A list of 16 things the author believes about students with gifts and talents are described in this column. These beliefs stem from research that he and/or others have conducted or from his own personal experiences. In this column, he comments on each of these statements that he has come to believe are true.
BronfenbrennerU. (1979). The ecology of human development. Harvard Press.
2.
ColemanL. J. (1985). Schooling the gifted. Addison-Wesley.
3.
ColemanL. J.GuoA. (2013). Exploring children’s passion for learning in six domains. Journal for the Education of the Gifted, 36(2), 155–175. https://doi.org/10.1177/0162353213480432
4.
ColemanL. J.MickoK. J.CrossT. L. (2015). Twenty-five years of research on the lived experience of being gifted in school. Journal for the Education of the Gifted, 38(4), 358–376. https://doi.org/10.1177/0162353215607322
5.
CrossJ. R.VaughnC. T.MammadovS.CrossT. L.KimM.O’ReillyC.SpielhagenF.Pereira Da CostaM.HymerB. (2019). A cross-cultural study of the social experience of giftedness. Roeper Review, 41(4), 224–242. https://doi.org/10.1080/02783193.2019.1661052
6.
CrossT. L.ColemanL. J.StewartR. A. (1995). Psychosocial diversity among gifted adolescents: An exploratory study of two groups. Roeper Review, 17(3), 181–185. https://doi.org/10.1080/02783199509553655
7.
CrossT. L.CrossJ. R. (2019). Standing on the shoulders of giants: Opportunity, serendipity and commitment. International Journal for Talent Development and Creativity, 7(1/2), 185–201. https://ijtdc.uwinnipeg.ca/index.php/ijtdc/article/view/25
8.
CrossT. L.CrossJ. R. (2022). From managing stigma to forming friendships: Introducing a model of friendship development. Gifted Child Today, 45(1), 58–61. https://doi.org/10.1177/10762175211050697
9.
DeciE. L.RyanR. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
10.
GoffmanE. (1963). Stigma: Notes on the management of spoiled identity. The Free Press.
11.
KanevskyL.KeighleyT. (2003). To produce or not to produce? Understanding boredom and the honor in underachievement. Roeper Review, 26(1), 20–28. https://doi.org/10.1080/02783190309554235
12.
MartinC. E.CramondB. (1987). Inservice and preservice teachers’ attitudes toward the academically brilliant. Gifted Child Quarterly, 31(1), 15–19. https://doi.org/10.1177/001698628703100103
