scholarly journals Introduction: Perspectives and insights on talent development and honors education

2019 ◽  
Vol 3 (2) ◽  
pp. 1-3
Author(s):  
Maarten Hogenstijn
Keyword(s):  
Talent Development ◽  
Honors Education

Honors International Faculty Learning Online (HIFLO 2020): A model for honors online professional development

2020 ◽  
Vol 4 (1) ◽  
pp. 1-8
Author(s):  
John Zubizarreta ◽  
Beata Jones ◽  
Marca Wolfensberger
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Talent Development ◽  
Collaborative Group ◽  
International Faculty ◽  
Christian University ◽  
Personal Lives ◽  
Honors Education ◽  
Faculty Learning ◽  
Teaching Learning

The Spring of 2020 brought many disruptions to our professional and personal lives due to the COVID-19 pandemic that forced worldwide mid-semester campus closures; pivoting of traditional, face-to-face classes to remote teaching and learning; and postponements or cancellations of conferences, workshops, and other professional development events. One example of the breakdown of scheduled opportunities for us as honors colleagues to gather in-person to enhance our practices and strengthen our community was the cancellation of the 2020 International Conference on Talent Development and Honors Education in Groningen, the Netherlands, originally slated for June 10-12  but moved to  June 16-18, 2021. Immediately following the 2020 conference, we (the authors) had planned to offer the fifth Honors International Faculty Institute (HIFI), an international and highly interactive occasion for honors and talent development teachers, researchers, and leaders to engage in presentations, experiential activities, place-as-text explorations, collaborative group work, reflective exercises, and showcases designed to improve teaching, learning, and programming in honors. Suddenly, the coronavirus upended our world, and we had to reimagine the institute that we had previously organized four times alternately at Hanze University of Applied Sciences (Netherlands) and Texas Christian University (USA). Putting aside the disappointment of the moment and recognizing the value of coming up with an alternative to HIFI that would ensure the safety and health of our honors colleagues, we decided to create a fully online version with free registration to encourage participation and create resources accessible to all members of our international community. We wanted to highlight the challenges of how all of us unexpectedly had to pivot to remote teaching and learning as the global pandemic intensified, but we also wanted to share information, experiences, and models that could open new avenues for  operationalizing online honors education more generally beyond the COVID-19 crisis. We wanted, in other words, to explore how honors pedagogy could (and maybe should) be adapted to the increasingly online world of primary, secondary, and higher education. Thus, HIFLO 2020 was born! HIFLO stands for Honours International Faculty Learning Online.

An Interview with Professor Wilma Vialle

2020 ◽  
pp. 52-62
Keyword(s):  
Gifted Education ◽  
Effective Teachers ◽  
Talent Development ◽  
International Study ◽  
Chief Editor ◽  
Research Association ◽  
Social Emotional ◽  
South Wales ◽  
Australian Association

This is an interview with Dr Wilma Vialle, Ph.D, Professor in Educational Psychology and Gifted Education in the Faculty of Social Sciences at the University of Wollongong, New South Wales, Australia. Dr Vialle is the author of several books, articles, and chapters on gifted education and child psychology. Her research interests are centred on giftedness and talent development and she is predominantly interested in issues concerning social justice. Recent research projects include an international study of effective teachers of the gifted, a longitudinal study of adolescent academic and social emotional outcomes, the development of expertise in competitive Scrabble players, popular culture and giftedness, and the development of spiritual understanding in children. Dr Vialle is the chief editor of the journal Talent Development and Excellence and is on the editorial board of several international journals. She is also on the Executive Board of the International Research Association for Talent Development and Excellence (IRATDE). In 2006, Dr Vialle was awarded the Eminent Australian award by the Australian Association for the Education of the Gifted and Talented (AAEGT) for her contributions to gifted education.

scholarly journals Behind an Accelerated Scientific Research Career: Dynamic Interplay of Endogenous and Exogenous Forces in Talent Development

2020 ◽  
Vol 10 (9) ◽  
pp. 220
Author(s):  
David Yun Dai ◽  
Xian (Stella) Li
Keyword(s):  
Professional Training ◽  
Scientific Research ◽  
Talent Development ◽  
Early College ◽  
Research Career ◽  
Learning And Development ◽  
Endogenous Factors ◽  
Exogenous Factors ◽  
Dynamic Interplay

This study looks at the educational experiences, from the preschool years to advanced professional training in STEM fields, of a targeted sample of 10 (7 male, 3 female) early college entrants in China who later became professors at prestigious USA research universities. The purpose of the study was to find out (1) what some identifiable endogenous factors were about these individuals that facilitated the success of their accelerated learning and development; (2) what kinds of exogenous factors (e.g., environmental opportunities, resources, support) they experienced from childhood to adulthood that enhanced the successful acceleration experience; and (3) how these endogenous and exogenous factors facilitated their developmental transitions every step of the way, especially from the role of a student to that of an aspiring scientist. These questions are addressed in light of evolving complexity theory. Retrospective interviews were used for data collection. Thematic analysis of the codes from interview data yielded a conceptual map. A distinct set of endogenous and exogenous factors at different developmental junctures were identified, and their dynamic interplay was delineated to account for accelerated trajectories toward a scientific research career. The theoretical significance and practical implications of the study for talent development in science are discussed.

Developing Leadership Talent in Adolescents and Emerging Adults: A Systematic Review

2021 ◽  
pp. 001698622110075
Author(s):  
Melanie S. Meyer ◽  
Anne N. Rinn
Keyword(s):  
Systematic Review ◽  
Emerging Adults ◽  
Gifted Education ◽  
Talent Development ◽  
State Standards ◽  
Database Search ◽  
Future Research ◽  
Review Of Literature ◽  
Leadership Programs ◽  
Service Models

Leadership talent development has been identified as a priority in national and state standards for gifted education. However, leadership programs in schools are not always supported by mandates or funding in individual states and implementation is not always feasible within the constraints of local gifted service models. Although some research has been devoted to leadership for gifted and high-ability adolescents and emerging adults, a limited number of studies on the identification, measurement, and development of leadership talent have been conducted. This systematic review of literature examined existing research on leadership talent development for adolescents and emerging adults. A database search identified 38 quantitative, qualitative, and mixed methods studies that were screened, summarized, and synthesized for discussion. The review highlighted research contexts, definitions of leadership, and themes that captured the recommendations researchers made across studies. Implications for developing leadership talent and suggestions for future research are discussed.

Influences on Academic Talent Development of Black Girls in K-12: A Systematic Review

2021 ◽  
pp. 1932202X2110138
Author(s):  
Brenda K. Davis
Keyword(s):  
Systematic Review ◽  
Racial Identity ◽  
Thematic Analysis ◽  
Systematic Approach ◽  
Talent Development ◽  
Academic Development ◽  
Black Girls ◽  
Personal Attributes ◽  
Future Research ◽  
K 12

Black girls experience numerous challenges to their academic development. This study examines the literature from the last 30 years related to the influences on the academic talent development of school-aged Black girls. Environmental and intrapersonal influences to Black girls academic talent development are explored. Using a systematic approach, 43 articles are reviewed and summarized. Thematic analysis conducted on the results and findings sections from each article reveal four major themes related to personal attributes, racial identity, relationships, and institutions. The themes expand the understanding of the complexity of talent development of Black girls and identify several intrapersonal and environmental influences that can promote or hinder academic achievement. Implications for future research are discussed.

Talent development in natural science in elementary school: A juxtaposition of research and practice

2021 ◽  
Vol 104 ◽  
pp. 103366
Author(s):  
Elena Mack ◽  
Moritz Breit ◽  
Mireille Krischler ◽  
Jessica Gnas ◽  
Franzis Preckel
Keyword(s):  
Elementary School ◽  
Natural Science ◽  
Talent Development ◽  
Research And Practice
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