Rena F Subotnik
Biographic Data
| ID | 1584628 |
|---|---|
| NAME | Rena F Subotnik |
| GIVEN NAMES | Rena F |
| FAMILY NAME | Subotnik |
| SIGNATURE | SUBOTNIK R F |
| AFFILIATIONS | American Psychological Association |
| ORCID | 0000-0001-6750-0286 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
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…
Rates and Types of Student Aggression against Teachers
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…
Assessing the Assessments of Teacher Preparation
Teacher preparation programs have both a desire and a responsibility to demonstrate, with affirmative evidence, that teacher education makes a difference in PreK–12 student learning. Program faculty need good data to make decisions about the progress of students, whom to recommend for state licensure, and how to improve teacher education. This article describes an American Psychological Association task force report that discusses 3 measures of p…
This Issue
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…
Creativity and the Science Enterprise
Creativity and the Science Enterprise." Gifted and Talented International, 25(1), pp. 93–94 Additional informationNotes on contributorsRena F. SubotnikRena F. Subotnik, Ph.D. began her position as Director of the Center for Psychology in the Schools and Education at the American Psychological Association (APA) in January 2002. From 1986 through 2001, Dr. Subotnik was Professor at Hunter College, where she coordinated the secondary education progr…
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
Assessing the Assessments of Teacher Preparation
Teacher preparation programs have both a desire and a responsibility to demonstrate, with affirmative evidence, that teacher education makes a difference in PreK–12 student learning. Program faculty need good data to make decisions about the progress of students, whom to recommend for state licensure, and how to improve teacher education. This article describes an American Psychological Association task force report that discusses 3 measures of p…
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
Creativity and the Science Enterprise
Creativity and the Science Enterprise." Gifted and Talented International, 25(1), pp. 93–94 Additional informationNotes on contributorsRena F. SubotnikRena F. Subotnik, Ph.D. began her position as Director of the Center for Psychology in the Schools and Education at the American Psychological Association (APA) in January 2002. From 1986 through 2001, Dr. Subotnik was Professor at Hunter College, where she coordinated the secondary education progr…
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…
Assessing the Assessments of Teacher Preparation
Teacher preparation programs have both a desire and a responsibility to demonstrate, with affirmative evidence, that teacher education makes a difference in PreK–12 student learning. Program faculty need good data to make decisions about the progress of students, whom to recommend for state licensure, and how to improve teacher education. This article describes an American Psychological Association task force report that discusses 3 measures of p…
This Issue
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
Rates and Types of Student Aggression against Teachers
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…
Psychology (12 works) · Pedagogy (10 works) · Mathematics education (7 works) · Political science (6 works) · Creativity in Education and Neuroscience (5 works) · Education, Achievement, and Giftedness (5 works) · Social Psychology (5 works) · Sociology (5 works) · Cognitive Abilities and Testing (4 works) · Gifted education (4 works)