The Actiotope Model of Giftedness

Ziegler, Albert

doi:10.1017/cbo9780511610455.024

Cited by 180 publications

(184 citation statements)

References 13 publications

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“…Development models for mathematical giftedness are, in some cases, inspired by development models for general giftedness such as Gagné's Differentiated Model of Giftedness and Talent (Gagné 2009), Renzulli's tripartite model, in which giftedness is the product of three interacting clusters of traits: above average intellectual ability, high levels of creativity and high levels of task commitment (Renzulli 1986), Ziegler`s Actiotope Model of Giftedness (Ziegler 2005) Dai (2010) scrutinized some of the held assumptions about the nature of giftedness and explained why a contextual, developmental framework of approaching giftedness is a more viable alternative to the traditional psychometric framework. As other researchers in this area (e.g.…”

Section: What Theoretical Framework and Methodsologiesmentioning

confidence: 99%

Research On and Activities For Mathematically Gifted Students

Singer

Sheffield

Freiman

et al. 2016

ICME-13 Topical Surveys

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Section: What Theoretical Framework and Methodsologiesmentioning

confidence: 99%

Research On and Activities For Mathematically Gifted Students

Singer

Sheffield

Freiman

et al. 2016

ICME-13 Topical Surveys

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“…If we want to establish our identification process on Gagne's (2008) or Ziegler's (2005) more complex and dynamic models of giftedness, the challenge of matching definitions and identification processes is much greater.…”

Section: To Define "Talent"mentioning

confidence: 99%

“…In recent talent models (Gagne, 2008;Ziegler, 2005), talent appears as a result of a long developmental process. It theoretically implies the fact that talent identification in childhood is always the identification of talent potential, not the fully developed talent.…”

Section: Talent As a Potentialmentioning

confidence: 99%

Talent identification in Hungary: From identification to investigation

Péter-Szarka¹

2014

Psihološka obzorja / Horizons of Psychology

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Abstract:This article provides an outline of talent identification practices and challenges in Hungary. First, it gives a summary of gifted education in the country; then the general challenges of talent identification are introduced: difficulties of defining talent, talent as potential, environmental factors, the role of perseverance and motivation, and individual variety. Later, recent Hungarian identification practices are shown, followed by a summary and a conclusion about how our identification practice should be developed into an investigation of individual characetristics. We propose stronger focus on the use of cognitive profile tests, investigation of interest-based characteristics, the use of observation and dynamic assessment methods, teacher nomination and emphasizing the need for effort. The focus from identification toward investigation exploring individual needs and characteristics to provide the most appropriate pathway for development in the 21 st century seems to be a more effective way of talent support than mere selection.

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“…The term, which is also typically translated as "giftedness," was introduced in 1963 by the gifted-education researcher Franz Mönks (Ziegler, 2008) and has since become the term of preference in German giftedness research for denoting giftedness. An examination of the term Hochbegabung in the same database according to the same parameters confirms the term's specific usage tradition.…”

Section: General Views Of Giftedness and Talentmentioning

confidence: 99%

“…Merit-based financial support has been frequently ineffective at promoting talent development (cf. Ziegler, 2008). This realization has led many of the institutions in German-speaking Europe traditionally active in supporting talent development to invest more of their resources in content-oriented measures of learning assistance (e.g., training in the area of learning strategies or self-regulated learning).…”

Section: Giftedness Promotion Outside Of Schoolsmentioning

confidence: 99%

Gifted Education in German-Speaking Europe

Ziegler

Stoeger

Harder

et al. 2013

Journal for the Education of the Gifted

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The authors first briefly describe how the concepts of talents and giftedness found in German-speaking Europe have evolved in the school system and in general over the past two centuries, and how the variety of gifted-education efforts found within and beyond schools as well as counseling efforts attest to these changes. They then discuss four hallmarks of gifted education in German-speaking Europe: (a) the ongoing development of gifted promotion methods through the integration of newer insights about learning and social aspects; (b) the development of new methods of gifted education, particularly in the areas of mentoring, self-regulated learning, and hybrid approaches; (c) a decidedly scientific approach, which is increasingly characterized by systemic perspectives; and (d) the results of research on the effectiveness of various approaches to gifted education in German-speaking Europe.

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The Actiotope Model of Giftedness

Cited by 180 publications

References 13 publications

Research On and Activities For Mathematically Gifted Students

Research On and Activities For Mathematically Gifted Students

Talent identification in Hungary: From identification to investigation

Gifted Education in German-Speaking Europe

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