Researchers and educators in the field of gifted education have been tantalized by the promise that Dabrowski's Theory of Positive Disintegration, with its depiction of intensities or overexcitabilities (OEs), provides a means for identifying gifted students that is different than the usual standardized tests. Thus far, most information on OEs has…

Highlighting the unique educational needs of gifted and high ability preschoolers, this article guides the reader to consider the characteristics of young gifted children along with appropriate assessment practices in planning educational programming. A triarchic approach to programs and services for gifted preschoolers is outlined with major…

Different cultures have different conceptions of what it means to be gifted. But in identifying children as gifted, we often use only our own conception, ignoring the cultural context in which the children grew up. Such identification is inadequate and fails to do justice to the richness of the world's cultures. It also misses children who are…

Eight gifted and eight general-education students engaged in discussions regarding their observations of, experiences in, and recommendations for education. Six categories emerged through qualitative analysis of their conversations. These categories include: problem solving, task commitment, self-perceptions, education, communication, and…

This study examined components of leadership competencies in relation to emotional intelligence and successful intelligence among 498 Chinese gifted students in Hong Kong. These students rated themselves significantly higher on goal orientation than leadership flexibility, which was also rated significantly higher than leadership self-efficacy.…

Spatial ability based on measures of mental rotation, and spatial experience based on self-reported participation in visual-arts as well as spatial-orientation activities were assessed in a sample of 337 Chinese, gifted students. Consistent with past findings for the general population, there were gender differences in spatial ability favoring…

The current study examined the relationship between gifted adolescents' overexcitabilities and self-concept, while also exploring gender and grade-level differences in overexcitabilities. Participants included 248 gifted adolescents who had completed the sixth through tenth grade during the previous academic year. Overexcitabllities were measured…

This study explores how a historical genius with learning disabilities (LD) used his giftedness to surmount his disabilities. This study compared biographical data of a historical genius with LD to geniuses without LD using the posthumous diagnostic methodology. Niels Bohr, J. Robert Oppenheimer, and Enrico Fermi were selected for investigation.…

This article presents an interview with Dr. Barbara Clark, a Professor Emeritus of the Charter College of Education, California State University, Los Angeles. She was named California State University, Los Angeles Outstanding Professor of 1978-1979 and was nominated twice for the California State Universities and Colleges Trustees Award for…

Definitions of giftedness and self-perceptions of abilities were examined among adults who have been participating in a longitudinal study of academically talented students since their high-school graduation in 1988. For the present study, participants answered open-ended questions and completed scales measuring adult giftedness and adult…

This study reports on an analysis of the standardization sample of a rating scale designed to assist in identification of gifted students. The Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P) is based on a multidimensional model of giftedness designed for preschool and kindergarten students. Results provide support for: the internal…

We provide here a brief historical analysis of a movement in progress from a belief-based "mystery" model to an evidence-based "mastery" model of giftedness and talent development. We have observed that educators concerned about exceptionally capable learners are moving from a categorical notion of "the typical gifted child" with somewhat…

Educational taxonomies developed by Bloom, Krathwohl, and collaborators have been used for decades as frameworks for instructional objectives, curriculum design, and assessments of achievement. However, their scope is now too limited. The well-known cognitive domain is extended to include ideational functions of imagination and creativity, and the…

While educators in gifted education and general education appear to share many goals, there are inadequacies in the implementation of complex educational practices that meet the needs of gifted students in general education classrooms and the goals of educational reform. This paper presents a theoretical framework, Teaching for Intellectual and …

The role of chance in talent development appears in the gifted education literature and also in lay discussions of high ability. Nevertheless, chance as a factor in talent development is frequently misunderstood. This analysis scrutinizes some common beliefs and scholarly perspectives on the effects of chance in the development of high ability,…