Conceptual Frameworks for Giftedness and Talent Development: Enduring Theories and Comprehensive Models in Gifted Education

by Tracy L. Cross (Editor), Paula Olszewski-Kubilius (Editor)

Overview

Conceptual Frameworks for Giftedness and Talent Development explores current and enduring theories and comprehensive models of giftedness and talent development. Each chapter:

• Includes a description of the model, theory, or framework.
• Shares the most important implications of each model, including underrepresentation and social justice issues.
• Includes discussion questions for use with students and professionals.

The editors also consider common issues across conceptual frameworks, such as the degree to which achievement defines giftedness, the goal of gifted education, and the role of psychosocial factors. This is a comprehensive reference for scholars and practitioners in the field, as well as those studying at the graduate level.

Product Details

ISBN-13:	9781646320486
Publisher:	Taylor & Francis
Publication date:	09/15/2020
Pages:	388
Product dimensions:	6.90(w) x 9.80(h) x 1.10(d)

About the Author

Tracy L. Cross, Ph.D., holds an endowed chair, Jody and Layton Smith Professor of Psychology and Gifted Education, and is the executive director of the Center for Gifted Education and the Institute for Research on the Suicide of Gifted Students at William & Mary.

Paula Olszewski-Kubilius is currently the director of the Center for Talent Development at Northwestern University. She has more than 24 years of experience designing and conducting educational programs for learners of all ages including summer programs, weekend programs, distance learning programs, programs for underrepresented gifted students, as well as workshops for parents and teachers. She is active and has had leadership positions in national- and state-level advocacy organizations for gifted children. She was the recipient of the Early Scholar Award from the National Association of Gifted Children in 1987 and selected as the Esther Katz Rosen lecturer in 1997 by the American Psychological Foundation. She has conducted research and published more than 80 articles and book chapters on issues of talent development, particularly the effects of accelerated educational programs and the needs of special populations of gifted children She recently served as the editor of Gifted Child Quarterly and formerly was a coeditor of the Journal of Secondary Gifted Education. She has served on the editorial advisory board of the Journal for the Education of the Gifted, and Gifted Child International, and was a consulting editor for Roeper Review. She is a member of the Board of Trustees of the Illinois Mathematics and Science Academy and currently is a member of the boards of the National Association for Gifted Children and the Illinois Association for Gifted Children.

Table of Contents

Foreword Don Ambrose vii

Chapter 1 Evolving Complexity Theory of Talent Development 1

A Developmental Systems Approach David Yun Dai

Chapter 2 The Talent Development Megamodel Rena F. Subotnik Paula Olszewski-Kubilius Frank C. Worrell 29

Chapter 3 Toward a Science of Expertise 55

Obstacles, Implications, and Applications David Z. Hambrick Brooke N. Macnamara

Chapter 4 Tannenbaum's Psychosocial Conception of Giftedness Lannie Kanevsky 93

Chapter 5 The Three-Ring Conception of Giftedness and the Schoolwide Enrichment Model 145

A Talent Development Approach for All Students Joseph S. Renzulli Sally M. Reis

Chapter 6 Nonuniversal Theory and the Development of Gifts and Talents David Henry Feldman 181

Chapter 7 Transformational Giftedness Robert J. Sternberg 203

Chapter 8 The Talent Search Model for Identifying and Developing Academic Talent Linda E. Brody 235

Chapter 9 An Enhanced School-Based Conception of Giftedness Tracy L. Cross Jennifer Riedl Cross 265

Chapter 10 Advanced Academics 289

A Model for Gifted Education Without Gifted Students Scott J. Peters James H. Borland

Chapter 11 Giftedness as IQ John D. Wasserman 317

Chapter 12 Charting a Course for the Future Paula Olszewski-Kubilius Tracy L. Cross 357

About the Editors 365

About the Authors 367