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Conceptions of Giftedness and Talent

  • Book
  • © 2021

Overview

Editors:
  1. Robert J. Sternberg

    1. Department of Human Development, Cornell University, Ithaca, USA

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    You can also search for this editor in PubMed   Google Scholar

  2. Don Ambrose

    1. Department of Graduate Education, Rider University, Lawrenceville, USA

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    You can also search for this editor in PubMed   Google Scholar

  • Examines current conceptions of giftedness from an international perspective

  • Develops trajectories for future research in the fields of giftedness, talent and gifted education

  • Includes chapters on topics that cut across national boundaries, such as creativity, and others that address the meaning of these terms in specific national or regional contexts

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Table of contents (28 chapters)

  1. Front Matter

    Pages i-xxxiv
    Download chapter PDF

  2. Interdisciplinary Exploration Guiding Conceptions of Giftedness

    • Don Ambrose
    Pages 1-20

  3. Talent Development, Cultural Diversity, and Equity: The Challenge of the Andean Countries

    • Sheyla Blumen
    Pages 21-35

  4. The Trouble with Conceptions of Giftedness

    • James H. Borland
    Pages 37-49

  5. Overcoming Structural Challenges Related to Identification and Curricula for Gifted Students in High-Poverty Rural Schools

    • Carolyn M. Callahan, Amy Price Azano
    Pages 51-64

  6. Where Does Creativity Come from? What Is Creativity? Where Is Creativity Going in Giftedness?

    • Dowon Choi, James C. Kaufman
    Pages 65-81

  7. A School-Based Conception of Giftedness: Clarifying Roles and Responsibilities in the Development of Talent in Our Public Schools

    • Tracy L. Cross, Jennifer Riedl Cross
    Pages 83-98

  8. Evolving Complexity Theory (ECT) of Talent Development: A New Vision for Gifted and Talented Education

    • David Yun Dai
    Pages 99-122

  9. What Is Distinctive About Artistically Gifted Children?

    • Jennifer E. Drake, Ellen Winner
    Pages 123-140

  10. Equity-Based Gifted and Talented Education to Increase the Recruitment and Retention of Black and Other Underrepresented Students

    • Donna Y. Ford, Kristina Henry Collins, Tarek C. Grantham, James L. Moore III
    Pages 141-161

  11. Approaches to the Identification and Development of Gifts into Talents in Russia

    • Elena L. Grigorenko, Elena V. Shmeleva, Dmitry V. Ushakov
    Pages 163-180

  12. Urban Bilingual Gifted Students

    • Sandra N. Kaplan, Eugenia Mora-Flores
    Pages 181-194

  13. Cognitive Ability, Personality, and Privilege: A Trait-Complex Approach to Talent Development

    • Barbara A. Kerr, Jonathan D. Wright, Jonathan M. Huffman, Maxwell Birdnow, Miriam Reder, Olivia A. Stull et al.
    Pages 195-214

  14. Eminent Women Were Once Gifted Girls: How to Transform Gifted Potential into Eminent Talents

    • Leonie Kronborg
    Pages 215-233

  15. Finnish Conceptions of Giftedness and Talent

    • Sonja Laine, Kirsi Tirri
    Pages 235-249

  16. Children with High Intellectual and Creative Potential: Perspectives from a Developmental Psycho-Environmental Approach

    • Sylvie Tordjman, Maud Besançon, Caitriona Pennycook, Todd Lubart
    Pages 251-279

  17. Giftedness, Talent, and Human Evolution: A Framework for Understanding Extreme Behavior

    • Roland S. Persson
    Pages 281-294

  18. Smart Contexts for 21st Century Talent Development

    • Jonathan A. Plucker, Jacob McWilliams, Jiajun Guo
    Pages 295-316

  19. Creative Productive Giftedness in Women: Their Paths to Eminence

    • Sally M. Reis
    Pages 317-334

  20. The Three Ring Conception of Giftedness: A Change in Direction from Being Gifted to the Development of Gifted Behaviors

    • Joseph S. Renzulli, Sally M. Reis
    Pages 335-355
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Keywords

About this book

This book brings together eminent and emerging scholars to present cutting-edge research on diverse conceptions of giftedness and talent from a range of international perspectives. It covers classical views, emphasizing IQ, but also seeks to move the academic debate on from the common exclusive emphasis on IQ-based skills. 

In each chapter the contributors address both theoretical advances and practical applications for administrators, teachers, and parents. The editors conclude by integrating the different points of view and showing ways in which major ideas, even when given different names, can be integrated to provide a holistic and integral viewpoint on giftedness and talent. This book will appeal to students and scholars of creativity, giftedness and gifted education; as well as to practitioners, teachers and education policymakers.




Reviews

“The editors provide summaries of all the chapters and suggest that the collective contributions provide an international floating network for research and practice. I recommend this text as superb background reading of the diverse issue of giftedness and talent.” (Belle Wallace, Gifted Education International, February 25, 2021)

Editors and Affiliations

  • Department of Human Development, Cornell University, Ithaca, USA

    Robert J. Sternberg

  • Department of Graduate Education, Rider University, Lawrenceville, USA

    Don Ambrose

About the editors

Robert J. Sternberg is Professor of Human Development at Cornell University, USA and Honorary Professor of Psychology at Heidelberg University, Germany.  He has won the Grawemeyer Award in Psychology and the Cattell and James Awards of the APS. He is past-president of the APA and of the Federation of Associations in Brain and Behavioral Sciences. 


Don Ambrose is Professor of graduate education at Rider University, USA and editor of the Roeper Review. He leads numerous interdisciplinary scholarly projects involving eminent researchers studying creative intelligence. He serves on the editorial boards for numerous, major journals and book series. He has won international, national, regional, and institutional awards including the NAGC distinguished scholar award.



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