Current Perspectives on the Identification and Assessment of Gifted Students

Autor/in	Pfeiffer, Steven I.
Titel	Current Perspectives on the Identification and Assessment of Gifted Students
Quelle	In: Journal of Psychoeducational Assessment, 30 (2012) 1, S.3-9 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282911428192
Schlagwörter	Academically Gifted; Identification; Talent Development; Intelligence Quotient; Academic Achievement; Models; Child Development; Individual Characteristics; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Begabtenförderung; Talentförderung; Intelligenzquotient; Schulleistung; Analogiemodell; Kindesentwicklung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	Contemporary thinking challenges the view that giftedness and high IQ are synonymous. Contemporary thinking also challenges the view that being gifted is something real. A number of authorities in the gifted field advocate a paradigm shift; moving away from emphasizing categorical definitions of giftedness and adopting a talent development perspective. This shift to a developmental perspective advocates that we consider giftedness as the unfolding and transforming of uncanny potential among young children into actual outstanding performance and accomplishments in adulthood. The early identification and ongoing assessment of individuals of uncommon ability takes on a more complex, nuanced, and rich perspective when viewed from a developmental model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10