Identification of Gifted and Talented Youth for Educational Programs

By J. Feldhusen, Fathi A. Jarwan. 2000

104 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f014e3541e780cf10939ffdaba1ce2507928d2b5

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Giftedness Viewed from the Expert-Performance Perspective (2005, background): “Feldhusen & Jarwan (1993) pointed out that “much of current practice in identification derives from practicality, judgment of questionable ‘experts,’ or tradition” (p. 247).”
Conceptions of Giftedness (2005, background): “In the United States, a global IQ score is still the dominant criterion used for acceptance into gifted programs at the grade-school level (Abeel, Callahan, & Hunsaker, 1994; Feldhusen & Jarwan, 2000; Tannenbaum, 1986).”
Conceptions of Giftedness: The Munich Model of Giftedness Designed to Identify and Promote Gifted Students (2005, background): “A comprehensive and differential evaluation of supportive measurements should, therefore, be an indispensable component of every talent search (cf. Feldhusen & Jarwan, 2000; Hany, 1993).”
Toward the Development of a Conceptualization of Gifted Motivation (2004, background): “In the realm of intellect the term gifted generally defines those individuals who are superior in ability or an area of talent (Feldhusen & Jarwan, 2000), particularly unusual or extraordinary (Gruber, 1986).”
Giftedness and evidence for reproducibly superior performance: an account based on the expert performance framework (2007, background): “Authorities in the gifted field agree that the lack of consensus on how to define the gifted student, and the problems with the identification process (e.g., a large amount of false negatives) are major concerns (Gagné, 1991; Feldhusen & Jarwan, 1993; Pfeiffer, 2003).”
Best Practices in Identifying Students for Gifted and Talented Education Programs (2011, methodology): “Feldhusen and Jarwan (2000) advised educators to ask themselves several questions when deciding what tools to use in the identification process: Will it focus on a few particular talents or a broad range of abilities?”
Profoundly Gifted Girls and Autism Spectrum Disorder (2009, background): “Feldhusen and Jarwan (1993) asserted that identifying students as gifted on the basis of IQ is strongly linked with established and accepted practices in special education for identifying students with educational difficulties.”
A Meta-Analysis of Gifted and Talented Identification Practices (2018, background): “For example, how to identify, what to identify, and when to identify are some of the questions that plague the field (Callahan, 2005; Erwin & Worrell, 2012; Feldhusen & Jarwan, 2000; McClain & Pfeiffer, 2012; McKenzie, 1986; Passow & Frasier, 1994).”