Programs for the Gifted Few or Talent Development for the Many?
Traditionally, gifted programs have focused only on students deemed academically gifted, excluding those with vocational/technical, artistic, or personal/social talents. Article suggests it is immoral to identify 5% of the student population as "gifted" and the rest as "ungifted."...
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| Veröffentlicht in: | Phi Delta Kappan 1998-06, Vol.79 (10), p.735-738 |
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| description | Traditionally, gifted programs have focused only on students deemed academically gifted, excluding those with vocational/technical, artistic, or personal/social talents. Article suggests it is immoral to identify 5% of the student population as "gifted" and the rest as "ungifted." Since all students have relative talent strengths, schools should help them identify and understand their own special abilities. (23 references) (MLH) |
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(23 references) (MLH)</description><identifier>ISSN: 0031-7217</identifier><identifier>EISSN: 1940-6487</identifier><language>eng</language><publisher>Bloomington, Ind., etc: Phi Delta Kappa Inc</publisher><subject>Academic achievement ; Academic learning ; Academically Gifted ; Academically gifted students ; Achievement Tests ; Admission Criteria ; Analysis ; Classroom Observation Techniques ; Discrimination in education ; Education ; Educational discrimination ; Educational enrichment ; Educational Needs ; Elementary Secondary Education ; Enrichment ; Enrichment Activities ; Evidence ; Federal Government ; Gifted ; Gifted children ; Gifted Education ; Grade levels ; Heterogeneous Grouping ; Human capital ; Identification ; Labeling (of Persons) ; Learning ; Learning experiences ; Low Income ; Multiple Intelligences ; Politics of Education ; Professional Recognition ; Psychometrics ; Purdue University IN ; Rating Scales ; Scholarly publishing ; School Responsibility ; Schools ; Segregation in education ; Social aspects ; Special Classes ; Special Needs Students ; Special Programs ; Talent ; Talent Development ; Teaching Methods ; Thinking Skills ; Young Adults</subject><ispartof>Phi Delta Kappan, 1998-06, Vol.79 (10), p.735-738</ispartof><rights>Copyright 1998 Phi Delta Kappa International, Inc.</rights><rights>COPYRIGHT 1998 Phi Delta Kappa, Inc.</rights><rights>COPYRIGHT 1998 Sage Publications, Inc.</rights><rights>Copyright Phi Delta Kappa Jun 1998</rights><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/20439330$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/20439330$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,27869,58017,58250</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ566234$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Feldhusen, John F.</creatorcontrib><title>Programs for the Gifted Few or Talent Development for the Many?</title><title>Phi Delta Kappan</title><addtitle>Phi Delta Kappan</addtitle><description>Traditionally, gifted programs have focused only on students deemed academically gifted, excluding those with vocational/technical, artistic, or personal/social talents. Article suggests it is immoral to identify 5% of the student population as "gifted" and the rest as "ungifted." Since all students have relative talent strengths, schools should help them identify and understand their own special abilities. (23 references) (MLH)</description><subject>Academic achievement</subject><subject>Academic learning</subject><subject>Academically Gifted</subject><subject>Academically gifted students</subject><subject>Achievement Tests</subject><subject>Admission Criteria</subject><subject>Analysis</subject><subject>Classroom Observation Techniques</subject><subject>Discrimination in education</subject><subject>Education</subject><subject>Educational discrimination</subject><subject>Educational enrichment</subject><subject>Educational Needs</subject><subject>Elementary Secondary Education</subject><subject>Enrichment</subject><subject>Enrichment Activities</subject><subject>Evidence</subject><subject>Federal Government</subject><subject>Gifted</subject><subject>Gifted children</subject><subject>Gifted Education</subject><subject>Grade levels</subject><subject>Heterogeneous Grouping</subject><subject>Human capital</subject><subject>Identification</subject><subject>Labeling (of 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| fulltext | fulltext |
| identifier | ISSN: 0031-7217 |
| ispartof | Phi Delta Kappan, 1998-06, Vol.79 (10), p.735-738 |
| issn | 0031-7217 1940-6487 |
| language | eng |
| recordid | cdi_proquest_journals_218532854 |
| source | Periodicals Index Online; JSTOR Archive Collection A-Z Listing; Education Source |
| subjects | Academic achievement Academic learning Academically Gifted Academically gifted students Achievement Tests Admission Criteria Analysis Classroom Observation Techniques Discrimination in education Education Educational discrimination Educational enrichment Educational Needs Elementary Secondary Education Enrichment Enrichment Activities Evidence Federal Government Gifted Gifted children Gifted Education Grade levels Heterogeneous Grouping Human capital Identification Labeling (of Persons) Learning Learning experiences Low Income Multiple Intelligences Politics of Education Professional Recognition Psychometrics Purdue University IN Rating Scales Scholarly publishing School Responsibility Schools Segregation in education Social aspects Special Classes Special Needs Students Special Programs Talent Talent Development Teaching Methods Thinking Skills Young Adults |
| title | Programs for the Gifted Few or Talent Development for the Many? |
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