Although writers have advocated a shift from the gifted child to a talent development paradigm, changes in methods for identifying and cultivating talent in STEM are needed. We present evidence that using a talent development paradigm supported by differentiation with an organicist rather than a mechanistic perspective was effective in identifying…

This article describes a three-step process by which behaviors are associated with the concept of "giftedness." In the first step, a three-way interaction of a person x task x situation leads to some kind of excellence in a societally significant performance. In the second step, that performance is identified as excellent and societally…

The topic of gifted adults is underexamined and little is known about what issues are important to those interested in the topic, and the ideas influencing their work. This online questionnaire study, part of a larger project investigating the current status of research with gifted adults, examines what 76 international experts are interested in,…

The purpose of this study is to explore how a Florida administrative law judge (ALJ) adjudicated the giftedness of one student who was found ineligible to be enrolled in a gifted education program. Specifically, we explore the discourse in an ALJ's final order to uncover how an ALJ navigates through conflict and deconstructs the conflicting expert…

With creativity now being emphasized in schools, it is important for teachers to understand what it is and how it is measured. This review of the literature is an attempt to make sense of the many definitions and measures of creativity. As a result, this comprehensive review shows that most definitions agree that there are at least two criteria to…

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…

Despite being plagued by serious conceptual problems, underachievement ranks among the most popular constructs in research on the gifted. Many of its problems have their roots in the use of the IQ as the supposedly best method of measuring ability levels. Only a few decades ago the opinion was still widespread that the IQ-based construct of…

This article serves as a primer to make the neuroimaging literature more accessible to the lay reader and to increase the evaluative capability of the educated consumer of cognitive neuroscience. This special issue gives gifted education practitioners and researchers a primary source view of current neuroscience relevant to modern definitions and…

The paper describes efforts in other countries in seven areas of gifted education: the nature and definition of giftedness, identification, curriculum development, mentor and other out-of-school programs, special classes and schools, counseling, and teacher education. Problem areas are identified, including rural populations and underachievement.…

The 1982 National Report on Identification, Assessment and Recommendations for Comprehensive Identification of Gifted and Talented Youth focused on six topic areas: (1) appropriate definitions; (2) principles of identification; (3) effectiveness of current identification; (4) screening out of gifted students; (5) use of a multiplicity of methods;…

The triarchic theory of intellectual giftedness asserts that intelligence must be understood in terms of three aspects: the internal world of the individual, the external world of the individual, and the interface between these two as it unfolds through experience. The theory is explained through the profiles of three graduate students. (Author/CL)

Aptitude test performance of 300 sixth graders compared with measures of intelligence, creativity, and task commitment (J. Renzulli's definition of giftedness) showed that strict application of Renzulli's definition resulted in identification of a small number of students. Totally different children were identified by verbal as opposed to figural…

The author replies to criticism of his Revolving Door Identification Model by citing his critics' methodological problems and their misunderstanding of his definition of giftedness. (CL)

The definition of giftedness is viewed from an existential perspective, and the socially useful application of giftedness is stressed. Implications of existential theory for the definition, identification, and programing of gifted students include the inadequacy of measures of potentiality and the importance of project oriented activities. (CL)

The article defines the highly talented; describes their special academic, social, and personal needs; gives reasons why children talented in a specific areas are often overlooked; and offers suggestions for parents, teachers, and counselors. (CL)