Conceptions of Giftedness and Talent

Preface
	References
Contents
Notes on Contributors
List of Figures
List of Tables
1: Interdisciplinary Exploration Guiding Conceptions of Giftedness
	Interdisciplinary Exploration Guiding Conceptions of Giftedness
	We Need Interdisciplinary Work to Navigate Through Various Levels of Analysis
	Strengthening Cognitive Diversity by Making Domain-Specific and Interdisciplinary Work Noncontradictory
	Targets for Interdisciplinary Inquiry: A Few Examples
		Our Cancerous Economic System
		Other Gifted Innovators Doing Severe Damage
		Trapping Minds Within Sterile Certainty
		Learning from Indigenous Leaders
		Modern-Materialist or Postmodern-Postmaterialist Values?
	Additional Implications for Theory, Research, and Practice in Gifted Education
	References
2: Talent Development, Cultural Diversity, and Equity: The Challenge of the  Andean Countries
	Current Status of Gifted Education and Talent Development in the Andean Countries
	A Developmental, Cross-cultural, Inclusive Approach
		The Developmental Approach
		The Cultural Approach
		The Inclusive School Approach
	Identification of the Ethnic-Linguistic Diverse Gifted Student
	Conclusions
	References
3: The Trouble with Conceptions of Giftedness
	Giftedness as a Social Construct
		How Giftedness Is Not Like Uranus
	Gifted Education as an Existential, Rather Than an Educational, Undertaking
	Gifted Education Without Gifted Students
	The Differentiation Paradigm
	References
4: Overcoming Structural Challenges Related to Identification and Curricula for Gifted Students in High-Poverty Rural Schools
	A Domain-Oriented Definition of Giftedness Based on Rural Place
	The Advantages of a Domain-Specific Definition Incorporating Place
	Identification of Gifted Students Using a Domain-Centered and Place-Oriented Definition
	Teaching Gifted and Talented Children Based on Place-Based Specific Academic Aptitude
	Conclusion
	References
5: Where Does Creativity Come from? What Is Creativity? Where Is Creativity Going in Giftedness?
	Where Does Creativity Come from in Giftedness?
	Three Ds
		Developmental Giftedness
		Domain-Specific Giftedness
		Diverse (Inclusive) Giftedness
	What Is Creativity in Giftedness?
	Creativity Theories Applied to Giftedness
	New Directions for Creativity and Giftedness
		Creativity for All
		Multiculturalism: Tailored Instruction and Assessment with Advanced Technology
		Superman (Big-C) and Pokémon (mini-c)
		Creativity and Connection
		Beyond Ideologies and Utilitarianism
		Outro
	References
6: A School-Based Conception of Giftedness: Clarifying Roles and Responsibilities in the Development of Talent in Our Public Schools
	A School-Based Conception of Giftedness
	Foundational and Performance Domains
	How to Recognize a Gifted Student with the SCG
	The Importance of Commitment by Students and Schools
	Conclusion
	References
7: Evolving Complexity Theory (ECT) of Talent Development: A New Vision for Gifted and Talented Education
	Evolving Complexity Theory (ECT): A Long Argument
		The Contextual and Developmental Nature of Human Potential
		Talent Potential as Dynamic and Variable
		Structural and Functional Changes from Bio-ecological Effectivity to Talent
		The Growth of Individuality from Spontaneity to Purposive Acts
		Cognitive, Affective-Conative, and Social Processes Driving Talent Development
		Developmental Transition from Characteristic to Maximal Adaptation
		The Timing of the Onset and Duration of Talent Development Constrained by Domains and Life Cycle
		Timely Opportunities for Optimal Talent Development
	What Distinguishes ECT from Other TD Theories and Models
		The Nature and Nurture of Giftedness and Talent
		The Component Versus Systems Approach
		Domain-Centered Versus Person-Centered Approaches
	Implications of ECT for Gifted Education
		Policy Implications of ECT
		Identification as Developmental Prognosis, Not a Status Determination
		Aligning Education with Talent Trajectories and Developmental Changes
		Psychological Counseling and Guidance for Optimal Development
	References
8: What Is Distinctive About Artistically Gifted Children?
	Characteristics of Artistically Gifted Children and Their Drawings
		Precocious Realism with No Adult Scaffolding
		Precocity Without Realism
		Probing Below the Surface
	How Should Artistically Gifted Children Be Taught?
	What the Reggio Emilia Schools Teach Us About Educating Artistically Gifted Children
		Artistically Challenging Projects
		Collaboration
	Conclusion
	References
9: Equity-Based Gifted and Talented Education to Increase the Recruitment and Retention of Black and Other Underrepresented Students
	The Seminal Work of Equity-Based Scholars
		Baldwin’s Principles for Leading Equitable GATE Programming
		Frasier’s Four As
	Noteworthy Advances Since Baldwin and Frasier
		Universal Screening
		Equity Allowance Formula
		Biased Teacher Referrals
	Equity-Based Theories and Frameworks for GATE Recruitment and Retention
		Microaggressions
		Deficit Thinking Theory
		Degrees of Prejudice in GATE
		Voluntary and Involuntary Minority Groups Theory
		Paradox of Underachievement
		Acting White Accusations
		Racial Identity Theory
		Identity and Achievement Models
		Afro-Centric Cultural Styles Model
		Multicultural Curriculum and Culturally Responsive Education
	Conclusion and Future Considerations
	References
10: Approaches to the Identification and Development of Gifts into Talents in Russia
	The Primary Conceptions of GAT in Russia
	Essential Features of the GAT System in the Russian Federation
	Exemplifying Theory and Sampling from Practice
		Artek
			Mission and Goals
			Programs
			Selection
			Personnel
			Alumni
			Broader Context
		Sirius
			Mission and Goals
			Programs
			Selection
			Personnel
			Alumni
			Broader Context
	Conclusion
	References
11: Urban Bilingual Gifted Students
	Introduction
	Identification
	Sociocultural Bridges and Academic Rigor
	Strategies for Getting to Know Your Students
	Multiple Memberships
	Appendix: Sample Interest Surveys
		Interest Survey
		Reading Interest Survey
	References
12: Cognitive Ability, Personality, and Privilege: A Trait-Complex Approach to Talent Development
	Cognitive Abilities and Gifted Education
	Personality and Gifted Education
		Openness to Experience
		Neuroticism
		Extraversion
		Agreeableness
		Conscientiousness
	Privilege and Gifted Education
	Using Trait Complexes in Talent Development
	Trait-Complexes and the CLEOS Beehive Model
	References
13: Eminent Women Were Once Gifted Girls: How to Transform Gifted Potential into Eminent Talents
	Conception of Giftedness and Talent
	Empirical Evidence That Supports Kronborg’s Talent Development Model
		Kronborg’s Model of Talent Development for Eminent Women
	The Advantage of This Conception of Talent Development
	Identifying Gifted and Talented Children
	Teaching Gifted and Talented Children
	Conclusion
	References
14: Finnish Conceptions of Giftedness and Talent
	Introduction
	Finnish Context of Gifted Education
	Background for Finnish Conceptions of Giftedness and Talent
		Research on Teachers’ and Students’ Conceptions of Giftedness and Talent
		Finnish National Core Curriculum for Basic Education
		Theoretical Background of Finnish Conception of Giftedness and Talent
	Education for Gifted and Talented Students in Finland
		Differentiated Instruction
		Identification of Gifted and Talented Students
	Summary
	References
15: Children with High Intellectual and Creative Potential: Perspectives from a Developmental Psycho-Environmental Approach
	Conceptions and Representations
		The Concept of Giftedness
		The Concept of Intellectual Precocity
		The Concept of Talent
		The Concept of High Potential and Presentation of the Model
	Empirical Evidence That Supports the Model and Its Interest
		Empirical Evidence
		Family Environment
		School Environment
		Societal Environment
		Interests of the Model
	Identification of Children with High Potential in the Context of Their Environment
		Family Environment: Parental Phone Interview and Family Meeting
		Cognitive, Conative, and Psycho-Affective Evaluation
			Cognitive Assessments
			Conative Assessments
			Psycho-Affective Assessments
		School Environment: Parental School Interview and Child’s-Report Evaluation
		Toward a Multidimensional and Integrative Approach for the Identification of Children with High Potential
	How to Develop High Potential in Children Based on the Psycho-Environmental Approach
		Family Environment and Therapeutic Project
		School Environment and Education for High-Potential Children
			French Educational System and Children with High Intellectual Potential
			Service-Delivery Models and Curricula for Children with High Intellectual Potential
			Educational Project Based on the CNAHP Experience
		Family, School, and Societal Environments
	Conclusions
	References
16: Giftedness, Talent, and Human Evolution: A Framework for Understanding Extreme Behavior
	The Purpose of This Chapter
	A Brief Summary of Basic Evolutionary Dynamics
	Adaptive Homo sapiens: Changing with the Context
	Delusional Homo sapiens: Always in Favor of Positive Thinking
	Competitive Homo sapiens: A Potential Leader with Psychopathic Tendencies
	Practical Consequences of an Evolutionary Framework
	References
17: Smart Contexts for 21st Century Talent Development
	The Importance of Context
	Sociocultural Theory: Moving from “Smart People” to “Smart Contexts”
	Applying Sociocultural Principles to Talent Development
		Tenet 1: Knowledge = “Socially Valued Forms of Thinking, Valuing, and Acting” (or, It’s Context All the Way Down)
		Tenet 2: Learning and knowledge are distributed across people, tools, and contexts
		Tenet 3: Learning and development occur in the Zone of Proximal Development
	Smart Contexts for Talent Development
		Identifying Talents
		Instruction for Giftedness
		Interactions Between Instruction and Assessment
	Conclusion
	References
18: Creative Productive Giftedness in Women: Their Paths to Eminence
	Too Few Talented Women Achieve Eminence
		Creative Productive Eminence in Women
			Early Life
			Current Lives
			Brief Case Studies of Two Participants
			What Drives These Eminent Women?
			Barriers or Blocks That Impede the Development of Women’s Creative Productivity
			Summary of Findings
		Comparing This Conception of Women’s Creative Productive Giftedness with Others
	Identifying Gifted and Talented Children, Based on This Conception
	An Ideal Gifted Education Model Choice for These Eminent Women
	Conclusion
	References
19: The Three Ring Conception of Giftedness: A Change in Direction from Being Gifted to the Development of Gifted Behaviors
	The Meaning of the Word “Gifted”
	Two Kinds of Assessment
		The Three Ring Conception of Giftedness
	Above-Average Ability
	Task Commitment
	Creativity
	Defining Gifted Behaviors
		The Three Ring Conception: Frequent and Recurring Questions
			Do Additional Clusters Exist Beyond the Original Three?
			Are the Three Rings Constant?
			Are the Rings of Equal Size?
	Co-Cognitive Additions to the Three Ring Conceptions of Giftedness
	Conclusion
	References
20: Relationships Between Talent, Training, Polymathy, and Creativity
	Introduction: The Problematic Relationship of Giftedness and Creativity
	Previous Attempts to Predict Creative Potential
	Creativity Tests Do Not Predict Creative Potential
	Avocations as Predictors of Creativity
	Polymathic Ability and Creativity
	Tools for Thinking as Creative Connectors
	Childhood Worldplay and the Early Recognition of Polymathic Tendencies
	Double Majors and Creativity
	Shifting the Emphasis from Testing to Training
	References
21: The Fuzzy Conception of Giftedness
	Introduction
	An Analysis of Vagueness in Conceptions of Giftedness
		Threshold Problem: The Sorites Paradox
		Composition Problem
		Conditionality Problem
		Typology Problem
		Interaction Problem
	A Developing Conception of Giftedness: The Fuzzy Conception of Giftedness
		Specification of Dispositions
		Specification of Stimulus-Stimulation Conditions
		Specification of Interaction
	Identification Based on FCG
		Self-Selection
		Adaptive Retention
	Education Based on FCG
	Conclusions
	References
22: Giftedness, Talent, and Genius: Untangling Conceptual Confusions
	Three Separate Concepts
		Giftedness
		Talent
		Genius
	Practical Implications
		High IQ Required?
		Nature or Nurture?
		Place in Life Span?
		Identification?
		Intervention?
	Conclusion
	References
23: A New Model of Giftedness Emphasizing Active Concerned Citizenship and Ethical Leadership That Can Make a Positive, Meaningful, and Potentially Enduring Difference to the World
	Motivation for a New Conception of Giftedness
	Proposed Conception of Giftedness
		Analytical Skills
		Creative Skills
		Practical Skills
		Wisdom-Based Skills
	Identifying the Gifted Who May Become Active Concerned Citizens and Ethical Leaders
		Analytical Skills
		Creative Skills
		Practical Skills
		Wisdom-Based Skills
	Teaching for Active Concerned Citizenship and Ethical Leadership
	Conclusions
	References
24: The Talent Development Megamodel: A Domain-Specific Conceptual Framework Based on the Psychology of High Performance
	Sources of Influence on the TDMM
	Giftedness and Talent as Conceptualized in the TDMM
		Summary
	Identifying and Serving Gifted Children Using the TDMM
	Conclusion
	References
25: A Conception of Giftedness as Domain-Specific Learning: A Dynamism Fueled by Persistence and Passion
	Introduction
		Sources for Understanding Giftedness
	Rationale for a Domain-Specific Conception of Giftedness
	Evidence for Domain-Specific Giftedness
	Identification Models That Work
	The Optimal Match of Identification and Intervention
	Domain-Specific Teaching and Learning
	Content Acceleration
	Higher-Level Processes: Thinking and Problem-Solving
	Concept Learning
	Assessments of Curriculum for Gifted Learners
	Implications
	Conclusion
	References
26: Futures Studies and Future Thinking Literacy in Gifted Education: A Multidimensional Instructional-Based Conception
	Conception of Giftedness and Talent
		The Developmental Model
		School-Based Conception of Giftedness
		The Multidimensional Instructional Conception
	Multidimensional Conception of Instruction
		What Is Futures Studies? And What Is Futures Studies Education?
		The Multidimensional Curriculum Model
		What Is Future Thinking Literacy?
			The Mechanical Aspect: Multiple Literacies
			The Cognitive Aspect
			The Pedagogical Aspect
	Identification/Assessment
	Linking Theory to Practice: Futures Studies and Future Thinking Literacy in Schools
		Learning in Future Thinking Societies
		Collaborative Future Scenario Writing: The Final Product
		Added Value
		Stages of Application
			Stage One: Scientific and Creative Thinking (Elementary School, Grades 4–6)
			Stage Two: Future Thinking (Middle School, Grades 7–9)
			Stage Three: Futures Studies (High School, Grades 10–12)
	Conclusion
	References
27: Giftedness as a Propensity to Use Creativity-Generating Intellectual Styles
	Intellectual Styles and Conception of Giftedness
	Empirical Evidence
		Intellectual Styles of Gifted Students
		Intellectual Styles and Attributes Commonly Recognized in the Gifted
	Implications for Identification and Education of Gifted Students
		Identification of Gifted Students
		Education of Gifted Students
	Appendix: Intellectual Styles Involved in Research on Gifted Students
	References
28: Uniform Points of Agreement in Diverse Viewpoints on Giftedness and Talent
	Sterile Certainty in Our Fragmented, Porous, Contested Field
	References
Index