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…

This revision of "Identifying Gifted Students: A Practical Guide" is aligned with both the updated National Association for Gifted Children (NAGC) Pre-K-Grade 12 Gifted Programming Standards and the NAGC and The Association for the Gifted, Council for Exceptional Children (CEC-TAG) professional development standards. This book is…

Over the past few decades, systemic thinking has gained in popularity in developmental and learning sciences. The trend has, however, shown up in gifted education research only occasionally. The aim of this article is to introduce systemic thinking to the field of giftedness and explore possibilities for its application. In the first part, a…

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…

This article is a work proposal that aims to describe the methodology proposed by the Management of Personnel Management from a university in Lima, to implement a management model based on competencies which traceability involves various technical HR processes practiced in the organization and is aligned to institutional outcomes defined in the…

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…

The authors describe an approach to identifying gifted children based upon a three-ring definition of giftedness (above average general ability, task commitment, and creativity). Examples are given of the revolving door model in practice, needed policy changes are noted, and its advantages and potential problems cited. (CL)

A model is presented that views gifted individuals as being process oriented, creative individuals as product oriented, and talented individuals as performance oriented. Approaches to acting that differ based on elements of giftedness, creativity, talent, and combinations thereof are explored. (JDD)

Traces the evolution of current definitions of the gifted and talented. Examines a model of assessment, and presents steps in the selection of students for a gifted and talented program. (CT)

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…

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)

This theme issue of a Texas journal on gifted education focuses on future challenges and options. "A Thoughtful Look at the Concept of Talent Development" (Francoys Gagne) discusses definitions of giftedness and talent and describes a differentiated model of giftedness and talent that includes five aptitude domains: intellectual, creative,…

The article presents a step by step refutation of criticisms made by Hans Jellen in a presentation critical of J. Renzulli's conception of the gifted, of the Enrichment Triad Model, and the Revolving Door Identification Model. (Author/CL)

The paper examines several common definitions of giftedness and talent, with particular emphasis on the models proposed by J. Renzulli and S. Cohn. A differentiation between giftedness and talent is suggested, and several factors which can act as catalysts for the actualization of giftedness in specific talents are discussed, particularly…

The document presents Kentucky Department of Education guidelines for developing programs to meet the needs of gifted students. The educational philosophy states that educational programs for the gifted should be designed so they are significantly different from those provided in the regular classroom. Gifted students are defined as those who have…