Identifying the gifted child in the average classroom
Bibliographic Data
| ID | 11257283 |
|---|---|
| Authors | Betty W Davis (Jacksonville University, corresponding author) |
| Year | 1963 |
| Volume | 41 |
| Issue | 1 |
| Pages | 28-32 |
| Publication date | 1963-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Peabody Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-956X • E-ISSN: 1532-7930 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01619566309537148 |
| OpenAlex | W2054836524 |
| Language | EN |
| References cited | 3 |
Although there is much disagreement among educators as to the best method for meeting the needs of the gifted child in our schoolsspecial classes, curriculum enrichment, acceleration, streaming, combinations of these-there seems to be a growing consensus that something should be done to meet his educational requirements more adequately. Increasing attention and value is being placed on him as it is realized more each day that mediocrity cannot be our national goal: the very survival of our free system of government depending upon the recognition and utilization of all the superior wisdom and talent we are able to mobilize. It thus becomes the duty of every teacher to identify, in order to help toward paths of greatest constructiveness, each gifted student in her classroom. Terman' lends emphasis to the above statement and explains in detail (from his studies of a thousand gifted children): From the Zyve Test of Scientific Aptitude it appears that there are gifted potential scientists in the group who will never study science. It is probable that the group contains hidden talents of correspondingly superior grade in music, art, mathematics, language, engineering, social leadership and other fields of human endeavor..... The world's supply of genius is probably many times as great as it would be judged to be from the amount which comes to light .... The discovery and cultivation of hidden talents and genius thus becomes one of the most important functions of organized society. Generally speaking, the average classroom teacher may expect to find a fairly talented gifted child in every twenty children of the school population, the degree of giftedness ranging upward proportionately to one very exceptionally gifted child in every two hundred pupils
Developmental psychology · Mathematics education · Pedagogy · Attention Economy in Education and Business · Education, Achievement, and Giftedness · Psychology · Teacher Professional Development and Motivation
| Highly cited | No |
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