Educating the Gifted in the Year 2000 and Beyond

Passow, A. Harry; Schiff, Jacob H.

doi:10.1080/15332276.1991.11672743

Cited by 6 publications

(8 citation statements)

References 3 publications

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“…Este ha sido el problema más focalizado en el programa de Consejo Familiar del Centro Internacional Connie Belin & Jacqueline N. Blank para la Educación del Superdotado y Desarrollo del Talento de la Universidad de Iowa, en los Estados Unidos (Colangelo, 1991;Colangelo & Assouline, 2000). Aunque no haya pleno acuerdo en cuanto a su definición, se podría resaltar que el bajo rendimiento se caracteriza por una elevada discrepancia entre el desempeño académico e indicadores de un alto potencial intelectual como, por ejemplo, resultados en tests de inteligencia (Butler-Por, 1993;Colangelo & Assouline, 2000;Passow, Mönks & Heller, 1993).…”

Section: Dificultades Socio-emocionalesunclassified

Dificultades socio-emocionales del alumno con altas habilidades

Alencar

2008

PSICO

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Se describen dificultades socio-emocionales que fueron observadas en alumnos con altas habilidades. Asimismo, se discute la asincronía entre distintas dimensiones del desarrollo, tales como el perfeccionismo, la hipersensibilidad, el bajo rendimiento, además de otro tipo de dificultades socio-emocionales, presentándose factores asociados a las mismas. Finalmente se señalan las posibles contribuciones del psicólogo en lo que se refiere a la orientación de los alumnos con altas habilidades, sus familias y profesores, a nivel de prevención o minimización de los desajustes, así como para contribuir a la optimización de su proceso de desarrollo.

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Section: Dificultades Socio-emocionalesunclassified

Dificultades socio-emocionales del alumno con altas habilidades

Alencar

2008

PSICO

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“…Ancient Western cultures, considered talented individuals as people touched by divinity and believed that Muses divinely inspired exceptional work ( Robinson & Clinkenbeard, 2008 ). Gradually, giftedness and talents came to be understood in more abstract terms, such as personal aptitude, extrasensory causes, or excessive neuroses ( Grinder, 1985 ; Passow, Mönks, & Heller, 1993 ; White, 2000 ; Ziegler & Heller, 2000 ). As a case in point, Lombroso (1891) associated geniuses with neuroses that often resulted in pathological manifestations.…”

Section: Early Context: the Emergence Of A Demystification Paradigmmentioning

confidence: 99%

Paradigm Shifts in Gifted Education: An Examination Vis-à-Vis Its Historical Situatedness and Pedagogical Sensibilities

Porath

2017

Gifted Child Quarterly

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After nearly a century of development, gifted education has evolved into a complex educational discipline with well thought out pedagogy and research agendas. However, while the number of studies escalates, the field as a whole has been criticized for producing fragmented and piecemeal results. One of the reasons for these shortfalls is that the field has invested little in meta-theoretical aspects, such as historical perspectives and philosophical foundations. This article is a comprehensive review and analysis of the conceptual changes and paradigm shifts in gifted education. Three major paradigm shifts in gifted education were identified—demystification (i.e., giftedness as manifested wonders), identification (i.e., giftedness as measurable predictions), and transaction (i.e., effectuation of human possibilities). Presently, there is still an implicit focus on the identification paradigm despite considerable efforts to shift the focus to creating and sustaining appropriate developmental niches for all individuals. Debates in the field are highlighted to provoke discussion of future directions.

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“…Anticipating academic issues related to gifted education in the 21 st century, Passow (1993) points out that the conflict over choosing between equity and excellence may have highlighted an apparent dilemma between employing either homogeneous or heterogeneous settings for teaching the gifted. On the one hand, supporters advocate that services for gifted students should be offered within the normal school time and environment (heterogeneous setting).…”

Section: General Vis-à-vis Gifted Educationmentioning

confidence: 99%

Reconsidering General vis-à-vis Gifted Education: A Tentative Model of Equity and Excellence

Wu¹,

Basile²,

Pharis³

2017

JEHD

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For many years in the United States and some modernized and industrialized countries, the concepts of equity and excellence have been either at odds or overlapped, especially with respect to gifted and general education. The main purposes of this paper are: First, to examine the concept of equity-versus-excellence in education from a novel perspective; and second, to reconsider the conventional concept of general vis-à-vis gifted education. This paper argues that providing for the needs of gifted students by giving them the opportunity to pursue excellence is itself consistent with promoting educational equity. The paper then suggests a tentative new model of equity and excellence within the current education system by providing ideas and insights from a fresh point of view. It concludes with recommendations for schools and teachers to optimize the opportunity for students from diverse backgrounds, including the gifted, to achieve excellence without forgoing equity.

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Educating the Gifted in the Year 2000 and Beyond

Cited by 6 publications

References 3 publications

Dificultades socio-emocionales del alumno con altas habilidades

Dificultades socio-emocionales del alumno con altas habilidades

Paradigm Shifts in Gifted Education: An Examination Vis-à-Vis Its Historical Situatedness and Pedagogical Sensibilities

Reconsidering General vis-à-vis Gifted Education: A Tentative Model of Equity and Excellence

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