This comprehensive new handbook offers insight into the knowledge and experience needed to meet the needs of Europe’s high-ability students. Tracking all the major developments in the field and covering a large scope of topics, this book is a major addition to the literature on gifted education in Europe.
This comprehensive new handbook offers insight into the knowledge and experience needed to meet the needs of Europe’s high-ability students. Tracking all the major developments in the field and covering a large scope of topics, this book is a major addition to the literature on gifted education in Europe.
Written by international experts, chapters cover theories and conceptions of giftedness and talent, ways of identifying talent in different domains; Languages, STEM, Creativity and problem solving, and non-academic talents like music and sports. Special attention is paid for social, emotional, and motivational development and talent for special groups: high-ability people with other challenges, like ASD or ADHD, women, LGBTQ+, adults, minorities and people with a lower socio-economic background. This book also touches on European research and practice networks designed to support those working in the field of gifted education and mental health care.
The European Handbook of Gifted Education and Talent Development is essential reading for educators, researchers, psychologists and anyone interested in gifted education in Europe.
Part 1: Giftedness and Talent Development in Europe A historical
overview
1. Gifted education in Europe, past, present and future
2. Overview
of conceptual models
3. The Systemic Perspective on Giftedness
4. Talent
Development in Achievement Domains: A Psychological Perspective
5.
Perspectives on Expertise Development
6. Giftedness identification and
neurosciences
7. Gifted Underachievement: An Individualized and
Contextualized Dynamic Developmental Process Part 3: Identification of
Giftedness and Talent
8. Giftedness and the measurement of cognitive ability
9. Talent Identification by Checklists
10. Dynamic Assessment
11. Broadening
the Identification Process of Giftedness and Talent
12. Getting it right from
the start: The Importance of Early Years for Talent Identification and
Development Part 4: Talent Development Domains
13. Reading and Language
14.
Mathematical Giftedness
15. Cultivating high creative potential
16. Research
and Education with a focus on Musical Giftedness and Musical Talent
Development in Europe
17. Talent Identification and Development in Sports
Part 5: Gifted education - Developing Talent
18. Self-regulated learning in
gifted education: Strategies of self-regulated learning in gifted education
and talent development
19. Enrichment
20. Ability Grouping
21. Teachers and
Gifted Students
22. Developing Talent Through Online Learning
23. Mentoring
for Individualized Talent Support: Developmental Background and Practical
Implementation Part 6: Social emotional and motivational development and
Talent
24. Self-Concept, Mental Health, and Well-Being of High Ability Youth
25. Social development and peer relations
26. The Gift of Positive
Psychology: Exploring the Relationship Between Positive Psychology and Gifted
Education
27. Motivational interventions for cognitively gifted students Part
7: Special groups
28. A Systematic Review of Twice-Exceptionality Research:
What Three Decades of Research Tell us
29. Underrepresentation of women in
STEM in gifted education
30. Gifted LGBTQ Students
31. Gifted Adults
32.
Equity in gifted education
33. Gifted learners from socio-economic
disadvantage: Case studies from Ireland and Scotland Part 8: Research and
practice networks in Europe
34. The Network Approach to Talent Development:
The European Talent Support Network
35. The Role of Parents and Parent
Associations in Gifted Education
36. University based programmes for gifted
students 37, Bridging Research and Educational Practice and Policy: The
Talent Project in Flanders
Colm OReilly is the Director of the Irish Centre for Talented Youth (CTYI) at Dublin City University. Colm has worked in the area of gifted and talented education for the last 20 years and has written articles and presented papers at numerous conferences around Europe and worldwide. His research interests include working with gifted students in out of school programs and their academic and social development. He is currently the secretary of the European Council for High Ability and the treasurer for the European Talent Support Network. He serves on the advisory board for the Center for Gifted Education at the College of William and Mary and has just led an EU project to design an online program for teachers of high ability students in regular classrooms.
Lianne Hoogeveen is endowed professor of 'Identification, Support and Counselling of Talent'. She is program director of the RITHA training at the Radboud Center Social Sciences (Radboud University). She trains teachers, remedial educationalists and psychologists (under training). She also conducts scientific research on giftedness and education, and wrote a PhD-thesis on acceleration. As a registered psychologist she advises and counsels gifted children, adolescents and adults at CBO Talent Development. Lianne Hoogeveen is president of the European Council for High Ability (ECHA).
Evelyn Kroesbergen is full professor of Special Educational Needs at the Behavioural Science Institute of Radboud University, the Netherlands. She leads a research group on the educational needs of children with learning disabilities and gifted children. Her research focuses on the cognitive characteristics of children with special educational needs, with a special focus on the role of creativity and executive functions in learning. In one of her research lines, she investigates the early identification and education of gifted children with learning disabilities.
Karine Verschueren is full professor at School Psychology and Development in Context, KU Leuven. She leads a research program on child and adolescent development in schools and the role of social relationships for this development. Her research focuses on teacher-student and peer relationships and interactions as developmental contexts for children. In addition to studying developmental processes in general student populations, she also investigated them in student populations with special educational needs, including high-ability students.
