Giftedness as potential for creative productivity: Transcending IQ scores

Abstract

Radical changes in our approach to identification and programming are essential for the survival of gifted education in a new climate which emphasizes excellence and improvements in the entire process of schooling. Traditional approaches and policies are not effective in taking into account current research‐based knowledge regarding the nature of human abilities, components of effective instruction, or programming for the development of gifted behaviors. Reasons for the inadequacy of IQ test cutoff scores in identifying giftedness are presented, and recommendations are made for necessary improvements in local, state, or national guidelines, policies, and procedures.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 44 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.