The European Handbook of Gifted Education and Talent Development

Autorentext

Colm O'Reilly is the Director of the Irish Centre for Talented Youth (CTYI) at Dublin City University. Colm has worked in the area of gifted and talented education for the last 20 years and has written articles and presented papers at numerous conferences around Europe and worldwide. His research interests include working with gifted students in out of school programs and their academic and social development. He is currently the secretary of the European Council for High Ability and the treasurer for the European Talent Support Network. He serves on the advisory board for the Center for Gifted Education at the College of William and Mary and has just led an EU project to design an online program for teachers of high ability students in regular classrooms.

Lianne Hoogeveen is endowed professor of 'Identification, Support and Counselling of Talent'. She is program director of the RITHA training at the Radboud Center Social Sciences (Radboud University). She trains teachers, remedial educationalists and psychologists (under training). She also conducts scientific research on giftedness and education, and wrote a PhD-thesis on acceleration. As a registered psychologist she advises and counsels gifted children, adolescents and adults at CBO Talent Development. Lianne Hoogeveen is president of the European Council for High Ability (ECHA).

Evelyn Kroesbergen is full professor of Special Educational Needs at the Behavioural Science Institute of Radboud University, the Netherlands. She leads a research group on the educational needs of children with learning disabilities and gifted children. Her research focuses on the cognitive characteristics of children with special educational needs, with a special focus on the role of creativity and executive functions in learning. In one of her research lines, she investigates the early identification and education of gifted children with learning disabilities.

Karine Verschueren is full professor at School Psychology and Development in Context, KU Leuven. She leads a research program on child and adolescent development in schools and the role of social relationships for this development. Her research focuses on teacher-student and peer relationships and interactions as developmental contexts for children. In addition to studying developmental processes in general student populations, she also investigated them in student populations with special educational needs, including high-ability students.

Klappentext

This comprehensive new handbook offers insight into the knowledge and experience needed to meet the needs of Europe's high-ability students. Tracking all the major developments in the field and covering a large scope of topics, this book is a major addition to the literature on gifted education in Europe.

Inhalt

Part 1: Giftedness and Talent Development in Europe - A historical overview 1. Gifted education in Europe, past, present and future 2. Overview of conceptual models 3. The Systemic Perspective on Giftedness 4. Talent Development in Achievement Domains: A Psychological Perspective 5. Perspectives on Expertise Development 6. Giftedness identification and neurosciences 7. Gifted Underachievement: An Individualized and Contextualized Dynamic Developmental Process Part 3: Identification of Giftedness and Talent 8. Giftedness and the measurement of cognitive ability 9. Talent Identification by Checklists 10. Dynamic Assessment 11. Broadening the Identification Process of Giftedness and Talent 12. Getting it right from the start: The Importance of Early Years for Talent Identification and Development Part 4: Talent Development Domains 13. Reading and Language 14. Mathematical Giftedness 15. Cultivating high creative potential 16. Research and Education with a focus on Musical Giftedness and Musical Talent Development in Europe 17. Talent Identification and Development in Sports Part 5: Gifted education - Developing Talent 18. Self-regulated learning in gifted education: Strategies of self-regulated learning in gifted education and talent development 19. Enrichment 20. Ability Grouping 21. Teachers and Gifted Students 22. Developing Talent Through Online Learning 23. Mentoring for Individualized Talent Support: Developmental Background and Practical Implementation Part 6: Social emotional and motivational development and Talent 24. Self-Concept, Mental Health, and Well-Being of High Ability Youth 25. Social development and peer relations 26. The Gift of Positive Psychology: Exploring the Relationship Between Positive Psychology and Gifted Education 27. Motivational interventions for cognitively gifted students Part 7: Special groups 28. A Systematic Review of Twice-Exceptionality Research: What Three Decades of Research Tell us 29. Underrepresentation of women in STEM in gifted education 30. Gifted LGBTQ Students 31. Gifted Adults 32. Equity in gifted education 33. Gifted learners from socio-economic disadvantage: Case studies from Ireland and Scotland Part 8: Research and practice networks in Europe 34. The Network Approach to Talent Development: The European Talent Support Network 35. The Role of Parents and Parent Associations in Gifted Education 36. University based programmes for gifted students 37, Bridging Research and Educational Practice and Policy: The Talent Project in Flanders