Gifted Education: Changing Conceptions, Emphases and Practice

Autor/inn/en	Matthews, Dona J.; Dai, David Yun
Titel	Gifted Education: Changing Conceptions, Emphases and Practice
Quelle	In: International Studies in Sociology of Education, 24 (2014) 4, S.335-353 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2014.979578
Schlagwörter	Gifted; Educational Practices; Ability; High Achievement; Talent Development; Creative Development; Creativity; Motivation; Intelligence; Concept Formation; Intellectual History; Educational Change; Educational Trends; Neurosciences; Neuropsychology; Context Effect; Human Capital; Developmental Stages; Evidence; Nature Nurture Controversy; Definitions; Prediction; Ability Identification; Individual Development; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Bildungspraxis; Fähigkeit; Fertigkeit; Begabtenförderung; Talentförderung; Kreativität; psychologische; Motivation (psychologisch); Intelligenz; Klugheit; Concept learning; Begriffsbildung; Geistesgeschichte; Bildungsreform; Bildungsentwicklung; Neuroscience; Neurowissenschaften; Neurowissenschaft; Neuropsychologie; Humankapital; Evidenz; Umweltdebatte; Begriffsbestimmung; Vorhersage; Individuelle Entwicklung
Abstract	Gifted education is leading an interdisciplinary paradigm shift moving education out of its historic role of entrenching systemic inequities. It is a crucible for pioneering investigations of optimal human development and provides a vehicle for increasing social equity. We review changing conceptions of intelligence, motivation and creativity, and consider current findings on processes that affect the development of high ability. We discuss the role of context and neuroscience as they apply to understanding the development of giftedness. We describe changing emphases in gifted education, focusing on the shift from categorical homogeneity to developmental diversity, concluding that giftedness and talent are best understood as dynamic, fluid, domain-specific and context-sensitive processes. Finally, we consider implications for educational practice: How do these changes impact definition, prediction, identification, programming, psychosocial practices and teacher development, opening up opportunities for optimal learning, development and fulfillment across the population, and across the life span? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10