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.
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.).
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- © Pergamon 2000
- 18th December 2000
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Department of Psychology, University of Munich, Germany
Center for the Study of Giftedness, University of Nijmegen, The Netherlands
APA, Washington, USA
Robert J. Sternberg is Dean of the School of Arts and Sciences and Professor of Psychology at Tufts University. Prior to being at Tufts, he was IBM Professor of Psychology and Education, Professor of Management in the School of Management, and Director of the Center for the Psychology of Abilities, Competencies, and Expertise at Yale University. This center, now relocated to Tufts, is dedicated to the advancement of theory, research, practice, and policy advancing the notion of intelligence as developing expertise, as a construct that is modifiable and capable, to some extent, of development throughout the lifespan. The Center seeks to have an impact on science, education, and society. Sternberg was the 2003 President of the American Psychological Association and is the 2006 2007 President of the Eastern Psychological Association. He was on the Board of Directors of the American Psychological Association and the Board of Trustees of the APA Insurance Trust. He is currently on the Board of Trustees of the American Psychological Foundation and on the Board of Directors of the Eastern Psychological Association as well as of the American Association of Colleges and Universities. Sternberg received his Ph.D. from Stanford University in 1975 and his B.A. from Yale University. He holds honorary doctorates from eight universities. He is the author of over 1,100 journal articles, chapters, and books. He focuses his research on intelligence, creativity, and wisdom and has studied love and close relationships as well as hate. This research has been conducted on five different continents.
Yale University, New Haven, Connecticut, USA