Exceptional Talent in the 21st Century Context: Conceptual Framework, Definition, Assessment, and Development

Autor/in	Maker, C. June
Titel	Exceptional Talent in the 21st Century Context: Conceptual Framework, Definition, Assessment, and Development
Quelle	In: Gifted Education International, 37 (2021) 2, S.158-198 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maker, C. June)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/0261429421995188
Schlagwörter	Problem Solving; Creativity; Intelligence; Talent; Models; Gifted; Evaluation Methods; Young Children; Elementary School Students; Middle School Students; High School Students; Expertise + Suchen Sie Ihr Suchwort? Problemlösen; Kreativität; Intelligenz; Klugheit; Begabung; Hochbegabung; Analogiemodell; Begabter, Hoch Begabter; Frühe Kindheit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Expert appraisal
Abstract	With problem-solving as the focus and wisdom as the goal, the concept of giftedness is reconceptualized in the 21st century context. The two most prominent constructs in the field of education for the gifted, creativity and intelligence, are integrated into a view of exceptional talent as consisting of the ability and willingness to solve complex problems, the ability to solve varied types of problems, and a highly integrated and interconnected knowledge base. Both intelligence and creativity involve similar processes, but these processes are used in different ways during the problem-solving process. Using the framework of a paradigm as outlined by Dai and Chen, the elements of a different perspective resulting from more than 40 years of developing a conceptual framework, implementing practices based on that framework, and research on these practices are presented: definition (What?), assessment (Who?), purpose (Why?), and development (How?). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01