Giftedness and Leadership

Isaacs, Ann F.

doi:10.1177/001698627301700204

Cited by 3 publications

(1 citation statement)

References 7 publications

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“…Little within the field of gifted and talented proves to be of much definitional or empirical assistance in making it less so. Certainly the administratively oriented taxonomic definition gives scant aid and much of the published work of people in the gifted movement proves to be fundamentally inadequate (Jarecky, 1959;Pastemick & Silvey, 1969;Isaacs, 1973). An exception to this lack is the work of Pyryt (1978) and others at the University of Kansas who are invested in a sophisticated analysis of the notion of social intelligence as originally proposed by Thorndike (1937).…”

Section: The Beginnings Of a Categorymentioning

confidence: 99%

Leadership: A Conceptual Framework for Recognizing and Educating

Foster

1981

Gifted Child Quarterly

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Is leadership an innate quality of the person? Can it be taught? Or is it simply a feature of small group behavior and organizational structure? Or perhaps just a naive notion that allows us to attribute the cause of daily events to .our fellow humans rather than the less personal and, consequently, less identifiable factors of world economic activity and multinational maneuverings.Starting with a few general comments on leadership, this paper then notes the historic origins of its inclusion as a type of giftedness in the American government's definition of gifted and talented. Given this federal perspective, the construct is considered from a gifted point of view and then from a leadership frame of reference. In these two sections, selected concepts and research findings are reviewed. This is followed by a short section speculating on the implications of the marriage of these two areas of study on the identification and education of potential leaders in our schools.For the purpose of this paper leadership is regarded as a phenomenon embedded in the matrix of events which combine to form such complex social processes as political, economic, and religious movements. A leader is understood to be that person invested with the responsibility to maintain and change both the incidental and basic fabric of such movements. Such an individual is distinct from someone whose charge is fundamentally the maintenance of whatever group or organization he or she serves. So organizational supervisors and middle management personnel, who have so frequently served as the subjects of research on leadership, are not seen as true leaders. Within this presentation leadership implies eminence, an eminence characterized by social action. This action eminence serves to distinguish social leaders from people who have attained eminence through thoughtful reflection and production. There is no question that such gifted individuals attained leadership within their fields of work. However, theirs is primarily a reflective form of leadership. Within the following pages I will be looking at the action leader, speculating about the nature of this type of talent. My remarks will focus on both what we do and do not know about this subject. The Beginnings of a CategoryIn 1972 the United States Commissioner of Education published a report on the status of gifted and talented education in America. Perhaps the most significant portion of that paper was the attempt of its authors to establish a definition of giftedness that would reflect the multidimensional approach to the phenomenon which had emerged during the previous decade, while at the same time making the definition useful for future policy and planning of federal program development. Taking perhaps the simplest explanatory approach available, the report established a taxonomic strategy for defining giftedness, isolating a series of supposedly distinct categories of gifts and listing them as separate operational entities. As the definition evolved leadership emerged as a natural component. The c...

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Section: The Beginnings Of a Categorymentioning

confidence: 99%

Leadership: A Conceptual Framework for Recognizing and Educating

Foster

1981

Gifted Child Quarterly

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A Search for the Science of Creative Leadership

Kamila

1990

Gifted International

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Indicators of Leadership in Gifted Grade Twelve Students

Edmunds¹,

Yewchuk²

1996

Journal of Secondary Gifted Education

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This study investigated the nature of the relationships among four commonly used indicators of leadership (skills, past behavior, actual behavior, and rankings), as well as XQ and gender diperencesfor the same indicators. The subjects were 90 academically gifed 12th grade students evenly distributed by gendet. The results indicated significant positive relationships among actual leadership, past leadership, and leadership skills; between peer and teacher rankings; and between IQ and leadership skills. No evidence was found to substantiate Hollingworth's ( 1 939) claim for an optimal X Q spread between leaders and followers. Males scored significantly higher than females on past leadership behavior and task orientation Zeadership style, Thefindings indicate a need for further investigation and consolidation of the components that constitute leadership in order to enhance identification of leadership potential and evaluation of leadership curricula,eadership appears to be a blend of characteristics within which above-average intelligence (Karnes & Chauvin, Bean, 1991), and an established indicator of leadership does

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Giftedness and Leadership

Cited by 3 publications

References 7 publications

Leadership: A Conceptual Framework for Recognizing and Educating

Leadership: A Conceptual Framework for Recognizing and Educating

A Search for the Science of Creative Leadership

Indicators of Leadership in Gifted Grade Twelve Students

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