Gifted education urgently needs reform, including the acknowledgement of multiple types of ability or talent and long-range recognition and development of talent using multiple measures in order to understand the total person. (SK)

Discusses definitions of giftedness, including the use of talent as a more effective term for giftedness. Argues that the concept of giftedness is closely linked to general intelligence and is of limited usefulness in understanding and educating youth with special abilities, while talents represent special aptitudes that can be individually…

Discusses the need for gifted and talented students to develop annual talent growth plans with the assistance of their counselors or program coordinators. Lists potential talent development services (such as mentorships, Odyssey of the Mind, and grade advancement), and describes the components of a sample growth plan used with approximately 600…

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)

This paper combines Gardner's multiple intelligences theory with Bloom's conception of talent to provide a foundation for the practice of fostering students' specific talents as a primary goal of gifted education. Individualized personal and skills-based growth plans are seen as a medium for career-oriented education based on students' identified…

This digest paper presents a model for the education of gifted children and youth based on the concept of talent development and suggests specific ways to identify and develop talent. New conceptions of intelligence and talent developed by Sternberg, Gardner, and Gagne are noted. Feldhusen's and Wood's model of talent recognition and development…

Too often, gifted programs offer standard, all-purpose enrichment without regard to special talents. Talents are not usually fully developed in youngsters. Teachers can help develop children's talent by becoming talent scouts, structuring appropriate learning activities, praising talented behavior, helping kids set learning goals, locating helpful…

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…

Career guidance for high-school youth who are gifted is discussed. Strategies for providing educational opportunities for students who need greater challenge are outlined. These include extracurricular activities, advanced placement courses, advanced research and discussion seminars, foreign language and cultural education, and vocational and…

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…