There are no known limits to the kinds of talent [the human psyche] can demonstrate and to the heights to which it can climb in any talent domain. But the mind is not motivated to achieve every possible form of excellence. The cultural milieu makes that decision in the broadest possible sense. (Tannenbaum, 2000, p. 24)
Get full access to this article
View all access options for this article.
References
1.
ColemanL. (1985). Schooling the gifted.Menlo Park, CA: Addison-Wesley.
2.
ColemanL. (2005). Nurturing talent in high school: Life in the fast lane.New York: Teachers College, Columbia University.
3.
ColemanL.CrossT. (2005). Being gifted in school (2nd ed.). Waco, TX: Prufrock Press.
4.
CsikszentmihalyiM.RathundeK.WhalenS. (1993). Talented teenagers: The roots of success and failure.Cambridge, England: Cambridge University Press.
5.
FeldhusenJ. (2003). Beyond general giftedness: New ways to identify and educate gifted, talented, and precocious youth. In BorlandJ. (Ed.), Rethinking gifted education (pp. 234–245). New York: Teachers College Press.
6.
FeldmanD. H. (1994). Beyond universals in cognitive development.Norwood, NJ: Ablex.
7.
GagnéF. (2005). From noncom-petence to exceptional talent: Exploring the range of academic achievement within and between grade levels. Gifted Child Quarterly, 49, 139–153.
8.
GardnerJ. (1961). Excellence: Can we be equal and excellent too?New York: Harper.
9.
HoweM.DavidsonJ.SlobodaJ. (1998). Innate talents: Reality or myth?Behavioral and Brain Sciences, 21, 399–442.
10.
National Center for Educational Statistics. (2003). The Commissioner's statement: The condition of education.Washington, DC: United States Department of Education.
11.
National Research Council. (2002). Minority children in gifted and special education.Washington, DC: National Academy Press.
12.
O'Connell-RossP. (1993). National excellence: A case for developing talent.Washington, DC: United States Department of Education.
13.
RobinsonN. (2003). Two wrongs do not make a right: Sacrificing the needs of gifted students does not solve society's unsolved problems. Journal for the Education of the Gifted, 23, 251–273.
14.
SimontonD. K. (2005). Genetics of giftedness: The implications of an emergenic-epigenetic model. In SternbergR. J.DavidsonJ. E. (Eds.), Conceptions of giftedness (2nd ed., pp. 312–326). New York: Cambridge University Press.
15.
SubotnikR.ColemanL. (1996). Establishing the foundations for a talent development school: Applying principles to creating an ideal. Journal for the Education of the Gifted, 20, 175–189.
16.
TannenbaumA. (2000). A history of giftedness in school and society. In HellerK.MönksF.SternbergR.SubotnikR. (Eds.), International handbook of giftedness and talent (2nd ed, pp. 23–54). Oxford, England: Pergamon.
