Giftedness and Gifted Education

Mönks, Franz J.; Katzko, Michael W.

doi:10.1017/cbo9780511610455.012

Cited by 64 publications

(57 citation statements)

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“…Each of the model's three components is necessary for creative performance, and no one component is sufficient in itself. Since 1986, a lot of research has been done in the field of giftedness and several variations, adjustments and alternatives to the three ring model have been created (for instance, Gagné 1995;Mönks and Katzko 2005;Sternberg 2003). Most models, like the Munich model of giftedness (Heller et al 2005) and Gagné's model (1995), are developmental models, and include the environmental factors that are necessary to allow potential talent to bloom.…”

Section: Predictors Of Excellencementioning

confidence: 99%

Do honors students have more potential for excellence in their professional lives?

et al. 2011

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Universities in many countries increasingly value talent, and do so by developing special honors programs for their top students. The selection process for these programs often relies on the students' prior achievements in school. Research has shown, however, that school grades do not sufficiently predict academic success. According to Renzulli's (1986) three-ring model, student characteristics relating to intelligence, motivation and creativity are the most important predictors of excellent achievements in professional life. In this paper, we will investigate whether honors students differ from non-honors students in terms of these characteristics. By means of a questionnaire, more than 1,100 honors and non-honors students at Utrecht University were asked to assess themselves on six characteristics: intelligence, creative thinking, openness to experience, the desire to learn, persistence, and the drive to excel. The results showed that the honors students differed significantly from the non-honors students in terms of the combined variables as well as for the separate variables, with the exception of 'persistence'. The strongest distinguishing factors between honors and non-honors students appeared to be the desire to learn, the drive to excel and creativity, whilst there was little difference in terms of intelligence and persistence. However, the profiles of these differences varied according to the study program. While Law and Humanities honors students differed from their nonhonors peers in terms of their drive to excel, Physics honors students were primarily more eager to learn than their non-honors peers, while the LA&S honors students scored higher on creative thinking than non-honors students.

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Section: Predictors Of Excellencementioning

confidence: 99%

Do honors students have more potential for excellence in their professional lives?

et al. 2011

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“…The schools were founded by the German educator and scientist Peter Peterson. His original intention was to establish a school not just for gifted students, but for children with all levels of ability (Mönks & Katzko, 2005). The schools were established with six basic principles in mind.…”

Section: German Programsmentioning

confidence: 99%

Conceptions of Giftedness

Kaufman¹,

Sternberg²

2008

Handbook of Giftedness in Children

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Johnny, a 9-year-old elementary school student, has an IQ of 140, which would qualify him as "gifted" by virtually any IQ-based definition of giftedness anyone might use. Johnny has few friends, in large part because he has very poor social skills. Johnny has no hobbies to speak of, and is unengaged in significant extracurricular activities outside of school. And despite his IQ, Johnny is a good, but not great, student.Davy is also 9 and is in the same school as Johnny. He has an IQ of 120, which would quality him as "gifted" by some, but not other IQ-based definitions of giftedness. Davy is very active in sports and is the best soccer player of any age in his school. He also is a highly talented trombonist, and is first trombone in the elementary-school orchestra. His teacher believes he has the potential for a career in musical performance, should he wish to follow that path. Davy is very popular and is one of the top three academic performers in his class.Who is gifted? Johnny? Davy? Both? Or neither? In answering this question, four things must be kept in mind.First, "giftedness" is a label-nothing more. We are frequently asked whether such-and-such or so-and-so child is gifted. The answer depends on the criteria one sets. But there is no one absolute or "correct" set of criteria. Criteria for such labeling are a matter of opinion, nothing more, and there are many disagreements as to how the label should be applied.Second, the label can be applied in either a more general or a more specific way. The more general way implies that giftedness is relatively general across many domains-that is, someone is either gifted or not. On this view, someone who is gifted is gifted very broadly. The more specific way implies that giftedness is something that is potentially limited to one or several narrow domains-for example, verbal skills; or within the verbal domain, writing skills; or within the writing domain, fiction-writing skills. Indeed, relatively few successful fiction writers are also successful nonfiction writers, and vice versa.

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“…With Sternberg and Gardner's contributions (Gardner, 1983;Sternberg, 1985), the most recent models of giftedness establish a network of interrelations between different types of construct and modulating variables (Coleman, 1995;Mönks & Katzko, 2005). Thus, Gagné (2003), Sternberg's WICS model (Sternberg, 2005;Sternberg & Grigorenko, 2002) and the MMG Munich Model of Giftedness (Heller, Perleth, & Lim, 2005) conceive giftedness as a multifactor construct of abilities with social and meta-cognitive modulating parameters, as well as "luck".…”

Section: Introductionmentioning

confidence: 99%