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JournalISSN: 0016-9862

Gifted Child Quarterly 

SAGE Publishing
About: Gifted Child Quarterly is an academic journal published by SAGE Publishing. The journal publishes majorly in the area(s): Gifted education & Creativity. It has an ISSN identifier of 0016-9862. Over the lifetime, 1839 publications have been published receiving 51761 citations. The journal is also known as: The Gifted child quarterly.


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Journal ArticleDOI
TL;DR: In this paper, the appropriateness of many activities that parade under the banner of gifted education, activities that may be intrinsically valuable in and of themselves, but essentially indefensible as the mainstay of programs that serve gifted and talented students.
Abstract: The purpose of this paper is threefold. First, I would like to register some concerns about the appropriateness of many activities that parade under the banner of gifted education, activities that may be intrinsically valuable in and of themselves, but essentially indefensible as the mainstay of programs that serve gifted and talented students. The second purpose will be to present an enrichment model that can be used as a guide in the development of qualitatively different programs in this area of special education, and by so doing try to provide defensible answers to questions such

706 citations

Journal ArticleDOI
TL;DR: This article reviewed and analyzed three decades of research on the underachievement of gifted students in an attempt to clarify the present state of research and make suggestions for those interested in pursuing potentially promising new lines of research in this area.
Abstract: The process of defining underachievement, identifying underachieving gifted students, and explaining the reasons for this underachievement continues to stir controversy among practitioners, researchers, and clinicians. Despite this interest, the underachievement of gifted students remains an enigma. This article reviews and analyzes three decades of research on the underachievement of gifted students in an attempt to clarify the present state of research. The problems inherent in defining and identifing underachieving gifted students are given special attention. The authors also include suggestions for those interested in pursuing potentially promising new lines of research and inquiry in this area.

537 citations

Journal ArticleDOI
TL;DR: In this paper, meta-analytic reviews have focused on five distinct instructional programs that separate students by ability: multilevel dasses, cross-grade programs, within-class grouping, enriched classes for learners, and cross-class enrichment.
Abstract: Meta-analytic reviews have focused on five distinct instructional programs that separate students by ability: multilevel dasses, cross-grade programs, within-class grouping, enriched classes for th...

425 citations

Journal ArticleDOI
TL;DR: In this paper, the authors examine several common definitions of giftedness and talent, with particular emphasis on the models proposed by Renzulli (1979) and Cohn (1981) and conclude that the former is associated with domains of abilities which foster and explain exceptional performance in varied fields of activities.
Abstract: In the scientific literature, there is ambiguity in the distinction between the concepts of giftedness and talent. This paper examines several common definitions of these two terms, with particular emphasis on the models proposed by Renzulli (1979) and Cohn (1981). Our critique of these two models leads to a clear differentiation between giftedness and talent: the former is associated with domains of abilities which foster and explain exceptional performance in varied fields of activities, that is, talents. Thus, one can be gifted without necessarily being talented (as with the case of underachievers), but not vice versa. Several factors which can act as catalysts for the actualization of giftedness in specific talents are discussed, particularly motivation and environmental quality.

380 citations

Journal ArticleDOI
TL;DR: This paper examined whether gifted achievers and underachievers differ in their general academic self-perceptions, attitudes towards school, attitudes toward teachers, motivation and self-regulation, and goal valuation.
Abstract: The purpose of this study was to examine whether gifted achievers and gifted underachievers differ in their general academic self-perceptions, attitudes toward school, attitudes toward teachers, motivation and self-regulation, and goal valuation. The sample consisted of 56 gifted underachievers and 122 gifted achievers from 28 high schools nationwide. Gifted achievers and gifted underachievers differed in their attitudes toward school, attitudes toward teachers, motivation/self-regulation, and goal valuation, but not their academic self-perceptions. In addition, the logistic regression analysis correctly classified over 81% of the sample as either gifted achievers or gifted underachievers using their motivation/self-regulation and goal valuation self-ratings. This study represents an important step toward quantifying factors related to the underachieviement of gifted adolescents.

344 citations

Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
20238
202246
202125
202020
201917
201824