Synopses & Reviews
What does it really mean to be gifted and how can schools or other institutions identify, teach, and evaluate the performance of gifted children? The second edition of Conceptions of Giftedness describes the major conceptions of what it means to be gifted, and how these conceptions apply to identification, instruction, and assessment of the gifted. It will provide specialists with a critical evaluation of various theories of giftedness, give practical advice to teachers and administrators on how to put theories of gifted education into practice, and to enable the major researchers in the field to compare and contrast the strengths of their theoretical models.
Conceptions of Giftedness aims to describe the major conceptions of what it means to be gifted and how these conceptions apply to identification, instruction, and assessment of the gifted.
This book explores the major conceptions of what it means to be gifted.
About the Author
Robert J. Sternberg, Ph.D., is IBM Professor of Psychology and Education at Yale, Director of the PACE Center at Yale, and was the 2003 President of the American Psychological Association. He is the author of over 1000 publications on topics related to cognition and intelligence. He has won numerous awards from professional associations and holds five honorary doctorates.Janet E. Davidson is Associate Professor of Psychology at Lewis &Clark College, where she won the Professor of the Year award in 1997. She does research on several aspects of giftedness, including the roles that insight and metacognitive skils play in gifted problem solving performance. In 1988, she won a Mensa Education and Research Foundation Award for Excellence.
Table of Contents
1. Gifted education without gifted children: the case for no conception of giftedness James Borland; 2: Youths who reason exceptionally well mathematically and/or verbally: using the MVT:D4 model to sevelop their talents Linda E. Brody and Julian Stanley; 3. A child responsive model of giftedness Carolyn M. Callahan and Erin M. Miller; 4. School-based conception of giftedness Tracy L. Cross and Laurence J. Coleman; 5. Giftedness, talent, expertise and creative achievement John F. Feldhusen; 6. Permission to be gifted: how conceptions of giftedness can change lives Joan Freeman; 7. From gifts to talents: the DMGT as a developmental model Francoys Gagne; 8. Nurturing talent in gifted students of color Edmund Gordon and Beatrice L. Bridglall; 9. The Munich model of giftedness designed to identify and promote gifted students Kurt A. Heller, Cristoph Perleth and Tock Keng Lim; 10. Systemic approaches to giftedness: contributions of Russian psychology Ida Jeltova and Elena L. Grigorenko; 11. Giftedness and gifted education Franz J. Monks and Michael W. Katzko; 12. The importance of contexts in theories of giftedness: learning to embrace the messy joys of subjectivity Jonathan A. Plucker and Sasha A. Barab; 13. Feminist perspectives on talent development: a research based conception of giftedness in women Sally M. Reis; 14. The three-ring conception of giftedness: a developmental model for promoting creative productivity Joseph S. Renzulli; 15. In defense of a psychometric approach to the definition of academic giftedness: a conservative view from a die-hard liberal Nancy M. Robinson; 16. Creative giftedness Mark A. Runco; 17. Genetics of giftedness: the implications of an emergenic -epigenetic model Dean Keith Simonton; 18. The WICS model of giftedness Robert J. Sternberg; 19. Beyond expertise: conceptions of giftedness as great performance Rena F. Subotnik and Linda Jarvin; 20. Domain-specific giftedness: applications in school and life Joyce Van Tassel-Baska; 21. Extreme giftedness Catya von Karolyi and Ellen Winner; 22. Making giftedness productive Herbert J. Wahlberg and Susan J. Paik; 23. The actiotope model of giftedness Albert Ziegler; 24. (Discussion) The scientific study of giftedness Richard E. Mayer.