Research & Reference Articles

Research and Reference Articles

• Françoys Gagné DMGT
• The Betts-Neihart Profiles of Gifted Students
• SENG Supporting the Emotional Needs of the Gifted, Featured Articles
• The Theory of Positive Disintegration - Dabrowski
• Is It a Cheetah? - Stephanie Tolan
• How Do I Know if My Child has Gifts or Talents?
• Characteristics of Young Gifted Children
• Characteristics of Gifted Children and Talented Children and Possible Associated Problems
• IQ Testing or Assessment of Gifted Children - Marion Mackenzie
• Early Entry to Prep - Gail Young (Mindscape article January 2018)
• What to look for in a school for your Gifted child. (Anthony Stevens)
• IQ Test_How to mine the data and avoid the pitfalls (Hoyte and Haines)
• Precocious preschooler_Positive Parent (Mindscape Jan 2019)
• GLD article by Carol Barnes (extracted from Mindscape Issue 1 2022)

Link to Articles with references pre-2000.

Here’s a comparative analysis of Gagné’s Differentiated Model of Giftedness and Talent (DMGT) alongside other influential gifted education models:

1. Gagné’s DMGT

• Core Idea: Distinguishes giftedness (natural abilities) from talent (systematically developed skills).
• Structure:
  • Natural Abilities: Intellectual, creative, socioaffective, sensorimotor.
  • Developmental Process: Learning and practice transform gifts into talents.
  • Catalysts: Intrapersonal (motivation, personality), Environmental (family, school), and Chance.
• Strengths:
  • Offers a developmental perspective, emphasizing dynamic interaction between nature and nurture.
  • Recognizes underachievement and contextual influences.
• Limitations:
  • Less prescriptive for classroom strategies compared to enrichment-based models. [australian...upport.com], [api.pageplace.de], [psycnet.apa.org]

2. Renzulli’s Three-Ring Conception

• Core Idea: Giftedness arises from the interaction of:
  • Above-Average Ability
  • Creativity
  • Task Commitment
• Focus: Promotes creative productivity rather than static ability.
• Strengths:
  • Encourages behavioral traits like persistence and creativity.
  • Practical application through Schoolwide Enrichment Model (SEM).
• Limitations:
  • Less emphasis on innate ability; critics argue it may overlook highly able but unmotivated learners. [files.eric.ed.gov], [gifted.uconn.edu], [researchgate.net]

3. Gardner’s Multiple Intelligences

• Core Idea: Intelligence is plural, encompassing linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic domains.
• Strengths:
  • Broadens identification beyond traditional IQ.
  • Supports differentiated instruction in diverse classrooms.
• Limitations:
  • Criticized for lack of empirical validation and difficulty in operationalizing for gifted programs. [files.eric.ed.gov], [numberanalytics.com]

Key Differences