Transforming Gifted Education in Schools: Practical Applications of a Comprehensive Framework for Developing Academic Talent

Abstract

The foundation for talent development as a framework for gifted education can be found in a synthesis of the psychological literature on creativity, eminence, giftedness, and high performance. The talent development framework acknowledges the contributions of both general cognitive ability and domain-specific abilities to achievement, as well as the malleability of these ability constructs. Talent development is also consistent with research on the contributions of non-cognitive or psychosocial factors to school achievement, as well as studies on factors that influence the attainment of scholarly productivity and artistry within specific domains of non-academic talent. Although there are several theoretical frameworks and models of giftedness, talent development, ability, and intelligence, each with varied areas of emphasis and desired outcomes, the research base and practical applications for the talent development megamodel (TDMM) can serve as a guide to leaders and school administrators in making fiscal and programmatic decisions that maximize short- and long-term impacts for individuals and society. In this article, we discuss some of the practical implications of the model for assessment, curriculum and instruction, and psychosocial development within a school context.

Exploring and developing diverse potentials and abilities – new perspectives

“…The Talent Development Megamodel (TDMM) was developed using data from an extensive and meticulous review of existing subject literature and a synthesis of what the authors considered to be the most important information from theories, models, and concepts of giftedness (Subotnik et al 2011(Subotnik et al , 2023. The name "Talent Development Megamodel" is intended to reflect the contributions made by theorists and researchers from earlier models of giftedness.…”

“…Key psychological skills relevant to talent development include self-regulation, perseverance, and anxiety reduction. Individuals who are developing their talents must confront successes, failures, and criticism (Subotnik et al 2023). The Megamodel presents two definitions of giftedness: an operational one and a comprehensive one.…”

“…Both cognitive and psychosocial variables are malleable and need to be deliberately cultivated" (Subotnik et al 2019: 11). The comprehensive definition, which contains more information than the operational definition, can form the basis for the development of educational programmes following the Megamodel concept (Subotnik et al 2023).…”

“…The way potential is understood determines the definition of giftedness, identification methods and guidelines for education. Potential and giftedness can be understood as a promise of future achievement and success (Subotnik et al 2023), a promise to develop ethical leaders who can make the world a better place to live (Sternberg 2020).…”

Mathematics and science teachers’ cultural beliefs about giftedness and gifted students’ education in Ghana

“…Research in developed nations has acknowledged the importance of teachers' cultural beliefs in supporting the gifted (Subotnik et al, 2023). According to Heyder et al (2017) work, teachers only relied on inexpert beliefs suggesting a need for their attitudes to be grounded in evidence-based approaches.…”