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The Talent Development Framework: Overview of Components and Implications for Policy and Practice
| Content Provider | Scilit |
|---|---|
| Author | Subotnik, Rena F. Olszewski-Kubilius, Paula Worrell, Frank C. |
| Copyright Year | 2021 |
| Description | Book Name: Talent Development as a Framework for Gifted Education |
| Abstract | The predominant practice of gifted education continues to focus on high general cognitive ability. This practice is reflected in the fact that intelligence tests are employed in many schools and districts for entrance into gifted programs, and their use is incorporated as an acceptable means of identification in the policies of many states (National Association for Gifted Children [NAGC], & Council of State Directors of Programs for the Gifted [CSDPG)], 2015). In our view, identifying and serving specific abilities, such as mathematics or music, is an equally productive line of inquiry for research in the field and also provides a better framework for educational practice. There are several significant reasons for promoting this view of giftedness: Domain-specific skills, such as number sense or musicality, are more strongly correlated with interest and achievement in associated talent areas than general cognitive ability (see more about this in the section on domain-specific abilities in this chapter). Giftedness that emphasizes domains of talent rather than general cognitive ability is more easily understood and appreciated by the public. Adults can readily observe, appreciate, and support the need for special services for dance, sports, writing, or science talent development as opposed to IQ. 8Looking for children with domain-specific abilities will result in more children having their talents identified and nurtured. Students identified with high general cognitive ability may have different patterns of strengths and interests in subjects such as mathematics, language arts, science, or social studies that are masked by a high IQ score. Therefore, a domain-oriented program of identification and programming will result in reducing the range of student abilities within a given gifted program, leading to a better match between students and programs. The role of education is to develop students’ gifts or talents in a specific domain. There are no educational programs to develop IQ. In adulthood, giftedness is determined by actual accomplishments. Thus, ability is less important than what one is using the ability to do. |
| Related Links | https://api.taylorfrancis.com/content/chapters/edit/download?identifierName=doi&identifierValue=10.4324/9781003238454-2&type=chapterpdf |
| DOI | 10.4324/9781003238454-2 |
| Language | English |
| Publisher | Informa UK Limited |
| Publisher Date | 2021-09-13 |
| Access Restriction | Open |
| Subject Keyword | Book Name: Talent Development As a Framework for Gifted Education Children Gifted Programs Talent Development Mathematics Interest High General Cognitive Identification |
| Content Type | Text |
| Resource Type | Chapter |
