International Handbook of Giftedness and TalentEdited by
- K. A. Heller, Department of Psychology, University of Munich, Germany
- F. J. Mönks, Center for the Study of Giftedness, University of Nijmegen, The Netherlands
- R. Subotnik, APA, Washington, USA
- Robert Sternberg, Yale University, New Haven, Connecticut, U.S.A.
The first edition of this popular reference work was published in 1993 and received critical acclaim for its achievement in bringing together international perspectives on research and development in giftedness and talent. Scholars welcomed it as the first comprehensive volume in the field and it has proved to be an indispensable resource to researchers. Since the first edition, the scholarly field of giftedness and talent studies has expanded and developed, welcoming contributions from researchers in related disciplines. Several theoretical frameworks outlined in the first edition have now been empirically tested and a number of new trends have emerged. The Second Edition of the International Handbook of Giftedness and Talent provides an invaluable research tool to academics, researchers and students interested in the field of giftedness and talent. The contributors are renowned in the field and the broad range of topics on giftedness that have been studied in the past century, right up to the late 1990s, are represented in this volume. It is truly international in scope, bringing together leading scholars and teachers from all around the world. This new edition has been fully updated and rewritten and includes 22 completely new chapters. It provides a comprehensive review and critical synthesis of significant theory; a unique cross-national perspective with contributions from over 100 distinguished authors covering 24 nations; significant contributions from scholars working in related fields; an increased focus on empirically supported scholarship; and is arranged for quick and easy reference with comprehensive subject and author indexes.
Hardbound, 950 Pages
Published: December 2000
This voluminous handbook on giftedness and talent, edited by Europeans Kurt Heller and Franz J. Mönks and by Americans Robert J. Sternberg and Rena F. Subotnik, is a superb reference in its field. It is indispensable for any library that serves researchers, scholars, or practitioners. Informed parents may also find it useful. ....Most of the authors are highly respected leaders. It is evident from the readable and scholarly quality of writing that the book represents both careful and comprehensive planning, and effective and collaborative editing. ...this book is a must for libraries.
N.M. Robinson, University of Washington, USA, Choice
This is a scientific book based mainly on research findings from the psychology of giftedness and talent, and supplemented by the personal opinions of the authors who are experts in the field. In this capacity the handbook is a unique resource for researchers and graduate and undergraduate students. This is also a practical guide to educating and nurturing the gifted, talented, and creative, describing a variety of existing programs and practices for that population. This information source will prove invaluable to parents and teachers concerned with the appropriate development of gifted children. This is truly an international book, with contributors representing 24 different nationalities.
Heller, Monks, Sternberg, and Subotnik made a successful attempt to represent the entire field of the psychology of giftedness and talent in ways that present the most exciting, innovative and relevant findings available to a wide international audience. I believe that one of the many possible ways to judge about any book or article is to ask: could this book or a very similar one have been written by anyone else? In this volume, all the chapters could have been written probably only by those authors who indeed wrote them (or at least by only a few other scholars). This is really nice work!
In short, the International Handbook of Giftedness and Talent is a well-balanced, comprehensive coverage of the field, providing a timely source of information on emerging trends, controversies, and issues of enduring importance. The reader is in a position to see a full range of research and practical pursuits in the psychology of giftedness and gifted education. Its content is easily accessible to the general reader.
For everyone interested in the nature of high ability, gifted education, and related issues, I highly recommend Heller, Monks, Sternberg and Subotnik's International Handbook of Giftedness and Talent.
Larisa V. Shavinina, Ontario Institute for Studies in Education, Canada
The Second Edition of the International Handbook for the Gifted and Talented is unique in that it is a multidisciplinary international work, which facilitates professionals in the fields of research and teaching of giftedness and talent and it enables a quantum jump forward for the professional field. This Handbook is must reading for researchers, psychologists, educators, trainers of teachers, policy makers, administrators of schools, and parents of gifted children. Not only does this work present the state-of-the-art research as a vital reference book on giftedness and talent, it also applies the latest theories to practice in identifying and teaching the world's most valuable, yet often neglected, natural resource, our gifted and talented children. The recently cited "Flynn Effect" which indicates that we are experiencing a sharp increase in IQs among youth, makes this book even a more important reference work for researchers.
Heller, Monks, Sternberg, and Subotnik, building on earlier contributions of the Late Harry Passow, have done an excellent, comprehensive job in editing this Second Edition which makes it an entirely new volume with 80% new material over the acclaimed First Edition. This new volume also presents a more global coverage of the important thinking in the field and offers new perspectives including some from those who are critical of what they see as "elitism" in the movement.
In short, this excellent volume is MUST reading for all pedagogical and psychological researchers, for teachers and counselors of gifted and talented children, for trainers of teachers, for school administrators, for parents of gifted children, for libraries as a reference work, and for all who serve or teach our planet's most valuable, yet neglected, international resource, our growing number of gifted and talented young people.
Harold C. Lyon Jr., Ludwig Maximilians University, Germany
This voluminous handbook on giftedness and talent...is a superb reference in its field. It is indispensable for any library that serves researchers, scholars, and/or practitioners. Informed parents may also find it useful. Replacing the 1993 edition, this volume consists of 59 tightly edited chapters by more than 100 investigators and program developers from 24 countries. ...Most of the authors are highly respected leaders. It is evident from the readable and scholarly quality of writing that the book represents both careful and comprehensive planning, and effective and collaborative editing. ...this book is a "must" for libraries.
Nancy Robinson, American Library Association, 2001
...The key quality of this edition of the International Handbook is that it provides a forum for an international conversation. So many topics are addressed, and the vast majority of them are presented with a global perspective....the scope of the handbook is extensive, including hundreds of perspectives on many critical issues in our field, with many of those perspectives well connected to broad areas of psychology and educational psychology. It offers a cross-national perspective, comprehensive summary, and critical analysis of much of the significant research and theory driving our field.
The International Handbook, like its first edition, is an impressive volume that describes the present state of gifted education globally, challenges its audience to resolve difficult issues and answer difficult questions, and thereby helps set the direction for the future of gifted education....the second edition of the International Handbook on Giftedness and Talent is a must for any gifted-education library.
J. Hansen, University of St. Thomas, Minneapolis, The Gifted Child Quarterly, Fall 2001
...The need for a new edition of this invaluable Handbook was undeniable....the editors must be commended for undertaking what has surely been a major operation and for bringing us a useful synthesis of recent and current research in gifted education and allied fields. It is an essential resource for researchers and graduate students, and indeed for practitioners who want to be sure that the interventions they put in place for gifted and talented students are supported by research, rather than by social mythology.
Miraca U.M. Gross, University of NSW, Sydney, Australia, Gifted and Talent International, Spring 2001
As soon as I received my copy of the new edition of the Handbook, I hunted through it for information and swiftly found what I needed: exactly the service a reference book should provide. This handsome volume is a mine of information. Most of the chapters were written by more than one person, sometimes from very different perspectives, but they have been smoothly blended through first-class editing....The changes in this second edition greatly strengthen the collection....There is high-standard work from well-known scholars in the field...but the net has been cast more widely in this second edition by including authors whose major interest is not giftedness, providing some fresh angles, such as Lens (Belgium) on motivation and Manstette (Germany) on vocational training....This second edition of the Handbook shows that lessons have been learned from the first one, and the gaps can be thought of positively as opportunities waiting to be filled in the next...this collection presents a valuable collection to the literature on giftedness and talent. It will be used and referenced for many years to come.
Joan Freeman, Middlesex University, London W1H 1RE, High Ability Studies, Volume 12, 2001
This book is lush in both the forests and the trees of giftedness' global refrain. It would make a valuable addition to the library of the general psychologist, educator, or Mensan-at-large interested in a deeper understanding of the state-of-the-art in giftedness theory, research, and applications. It should prove invaluable to the specialists in the field.
Kevin G. Vost, University of Illinois at Springfield, MENSA Research Journal, Vol 33, 2002
This handbook is comprehensive and so rich with information, theory, practice and policies, that readers may find it helpful to view the field of giftedness and talent.
Usama Abdel-Magid, Educational Psychology, Vol 21, 2001
- Part I: Changing Conceptions on Giftedness and Talent. Conceptions of giftedness from a meta-theoretical perspective (A. Ziegler, K.A. Heller). A history of giftedness in school and society (A.J. Tannenbaum). Intelligence as developing expertise (R.J. Sternberg). Understanding the complex choreography of talent development through DMGT-based analysis (F. Gagné).New conceptions and research approaches to creativity: implications of a systems perspective for creativity in education (M. Csikszentmihalyi, R. Wolfe). Giftedness in non-academic domains: the case of the visual arts and music (E. Winner, G. Martino). Genius and giftedness: same or different? (D.K. Simonton). International trends and topics of research on giftedness and talent (K.A. Heller, N.J. Schofield). Part II: Development of Giftedness and Talent. Developmental theories and giftedness (F.J. Mönks, E. Mason). Genetic tools for exploring individual differences in intelligence (L.A. Thompson, R. Plomin). Giftedness, expertise, and (exceptional) performance: a developmental perspective (W. Schneider). Issues in the cognitive development of exceptionally gifted individuals (M. Gross). Motivation and cognition: their role in the development of giftedness (W. Lens, P. Rand). Social and emotional development of gifted students (L. Coleman, T.L. Cross). Towards a dynamic interactive model of talent development: a life-span linking childhood giftedness and adult achievements (I. Schoon). Prodigies, savants and Williams Syndrome: windows into talent and cognition (M. Morelock, D.H. Feldman). Addressing the most challenging questions in gifted education and psychology: a role best suited to longitudinal research (R.F. Subotnik, K.D. Arnold). A "talent" for knowledge and judgement about life: the life-span development of wisdom (M. Pasupathi, U. Staudinger). Part III: Identification of Giftedness and Talent. Identification of gifted and talented youth for educational programs (J.F. Feldhusen, F.A. Jarwan). Dynamic assessment of gifted students (L. Kanevsky). Indicators of high ability in young children (C. Perleth, F.J. Monks). Prediction of excellence in school, University and Work (G. Trost). Part IV: Gifted Education and Programming. Conceptual foundations and theoretical lenses for the diversity of giftedness (L-N.M. Cohen et al.).Curriculum research and development for the gifted (J. VanTassel Baska). The schoolwide enrichment model (J.S. Renzulli, S.M. Reis). Instructional psychology and the gifted (H. Gruber, H. Mandl). Education of verbally talented students (P. Olszewski-Kubilius, S.P. Whalen). Nurturing talents/gifts in mathematics (W. Wieczerkowski et al.).Talent development in science and technology (M. Pyryt). Promotion of giftedness in vocational training (R. Manstetten). Giftedness: the ultimate instrument for good and evil (A.J. Tannenbaum). New trends in research on moral development in the gifted (O.D. Andreani, A. Pagnin). Programs and strategies for nurturing creativity (A. Cropley, K.K. Urban). Developing gifted programs (S. Moon, H. Rosselli). Academic competitions and programs designed to challenge the exceptionally talented (J. Campbell et al.). Evaluation as a critical component of program development and implementation (C.M. Callahan). Cross cultural studies in gifted education (L. Hernández de Hahn). Part V: Counseling and Nurturing Giftedness and Talent. Global professionalism and perceptions of teachers of the gifted (A. Baldwin et al.).Families: the essential context for gifts and talents (J. Freeman). Identifying and educating poor and under-represented gifted students (J.H. Borland, L. Wright). Counseling gifted students (N. Colangelo, S. Assouline). Underachievement in gifted children and adolescents: theory and practice (W. Peters et al.). Attention deficit hyperactivity disorder in gifted students (F.A. Kaufmann, F.X. Castellanos). Gender differences in engineering and inorganic sciences among the gifted: an inorganic-organic distinction (D. Lubinski et al.).Guiding gifted girls and young women (B. Kerr). Inclusive education for gifted students with disabilities (C. Yewchuk, J. Lupart). Part VI: Examples of Country Efforts, Policies, Programs and Issues. National/provincial gifted education policies: present state, future possibilities (R.A. Rudnitski). Changing paradigms for gifted education in the United States (J. Gallagher). A study of education for high ability students in Canada: policy, programs and student needs (J.A. Leroux). Gifted education in Europe: programs, practices, and current research (R. Persson et al.).Russian gifted education in technical disciplines: tradition and transformation (E. Grigorenko). Middle-East region: efforts, policies, programs and issues (T. Subhi, N. Maoz). Psychological research on and education of gifted and talented children in China (Shi Jiannong, Zha Zixiu). Programs and practices for identifying and nurturing giftedness and talent in Asia (outside the mainland of China) (Wu-Tien Wu et al.).Programs and practices for identifying and nurturing giftedness and talent in Australia and New Zealand (E. Braggett, R.I. Moltzen). The status of gifted child education in Africa (C. Taylor, S. Kokot). Programs and practices for identifying and nurturing giftedness and talent in Latin American countries (E.M.L. Soriano de Alencar et al.).Part VII: Present and Future of Research and Education of the Gifted and Talented. A multidimensional framework for synthesizing disparate issues in identifying, selecting, and serving gifted children (R.J. Sternberg, R.F. Subotnik). The study of giftedness: reflections on where we are and where we are going (F.J. Mönks et al.).