The European Handbook of Gifted Education and Talent Development

1. Auflage 2025
ISBN: 978-1-032-47987-3
Verlag: Taylor & Francis Ltd

Buch, Englisch, 566 Seiten, Format (B × H): 178 mm x 254 mm

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.

Zielgruppe

Postgraduate and Undergraduate Advanced

Autoren/Hrsg.

O'Reilly, Colm

Hoogeveen, Lianne

Kroesbergen, Evelyn

Verschueren, Karine

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik Hochbegabtenförderung

Inhaltsverzeichnis

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

Über Autor(innen)

Colm O’Reilly 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.