Systems and Models for Developing Programs for the Gifted and Talented

Renzulli,; Gubbins,; McMillen,; Little, Julian; Vidergor, Hava E.

doi:10.1080/15332276.2010.11673581

Cited by 54 publications

(73 citation statements)

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“…For instance, the administrators of the Belin/Blank Center in Iowa used it in the title of their series of proceedings from the biennial Wallace symposia (Colangelo and Assouline 2001), while the late John Feldhusen (1992) named his theoretical model Talent Identification and Development in Education (TIDE). A cursory look at the tables of contents and subject indexes of recent handbooks (Balchin et al 2009;Callahan and Hertberg-Davis 2013;Colangelo and Davis 2003;Dixon and Moon 2006;Kerr 2009;MacFarlane and Stambaugh 2009;Plucker and Callahan 2008;Renzulli et al 2009;Shavinina 2009;Sternberg and Davidson 2005) confirms its more frequent use by academics. Some researchers believe that the growing popularity of the 'talent development' expression marked a major paradigmatic change.…”

Section: A Bit Of Historymentioning

confidence: 68%

Academic talent development programs: a best practices model

Gagné

2015

Asia Pacific Educ. Rev.

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This article aims to describe how schools should structure the development of academic talent at all levels of the K-12 educational system. Adopting as its theoretical framework the Differentiating Model of Giftedness and Talent, the author proposes (a) a formal definition of academic talent development (ATD) inspired by the principles and practices adopted in education, music, and sports and (b) seven constitutive characteristics of exemplary talent development programs. He develops his proposal around an enriched K-12 curriculum as its keystone component. Other characteristics recommend that school administrators make this curriculum available on a daily basis, as early as the kindergarten level, to selected high-achieving students; they would belong to full-time high-ability groups. The author argues that most current socalled gifted programs, mainly exemplified by pullout classes and regular classroom enrichment, have little to do with 'proper' academic talent development. The article ends with a brief survey of existing ATD programs and a look at future implementation problems.

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Section: A Bit Of Historymentioning

confidence: 68%

Academic talent development programs: a best practices model

Gagné

2015

Asia Pacific Educ. Rev.

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“…De esta manera, la identificación es el primer paso para brindar la atención adecuada para estos alumnos, algunos autores como Acereda y Silva (1998); Alonso, Renzulli y Benito (2003); Benavides et al, (2004);Prieto (1999); Shea y Bauer (1999) concuerdan en que la definición propuesta por Renzulli (1986) en su Teoría de los Tres Anillos, constituye una base firme para seleccionar a los niños con potencialidad sobresaliente; desde esta perspectiva, se considera sobresaliente a aquella persona que presenta tres características personales:…”

Section: Moska (2004) Indicó Que Se Deben Identificar Las Necesidadesunclassified

“…De acuerdo, con Renzulli (1986), Ruiz (2003) y la Secretaría de Educación Pública (2006) el termino más utilizado es el sobresalientes, debido a que es más amplio y flexible, pues hace refencia aquellos alumnos que son persitentes, perseverantes, realizan contribuciones originales e innovadoras y además dominan algún campo específico (académico, científico-tecnológico, humanístico-social, artístico o deportivo).…”

Section: Introductionunclassified

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Programa de enriquecimiento de la creatividad para alumnas sobresalientes de zonas marginadas

Chávez

Zacatelco

Acle

2017

EJREP

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ResumenIntroducción. El propósito de este estudio fue desarrollar e instrumentar un programa de enriquecimiento de la creatividad con actividades de juego educativo para alumnas sobresalientes de tercer grado de primaria de una zona marginada.Método. Se utilizó un diseño pre test-post test. El pre test consistió en la identificación de los alumnos sobresalientes a través de la aplicación de tres instrumentos la Escala Farrens de Creatividad, la Escala de Compromiso con la Tarea y la Lista para Padres y Maestros para Identificar Potencial Sobresaliente, a través de los cuales se detectó a seis niñas con potencial sobresaliente. A estas alumnas se les aplicó la prueba WISC-R para complementar el perfil.Posteriormente, se desarrolló e instrumentó, por un periodo de 18 meses, un programa de enriquecimiento de la creatividad con 50 actividades de juego, constituido por 16 sesiones exploratorias, 16 de enriquecimiento I y 18 de enriquecimiento II. Al finalizar el programa, se realizó el post test con los instrumentos que se emplearon en la identificación, para determinar los cambios obtenidos por las alumnas.Resultados. Los resultados de las sesiones exploratorias, de enriquecimiento Ι y ΙΙ se analizaron con la prueba no paramétrica de Friedman y se encontraron cambios positivos en los indicadores de la creatividad verbal y gráfica. La evaluación pre y post test de los instrumentos se realizó con la prueba no paramétrica de Wilcoxon y un análisis de medidas repetidas con factor intrasujeto, la Prueba Farrens de Creatividad mostró que los dibujos de las alumnas después del programa fueron más elaborados y originales. En el Compromiso con la Tarea se encontró un decremento no significativo en el esfuerzo, interés y persistencia de las niñas en las actividades escolares. La prueba WISC-R mostró que el Cociente intelectual Total tuvo un incremento significativo, lo que indicó que las habilidades cognitivas aumentaron.Discusión y Conclusión. Estos resultados resaltan la importancia de desarrollar programas de intervención que favorezcan las habilidades de los alumnos sobresalientes para promover un óptimo desarrollo educativo, emocional y psicológico.

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“…These take an analytic approach to the cognitive processes of information processing, identifying different relevant components (e.g., Sternberg, 1985;Sternberg, 2005), and/or they consider other (non-cognitive) components of potential apart from intelligence. Examples of such additional components are creativity or task commitment (e.g., Mönks & Katzko, 2005;Renzulli, 1986Renzulli, , 2005. To define giftedness, all of the hypothesized components must emerge mutually as they are all assumed to be necessary contributions of equal importance to giftedness (potential).…”

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confidence: 99%

Conceptions of giftedness and expertise put to the empirical test

Harder

Vialle

Ziegler

2014

High Ability Studies

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Recent handbooks of giftedness or expertise propose a plethora of conceptions on the development of excellent performance but, to our knowledge, there are no comparative studies that provide empirical evidence of their validity to guide researchers and practitioners in their adoption of a particular conception. This study sought to close that gap by conducting an empirical comparison of the major approaches to giftedness and expertise currently in use: the IQ model, the performance model, the moderator model, and the systemic model. The four models were tested in a longitudinal study with a sample of N=350 German students attending university preparatory schools; 25% of the sample had been assigned to special classes for the gifted. The construct and predictive validity of the four models were tested by means of structural equation modeling. Theoretical considerations along with our results indicated a differentiation among the models whereby some could only predict while others could also explain the emergence of excellent performance and thereby yield valuable information for the design of interventions. The empirical comparison of the approaches showed that they were unequally suited for the two challenges. For prediction purposes, the performance approach proved best while, for explanations, the moderator and systemic approaches were the most promising candidates. Even so, the latter did demonstrate conceptual and/or methodological problems. The IQ approach was superseded by the other approaches on both prediction and explanation. Implications and limitations of the findings are discussed. Creating a Reasoned Basis for Theory ChoiceThe field of giftedness research currently faces some theoretical and methodological challenges (for a detailed overview, see Harder, 2012c). One of the major problems is that extant theories of giftedness and expertise research differ greatly in their explanations of outstanding performance while we lack a reasoned basis for deciding which theory to apply to our research or practical questions (cf. Ziegler, 2005). This paper is a first step towards building an empirical foundation for rational decisions for or against a theory, by providing an empirical comparison of current theories explaining outstanding performance.Recent handbooks of giftedness present several conceptions of giftedness but no comparative empirical studies (Heller, Mönks, Sternberg, & Subotnik, 2002;Sternberg & Davidson, 2005). While there is some theoretical underpinning and empirical evidence for all of these conceptions -as the authors proposing the conception usually outline -the quality of the validating studies varies greatly and is often flawed (cf. Harder, 2012c;Ziegler & Heller, 2002). Amidst such competing conceptions, we need to know which theory is best suited to guide our research and practice instead of basing our decisions on personal taste and selective corroborative evidence. Demands on Theories of Giftedness and ExpertiseA good theory needs to fulfil the demands of researchers and pr...

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Systems and Models for Developing Programs for the Gifted and Talented

Cited by 54 publications

References 0 publications

Academic talent development programs: a best practices model

Academic talent development programs: a best practices model

Programa de enriquecimiento de la creatividad para alumnas sobresalientes de zonas marginadas

Conceptions of giftedness and expertise put to the empirical test

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