Where Are We Now with the Implementation of the Talent Development Framework for Gifted Students and Where Do We Go in the Future

Bibliographic Data

ID22044104
AuthorsPaula Olszewski-Kubilius (Northwestern University), Paula Olszewski‐Kubilius (0000-0003-4149-9605, Northwestern University, corresponding author)
Year2024
Volume14
Issue9
Pages932
Publication date2024-08-25
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci14090932
OpenAlexW4401885022
LanguageEN
Citations received4
References cited29

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 with the school curriculum, with defined outcomes for growth and performance; better understanding and use of data for identification and monitoring of progress; and policies that support acceleration and advanced learning options. The major challenge for schools is the potential to bifurcate services into talent development for underserved learners versus gifted services for high achieving students, rather than providing multiple pathways for learners with different needs that lead to high achievement for all

Curriculum · Curriculum development · Faculty Development · Mathematics education · Pedagogy · Professional development · Talent development · Cognitive Abilities and Testing · Computer Science · Early Childhood Education and Development · Education, Achievement, and Giftedness · Psychology

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