Conceptions of Giftedness.

Sternberg, Robert J.
2nd ed.
Cambridge : Cambridge University Press, 2005.
1 online resource (479 pages)
Electronic books.
This book explores the major conceptions of what it means to be gifted.
why publish a second edition?
1 Gifted Education Without Gifted Children: The Case for No Conception of Giftedness
what is giftedness?
the questionable validity of the construct of the gifted child
the questionable value and efficacy of gifted education
gifted education and social and educational inequity
how should gifted individuals be instructed?
Gifted Education Without Gifted Children
A Paradigm Shift in Gifted Education
2 Youths Who Reason Exceptionally Well Mathematically and/or Verbally: Using the MVT:D Model to Develop Their Talents
background and history of smpy
expanding the search
The MVT:D Model
Conceptualizing Giftedness
3 A Child-Responsive Model of Giftedness
the academic activist
problem-solving innovators
Programming/Curriculum Options for the Gifted
academic-accelerative path
academic-focused creative-productive path
Assessing the Achievement of Gifted Students
4 School-Based Conception of Giftedness
advanced development and school-based giftedness
Origins of the SCG
School Focus
what is the role of school in promoting advanced development?
Who is Gifted?
What Is Creative?
misunderstanding domains
models of schooling
The Distribution of Advanced Development
The Meaning of Advanced Development
The Power of the Context
The Congruence of Acceleration to Advanced Development
Ability Measures for Nonmodal Gifted
5 Giftedness, Talent, Expertise, and Creative Achievement
gifted and precocious
from gifts to factors to talents
expertise and creative achievement.
Educating Gifted and Talented Youth for Expertise and Creative Achievement
Principles of Appropriate Curriculum and Instruction for Precocious Youth
Viewing Education: The Talent Development of Gifted Youth as Integration Toward Creative Functioning
Gifts Are from People
Nature Transmits Potential for Expertise and Creative Achievement
Development of Gifts and Talents to High-Level Expertise and Creative Achievement
6 Permission to Be Gifted: How Conceptions of Giftedness Can Change Lives
how concepts affect choice of the gifted and talented
Recognized Giftedness Depends on Accepted Morality
Gender Affects Gifted Development
Expected Emotional Development Affects the Choice of Children as Gifted
international differences in conceptions of giftedness
The Concept of Widespread Potential
The Concept of Limited Gifts
conceptions and practice
freeman's 30-year study
Early Bases Affect the Life Path
7 From Gifts to Talents: The DMGT as a Developmental Model
a componential overview
The Talent Development Trio
The Trio of Catalysts
The Prevalence Issue
toward a talent development theory
A Complex Pattern of Interactions
What Makes a Difference?
comparing the dmgt with other conceptions
8 Nurturing Talent in Gifted Students of Color
conceptualizations of giftedness
underrepresentation and overprediction
causes of underrepresentation for gifted students of color
the msp at the university of maryland, baltimore county
Structural Supports for the Nurturance of Giftedness
Integration into a High-Performance Learning Community
Access to Development-Related Capital
Attitudinal and Motivational Attributes of Students
relevant theories from the social sciences.
Social Cognitive Theory: Self-Efficacy
Collective Efficacy: Community, Social Cohesion, and Social Capital
toward the nurturance of talent and the development of academic ability for gifted students of color
9 The Munich Model of Giftedness Designed to Identify and Promote Gifted Students
giftedness and talent from a theoretical point of view
The Psychometric Approach
The Expert-Novice Paradigm
Synthetic Approaches
The Munich Dynamic Ability-Achievement Model (MDAAM) - An Extended Version of MMG
identifying and programming
Methodological Problems of Talent Search and Identification of Gifted Individuals
Instructional Strategies and Favorable Social (Learning) Environments Needed for Gifted Education
programming and assessment
The Curriculum of Gifted Programs
Learning and Teaching Problems Within Gifted Programs
Assessment Needed for Gifted Programs
10 Systemic Approaches to Giftedness: Contributions of Russian Psychology
proposed systemic multidimensional model of giftedness
internal process variables
General and Domain-Specific Giftedness
Giftedness and Creativity
Developmental Dimension
Giftedness as a Personality Trait
external variables
Cultural Dimension
identification of gifted children
new developments: assessment of aptitude
Tradition: Olympiads and Performance-Based Assessment
russian educational programs for gifted
Specialized Secondary Schools
Multidisciplinary Educational Programs for Gifted Children Aged 4-15
conclusions and projections for future research
11 Giftedness and Gifted Education
what is giftedness?
how does our conception of giftedness compare with other conceptions?
how should gifted individuals be identified?.
how should gifted individuals be instructed in school and elsewhere?
Jena Plan Schools
how should achievement of gifted individuals be assessed?
12 The Importance of Contexts in Theories of Giftedness: Learning to Embrace the Messy Joys of Subjectivity
how should we conceptualize giftedness and talent?
Traditional Conceptions of Giftedness
An Alternative to Traditional Conceptions
how do we develop talents contextually?
Identifying Talents
Instruction for Giftedness
Educational Assessment and Giftedness
13 Feminist Perspectives on Talent Development: A Research-Based Conception of Giftedness in Women
nuances about female talent development
profiles of talented women
achievement differences between talented women and men
a model of talent realization in women
Personality Traits
Environmental Factors
Perceptions of the Social Importance of Their Work and a Sense of Destiny in Life
Belief in Self, Sense of Destiny and Purpose, and Desire to Contribute and Develop Their Talents
case studies of two female pioneers
Mary Hunter Wolf, Broadway Producer and Director, and Children's Theater Activist (1904-2002)
Joan Tower, American Composer (1938-)
research themes about talented and eminent women
Theme One: Personality Characteristics of Talented Women
Theme Two: Internal and External Barriers that Impede the Development of Women's Talents and Gifts
Theme Three: Factors that Enable Talented Women to Succeed
Theme Four: Differences Between Women's and Men's Work Process and Product
identifying and serving gifted girls in school
14 The Three-Ring Conception of Giftedness: A Developmental Model for Promoting Creative Productivity
issues in the study of conceptions of giftedness.
Relationships Among Purpose, Conceptions, and Programming
Giftedness and Intelligence
Two Kinds of Giftedness
the three-ring conception of giftedness
Research Underlying the Three-Ring Conception of Giftedness
Well-Above-Average Ability
Task Commitment
a definition of gifted behavior
research on the three-ring conception of giftedness
new dimensions to the three-ring conception of giftedness
A Practical Plan for Identification
summary: what makes giftedness?
15 In Defense of a Psychometric Approach to the Definition of Academic Giftedness
a developmentalist's view of giftedness
Factor-Analytic Hierarchy of Abilities
Assessment of Ability and Achievement
Bias" in Testing
description versus definition
advantages of using a psychometric approach
Psychometric Developmental Viewpoints: Age-Oriented Origins
Giftedness in Terms of Readiness
Assessment: Choosing One's Weapons
Tests as a Reflection of Real-Life Development
Predictive Usefulness of Psychometric Information
educational issues
Achieving an Optimal Match
Motivation and Creativity
criticisms of a psychometric approach to definition
children of promise
16 Creative Giftedness
creative giftedness
personal creativity
to understand is to invent
discretion for personal creativity
motivation and intentions
personal creativity versus social impact
defining creative giftedness and what can be done about it
17 Genetics of Giftedness: The Implications of an Emergenic-Epigenetic Model
the implications of an emergenic-epigenetic model
endowment and giftedness
Emergenic Inheritance
Epigenetic Development
Environment and Giftedness
Implications: Consolidation and Extension
18 The WICS Model of Giftedness.
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Local notes:
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2021. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Davidson, Janet E.
Other format:
Print version: Sternberg, Robert J. Conceptions of Giftedness
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