Pub Date : 2017-04-23DOI: 10.1080/13598139.2017.1319343
Brian P. Godor, A. Szymanski
Abstract There are two competing stereotypes of gifted students: harmony theory (gifted students are well adjusted and successful in life) and disharmony theory (giftedness forms a threat to a harmonious development). In this context, the PISA 2012 data were used to explore middle-school students’ experiences in terms of sense of belonging, student–teacher relations and attitudes toward school concerning learning activities/outcomes. Fifteen-year-old students from 13 European countries were selected for this data-set (normative = 79,550, gifted = 1956). Student’s scores on the four scales were tested for significant differences with students from that same country. Tests revealed no significant differences for 55% of the comparisons, 40% of comparisons had positive effect sizes for gifted students, and 4% had negative effect sizes. The evidence presented in this study supports the existence of harmony theory. More specifically, the vast majority of gifted students in this study reported equal or higher level of belonging. Contained within the findings in this study on students’ to the sense of belonging is a lack of evidence of gifted students reporting higher levels of loneliness. These findings strongly reflect the Terman’s assertion almost a century ago stating the lack of gifted children tending to be more socially maladjusted.
{"title":"Sense of belonging or feeling marginalized? Using PISA 2012 to assess the state of academically gifted students within the EU","authors":"Brian P. Godor, A. Szymanski","doi":"10.1080/13598139.2017.1319343","DOIUrl":"https://doi.org/10.1080/13598139.2017.1319343","url":null,"abstract":"Abstract There are two competing stereotypes of gifted students: harmony theory (gifted students are well adjusted and successful in life) and disharmony theory (giftedness forms a threat to a harmonious development). In this context, the PISA 2012 data were used to explore middle-school students’ experiences in terms of sense of belonging, student–teacher relations and attitudes toward school concerning learning activities/outcomes. Fifteen-year-old students from 13 European countries were selected for this data-set (normative = 79,550, gifted = 1956). Student’s scores on the four scales were tested for significant differences with students from that same country. Tests revealed no significant differences for 55% of the comparisons, 40% of comparisons had positive effect sizes for gifted students, and 4% had negative effect sizes. The evidence presented in this study supports the existence of harmony theory. More specifically, the vast majority of gifted students in this study reported equal or higher level of belonging. Contained within the findings in this study on students’ to the sense of belonging is a lack of evidence of gifted students reporting higher levels of loneliness. These findings strongly reflect the Terman’s assertion almost a century ago stating the lack of gifted children tending to be more socially maladjusted.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"28 1","pages":"181 - 197"},"PeriodicalIF":1.8,"publicationDate":"2017-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2017.1319343","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44028729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-02-21DOI: 10.1080/13598139.2017.1292894
E. Martin, M. Ewing, E. Oregon
Abstract The purpose of the current study was to investigate Division I athletes’ prior sport participation and athletes’ perceptions regarding sport specialization. Athletes (N = 1041) completed self-report surveys and indicated that participation in their collegiate sport began around nine years of age (M = 9.10, SD = 3.83). Athletes played a large number of sports in elementary and middle school with participation decreasing during high school. For those athletes who specialized in one sport, specialization occurred typically at 12.5 years of age. In addition, athletes past sport background and perceptions of specialization differed depending on their college sport with some sports (i.e., gymnastics) starting participation and specializing earlier than others (i.e., football, cross country, and track and field). Interestingly, no differences existed in past sport experiences or perceptions of specialization dependent on scholarship status or expected playing status. This study supports prior research that early specialization is not a requirement for elite level performance.
{"title":"Sport experiences of Division I collegiate athletes and their perceptions of the importance of specialization","authors":"E. Martin, M. Ewing, E. Oregon","doi":"10.1080/13598139.2017.1292894","DOIUrl":"https://doi.org/10.1080/13598139.2017.1292894","url":null,"abstract":"Abstract The purpose of the current study was to investigate Division I athletes’ prior sport participation and athletes’ perceptions regarding sport specialization. Athletes (N = 1041) completed self-report surveys and indicated that participation in their collegiate sport began around nine years of age (M = 9.10, SD = 3.83). Athletes played a large number of sports in elementary and middle school with participation decreasing during high school. For those athletes who specialized in one sport, specialization occurred typically at 12.5 years of age. In addition, athletes past sport background and perceptions of specialization differed depending on their college sport with some sports (i.e., gymnastics) starting participation and specializing earlier than others (i.e., football, cross country, and track and field). Interestingly, no differences existed in past sport experiences or perceptions of specialization dependent on scholarship status or expected playing status. This study supports prior research that early specialization is not a requirement for elite level performance.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"28 1","pages":"149 - 165"},"PeriodicalIF":1.8,"publicationDate":"2017-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2017.1292894","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44147436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/13598139.2017.1302873
Del Siegle, D. McCoach, A. Roberts
Abstract The beliefs and values students hold toward themselves, given tasks, and achievement itself can influence what tasks students seek, and whether they are able to obtain them. On the basis of previous research on underachievement and motivation, we developed the Achievement Orientation Model (AOM) to explore the issue of student achievement. The model posits that individuals’ self-perceptions in three areas (self-efficacy, goal valuation, and environmental perceptions) interact to motivate students to self-regulate their behaviors and subsequently engage and achieve. Further, societal and cultural values influence students’ attitudes in the three areas of self-efficacy, goal valuation, and environmental perceptions, as well as their ability to self-regulate, through students’ interactions with their peers, parents, and teachers. In this paper, we discuss the components of the AOM, as well as the importance of talent development perspectives on shaping student attitudes that promote engagement and ultimately high levels of achievement.
{"title":"Why I believe I achieve determines whether I achieve","authors":"Del Siegle, D. McCoach, A. Roberts","doi":"10.1080/13598139.2017.1302873","DOIUrl":"https://doi.org/10.1080/13598139.2017.1302873","url":null,"abstract":"Abstract The beliefs and values students hold toward themselves, given tasks, and achievement itself can influence what tasks students seek, and whether they are able to obtain them. On the basis of previous research on underachievement and motivation, we developed the Achievement Orientation Model (AOM) to explore the issue of student achievement. The model posits that individuals’ self-perceptions in three areas (self-efficacy, goal valuation, and environmental perceptions) interact to motivate students to self-regulate their behaviors and subsequently engage and achieve. Further, societal and cultural values influence students’ attitudes in the three areas of self-efficacy, goal valuation, and environmental perceptions, as well as their ability to self-regulate, through students’ interactions with their peers, parents, and teachers. In this paper, we discuss the components of the AOM, as well as the importance of talent development perspectives on shaping student attitudes that promote engagement and ultimately high levels of achievement.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"28 1","pages":"59 - 72"},"PeriodicalIF":1.8,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2017.1302873","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45432830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/13598139.2017.1298995
Aaron Kozbelt
Abstract In this paper, I review the empirical evidence for advantages in visual perception and attention that may be associated with high levels of drawing skill. Particularly in the last few decades, some substantial progress on these issues has been made, although frequently with inconsistent or even contradictory results across studies, some substantial methodological issues and limitations, and divergent theoretical perspectives. Despite the lively messiness of the current state of research on artists and perception, a core set of findings about the nature of artists’ expertise is emerging, rooted in superior object understanding and attentional flexibility. Moreover, key unresolved questions, like causal relations between drawing skill and perception and the longitudinal development of perceptual changes as drawing skill develops or is trained, are highly amenable to investigation and should continue to inform this set of issues.
{"title":"Learning to see by learning to draw: Probing the perceptual bases and consequences of highly skilled artistic drawing","authors":"Aaron Kozbelt","doi":"10.1080/13598139.2017.1298995","DOIUrl":"https://doi.org/10.1080/13598139.2017.1298995","url":null,"abstract":"Abstract In this paper, I review the empirical evidence for advantages in visual perception and attention that may be associated with high levels of drawing skill. Particularly in the last few decades, some substantial progress on these issues has been made, although frequently with inconsistent or even contradictory results across studies, some substantial methodological issues and limitations, and divergent theoretical perspectives. Despite the lively messiness of the current state of research on artists and perception, a core set of findings about the nature of artists’ expertise is emerging, rooted in superior object understanding and attentional flexibility. Moreover, key unresolved questions, like causal relations between drawing skill and perception and the longitudinal development of perceptual changes as drawing skill develops or is trained, are highly amenable to investigation and should continue to inform this set of issues.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"28 1","pages":"105 - 93"},"PeriodicalIF":1.8,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2017.1298995","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45217650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/13598139.2017.1298997
M. Foley‐Nicpon, S. Assouline, D. Kivlighan, Staci Fosenburg, C. Cederberg, M. Nanji
Abstract Contemporary models highlight the need to cultivate cognitive and psychosocial factors in developing domain-specific talent. This model was the basis for the current study where high ability youth with self-reported social difficulties (n = 28, 12 with a coexisting disability) participated in a social skills and talent development intervention over the course of a two-week summer enrichment program. Compared to high ability youth not in the social skills intervention (n = 9), participants reported positive changes in friendship qualities (help), indicating a treatment effect. Among all participants, positive changes were reported in friendship companionship and security, suggesting the talent development program alone had significant impact on psychosocial factors (friendship qualities). For those in the social skills group, higher scores on performance approach goal orientations were related to lower change scores in friendship closeness, suggesting if one is driven academically to outperform peers, this may negatively affect their ability to form close ties with peers.
{"title":"The effects of a social and talent development intervention for high ability youth with social skill difficulties","authors":"M. Foley‐Nicpon, S. Assouline, D. Kivlighan, Staci Fosenburg, C. Cederberg, M. Nanji","doi":"10.1080/13598139.2017.1298997","DOIUrl":"https://doi.org/10.1080/13598139.2017.1298997","url":null,"abstract":"Abstract Contemporary models highlight the need to cultivate cognitive and psychosocial factors in developing domain-specific talent. This model was the basis for the current study where high ability youth with self-reported social difficulties (n = 28, 12 with a coexisting disability) participated in a social skills and talent development intervention over the course of a two-week summer enrichment program. Compared to high ability youth not in the social skills intervention (n = 9), participants reported positive changes in friendship qualities (help), indicating a treatment effect. Among all participants, positive changes were reported in friendship companionship and security, suggesting the talent development program alone had significant impact on psychosocial factors (friendship qualities). For those in the social skills group, higher scores on performance approach goal orientations were related to lower change scores in friendship closeness, suggesting if one is driven academically to outperform peers, this may negatively affect their ability to form close ties with peers.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"28 1","pages":"73 - 92"},"PeriodicalIF":1.8,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2017.1298997","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41467349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/13598139.2017.1302874
Jonathan Wai, H. Rindermann
Abstract There are many factors that go into high educational and occupational achievement, including hard work, motivation, and luck. But how important is talent? Specifically, how likely were global innovators and leaders intellectually talented or gifted when younger? This paper reviews retrospective data on multiple US samples (Total N = 11,745), including Chief Executive Officers, federal judges, politicians, multi-millionaires and billionaires, business leaders, elite journalists, and the “most globally powerful men and women”, examining to what extent these groups were in the top 1% in general intellectual talent in youth, also examining their educational backgrounds. About 50% of these leaders were in the top 1% of our indicator of ability, so overrepresented by a factor of about 50. Elite education, and especially the impact of Harvard, was notable, suggesting that in addition to talent, elite education and networks were important. These data suggest that various occupations may draw from different levels of intellectual giftedness. Based on this data and a synthesis of prior literature, concrete policy recommendations for gifted education are provided. We recommend a policy focus on talented low income and disadvantaged students, who are greatly underrepresented among these leaders of US society.
{"title":"What goes into high educational and occupational achievement? Education, brains, hard work, networks, and other factors","authors":"Jonathan Wai, H. Rindermann","doi":"10.1080/13598139.2017.1302874","DOIUrl":"https://doi.org/10.1080/13598139.2017.1302874","url":null,"abstract":"Abstract There are many factors that go into high educational and occupational achievement, including hard work, motivation, and luck. But how important is talent? Specifically, how likely were global innovators and leaders intellectually talented or gifted when younger? This paper reviews retrospective data on multiple US samples (Total N = 11,745), including Chief Executive Officers, federal judges, politicians, multi-millionaires and billionaires, business leaders, elite journalists, and the “most globally powerful men and women”, examining to what extent these groups were in the top 1% in general intellectual talent in youth, also examining their educational backgrounds. About 50% of these leaders were in the top 1% of our indicator of ability, so overrepresented by a factor of about 50. Elite education, and especially the impact of Harvard, was notable, suggesting that in addition to talent, elite education and networks were important. These data suggest that various occupations may draw from different levels of intellectual giftedness. Based on this data and a synthesis of prior literature, concrete policy recommendations for gifted education are provided. We recommend a policy focus on talented low income and disadvantaged students, who are greatly underrepresented among these leaders of US society.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"28 1","pages":"127 - 145"},"PeriodicalIF":1.8,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2017.1302874","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41880345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/13598139.2017.1292895
M. Zeidner
Abstract This paper presents a number of general principles and guidelines for the development of an emotional intelligence training program designed to foster emotional abilities in gifted students. The presented guidelines underscore the need for EI theory-driven program planning geared to the needs of gifted students; integrating activities into routine school activities; providing provisions for practice and feedback; careful monitoring of program activities; systematic program impact evaluation; and assuring professional development of program personnel. EI training for the gifted is critically discussed.
{"title":"Tentative guidelines for the development of an ability-based emotional intelligence intervention program for gifted students","authors":"M. Zeidner","doi":"10.1080/13598139.2017.1292895","DOIUrl":"https://doi.org/10.1080/13598139.2017.1292895","url":null,"abstract":"Abstract This paper presents a number of general principles and guidelines for the development of an emotional intelligence training program designed to foster emotional abilities in gifted students. The presented guidelines underscore the need for EI theory-driven program planning geared to the needs of gifted students; integrating activities into routine school activities; providing provisions for practice and feedback; careful monitoring of program activities; systematic program impact evaluation; and assuring professional development of program personnel. EI training for the gifted is critically discussed.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"28 1","pages":"29 - 41"},"PeriodicalIF":1.8,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2017.1292895","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42777451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/13598139.2017.1292896
Tracy L. Cross, J. Cross
Abstract Optimal talent development can only occur when high ability students are willing to take opportunities for growth in a domain and are able to persist when presented with challenges that accompany performance or production at the highest levels. This paper proposes the use of Erikson’s theory of psychosocial development to provide a framework through which schools can pursue a parallel path of psychosocial supports to reinforce the development of talent in any domain. Ego strength can be fortified by an active program of professional development, curricula, and research based on Erikson’s psychosocial stage theory. In addition to the age-based components, ego strength can be promoted by activities that support the essential strengths of hope, will, purpose, skill, fidelity, and love.
{"title":"Maximizing potential: A school-based conception of psychosocial development","authors":"Tracy L. Cross, J. Cross","doi":"10.1080/13598139.2017.1292896","DOIUrl":"https://doi.org/10.1080/13598139.2017.1292896","url":null,"abstract":"Abstract Optimal talent development can only occur when high ability students are willing to take opportunities for growth in a domain and are able to persist when presented with challenges that accompany performance or production at the highest levels. This paper proposes the use of Erikson’s theory of psychosocial development to provide a framework through which schools can pursue a parallel path of psychosocial supports to reinforce the development of talent in any domain. Ego strength can be fortified by an active program of professional development, curricula, and research based on Erikson’s psychosocial stage theory. In addition to the age-based components, ego strength can be promoted by activities that support the essential strengths of hope, will, purpose, skill, fidelity, and love.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"28 1","pages":"43 - 58"},"PeriodicalIF":1.8,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2017.1292896","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46194396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/13598139.2017.1298996
D. McCoach, Huihui Yu, A. Gottfried, A. E. Gottfried
Abstract The Fullerton Longitudinal Study offers a unique opportunity to model the stability of intelligence and achievement and their relations from elementary through secondary school. Using latent variable modeling, we fit a cross-lagged panel model to examine the relations between intelligence and achievement in two academic domains: mathematics and reading. Findings revealed that students’ achievement is highly stable across the school years. Childhood intelligence is a strong predictor of initial mathematics and reading achievement. After age 7-years, intelligence is not predictive of either mathematics or reading achievement after accounting for prior achievement. Students who enter school with strong academic skills tend to maintain their academic advantage throughout their elementary and secondary education. We discuss the implications of these results for talent development.
{"title":"Developing talents: A longitudinal examination of intellectual ability and academic achievement","authors":"D. McCoach, Huihui Yu, A. Gottfried, A. E. Gottfried","doi":"10.1080/13598139.2017.1298996","DOIUrl":"https://doi.org/10.1080/13598139.2017.1298996","url":null,"abstract":"Abstract The Fullerton Longitudinal Study offers a unique opportunity to model the stability of intelligence and achievement and their relations from elementary through secondary school. Using latent variable modeling, we fit a cross-lagged panel model to examine the relations between intelligence and achievement in two academic domains: mathematics and reading. Findings revealed that students’ achievement is highly stable across the school years. Childhood intelligence is a strong predictor of initial mathematics and reading achievement. After age 7-years, intelligence is not predictive of either mathematics or reading achievement after accounting for prior achievement. Students who enter school with strong academic skills tend to maintain their academic advantage throughout their elementary and secondary education. We discuss the implications of these results for talent development.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"28 1","pages":"28 - 7"},"PeriodicalIF":1.8,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2017.1298996","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43232713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-02DOI: 10.1080/13598139.2017.1306213
H. Stoeger, P. Olszewski-Kubilius, R. Subotnik, S. Assouline, D. McCoach, A. Ziegler
Gifted Child Quarterly and High Ability Studies collaborated on this pair of special issues resulting from the Inaugural European–North American Summit on Talent Development. The summit, held in Washington, DC, in April 2016, had two main goals. The summit aimed, first, to increase researchers’ awareness of work on talent development being carried out in different countries by bringing together scholars working in Europe and the United States. The summit’s second aim was to initiate a new format for small, collaborative conferences at which participants present ideas they are working on – in medias res, so to speak – to all the other participants in order to receive feedback before they have completed their research. The event was made possible through the generous financial support of the American Psychological Association, the Belin-Blank Center at the University of Iowa, the Center for Talent Development of Northwestern University, and the Academic Talent-Development Program at the University of California, Berkeley. The two-day event consisted of clusters of presentations on eight topics. In each cluster, three researchers (two from American institutions and one from a European institution) presented their work and discussed future directions and possible implementations. Thanks to editors Betsy McCoach, Del Siegle, and Albert Ziegler, all participants were invited to submit manuscripts for publication based on their presentation. The resulting articles on work presented in the first four talent-development clusters (theoretical perspectives, societal participation, the context of school, and outside of school) make up the special issue of Gifted Child Quarterly. Manuscripts arising from presentations in the final four talent-development clusters (outcomes, psychosocial factors, adaptive and maladaptive learning, high achievement and performance) comprise the special issue of High Ability Studies.
{"title":"Theoretical approaches, societal issues, and practical implications for school-based and extracurricular talent development: Outcomes of the Inaugural European–North American Summit on Talent Development (Part II)","authors":"H. Stoeger, P. Olszewski-Kubilius, R. Subotnik, S. Assouline, D. McCoach, A. Ziegler","doi":"10.1080/13598139.2017.1306213","DOIUrl":"https://doi.org/10.1080/13598139.2017.1306213","url":null,"abstract":"Gifted Child Quarterly and High Ability Studies collaborated on this pair of special issues resulting from the Inaugural European–North American Summit on Talent Development. The summit, held in Washington, DC, in April 2016, had two main goals. The summit aimed, first, to increase researchers’ awareness of work on talent development being carried out in different countries by bringing together scholars working in Europe and the United States. The summit’s second aim was to initiate a new format for small, collaborative conferences at which participants present ideas they are working on – in medias res, so to speak – to all the other participants in order to receive feedback before they have completed their research. The event was made possible through the generous financial support of the American Psychological Association, the Belin-Blank Center at the University of Iowa, the Center for Talent Development of Northwestern University, and the Academic Talent-Development Program at the University of California, Berkeley. The two-day event consisted of clusters of presentations on eight topics. In each cluster, three researchers (two from American institutions and one from a European institution) presented their work and discussed future directions and possible implementations. Thanks to editors Betsy McCoach, Del Siegle, and Albert Ziegler, all participants were invited to submit manuscripts for publication based on their presentation. The resulting articles on work presented in the first four talent-development clusters (theoretical perspectives, societal participation, the context of school, and outside of school) make up the special issue of Gifted Child Quarterly. Manuscripts arising from presentations in the final four talent-development clusters (outcomes, psychosocial factors, adaptive and maladaptive learning, high achievement and performance) comprise the special issue of High Ability Studies.","PeriodicalId":46343,"journal":{"name":"High Ability Studies","volume":"28 1","pages":"1 - 6"},"PeriodicalIF":1.8,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13598139.2017.1306213","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47238733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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