ERIC Number: EJ883997
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 24
Giftedness Is Not What It Used to Be, School Is Not What It Used to Be, Their Future, and Why Psychologists in Education Should Care
Shore, Bruce M.
Canadian Journal of School Psychology, v25 n2 p151-169 2010
For some three decades psychologists and educators have been working with incomplete or outdated ideas of what constitutes giftedness. Conceptual leadership in the field has moved from a definition based on IQ to expertise- and cognitive science-based definitions. Practice lags behind. Similarly, curriculum concepts are changing to foci based on thinking processes and cognitive apprenticeships, communities of learners, teachers and students as coconstructors of curriculum, and inquiry skills and knowledge as explicit parts of the objectives. Practice there also lags behind, but the shift is underway. This discussion elaborates on these two evolving phenomena, illustrated especially by studies completed and underway in the author's laboratory group at McGill. It juxtaposes central ideas in gifted education, expertise, and inquiry-driven teaching and learning, and illustrates how these strands can come together for the benefit of all students--albeit sometimes in different ways.
Descriptors: Gifted, Psychologists, Cognitive Psychology, Cognitive Processes, Intelligence, Educational Change, Curriculum Design, Teaching Methods, Knowledge Level, Inquiry, Learning Processes, Educational Benefits, Foreign Countries, Special Education
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Canada