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…

In this response to Sternberg's article, "ACCEL: A New Model for Identifying the Gifted," we agree that IQ testing may have outlasted its usefulness as an identification tool for gifted students. The field's commitment to an imperfect formula has neglected the evolution of offerings in schools and theoretical underpinnings that are…

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,…

This article presents an interview with Dr. Kirsi Tirri, Professor of Education and Research Director in the Helsinki Collegium for Advanced Studies at the University of Helsinki, Finland. She also is a visiting Professor at St. John's University, New York, USA. Tirri served as President of the ECHA (European Council for High Ability) from…

In this interview, Dr Munro discusses his research and provides insights into gifted learning and talent development in the classroom. He describes how teachers can develop productive classroom environments to thrive and use experiential memory to cultivate teaching expertise. According to Dr Munro, talented outcomes are more likely when teachers…

Sally Reis's research interests are related to talent development in all children as well as special populations of gifted and talented students, including students with learning disabilities, gifted females, and diverse groups of talented students who are often underserved. She is also interested in extensions of the Schoolwide Enrichment Model…

Ellen Winner is a psychologist and a professor at Boston College. She specializes in psychology of art. In this interview, she answers the following questions including: (1) What are you currently working on, researching? (2) Could you elaborate on the intrinsic value of art education? (3) How might you compare your work today to earlier advocates…

This article attempts to address the question of how to make gifted education more equitable and productive by shifting priorities to talent development for all rather than confining itself to the "gifted." I first present an overview of political and ethical considerations in selecting a few for talent or creativity development. I then…

Dr. Michael S. Matthews is professor and director of the Academically & Intellectually Gifted graduate programs at the University of North Carolina at Charlotte. He is incoming Coeditor of the "Gifted Child Quarterly" and a member of the Board of Directors of the National Association for Gifted Children. Dr. Matthews also currently…

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…

In this commentary on "A Quality of Giftedness," ("Gifted and Talented International," v27 n2 p13-71 2012), by Dr. Joan Freeman, Michael F. Shaughnessy and Gilbert Valdez recognize that those working with gifted populations have all encountered an intangible, ephemeral aspect that is often quite difficult to describe, harder…

"A Quality of Giftedness" by Professor Dr. Joan Freeman aptly captures the questions, dilemmas, and frustrations of those who have chosen to advocate for individuals with exceptional intellectual ability. Although Professor Freeman focuses on the quality of giftedness in individuals, not of their teachers, reflection on her essay leads…

In this article, the authors respond to the eight commentaries on "Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science" using several themes to organize their response. These themes include ability, developmental trajectories, effort and opportunity, psychosocial factors, eminence, and equity.…

In this commentary, the author reviews in depth Roland S. Persson's (2012a) target article. According to him Persson (2012a) presents a convincing argument as he wove through examples and explanations. The idea of superculture connects well with the established neocolonial literature and the North-South/Centre-Periphery debate. From general to…

We were thrilled to see an article focusing on giftedness, written by such thoughtful and well-respected researchers as Subotnik, Olszewski-Kubilius, and Worrell (2011). The expansive scope of their synthesis is so impressive that it could serve as a crash course introduction to gifted education. In our commentary, we focus specifically on the…