Should We Continue to Use the Term "Giftedness"?

Autor/in	David, Hanna
Titel	Should We Continue to Use the Term "Giftedness"?
Quelle	In: Australasian Journal of Gifted Education, 32 (2023) 1, S.28-32 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-9686
DOI	10.21505/ajge.2023.0004
Schlagwörter	Academically Gifted; Vocabulary; Labeling (of Persons); Talent Identification; Student Needs; Student Characteristics + Suchen Sie Ihr Suchwort? Wortschatz; Labeling-Ansatz; Begabtenanalyse; Talentsuche
Abstract	For many years there has been ongoing, lively debate about the use of the term "gifted" when referring to able, talented, and creative students, or students who have the potential to achieve at a high level. Pro-giftedness supporters who use the term appear to lean on the fact that the term "gifted" has been successfully used for many decades, and no other better-accepted term exists or has been suggested as a replacement. The anti-giftedness researchers, psychologists and educators point to the implicit inequity of "giftedness", and their belief that when some children and adolescents are labelled as "gifted", others might feel unable, potentially unsuccessful, and even compartmentalized. This article intends to summarize the main perspectives and determine for the pro-giftedness view. (As Provided).
Anmerkungen	Australian Association for the Education of the Gifted and Talented. School of Education, The University of New South Wales, Sydney NSW 2052, Australia. e-mail: EditorAJGE@aaegt.net.au; Web site: http://www.aaegt.net.au/?page_id=736
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01