matrices;971
15.1.2.2;Multifactor Theories;973
15.1.3;The Binet–Simon Scales;974
15.1.4;The Stanford-Binet Scales;974
15.1.4.1;The Stanford-Binet Intelligence Scale (Form L-M);975
15.1.4.2;The Stanford-Binet Intelligence Scale, Fourth Edition (SB-IV);976
15.1.4.3;The Stanford-Binet Intelligence Scale, Fifth Edition (SB5);977
15.1.5;The Wechsler Intelligence Scales;979
15.1.5.1;Wechsler Intelligence Scale for Children, Third Edition (WISC-III);981
15.1.5.2;Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV);983
15.1.6;Assessing Higher Ranges of Giftedness;986
15.1.7;Assessing Gifted Children with Learning Disabilities;989
15.1.8;Conclusion;990
15.1.9;References;991
15.2;Chapter 49 Identifying Academically Talented Students: Some General Principles, Two Specific Procedures;994
15.2.1;Introduction;994
15.2.2;Defining Giftedness;996
15.2.3;Giftedness as Relative to the Norm Group;996
15.2.3.1;Flynn Effect;997
15.2.3.2;Demographic Changes in the Population;997
15.2.3.3;The Importance of Local Norms;997
15.2.3.4;Age Norms;998
15.2.3.5;Subgroup Norms;998
15.2.3.6;Assessments in Other Languages;999
15.2.3.7;Scaling Effects;999
15.2.3.8;Summary;999
15.2.4;Is Giftedness Developed?;999
15.2.5;Giftedness as a Category Label;1000
15.2.6;An Aptitude Theory of Academic Talent;1001
15.2.6.1;A Definition of Aptitude;1001
15.2.6.2;Effects of Context;1002
15.2.6.3;Inferring Aptitudes;1002
15.2.6.4;Scholastic Aptitudes;1003
15.2.6.5;Measures of Domain Knowledge and Skills;1003
15.2.6.6;Measures of Fluid Reasoning Abilities;1004
15.2.6.7;Measures of Motivation, Interest, and Creativity;1006
15.2.7;Common Pitfalls;1006
15.2.7.1;The Non-exchangeability of Measures;1006
15.2.7.2;“And,” “Or,” or “Average”?;1008
15.2.8;Combining Scores from Different Tests;1009
15.2.9;Identifying Academically Talented Minority Students;1010
15.2.9.1;Prediction of Achievement for Minority Students;1010
15.2.9.2;Judging Test Bias by Mean Differences Rather Than by Predictive Validity;1011
15.2.9.3;The Need for Within-Group Comparisons;1012
15.2.10;Two Identification Procedures;1013
15.2.10.1;Procedure 1. Multiple Norm Groups, Multiple Perspectives;1013
15.2.10.2;Procedure 2. Using Ability Test Scores and Teacher Ratings;1014
15.2.11;Suggestions for Policy;1016
15.2.12;References;1018
15.3;Chapter 50 The Johns Hopkins Talent Search Model for Identifying and Developing Exceptional Mathematical and Verbal Abilities;1021
15.3.1;The Study of Mathematically Precocious Youth;1021
15.3.2;The MVT:D4 Model;1023
15.3.2.1;Discovery;1023
15.3.2.2;Description;1023
15.3.2.3;Development;1024
15.3.2.4;Dissemination;1024
15.3.3;The Center for Talented Youth (CTY);1024
15.3.4;Expansion of the Model Nationally;1025
15.3.5;Expansion of the Model Internationally;1026
15.3.6;Julian C. Stanley Study of Exceptional Talent (SET);1027
15.3.7;Research on the Talent Search Model;1028
15.3.7.1;Predictive Validity of Talent Search Scores;1028
15.3.7.2;Acceleration as a Strategy for Serving Gifted Students;1029
15.3.7.3;Characteristics of Gifted Students;1030
15.3.7.4;Performance of Talent Search Students over Time;1033
15.3.8;Conclusion;1034
15.3.9;References;1034
15.4;Chapter 51 A New Approach to the Identification of Intellectually Gifted Individuals;1039
15.4.1;Introduction: Intelligence Testing as Psychology’s Important Technological Innovation;1039
15.4.2;Theoretical Foundations: Cognitive-Developmental Theory of Giftedness;1040
15.4.2.1;A Type of Representation as a Proto-phenomenon of Cognitive Experience;1041
15.4.3;Shortcomings of Conventional Intelligence Tests;1042
15.4.4;Psychological Assessment of Intellectual Abilities: A New Perspective;1043
15.4.4.1;Psychological Mental Context;1044
15.4.4.2;“Open Character”;1045
15.4.4.3;Basis of Giftedness;1046
15.4.4.4;Does Not Test Psychological Functions;1047
15.4.4.5;No Emphasis on Mental Speed;1047
15.4.4.6;Both Retrospective and Prospective Assessments;1048
15.4.4.7;Cognitive Styles as an Important Part of Intelligence Testing;1049
15.4.4.8;Metacognitive and Extracognitive Abilities as Integral Part of Intelligence Testing;1050
15.4.4.9;Tests Should Not Be Very Long;1050
15.4.5;Conclusions;1051
15.4.6;References;1051
16;Part XI Recent Advances in Gifted Education;1054
16.1;Chapter 52 New Developments in Gifted Education;1055
16.1.1;Introduction;1055
16.1.2;Related New Developments;1056
16.1.2.1;Definitions of Giftedness;1056
16.1.2.2;Study of Mathematically Precocious Youth;1057
16.1.2.3;Minority Identification and Participation;1058
16.1.2.4;Teachers and Teaching;1059
16.1.2.5;Strategic Thinking;1060
16.1.2.6;Identification;1061
16.1.2.7;Instructional Models;1061
16.1.2.8;Gifted Education and the Law;1062
16.1.3;Summary;1062
16.1.4;References;1063
16.2;Chapter 53 The English Model of Gifted Education;1065
16.2.1;Introduction;1065
16.2.2;Gifted Education and the Mainstream Education System;1067
16.2.3;The English Model: Rationale and Values;1068
16.2.4;Reflections on Existing Approaches to Gifted and Talented Education;1068
16.2.5;The English Model: A New Paradigm;1070
16.2.6;The English Model Summary;1071
16.2.6.1;Beliefs Underpinning the Model;1071
16.2.6.2;Provision;1071
16.2.7;The English Model: Key Elements;1072
16.2.7.1;The Opportunity Pyramid;1072
16.2.7.2;The High-Quality Basic Education System;1072
16.2.7.3;Every Teacher a Teacher of the Gifted;1073
16.2.7.4;A Key Role for Out-of-Hours Programmes;1074
16.2.7.5;Pupil Voice and Pupil Engagement;1075
16.2.7.6;Leadership, Coordination and Management;1076
16.2.8;The Role of Identification Within the English Model;1076
16.2.9;Developing Good Citizens;1077
16.2.10;Exemplars of the English Model in Practice;1077
16.2.11;Conclusions;1078
16.2.12;References;1078
16.3;Chapter 54 Enhancing Creativity in Curriculum;1080
16.3.1;Introduction;1080
16.3.2;Definitions;1080
16.3.3;Trait Views;1081
16.3.4;Process Views;1081
16.3.5;Developmental Perspectives;1083
16.3.6;The Role of Play;1083
16.3.7;Time for Creativity;1084
16.3.8;Instruction for Teaching Creativity;1084
16.3.9;The Demographics of Creativity;1085
16.3.10;Intrinsic Motivation and Creativity;1086
16.3.11;Insight and Creativity;1086
16.3.12;Adversity and Creativity: The Lives of Eminent People;1086
16.3.13;Teaching Creativity in the Arts;1087
16.3.14;Teacher Understanding of Creativity;1088
16.3.15;Models of Instruction for Enhancing Creativity;1088
16.3.16;Creative Problem Solving;1089
16.3.17;Problem-Based Learning;1089
16.3.18;Synectics;1090
16.3.19;Lateral and Vertical Thinking;1090
16.3.20;Metaphor Development;1091
16.3.21;Talents Unlimited;1091
16.3.22;The Role of Mentors in Nurturing Creativity;1091
16.3.23;The Role of Work;1092
16.3.24;School-Based Applications of Creativity;1092
16.3.24.1;Creative Expression;1092
16.3.24.2;Aptitude and Interest Matches;1092
16.3.24.3;Links to the Professions;1093
16.3.24.4;Reading of Biographies;1093
16.3.24.5;Academic Counseling;1093
16.3.24.6;Multiple Options and Outlets for Creativity;1093
16.3.24.7;Emphasis on Metacognition;1093
16.3.24.8;Open-Ended Activities and Approaches;1093
16.3.24.9;Emphasis on Targeted Extracurricular Options;1094
16.3.25;The Teaching of Creativity Skills;1094
16.3.26;Issues in Teaching Creativity;1096
16.3.27;Assessing and Measuring Creativity;1097
16.3.28;Alternative Assessments for Creativity;1097
16.3.29;Conclusions;1098
16.3.30;Implications for Research;1098
16.3.31;References;1099
16.4;Chapter 55 Acceleration: Meeting the Academic and Social Needs of Students;1103
16.4.1;Introduction;1103
16.4.2;Academic Effects of Acceleration;1104
16.4.2.1;Types of Acceleration;1104
16.4.2.2;Growth in Academic Achievement;1105
16.4.2.3;Long-Term Academic Effects;1106
16.4.2.4;The Decision-Making Process;1107
16.4.3;Social Effects of Acceleration;1107
16.4.3.1;General Social Effects;1107
16.4.3.2;Social Effects of Early Entrance to School;1108
16.4.3.3;Social Effects of Grade Skipping;1109
16.4.3.4;Social Effects and Early Entrance to College;1109
16.4.3.5;Long-Term Social Effects;1110
16.4.4;Special Issues;1110
16.4.4.1;Radical Acceleration;1110
16.4.4.2;Twice-Exceptional Students;1111
16.4.4.3;Acceleration, Diverse Populations, and Gender;1111
16.4.5;Summary;1111
16.4.6;Conclusion;1111
16.4.6.1;Conduct a Comprehensive Psychological and Educational Evaluation;1113
16.4.6.2;High Achievement, Aptitude, and Ability Are Not Enough;1114
16.4.6.3;Outside Activities Are an Indication of Maturity;1114
16.4.6.4;If Either Whole-Grade or Single-Subject Acceleration Is Recommended, It Is Important to Consider the Timing of the New Placement;1114
16.4.6.5;When It Comes to Acceleration, Size Is Not an Issue;1114
16.4.6.6;What If There Is No Change in the Student’s Program;1114
16.4.6.7;The Future: The Institute for Research and Policy on Acceleration;1115
16.4.7;References;1115
16.5;Chapter 56 Teaching for Wisdom in Public Schools to Promote Personal Giftedness;1117
16.5.1;Introduction;1117
16.5.2;Promoting Personal Giftedness by Teaching for Wisdom;1117
16.5.2.1;Conceptions of Wisdom: Historical and Scientific;1117
16.5.2.2;Relations Between Wisdom and Giftedness;1119
16.5.2.3;Teaching for Wisdom;1119
16.5.2.4;Wisdom as Gifted Moral Character;1120
16.5.2.5;Sternberg’s Balanced Curriculum for Wisdom;1122
16.5.2.6;Fostering Personal Wisdom;1124
16.5.3;References;1128
16.6;Chapter 57 DISCOVER/TASC : An Approach to Teaching and Learning That Is Inclusive Yet Maximises Opportunities for Differentiation According to Pupils' Needs;1131
16.6.1;Introduction;1131
16.6.2;A Consideration of Common Issues Regarding Pedagogy;1132
16.6.3;Theoretical Background to the Framework of TASC: Thinking Actively in a Social Context;1133
16.6.3.1;The Living Values Research Process;1133
16.6.3.2;The Major Tenets of TASC;1133
16.6.4;Understanding the Theory That Informs the Base of TASC: Thinking Actively in a Social Context;1134
16.6.4.1;Vytgotsky’s Development of Higher Psychological Processes;1134
16.6.4.2;Sternberg’s Triarchic Theory of Intellectual Development;1135
16.6.5;Considering the Broad Principles of the Teaching Methodology That Underpins TASC;1135
16.6.6;The TASC Problem-Solving Framework;1136
16.6.6.1;Gather and Organise: What Do I Know Already?;1136
16.6.6.2;Identify: What Am I Going to Do?;1137
16.6.6.3;Generate: How Many Ways Can I Do It?;1137
16.6.6.4;Decide: Which Are the Best Ideas?;1137
16.6.6.5;Implement: Let’s Do It!;1138
16.6.6.6;Evaluate: How Well Did I Do?;1138
16.6.6.7;Communicate: Let’s Share What We Have Learned!;1138
16.6.6.8;Learn from Experience: What Have We Learned?;1138
16.6.7;Developing Tools for Effective Thinking Which Feed into the TASC Problem-Solving Wheel;1139
16.6.7.1;Clarifying Goals – Are We on Track? What are we trying to do?;1139
16.6.7.2;Creating a “Think Tank” – How Many Ideas Can We Think of?;1139
16.6.7.3;Looking at Both Sides of an Idea –What Is the Opposite View?;1140
16.6.7.4;Exploring the Consequences –What Will Happen If?;1140
16.6.7.5;Looking in All Directions –What Are All the Factors to Consider?;1140
16.6.7.6;Prioritising –Which Is the Most Important?;1140
16.6.7.7;Consulting Others –What Do Other People Think?;1140
16.6.7.8;Making Connections – How Do the Ideas Link?;1140
16.6.8;Extending the TASC Problem-Solving Framework Through Increasing Complexity of the Tools for Effective Thinking;1140
16.6.8.1;Evaluation of TASC in Schools;1142
16.6.8.2;General Comments from the Teachers;1143
16.6.8.3;General Comments from the Children Reported by the Teachers;1144
16.6.9;Theoretical Background for the Framework of DISCOVER: Discovering Intellectual Strengths and Capabilities While Observing Varied Ethnic Strengths;1144
16.6.9.1;Need for Changes in Beliefs;1144
16.6.9.2;A New Framework: From Theory to Practice;1144
16.6.9.3;Grounded Research;1145
16.6.9.4;Essential Elements of the Framework;1147
16.6.9.5;The Problem Continuum;1147
16.6.9.6;Inventory of Teaching and Learning Experiences;1149
16.6.9.7;Students Are Presented with and Led Through Solving a Real-World, Semi-structured Problem;1149
16.6.9.8;Using the Continuum and Matrix to Design Student Options and Choices;1150
16.6.9.9;Other Uses of the Problem Continuum;1151
16.6.9.10;Problem Type I, Then II, III, IV, V and VI;1151
16.6.9.11;The Ten Human Abilities;1151
16.6.9.12;Evaluation of DISCOVER in Schools;1155
16.6.10;Conclusion;1157
16.6.11;References;1157
16.7;Chapter 58 Future Problem Solving in Gifted Education;1160
16.7.1;The Birth of FPSP;1160
16.7.2;The Process and Examples;1161
16.7.2.1;Overview;1161
16.7.2.2;The Process;1162
16.7.2.3;Identify Challenges Related to the Topic or Future Scene;1162
16.7.2.4;Select an Underlying Problem;1162
16.7.2.5;Produce Solution Ideas to the Underlying Problem;1163
16.7.2.6;Generate and Select Criteria to Evaluate Solution Ideas;1163
16.7.2.7;Evaluate Solution Ideas to Determine the Better Action Plan;1164
16.7.2.8;Develop the Action Plan;1164
16.7.3;Organization and Components;1165
16.7.3.1;Team and Individual Problem Solving;1165
16.7.3.2;Team Problem Solving;1165
16.7.3.3;Action-Based Problem Solving;1165
16.7.3.4;Community Problem Solving;1165
16.7.3.5;Scenario Writing;1166
16.7.4;Rationale and Benefits;1166
16.7.5;Discussion;1166
16.7.6;References;1167
16.7.7;Appendix: Example Future Problem Solving Activity;1168
16.7.8;Topic and Content Specific Standards;1172
16.7.8.1;Science;1172
16.7.8.2;History;1172
16.7.8.3;Civics;1172
16.7.8.4;Geography;1173
16.7.8.5;Economics;1173
16.7.8.6;The Arts;1173
16.8;Chapter 59 Practical Intelligence and Wisdom in Gifted Education;1174
16.8.1;Introduction;1174
16.8.2;Practical Intelligence;1175
16.8.2.1;Early Work;1175
16.8.2.2;Relationship Between Academic and Practical Intelligence;1176
16.8.2.3;Validity Studies of Practical Intelligence;1177
16.8.3;Practical Intelligence and Tacit Knowledge for School;1178
16.8.3.1;The Nature of Tacit Knowledge;1179
16.8.3.2;Tacit Knowledge for School;1179
16.8.4;Wisdom;1180
16.8.5;The Evolving Self Model: Seeking Self and Serving Communities;1181
16.8.5.1;A Case in China;1183
16.8.6;Wisdom and Democracy;1184
16.8.7;Teaching Wisdom;1186
16.8.7.1;The Promise of Service Learning;1186
16.8.8;Concluding Thoughts;1187
16.8.9;References;1187
16.9;Chapter 60 Recent Developments in Technology: Implications for Gifted Education;1190
16.9.1;Introduction;1190
16.9.2;Pace;1191
16.9.3;Process;1192
16.9.4;Passion;1193
16.9.5;Products;1193
16.9.6;Peers;1194
16.9.7;The Dark Side of Technology;1194
16.9.8;Other Pitfalls Along the Way;1195
16.9.9;Summary;1195
16.9.10;References;1196
16.10;Chapter 61 High Intellectual and Creative Educational Multimedia Technologies for the Gifted;1198
16.10.1;Introduction;1198
16.10.2;Psychological View of an Information-Based Society;1199
16.10.3;Instructional Technology Innovations;1201
16.10.4;The First Generation of Educational Multimedia Technologies;1206
16.10.5;The Significance of HICEMTs;1207
16.10.6;When the Medium Is “Mental”;1209
16.10.7;General Characteristics of HICEMTs;1209
16.10.7.1;General Psychological Basis;1210
16.10.7.2;Fundamental Cognitive Mechanisms;1210
16.10.7.3;New Targets of Educational and Developmental Influences;1211
16.10.7.4;Better Adaptation to Individuals’ Psychological Organization;1211
16.10.7.5;Psycho-edutainment;1212
16.10.8;Specific Characteristics of HICEMTs;1212
16.10.9;How Many HICEMTs: One, Two, or More?;1213
16.10.10;General and Specific HICEMTs;1213
16.10.11;Examples of HICEMTs;1214
16.10.12;Summing Up;1215
16.10.13;References;1216
16.11;Chapter 62 A Technology-Based Application of the Schoolwide Enrichment Model and High-End Learning Theory;1220
16.11.1;Introduction;1220
16.11.2;A Brief History of the SEM;1221
16.11.3;Theories Underlying Schoolwide Enrichment: The Renzulli Learning System;1221
16.11.3.1;The Three-Ring Conception of Giftedness;1221
16.11.3.2;The Enrichment Triad Model;1223
16.11.3.3;The Deductive Model of Learning;1223
16.11.3.4;The Inductive Model of Learning;1224
16.11.3.5;High-End Learning Theory;1225
16.11.3.6;“Real-World Problem” Defined;1227
16.11.3.7;The Renzulli Learning System: A Four-Step Procedure;1227
16.11.3.8;The Renzulli Learning System and High-End Learning;1230
16.11.4;The Value-Added Benefits of Learning with Technology;1238
16.11.5;Summary: The Renzulli Learning System;1239
16.11.6;References;1240
16.12;Chapter 63 The Iowa Online Advanced Placement Academy: Creating Access to Excellence for Gifted and Talented Rural Students;1241
16.12.1;The Virtual Reality of Being a Rural and Small School;1241
16.12.2;Excellence and Access;1242
16.12.3;Opportunities for Overcoming Geographic Barriers;1242
16.12.4;Technology as Access to Excellence;1243
16.12.4.1;Iowa Communications Network (ICN);1243
16.12.4.2;Online Learning;1243
16.12.5;Program Support: Collaboration with Schools;1244
16.12.6;A Comprehensive Approach to Advanced Academic Challenge;1244
16.12.7;The Iowa Excellence Program: Academic Enrichment as a Foundation for Academic Acceleration;1244
16.12.7.1;Talent Search;1245
16.12.8;Interactive Professional Development: A Critical Aspect to the Successful Implementation of Iowa Excellence;1246
16.12.9;Belin-Blank Center Dynamic Model for Professional Development;1246
16.12.9.1;Early Commitment to Professional Development;1246
16.12.9.2;Systematic Professional Development;1246
16.12.9.3;The Dynamic Model of Professional Development;1247
16.12.9.4;Professional Development as Talent Development for Teachers;1247
16.12.10;Cultivating a Culture for Academic Challenge;1248
16.12.11;Systemic Improvement and Change in Academic Culture;1248
16.12.12;References;1249
16.13;Chapter 64 On Bringing Interdisciplinary Ideas to Gifted Education;1251
16.13.1;Introduction: Why Interdisciplinarity?;1251
16.13.2;History of Connections in the Renaissance;1254
16.13.2.1;The Intrinsic Connection Between Theology–Art–Science and Mathematics;1254
16.13.2.2;Revisiting the Renaissance;1254
16.13.2.3;The Scientists-Mathematicians Theologians of the Renaissance–Post-Renaissance;1255
16.13.2.4;Modeling the Universe: Copernicus–Galileo–Kepler;1257
16.13.2.5;The Modern Day Renaissance: Shifts in Perspective;1259
16.13.3;Polymathy;1261
16.13.3.1;Thinking Traits of Polymaths;1261
16.13.4;A Model of Interdisciplinarity;1262
16.13.4.1;The Gestalt Principle;1262
16.13.4.2;The Aesthetic Principle;1264
16.13.4.3;The Free Market Principle;1264
16.13.4.4;The Scholarly Principle;1264
16.13.4.5;The Uncertainty Principle;1265
16.13.5;Can Paradigm Shifts Be Didactically Engineered?;1266
16.13.5.1;The Value of Unsolved Classical Problems;1266
16.13.5.2;Mathematics and Literature;1266
16.13.5.3;Conveying the Applied Nature of the Field of Mathematics;1267
16.13.6;The Use of Paradoxes in Teacher Training;1268
16.13.7;Concluding Thoughts;1269
16.13.8;References;1270
16.14;Chapter 65 Innovation Education for the Gifted: A New Direction in Gifted Education;1273
16.14.1;Introduction: How Giftedness Is Related to Innovation;1273
16.14.2;The Components of Innovation Education for the Gifted;1274
16.14.2.1;Entrepreneurial Giftedness;1274
16.14.2.2;Managerial Talent: Lessons from Great Managers;1276
16.14.2.3;Applied Wisdom;1277
16.14.2.4;Deadline Management;1277
16.14.2.5;Scientific Talent: Learning from Nobel Laureates;1278
16.14.2.6;Polymathy: Multiple Giftedness Among Adults;1279
16.14.2.7;Development of the Gifted’s Abilities to Implement Things: Metacognition in Action;1279
16.14.2.8;A General “Know-What” and “Know-How” About Innovation;1280
16.14.2.9;Courage: Much Needed and Untrained Ability;1281
16.14.2.10;High Intellectual and Creative Educational Multimedia Technologies;1281
16.14.3;Innovation Education for Society at Large: The Case of INNOCREX;1281
16.14.4;Summing-Up;1282
16.14.5;References;1282
16.15;Chapter 66 Dual-Language Gifted Education and Its Evaluation;1284
16.15.1;Introduction;1284
16.15.2;The Nature of Dual-Language Programs;1285
16.15.3;Conducting an Evaluation in the Field;1287
16.15.3.1;In General;1287
16.15.3.2;Effect Size;1288
16.15.3.3;Selecting the Unit of Analysis;1288
16.15.3.4;Particulars;1289
16.15.3.5;Staff Development;1289
16.15.4;Evaluating Referral and Assessment Procedures for Dual-Language Gifted Programs;1290
16.15.5;When an Evaluator Is Asked to Write or Design Part of a Grant Proposal;1292
16.15.6;Other Disaggregations and Special Studies;1292
16.15.7;Achievement Tests Used to Measure Progress;1293
16.15.8;Advanced-Level Products;1294
16.15.9;Control and Comparison Groups;1295
16.15.10;Followup Studies;1296
16.15.11;Concluding Remarks;1296
16.15.12;References;1296
16.16;Chapter 67 Observed Trends and Needed Trends in Gifted Education;1299
16.16.1;Introduction;1299
16.16.2;The Changing World of Gifted Education;1299
16.16.3;The Increasing Significance of Neurology;1300
16.16.4;Focusing Enrichment;1301
16.16.4.1;Enrichment and Information Technology;1301
16.16.4.2;Enrichment and Writing Skills;1302
16.16.5;Creativity Revisited;1302
16.16.6;Mentoring and Counseling;1302
16.16.7;The Internet: Increasing Use of The World Wide Web;1303
16.16.8;Forgotten Issues? Trends that Need Developing;1303
16.16.9;Summary and Conclusions;1304
16.16.10;References;1305
17;Part XII Policy Implications and Legal Issuesin Gifted Education;1306
17.1;Chapter 68 United States Policy Development in Gifted Education: A Patchwork Quilt;1307
17.1.1;Introduction;1307
17.1.2;Federal Policy in Gifted Education;1308
17.1.3;The Policy Engine of No Child Left Behind;1308
17.1.4;Special Education as a Model for Policy;1308
17.1.5;Definition of Policy;1309
17.1.6;Rationale for Its Importance in Gifted Education;1309
17.1.7;Policy Tools;1309
17.1.8;Lack of Policy Coherence in Gifted Education;1310
17.1.9;State Law in Gifted Education;1311
17.1.10;State-Level Responsibilities;1311
17.1.11;Local Responsibilities;1312
17.1.12;Policy Development in Gifted Education;1312
17.1.13;State of the States Report: A Snapshot of State Policy;1314
17.1.14;Five-State Policy Analysis;1314
17.1.15;Self-Assessment of State Policies;1317
17.1.16;The Role of Standards in Policy Development;1317
17.1.17;Components of a High-Quality State Policy;1318
17.1.17.1;Identification;1318
17.1.17.2;Program and Service Provisions;1318
17.1.17.3;Supplemental Policies Linked to Program and Service Provisions;1319
17.1.17.4;Personnel Preparation;1319
17.1.18;Program Management;1320
17.1.19;Evaluation of State Policy;1320
17.1.20;Attributes that Define High-Quality Gifted Education State Policy;1320
17.1.20.1;Clarity;1320
17.1.20.2;Comprehensiveness;1320
17.1.20.3;Connectedness;1320
17.1.20.4;Feasibility for Implementation;1321
17.1.20.5;Research Based;1321
17.1.21;The Stages of Policy Development;1321
17.1.21.1;Formulation of Policy Options;1321
17.1.21.2;Assessment of Administrative Implementation;1321
17.1.21.3;Assessment of Consequences of Implementation;1321
17.1.21.4;Assessment of the Political Implications of Each Policy Option;1321
17.1.22;Conclusion;1322
17.1.23;References;1322
17.2;Chapter 69 Identifying and Developing Talent in Science, Technology, Engineering, and Mathematics (STEM): An Agenda for Research, Policy, and Practice;1325
17.2.1;Introduction;1325
17.2.2;Follow-Up from the Forum;1331
17.2.3;A Research and Policy/Practice Agenda;1333
17.2.3.1;Information Gathering/Dissemination;1333
17.2.3.2;New Knowledge Generation;1334
17.2.3.3;New Policies and Program Models;1336
17.2.4;Conclusion;1337
17.2.5;References;1337
17.3;Chapter 70 Gifted Education and Legal Issues;1339
17.3.1;Introduction;1339
17.3.2;Status of Gifted Education Around the World;1339
17.3.2.1;United States;1339
17.3.2.2;Europe;1340
17.3.2.3;East Asia;1340
17.3.2.4;Canada;1340
17.3.2.5;Australia and New Zealand;1340
17.3.3;Resolving Legal Issues;1341
17.3.3.1;Negotiation;1341
17.3.3.2;Mediation;1341
17.3.3.3;Due Process;1341
17.3.3.4;Litigation;1342
17.3.4;Selected Court Decisions;1342
17.3.4.1;Federal Court Decisions;1342
17.3.4.2;State High Court Decisions;1346
17.3.4.3;Tuition Reimbursement;1346
17.3.4.4;Reimbursement for Independent Educational Evaluation;1346
17.3.4.5;Early Entrance;1347
17.3.4.6;Admissions/Program Eligibility;1347
17.3.4.7;Grades;1348
17.3.4.8;Transportation;1348
17.3.4.9;Compensatory Education;1348
17.3.4.10;Twice Exceptional;1349
17.3.4.11;Appropriate Programs;1349
17.3.4.12;Personnel Issues;1350
17.3.5;Summary;1350
17.3.6;The Office for Civil Rights;1350
17.3.7;Implications for Future Policy Development;1351
17.3.8;Conclusion;1352
17.3.9;References;1352
17.3.10;Court Cases;1353
18;Part XIII Giftedness Research and Gifted EducationAround the World: Institutional and Regional Examples;1354
18.1;Chapter 71 Swimming in Deep Waters: 20 Years of Research About Early University Entrance at the University of Washington;1355
18.1.1;Introduction;1355
18.1.2;The Early Entrance Program;1356
18.1.3;The UW Academy for Young Scholars;1358
18.1.4;Research About Early Entrance at the UW;1360
18.1.4.1;Early EEP (1977–1989);1360
18.1.4.2;Mature EEP (1989–Present);1362
18.1.4.3;Longitudinal, Follow-Up Studies;1364
18.1.4.4;The Academy (2001–Present);1366
18.1.5;Summary of Research Findings;1371
18.1.5.1;Students;1371
18.1.5.2;Parents;1372
18.1.5.3;Institution;1372
18.1.5.4;Future Directions;1372
18.1.6;Conclusions;1373
18.1.7;References;1373
18.2;Chapter 72 How Do You Get to Carnegie Hall? Gifted Education in New York City;1375
18.2.1;Introduction;1375
18.2.2;A Shifting Paradigm: Mystery to Mastery;1375
18.2.3;Study Design;1377
18.2.4;The Context;1377
18.2.4.1;Background;1377
18.2.4.2;Gifted Education in the News: Political Responses and Media Reports;1379
18.2.4.3;Legislated Structures and Standards;1381
18.2.4.4;Teacher Development Opportunities;1384
18.2.5;Collaborative Networks;1385
18.2.6;Programming Essentials;1385
18.2.6.1;A Flexible Range of Options;1385
18.2.6.2;Ongoing Teacher Development and Collaboration;1386
18.2.7;Evolving Perspectives on Identification;1388
18.2.8;Equity and Excellence: Mutually Exclusive?;1389
18.2.9;Conclusion: What Works and Why?;1389
18.2.10;Making Gifted Education Work: Next Steps;1390
18.2.11;References;1391
18.3;Chapter 73 London Gifted and Talented: A Case Study in High Challenge Urban Education;1395
18.3.1;The National and London Student Picture;1395
18.3.1.1;Student School Choice;1396
18.3.1.2;Ethnicity;1396
18.3.1.3;First Language;1397
18.3.2;The Improving Urban Educational Environment;1397
18.3.3;Recent Urban Initiatives;1398
18.3.4;The London Context;1399
18.3.4.1;Overview of the London Educational System;1399
18.3.5;London Challenge;1400
18.3.5.1;What Is London Challenge?;1400
18.3.5.2;Targeted;1400
18.3.5.3;Pan-London;1400
18.3.6;Partnership Between London Challenge and London Gifted and Talented;1401
18.3.7;Disadvantage and Gifted and Talented;1401
18.3.8;London Gifted and Talented;1402
18.3.8.1;Our Remit;1402
18.3.8.2;Our Principles and Goals;1403
18.3.8.3;Regional Structure;1403
18.3.9;Effective Pan London Delivery Mechanisms;1404
18.3.10;Learning Networks;1404
18.3.10.1;A) London Gifted and Talented: Practitioner Networks;1404
18.3.10.2;What;1406
18.3.10.3;Aims;1406
18.3.10.4;Method;1406
18.3.10.5;Needs Analysis;1407
18.3.10.6;B) London Gifted and Talented: Student Programmes;1407
18.3.10.7;What;1407
18.3.10.8;Aims;1408
18.3.10.9;Method;1408
18.3.10.10;Outcome Objectives;1408
18.3.10.11;C) London Gifted and Talented: e-Resources;1408
18.3.10.12;e-Resources for Students;1408
18.3.10.13;What;1409
18.3.10.14;Aims;1409
18.3.10.15;Method;1409
18.3.10.16;Outcome Objectives;1409
18.3.10.17;E-Resources: For Educators;1410
18.3.10.18;What;1410
18.3.10.19;Aims;1410
18.3.10.20;Method;1410
18.3.10.21;Outcome Objectives;1410
18.3.11;New Technologies;1411
18.3.11.1;What;1411
18.3.11.2;Aims;1411
18.3.11.3;Method;1411
18.3.11.4;Outcome;1411
18.3.12;Podcasting;1411
18.3.13;Impact Across London;1412
18.3.13.1;Key Stage 3–4 Results;1412
18.3.13.2;GCSE (Key Stage 4) Results;1412
18.3.13.3;Contextual Value Added;1413
18.3.13.4;Local Authorities;1413
18.3.13.5;Schools;1414
18.3.14;Our Performance to Date;1415
18.3.15;Moving Forwards;1415
18.3.15.1;What;1416
18.3.15.2;Aims;1417
18.3.15.3;Objectives;1417
18.3.15.4;Method;1417
18.3.15.5;Outcome Objectives;1417
18.3.16;The Future;1417
18.3.17;References;1417
18.4;Chapter 74 Giftedness and Diversity: Research and Education in Africa;1419
18.4.1;Introduction;1419
18.4.2;Gifted Education in North America;1420
18.4.3;Gifted Education in Europe;1420
18.4.4;Gifted Education in Sub-Saharan Africa;1421
18.4.4.1;Education;1421
18.4.4.2;Gifted Education;1421
18.4.5;Culture and Conceptions of Giftedness;1423
18.4.6;Identification of Giftedness;1424
18.4.7;Elitism, Equity and Gifted Education;1425
18.4.8;Special Needs of Gifted Adolescents;1425
18.4.9;Career Construction Theory Applied in Gifted Education;1426
18.4.10;Contextualising Our Discussion on Gifted Education;1427
18.4.11;Exemplifying the Career Construction Approach in Gifted Education;1429
18.4.12;The Case Study;1429
18.4.12.1;1. Identification data;1429
18.4.12.2;2. General historicity;1430
18.4.12.3;3. Assessment instruments administered;1430
18.4.12.4;4. Discussion of the results;1430
18.4.12.5;5. Recommendations for tertiary training;1432
18.4.13;Conclusions;1432
18.4.14;References;1433
18.5;Chapter 75 Recent Developments in Gifted Education in East Asia;1436
18.5.1;Introduction;1436
18.5.2;People’s Republic of China;1436
18.5.2.1;Creativity Research;1437
18.5.2.2;Speed of Information Processing;1437
18.5.2.3;Metamemory of Supernormal Children;1438
18.5.2.4;Non-intellecual Factors and Supernormal Children;1438
18.5.2.5;The Neuropsychology of Supernormal Children;1438
18.5.2.6;The Education of Supernormal Children;1439
18.5.2.7;Future Directions in Gifted Education in Mainland China;1439
18.5.3;Recent Development of Gifted Education in Taiwan;1439
18.5.3.1;The Stage of Experimentation;1440
18.5.3.2;The Stage of Special Education Law;1441
18.5.3.3;Services Provided for Gifted Students;1441
18.5.3.4;Problems and Challenges Facing Taiwan;1443
18.5.4;The Development of Gifted Education in Hong Kong;1444
18.5.4.1;A Four-Component Model of Gifted Education;1446
18.5.4.2;Being Gifted in Hong Kong: Toward a National Policy;1447
18.5.4.3;Some Definitions;1448
18.5.4.4;Advocacy Groups;1448
18.5.4.5;Universities, Giftedness Research, and Teacher Education;1449
18.5.4.6;Conceptions of Giftedness, Intelligence, and Creativity;1449
18.5.4.7;School Implementation;1451
18.5.4.8;Gifted Education in Hong Kong: Future Directions;1452
18.5.5;Singapore;1452
18.5.5.1;Identification;1453
18.5.5.2;Enrichment Model;1454
18.5.5.3;GEP Teachers;1454
18.5.5.4;Recent Developments;1454
18.5.5.5;Secondary GEP;1455
18.5.5.6;Primary GEP;1455
18.5.5.7;Developing Talents of the Exceptionally Gifted;1456
18.5.5.8;Research on Gifted Education;1456
18.5.5.9;Conclusion;1458
18.5.6;Japan;1458
18.5.6.1;Uniform Curriculum;1458
18.5.6.2;Policy Change to Individualized Education;1459
18.5.6.3;Change of Emphasis on Improvement of Achievements;1459
18.5.6.4;Arguments for the Gakuryoku to Be Developed;1460
18.5.6.5;The Virtual Existence of Gifted Education in Japan;1460
18.5.6.6;Hierarchies of Middle and High Schools According to Achievement;1460
18.5.6.7;Education-Related Industry;1460
18.5.6.8;Early Admission to University;1461
18.5.6.9;Various Plans to Improve Gakuryoku;1462
18.5.6.10;Problems and Perspectives;1463
18.5.7;South Korea;1463
18.5.8;References;1465
18.6;Chapter 76 Gifted Education in the Arabian Gulf and the Middle Eastern Regions: History, Current Practices, New Directions, and Future Trends;1471
18.6.1;Introduction;1471
18.6.2;History of Education in the Arabic Islamic Countries;1472
18.6.3;Ancient Terminology and Conception of Exceptionality;1472
18.6.4;The Educational Process: Aims and Philosophy;1475
18.6.5;The Characteristics of the Educational Process;1476
18.6.6;Change, Innovation, and Development;1476
18.6.7;Gifted Education;1477
18.6.8;The Multiple Criteria Identification Processes;1478
18.6.9;Alternative Models of Provision;1478
18.6.9.1;Thinking Skills Projects: A Critical Priority for Talent Development;1479
18.6.9.2;Problem Solving (hal mushkilat);1480
18.6.9.3;Future Problem Solving;1481
18.6.9.4;de Bono Thinking Skills Programme;1481
18.6.9.5;Differentiated Instruction;1482
18.6.10;The Middle East;1482
18.6.10.1;Egypt: Mentorship (talmatha);1482
18.6.10.2;Kingdom of Jordan;1483
18.6.10.3;Lebanon;1483
18.6.10.4;Syria;1484
18.6.10.5;Sudan;1484
18.6.11;Arabian Gulf;1484
18.6.11.1;Kingdom of Bahrain;1484
18.6.11.2;State of Kuwait;1485
18.6.11.3;Sultanate of Oman;1485
18.6.11.4;State of Qatar;1486
18.6.11.5;Kingdom of Saudi Arabia;1486
18.6.11.6;UAE: A Strategy for Excellence in Education;1486
18.6.11.7;Future Planning in the Arabian Gulf;1488
18.6.12;The Gifted and Talented in the Digital World;1488
18.6.12.1;Renzulli Learning System;1490
18.6.12.2;London Gifted and Talented;1490
18.6.12.3;Stratis e-Suite;1490
18.6.13;Organizations;1490
18.6.13.1;The Arab Council for the Gifted and Talented;1490
18.6.13.2;The Arabian Gulf University (AGU);1491
18.6.13.3;Giftedness and Creativity Forum (GCF);1491
18.6.14;New Directions in Gifted Education;1492
18.6.14.1;(1) Gifts and Talents as Entities;1492
18.6.14.2;(2) Philosophy of Gifted Education;1493
18.6.14.3;(3) Definitions and Identification;1493
18.6.15;In Sum, What About the Past, Present, and Future of the Identification Process?;1493
18.6.15.1;(4) Gifted Programmes;1494
18.6.16;In Summary, What About the Past, Present, and Future of Gifted Programmes?;1494
18.6.16.1;(5) Educational Technology and the “DigitalWorld”;1495
18.6.16.2;(6) Future Research;1495
18.6.16.3;(7) Challenges That Lie Ahead;1496
18.6.17;Conclusion and Recommendations;1496
18.6.18;References;1497
18.7;Chapter 77 Gifted Education and Research on Giftedness in South America;1499
18.7.1;Introduction;1499
18.7.2;Gifted Education and Research in Spanish-Speaking South American Countries;1500
18.7.2.1;Argentina;1500
18.7.2.2;Chile;1501
18.7.2.3;Colombia;1502
18.7.2.4;Ecuador;1503
18.7.2.5;Peru;1503
18.7.2.6;Venezuela;1504
18.7.3;Issues in Gifted Education in the Spanish-Language Countries of South America;1505
18.7.4;Gifted Education and Research in Brazil;1506
18.7.4.1;Programs for the Gifted;1506
18.7.4.2;Trends in the Identification Process;1508
18.7.4.3;Services for Parents of Gifted Children;1509
18.7.4.4;Brazilian Research on Giftedness;1509
18.7.5;Issues in Gifted Education in Brazil;1511
18.7.6;The Future of Gifted Education and Research on Giftedness in South America;1512
18.7.7;References;1512
19;Part XIV Conclusions;1515
19.1;Chapter 78 Research on Giftedness in the 21st Century;1516
19.1.1;Introduction;1516
19.1.2;What Is Giftedness Research?;1516
19.1.3;Justification for Giftedness Research: Individual and Social Perspectives;1517
19.1.4;Giftedness Research and Its Most Important Rivals;1519
19.1.4.1;Giftedness Research and Expertise Research;1519
19.1.4.2;Giftedness Research and Innovation Research;1520
19.1.5;The Challenge of the 21st Century;1522
19.1.5.1;A Limited Perception of Creativity;1522
19.1.5.2;A New Take on the Innovation Problem in the 21st Century;1523
19.1.5.3;Floor 1: Darwinian Creatures;1523
19.1.5.4;Floor 2: Skinnerian Creatures;1525
19.1.5.5;Floor 3: Popperian Creatures;1525
19.1.5.6;Floor 4: Spencerian Creatures;1526
19.1.5.7;Floor 5: Gregorian Creatures;1527
19.1.5.8;Floor 6: Blue Brain Creatures;1528
19.1.5.9;Of What Service Is the Allegory of the Tower of Creativity?;1528
19.1.6;Conclusions;1529
19.1.7;References;1530
20;Author Index;1532
21;Subject Index;1536