Paula Olszewski‐Kubilius
Datos Biográficos
| ID | 7836693 |
|---|---|
| NOMBRE | Paula Olszewski‐Kubilius |
| NOMBRES | Paula |
| APELLIDO | Olszewski‐Kubilius |
| FIRMA | KUBILIUS P O |
| AFILIACIONES | Northwestern University |
| ORCID | 0000-0003-4149-9605 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1997 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 0 |
Where Are We Now with the Implementation of the Talent Development Framework for Gifted Students and Where Do We Go in the Future
Talent development as a framework for services for advanced learners has gained traction within schools, but there are challenges that remain. In this paper, we address some of these, including identification systems that are consistent with a domain focus and geared towards the stage of talent development; exceptional abilities that are often ignored by schools but could be identified and cultivated; programming that is continuous, articulated w…
Transforming Gifted Education in Schools
The foundation for talent development as a framework for gifted education can be found in a synthesis of the psychological literature on creativity, eminence, giftedness, and high performance. The talent development framework acknowledges the contributions of both general cognitive ability and domain-specific abilities to achievement, as well as the malleability of these ability constructs. Talent development is also consistent with research on t…
Giftedness and eminence
Who are outstandingly creative individuals that come to mind in music, sport, psychology, physics, or architecture? Almost everyone can think of someone whom they would label eminent. Some of these eminent individuals may be from the past, whereas others are still with us. In the extant literature, there are robust strands of research on giftedness and talent, expertise, and eminence. However, researchers in one strand often do not reference thos…
Where do eminence and transformational achievement fit into the gifted education picture
Talent Development in Achievement Domains
Achievement in different domains, such as academics, music, or visual arts, plays a central role in all modern societies. Different psychological models aim to describe and explain achievement and its development in different domains. However, there remains a need for a framework that guides empirical research within and across different domains. With the talent-development-in-achievement-domains (TAD) framework, we provide a general talent-devel…
Developing academic talent as a practicing school psychologist
In this article, we explore how school psychologists who adopt a talent development perspective can play a larger role in cultivating the talent of academically gifted students. Utilizing the talent development megamodel and Ackerman's model of expertise, we outline how school psychologists can consult with school administrators, teachers, and parents to meet the general and domain‐specific academic needs of academically gifted students at home a…
What One Hundred Years of Research Says About the Effects of Ability Grouping and Acceleration on K–12 Students’ Academic Achievement
Two second-order meta-analyses synthesized approximately 100 years of research on the effects of ability grouping and acceleration on K–12 students’ academic achievement. Outcomes of 13 ability grouping meta-analyses showed that students benefited from within-class grouping (0.19 ≤ g ≤ 0.30), cross-grade subject grouping (g = 0.26), and special grouping for the gifted (g = 0.37), but did not benefit from between-class grouping (0.04 ≤ g ≤0.06); t…
Gifted Education Programs and Procedures
Society has great interest in the phenomenon of giftedness as well as great need to develop the talents of its members. However, because of a lack of a federal mandate, meeting the educational, social, and emotional needs of gifted children is left to the whims of local school districts. As a result, these children are often ignored because of a fundamental belief that they can succeed on their own. As a field, gifted education is increasingly in…
Rethinking Giftedness and Gifted Education
For nearly a century, scholars have sought to understand, measure, and explain giftedness. Succeeding theories and empirical investigations have often built on earlier work, complementing or sometimes clashing over conceptions of talent or contesting the mechanisms of talent development. Some have even suggested that giftedness itself is a misnomer, mistaken for the results of endless practice or social advantage. In surveying the landscape of cu…
Restructuring special programs to reflect the distinctions between children's and adults' experiences with giftedness
In this article we draw on longitudinal, retrospective, and cross-sectional studies to address the relationship between giftedness in childhood and adulthood. Evidence points to the fact that children who became eminent adults did not necessarily fit conceptions of giftedness driving programs that currently exist in our schools. These findings suggest that special kinds of educational experiences and social contexts, access to tacit knowledge fro…
Restructuring special programs to reflect the distinctions between children's and adults' experiences with giftedness
Sin obras prominentes en esta página.
Restructuring special programs to reflect the distinctions between children's and adults' experiences with giftedness
In this article we draw on longitudinal, retrospective, and cross-sectional studies to address the relationship between giftedness in childhood and adulthood. Evidence points to the fact that children who became eminent adults did not necessarily fit conceptions of giftedness driving programs that currently exist in our schools. These findings suggest that special kinds of educational experiences and social contexts, access to tacit knowledge fro…
Restructuring special programs to reflect the distinctions between children's and adults' experiences with giftedness
Rethinking Giftedness and Gifted Education
For nearly a century, scholars have sought to understand, measure, and explain giftedness. Succeeding theories and empirical investigations have often built on earlier work, complementing or sometimes clashing over conceptions of talent or contesting the mechanisms of talent development. Some have even suggested that giftedness itself is a misnomer, mistaken for the results of endless practice or social advantage. In surveying the landscape of cu…
Gifted Education Programs and Procedures
Society has great interest in the phenomenon of giftedness as well as great need to develop the talents of its members. However, because of a lack of a federal mandate, meeting the educational, social, and emotional needs of gifted children is left to the whims of local school districts. As a result, these children are often ignored because of a fundamental belief that they can succeed on their own. As a field, gifted education is increasingly in…
What One Hundred Years of Research Says About the Effects of Ability Grouping and Acceleration on K–12 Students’ Academic Achievement
Two second-order meta-analyses synthesized approximately 100 years of research on the effects of ability grouping and acceleration on K–12 students’ academic achievement. Outcomes of 13 ability grouping meta-analyses showed that students benefited from within-class grouping (0.19 ≤ g ≤ 0.30), cross-grade subject grouping (g = 0.26), and special grouping for the gifted (g = 0.37), but did not benefit from between-class grouping (0.04 ≤ g ≤0.06); t…
Talent Development in Achievement Domains
Achievement in different domains, such as academics, music, or visual arts, plays a central role in all modern societies. Different psychological models aim to describe and explain achievement and its development in different domains. However, there remains a need for a framework that guides empirical research within and across different domains. With the talent-development-in-achievement-domains (TAD) framework, we provide a general talent-devel…
Developing academic talent as a practicing school psychologist
In this article, we explore how school psychologists who adopt a talent development perspective can play a larger role in cultivating the talent of academically gifted students. Utilizing the talent development megamodel and Ackerman's model of expertise, we outline how school psychologists can consult with school administrators, teachers, and parents to meet the general and domain‐specific academic needs of academically gifted students at home a…
Giftedness and eminence
Who are outstandingly creative individuals that come to mind in music, sport, psychology, physics, or architecture? Almost everyone can think of someone whom they would label eminent. Some of these eminent individuals may be from the past, whereas others are still with us. In the extant literature, there are robust strands of research on giftedness and talent, expertise, and eminence. However, researchers in one strand often do not reference thos…
Where do eminence and transformational achievement fit into the gifted education picture
Transforming Gifted Education in Schools
The foundation for talent development as a framework for gifted education can be found in a synthesis of the psychological literature on creativity, eminence, giftedness, and high performance. The talent development framework acknowledges the contributions of both general cognitive ability and domain-specific abilities to achievement, as well as the malleability of these ability constructs. Talent development is also consistent with research on t…
Where Are We Now with the Implementation of the Talent Development Framework for Gifted Students and Where Do We Go in the Future
Talent development as a framework for services for advanced learners has gained traction within schools, but there are challenges that remain. In this paper, we address some of these, including identification systems that are consistent with a domain focus and geared towards the stage of talent development; exceptional abilities that are often ignored by schools but could be identified and cultivated; programming that is continuous, articulated w…
Psychology (11 obras) · Education, Achievement, and Giftedness (8 obras) · Pedagogy (8 obras) · Mathematics education (7 obras) · Talent development (6 obras) · Cognitive Abilities and Testing (5 obras) · Social Psychology (5 obras) · Creativity in Education and Neuroscience (4 obras) · Developmental psychology (4 obras) · Gifted education (4 obras)