Relevant bibliographies by topics / Gifted adults

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Gifted adults'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Gifted adults"

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Rinn, Anne N., and James Bishop. "Gifted Adults." Gifted Child Quarterly 59, no. 4 (August 18, 2015): 213–35. http://dx.doi.org/10.1177/0016986215600795.

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Willings, David. "Burnout among Teachers of the Gifted and Gifted Adults." Gifted Education International 8, no. 2 (May 1992): 107–13. http://dx.doi.org/10.1177/026142949200800208.

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This article surveys some of the common causes of “burnout” such as: lack of rewards, irrelevant duties, unsatisfactory work conditions, lack of confirmation of worth and isolation. The writer also comments on the problems of lack of tangible feedback in many professions which provide service to others such as special educators and clergy who frequently deal with constant stress in others. Often a radical change in lifestyle compounds existing problems. In particular the paper discusses the “paralysed perfectionism” of highly able adults and children who initially were dedicated to reaching high level goals. The writer suggests keeping a daily Strategies Diary in which personal rewards and stresses are recorded and analysed with the purpose of reaching greater self-understanding.
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Lewis, Rena B., Margie K. Kitano, and Eleanor W. Lynch. "Psychological intensities in gifted adults." Roeper Review 15, no. 1 (September 1992): 25–31. http://dx.doi.org/10.1080/02783199209553452.

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Wirthwein, Linda, Carolin V. Becker, Eva-Maria Loehr, and Detlef H. Rost. "Overexcitabilities in gifted and non-gifted adults: does sex matter?" High Ability Studies 22, no. 2 (December 2011): 145–53. http://dx.doi.org/10.1080/13598139.2011.622944.

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Vötter, Bernadette. "Crisis of Meaning and Subjective Well-Being: The Mediating Role of Resilience and Self-Control among Gifted Adults." Behavioral Sciences 10, no. 1 (December 26, 2019): 15. http://dx.doi.org/10.3390/bs10010015.

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Meaning in life is positively associated with mental and physical health, while a crisis of meaning is a painful existential state that is defined as a perceived lack of meaning. An earlier study has shown that academically high-achieving adults mostly experience existential fulfilment, while intellectually gifted adults have a disproportionally high risk of suffering from a crisis of meaning, which can weaken their potential fulfilment in life. To uncover the underlying mechanisms of how an existential crisis affects gifted adults’ mental health, this study examines the longitudinal relationship between crisis of meaning and subjective well-being via two mediators: self-control and resilience. A multiple mediation model was tested with longitudinal data (two times of measurement) of two gifted groups: intellectually gifted adults (HIQ; N = 100; 55% female) and academically high-achieving adults (HAA; N = 52; 29% female). Results suggest group differences: HIQ had higher crisis of meaning and lower self-control than the HAA. HIQ’s resilience (but not their self-control) and HAA’s self-control (but not their resilience) mediated the relationship between crisis of meaning and subjective well-being. These findings give initial insights about the distinct psychological needs of gifted adults and their different paths toward subjective well-being. These insights can be applied in future giftedness research, talent development programs, or counseling to support gifted individuals in living up to their potential. Thus, HIQ could benefit particularly from supporting their ability to cope with adversity, while HAA could benefit particularly from strengthening their willpower to modify undesired emotions, behaviors, and desires.
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Perrone-McGovern, Kristin M., Jenelle N. Boo, and Aarika Vannatter. "Marital and Life Satisfaction Among Gifted Adults." Roeper Review 34, no. 1 (January 2012): 46–52. http://dx.doi.org/10.1080/02783193.2012.627552.

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Kerr, Barbara A. "The career development of creatively gifted adults." New Directions for Adult and Continuing Education 1986, no. 32 (1986): 59–69. http://dx.doi.org/10.1002/ace.36719863207.

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Sewell, Christopher J. P., and Ramon B. Goings. "“I Struggled But I Made It”: Black Gifted Underachievers on Transitioning to College." Journal of Advanced Academics 31, no. 2 (January 31, 2020): 111–28. http://dx.doi.org/10.1177/1932202x20901506.

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Research on Black student presence in gifted and talented programs consistently illuminates issues with recruitment and underrepresentation. While enrolled, gifted Black students face a series of issues that affect their ability to persist and achieve, especially in nondiverse environments. This work examines the reflections of four Black adults who attended gifted schools in New York City and encountered significant hurdles during their K–12 schooling. These findings are excerpted from a larger qualitative study that investigated how Black adults, who were identified as gifted in New York City Public Schools, reflected on their experiences as gifted students and how they leveraged those experiences to persist to and through college. Using Schlossberg’s model for adapting to transitions as the theoretical frame, findings suggest that participants received limited guidance as they transitioned to college but learned many lessons that led to become productive in college.
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Perrone-McGovern, Kristin M., Tracy M. Ksiazak, Stephen L. Wright, Aarika Vannatter, Claudine C. Hyatt, Dustin Shepler, and Philip A. Perrone. "Major Life Decisions of Gifted Adults in Relation to Overall Life Satisfaction." Journal for the Education of the Gifted 34, no. 6 (October 23, 2011): 817–38. http://dx.doi.org/10.1177/0162353211425101.

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In this study, major life decisions of gifted adults were examined in relation to life satisfaction. Participants were 57 gifted adults who have been participating in a longitudinal study over the last two decades. Qualitative data were collected via written and online surveys, and were analyzed by a research team using phenomenological, postpositivist, consensus-seeking methods. Participants’ decisions were categorized according to their developmental stage at the time of the decision. Their perspectives regarding major life decisions, life satisfaction, career, romantic relationships, family relationships, and personal well-being are described and discussed in relation to existing knowledge and literature on gifted adults. Suggestions for counselors and educators are provided, based on the findings of this study.
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Kher-Durlabhji, Neelam, Lorna J. Lacina-Gifford, Richard C. Carter, and Lynn K. Lalande. "A Career in Teaching: Comparing Views of Gifted and Talented Adolescents." Journal of Secondary Gifted Education 9, no. 1 (August 1997): 21–27. http://dx.doi.org/10.1177/1932202x9700900104.

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A key determinant of the quality of teachers graduating from teacher preparation programs is the applicant pool in these programs. Research suggests that gifted students are discouraged from entering the teaching profession. The views of gifted adolescents toward the teaching profession compared to other professions, and the perceived level of support from significant adults for choosing the teaching profession, were analyzed in this study. The views of gifted adolescents were obtained to aid in the design of structured career counseling programs for this population. Survey data to address the above objectives were obtained from three groups of gifted seventh and eighth graders and compared to “regular” students' responses. Top ranked occupations for the gifted groups were scientist or doctor. The regular students' top choices were doctor and lawyer with a scientist ranked low. All groups rated sales and teaching the lowest. A majority of the students indicated that significant adults would encourage or strongly encourage their choice of the teaching profession.
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Dissertations / Theses on the topic "Gifted adults"

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Gaskins, Karen Denise. "Multicase Historic Studies of Innovative Work Behavior Among Intellectually Gifted Adults." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7294.

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ABSTRACT This qualitative research study was conducted to examine whether investing in innovation and gifted intelligence would improve America's economic well-being. The investment issue became a problem because educational researchers researched innovation as creativity rather than as productive behavior. Moreover, in the literature, adult giftedness was perceived as negative development rather than as alternate normative behavior. The purpose of this research study was to generate new knowledge about innovation and adult giftedness. WICS (wisdom, intelligence, creativity, synthesized) theory of intelligence provided the theoretical framework because intelligence is a measure of human productivity potential. The neuropsychological conceptual framework facilitated a cognitive map of the innovation process. The multicase historic research design provided the answers to the research questions. Four real life historic events embedded with innovation activities and behavior utilized comparative methodology to mark patterns in behavior and cognition. Raw data gleaned from archival/historic research was analyzed utilizing content analysis of primary resources. The key results were: (a) the innovation process is a psychological tool that transcends creative activities; (b) empathy, intellectual complexity and moral intelligence is linked to wisdom and continuous learning; and (c) transcendent experiences are intrinsic motivations to reach beyond expected productive behavior. Outcomes from this study are useful for I-O psychologists because high intelligence can increase organizational productivity levels and sustain business. The positive social change implications are business administration will have to redirect business strategies to focus on employees and relationships, and training and development.
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Beckerle, John R. "The Lifetime Experiences of Being Labeled "Gifted"| Case Studies of Adults Who Participated in a 1959 Public School Gifted Program." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3606171.

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The purpose of the study was to explore the current perceptions of adults who were enrolled in the gifted program of the St. Louis Public Schools in the fall of 1959 or spring of 1960. At this time in history the Cold War was a reality and the U.S. enacted the National Defense Education Act (NDEA) to find talented young people and give them the opportunity to excel academically. The program in this research was already in place when the NDEA was put into effect. A pool of 62 potential subjects was identified and 33 accepted the invitation to participate. The research question was, "How did the St. Louis Public Schools gifted program contribute to the lived experience of the students who started in the program in 1959 and 1960?"

A multiple case study method was determined to be the best fit for this study. Interviews were conducted in person, by telephone or by e-mail. From the interview transcriptions, the story of each case contributed to a bigger story of all the cases.

After completing the interviews and data analysis, seven themes emerged: expectations, social, label, spiritual/religious, impact, lack of high school support, and lifetime well-being. Another significant finding was that approximately 90% graduated college with at least a two-year degree at a time when less than 52% of high school graduates even attended college, albeit the enriching primary school pull-out program experience was followed by a less-than-enriching secondary school experience that lacked academic and college advising.

The participants had an overall positive opinion of their lived experience of being labeled gifted. The most salient finding was their life satisfaction, with an implication that positive labeling and a subsequent self-fulfilling prophesy contributed to it. Further research should be conducted on the relationship between positive labeling and life satisfaction with students not identified as gifted.

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Berthiaume, Kelly, and Kelly C. Berthiaume. "The College Experience of Gifted Emerging Adults: Factors Associated to Social Adjustment to College." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/secfr-conf/2018/schedule/12.

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The purpose of the present study was to investigate factors that contribute to the social adjustment to college for gifted emerging adults. Specifically, perceived parental attachment, and social competence were included. Additionally, social competence was examined to determine if it served as a mediator between parental attachment and social adjustment to college. Responses from 70 participants recruited from the Honors Program at Florida State University (FSU) were included in analysis of the data, which comprised of 19 males (27.1%) and 51 females (72.9%) with a mean age of 19.27 years (SD = 1.05). Results from bivariate correlations and multiple regression analyses revealed positive, significant correlations between parental attachment and social adjustment to college, parental attachment and social competence, and social competence and social adjustment to college. Analyses also found that social competence partially mediated the relationship between parental attachment and social adjustment to college. The majority of research regarding gifted individuals focuses on the experience and developmental domains within the K-12 setting. The findings of the present study add to the significant dearth of literature concerning the college experience of gifted individuals. Specifically, the results provide support that a secure parental attachment influences positive development of social competence and better social adjustment to college in gifted emerging adults. Furthermore, these findings are important factors for researchers, clinicians, and university officials to consider when assessing the needs of gifted and non-gifted emerging adults in a college setting, and when developing social support services and resources for students.
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Foudray, Rita Catherine Schoch. "An Investigation of Differences in Public Library Usage Patterns Between Gifted Adults and Members of the General Public." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc935588/.

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The purpose of this research was to isolate the variable giftedness in a pipulation and determine whether that variable could be used as a predictor of public library use. The analysis of data indicated that public library use was higher for the general public than for the gifted adults. There was less variation among the factors of age, level of education, and public library use for the gifted adults than for the general public. Books as a resource for information were mentioned by the general adults public more frequently than by the gifted adults. Friends were listed more often as an information resource by the gifted population than by the public. Gifted adults both read and owned more books than did the general public. There was no correlation between amount of reading and number of library visits in either sample. 35 of the general public has a Library Usage Index Value of less than 4, 97 of the gifted adults did. There was almost no difference between the first ten information sources listen by both samples.
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Heo, Nanseol. "The relationship between creative potential and self-regulation among high achieving young adults with the moderating effects of parenting styles." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/4643.

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Previous literature has suggested that creative students often have difficulties adapting to academic and social contexts, even if they are intellectually gifted (Goertzel & Goertzel, 1960; Kim, 2008). Creative individuals' difficulties in social adaptation can be explained better by introducing the concept of self-regulation, since self-regulation has been found to be a strong predictor of one's academic success, school engagement, and peer social acceptance (Duckworth & Seligman, 2005). Thus, the purpose of this study was to investigate the relationship between creative potential and self-regulation among gifted young adults. In addition, this study aims to examine the moderating effects of parenting styles on that relationship. Participants in this study were 311 high achieving students who participated in the Honors Program at the Midwestern University. Their creative potential was assessed by the Runco Ideation Behavior Scale (Runco, Plucker, & Lim, 2001). Results showed that there was no relationship between creative potential and short-term self-regulation. However, creative potential was positively related to the long-term self-regulation of gifted young adults after controlling the effect of gender and semester in the college/university, although it was a small correlation (partial r=.132, p Findings from this study refute the position that gifted individuals' creative potential may relate negatively to their self-regualtion capacities Findings also suggest that authoritative parenting can nurture children's long-term self-regulation without hindering creative potential development.
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Favier-Townsend, Anne Madeleine Marie. "Perceptions of causes and long term effects of academic underachievement in high IQ adults." Thesis, University of Hertfordshire, 2014. http://hdl.handle.net/2299/16520.

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A great deal is known and has been written about the difficulties that high IQ children can experience in the classroom when their special educational needs are not met. Evidence suggests that these difficulties can result in poor academic performance. This study is different from the research carried out in this field so far in that it expresses an hitherto unheard adult voice. It does so by examining the causes and the long-term effects of academic underachievement, as perceived by high IQ adults, on reflection. A mixed quantitative/qualitative methodological approach was used. 158 members of British Mensa, the High IQ Society, completed one semi-structured open ended questionnaire about their perceptions of the causes and long-term effects of their academic underachievement. A second questionnaire was completed by 50 of the previous sample who had revealed that they had reversed their underachievement in adulthood. This highlighted the differences between their educational experiences as children and as adults. It also revealed the impact that their delayed academic achievement had had on their life trajectory. Out of those 50 participants, ten took part in semi-structured one-to-one interviews which allowed for more in-depth enquiry. The conclusions of the study were that, if not nurtured, an innate ability such as a high IQ can become a disadvantage over time. It suggests that not catering for the special educational needs of high IQ children by not providing the mental stimulation they need is 'intellectual neglect'. Such neglect, like physical and emotional neglect, may affect mental well-being in adulthood. In the study sample, most of the participants' long-term economic and mental health had been negatively affected by their academic underachievement, even when it had been reversed in adulthood. This is an area which seems to have been little researched so far, perhaps because of the difficulty of locating high IQ underachieving adults. Yet, the issues highlighted by the research are of great importance not only to the individuals concerned but also to society. The desired outcomes of this study are that the dissemination of the results will raise awareness amongst educators and policy makers of the potential negative long-term effects of neglecting high IQ children's intellectual needs. It will also provide a platform for further research.
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Wohl, Elizabeth C. "Creativity and Affective Traits Across the Life Span: Developmental Influences Among Adolescents and Older Adults." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4279/.

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In recent years, empirical research has consistently supported an association between susceptibility to affective illness and creativity at the level of eminent achievement and at the non-eminent, or "everyday creativity" level. Although this research has provided greater evidence for the existence of this link, it has simultaneously unearthed more questions about how and why such an association exists. The purpose of this research was twofold: first, to provide further analysis of the nature of the relationship between hypomanic traits and creativity by employing a longitudinal study to determine the extent to which inter-individual differences over time in creativity are predicted by hypomanic traits. Second, the purpose of the cross-sectional analysis in the present study was to further determine how developmental components such as age and expertise may help unravel the ways in which hypomanic traits contribute to creativity and to further describe inter-individual differences among these variables. The first hypothesis, which proposed that the direction of the relationship between hypomanic traits and creativity could be predicted, was not supported by these results. The second research hypothesis was partially supported: hypomanic traits predict creativity in the combined adolescent and older adult samples. However, upon further examination of the regression analyses, the data indicate that the relationship between hypomanic traits and creativity is also influenced by age and developmental factors. Furthermore, the way in which the relationship is influenced by these other factors depends on the way in which the creativity construct is measured (e.g., process or personality. The findings suggest that the antecedents of creativity may differ between adolescents and older adults. In adolescents, the hypomanic traits measure is the only variable that predicts creative personality and creative process, while expertise is the only variable to predict creative personality and creative process among the older adults in this study. It appears expertise significantly and uniquely contributes to at least two areas of creativity in older adults, while hypomanic traits significantly and uniquely contributes to the same two areas of creativity in adolescents. Implications of these findings and limitations to this study are discussed.
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Falck, Sonja. "The child, the Emperor, and the fabulous clothes : constructing a theory of how interpersonal difficulty in gifted adults arises, is perpetuated, and can be overcome." Thesis, Middlesex University, 2017. http://eprints.mdx.ac.uk/23030/.

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In the literature and research on giftedness there are ubiquitous references to interpersonal problems. This project investigated this by comprehensively bringing such references together and analysing them (textual analysis), and by interviewing 20 gifted adults about their interpersonal experiences. A Constructivist Grounded Theory methodology was employed to build a theory grounded in research data that could explain how interpersonal difficulty in gifted individuals arises, is perpetuated, and can be overcome. A Psychosocial (Hollway 2016) interpretation of the data examined not just its explicit cognitive and behavioural content but also the more hidden nuances of intersubjective experience – termed ‘unconscious processes’ – that the giftedness literature neglects. An ‘Overview Model of Giftedness’ was constructed to organize the research findings, which emphasizes the importance of person-environment interaction, belonging, competition, and collaboration. Interpersonal difficulty was found to arise predominantly through relating categorized as naïve (‘Child’, including autism) or arrogant (‘Emperor’, including narcissism). It was demonstrated how interpersonal difficulty is perpetuated through unconscious processes such as transferences, valencies, and intersubjective complementarities. It was found that interpersonal difficulty was overcome by changing environments (gaining contact with more similar others); changing the level of self-expressiveness (‘hiding self’); or changing the nature of self-expressiveness (such as tempering naivety and arrogance through improving interpersonal understanding and skill). These findings were consolidated in an original model titled ‘Giftedness and Interpersonal Relating’ that shows the optimal movement away from being interpersonally inhibited, despairing, or provoking, towards thriving. Conclusion: Atypically efficient neural functioning, and minority status, make gifted individuals vulnerable to interpersonal difficulty. Recognising the individual differences involved, their impact, and their unconsciously perpetuating intersubjective patterns, and taking this into account when communicating with others, improves interpersonal relating and the actualizing of gifted potential. The project’s main products are a website offering services designed to “help high-ability adults thrive”, and a book proposal.
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Berman, Kimberly M. "Snapshots: A Phenomenological Look at Adult Specialists in the Field of Gifted Education." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1384962387.

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Bremner, Pauline Ann Mary. "Gift-giving of toys from adults to children." Thesis, Robert Gordon University, 2015. http://hdl.handle.net/10059/1229.

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The focus of this study is the consumer behaviour habits of adults giving of toys to children aged 11 and under as gifts. It is borne out of a need to understand why adults buy gifts for children adding to the issues on consumption practices and materialism. It begins by discussing the issues of researching with children, outlining an exploratory artwork session conducted with children prior to making a decision to use adults as the unit of assessment for the study and to take a positivist stance. The literature review chapter explores the concepts of gift-giving of toys to children by synthesising topics of consumer behaviour and gift-giving as fields of study. It considers gift-giving models and focuses on buyer behaviour when gift-giving; information sources used in gifting; whether adults are concerned about gift-giving; adults roles and motivations in gift-gifting and relationship impacts between adults and children for incorrect gifting. These themes are researched within a demographic perspective keeping in mind the consumer socialisation issues and a figure is developed to show the hypotheses for testing. The methodology takes into account both interpretivist and positivist philosophies reaffirming the reasons for a positivist choice. Semi structured interviews are used in two phases to explore adults perceptions of gift-giving in general and gift-giving of toys to children. The main data collection instrument was a structured questionnaire which developed and extended previous researchers’ items. This questionnaire was distributed across a sample section of schools within the Aberdeen City and suburbs via a homework bag method. The value of the study lies in the contribution to knowledge through the analysis of the data. Contribution was found to exist with roles and motivations in gifting where three new roles were highlighted and one discounted. For information sources the interpersonal sources were important to mothers; the internet was found to be a new source, and mass media was found to be popular with a lower educated strata giving rise to issues for TV advertising policy. Differences existed between gifting at Christmas and birthday times and to adults’ own and other children providing contribution to the lack of birthday gifting research and to the givers’ perspective. A number of demographics such as gender, education and marital status were found to be important in understanding this gifting behaviour, whereas age on the other hand, did not. Finally, recommendations are made to policy makers from these contributions in particular regarding information sources and the education of children.
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Books on the topic "Gifted adults"

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Talented children and adults: Their development and education. New York: Merrill, 1993.

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Talented children and adults: Their development and education. 2nd ed. Upper Saddle River, N.J: Merrill, 1999.

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Running the long race in gifted education: Narratives and interviews from culturally diverse gifted adults. Bothell, WA: Book Publishers Network, 2016.

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Susan, Daniels, and Piechowski Michael M, eds. Living with intensity: Emotional development of gifted children, adolescents, and adults. Scottsdale, AZ: Great Potential Press, 2008.

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Koin, Mitsui. Coloring Book: Color Great Adults Gifted Adult Colouring Pages Fun. Independently Published, 2022.

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Piirto, Jane. Talented Children and Adults: Their Development and Education. Prufrock Press, 2006.

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Fiedler, Ellen D. Bright Adults: Uniqueness and Belonging across the Lifespan. Anodyne, Inc. DBA Great Potential Press, Inc., 2015.

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Koan, Hamano. Toca Coloring Book: Original Boca Fun Adults Gifted Adult Activity Pages. Independently Published, 2022.

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Giichi, Katabuchi. Coloring Book: Relaxing Mouse Adults Books Gifted Adult Activity Pages Fun. Independently Published, 2022.

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Piirto, Jane. Talented Children and Adults: Their Development and Education. Macmillan Coll Div, 1994.

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Book chapters on the topic "Gifted adults"

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Piirto, Jane. "Identification of the Academically Gifted and Talented:." In Talented Children and Adults, 108–60. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238485-4.

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Piirto, Jane. "High School and College Gifted and Talented Youth." In Talented Children and Adults, 310–67. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238485-9.

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Dansinger, Stuart. "Assessing and counseling gifted children and adults." In Earning a living outside of managed mental health care: 50 ways to expand your practice., 211–14. Washington: American Psychological Association, 2010. http://dx.doi.org/10.1037/12138-047.

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Sampson, James P., and Ashley K. Chason. "Helping Gifted and Talented Adolescents and Young Adults." In Handbook of Giftedness in Children, 327–46. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-74401-8_17.

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Tallent-Runnels, Mary K., and Carol A. Layton. "Gifted Adults with Learning Disabilities in PostSecondary Settings." In Students with Both Gifts and Learning Disabilities, 131–54. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-1-4419-9116-4_8.

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Tracy L., Cross. "Gifted Students and the Adults Who Provide for Them 22." In On the Social and Emotional Lives of Gifted Children, 133–38. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236900-24.

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Liu, Chihling, Xin Zhao, and Margaret K. Hogg. "Gift-Giving Within Adult Daughter-Mother Dyads." In Gifts, Romance, and Consumer Culture, 141–52. New York, NY : Routledge, 2019. | Series: Routledge interpretive marketing research: Routledge, 2018. http://dx.doi.org/10.4324/9781315144658-8.

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Boazman, Janette, and Mike Sayler. "Gifted American College Students, Application of the Personal Well-being Index (PWI) (Adult Version)." In Encyclopedia of Quality of Life and Well-Being Research, 2554–59. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_4003.

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Boazman, Janette, and Michael Sayler. "Gifted American College Students, Application of the Personal Well-Being Index (PWI) (Adult Version)." In Encyclopedia of Quality of Life and Well-Being Research, 1–6. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-69909-7_4003-2.

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Bazler, Judith, Letitia Graybill, and Meta Van Sickle. "Designing Instruction for Future Gifted Science Teachers." In Cases on Instructional Technology in Gifted and Talented Education, 339–56. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6489-0.ch016.

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Honors programs are designed to provide talented students the opportunity to excel with a group of peers having a similar level of ability, motivation, and prior academic achievement. A problem that results is Honors Programs and education programs rarely interface, and thus, current models do not optimally serve the gifted adult who will become a science teacher. Gifted students are not easily identified in the science methods class. Notices about involvement from Honors Programs are often not forwarded to people in teacher education programs. Such lack of information means that science methods instructors must identify the students without benefit of Honors Program insight. This chapter discusses identification and curriculum for gifted adults.
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Conference papers on the topic "Gifted adults"

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Wuttke, Eveline. "Gifted Adults at Work: Career Biographies, Positions, and Job Satisfaction." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431413.

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Reports on the topic "Gifted adults"

1

Sauer, Jennifer. Gift Card Payment Scams: A Survey of U.S. Adults 18+. Washington, DC: AARP Research, April 2021. http://dx.doi.org/10.26419/res.00451.001.

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Sauer, Jennifer. Methodology and Annotated Questionnaire — Gift Card Payment Scams: An AARP Survey of U.S. Adults. Washington, DC: AARP Research, April 2021. http://dx.doi.org/10.26419/res.00451.002.

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Sauer, Jennifer. Holiday Scams: The Gift That Keeps on Taking — An AARP Survey of Montana Adults 18+. Washington, DC: AARP Research, November 2021. http://dx.doi.org/10.26419/res.00505.004.

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Sauer, Jennifer. Holiday Scams: The Gift That Keeps on Taking — An AARP Survey of Pennsylvania Adults 18+. Washington, DC: AARP Research, November 2021. http://dx.doi.org/10.26419/res.00505.006.

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Sauer, Jennifer. Holiday Scams: The Gift that Keeps on Taking — An AARP Survey of U.S. Adults 18+. Washington, DC: AARP Research, November 2021. http://dx.doi.org/10.26419/res.00505.001.

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Sauer, Jennifer. Holiday Scams: The Gift That Keeps on Taking — An AARP Survey of Massachusetts Adults 18+. Washington, DC: AARP Research, November 2021. http://dx.doi.org/10.26419/res.00505.003.

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Sauer, Jennifer. Holiday Scams: The Gift That Keeps on Taking — An AARP Survey of Oklahoma Adults 18+. Washington, DC: AARP Research, November 2021. http://dx.doi.org/10.26419/res.00505.005.

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Sauer, Jennifer. Holiday Scams: The Gift That Keeps on Taking — An AARP Survey of Alabama Adults 18+. Washington, DC: AARP Research, November 2021. http://dx.doi.org/10.26419/res.00505.002.

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Sauer, Jennifer. Holiday Scams: The Gift That Keeps on Taking — An AARP Survey of Massachusetts Adults 18+ Annotated Questionnaire. Washington, DC: AARP Research, November 2021. http://dx.doi.org/10.26419/res.00505.009.

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Sauer, Jennifer. Holiday Scams: The Gift That Keeps on Taking — An AARP Survey of Pennsylvania Adults 18+ Annotated Questionnaire. Washington, DC: AARP Research, November 2021. http://dx.doi.org/10.26419/res.00505.012.

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