Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 2 |
Since 2006 (last 20 years) | 5 |
Descriptor
Models | 13 |
Talent Development | 13 |
Talent | 9 |
Gifted | 8 |
Elementary Secondary Education | 5 |
Academically Gifted | 4 |
Educational Research | 3 |
Talent Identification | 3 |
Ability Identification | 2 |
Aptitude | 2 |
Definitions | 2 |
More ▼ |
Source
Roeper Review | 4 |
Gifted Education International | 2 |
High Ability Studies | 2 |
Asia Pacific Education Review | 1 |
Australasian Journal of… | 1 |
Educational Forum | 1 |
Journal for the Education of… | 1 |
New Directions for Higher… | 1 |
Author
Publication Type
Journal Articles | 13 |
Opinion Papers | 13 |
Reports - Evaluative | 2 |
Information Analyses | 1 |
Reports - Descriptive | 1 |
Education Level
Elementary Secondary Education | 2 |
Audience
Location
Australia | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Henderson, Lesley C. – Australasian Journal of Gifted Education, 2018
Gagné's (1985, 2003, 2008, 2015, 2018) Differentiated Model of Giftedness and Talent (DMGT) is one of the most widely used conceptual models in the field (Robinson, 2017), and as Merrotsy pointed out (2017), is claimed to be the most commonly applied conceptualisation in Australia. Merrotsy's recent article, published in the December 2017 issue of…
Descriptors: Foreign Countries, Talent Identification, Talent, Talent Development
Olszewski-Kubilius, Paula; Subotnik, Rena F.; Worrell, Frank C. – Roeper Review, 2017
In this article, we provide a response to the Active Concerned Citizenship and Ethical Leadership (ACCEL) model put forward by Sternberg (2017). Our commentary focuses on four critical areas that do not receive sufficient attention in Sternberg's proposed model: (a) the developmental nature of giftedness; (b) that giftedness is domain specific,…
Descriptors: Gifted, Talent, Talent Development, Intelligence Quotient
Gagné, Françoys – Asia Pacific Education Review, 2015
This article aims to describe how schools should structure the development of academic talent at all levels of the K-12 educational system. Adopting as its theoretical framework the "Differentiating Model of Giftedness and Talent," the author proposes (a) a formal definition of academic talent development (ATD) inspired by the principles…
Descriptors: Talent Development, Best Practices, Elementary Secondary Education, Academically Gifted
Schultz, Robert A. – High Ability Studies, 2012
In their introduction to the idea of a systems approach to understanding talent and giftedness, Ziegler and Phillipson broach the larger issue of the positivistic or mechanistic mindset to knowing and understanding that pervades much of what is called educational research. This worthy tactic brings to light the need to move away from the status…
Descriptors: Research Methodology, Educational Research, Models, Systems Approach
Perez, Luz F.; Beltran, Jesus A. – High Ability Studies, 2012
In their commentary, from the very start, the authors welcome the opportunity to face the inefficacy of the currently existing educational paradigm gifted people. For many years, they have verified and supported the difficulties of a paradigm whose philosophy and anthropological foundation are incapable of guaranteeing the promotion and…
Descriptors: Gifted, Inclusion, Educational Change, Models

Piirto, Jane – Educational Forum, 1995
The base of the talent development pyramid is personality attributes; the second level is the minimum intellectual competence necessary for functioning in the domain. At the apex is specific talent in a domain. All three are influenced by genetics, home/family, school, community/culture, gender differences, and chance. (SK)
Descriptors: Aptitude, Environmental Influences, Gifted, Models

Feldhusen, John F. – Roeper Review, 1995
This introduction to a special section of articles on talent development in gifted education presents the Purdue Pyramid, a model of talent development with acceptance as a human being on the base, a variety of educational experiences ascending the pyramid, and self-understanding and commitment to self-development at the top. (DB)
Descriptors: Educational Needs, Educational Trends, Elementary Secondary Education, Gifted

Treffinger, Donald J.; Feldhusen, John F. – Journal for the Education of the Gifted, 1996
A new paradigm of education, talent development, may be the successor to gifted education. The talent development perspective involves extension and redefinition of the nature of giftedness or talents, identification, and programming. Emphasis is on identifying and nurturing talents in all students, rather than selecting and serving the "gifted…
Descriptors: Definitions, Educational Philosophy, Educational Trends, Gifted
Kelly, Kevin R. – Gifted Education International, 1996
Explores the limitations of existing congruence career development and counseling models, which are described as inconsistent with the goals of talent development. A new model of career counseling that focuses on talent development is introduced and its assumptions, goals, assessment focus, process, and practices are identified. (CR)
Descriptors: Career Counseling, Career Planning, Counseling Techniques, Education Work Relationship

Gagne, Francoys – Roeper Review, 1995
This article offers a model that distinguishes between natural abilities (or aptitudes) and systematically developed skills (talents). Aptitudes are seen as the constituent elements of talents, which are developed by such constructs as motivation, temperament, and significant persons. The model is then applied to the appropriate use of labels for…
Descriptors: Ability, Academically Gifted, Aptitude, Definitions
Halpern, Diane F. – New Directions for Higher Education, 1987
With student outcomes assessment, institutions can refocus priorities so that educational quality is based on what and how much students learn. Value-added/talent development and outcomes measures, and models of student outcomes assessment (program improvement, gatekeeping functions, and budget decisions and accountability) are discussed. (MLW)
Descriptors: Accountability, Budgets, College Instruction, Educational Assessment

Morelock, Martha J. – Roeper Review, 1996
This article discusses theories on children's giftedness, including opposing movements in the gifted field--the Talent Development Movement and the Columbus Group Movement--which exemplify the "gifted achiever" and "gifted child" strands of research, theory, and practice. Vygotskian theory is suggested as a conceptual framework that can…
Descriptors: Ability Identification, Children, Educational Change, Educational History
Feldhusen, John F. – Gifted Education International, 1994
This paper offers a model of the nature and development of talents, which views genetic factors as determining potential strengths and setting limits and views abilities, aptitudes, and intelligences emerging as a result of experiences, motivations, and styles. Specific talents are characterized by precocity, creative insight, a functional…
Descriptors: Ability Identification, Creative Development, Creativity, Educational Environment