NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
Jacob K Javits Gifted and…1
Assessments and Surveys
SAT (College Admission Test)1
What Works Clearinghouse Rating
Showing 1 to 15 of 74 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Sternberg, Robert J. – Roeper Review, 2023
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…
Descriptors: Gifted, Behavior Patterns, Definitions, Talent Identification
Lo, C. Owen; Porath, Marion – Gifted Child Quarterly, 2017
After nearly a century of development, gifted education has evolved into a complex educational discipline with well thought out pedagogy and research agendas. However, while the number of studies escalates, the field as a whole has been criticized for producing fragmented and piecemeal results. One of the reasons for these shortfalls is that the…
Descriptors: Gifted, Special Education, Models, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Jessurun, J. H.; Shearer, C. B.; Weggeman, M. C. D. P. – High Ability Studies, 2016
The Munich Model of Giftedness (MMG) by Heller and his colleagues, developed for the identification of gifted children, is adapted and expanded, with the aim of making it more universally usable as a model for the pathway from talents to performance. On the side of the talent-factors, the concept of multiple intelligences is introduced, and the…
Descriptors: Models, Gifted, Talent Identification, Multiple Intelligences
Peer reviewed Peer reviewed
Direct linkDirect link
Steenbergen-Hu, Saiying; Olszewski-Kubilius, Paula – Journal for the Education of the Gifted, 2017
In this study, we conducted binary logistic regression on survey data collected from 244 past participants of a Talent Search program who attended regular high schools but supplemented their regular high school education with enriched or accelerated math and science learning activities. The participants completed an online survey 4 to 6 years…
Descriptors: Academic Achievement, STEM Education, Educational Experience, Interests
Gray, H. Joey; Plucker, Jonathan A. – Journal for the Education of the Gifted, 2010
Similarities between the identification and development of athletic talent and that of gifted children are rarely compared. Interestingly, however, they share analogous processes. The purpose of this review is to investigate the progress of research regarding athletic talent identification and development, including current issues, and provide…
Descriptors: Physical Activities, Gifted, Talent Identification, Comparative Analysis
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Frengley-Vaipuna, Ingrid; Kupu-MacIntyre, Lesieli; Riley, Tracy – Kairaranga, 2011
This article outlines the use of Gagne's (2008) Differentiated Model of Giftedness and Talent (DMGT) as applied to Tongan secondary school students in New Zealand. Two case studies of Tongan young women are shared with a particular emphasis on the influence of catalysts, the chance factor, and developmental processes upon the development of their…
Descriptors: Gifted, Talent, Foreign Countries, Secondary School Students
Peer reviewed Peer reviewed
Roid, Gale – Gifted Child Quarterly, 1985
The paper responds to a criticism of the SOI (Structure of Intellect) model for gifted students. The author argues that the article is too negative in tone and fails to acknowledge the strengths and values of SOI tests. (Author/CL)
Descriptors: Gifted, Models, Talent Identification
Peer reviewed Peer reviewed
Clarizio, Harvey F.; Mehrens, William – Gifted Child Quarterly, 1985
Analyzes critical research and promotional literature on J. Guilford's Structure-of-Intellect (SOI) model as it relates to the cognitive functioning of gifted students, and evaluates implications for identification and programing of gifted students. It is concluded that the promotional literature promises more than it has delivered and that major…
Descriptors: Cognitive Processes, Gifted, Models, Talent Identification
Peer reviewed Peer reviewed
Piechowski, Michael M. – Roeper Review, 1986
The author describes the concept of developmental potential that addresses the personality correlates of high ability and suggests an alternative to the IQ test method of identifying individuals with high potential. (CL)
Descriptors: Gifted, Models, Personality Traits, Talent Identification
Peer reviewed Peer reviewed
Renzulli, Joseph S.; Owen, Steven V. – Roeper Review, 1983
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)
Descriptors: Definitions, Gifted, Models, Research Methodology
Peer reviewed Peer reviewed
LeMahieu, Bethene – Educational Leadership, 1980
Reviews the current state-of-the-art of research on the gifted. (MLF)
Descriptors: Elementary Secondary Education, Gifted, Models, Talent Identification
Peer reviewed Peer reviewed
Renzulli, Joseph S. – Gifted Child Quarterly, 1984
The author reviews principles underlying his Revolving Door Identification Model (RDIM) and its use in conjunction with the Enrichment Triad model. Two levels of identification in RDIM are considered and research briefly summarized. (CL)
Descriptors: Elementary Secondary Education, Gifted, Models, Talent
Peer reviewed Peer reviewed
Kontos, Susan; And Others – Roeper Review, 1983
The authors reply to a response by J. Renzulli et al on an earlier article criticizing strict application of Renzulli's Revolving Door Identification Model (RDIM) for gifted students. They suggest that Renzulli et al missed the major points of their argument and ask for more rigorous investigation into the RDIM. (CL)
Descriptors: Elementary Secondary Education, Gifted, Models, Talent Identification
Kravetz, Nathan – 1981
A discrepancy model is proposed as one way to meet the program needs of gifted and talented students. The model incorporates processes which first identify strengths then those academic or other talents in which the student shows limited or no ability. The third aspect of the model calls for identification of those areas in which the individual…
Descriptors: Elementary Secondary Education, Gifted, Models, Student Evaluation
Peer reviewed Peer reviewed
Birch, Jack W. – Gifted Child Quarterly, 1984
The author points out the negative and limiting implications of the prevailing approach for identifying gifted children and asserts that the approach should be replaced by a model in which a separate identification step is replaced by curriculum-imbedded and curriculum determinitive processes. (CL)
Descriptors: Curriculum Development, Elementary Secondary Education, Gifted, Models
Previous Page | Next Page ยป
Pages: 1  |  2  |  3  |  4  |  5