The Center for Talented Youth Identification Model: A Review of the Literature (original) (raw)
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The Center for Talented Youth Spain: an initiative to serve highly able students
High Ability Studies, 2005
This paper deals with the main aspects of the work carried out by the Center for Talented Youth Spain since its founding. The educational model applied here is based on the 'Study of mathematically precocious youth', developed by Julian Stanley in the early seventies and currently the inspiration behind all the centers belonging t o Center for Talented Youth International. We provide data from the SCAT ('School and college ability test') test, validated in Spain by the first author, which is used to identify students with exceptional verbal or mathematical ability. The results obtained are analyzed in the light of theoretical models, highlighting the similarities between the results obtained and those in the USA. Moreover, we explore data on course development and student assessment of courses. Finally, we explore the future prospects for the Center and of highly able students in Spain.
2000
The recent educational legislation in Spain shows a great interest in enhancing the talents of all citizens. Different models of identification and intervention for students with high intellectual abilities (HIAs) coexist. The assessment model based on intelligence is still in force in the psychoeducational guidance field; however, from the research, other multidimensional and developmental models are prevalent, rethinking the nature of giftedness and talent, as well as identification and educational practices. These models consider HIA as potential in development, depending on the interrelation among neurobiological bases, personal, and environmental conditions. Efforts are being made to detect high-ability students. The most common intervention measures are the school enrichment of the curriculum, curricular adaptations, and acceleration. Several universities and some autonomous communities (i.e., school districts in the states) have organized extracurricular enrichment programs, some for longer than 10 years. The training of specialized teachers in high abilities has substantially increased, both in the Ministry of Education and autonomous local communities. Universities have also included some subjects in their programs related to this issue of gifted education with specific training designed in postgraduate courses. The research agendas of HIAs currently focus on studying metric approximation, identification and profiles, cognitive functioning and creativity, management of cognitive resources, socioemotional characteristics, gender, enrichment programs, and their effectiveness.
The Identification of High Ability Students: results of a detection process in Navarra (Spain)
High Ability Studies, 1999
This article focuses on the development and analysis of a two-stage early detection process (screening and diagnostic) for high ability students carried out in the region of Navarra (Spain) on a random sample of 2,274 elementary school students. Spanish versions of the Raven Progressive Matrices (SPM), the Renzulli Scales for Rating Behavioural Characteristics of Superior Students (SRBCSS), and participants' academic achievement were the main variables in the initial screening phase. The Spanish edition of WISC-R, as well as the Young Children's Academic Intrinsic Motivation Inventory (Gottfried, 1986), and the Self-concept Questionnaire (Marsh, 2988), were the main variables in the diagnostic phase. The findings of the detection process show that the WISC-R results were incompatible with those expected in accordance with the normal distribution of IQs. Results may suggest a clear problem with scoring rules, the Spanish norms for the test, or both. These possibilities are discussed in light of the results obtained. The paramount importance of validating and developing adequate instruments for the identification of the gifted is emphasized. introduction One of the most important aspects of attracting the necessary attention to the educational needs of high ability students is, undoubtedly, the identification process. We need at our disposal not only precise instruments (reliable, valid, appropriately standardized, and so on) but also procedures, whose effectiveness and efficiency are experimentally proven, since effective educational assistance for students in need-ensuring that no student is incorrectly excluded-depends on the proper functioning of the detection processes. This is precisely the main objective of the study presented in this article: it is an analysis of the accuracy of an identification process involving elementary school children in the province of Navarra in Northern Spain. Identifying high ability students is meaningful (a) when regular schooling cannot meet the demands of these students' personal development, and (b) when there are alternative programmes better suited for their specific needs. But what happens when there are no specific, established programmes? And why should programmes be established when students have not been identified? Also, what characteristics must one look for in potential candidates? These three questions are closely related, and thus the answers interact with each other. Indeed, identification must focus not only on a specific concept of giftedness, but also on the characteristics of the programme for which individuals are identified for participation. In turn, the results of individuals assigned to an available programme will provide valuable information for a potential re-adaptation of the identification process. As Hagen (1980) points out, identification criteria should be operationalized first by determining which concept-or which dimensions-of gift-edness, will be the focus of attention. Then the indicators suitable for the chosen dimensions, based on diverse sources of information and on the instruments
Gifted Education International, 2021
With problem-solving as the focus and wisdom as the goal, the concept of giftedness is reconceptualized in the 21st century context. The two most prominent constructs in the field of education for the gifted, creativity and intelligence, are integrated into a view of exceptional talent as consisting of the ability and willingness to solve complex problems, the ability to solve varied types of problems, and a highly integrated and interconnected knowledge base. Both intelligence and creativity involve similar processes, but these processes are used in different ways during the problem-solving process. Using the framework of a paradigm as outlined by Dai and Chen, the elements of a different perspective resulting from more than 40 years of developing a conceptual framework, implementing practices based on that framework, and research on these practices are presented: definition (What?), assessment (Who?), purpose (Why?), and development (How?).
La Identificación del talento verbal y matemático: la relevancia de las medidas fuera de nivel
Anales de Psicología, 2016
This study has two main objectives. First one to carry out a conceptual review of the literature together with the work done in Spain by the authors about the identification model known in the international literature as Talent Search model or concept. This model created by J. C. Stanley in the early 70s has led to a huge development in the identification of verbal and mathematical talent of young people, in order to provide the appropriate educational provision their ability needs. Far from being an American model, in this paper we show, and this is the second objective, through data from several years of implementation of the model in Spain, that it can be considered a universal model, based among others in the principle of above or out of levelmeasurement. Using this above level measurement we can adequately discriminate the diverse ability of the students tested, that when measured alone with in level testing, is masked due to lack difficulty and discrimination of the tests used...
Humanities and Management Sciences - Scientific Journal of King Faisal University, 2020
This research intends to address the problems of identifying gifted students, supporting their excellence and promoting their care. Identifying gifted students is a challenge for individual teachers and for educational institutions, particularly in terms of developing programs that suit and contribute to the development of their skills. This article provides a comprehensive exploration of the characteristics of gifted students and the relationship of these characteristics to the identification of talent. The characteristics of the gifted have already attracted the attention of researchers and others interested in educational matters, and the current article therefore seeks to answer some of the most important questions arising from previous work in the field. These questions revolve around defining the criteria for systematically identifying gifted students, establishing the best strategies for developing their talents, and developing the most effective teaching methods that meet their educational needs. In response to these research questions, this article follows a systematic process of defining relevant concepts, theories and existing strategies for developing student talent. More specifically, this research reviews the descriptive methodologies of educational studies that have been conducted in the field of gifted students. Therefore, this work can be considered a conceptual framework the characteristics of gifted students which aims to demonstrate the importance of these features and their impact on the design and implementation of talented curricula as well as highlight the most important strategies for teaching gifted students and the use of modern technologies in their education.
Programs and Practices for Identifying and Nurturing High Intellectual Abilities in Spain
Gifted Child Today
The recent educational legislation in Spain shows a great interest in enhancing the talents of all citizens. Different models of identification and intervention for students with high intellectual abilities (HIAs) coexist. The assessment model based on intelligence is still in force in the psychoeducational guidance field; however, from the research, other multidimensional and developmental models are prevalent, rethinking the nature of giftedness and talent, as well as identification and educational practices. These models consider HIA as potential in development, depending on the interrelation among neurobiological bases, personal, and environmental conditions. Efforts are being made to detect high-ability students. The most common intervention measures are the school enrichment of the curriculum, curricular adaptations, and acceleration. Several universities and some autonomous communities (i.e., school districts in the states) have organized extracurricular enrichment programs, ...