Conceptions of Giftedness

Cover......Page 1
Half-title......Page 3
Title......Page 5
Copyright......Page 6
Contents......Page 7
Preface......Page 9
why publish a second edition?......Page 10
Contributors......Page 11
1 Gifted Education Without Gifted Children: The Case for No Conception of Giftedness......Page 13
what is giftedness?......Page 14
the questionable validity of the construct of the gifted child......Page 15
the questionable value and efficacy of gifted education......Page 21
gifted education and social and educational inequity......Page 23
Gifted Education Without Gifted Children......Page 24
A Paradigm Shift in Gifted Education......Page 27
References......Page 29
2 Youths Who Reason Exceptionally Well Mathematically and/or Verbally: Using the MVT:D Model to Develop Their Talents......Page 32
background and history of smpy......Page 33
expanding the search......Page 36
The MVT:D Model......Page 38
Conceptualizing Giftedness......Page 39
conclusion......Page 44
References......Page 45
3 A Child-Responsive Model of Giftedness......Page 50
the academic activist......Page 51
caveats......Page 53
academic–accelerative path......Page 54
academic-focused creative–productive path......Page 56
Identification......Page 58
conclusion......Page 60
References......Page 61
advanced development and school-based giftedness......Page 64
School Focus......Page 65
Who is Gifted?......Page 67
What Is Creative?......Page 68
models of schooling......Page 69
The Distribution of Advanced Development......Page 71
The Congruence of Acceleration to Advanced Development......Page 72
summary......Page 73
References......Page 74
gifted and precocious......Page 76
from gifts to factors to talents......Page 77
expertise and creative achievement......Page 80
Educating Gifted and Talented Youth for Expertise and Creative Achievement......Page 82
Principles of Appropriate Curriculum and Instruction for Precocious Youth......Page 83
Viewing Education: The Talent Development of Gifted Youth as Integration Toward Creative Functioning......Page 85
Gifts Are from People; Nature Transmits Potential for Expertise and Creative Achievement......Page 86
References......Page 87
6 Permission to Be Gifted: How Conceptions of Giftedness Can Change Lives......Page 92
how concepts affect choice of the gifted and talented......Page 93
Recognized Giftedness Depends on Accepted Morality......Page 94
Gender Affects Gifted Development......Page 95
Expected Emotional Development Affects the Choice of Children as Gifted......Page 97
international differences in conceptions of giftedness......Page 98
The Concept of Limited Gifts......Page 99
conceptions and practice......Page 101
freeman's 30-year study......Page 102
Early Bases Affect the Life Path......Page 103
References......Page 106
7 From Gifts to Talents: The DMGT as a Developmental Model......Page 110
a componential overview......Page 111
The Talent Development Trio......Page 113
The Trio of Catalysts......Page 117
The Prevalence Issue......Page 120
A Complex Pattern of Interactions......Page 122
What Makes a Difference?......Page 123
comparing the dmgt with other conceptions......Page 126
conclusion......Page 127
References......Page 128
8 Nurturing Talent in Gifted Students of Color......Page 132
conceptualizations of giftedness......Page 133
underrepresentation and overprediction......Page 135
causes of underrepresentation for gifted students of color......Page 137
Structural Supports for the Nurturance of Giftedness......Page 141
Integration into a High-Performance Learning Community......Page 142
Attitudinal and Motivational Attributes of Students......Page 143
relevant theories from the social sciences......Page 144
Social Cognitive Theory: Self-Efficacy......Page 147
toward the nurturance of talent and the development of academic ability for gifted students of color......Page 148
conclusion......Page 152
References......Page 153
giftedness and talent from a theoretical point of view......Page 159
Synthetic Approaches......Page 160
The Munich Dynamic Ability–Achievement Model (MDAAM) – An Extended Version of MMG......Page 163
Methodological Problems of Talent Search and Identification of Gifted Individuals......Page 167
Instructional Strategies and Favorable Social (Learning) Environments Needed for Gifted Education......Page 170
programming and assessment......Page 172
Learning and Teaching Problems Within Gifted Programs......Page 173
Assessment Needed for Gifted Programs......Page 175
References......Page 176
10 Systemic Approaches to Giftedness: Contributions of Russian Psychology......Page 183
proposed systemic multidimensional model of giftedness......Page 184
General and Domain-Specific Giftedness......Page 186
Developmental Dimension......Page 188
Giftedness as a Personality Trait......Page 189
identification of gifted children......Page 190
Tradition: Olympiads and Performance-Based Assessment......Page 191
Specialized Secondary Schools......Page 192
Multidisciplinary Educational Programs for Gifted Children Aged 4–15......Page 193
conclusions and projections for future research......Page 194
References......Page 196
what is giftedness?......Page 199
how does our conception of giftedness compare with other conceptions?......Page 202
how should gifted individuals be identified?......Page 203
how should gifted individuals be instructed in school and elsewhere?......Page 206
Jena Plan Schools......Page 207
how should achievement of gifted individuals be assessed?......Page 208
References......Page 211
how should we conceptualize giftedness and talent?......Page 213
Traditional Conceptions of Giftedness......Page 215
An Alternative to Traditional Conceptions......Page 216
Identifying Talents......Page 219
Instruction for Giftedness......Page 220
Educational Assessment and Giftedness......Page 222
conclusion......Page 224
References......Page 225
13 Feminist Perspectives on Talent Development: A Research-Based Conception of Giftedness in Women......Page 229
nuances about female talent development......Page 230
profiles of talented women......Page 231
achievement differences between talented women and men......Page 232
a model of talent realization in women......Page 233
Personality Traits......Page 236
Environmental Factors......Page 237
Perceptions of the Social Importance of Their Work and a Sense of Destiny in Life......Page 238
Belief in Self, Sense of Destiny and Purpose, and Desire to Contribute and Develop Their Talents......Page 239
Mary Hunter Wolf, Broadway Producer and Director, and Children’s Theater Activist (1904–2002)......Page 241
Joan Tower, American Composer (1938–)......Page 243
research themes about talented and eminent women......Page 245
Theme Two: Internal and External Barriers that Impede the Development of Women's Talents and Gifts......Page 246
Theme Three: Factors that Enable Talented Women to Succeed......Page 248
Theme Four: Differences Between Women's and Men's Work Process and Product......Page 249
identifying and serving gifted girls in school......Page 251
conclusion......Page 252
References......Page 253
14 The Three-Ring Conception of Giftedness: A Developmental Model for Promoting Creative Productivity......Page 258
Relationships Among Purpose, Conceptions, and Programming......Page 260
Giftedness and Intelligence......Page 262
Two Kinds of Giftedness......Page 264
Research Underlying the Three-Ring Conception of Giftedness......Page 268
Well-Above-Average Ability......Page 271
Task Commitment......Page 275
Creativity......Page 277
a definition of gifted behavior......Page 278
research on the three-ring conception of giftedness......Page 279
new dimensions to the three-ring conception of giftedness......Page 280
A Practical Plan for Identification......Page 282
summary: what makes giftedness?......Page 285
References......Page 286
Factor-Analytic Hierarchy of Abilities......Page 292
"Bias" in Testing......Page 293
nomenclature......Page 294
description versus definition......Page 295
Psychometric Developmental Viewpoints: Age-Oriented Origins......Page 296
Assessment: Choosing One's Weapons......Page 298
Predictive Usefulness of Psychometric Information......Page 299
Motivation and Creativity......Page 300
criticisms of a psychometric approach to definition......Page 301
"children of promise"......Page 302
References......Page 303
creative giftedness......Page 307
personal creativity......Page 308
to understand is to invent......Page 310
discretion for personal creativity......Page 311
motivation and intentions......Page 312
personal creativity versus social impact......Page 313
defining creative giftedness and what can be done about it......Page 315
conclusions......Page 318
References......Page 320
the implications of an emergenic–epigenetic model......Page 324
Emergenic Inheritance......Page 325
Epigenetic Development......Page 328
Environment and Giftedness......Page 330
Implications: Consolidation and Extension......Page 331
References......Page 337
Intelligence......Page 339
Creativity......Page 341
Wisdom......Page 346
Measurement of Intelligence, Creativity, and Wisdom......Page 347
References......Page 352
what is giftedness?......Page 355
From Abilities to Competencies......Page 357
From Competency to Expertise......Page 359
From Expertise to SP/A......Page 361
How Does This Conception of Giftedness Compare to Other Conceptions of Giftedness?......Page 362
How Should Gifted Individuals Be Identified?......Page 364
How Should Gifted Individuals Be Instructed in School and Elsewhere?......Page 366
How Should the Achievement of Gifted Individuals be Assessed?......Page 367
References......Page 368
what is giftedness?......Page 370
how does the domain-specific conception of intelligence compare with others?......Page 372
the identification of giftedness in schools......Page 375
Curriculum and Instruction for Gifted Students......Page 380
the assessment of gifted achievement......Page 383
Performance Assessment......Page 384
conclusion......Page 385
References......Page 386
giftedness as high ability or potential......Page 389
A Different Timetable: Precocity......Page 390
A Different Drummer......Page 391
how our conception of giftedness diverges from existing theories......Page 393
identifying gifted students and assessing their achievements......Page 394
Promising Solutions......Page 395
Dynamic Assessment......Page 396
educating extremely gifted students......Page 397
Addressing Differences in Educational Need......Page 398
A Two-Pronged Approach......Page 399
The Case-Manager Model......Page 400
References......Page 402
22 Making Giftedness Productive......Page 407
portfolio theory......Page 409
value of long-term investment......Page 410
Human Information Processing......Page 411
Problem Solving......Page 412
what makes giftedness productive?......Page 413
Enhancing Educational Productivity......Page 415
Eminent Men......Page 416
productive giftedness among adolescents......Page 418
Gifted Adolescents......Page 419
conclusion......Page 420
References......Page 421
23 The Actiotope Model of Giftedness......Page 423
The Sleep Argument: Gifts are Not Personal Attributes!......Page 425
Norm Orientation and Its Disagreeable Consequences......Page 426
Back to the Phenomenon: A Few Consequences Taken from Biographies of Persons Demonstrating Excellence......Page 428
A First Summary......Page 430
an overview of the actiotope model of giftedness......Page 431
The Components of an Actiotope......Page 432
Interactions Among the Components of the Actiotope......Page 438
education......Page 441
What Is Meant by Excellent, Talented, and Gifted?......Page 443
conclusions......Page 445
References......Page 446
What Is Giftedness?......Page 449
How Do Conceptions of Giftedness Differ from One Another?......Page 453
How Should Gifted Individuals Be Identified?......Page 454
How Should Gifted Individuals Be Instructed in School and Elsewhere?......Page 456
where do we go from here?......Page 457
References......Page 459
Author Index......Page 461
Subject Index......Page 464