Led On Line
Presentazione - About us
Novita' - What's new
E-Journals
E-books
Lededizioni Home Page Ricerca - Search
Catalogo - Catalogue
Per contattarci - Contacts
Per gli Autori - For the Authors
Statistiche - Statistics
Cookie Policy
Privacy Policy

The Gifted Student: Gifts and Talents Development

Roberta Baldini, Maria Grazia Mada Logrieco

Abstract


Abstract 

The concept of giftedness has evolved significantly over time. Today, it still lacks a singular and precise definition, but it is continually evolving. One notable model found in the literature is the Differentiated Model of Giftedness and Talent (DMGT) by Gagné. This model appears to be a valid contribution to better understanding giftedness, the characteristics of gifted students and the problems related to these constructs. The article aims to highlight the characteristics of gifted students, underlining critical points and strengths in relation to the various contexts, specifically to the school context, and to Gagné’s model (personal, scholastic, environmental and social), with a focus on future implications.


Keywords


development; education; gift; giftedness; high potential; learning; resources; school context; student gifted; talent

Full Text:

PDF

References


Ansari, A., Hofkens, T. L., & Pianta, R. C. (2020). Teacher-student relationships across the first seven years of education and adolescent outcomes. Journal of Applied Developmental Psychology, 71, 101200.

https://doi.org/10.1016/j.appdev.2020.101200

Borland, J. H. (2009). Myth 2: The gifted constitute 3% to 5% of the population. Moreover, giftedness equals high IQ, which is a stable measure of aptitude: Spinal tap psychometrics in gifted education. Gifted Child Quarterly, 53(4), 236-238.

https://doi.org/10.1177/0016986209346825

Brazzolotto, M. (2021). Le percezioni sul talento e sulla genialità secondo alcuni studenti gifted. Formazione & insegnamento, 19(3), 184-196.

Carman, C. (2013). Confronto tra mele e arance. Quindici anni di definizioni di talento nella ricerca. Journal of Advanced Academics, 24(1), 52-70.

Carrie, L. B. (2011). An examination of the relationships between ego development, Dabrowski's theory of positive disintegration, and the behavioral characteristics of gifted adolescents. Gifted Child Quarterly, 55(3), 208.

https://doi.org/10.1177/0016986211412180

Gagné, F. (2008). Trasformare i doni in talenti. Breve panoramica del DMGT 2.0. Studi sulle alte capacità, 152, 81-89.

Guarneri, P., & Resta, V. (2019). Plusdotazione. Inquadramento e presa in carico. Psiba: Quaderno dell'Istituto di Psicoterapia del bambino e dell'adolescente 50(2), 73-86.

Keating, D. P. (2009). Developmental science and giftedness: An integrated life-span frame-work. In F. D. Horowitz, R. F. Subotnik, & D. J. Matthews (Eds.), The development of giftedness and talent across the life span. Washington, DC: American Psychological Association.

https://doi.org/10.1037/11867-011

Mangione, G. R., & Maffei, F. (2013). Didattica e bambini dotati. Approcci consolidati e prassi emergenti. Giornale Italiano della Ricerca Educativa / Italian Journal of Educational Research, 6(11), 140-156.

Marsili, F., & Pellegrini, M. (2023). L'identificazione degli studenti con plusdotazione. Evidenze empiriche e implicazioni pratiche. RicercAzione, 15(1), 201-211.

Novello, A. (2016). Insegnare le lingue a studenti gifted. Strategie didattiche per la plusdotazione. Romanica Cracoviensia, 16(2), 109-119.

Novello, A. (2019). Gli studenti gifted. Riflessioni e proposte per la loro valutazione linguistica. EL.LE, 7 (3), 391-412.

https://doi.org/10.30687/ELLE/2280-6792/2018/03/003

Olivieri, D. (2018). Modelli di plusdotazione e sviluppo dei talenti. I bambini dotati. Formazione & insegnamento, 16(2), 153-172.

Pfeiffer, S. I. (2012). Prospettive attuali sull'identificazione e la valutazione degli studenti dotati. Giornale di valutazione psicoeducativa, 30(1), 3-9.

Pfeiffer, S. I. (2013). Lessons learned from working with high-ability students. Gifted Education International, 29(1), 86-97.

https://doi.org/10.1177/0261429412440653

Pfeiffer, S. I. (2021). Ottimizzare i risultati favorevoli nella consulenza ai dotati. Un approccio basato sulle migliori pratiche. Gifted Education International, 37(2), 142-157.

https://doi.org/10.1177/0261429420969917

Rizzo, L., & Pinnelli, S. (2023). Promoting well‐being at school: From an inclusive perspective the focus on the gifted student / Promuovere il benessere scolastico. Dalla prospettiva inclusiva l'attenzione per l'alunno gifted. Italian Journal of Special Education for Inclusion, 11(1), 154-164.

Sandri, P., Zanetti, M. A., & Bennardi, I. (2023). Gifted students and inclusive distance learning: An exploratory survey. Form@re - Open Journal per la formazione in rete, 23(2), 189-208.

https://doi.org/10.36253/form-14189

Sgambelluri, R. (2019). Valutare e valorizzare gli studenti gifted a scuola. Verso la progettazione di un modello integrato di valutazione per l'inclusione. Formazione & insegnamento, 17(3), 104-117.

Shahzad, S., & Begume, N. (2010). Level of depression in intellectually gifted secondary school children. Gifted and Talented International, 25(2), 91-98.

https://doi.org/10.1080/15332276.2010.11673572

Sorrentino, C. (2017). Giftedness e contesti secondo una prospettiva pedagogica. Italian Journal of Special Education for Inclusion, 5(1), 161-170.

Vinci, V., & Sgambelluri, R. (2020). Riconoscere e promuovere il talento e l'alto potenziale di studenti gifted. Dai test di valutazione alle strategie didattiche personalizzate. Formazione & insegnamento, 18(2), 253-269.

Zanetti, M. A. (2016). Una doppia difficoltà in classe. I bambini ad alto potenziale. Journal of Applied Radical Behavior Analysis, 16-21.




DOI: https://doi.org/10.7358/elementa-2023-0102-balo

Copyright (©) 2023 Roberta Baldini, Maria Grazia Mada Logrieco – Editorial format and Graphical layout: copyright (©) LED Edizioni Universitarie

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.


Announcements

Call for papers Vol 4 (2024) - No 1-2 - "Sustainability"
Authors have to read through the Information for Authors and the Author guidelines carefully before beginning the submission process. 
Deadline for paper submission: March 31, 2024 (philosophical essays) – July 25, 2024 (epistemological and pedagogical essays)
Notification of paper acceptance: April 1, 2024 (philosophical essays) – July 27, 2024 (epistemological and pedagogical essays)
Request for revision following peer review: April 15, 2024 (philosophical essays) – September 15, 2024 (epistemological and pedagogical essays)
Deadline for revised version submission: April 30, 2024 (philosophical essays) – September 30, 2024 (epistemological and pedagogical essays
Publication: June 30, 2024 (philosophical essays) – December 15, 2024 (epistemological and pedagogical essays)

More....


Elementa. Intersections between Philosophy, Epistemology and Empirical Perspectives
Registered by Tribunale di Milano 2361/2021 (29/12/2021) - RG n. 16898/2021
Electronic edition ISSN 2785-4426 - Print edition ISSN 2785-4558 


Dipartimento di Studi Umanistici - Università degli Studi di Foggia


Chief Editor: Paolo Ponzio
Editorial Board: Luigi Traetta (Co-chief editor) - Giusi Antonia Toto (Co-chief Editor) - Antonio Ascione - Oscar Barroso - Alessandra Beccarisi - Leonardo Carlucci - Marco Ceccarelli - Antonio Clericuzio - Antonio Criado - Jean-Paul De Lucca - Raffaele Di Fuccio - Davide Di Palma - Ricardo Espinoza Lolas - Costantino Esposito - Marco Forlivesi - Teun Koetsier - Francesco Marrone - Gilles Olivò - Carla Rita Palmerino - Pasquale Porro - Francesca Romana Recchia Luciani - Alessia Scarinci - Domenico Tafuri - Baichun Zhang.
Editorial Staff: Tommaso Sgarro (managing editor) - Lucia Borrelli - Marco di Furia - Federica Doronzo - Francesca Finestrone - Piergiorgio Guarini - Maria Anna Misuriello - Giuliana Nardacchione - Guendalina Peconio - Sara Perrella - Benedetta Ragni - Martina Rossi - Daniela Savino - Luigi Tateo.


© 2001 LED Edizioni Universitarie di Lettere Economia Diritto