Linda Jarvin

Explorations in Giftedness.

This book is a scholarly overview of modern concepts, definitions, and theories of intellectual giftedness, and of past and current developments in the field of gifted education. The authors consider, in some detail, the roles of intelligence, creativity, and wisdom in giftedness and the interaction between culture and giftedness, as well as how giftedness can be understood in terms of a construct of developing expertise. The authors also review and discuss a set of key studies that address the issues of identification and education of children with intellectual gifts. This volume may be used as a summary overview of the field for educators, psychologists, social workers, and other professionals who serve intellectually gifted children and their families.

Making Instruction and Assessment Responsive to Diverse Students’ Progress: Group-Administered Dynamic Assessment in Teaching Mathematics:

This study entailed a 3 (instructional intervention) × 2 (assessment-type) between-subjects experimental design employing a pretest—intervention—posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, 1,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse.

From molehill to mountain: The process of scaling up educational interventions (firsthand experience upscaling the theory of successful intelligence)

Contents: M.A. Constas, R.J. Sternberg, Preface. Part I: Translation of Research and Theory in Content Areas and Skill Domains. M.A. Constas, R.J. Sternberg, Part I Commentary. A. Schoenfeld, Notes on the Educational Steeplechase: Hurdles and Jumps in the Development of Research-Based Mathematics Instruction. S. Magnussen, A. Palincsar, The Application of Theory to the Design of Innovative Texts Supporting Science Instruction. J.M. Fletcher, B.R. Foorman, C.A. Denton, S. Vaughn, Scaling Research on Beginning Reading: Consensus and Conflict. R.C. Calfee, R.G. Mille, K. Norman, K. Wilson, G. Trainin, Learning to Do Educational Research. Part II: Translation of Theory and Research Into Practice in Large Scale Reform. M.A. Constas, R.J. Sternberg, Part II Commentary. R.E. Slavin, Translating Research Into Widespread Practice: The Case of Success for All. C. Finnan, H. Levin, Accelerated Schools and the Obstacles to School Reform. J. Comer, E. Joyner, Translating Theory and Research Into Practice Through the Yale Child Study Center School Development Program. E. Zigler, M.F. Stevenson, The School of the 21st Century. Part III: Translation of Theory and Research Into Educational Practice to Build Intellectual Capacity. M.A. Constas, R.J. Sternberg, Part III Commentary. R.J. Sternberg, D. Birney, L. Jarvin, A. Kirlik, S. Stemler, E.L. Grigorenko, From Molehill to Mountain: The Process of Scaling Up Educational Interventions (First-Hand Experience Upscaling the Theory of Successful Intelligence). J. Renzulli, Swimming Upstream in a Small River: Changing Conceptions and Practices About the Development of Giftedness. M. Kornhaber, H. Gardner, Multiple Intelligences: Developments in Implementation and Theory. Appendix: List of Contributors.

TALENT DEVELOPMENT IN THE WORLD OF CLASSICAL MUSIC AND VISUAL ARTS

In this article, we propose to explore the developmental trajectories of children displaying gifts and abilities in the domains of (classical) music and in visual arts. A developmental model for talent development that was developed in the domain of classical music will be briefly presented and its applicability in the field of visual arts will be discussed.