This article by Deirdre Lovecky examines the thinking processes that differentiate exceptionally gifted children, those with above 170 IQ, from moderately gifted children. Researchers have observed several cognitive differences, both quantitative and qualitative, between the ways these two gifted groups process information. Among these differences are the ability to reason abstractly at an early age, being able to grasp the essential part of a complex idea, a high capacity for empathy, exceptional memory, inclination toward immersion (taking in ...
This article by Kathi Kearney asks and answers 10 common questions about profoundly gifted children. They include questions on family, identification and education. Kearney offers thoughtful, researched-based answers to these questions. ...
This article is a book chapter by David Feldman. The author provides an overall summary of what was and was not known about extreme giftedness, ca. 1979. Feldman also raises thought-provoking questions about why we know so little and what future research is needed. ...
This article is a study that takes a look at new lines of thought that imply that fine motor skills can be of significance in the identification of gifted persons as well as gifted underachievers. The discussion offers several recommendations for the selection of IQ tests best suited for the identification of gifted students in general and gifted underachievers. ...
This article by Joyce VanTassel-Baska covers the problems schools face in trying to identify gifted students. Some of the issues are discussed and best practices, according to research, are explained. The author advocates above-level assessments to avoid the ceiling effect and provide better differentiation among those identified as gifted. ...
This article covers the different personality types of gifted adolescents. Author Ugur Sak discusses teaching practices for gifted students according to their personality preferences. ...
This Vanderbilt University research article assesses the spatial ability of intellectually talented youth. The quantitative study was based on SAT scores and has significant results relating to how our youth is being educated. ...
This article by Paula Olszewski-Kubilius and Marilynn Kulieke examines the literature on the personality dimensions of gifted adolescents. It also presents a study they conducted with participants from the Midwest Talent Search summer program. The purposes of the research were to provide a detailed, comprehensive, gender-specific profile of gifted adolescents, to address the issue of psychological maturity with a sample of gifted students by comparing them to older students, and to determine to what extent gifted female and male adolescents dif ...
This article by Robert Plomin discusses the importance of genetics and intelligence in the development of talent. Plomin states that, "Most of what is currently known about the genetics of intelligence comes from twin and adoption studies, which have documented significant and substantial genetic influence." Genetic analyses have shown that across the life span genetic effects increase and "genetic factors are primarily responsible for stability during development but also affect age-to-age changes." Additional and focused research is needed to ...
This research article discusses the abilities and behaviors of mathematically gifted children. The authors' findings can help reveal how parents can identify young children who are advanced in mathematical reasoning. ...
This article by Miraca Gross is a classic on the development and needs of profoundly gifted children in infancy, toddlerhood and the preschool years. It discusses some of the hallmarks of extreme precocity in the very young. Other topics include identification and accommodation of these children. ...
This article by James Kulik is a summary of the major research report by the same name. The findings on ability grouping conclude that it is beneficial for all levels of students. The most dramatic impact is for academically talented students who are offered accelerated classes. ...
Published in Volume 1, chapter 2, of A Nation Deceived: How Schools Hold Back America's Brightest Students, these are the common reasons why acceleration is not accepted in America. ...
This article by Karen Rogers examines 12 forms of acceleration. The author discusses research results from 314 studies with positive effects. The results show that there were positive findings for socialization effects from grade skipping, mentorships and positive psychological adjustment effects for concurrent enrollment and mentorships. ...
This book chapter excerpted from Academic Precocity: Aspects of Its Development. Author Halbert Robinson reviews research about how students who enter college early perform academically and socially. Research results suggest that early entrants continue to achieve at high levels in college. Students make the adjustment to the social scene on campus easily and have friendships with typically aged college students. Research suggests that early entrance students tend to continue on to graduate school and use the time gained for further aca ...
This article by Julian Stanley lists several ways to accelerate students. These ways include entering school early, skipping a grade, skipping the last year or two of high school by taking extra required courses early, complete two or more years of a subject in a single school year, and take regular college courses for credit on a part-time basis while still enrolled in high school. The author stresses the importance of educational acceleration as one of the prime methods for helping brilliant youths toward maximal intellectual achievement. One ...
This article is a book chapter excerpted from Intellectual Talent. In it, author A. Harry Passow takes a look at academic acceleration and how it has been attained through the years. There are a variety of different types of acceleration practices that have been supported and popular through the years. The author explains each of these and discusses the effects they had on the students. ...
This article expounds on the fact that the word "acceleration" continues to generate controversy. Although literature makes it clear that acceleration in its various guises is a positive intervention for many gifted students, educational practitioners in Australia continue to resist the evidence and campaign actively against allowing students to take this option. The article includes three research projects conducted in New South Wales, Australia that explore the different forms of acceleration. Authored by Wilma Vialle, Tracey Ashton, Greg Car ...
This article by Nancy Robinson and Kathleen Noble provides some practical part-time acceleration options, as well as full-time acceleration options, and introduces the University of Washington's Transition School and Early Entrance Program. Not accelerating a gifted child causes them to abandon the intellectual pursuit and become at-risk for difficulties. Two options for acceleration are the High School Baccalaureate programs and specialized schools. ...
This article by Karen Rogers and Richard Kimpston is a review of studies that indicate gifted young people really do benefit from being academically challenged. It states that providing a challenging learning environment will only help these children, not harm them in social or psychological ways. They include short descriptions of 11 practices fro challenging these students. ...
This article by Joyce VanTassel-Baska discusses the merits of ability grouping and acceleration for gifted students. It reviews studies on this subject, talks about issues that have been controversial. The author also offers recommendations to educators on how to help gifted students to maximize their potential. ...
This article is a book chapter from Intellectual Talent: Psychometry and Social Issues. Author James Gallagher discusses the role educational research has played in the arena of educational reform with particular focus on the effects of acceleration on students, and concerns about acceleration. The conclusion is that research findings are not the variables most frequently used when setting policy. ...
In this article, Miraca Gross discusses the long-term outcomes of grade acceleration versus nonacceleration. ...
This article discusses different ways rural areas can educate their gifted students. Acceleration is suggested as an option that rural schools can easily use. Options and explanations are offered throughout the article. Authored by Camilla Benbow, Teresa Argo and Lynn Glass. ...
This study is a research grant project designed to create an enriched and accelerated curriculum for mathematically talented elementary students. ...
"Few educational interventions have been as comprehensively studied as acceleration and few have acquired as compelling a body of empirical evidence for their success. Acceleration was one of the few educational procedures endorsed by Shore, Cornell, Robinson, and Ward (1991) in their comprehensive analysis of research in gifted education as being strongly validated by research. Yet, many educators are wary of possible ill effects of acceleration, citing fears for both the intellectual and affective well-being of students (Daurio, 1979; Souther ...
In this article, Miraca Gross explains that although many teachers and principals argue against acceleration, research strongly supports the value of grade acceleration for highly and extremely gifted children. The most frequently expressed concern relates to the possibility of social or emotional damage resulting for students who have been accelerated. Research, however, has consistently shown that the acceleration of gifted students is associated with positive changes in their academic development as well as a greater social acceptance from m ...
This book chapter explores the research on acceleration and early school entrance. Things to consider when thinking about accelerating a student are included as well as explanations of various studies on the subject. Guidelines for testing students are also incorporated into this informative chapter written by Susan Assouline, Nicholas Colangelo, Ann Lupkowski-Shoplik, Jonathan Lipscomb, and Leslie Forstadt. ...
This article highlights the decades of research from the Templeton National Acceleration report. Researchers throughout the nation took into consideration many of the reasons why acceleration is not a commonly accepted alternative for intellectually gifted students, including the myth that children must be kept with their age peers, that acceleration "hurries" students out of childhood, or even that acceleration somehow conflicts with the idea of political equality. ...
The Templeton National Report on Acceleration is a research report that highlights the most effective way to help gifted students thrive. "Decades of data come together in this report to make one resounding statement: acceleration is the most effective intervention method for high-ability students, not just academically, but emotionally and socially, and for both the short- and long-term."
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This article is a book chapter by Lynn Pollins. It discusses studies on acceleration as it relates to the student's social and emotional development. There has never been a study that showed a negative result of acceleration. By contrast, there may even be positive effects to the social and emotional development of accelerants. ...
This article by Dr. Miraca Gross reviews the schooling of five profoundly gifted children who have been radically accelerated. Gross' study found that "the extremely gifted students who have been radically accelerated, and their teachers and parents, believe strongly that they are now much more appropriately placed, both academically and socially." These students have higher levels of motivation, less pressure for peer acceptance, and closer social relationships than they did prior to acceleration."
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This article relates research on subjects who entered college at age 14 or younger. Students answered questions regarding how well they developed socially. The research shows that for the first two years of college, young entrants form strong relationships with their age-group's peers and for the final two years of college, they branch out to form relationships with older students. Authored by Paul Janos, Nancy Robinson, Christopher Carter, Audrey Chapel, Rand Cufley, Matthew Curland, Michael Daily, Meg Guilland, Mark Heinzig, Hans Kehl, Stephe ...
This article looks at the research done on early entrants. The authors suggest ". . . that for a constituency of exceptionally talented-but quite young-students, college enrollment, particularly when undertaken in concert with other able and motivated peers, can be both academically enhancing and facilitative of personal and social growth." Authored by Paul Janos, Nancy Robinson and Clifford Lunneborg. ...
This article reports on a study of adolescent girls enrolled in a residential early college entrance program and investigated whether socioemotional adjustment could be predicted by prior personality and family traits. Adjustment was assessed by staff, student, and peer perspectives over the course of one academic year. Results indicate consistent predictive relationships between the Jackson Personality Inventory, the Self-Perception Profile for Adolescents, the Family Environment Scale, the Parent Adolescent Communication Scale, and four outco ...
This article by Nancy Robinson looks at the issue of radical acceleration. She examines the arguments in favor of it, the questions this topic raises and offers summary of results of previous studies. The text comes from an address Robinson made at a conference. ...
This article by Paul Janos and Nancy Robinson discusses a study of accelerated students. The academic performance of 24 accelerated students was compared with that of 2 groups of college students averaging 4 years older. Accelerated students performed on par with older National Merit Scholars and out-performed other older students. ...
This article by Dr. James J. Gallagher discusses changing views in how giftedness is created and changing views in how these children should be educated. ...
This study used traditional behavioral assessment procedures to determine whether a functional relationship existed between (a) levels of task difficulty and teacher attention and (b) off-task behavior in 3 students identified as highly able in mathematics who also showed consistent behavior issues. Results indicated that higher rates of off-task behaviors were associated with low attention conditions. Task difficulty did not appear to have a consistent relationship with student behavior. ...
This article by Kathi Kearney reviews the literature on full inclusion. The author notes that the research supporting full inclusion for students who are disabled did not take into account gifted students in any way -- either gifted twice-exceptional students, or gifted students who are assigned to "full inclusion" regular education classrooms. Using the logic of proponents of full inclusion, the special issues of highly gifted children are examined and a series of recommendations for the placement and education of highly gifted children in ful ...
This article addresses the question: "Are principals really serving the gifted and talented students in our schools?" The purpose of this study was to investigate principal leadership on gifted education in schools that were known to have high-quality elementary gifted programs. ...
This article briefly describes the developmental theories of Piaget and Bloom. Understanding how learning occurs can help teachers be aware of how gifted learners may differ from their age peers. Most hierarchical theories of learning share the notion that as a child develops and matures, his or her understanding of the world is limited first by neural development and second by his or her ability to incorporate experiences into a definition of the world. Additional readings exploring gifted education are recommended in the article. ...
This paper presents the results of three 2-year longitudinal interventions of the Teachers Involve Parents in Schoolwork (TIPS) homework program in elementary mathematics, middle school language arts, and middle school science. The findings suggest that the benefits of TIPS intervention in terms of emotion and achievement outweigh its associated costs.
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This book chapter is about a study that was done on parental involvement with academically talented students in grades 3-6. The study clearly shows that these parents are very involved in both the academic and social lives of their students. Authored by Nicholas Colangelo, Susan Assouline, I-chun Chen, and Tsung-Hsun Tsai.
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This article by Roberta Staley describes some of the situations faced by profoundly gifted young people and their families. Staley relates many interesting anecdotes and commentaries. The article advocates for increased recognition of the importance and value of these gifted young people. ...
This Tips for Parents article is from a seminar hosted by Francoys Gagne, who explores the various components of his Differentiated Model of Giftedness and Talent. ...
This Tips for Parents article is from a seminar hosted by Miraca Gross, who provides new data on very early developmental advancement and the influence of sound educational planning and decision-making by families. ...
This study examines the
father-son relationships of 10 prominent gifted men of achievement to identify factors
influencing talent development. Through biographical analysis, 6 significant themes
were identified: unconditional belief in son, strong work ethic, encouragement and
guidance, maintaining high expectations and fostering determination, pride in son’s
accomplishments, and mutual admiration and respect. Implications for parents and
educators of high-achieving gifted males are discussed. ...
This study uses the methods and procedures of psychological autopsy to portray the life of an academically gifted college student who completed suicide. The study is unique in that it follows the subject across his 21 years of life, highlighting relevant milestones and significant stages and events. A comprehensive view of the life and death of a gifted student is
offered through both researchers' and parents' perspectives, along with multiple theoretical explanations, including a developmental explanation. ...
This article by Maureen Neihart explores studies on the link between creativity and madness. It explains that there definitely is a more frequent occurrence of certain types of mental problems in those who are exceptionally creative. It also brings up questions such as whether the creativity causes the higher incidence of mental illness or visa versa. ...
This article examines the nature and extent of depressive disorders in highly gifted adolescents based on current literature and data gathered from a phenomenological study, focus groups, and clinical records. These findings raise questions about the efficacy of quantitative research instruments to determine actual cases of depressive disorder in this subgroup, as well as current research estimates of depression in the highly gifted population. ...
This article discusses gifted high school students and their self-perceptions. Overall, the study finds that, contrary to most research in this area, these students felt very well adjusted. Teachers agreed with the students in all areas except that the students rated themselves as happier than their teachers rated them. Authored by Tiffany Field, Jeff Harding, Regina Yando, Ketty Gonzalez, David Lasko, Debra Bendell and Carol Marks. ...
This article by Maureen Neihart reviews the empirical research regarding the connection between being gifted and psychological well-being. The research reviewed suggests that being gifted in and of itself does not affect a child's psychological well-being. However, the author points out that there are some correlations between adult psychological disorders and high IQ and creativeness, which the author addresses in a lengthy discussion. There is also a discussion of the factors involved in creating (or avoiding) psychological distress among gif ...
This article by Miraca Gross discusses the feeling that many gifted children have that they must choose between social acceptance and intellectual ability. This article proposes that programs that group students based on ability rather than age will not force such a socio-psychological issue upon the gifted young person. She also cites research supporting this point of view. ...
This article provides a summation of previously performed research studies as well as one recently performed empirical study about how well highly intelligent children make friends. Highly intelligent children, as shown by previous research, show satisfactory social adjustment. The minority who are not socially well-adjusted is about twice that of moderately intelligent children. The empirical study found similar results. Also ideas are provided to help highly intelligent children adjust better socially. Authored by Paul Janos, Kristi Marwood a ...
This article by Deirdre Lovecky reviews the research on highly gifted children and peer relationships. The author highlights possible issues with peers for highly gifted children. She also discusses strategies for developing successful peer relationships. ...
This article by Miraca Gross explores the five stages children go through in developing their expectations of friendships. She identifies them as: play partner; people to chat to; help & encouragement; intimacy/empathy; and sure shelter. Gifted children tend to reach the final stage of friendship expectations years ahead of average ability children, thus causing social isolation and the need for a true friend. ...
This article by Sally Reis and D. Betsy McCoach reviews years of studies on underachievement among the gifted. It explores some of the problems of identifying these students. The authors also include suggestions for those interested in pursuing potentially promising new lines of research and inquiry in this area. ...
Jerald Grobman writes this report on a group of exceptionally gifted adolescents between the ages of 14 and 25 who were each treated in individual psychotherapy over the course of a number of years. They were referred for symptoms of anxiety, depression, self-destructive behavior, and underachievement. Each phase of their gifted development was accompanied by particular anxieties and conflicts. In adolescence they developed a powerful personal vision, a sense of destiny, and a charismatic personality. Their inability to resolve conflicts about ...
BOOK REVIEW (Davidson Institute) - This article offers a brief review of Barbara Clark's Growing Up Gifted. Clark provides an overview of the research on acceleration (or grade skipping) for highly gifted children. The research shows "almost uniformly positive results." Clark lists several advantages for accelerating highly gifted students. ...
BOOK REVIEW (Davidson Institute) - The reviewer finds this an excellent resource on acceleration for educators, administrators and parents who plan programs and make intervention decisions for gifted and talented students. Readers can easily access their topic of interest in this usable and friendly tool. ...
BOOK REVIEW (Davidson Institute) - A review of The Re-forming of Gifted Education by Karen Rogers. From her analysis of research that spans a full century, Dr. Rogers describes various types of gifted children, as well as options for school enrichment and acceleration. She reports the effectiveness for each option according to the research. From her years of experience consulting with schools, she shows parents and teachers practical ways to design ongoing programs that best meet the needs of bright children. ...
BOOK REVIEW (Davidson Institute) - This book, Serving Gifted Learners Beyond the Traditional Classroom: A Guide to Alternative Programs and Services, by Dr. Joyce VanTassel-Baska is a "thoughtful resource for parents, educators, researchers and community leaders." ...
BOOK REVIEW (Belin-Blank Newsletter) - Reviewed in the Belin-Blank newsletter, Vision, Brandy Case Haub writes that the reader-friendly approach of this book, combined with intriguing narratives of individual stories, keeps the reader’s attention and makes it a quick read. This book will be most useful for the audience Kerr and Cohn specify: parents, teachers and counselors of gifted and talented boys, who wish to understand and encourage their students. ...
BOOK REVIEW (Davidson Institute) - This review describes the main points of each of the four sections of The social and emotional development of gifted children: What do we know? The topics of each chapter are briefly commented on and high points are brought to the reader's attention. The book explores what research has told us about the social and emotional development of the gifted and summarizes the findings and provides resources and suggestions for working with the gifted in developing these areas. ...
BOOK REVIEW (Patricia A. Haensly) - The intent of The young gifted child: Potential and promise, an anthology is to "offer a framework of understanding for the many adults who cherish these gifted children as students, patients, friends, sons and daughters. The volume is divided into six parts that include an introduction to the subject area and a summary of each chapter within that section. It is designed to serve as a catalyst for discussion on many levels with many kinds of target populations: teachers, parents, counselors, graduate a ...
An interview (Q&A format) with Dr. Esther Sinclair, a Licensed Educational Psychologist and Director of the Educational Consultation & Advocacy Services at the UCLA Neuropsychiatric Institute. ...
Laura Vanderkam interviews Joel McIntosh for the Gifted Exchange Blog.
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This article provides perspectives on "Microadvocacy," which operates on the scale of the individual child, and advocacy at a macrolevel—across a district, a state, or the nation. ...
This article by Nicholas Colangelo and David Dettmann discusses the importance of involved parent and family relationships in the lives of gifted children. It describes the family environments of the children in the study as well as the types of things these families do together. The article stresses that not enough research has been done in this area, and that it is important for these relationships to be strong and active. ...
One factor in the debate surrounding the underrepresentation of women in science technology,
engineering and mathematics (STEM) involves male–female mathematical ability differences
in the extreme right tail (top 1% in ability). This article is about a study that provides male–female ability ratios from over 1.6 million 7th grade students in the right tail (top 5% in ability) across
30 years (1981–2010) using multiple measures of math, verbal, and writing ability and science
reasoning from the SAT and ACT. ...
This article is based on the original "Eight Great Gripes." (Galbraith, 1985) Research was focused on seventh and eighth graders. The students in the study were asked, "What is it like to be gifted?" The answers were compared to the "Eight Great Gripes" and found to be remarkably similar. Authored by Mark Kunkel, Bea Chapa, Greg Patterson, and Derald Walling. ...
This article by David Henry Feldman summarizes the case for studying extreme giftedness through a review of findings that have accumulated during the past few years. His primary point in this article is to convey how the scholarly field has shifted into two directions: The first toward more differentiated notions of giftedness. The second toward more developmentally oriented frameworks for understanding giftedness and creativity. ...
This article provides an analysis of Project Clarion, a 5-year Javits project funded by the U.S. Department of Education and initiated by the Center for Gifted Education (CFGE) at The College of William and Mary. Project Clarion’s purpose was to “scale up” rigorous science curriculum with broad populations of K–3 students. It has been implemented and researched in Title I schools.
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This article is a chapter from the book Talent Development III. According to the authors, John Ruscio and Teresa Amabileit, it is the social, work and educational environments in which creativity is nurtured or stifled that determines the extent to which our ability to be creative expands or contracts. They examine past “creativity” research on the influences of these environments and the direct effect on motivation and creativity. They describe the componential model of creativity which includes three distinct stages, and advance a four ...
Laura Vanderkam, co-author of Genius Denied, discusses the results of the 2008 Fordham Foundation report, “High Achieving Students in the Era of No Child Left Behind.” ...
This chapter from the Handbook of Gifted Education reviews corroborative findings as well as current primary research. It suggests that alterations in the productivity factors have proven beneficial for ordinary and extraordinary human achievement. ...
This article takes a look back at gifted education in large cities over the past century. It also provides characteristics of strong urban gifted education programs. ...
This article takes a look at the relationship between homework and self-regulation from the elementary grades to college. It reveals that quality measures of homework such as managing distractions, self-efficacy and perceived responsibility for learning, setting goals, self-reflection, managing time, and setting a place for homework completion are more effective than only measuring the amount of time spent on homework. ...
This article by George Betts provides background information about the Summer Enrichment Program. It answers questions about how a child can benefit from participating, the academic, social, emotional modifications of the program and how children are identified for the program. It also offers testimonials about the program from former students. ...
This article by Paula Olszewski-Kubilius offers an overview of the concept and practice of the Talent Search programs. It reviews the history, purpose, and benefits of the programs. In addition, it highlights specific research that discusses their reliability and validity. ...