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Varieties of Giftedness [microform] / Julian C. Stanley
Bib ID 5591854
Format BookBook, MicroformMicroform, OnlineOnline
Author
Stanley, Julian C
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1995 
60 p. 
Summary

What giftedness really means has been discussed over centuries. This exploration, by a researcher involved in the study of mathematically talented youth, considers that giftedness may take many forms. The construct of general intelligence is probably the most widely studied psychological construct, but it is apparent that the IQ is not an ideal measure to use in grouping school children for instruction in specific subjects, since the IQ is the aggregate of many cognitive abilities. The Study of Mathematically Precocious Youth at Johns Hopkins University is one research project that has attempted to define giftedness in its several domains. Mathematically talented students have been identified at early ages through achievement tests. However, specialists in gifted children research are beginning to look at more subjective ways of evaluating giftedness, consistent with theories of multiple intelligences. In fact, all that can be done for gifted children, however defined, is to provide them the special, supplemental, and perhaps accelerative educational experiences appropriate to their abilities and interests. Commentaries by Howard Gardner ("Six After Thoughts: Comments on J. Stanley, 'Varieties of Giftedness'") and Joyce VanTassel-Baska ("Response to Julian Stanley's Invited Address at AERA Entitled 'Varieties of Giftedness'") are attached. (Contains 3 tables, 1 figure, and 89 references.) (SLD)

Notes

ERIC Note: Based on an invited address presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995).

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Ability Grouping.  |  Academic Aptitude.  |  Academically Gifted.  |  Aptitude Tests.  |  Children.  |  Elementary Secondary Education.  |  Evaluation Methods.  |  Exceptional Child Research.  |  Gifted.  |  Grouping (Instructional Purposes)  |  Intelligence.  |  Intelligence Quotient.  |  Mathematics Achievement.  |  Talent.  |  Talent Identification.  |  Study of Mathematically Precocious Youth
Form/genre Information Analyses.  |  Opinion Papers.  |  Speeches/Meeting Papers.
Available From ERIC 
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008 080220s1995    xxu ||| b     ||| | eng d
035 |9(ericd)ED392825
037 |aED392825|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aStanley, Julian C.
245 1 0 |aVarieties of Giftedness|h[microform] /|cJulian C. Stanley.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1995.
300 |a60 p.
500 |aERIC Note: Based on an invited address presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995).|5ericd
520 |aWhat giftedness really means has been discussed over centuries. This exploration, by a researcher involved in the study of mathematically talented youth, considers that giftedness may take many forms. The construct of general intelligence is probably the most widely studied psychological construct, but it is apparent that the IQ is not an ideal measure to use in grouping school children for instruction in specific subjects, since the IQ is the aggregate of many cognitive abilities. The Study of Mathematically Precocious Youth at Johns Hopkins University is one research project that has attempted to define giftedness in its several domains. Mathematically talented students have been identified at early ages through achievement tests. However, specialists in gifted children research are beginning to look at more subjective ways of evaluating giftedness, consistent with theories of multiple intelligences. In fact, all that can be done for gifted children, however defined, is to provide them the special, supplemental, and perhaps accelerative educational experiences appropriate to their abilities and interests. Commentaries by Howard Gardner ("Six After Thoughts: Comments on J. Stanley, 'Varieties of Giftedness'") and Joyce VanTassel-Baska ("Response to Julian Stanley's Invited Address at AERA Entitled 'Varieties of Giftedness'") are attached. (Contains 3 tables, 1 figure, and 89 references.) (SLD)
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 0 7 |aAbility Grouping.|2ericd
650 0 7 |aAcademic Aptitude.|2ericd
650 1 7 |aAcademically Gifted.|2ericd
650 0 7 |aAptitude Tests.|2ericd
650 1 7 |aChildren.|2ericd
650 0 7 |aElementary Secondary Education.|2ericd
650 1 7 |aEvaluation Methods.|2ericd
650 0 7 |aExceptional Child Research.|2ericd
650 1 7 |aGifted.|2ericd
650 0 7 |aGrouping (Instructional Purposes)|2ericd
650 0 7 |aIntelligence.|2ericd
650 0 7 |aIntelligence Quotient.|2ericd
650 1 7 |aMathematics Achievement.|2ericd
650 0 7 |aTalent.|2ericd
650 1 7 |aTalent Identification.|2ericd
653 1 |aStudy of Mathematically Precocious Youth
655 7 |aInformation Analyses.|2ericd
655 7 |aOpinion Papers.|2ericd
655 7 |aSpeeches/Meeting Papers.|2ericd
856 4 1 |uhttps://eric.ed.gov/?id=ED392825
984 |aANL|cmc 2253 ED392825|d77000000397347
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