Conceptions of Giftedness by Robert J. Sternberg PhD, Janet E. Davidson

By Robert J. Sternberg PhD, Janet E. Davidson

What does it fairly suggest to be proficient and the way can faculties or different associations determine, train, and assessment the functionality of talented little ones? the second one version of Conceptions of Giftedness describes the key conceptions of what it ability to be proficient, and the way those conceptions observe to id, guide, and evaluation of the proficient. it is going to supply experts with a severe review of assorted theories of giftedness, provide sensible recommendation to academics and directors on tips to positioned theories of talented schooling into perform, and to permit the foremost researchers within the box to check and distinction the strengths in their theoretical types.

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E. (1990). Achievement effects of ability grouping in secondary schools: A best-evidence synthesis. Review of Educational Research, 60, 471–499. Sleeter, C. E. (1987). Why is there learning disabilities? In T. ), The formation of school subjects: The struggle for creating an American institution (pp. 210– 237). London: Falmer. Southern, W. , & Jones, E. D. ) (1991). The academic acceleration of gifted children. New York: Teachers College Press. Spearman, C. (1927). The abilities of man. New York: Macmillan.

Genetic studies of genius: Vol. I. Mental and physical traits of a thousand gifted children. Stanford, CA: Stanford University Press. Touron, J. (2001). School and College Ability Test (SCAT) validation in Spain: Overview of the process and some results. Gifted and Talented International, 16, 104–107. xml CB841-Sternberg 0 521 83841 X April 15, 2005 Youths Who Reason Exceptionally Well Mathematically and/or Verbally 37 Wallach, M. A. (1978). Care and feeding of the gifted. Contemporary Psychology, 23, 616–617.

Additional assessment after instruction is completed will also affirm mastery of content at that level and help students gain credit (or, at least, appropriate placement) for accelerated work. Both criterion-referenced measures and standardized tests with norms are important in assessing gifted students’ performance. Because in-grade standardized tests often do not measure the advanced content that is appropriate for students with exceptionally high cognitive abilities, contentspecific criterion-referenced measures are needed.

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