Challenges on the identification and development of giftedness in South America.

Wechsler, Solange Múglia; Blumen, Sheyla; Bendelman, Karen

doi:10.1037/0000038-007

Cited by 7 publications

(3 citation statements)

References 14 publications

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“…It is hoped that the TIAH/S will benefit professionals in relation to the gaps which exist within the subject in Brazil (Alencar et al, 2018;Wechsler et al, 2018), specifically regarding the availability of instruments to identify this phenomenon (McCluskey, 2018).…”

Section: Discussionmentioning

confidence: 99%

Item analysis of the Teacher’s Gifted Rating Screening Scale

Nakano

Peixoto

2023

Estud. psicol. (Campinas)

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Objective: The present study aimed to add new evidence of construct validity of the Teacher’s Rating Giftedness Screening Scale. The analysis of its items, in relation to the adjustment indices to the Graduated Response Model, as well as to interpret the sense of the scales formed by the items. Method: The sample was composed of 666 students (64.7% males). The instrument consisted of 42 items that assess five areas (general intellectual abilities, leadership, creativity, specific academic abilities, and artistic talent), being answered by 224 teachers. Results: The results indicated that all items had infit/outfit adjustment indexes within the expected value, between 0.5 and 1.5. The factor accuracy, estimated by the graduated response model, varied between 0.74 to 0.85. Conclusion: The results allowed the elaboration of an interpretation proposal referenced in the item, as well as the identification of the most effective items in discriminating individuals with above average ability level.

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Section: Discussionmentioning

confidence: 99%

Item analysis of the Teacher’s Gifted Rating Screening Scale

Nakano

Peixoto

2023

Estud. psicol. (Campinas)

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“…In this case, difficulties in identifying these indicators may be preventing giftedness students from being referred for further examinations. That problem underlies the under-representation of giftedness, especially in public schools (Swanson, Russell, & Anderson, 2019) of South America (Alencar, Fleith, & Carneiro, 2018;Wechsler, Blumen, & Bendelman, 2018). Schools have received guidance on how to proceed.…”

Section: Discussionmentioning

confidence: 99%

Relationship between creativity and intelligence in regular students and giftedness students

2021

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The present study sought to identify the relationship between creativity and intelligence in gifted students. The sample consisted of 966 participants, aged between 7 and 17 years, classified as regular students (n=867) and criterion group (n=99), subdivided according to the area of prominence: academic (n=66), creative/artistic (n=33). The Giftedness Assessment Battery was applied to assess reasoning (verbal, logical, numerical, and abstract) and creativity (verbal and figural). The results indicated that, in the control group, the relationship between the total score for intelligence and the two types of creativity were significant and positive, and scores were higher for verbal creativity. Only the correlation between the total scores for intelligence and verbal creativity was positive and significant in the criterion group. Differences in the relationship between constructs were also found according to the identification of giftedness (academic and creative).

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“…People perceived giftedness as a neoliberal tendency, meant to violate principles of democracy and equity. This situation disturbed many scholars of the region, and there was a need to re-shape the conceptualization of gifted children toward a more inclusive proposal, to advocate for gifted education as an educational right to be addressed (Donoso-Romo, 2014;Hornsey et al, 2018;Mönks, Ypenburg, & Blumen, 1997;Wechsler, Blumen, & Bendelman, 2018).…”

Section: Current Status Of Gifted Education and Talent Development Inmentioning

confidence: 99%

Talent Development, Cultural Diversity, and Equity: The Challenge of the Andean Countries

Blumen

2020

Conceptions of Giftedness and Talent

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Is it possible to identify gifted children in the extreme highlands of the Andes or in the depth of the Amazon jungle? This is the core question of my academic life. It was first asked as a provocative question on July 1991, while I was attending the Educational Research Workshop Education of the Gifted in Europe: Theoretical and Research Issues, a milestone event for gifted education in Europe (Mönks & Pflüger, 2005). At that moment, my country was immersed in a bloody armed conflict, and gifted education wasn't a priority. However, enrichment programs became a key alternative to improve the quality of education in regular classes (Alencar, Blumen, & Castellanos, 2000).Giftedness and talent development occur in different parts of the world, where opportunity and commitment (Cross & Coleman, 2005) support its growth. Both, intrinsic variables to the individual, so-called learning capital by the learning resources approach (Ziegler & Baker, 2013), and the opportunity for talent development toward excellence, so-called educational capital by Ziegler and Stoeger (2017), are necessary; the latter is highly dependent on the opportunities provided to the individual along the life-span and the culture where he/she develops.

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Challenges on the identification and development of giftedness in South America.

Cited by 7 publications

References 14 publications

Item analysis of the Teacher’s Gifted Rating Screening Scale

Item analysis of the Teacher’s Gifted Rating Screening Scale

Relationship between creativity and intelligence in regular students and giftedness students

Talent Development, Cultural Diversity, and Equity: The Challenge of the Andean Countries

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