Giftedness needs to be redefined include three elements: above-average intelligence, high levels of task commitment, and creativity.

Why and how should a society devote special resources to the development of giftedness in young people for twenty-first century? If we agree that goals gifted education talent are maximize people’s opportunities self-fulfillment increase society’s reservoir creative problem solvers producers knowledge, then it would seem wise programming services enhance students’ capacity productivity, not just content acquisition. This general theory human potential is discussed through an exploration four...

This brief article focuses on developing talents in young people and improving the culture of entire school by democratizing more opportunities for creative productivity all students. The economic, cultural, social development nations depends increasing reservoir highly talented people.

I Learning Characteristics II Creativity III Motivation IV Leadership V Artistic VI Musical VII Dramatics VIII Communication (Precision) IX (Expressiveness) X Planning XI Mathematics XII Reading XIII Technology XIV Science

This article describes a continuum of definitions giftedness from conservative to liberal, and how these relate the development 3-ring conception giftedness. In this definition, above-average ability, task commitment, creativity are seen as 3 interactive clusters traits that gifted students may exhibit or capable developing. The provides an operational definition can be used by schools basis for identification that, in turn, leads more targeted programming options students. Recent research...

We explored three broad issues in the article. First, do gifted and nongifted children differ their self-concepts? Second, what are effects on self-concept of labeling child as gifted? Third, there any placing a special programs for The review begins with discussion theoretical methodological associated giftedness constructs. This is followed by meta-analysis studies bearing issues. Two types reviewed: (a) cases where average students compared terms (b) which exposed to differential...

Abstract A recent summary of research produced by a task force psychologists and educational researchers associated with the National Association for Gifted Children Research Center on Talented indicated that high‐ability students are generally at least as well adjusted any other group youngsters. This also found, however, gifted talented can face number situations may constitute sources risk to their social emotional development. Some these issues emerge because mismatch environments not...

This author provides reflections on the last 25 years of his work, focusing evolutions models designed to help identify and meet needs gifted talented students. The cited include Three Ring Conception Giftedness, Enrichment Triad Model, Schoolwide Model. Summaries focus rationale supporting each model, including practical applications model in various school situations underlying research. Also included are insights related potential modifications future developments models.

This study examined a national sample of classroom teachers, teachers the gifted, administrators, and consultants from rural, suburban, urban areas regarding their assumptions about gifted identification process. Respondents indicated degree to which they agreed or disagreed with 20 items that reflected guidelines for comprehensive system. Five factors were derived items. favored use individual expression criteria, ongoing assessment, multiple criteria identification, consideration...

The Schoolwide Enrichment Triad Model (SEM) is a product of 15 years research and field testing combines the previously developed Revolving Door Identification Models. SEM has been implemented in school districts worldwide, extensive evaluations studies indicate effectiveness model. In this article, brief explanation provided as summary conducted on approach. review subdivided into (a) model perceived by key groups, (b) related to creative productivity, (c) relating personal social...

After repeatedly observing the little boy crying on school bus, Melanie, a fifth grade student, took seat next to him and struck up conversation. “You don’t understand,” said Tony, first grader whose face was practically hidden behind thickest eyeglasses Melanie had ever seen. see these glasses? I’m partially sighted. The kids trip me make fun of me; I have special books for my subjects, but there are no in library that can read.” Later day approached her enrichment teacher asked if she...

(1984). Learning style preferences: A practical approach for classroom teachers. Theory Into Practice: Vol. 23, Matching Teaching and Styles, pp. 44-50.

I Learning Characteristics II Creativity III Motivation IV Leadership V Artistic VI Musical VII Dramatics VIII Communication (Precision) IX (Expressiveness) X Planning XI Mathematics XII Reading XIII Technology XIV Science