An Examination of the Giftedness Construct.

Autor/in	Hoge, Robert D.
Titel	An Examination of the Giftedness Construct.
Quelle	(1986), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Cognitive Ability; Definitions; Elementary Secondary Education; Evaluation Criteria; Gifted; Intelligence Quotient; Labeling (of Persons); Models; Student Characteristics; Student Placement; Talent Identification + Suchen Sie Ihr Suchwort? Denkfähigkeit; Begriffsbestimmung; Begabter, Hoch Begabter; Intelligenzquotient; Labeling-Ansatz; Analogiemodell; Schülerpraktikum; Begabtenanalyse; Talentsuche
Abstract	There has been a considerable expansion in the uses and definitions of giftedness constructs since 1958, when constructs were typically defined in very narrow cognitive terms (such as intelligence test scores). Currently, gifted constructs have a wide variety of definitions which reflect closely-linked processes used for identifying and selecting (and subsequently labelling) gifted pupils and for making decisions about program goals and procedures. The breadth of such constructs range from definitions involving a single characteristic (such as creativity or mathematical aptitude) to those which include a broad range of cognitive and noncognitive characteristics. Other dimensions in the variability of gifted constructs include content, level of exceptionality, a static or dynamic focus, and precision of the construct's definition. Another issue of importance concerns the sources of definitions for constructs; these include derivations from theory, derivations from selection instruments, and empirical derivations. To be accurate and meaningful, each gifted construct should have four conditions: explicit definition; a theory-value base; derivation of the selection model from the construct; and empirical validation. (CB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01