Conceptions of Giftedness

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Robert J. Sternberg, Janet E. Davidson
Cambridge University Press, 16 may. 2005 - 467 páginas
What does it really mean to be gifted and how can schools or other institutions identify, teach, and evaluate the performance of gifted children? The second edition of Conceptions of Giftedness describes the major conceptions of what it means to be gifted, and how these conceptions apply to identification, instruction, and assessment of the gifted. It will provide specialists with a critical evaluation of various theories of giftedness, give practical advice to teachers and administrators on how to put theories of gifted education into practice, and to enable the major researchers in the field to compare and contrast the strengths of their theoretical models.
 

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Índice

Using the MVTD Model to Develop Their Talents
20
3 A ChildResponsive Model of Giftedness
38
4 SchoolBased Conception of Giftedness
52
5 Giftedness Talent Expertise and Creative Achievement
64
How Conceptions of Giftedness Can Change Lives
80
The DMGT as a Developmental Model
98
8 Nurturing Talent in Gifted Students of Color
120
9 The Munich Model of Giftedness Designed to Identify and Promote Gifted Students
147
15 In Defense of a Psychometric Approach to the Definition of Academic Giftedness
280
16 Creative Giftedness
295
The Implications of an EmergenicEpigenetic Model
312
18 The WICS Model of Giftedness
327
Conceptions of Giftedness as Great Performance
343
Applications in School and Life
358
21 Extreme Giftedness
377
22 Making Giftedness Productive
395

Contributions of Russian Psychology
171
11 Giftedness and Gifted Education
187
Learning to Embrace the Messy Joys of Subjectivity
201
A ResearchBased Conception of Giftedness in Women
217
A Developmental Model for Promoting Creative Productivity
246
23 The Actiotope Model of Giftedness
411
24 The Scientific Study of Giftedness
437
Author Index
449
Subject Index
452
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Sobre el autor (2005)

Robert J. Sternberg, Ph.D., is IBM Professor of Psychology and Education at Yale, Director of the PACE Center at Yale, and was the 2003 President of the American Psychological Association. He is the author of over 1000 publications on topics related to cognition and intelligence. He has won numerous awards from professional associations and holds five honorary doctorates.

Janet E. Davidson is Associate Professor of Psychology at Lewis & Clark College, where she won the Professor of the Year award in 1997. She does research on several aspects of giftedness, including the roles that insight and metacognitive skils play in gifted problem solving performance. In 1988, she won a Mensa Education and Research Foundation Award for Excellence.

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