Research conducted in the 1980s and 1990s has provided data which support notions of multiple components to intelligence. Since that early time, however, other researchers (e.g., Cattell, Guilford, and Thurstone) have argued that intellect cannot be expressed in such a unitary manner, and have suggested more multifaceted approaches to intelligence (Wallace & Pierce, 1992). This “legacy” survives to the present day, in that giftedness and high IQ continue to be equated in some conceptions of giftedness. The following accomplishments emerge as major accomplishments on my list.Įarly and Expanded Definitions Giftedness and Talentįor many years, psychometricians and psychologists, following in the footsteps of Lewis Terman in 1916, equated giftedness with high IQ. Given this depressing appraisal, it seems a timely endeavor to reflect upon the most important accomplishments in the field of gifted education in the twentieth century. The report further indicates that our nation’s talented students are offered a less rigorous curriculum, read fewer demanding books, and are less prepared for work or postsecondary education than top students in many other industrialized countries. They are underchallenged and therefore underachieve” (p. The belief espoused in school reform that children from all economic and cultural backgrounds must reach their full potential has not been extended to America’s most talented students. The report clearly indicates the absence of attention paid to this population: “Despite sporadic attention over the years to the needs of bright students, most of them continue to spend time in school working well below their capabilities. In the recently released federal report on the status of education for our nation’s most talented students entitled National Excellence, A Case for Developing America’s Talent (O’Connell-Ross, l993), a quiet crisis is described in the education of talented students in the United States. President of the National Association for Gifted Children Professor, Educational Psychology, University of Connecticut
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |