Viewing Talent Development Longitudinally: An Aid to Policymaking

Subotnik, Rena F.; Arnold, Karen D.

doi:10.1080/00131729509335069

Cited by 4 publications

(2 citation statements)

References 13 publications

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“…The most direct way to investigate long-term outcomes is to study the same individuals over time. However, longitudinal designs are not immune to threats to validity, including maturation, attrition, and time-ofmeasurement effects (Campbell & Stanley, 1966;Subotnik & Arnold, 1995). Maturation refers to difficulty in identifying whether change is the result of natural development or a given experience or treatment.…”

Section: Longitudinal Designmentioning

confidence: 99%

Lost Generation of Elite Talent in Science

Subotnik¹,

Stone²,

Steiner³

2001

Journal of Secondary Gifted Education

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Section: Longitudinal Designmentioning

confidence: 99%

Lost Generation of Elite Talent in Science

Subotnik¹,

Stone²,

Steiner³

2001

Journal of Secondary Gifted Education

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“…The implications of reading a life backwards come in "educating a life forwards." The program data, specifically predictive and longitudinal data, would be used to refocus the GT program continually (Subotnik & Arnold, 1995) and, of course, its methods of selection. What is more, the GT program would have to establish a strong alumni group, something new for public school GT programs, so that the program's successes at different times could be documented.…”

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confidence: 99%

To No Longer Educate the Gifted: Programming for Gifted Students Beyond the Era of Inclusionism

Bernal¹

2003

Gifted Child Quarterly

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A B ST RA CT 2s For mnany educators, the goal of programs for tile .g ifted is "the eduLcation of identified gifted students " This article argues that this goal makes gifted and talE ented (GT) programs vulnerable to discontinuation and relegates gifted children to inclusionary, regular classrooms where their needs are rarely nmet. To avoid Z X these possibilities, the goal of GT should be reformnu-1 lated to "the development of gifted young adults This goal has several advantages, including the possi -gX bihtv of a more enriched curriculum and a more diverse group of children with higher creative-productive potential. It also includes the overt recognidion. that these children require both differentiated instruction and specialized guidance to acquire a measure of expertise, establish a strong sense of self. and make personally satistying career choices. ThtGrowing Giftedness model presented would have GT students work more closely with adults and with on another than the inclusionary nmodel or part-time gifted programs can allow. In addition, this model adumnbrates the elements of a fill-time program.

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Love and Creativity—Paradoxal but Important Human Virtues

Määttä¹,

Uusiautti²

2013

Many Faces of Love

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Love and creativity represent a fascinating, mysterious, and paradoxal world and an analogous one as well, from this perspective. The present article shows that many features are common to the essence of love and creativity. The aim of this article is to analyze and pull together the discussion that researchers have had concerning the phenomena of love and creativity. In this article, our purpose is to define the essence of these two concepts and produce an illustration of their interconnectedness through discussing factors that are in common to these two human features. Noticing the connection between these two concepts is important because they both can affect human well-being in a profound manner.

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Viewing Talent Development Longitudinally: An Aid to Policymaking

Cited by 4 publications

References 13 publications

Lost Generation of Elite Talent in Science

Lost Generation of Elite Talent in Science

To No Longer Educate the Gifted: Programming for Gifted Students Beyond the Era of Inclusionism

Love and Creativity—Paradoxal but Important Human Virtues

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