Conceptions of Giftedness from a Meta-Theoretical Perspective

Ziegler, Albert; Heller, Kurt A.

doi:10.1016/b978-008043796-5/50002-4

Cited by 101 publications

(91 citation statements)

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“…Heller (2004) suggests that this controversy is observed in four main topics: (i) variables included in this diagnosis (what to assess), (ii) why to assess (aims), (iii) with which methods and instruments should we make this assessment (informants), and (iv) when to assess (phases in the development). Concerning the variables to assess, in the psychometric paradigm the emphasis is placed on the identification of potentials or internal capacities, while in the paradigm of the expert-novice relevance is placed on the characteristics of personality, motivation, and the sociocultural conditions that set the basis for development and achievement; however, various authors suggest the complementarity of paradigms in the assessment of gifted students (Gagné, 2009;Heller, Perleth, & Lim, 2005;Renzulli & Gaesser, 2015;Sternberg, 2003;Ziegler & Heller, 2000). Focusing on the superior capacity of these students, it is important to look beyond the cognitive dimensions that are considered in the assessment, not confining giftedness to high scores in IQ tests (Chart et al, 2008;Naglieri & Kaufman, 2001;Pereira, Gaspar, Simões, & Lopes, 2006;Pereira, Seabra-Santos, & Simões, 2003;Robinson & Harrison, 2005).…”

Section: Procedures For the Advancement Of Psychological Assessment Imentioning

confidence: 99%

Retos en la Identificación de los Alumnos Superdotados: cuestiones relacionadas con la Evaluación Psicológica

et al. 2016

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Título: Retos en la Identificación de los Alumnos Superdotados: Cuestiones relacionadas con la Evaluación Psicológica. Resumen: Este artículo analiza los temas relacionados con la identificación de los estudiantes superdotados y recoge algunas recomendaciones especí-ficas sobre medidas educativas, con el fin de responder a la diversidad de estos estudiantes. Se plantean las dificultades más comunes relacionadas con la evaluación psicológica de estos estudiantes, entre ellas la falta de instrumentos adecuados para la evaluación de las múltiples dimensiones de la superdotación y el talento, así como, la falta de formación que tienen los profesionales para esta identificación. Con respecto a estas dificultades, se describen algunos procedimientos de evaluación con el fin de asegurar mayores niveles de objetividad y validez de los datos, lo que reduce la posibilidad de falsos positivos y falsos negativos en la identificación de estos estudiantes. Además de las pruebas psicológicas, se presentan las ventajas del uso de diferentes fuentes de información y la contribución de los distintos profesionales y padres para esta evaluación. Por otro lado, es importante llevar a cabo la evaluación de los estudiantes superdotados por fases, incluyendo una fase de evaluación inicial (screening), seguida de la fase de diagnóstico o identificación; y la fase final, orientada a atender a la diversidad de estos estudiantes. Por último, se presentan algunas sugerencias para el avance en la identificación y evaluación de la superdotación, como un medio para apoyar el desarrollo de la investigación en este área. Palabras clave: superdotación, altas habilidades, talentos, evaluación, identificación.Abstract: This paper discusses issues related to the assessment of children and youth for the identification of giftedness, and presents specific recommendations for educational measures in order to attend to the particular characteristics and needs of these students. We outline the most common difficulties related to the psychological assessment of these children, including the lack of adequate instruments for the assessment of the multiple dimensions of giftedness, as well as the shortage of training for this identification. Regarding these difficulties, we describe some assessment procedures that assure higher levels of objectivity and validity in data, reducing the possibility of false positives and false negatives in the identification of these students. In addition to psychological tests, we present the advantages of using multiple informants and the contribution of different professionals and parents for this assessment. On the other hand, as we present giftedness as a result of a developmental process, it is important to conduct students' assessment in phases, including an initial screening phase, followed by the sound assessment of students and nurturing. Finally, we present some suggestions for the advancement in giftedness identification and assessment, as a means to support the development of research in this area.

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Section: Procedures For the Advancement Of Psychological Assessment Imentioning

confidence: 99%

Retos en la Identificación de los Alumnos Superdotados: cuestiones relacionadas con la Evaluación Psicológica

et al. 2016

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“…There is as yet no consensus on what is meant by the term "gifted", although there are multiple efforts of trying to create models, which in different ways include components such as the g-factor, motivation, creativity, task commitment, problemsolving, domain specificity, expertise, the traditional nature -nurture problem, and so on (for an overview of this complex issue see Davidson, 1986 andZiegler &Heller, 2000). However, while giftedness may well comprise all of these components, and more, we must not forget also, that giftedness is invariably a social construct.…”

Section: Definitionsmentioning

confidence: 99%

Voices in the Wilderness: Counselling Gifted Students in a Swedish Egalitarian Setting

Persson

2005

Int J Adv Counselling

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An egalitarian setting; that is, a setting established on an ideological and cultural basis, in which individual differences traditionally is a sensitive and often problematic issue, the counseling of gifted individuals present a particular problem. Sweden provides the setting in which the current study was carried out. This qualitative case study focuses on how one highly gifted individual-a 27-year old male-has experienced his school years and university training and how successful counselling for him was construed. The case is argued to be fairly typical, and it is also suggested that Received Mentorship might be the only way to counsel a gifted individual in a forbidding egalitarian setting. The article concludes by proposing a number of recommendations for Counselors who work in similar settings.

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“…When giftedness is defined as a great performance (Subotnik & Jarvin, 2005) or as developing expertise (Sternberg, 2001), and creative development as the acquired expertise (Simonton, 2000), it comes as no surprise to find support for identifying and assessing creativity as a component of giftedness (see Kaufman, Plucker, & Russell, 2012). Gifted education, regardless of its many conceptions (see Ziegler & Heller, 2000), exhibits intense interest in creativity research not only because creativity is a construct in its theories and lifespan models (see Renzulli, 1978Renzulli, , 1986Renzulli, , 2011Subotnik, Olszewski-Kubilius, & Worrell, 2011;Winner, 2000), but also because it is, to reiterate once more, a desired educational objective. That brings us a little closer to the aim of this study.…”

Section: Brought To You By | Mit Librariesmentioning

confidence: 99%

Creativity as Educational Objectives: From a Meta-theoretical Heuristic to Domain-specific Creative Behaviours

Rački

2017

Creativity. Theories – Research - Applications

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Conceptions of Giftedness from a Meta-Theoretical Perspective

Cited by 101 publications

References 10 publications

Retos en la Identificación de los Alumnos Superdotados: cuestiones relacionadas con la Evaluación Psicológica

Retos en la Identificación de los Alumnos Superdotados: cuestiones relacionadas con la Evaluación Psicológica

Voices in the Wilderness: Counselling Gifted Students in a Swedish Egalitarian Setting

Creativity as Educational Objectives: From a Meta-theoretical Heuristic to Domain-specific Creative Behaviours

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