A number of models are available for use in gifted education. The theory of successful intelligence, one such model, provides a basis for identification, intervention, and evaluation in gifted programs. This article describes the model, allowing practitioners and other interested parties to apply the model in a gifted education environment.
The article contains four main parts. The first part presents the theory of successful intelligence and data in support of it. The second part shows how to implement the model in schools and presents data in support of the success of its school implementation. The third part relates the theory of successful intelligence to other models of gifted education. The fourth part briefly draws some conclusions.
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