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Showing all 6 results
Direct linkMiller, Erin Morris; Cohen, LeoNora M. – Roeper Review, 2012
Although the support by others of gifted and/or creative individuals has been well documented, what has been overlooked are supportive persons as creative forces in their own right, with the "object" of creation being the development of others for the greater good: engendering. No literature on engendering as a form of giftedness and creativity…
Descriptors: Creativity, Gifted, Talent, Achievement
Cohen, LeoNora M. – Roeper Review, 2011
"Natural acceleration" happens through an internal fire that burns to learn and may transcend school boundaries. Based on their passionate interests and connections with a domain, children who hunger for domain understandings outside school curricula require different types of acceleration, motivated by these interests. The lifeworks, domains, and…
Descriptors: Foreign Countries, Student Interests, Creativity, Learning Motivation
Cohen, LeoNora M. – Roeper Review, 2006
Conceptual Foundations are the theoretical, conceptual, philosophical, and historical aspects; perspectives from outside the field; trends, issues, and future directions; and social, political, and economic facets that underlie our field. This paper attempted to capture these foundational aspects, taking stock of accomplishments and suggesting…
Descriptors: Gifted, Talent, Concept Formation, Concept Mapping
Peer reviewedCohen, LeoNora M.; Kim, Younghee M. – Roeper Review, 1999
Describes the value of Piaget's equilibration theory for understanding characteristics of the young gifted child. Key elements of equilibration theory are discussed and differences in the equilibration patterns in gifted children are described. Suggestions are provided for teachers and parents who are helping gifted children search for…
Descriptors: Adjustment (to Environment), Child Development, Cognitive Development, Developmental Stages
Peer reviewedCohen, LeoNora M. – Roeper Review, 1996
A process model for guiding explicit, systematic, and observable reflections on the state of gifted education is suggested, based on Ann Kerwin's Map of Ignorance. Use of the model is recommended for determining what is known and what is unknown in order to develop an agenda for future research and clarify practice and theory. (Author/PB)
Descriptors: Educational Change, Educational Innovation, Elementary Secondary Education, Gifted
Peer reviewedCohen, LeoNora M. – Roeper Review, 1988
A comprehensive theory is needed to explain the gifted/creative child's developing intelligence. Literature-based criteria are suggested for evaluating theories and for distinguishing theories from program applications, within four broad categories: nature of the gifted child, education and identification, framework of the theory, and criteria for…
Descriptors: Ability Identification, Child Development, Creativity, Elementary Secondary Education
