Conceptions of Giftedness and Talent 1st Edition by Robert J. Sternberg, ISBN-13: 978-3030568689
[PDF eBook eTextbook]
- Publisher: Palgrave Macmillan; 1st ed. 2021 edition (December 19, 2020)
- Language: English
- 566 pages
- ISBN-10: 3030568687
- ISBN-13: 978-3030568689
This book brings together eminent and emerging scholars to present cutting-edge research on diverse conceptions of giftedness and talent from a range of international perspectives. It covers classical views, emphasizing IQ, but also seeks to move the academic debate on from the common exclusive emphasis on IQ-based skills.
In each chapter the contributors address both theoretical advances and practical applications for administrators, teachers, and parents. The editors conclude by integrating the different points of view and showing ways in which major ideas, even when given different names, can be integrated to provide a holistic and integral viewpoint on giftedness and talent. This book will appeal to students and scholars of creativity, giftedness and gifted education; as well as to practitioners, teachers and education policymakers.
Table of Contents:
Cover
Front Matter
1. Interdisciplinary Exploration Guiding Conceptions of Giftedness
2. Talent Development, Cultural Diversity, and Equity: The Challenge of the Andean Countries
3. The Trouble with Conceptions of Giftedness
4. Overcoming Structural Challenges Related to Identification and Curricula for Gifted Students in High-Poverty Rural Schools
5. Where Does Creativity Come from? What Is Creativity? Where Is Creativity Going in Giftedness?
6. A School-Based Conception of Giftedness: Clarifying Roles and Responsibilities in the Development of Talent in Our Public Schools
7. Evolving Complexity Theory (ECT) of Talent Development: A New Vision for Gifted and Talented Education
8. What Is Distinctive About Artistically Gifted Children?
9. Equity-Based Gifted and Talented Education to Increase the Recruitment and Retention of Black and Other Underrepresented Students
10. Approaches to the Identification and Development of Gifts into Talents in Russia
11. Urban Bilingual Gifted Students
12. Cognitive Ability, Personality, and Privilege: A Trait-Complex Approach to Talent Development
13. Eminent Women Were Once Gifted Girls: How to Transform Gifted Potential into Eminent Talents
14. Finnish Conceptions of Giftedness and Talent
15. Children with High Intellectual and Creative Potential: Perspectives from a Developmental Psycho-Environmental Approach
16. Giftedness, Talent, and Human Evolution: A Framework for Understanding Extreme Behavior
17. Smart Contexts for 21st Century Talent Development
18. Creative Productive Giftedness in Women: Their Paths to Eminence
19. The Three Ring Conception of Giftedness: A Change in Direction from Being Gifted to the Development of Gifted Behaviors
20. Relationships Between Talent, Training, Polymathy, and Creativity
21. The Fuzzy Conception of Giftedness
22. Giftedness, Talent, and Genius: Untangling Conceptual Confusions
23. A New Model of Giftedness Emphasizing Active Concerned Citizenship and Ethical Leadership That Can Make a Positive, Meaningful, and Potentially Enduring Difference to the World
24. The Talent Development Megamodel: A Domain-Specific Conceptual Framework Based on the Psychology of High Performance
25. A Conception of Giftedness as Domain-Specific Learning: A Dynamism Fueled by Persistence and Passion
26. Futures Studies and Future Thinking Literacy in Gifted Education: A Multidimensional Instructional-Based Conception
27. Giftedness as a Propensity to Use Creativity-Generating Intellectual Styles
28. Uniform Points of Agreement in Diverse Viewpoints on Giftedness and Talent
Back Matter
Robert J. Sternberg is Professor of Human Development at Cornell University, USA and Honorary Professor of Psychology at Heidelberg University, Germany. He has won the Grawemeyer Award in Psychology and the Cattell and James Awards of the APS. He is past-president of the APA and of the Federation of Associations in Brain and Behavioral Sciences.
Don Ambrose is Professor of graduate education at Rider University, USA and editor of the Roeper Review. He leads numerous interdisciplinary scholarly projects involving eminent researchers studying creative intelligence. He serves on the editorial boards for numerous, major journals and book series. He has won international, national, regional, and institutional awards including the NAGC distinguished scholar award.
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