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Giftedness from the perspective of research on genius: Some precautionary implications 天才研究视角下的天赋:一些预防意义
Pub Date : 2021-09-24 DOI: 10.1177/02614294211046324
D. Simonton
The terms giftedness and genius entered the research literature in the 19th century. Although not synonymous, both terms were defined according to potential or actual achievement in a specific domain. However, in the early 20th century, both terms became defined according to performance on domain-generic IQ tests. Given the empirical relations between achievement and intelligence, this transfer of meaning is unjustified. Both giftedness and genius must be defined with respect to potential or actual domain-specific achievements.
天赋和天才这两个术语在19世纪进入了研究文献。虽然不是同义词,但这两个术语都是根据特定领域的潜在或实际成就来定义的。然而,在20世纪初,这两个术语都是根据领域通用智商测试的表现来定义的。鉴于成就和智力之间的经验关系,这种意义的转移是不合理的。天赋和天才都必须根据潜在的或实际的领域特定成就来定义。
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引用次数: 0
Development of an instrument to measure opportunities for imagination, creativity, and innovation (ICI) in schools 开发一种工具来衡量学校想象力、创造力和创新(ICI)的机会
Pub Date : 2021-09-07 DOI: 10.1177/02614294211042333
J. Renzulli, R. Beghetto, Laurel E. Brandon, M. Karwowski
This article describes the development of an instrument for examining schools as institutions where teaching practices and school structures provide opportunities and support for student imagination, creativity, and innovation, as well as initial comparisons using the instrument, using a sample of n = 5020 students and n = 268 teachers (n = 161 classes of students nested within teachers). The three five-item subscales show acceptable reliability across groups (.73–.90). Paired sample t tests indicate that, on average, students reported significantly more opportunities for creativity as compared to imagination or innovation. There were also significant differences between actual student reports and teachers’ predictions only for creativity and innovation. Students reported more opportunities for creativity and innovation than their teachers predicted. However, students reported significantly less opportunity for imagination, creativity, and innovation than their teachers’ ideals. Implications for subsequent research and practice are also discussed.
本文描述了一种工具的开发,该工具用于将学校作为教学实践和学校结构为学生的想象力、创造力和创新提供机会和支持的机构,以及使用该工具进行初步比较,使用n = 5020名学生和n = 268名教师(n = 161个班级的学生嵌套在教师中)的样本。三个五项分量表在组间显示可接受的信度(0.73 - 0.90)。配对样本t检验表明,平均而言,与想象或创新相比,学生报告的创造力机会明显更多。学生的实际报告和教师的预测之间也存在显著差异,只有创造力和创新。学生们报告的创造和革新的机会比老师预测的要多。然而,学生们报告的想象力、创造力和创新的机会明显少于他们老师的理想。本文还讨论了对后续研究和实践的启示。
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引用次数: 2
What’s in a name? Rethinking “gifted” to promote equity and excellence 名字里有什么?重新思考“天赋”,促进公平和卓越
Pub Date : 2021-08-11 DOI: 10.1177/02614294211038988
M. S. Meyer, J. Plucker
The goal of gifted education is to serve the needs of individuals with high potential and advanced ability. However, the term “gifted” can create barriers in the minds of the public and policymakers, effectively framing these advanced learning opportunities as inequitable and inaccessible. Excellence gaps, or differences in advanced performance among student groups, provide clear indications that systemic changes need to be made in order to provide advanced learning opportunities to all students who need them. To refocus the collective efforts of scholars and stakeholders on promoting equity and excellence, research-based strategies for reducing excellence gaps (e.g., frontloading, universal screening) should be adopted. As best practices in the field shift, so too should terminology. Moving away from words that convey images of fixed abilities (e.g., gifted) and toward terms that acknowledge the dynamic, contextual nature of intelligence and talent is a good start. Suggestions for alternate terminology are discussed.
资优教育的目标是服务于具有高潜力和高级能力的个人的需要。然而,“天才”一词可能会在公众和政策制定者的脑海中制造障碍,有效地将这些高级学习机会视为不公平和难以获得的。卓越差距,或学生群体之间高级表现的差异,提供了明确的迹象,表明需要进行系统性改革,以便为所有需要的学生提供高级学习机会。为了使学者和利益相关者的集体努力重新集中在促进公平和卓越上,应该采用以研究为基础的战略来缩小卓越差距(例如,预先加载,普遍筛选)。随着该领域最佳实践的转变,术语也应如此。远离那些传达固定能力形象的词汇(例如,天赋),转而使用那些承认智力和天赋的动态、语境性质的词汇,这是一个良好的开端。讨论了替代术语的建议。
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引用次数: 5
Construct validity and reliability of the scales for rating the behavioral characteristics of superior students among a sample of elementary students in Qatar 构建卡塔尔小学生优等生行为特征评价量表的效度和信度
Pub Date : 2021-05-06 DOI: 10.1177/02614294211013441
Abeer Jaffal, Maher M. Abu-Hilal, Mariam N Al-Naimi
This study tested the construct validity and reliability of the Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS) with the purpose to have a valid and reliable measure to identify the gifted individuals. The sample consisted of 176 superior students from grades five and six in Qatar. The results revealed a high consistency in rating the students by their teachers. Confirmatory factor analysis revealed that the items clustered around the 12 subscales. Also, the indicators in form of parcels produced 12 factors and two second-order factors that represent learning/personal and verbal/artistic characteristics. The results showed that those major characteristics are highly correlated and provided support to the convergent validity of the subscales. The implication of these results indicate that the subscales can be used collectively or separately to assess students’ characteristics of superiority in the Arab milieu.
本研究对《优等生行为特征评定量表》的结构效度和信度进行了测试,目的是为资优个体的识别提供一种有效、可靠的测量方法。样本包括176名卡塔尔五年级和六年级的优等生。结果显示,老师对学生的评价高度一致。验证性因子分析结果显示,被测项目均聚集在12个分量表附近。此外,包裹形式的指标产生了代表学习/个人特征和语言/艺术特征的12个因素和2个二阶因素。结果表明,这些主要特征具有高度的相关性,为子量表的收敛效度提供了支持。这些结果的含义表明,这些子量表可以集体或单独使用来评估阿拉伯环境中学生的优势特征。
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引用次数: 0
Identification for utilization, not merely possession, of gifts: What matters is not gifts but rather deployment of gifts 识别礼物的使用,而不仅仅是占有:重要的不是礼物,而是礼物的使用
Pub Date : 2021-04-29 DOI: 10.1177/02614294211013345
R. Sternberg
The focus of the field of giftedness is on the wrong thing. Instead of focusing on identifying who is gifted, the field should identify how people will deploy their gifts and educate students to deploy their gifts in ways that will make the world a better place. In this article, I present at least a partial taxonomy of how gifts can be deployed and discuss how the taxonomy can be used to shift the emphasis in the field. In particular, I discuss nine types of giftedness: Type 1—unidentified; Type 2—inert (largely undeployed) giftedness; Type 3—fully transactional giftedness (where one gives something back in return for getting something); Type 4—self-transformational giftedness (where one transforms oneself but not others); Type 5—other-transformational giftedness (where one transforms others but not oneself); Type 6—full transformational giftedness (where one transforms both oneself and others); Type 7—self-destructive giftedness (where one’s gifts are deployed self-destructively); Type 8—other-destructive giftedness (where one’s gifts are deployed toward destroying others); and Type 9—full pseudo-transformational giftedness (where one’s gifts are destructive of oneself and others).
天赋领域的焦点是错误的。这个领域不应该专注于确定谁有天赋,而应该确定人们将如何利用他们的天赋,并教育学生以使世界变得更美好的方式利用他们的天赋。在本文中,我至少提出了礼品如何部署的部分分类法,并讨论了如何使用分类法来转移该领域的重点。我特别讨论了九种类型的天赋:类型1 -未知;2型惰性(大部分未发挥)天赋;类型3 -完全交易性天赋(一个人给予某物以换取某物);类型4 -自我转化型天赋(一个人改变自己而不是别人);类型5 -他人转化型天赋(改变他人而不是自己);类型6:完全转化型天赋(一个人同时转化自己和他人);第七类:自我毁灭型天赋(自我毁灭型天赋);类型8 -他人破坏性天赋(一个人的天赋被用来摧毁他人);9型完全伪转化性天赋(一个人的天赋对自己和他人都是破坏性的)。
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引用次数: 11
Exceptional talent in the 21st century context: Conceptual framework, definition, assessment, and development 21世纪背景下的杰出人才:概念框架、定义、评估与发展
Pub Date : 2021-03-24 DOI: 10.1177/0261429421995188
C. Maker
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?).
以解决问题为重点,以智慧为目标,天赋的概念在21世纪的背景下被重新定义。在天才教育领域,创造力和智力这两个最突出的概念被整合到这样一种观点中,即特殊才能包括解决复杂问题的能力和意愿,解决各种问题的能力,以及高度整合和相互关联的知识基础。智力和创造力都涉及类似的过程,但这些过程在解决问题的过程中以不同的方式使用。使用Dai和Chen概述的范式框架,从40多年来发展概念框架、基于该框架实施实践以及对这些实践的研究中得出的不同视角的要素:定义(什么?)、评估(谁?)、目的(为什么?)和发展(如何?)。
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引用次数: 5
Assessment for learning: The missing element for identifying high potential in low income and minority groups 学习评估:在低收入和少数群体中发现高潜力的缺失因素
Pub Date : 2021-03-14 DOI: 10.1177/0261429421998304
J. Renzulli
A major controversy facing the field of gifted education is the underrepresentation of low income, minority, and dual language students. Strategies for addressing this challenge have been to use universal screening and local norms; however, these useful recommendations continue to focus on traditional testing procedures that measure what students already know and overlook other important traits that contribute to high levels of creative productivity. Assessment for learning examines traits such as interests, instructional preference styles, preferred modes of expression, and executive function skills. Although sometimes referred as the “soft skills,” they have gained much more attention on the parts of college admission officers and employers, especially for higher level leadership positions. Instruments that assess these traits are often completed by the students themselves; and technology and artificial intelligence now allow us to administer and analyze them with the same ease used for traditional standardized tests.
资优教育领域面临的一个主要争议是低收入、少数民族和双语学生的代表性不足。应对这一挑战的战略是采用普遍筛查和地方规范;然而,这些有用的建议仍然集中在传统的测试程序上,这些测试程序衡量的是学生已经知道的东西,而忽略了其他有助于高水平创造性生产力的重要特征。学习评估考察诸如兴趣、教学偏好风格、首选表达方式和执行功能技能等特征。虽然有时被称为“软技能”,但它们已经得到了大学招生官员和雇主的更多关注,尤其是在更高级别的领导职位上。评估这些特征的工具通常由学生自己完成;现在,技术和人工智能使我们能够像传统的标准化考试一样轻松地管理和分析它们。
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引用次数: 6
The legend and the legacy of Dr. Barbara Clark November 4, 1931–January 2, 2021 芭芭拉·克拉克博士的传奇和遗产1931年11月4日- 2021年1月2日
Pub Date : 2021-03-09 DOI: 10.1177/0261429421999325
Gillian Eriksson
Hearing Dr Barbara Clark present was an uplifting experience as she engaged the audience with her extensive knowledge, advocacy, challenging ideas, exploration of neuroscience, depth of insight, personal scenarios and stories of the many hours spent in classrooms with gifted students. When I first heard her present in South Africa at a conference organized at the University of the Witwatersrand, I noticed the quiet attentiveness of teachers and educators who nodded in agreement as she related truths about the gifted experience and then the long lines waiting to meet her and have her sign her book, “Growing Up Gifted” (Clark, 2012, Prentice-Hall). She shared her extensive knowledge presented in “Growing Up Gifted”(Clark, 2012), still used widely. With each edition from 1979, she infused current issues and trends, being aware that the book was being used throughout the world with unique perspectives. She received her Ed.D. in Gifted Education from the University of California in Los Angeles and continued to impact the field and provide leadership for certification, credentials and degree programs in her role as Professor of the Charter College of Education and California State University in Los Angeles (later Professor Emerita). No doubt the way she presented challenging ideas and critical issues was informed by her many professional leadership and Advocacy roles, as President of the California Association for Gifted Children, then as President of the National Association for Gifted Children in the USA and then globally as the President of the World Council for Gifted and Talented Children (1999–2003). Her eminence in Gifted education can be seen in the awards she received: the Ruth Martinson Award from the California Association; the Distinguished Service Award from the National Association for Gifted Children in 1997;
听到芭芭拉·克拉克博士的演讲是一次令人振奋的经历,她用她丰富的知识、倡导、具有挑战性的想法、对神经科学的探索、深刻的洞察力、个人场景和在教室里与天才学生一起度过的许多小时的故事吸引了观众。当我第一次在南非威特沃特斯兰德大学(University of the Witwatersrand)组织的一次会议上听到她的演讲时,我注意到老师和教育工作者的安静关注,当她讲述天才经历的真相时,他们点头表示同意,然后排着长队等着见她,让她在她的书《天才成长》(Growing Up gifted, Clark, 2012, Prentice-Hall)上签名。她在“成长天才”(Clark, 2012)中分享了她丰富的知识,至今仍被广泛使用。从1979年开始的每一个版本,她都融入了当前的问题和趋势,她意识到这本书正在以独特的视角在全世界使用。她获得了教育学博士学位。她在洛杉矶的加州大学担任资优教育的教授,并继续影响该领域,并在洛杉矶的特许教育学院和加州州立大学教授(后来的名誉教授)的角色中为认证,证书和学位课程提供领导。毫无疑问,她提出具有挑战性的想法和关键问题的方式是由她的许多专业领导和倡导角色所决定的,她曾担任加州天才儿童协会主席,然后担任美国国家天才儿童协会主席,然后担任世界天才儿童理事会主席(1999-2003)。她在天才教育方面的卓越成就可以从她获得的奖项中看出:加州协会颁发的露丝马丁森奖;1997年获全国资优儿童协会颁发杰出服务奖;
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引用次数: 0
Book review: Conceptions of Giftedness and Talent 书评:《天赋和才能的概念》
Pub Date : 2021-02-25 DOI: 10.1177/0261429421997732
B. Wallace
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引用次数: 0
A reflective conversation with Antti Juvonen about creativity: Past present and future 与Antti Juvonen关于创造力的反思对话:过去,现在和未来
Pub Date : 2021-02-23 DOI: 10.1177/0261429421994101
Aaron Johnson, M. Shaughnessy
I studied and became an accordion teacher in the Jyväskylä Conservatory, in Finland. When I qualified, I was the 9th accordion teacher in Finland. Then at the same time I studied at the University of Jyväskylä Musicology, Educational science, Philosophy and Art education. Then, the Jyväskylä University started educating music subject teachers, and I started my studies at that time. I was the first music teacher in Finland who qualified outside the Sibelius Academy. Today, music teachers are educated in the Sibelius Academy, at Jyväskylä University and Oulu University in Finland. After completing my studies, I became a senior lecturer of music education in the University of Joensuu, which in 2011 became a part of the University of Eastern Finland when it merged with Kuopio University. I conducted my doctoral dissertation in 2000 on the topic of music orientation. Then, in 2011 I became a professor in Education, focusing particularly on the pedagogy of Arts and Skills. All the while I have been playing bass in different bands. I have been involved in much studio work and recordings, played in theater band in various musicals and the like. I have been involved in thousands of restaurant gigs and public performances. Now from the beginning of 2019, I was nominated as professor in Creativity education in the University of Eastern Finland for 5 years.
我在芬兰的Jyväskylä音乐学院学习并成为了一名手风琴老师。当我获得资格时,我是芬兰第九名手风琴教师。同时就读于Jyväskylä大学音乐学、教育科学、哲学和艺术教育专业。后来,Jyväskylä大学开始培养音乐学科教师,我也在那时开始了我的学习。我是芬兰第一个在西贝柳斯学院之外获得资格的音乐教师。今天,音乐教师在西贝柳斯学院、Jyväskylä大学和芬兰奥卢大学接受教育。完成学业后,我在约恩苏大学担任音乐教育高级讲师。2011年,约恩苏大学与库奥皮奥大学合并,成为东芬兰大学的一部分。2000年我的博士论文是关于音乐取向的。2011年,我成为教育学教授,专攻艺术与技能教育学。我一直在不同的乐队演奏贝斯。我参与了很多工作室的工作和录音,在各种音乐剧的戏剧乐队中演奏等等。我参加过成千上万的餐厅演出和公开演出。现在从2019年初开始,我被东芬兰大学提名为创意教育教授,为期5年。
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引用次数: 0
期刊
Gifted Education International
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