Search results for "tag:"Author Paula Olszewski-Kubilius""

Book SynopsisWinner of NAGC''s 2021 Book of the Year AwardThis edited book, written by authors with extensive experience in working with gifted students from low-income households, focuses on ways to translate the latest research and theory into evidence-supported practices that impact how schools identify and serve these students. Readers will: Learn about evidence-supported identification systems, tools, and strategies for finding students from low-income households. Discover curriculum models, resources, and instructional strategies found effective from projects focused on supporting these students. Understand the important role that intra- and interpersonal skills, ethnicity/race, families, school systems, and communities play. Consider the perceptions of gifted students who grew up in low-income households. Learn how educators can use their experiences to strengthen current services. Unlocking Potential is the go-to resource for an up-to-date overview of best practices in identification, curriculum, instruction, community support, and program design for gifted learners from low-income households.

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Book Synopsis* Answers common questions of professionals and trainees * Presents the state-of-art of theory, research, and practice * Explores the characteristics of gifted studentsTrade ReviewThis book is a joy to read and extraordinarily well written. It is an excellent text for educators and psychologists that has the potential to change the entire field of gifted education and talent development around the world! by Leonie Kronborg, PhD, School of Educational Psychology & Counselling, Faculty of Education, Monash University, Australia.Table of Contents1 What Is Giftedness? 1.1 Introduction 1.2 Theories and Models of Giftedness and Exceptional Achievement 1.2.1 Expertise 1.2.2 Models of Giftedness 1.2.3 Performance Definitions Versus Potential Definitions 1.2.4 Unidimensional Definitions 1.2.5 Multidimensional Definitions and Models 1.2.6 Systems Theory Models 1.2.7 Mega Model 1.2.8 TAD Framework 1.2.9 Conclusions 1.3 The Role of Intelligence in Models of Giftedness 1.3.1 What Is Intelligence? 1.3.2 The Intelligence Quotient 1.4 The Role of Creativity in Models of Giftedness 1.4.1 Creativity: Definition and Models 1.4.2 Creativity as a Systemic and Relational Phenomenon 1.4.3 Creativity and Intelligence 1.5 Conclusion 2 Pioneering Studies and Methodological Challenges in Giftedness Research 2.1 Selected Longitudinal Studies on Gifted Students 2.1.1 Terman Study 2.1.2 Study of Mathematically Precocious Youth 2.1.3 The Marburg Giftedness Project 2.2 Methodological Challenges in Researching Giftedness 2.2.1 Sample Selection and Groups Not Selected 2.2.2 Using an Appropriate Control or Comparison Group 2.2.3 Participants' Knowledge of Their Own Aptitude 2.2.4 Intervention Versus Pure Observation 2.2.5 Different Definitions and Operationalizations of Giftedness 2.3 Conclusion 3 Characteristics and Development of Gifted People 3.1 Achievement-Related Characteristics 3.1.1 Relationship Between Intelligence and Achievement 3.1.2 Studies on the Academic Development of Gifted Students 3.1.3 Threshold Hypothesis on the Relationship Between Intelligence and Achievement 3.2 Personality-Related Characteristics 3.2.1 Implicit Theories: Everyday Conceptions About Gifted People 3.2.2 Socioemotional Adjustment of Gifted Individuals 3.2.3 Personality Traits 3.2.4 Gender Differences 3.3 Underachievement 3.3.1 Concept 3.3.2 Possible Causes 3.3.3 Progression 3.4 Peculiarities in the Development of Gifted Children 3.4.1 Asynchronous Development 3.4.2 Special Features of Exceptional Giftedness 3.4.3 Persistent Underchallenge in School 3.4.4 Perfectionism 3.4.5 Increased Sensitivity (Overexcitability) 3.4.6 Fear of Prejudice and Stigmatization 3.5 Family Background of Gifted Individuals 3.5.1 Giftedness as a Stressor for the Family? 3.5.2 Gifted Children From Lower Income Families and Minoritized Students 3.6 Conclusion 4 Giftedness Identification and Assessment 4.1 Introduction and Overview 4.2 Intelligence Tests in Giftedness Identification and Assessment 4.2.1 Possibilities and Limitations of Intelligence Tests in Giftedness Identification and Assessment 4.2.2 Assessment Strategies for Identification of Minoritized Students 4.2.3 Description of Intelligence Tests With Regard to Their Suitability for Use With the Gifted 4.3 School Achievement Assessment 4.3.1 Gifted Identification 4.3.2 Selection of Suitable Students for Special Programs 4.3.3 Recognizing Underachievement 4.3.4 School Grades 4.3.5 Standardized School Achievement Tests 4.4 Assessing Underachievement 4.4.1 Statistical Methods for Identifying Underachievement 4.4.2 Nomination Methods for Identifying Underachievement 4.5 Assessment of Creativity and Divergent Thinking 4.6 Nominations and Checklists 4.6.1 Nominations by Teachers 4.6.2 Nominations by Parents 4.6.3 Peer Nomination and Self-Nomination 4.7 Selection Process for a Gifted Class as an Example of Multimethod and Multimodal Approach to Identify Giftedness 5 Support in School and Early Childhood Education 5.1 Introduction 5.2 Support of Gifted Children at School 149 5.2.1 The Four Pillars of School-Based Support for Gifted Students 5.2.2 Differentiation Within the Classroom 5.2.3 Acceleration 5.2.4 Enrichment 5.2.5 Combination of Acceleration and Enrichment: Early Entrance Programs 5.2.6 Ability Grouping for Gifted Students in Special Classes and in School 5.3 Support in Early Childhood and Preprimary Education 5.3.1 Gifted Children in Early Childhood and Preprimary Education 5.3.2 Support Opportunities in Early Childhood Education 5.4 Conclusion

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Book Synopsis 2020 NAGC Book of the Year Award Winner —?Finalist in the 2020 PROSE AwardsThis volume explores how early potential develops into high performance in five domains: sport (specifically golf and team sports), the professions (medicine, software engineering, and professional teams), academics (mathematics and psychology), the performing arts (dance and acting), and the producing arts (culinary arts and drawing/painting). The chapters address many questions: What does “raw” potential in a specific domain looks like? How can those abilities be nurtured and grown, and what psychosocial skills are necessary for this development? The Psychology of High Performance examines similarities and differences within and between domains and includes several personal interviews with “gatekeepers”—experts in a field whose professional judgment determines whether individuals’ developed abilities are good investmentTrade Review2020 NAGC Book of the Year Award WinnerFinalist in the 2020 PROSE Awards “This book is wonderfully interdisciplinary.” —ChoiceThis book is wonderfully interdisciplinary. * Choice *Table of ContentsContributors Acknowledgments IntroductionRena F. Subotnik, Paula Olszewski-Kubilius, and Frank C. Worrell Chapter 1: High Performance: The Central Psychological Mechanism for Talent DevelopmentRena F. Subotnik, Paula Olszewski-Kubilius, and Frank C. WorrellPart I: SportSteven T. Portenga Chapter 2: High-Performance Talent Development in GolfSteven T. Portenga Gatekeeper Interview: Jay Hogue, Assistant Gymnastics Coach, University of DenverSteven T. Portenga Chapter 3: Talent Identification and Development in Game SportsJob Fransen and Arne Güllich Chapter 4: Reflections on Talent Development in SportSteven T. PortengaPart II: The ProfessionsEduardo Salas and Steven E. Knotek Chapter 5: Talent Development in Medicine and Software EngineeringMelissa A. McWilliams, Emily Z. Holding, and Steven E. Knotek Gatekeeper Interview: Michael Reed, Software Engineer and Site Lead, Google Chapel HillSteven E. Knotek Chapter 6: What Makes a Team of Experts an Expert Team?Denise L. Reyes and Eduardo Salas Chapter 7: Reflections on Talent Development in the ProfessionsSteven E. Knotek and Eduardo SalasPart III: AcademiaPaula Olszewski-Kubilius, Rena F. Subotnik, Frank C. Worrell, and Megan Foley-Nicpon Chapter 8: Developing Mathematical Talent in School Children: Who, What, and How?Roza Leikin Gatekeeper Interview: Avi Berman, Professor Emeritus of Mathematics, the TechnionIsrael Institute of TechnologyRoza Leikin Chapter 9: Talent Development in the Domain of Academic PsychologyDean Keith Simonton Gatekeeper Interview: Robert J. Sternberg, Professor of Human Development, Cornell UniversityDean Keith Simonton Chapter 10: Reflections on Talent Development in AcademicsPaula Olszewski-Kubilius, Frank C. Worrell, Rena F. Subotnik, and Megan Foley-NicponIV. Performing ArtsAaron Kozbelt Chapter 11: The Development of Acting Talent: Possibilities and ApproachesTony Noice and Helga Noice Gatekeeper Interview: David Black, Producer, Director, Actor, TeacherAaron Kozbelt Chapter 12: Talent Development in Dance: Perspectives from Gatekeepers in Hong Kong and FinlandJoey Chua Gatekeeper Interview: Stephen Pier, Professor of Dance and Division Director, The Hartt School, University of HartfordAaron Kozbelt Chapter 13: Reflections on Talent Development in Performing Arts: Concluding CommentsAaron KozbeltPart V: Producing ArtsLinda Jarvin Chapter 14: Talent and Ability in Drawing and Visual ArtsAaron Kozbelt and Andrea Kantrowitz Gatekeeper Interview: Talent and Ability in Drawing: An Account From the FieldLinda Jarvin Chapter 15: Culinary Arts: Talent and Their DevelopmentLaurent Aron, Marion Botella, and Todd Lubart Chapter 16: Reflections on Talent Development in Arts ProductionLinda JarvinPart VI: Conclusion Chapter 17: The Psychology of High Performance: Overarching ThemesFrank C. Worrell, Paula Olszewski-Kubilius, and Rena F. Subotnik Index About the Editors

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