Search Database

Support: GT Research

• Assessment of Gifted Children: Characteristics

  Exceptionally gifted children: Different minds

  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 large amounts of information about a subject), and a need for extreme precision.

  The mysterious case of extreme giftedness

  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.

• Assessment of Gifted Children: Identification

  How Fine Motor Skills Influence the Assessment of High Abilities and Underachievement in Math

  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.

  The on-going dilemma of effective identification practices in gifted education

  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.

• Developmental: Adolescence

  A Synthesis of Research on Psychological Types of Gifted Adolescents

  This article covers the different personality types of gifted adolescents. Author Ugur Sak discusses teaching practices for gifted students according to their personality preferences.

  Importance of assessing spatial ability in intellectually talented young adolescents: A 20-year longitudinal study

  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.

  Personality dimensions of gifted adolescents

  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 differ from one another.

• Developmental: Early Childhood

  Genetics and intelligence

  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 reveal the "magnitude of genetic effects." This article presents past and present research findings detailing the influence of genetic factors on talent development.

  Parents' observations of kindergarteners who are advanced in mathematical reasoning

  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.

  Small poppies: Highly gifted children in the early years

  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.

• Educational Options: Ability Grouping

  An analysis of the research on ability grouping

  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.

• Educational Options: Acceleration

  12 Reasons Why Acceleration isn't Accepted in America

  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.

  A best-evidence synthesis of research on acceleration options for gifted students

  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.

  A case for radical acceleration: Programs of the Johns Hopkins University and University of Washington

  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 academic opportunities. The decision to enter college early is one of matching a student's needs and abilities to the appropriate environment.

  A Look Back at Educational Non-Acceleration: An International Tragedy

  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 consequence of not accelerating intellectually brilliant young people so that they can move rapidly through college and to an early doctorate degree is wasting the talents of many youths since they have less time to make contributions after they graduate.

  Acceleration over the years

  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.

  Acceleration: A coat of many colours

  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 Carlton and Florence Rankin.

  Acceleration: Valuable high school to college options

  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.

  Acceleration: What we do vs. what we know

  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.

  Educational decision making on acceleration and ability grouping

  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.

  Educational research and educational policy: The strange case of acceleration

  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.

  Exceptionally Gifted Children: Long-Term Outcomes of Academic Acceleration and Nonacceleration

  In this article, Miraca Gross discusses the long-term outcomes of grade acceleration versus nonacceleration.

  Meeting the needs of the gifted in rural areas through acceleration

  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.

  Project M3: Mentoring Mathematical Minds — A Research-Based Curriculum for Talented Elementary Students

  This study is a research grant project designed to create an enriched and accelerated curriculum for mathematically talented elementary students.

  Radical acceleration and early entry to college: A review of the research

  "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; Southern, Jones, & Fiscus 1989). Particular concern is expressed when the acceleration under consideration is radical, that is, it employs a range of procedures leading to school graduation 3 or more years earlier than usual."

  Radical Acceleration: Responding to Academic and Social Needs of Extremely Gifted Adolescents

  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 mental age peers with whom accelerated students are placed. Further, research demonstrates that students' social and emotional development is more highly correlated with mental age than chronological age. Finally, research suggests that gifted students who are early college entrants, have superior academic achievements when compared to both regular age college students and equally gifted students who did not enter college early. This article advocates the acceleration of gifted students as an urgent necessity.

  Relevant educational and psychological research

  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.

  Research highlights from Templeton National Acceleration Report - A Nation Deceived: How Schools Hold Back America’s Brightest Students

  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.

  Templeton National Report on Acceleration: A Nation Deceived

  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."

  The effects of acceleration on the social and emotional development of gifted students

  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.

  The use of radical acceleration in cases of extreme intellectual precocity

  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."

• Educational Options: Early College

  A cross-sectional developmental study of the social relations of students who enter college early

  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, Stephen Lu, Davonna Sherry, Jennifer Stoloff, and Alicia Wise.

  Markedly early entrance to college

  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.

  Socioemotional adjustment of adolescent girls enrolled in a residential acceleration program

  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 outcome adjustment measures.

  The case for radical acceleration to college

  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.

  The performance of students in a program of radical acceleration at the university level

  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.

• Educational Options: Educational Planning

  Changing Views on Educating Gifted 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.

• Educational Options: Tips for Teachers

  Effects of Task Difficulty and Teacher Attention on the Off-Task Behavior of High-Ability Students with Behavior Issues

  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.

  Highly gifted children in full inclusion classrooms

  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 full inclusion classrooms are made.

  Impact of two elementary school principals’ leadership on gifted education in their buildings

  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.

  What the research says about gifted learners

  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.

• Parenting: Parenting Strategies

  Character Development, Grit, and Cognitive Gender Differences: Davidson Gifted Weekly Roundup - May 21, 2020

  A weekly roundup of gifted education news and resources.

  Costs and Benefits of Family Involvement in Homework

  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.
  

  Parental involvement in the academic and social lives of academically talented elementary school students

  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.
  

  Wunderkinds

  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.

• Parenting: Tips for Parents

  Tips for Parents: Emotional Intelligence - Raising a Child Who Can Think and Act in Intelligent Ways

  This Tips for Parents article is from a seminar hosted by Paula Wilkes, who discusses a number of topics related to intelligence.

  Tips for Parents: Exploring Talent Development with Gagne's DMGT

  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.

  Tips for Parents: What we Know from Longitudinal Studies of E/PG Children

  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.

• Social/Emotional: Gender Specific

  An Examination of Paternal Influence on High-Achieving Gifted Males

  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.

• Social/Emotional: General

  A psychological autopsy of the suicide of an academically gifted student: Researchers' and Parents' Perspectives

  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.

  Creativity, the arts, and madness

  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.

  Depressive disorder in highly gifted adolescents

  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.

  Feelings and attitudes of gifted students

  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.

  The impact of giftedness on psychological well-being

  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 gifted students.

  The pursuit of excellence or the search for intimacy? The forced-choice dilemma of gifted youth

  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.

• Social/Emotional: Peer Relations

  Friendship patterns in highly intelligent children

  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 and Nancy Robinson.

  Highly gifted children and peer relationships

  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.

  Play partner or sure shelter: What gifted children look for in friendship

  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.

• Social/Emotional: Underachievement

  The underachievement of gifted students: What do we know and where do we go?

  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.

  Underachievement in Exceptionally Gifted Adolescents and Young Adults: A Psychiatrist's View

  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 these particular gifted traits led to their most dramatic forms of underachievement and self-destructive behavior.

• Support Materials: Book Reviews

  Growing Up Gifted: Developing the Potential of Children at Home and at School

  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.

  If I’m So Smart, Why Aren’t the Answers Easy?: Advice From Teens On Growing Up Gifted

  BOOK REVIEW (Davidson Institute) – Based on years of survey research, If I’m So Smart, Why Aren’t the Answers Easy? shares the comments of hundreds of gifted teens on their experiences with giftedness.

  Radical Acceleration of Highly Gifted Children

  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.

  Re-forming ( Reforming ) Gifted Education: How Parents and Teachers Can Match the Program to the Child

  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.

  Serving Gifted Learners Beyond the Traditional Classroom: A Guide to Alternative Programs and Services

  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."

  Smart boys: Talent, manhood, and the search for meaning

  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.

  The social and emotional development of gifted children: What do we know?

  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.

  The young gifted child: Potential and promise, an anthology

  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 and undergraduate students, researchers, nursery school directors, day-care administrators, health care practitioners. The reader will naturally choose those chapters most applicable to his or her involvement with gifted young children."

• Support Materials: Interviews

  An exclusive interview with Dr. Esther Sinclair

  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.

  Gifted Exchange Interview - Joel McIntosh

  Laura Vanderkam interviews Joel McIntosh for the Gifted Exchange Blog.

• Talent Development: Advocacy

  Advocacy: From Micro to Macro

  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.

  Davidson Institute - IQ and Educational Needs

  This one-pager includes a bell curve diagram that helps explain the profoundly gifted population, those who score in the third standard deviation or 99.9 percentile, on IQ and achievement tests. This factsheet also includes the percentages in various population segments - gifted, highly gifted and profoundly gifted.

• Talent Development: Case Studies

  A review of research on parents and families of gifted children

  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.

  Duke TIP Research Team Announces Key Findings of 30-Year Study

  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.

  Experience of giftedness: Eight great gripes six years later

  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.

  Extreme giftedness: A developmental view

  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.

  Science in the city: Meeting the needs of urban gifted students with Project Clarion

  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.
  

• Talent Development: Distance Learning

  Technology in Gifted Education: Annotated Bibliography

  This article provides a summary of research on the use of technology in the field of K-12 gifted education.

• Talent Development: General Talent Development

  **pending** Gifted Journals, Publications and Blogs

  **pending**

  How does creativity happen?

  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 fourth stage in the process. One factor in this study stood out among all others, intrinsic motivation (internal desire) was one of the most important factors contributing to creativity.

  No Child Let Ahead

  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.”

  Talent, Accomplishment, and Eminence

  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.

  The History of Urban Gifted Education

  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.

  What the research says about the effects of policies and regulation on gifted education

  This article contains a synopsis of recent research on policies related to gifted education in the United States.

  Where Are the Gifted Minorities?

  This article takes a look at the underrepresentation of minority students in gifted education programs in America.

• Talent Development: Strategies & Tools

  Developing Self-Regulation Skills: The Important Role of Homework

  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.

• Talent Development: Summer Programs

  A Place to Belong for the Highly Gifted: The Summer Enrichment Program at the University of Northern Colorado

  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.

• Talent Development: Talent Searches

  Talent search: A driving force in gifted education

  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.