Conceptions Of Giftedness Research Articles

TEACHING TALENT AND TEACHING INTELLECT: THEORETICAL AND APPLIED APPROACHES DESIGN

Introduction: the article deals with current problems of teaching talent and teaching intelligence. A review of the main foreign psychological concepts of giftedness is presented (the concept of “intellectual threshold” is a triad concept of giftedness, a five-factor psychosocial model of giftedness, etc.), different approaches to understanding the structure of this phenomenon are analyzed. The theoretical concepts of giftedness of domestic researchers are discussed in the context of the psychology of intelligence and the psychology of creativity: the working concept of giftedness, the theory of intellectual giftedness, the dynamic theory of giftedness, etc.). The national concept of teaching talent of schoolchildren is analyzed from the point of view of the authors' understanding of the psychological content and dynamics of the development of teaching talent in the age aspect. Materials and methods: the main methods of the research are the analysis of the literature, formalization and modeling, psychological and pedagogical design of theoretical and applied approaches to the description of the phenomenons of teaching talent and teaching intelligence.Results: the author's understanding of teaching talent as a psychological prerequisite for the development of pedagogical abilities and teaching intelligence is proposed, its structure and content of its components are determined. The variable range of manifestations of universal structural components (creativity, activity, level of development of cognitive processes) and special structural components (pedagogical, communicative and organizational tendencies, artistry, speech abilities, empathy, interest in teaching activity) teaching talent are described. A brief overview of the key modern psychological theories of intelligence, including plural, emotional, creative, practical intelligence is given. Some domestic studies are analyzed, in particular the structural-dynamic theory of social intelligence. A teaching intelligence construct is introduced that meets the modern principles of scientific knowledge: inter-paradigm, the search for new generalizations based on the study of the history of the problem and the requirements of new approaches. The author's understanding of teaching intelligence as an integrative individual psychological personality characteristic is formulated. A five-factor structure of teaching intellect is presented, including cognitive intelligence, creative intelligence, practical intelligence, emotional and social intelligence.Discussion and Conclusions: the definition of theoretical and applied approaches to describing the phenomenons of teaching talent and teaching intelligence is the basis for developing the conceptual framework for identifying and accompanying pedagogically gifted youth. The prospect of the study is the development of instruments for diagnosing and monitoring the effectiveness of work on supporting pedagogically gifted young people at all stages of the life cycle of the teaching profession. The article is addressed to a wide range of specialists involved in the work of supporting gifted children and pedagogically gifted youth - schoolchildren, applicants, students and graduates of pedagogical universities.

The identification method of 6-7 year-old-children’s «duovector» giftedness in the art-creativity process

The paper deals with one of the aspects of early identification of giftedness: the establishment of the relationship between its types. The authors see a solution of the problem in the development and validation of the methodology based on the integrated modern scientific knowledge psychological, pedagogical and art criticism, in the field of contemporary art. This technique is expected to meet the conditions of efficiency and accessibility in the application of teachers working with children. Clarifications have been made to the basic concept of giftedness for the paper. The authors propose a term describing the interrelated manifestation of two types of giftedness duovector talent. The method is aimed at finding hidden signs of duovector giftedness: musical mathematics, in the field of fine art and sports, musical and linguistic. The basis of this approach is the idea of the dependence of the frequency and brightness of giftedness manifestations on the conditions, the most important of which is the aesthetic environment enriched with multi-modal material for creativity. At the same time, it is advisable to involve children in accessible and aesthetically valuable works of modern art, in the search for new knowledge in the same ways that adult authors of the XXI century use. Modeling directly perceived creative techniques and forms, the child masters the world, structures it non-linearly, on the principle of creating a rhizome. As a catalyst of creative activity, a set of tasks-subtests adapted to the age peculiarities of children is offered. The procedure of the experiment in a specially organized educational environment (an art workshop) is characterized. Plunging into the atmosphere of fruitful disorder, the child will act freely and directly, engaged in creativity as a game, creates an art product that has value as a marker of his talent. The content of creative tasks is presented, according to the results of work on which the diagnostic card is filled, in turn, which is the basis for the conclusions about the presence of the childs duovector talent. At this stage of the study, the authors have prepared a method for validation by comparing it with tests and subtests of other methods. The materials of the paper logically continue the research in the field of finding reference points for the development of individual educational routes of students, preparing them for lifelong learning.

Access to gifted education among African-American and Latino males

PurposeAcross the nation, African-American and Latino males have experienced limited access to placement in gifted education programs. This paper aims to pinpoint and describe the factors that frequently influence access to gifted education programming among African-American and Latino males.Design/methodology/approachAfrican-American and Latino males are persistently underrepresented in gifted education for reasons such as teachers’ narrow conceptions of giftedness, teachers’ bias in the nomination process and teachers’ inappropriate usage and interpretation of intelligence measures. When these students qualify for such services, they often experience feelings of isolation and loneliness due to scarce representation of other African-American and Latino male students. A review of extant literature was conducted to identify factors that influence access to gifted education programming among African-American and Latino males.FindingsAfrican-American and Latino males encounter roadblocks in being identified for gifted placement and many also experience implicit biases and stereotypical beliefs about their ability. The need for culturally competent professionals is critical to meet the academic and social-emotional needs of gifted African-American and Latino males.Practical implicationsRecommendations for school psychologists and school counselors are offered to support the needs of gifted African-American and Latino males, assist in increasing their identification and participation in gifted education, and promote academic success.Originality/valueThere is an urgent need for research on access and placement in gifted programming among African-American and Latino males. Moreover, the role of school psychologists and school counselors should be considered in facilitation of gifted identification and placement.

The three-ring conception of giftedness: a developmental approach for promoting creative productivity in young people

El presente trabajo pretende introducir en detalle la Concepción de los Tres anillos desarrollada por su mismo autor (Renzulli, 1978), así como también ahondar en el sistema de identificación y los servicios ofrecidos para estudiantes con Altas Habilidades/Superdotación. Los autores se proponen dar una recorrida por 40 años de investigaciones en el área, explicitando los componentes de su definición y las preguntas más frecuentes que en las últimas décadas han surgido respecto a ésta. A su vez explicitan las herramientas que se utilizan y las personas involucradas en la identificación del “Talent Pool”, así como también el Modelo de Enriquecimiento Escolar (por sus siglas en inglés, SEM), sus componentes y las ventajas de su utilización en las institucioneseducativas. Por último los autores introducen recientes aportes acerca de cómo los estudiantes pueden utilizar sus dones de forma socialmente constructiva, abordando las relaciones entre las características personales “co-cognitivas” y el papel que estas características juegan en el desarrollo del “capital social”.

Историко-философский анализ понятийного наполнения концепта «одаренность»

Историко-философский анализ понятийного наполнения концепта «одаренность»

Education: 4. Perspectives on the Concepts of Gifting and Talent and How they are Used in the Arts

Abstract The educational programs dedicated to gifted and talented people are developed or must be developed starting with an adhesion to a definition of the working concept, in this case „giftedness” or „talent”. A foray into the literature proves that the meaning of the concept of giftedness has developed over time, as influenced by various factors such as historical (history of the research) and of human nature (psychological or educational). The aim of the paper is to make a review of the associated key moments in the evolution of the concept of giftedness. The bibliographical sources allowed us to achieve a chronological overview of the position/attitude of the most prestigious researchers in the field, who tried to explain the concept of giftedness and talent. The collected data demonstrates that there is no unanimous acceptance of a single definition until today, and that the concept keeps its tendency to perpetual transformation. The constant during this time remains its relationship with the demonstrated, respectively with the potential performance.

Retracted article: Kurasov N.V., Ledovskikh I.A., Ruchkova N.A. Study of the concept of giftedness as part of psychological and pedagogical knowledge. Integratsiya obrazovaniya = Integration of Education. 2015; 19(3):52-58. DOI: 10.15507/Inted.080.019.201503.052

Retracted article: Kurasov N.V., Ledovskikh I.A., Ruchkova N.A. Study of the concept of giftedness as part of psychological and pedagogical knowledge. Integratsiya obrazovaniya = Integration of Education. 2015; 19(3):52-58. DOI: 10.15507/Inted.080.019.201503.052

VANINTELEKTUALNI ČINIOCI OSTVARENJA DAROVITOSTI

Polazeći od savremenih koncepcija darovitosti koje naglašavaju značaj personalnih i sredinskih karakteristika za aktuelizaciju visokih sposobnosti, autorke rada, koristeći metodu teorijske analize, daju pregled istraživanja povezanosti svojstava ličnosti i sredinskih prilika sa ostvarenjem darovitosti. Učinjen je pokušaj da se upotpune saznanja o vanintelektualnoj sferi darovitih u nadi da će se tako dobiti obuhvatnija slika činilaca ostvarenja darovitosti od one kojom se danas raspolaže.
 Opšti nalaz svih pomenutih istraživanja sadržan je u konstataciji da sudbina izuzetnih potencijala umnogome zavisi od vanintelektualnih činilaca. Natprosečne sposobnosti su svakako važan elemenat darovitosti, jer omogućuju kvalitetnije bavljenje određenim aktivnostima, ali, same po sebi, one nisu dovoljne da bi se darovitost iskazala u izuzetnim postignućima.
 Premda osobe darovite u različitim domenima imaju mnoge zajedničke karakteristike, njihovi profili ličnosti, kao i sredinske prilike, pokazuju i određene specifičnosti, što upućuje na konstataciju da se fenomen darovitosti može precizno sagledati jedino ako se locira u okvire pojedinačnih domena. Stoga, autorke zaključuju da osim multidimenzionalnosti, kao krucijalnog modernog obeležja konstrukta darovitosti, referentni okvir istraživanja ovog problema mora biti definisan i u terminima konkretnog domena manifestovanja izvrsnosti.

Socializing Giftedness: Toward an ACCEL-S Approach

In this response, we commend Sternberg’s Active Concerned Citizenship and Ethical Leadership (ACCEL) model yet urge him to consider an ACCEL-S model that more fully incorporates society’s integrative role in giftedness. ACCEL-S builds on the highly complex and contextual view of giftedness proposed by Sternberg and transforms it into a participatory framework. Within it, the skills associated with giftedness shape but are also shaped by social context; they generate meaningful forms of collaboration as well as grow out of them. The concept of giftedness itself is transformed from a person-centric one to a distributed model in which being gifted is a relational instead of purely personal achievement.

Interdisciplinary Exploration Supports Sternberg’s Expansion of Giftedness

Robert Sternberg’s (2017) Active Concerned Citizenship and Ethical Leadership (ACCEL) framework provides a helpful way to align gifted education with the complexities of 21st-century socioeconomic and cultural environments. The recommendation that we shift away from pseudoquantitative precision in conceptions of giftedness aligns with similar recommendations in other fields including political science, economics, and mathematics. The emphases on ethics and wisdom are reinforced by analyses of the need for more ethical awareness in societies. These analyses arise from research and theory in other fields, including ethical philosophy, political science, economics, history, sociology, and journalism. These transdisciplinary similarities are interpreted to be conceptual triangulation supporting the importance of Sternberg’s model as a catalyst for the development of more holistic conceptions of giftedness and talent.

Challenging an Idea Whose Time Has Gone

In this response to Sternberg’s article, “ACCEL: A New Model for Identifying the Gifted,” we agree that IQ testing may have outlasted its usefulness as an identification tool for gifted students. The field’s commitment to an imperfect formula has neglected the evolution of offerings in schools and theoretical underpinnings that are moving us away from an outdated conception of giftedness. IQ testing should be reserved for finding specific forms of high ability and as a diagnostic tool, not as a gatekeeper that continues to perpetuate the underrepresentation of some groups.

Tracing Giftedness: An Exploration of Theories, Programmes and Emerging Dilemmas

In the recent years, the conception of giftedness in children has garnered a lot of attention from educationists and psychologists in India. Children marked as gifted are said to display above average abilities as compared with their peers. In this paper, I attempt to show that despite multiple notions and theories of giftedness, displaying exceptional abilities in mathematics and science seem to be the dominant focus and trend. In support of this claim, I list out the various Gifted and Talented Programmes of Giftedness in India. By exploring the various landscapes of excellence across diverse schooling environment, I draw from my doctoral research to highlight the ways in which giftedness is socially circulating and the factors that produce, and the processes that enable and sustain it. Through this study, I hope to contribute to the sociology of education in terms of understanding middle class / elite aspirations with regard to education of their children, elite parenting practices, conceptions of giftedness and how ‘cultural capital’ is transmitted from one generation to the next.

Case study of a gifted and talented Catholic Dominican nun

The case of a gifted and talented Catholic Dominican nun is described and analysed in the context of Renzulli's Three-Ring Conception of Giftedness and Gagne's Differentiated Model of Giftedness and Talent. Using qualitative methods, semi-structured interviews of relevant individuals were conducted and analysed. Based on the conclusions of this analysis, which demonstrate the importance of environmental and intrapersonal catalysts, some general observations have been drawn that may support specific adaptations to the educational process for gifted and talented individuals.

Развитие одаренности старшеклассников в условиях профильного филологического обучения

In the modern reform of education (образование) the question is crucial for one of the most important tasks of specialized education (обучение) is one of the main tasks of comprehensive schooling in Ukraine – that of personality formation and development based on individual characteristics of students, their educational needs, cognitive interests, abilities and aptitudes, in connection with future occupational directions. Senior students with philological specialisation are taught on the basis of a communicative-cognitive approach, which provides in-depth knowledge of language phenomena and develops communicative abilities and skills. The development of gifted students’ potential is the most important task of the current education system. However, the giftedness of a senior student should be considered as an inclination toward a certain occupation or to building healthy relationships in society, rather than only as a high level of particular knowledge or activities. The important components of such a system are: the particular orientation of the conception of giftedness and specialized education; the identification of the level of giftedness and aptitude for the philological sciences; the assessment of the framework for giftedness development, the design of techniques and methods for teaching and learning, as well as the nurturing of the creative potential of senior students with philological aptitudes for their further self-realization during their philology studies and their practical work as philologists.

Serving gifted children in developmental and threshold countries — Turkey

The aim of this paper is to reveal the current situation of gifted education in Turkey. The talents that are valued and the concepts of giftedness were discussed according to the country’s cultural...

Gifted education in Zimbabwe

AbstractDespite making tremendous progress in education since independence to become a leader in literacy in Africa, Zimbabwe lags behind other nations in providing special programming for its gifted children and youths. Not only do gifted and talented students exist in Zimbabwean schools and colleges, giftedness has also been confirmed in research on indigenous cultures. This paper discusses a number of issues characterizing the discourse of gifted education in Zimbabwe. In this discourse, the paper examines indigenous conceptions of giftedness, types of giftedness valued, local beliefs about giftedness, challenges involved in educating gifted students and critical findings in local research on gifted education in Zimbabwe. The paper is informed by a number of studies conducted by this writer and other researchers on gifted education in Zimbabwe. Future directions for gifted education research in Zimbabwe are highlighted.

Gifted education in Argentina

In this article, we review the advancement of gifted education in Argentina which has been scarce and discontinuous, particularly, in the public sphere. About the primary conception of giftedness a...

The scenario of gifted education in Brazil

The purpose of this paper is to provide an overview of gifted education in Brazil. A scenario of the education of the gifted is presented, including the official concept of giftedness as well as pr...

MUSICAL CREATIVITY – CONSTITUTIVE ELEMENT OR PRODUCT OF MUSICAL TALENT DEVELOPMENT

Bearing in mind various positions of creativity in modern conceptions of giftedness, the study examines the role this phenomenon plays in development and manifesting of musical talent. The complexity of defining musical creativity is indicated by age specifics (i.e. difference between manifesting free musical expression by children and „true“ creativity of adults), but also by attitudes of authors associating creativity exclusively to productive forms of expressing musical talent. The study presents some of the possibilities of evaluating/measuring musical creativity and importance of its encouraging at various ages and various educational contexts. Conclusion is that musical creativity at childhood age may represent a significant indicator of musical talent, but not necessarily a characteristic of talented children. On the other hand, valuable creative musical products can most often be expected only at a later age, as result of years of stimulating talent, developing of musical skills and specific musical-theoretical knowledge.

Философско-методологические принципы исследования философских оснований психологической концепции одаренности

Философско-методологические принципы исследования философских оснований психологической концепции одаренности