Abstract
Introduction
The SAGE Handbook of Gifted and Talented Education (Wallace et al., 2018) provides a rich source of information on a wide range of issues that are relevant to gifted and talented education. With 40 chapters covering three thematic parts, this book opens with the idea of gifts, major contributions and then advantages to integrating these characteristics into special education. This book is the only one of its kind to present a comprehensive review of current and cutting-edge best practices in policy impact evaluation. The content is relevant to today’s complicated world, where technology-driven changes are shared by communities with diverse interests. Its all-rounder, scholarly wisdom makes it a seminal reference in the evolving conversation around the most effective ways to nurture giftedness and talent from the classroom to beyond.
Major themes and content
Part I: Concepts of giftedness and identification – Social and emotional needs
Sisk opens Part I, which lays out the conceptual and psychological basis of giftedness. In Chapter 1, Sternberg poses the question of whether the field is on the right track, by calling for broader and more usable definitions of intelligence. In Chapter 2, Sisk further explores spiritual intelligence as an aspect of the higher self. In Chapter 3, Davidson makes a thought-provoking analysis of classical views of giftedness and recommends replacing fixed markers with broader and more eco-inclusive descriptors. In Chapter 4, Maitra and Sharma revisit giftedness in the Indian scenarios, and in Chapter 5, Ford and colleagues’ critique structural discrimination impeding cultural diversity representation. In Chapters 6 and 7, Simonton discusses creativity and genius, and Finley and Csikszentmihalyi explores intrinsic motivation, respectively. There is an exploration of dynamic assessments of creativity by Yamin in Chapter 8, and a discussion on profound giftedness; the poignantly gifted, whose exceptional divergence often makes them outsiders, by Tolan in Chapter 9. In Chapter 10, Piirto debates eminence by gender through the pyramid, while in Chapter 11, Lee and Olenchak focus on the intricate relationship between giftedness and ADHD. Silverman (in her chapter on twice-exceptional individuals) emphasises the importance of differentiated identification and programming (Chapter 12). The following chapters address gender diversity (Seney; Chapter 13), emotional development (Freeman; Chapter 14) and friendships (Shore et al.; Chapter 15). In Chapter 16, Chan discusses parental influence on perfectionism among gifted Chinese children contributes a culturally distinct empirical view. Together, Part I brings together psychological theory and cultural critique and emotional development to propose identity processes that are both comprehensive and respectful of individual diversity and uniqueness.
Part II: Educational provision – Programmes and strategies
Wallace introduces Part II, which discusses various educational models, tactics and structural innovations to help talented students in real-life school settings. In Chapter 17, Sutherland and Stack connect early childhood education with gifted pedagogy and stress the importance of recognising and supporting giftedness from the beginning of a child’s development. They suggest using integrated research-practice frameworks to ensure optimal development in the early years. In Chapter 18, Renzulli and Reis revisits the Schoolwide Enrichment Model (SEM); this time through an interesting case study. They show how the SEM, which was first meant for brilliant students, has changed into a paradigm that assists students’ learning through enrichment clusters, compacting and creative productivity. In Chapter 19, Wallace and Adams introduce the Thinking Actively in a Social Context (TASC) concept, which supports students to develop problem-solving skills through collaborative, reflective, and student-led inquiry. TASC encourages students to be independent and communicate with others, and making learning a group activity. In Chapter 20, Maker and Pease discuss the Real Engagement in Active Problem Solving (REAPS) approach, which is an international paradigm that focusses on creativity, problem-solving, and social responsibility. REAPS supports teaching that is relevant to students’ cultures and involved in real life. In Chapter 21, Eriksson debates the layout of learning spaces, both real and virtual, and how certain classroom design elements might help talented students learn better. The chapter describes ways to make environments dynamic, student-centred, and full of technology. In Chapter 22, Warwick describes ways to create and sustain a culture of excellence in a systematic way. It discusses methods that schools may use to assist talented students to gain admission to competitive college programmes, with a focus on fairness and access through mentoring, and changing the way schools work. In Chapter 23, Rogers looks at 26 different models for academic acceleration and compares them. The chapter evaluates different acceleration choices (such as subject-based and grade-based), and backs up the idea of making educational decisions based on data. In Chapter 24, Wardman and Hattie examines a number of different curricular options for talented students and draws conclusions regarding which ones have the biggest effect on student results. Their synthesis gives us a way to compare different types of schools. In Chapter 25, Kaplan explores the Continuum of Differentiation, which is an organised way to adapt lessons to each student’s readiness, interest, and learning style. The chapter provides teachers with a clear path to follow when using differentiated methods that fit with the core curriculum. In Chapter 26, Zorman and colleagues discuss Israel’s National Mentoring Program and describes how to identify and help talented young people from different backgrounds and develop strong relationships between mentors and mentees. In Chapter 27, Blackburn and Smith compare the relationship between being gifted and learning English. The authors suggest that multilingual gifted students should be assessed, taught, and given a curriculum in a way that takes into account their unique needs. In Chapter 28, Maree explores career and life coaching for gifted students in Sub-Saharan Africa. The author uses stories and qualitative approaches to describe how to help gifted teens in difficult, resource-poor settings with a strategy based on culture. In Chapter 29, Whitehead and Huxtable discuss Living Theory research as a way for teachers and students to free themselves. It stresses reflective practice, developing personal meaning and working together to create knowledge in school settings. The chapters in Part II explore a variety of ways to teach gifted students. The section covers a range of topics, from early childhood education to career guidance, from classroom differentiation to systemic policy and from empirical meta-analysis to philosophical inquiry. All of these topics support the idea that gifted education must be flexible, open to all, and based on research.
Part III: Global responses to emerging G&T provision – Defining the future
Senior begins Part III, which focusses on how brilliant students are taught globally. It features case studies and new concepts that highlight how the field has developed in different parts of the world. In Chapter 30, Lowe describes how England teaches bright students and discusses how policies are changing, difficulties with holding schools accountable and how equity and quality don’t necessarily go hand in hand. In Chapter 31, Legoh argues that competitions for creative individuals have helped gifted children feel better about themselves and improve their communication. The chapter talks about how culture and technology can help people get better at what they do. In Chapter 32, Alencar et al. describes how Brazil’s special education system has altered throughout the years. The authors discuss the country’s laws, how instructors are trained and the latest trends in research. They also propose fair and open procedures for identification. In Chapter 33, Shi and Li discuss how quickly gifted education is spreading in China arguing that this is due to Confucian customs and reforms to the school system. The authors emphasise how crucial it is for the country to have fresh ideas, competition, and make research a component of its policy. In Chapter 34, Dai details how gifted children are taught in Asia. The author discusses the VISCAR framework, and suggests that models of provision must be able to expand and adapt with varied cultures. In Chapter 35, Kuo focusses on the status of gifted education in Taiwan; reviewing identification models, school placements, and training teachers. In Chapter 36, Sak and others discuss changes in gifted education in Turkey. The authors describe national programmes, research results and innovation hubs that aspire to help people be more creative and skilled. In Chapter 37, Sękowski and colleagues examine gifted education in Europe in a different way. The authors urge countries to work together and compare teacher training, regulations, and practices. In Chapter 38, Ambrose discusses giftedness from a philosophical and multidisciplinary point of view, putting it in the wider picture of globalisation, ethics, and complex systems theory. In Chapter 39, Gyarmathy challenges readers to think about what it will be like to work with machines in the future and what it means to be smart in a world when artificial intelligence controls everything. In Chapter 40, McCluskey discusses what the future of education for exceptional students might be like. The author argues that systems should be able to change and be flexible, consider the full person, and discusses how these systems can alter as society, technology, and students change. Part III ends the Handbook. It makes gifted education a need in every country and school. This section talks about how cultural stories, analogies, and new ideas can help create the next generation of gifted education policy and practice by illustrating how crucial it is to work together, be creative and see the big picture.
Critique
The SAGE Handbook of Gifted and Talented Education is a detailed attempt to put some coherence in an area that has recently been well served, ironically, by presenting one exhibition of cohesiveness after another. Notably, the contributions of a variety of well-regarded authors, representing over 20 nations, provides readers with a unique opportunity to compare ways of doing evaluation, policy and theoretical developments. The focus on social-emotional, spiritual, and cultural aspects of giftedness is a departure from the traditional IQ model. The structure of the book (themed, strategic, and global sections) provides coherence, richness, and complexity. A significant feature is the combination of traditional theoretical views with newer trends. The latter includes meta-analyses, case studies, and adds tangible empirical robustness to the book’s relevance for practice and academia. It is evident that the editors’ goal is for equity, inclusion, and pluralism which also focusses on the underrepresentation of minorities, gender diverse students, and twice exceptional learners. The model driven methodology of the TASC, REAPS, SEM, differentiation continua models, and others represented in the book, makes the content relevant to educators. Overall, this book represents a landmark in the field of gifted education, with its holistic, inclusive, and forward-thinking vision.
The book, however, is not free from weaknesses. 40 chapters and almost 600 pages, make it daunting. Although thematic divisions provide navigational clarity, repetitions between chapters sometimes lead to conceptual redundancy. There are variable links between psychological theory and education practice, which are generally good, yet other sections are very theoretical, without much description of how to implement or measure the material. Some sections offer very localised case studies that may not be transferable to other education systems. While the book takes a global view, some regions including in Sub-Saharan Africa, Southeast Asia, and the Middle East, receive less or only fleeting mention. Further comparative syntheses between continents would increase its usefulness for policy analysis. Finally, as education, technology, and neuroscience developments are rapidly changing, some chapters are likely to need to be updated for future editions to remain relevant.
Relevance for psychologists and counsellors in schools
The SAGE Handbook of Gifted and Talented Education provides useful information for psychologists and counsellors who serve K–12 schools. The book focusses on the multi-faceted social-emotional and psychological needs of gifted, talented, and twice exceptional students; and covers issues such as what being young and bright means, competition, and social-identity. These subtle presentations are in need of specialised psychological services provided by school-based mental health professionals. Contributions from well-respected authors emphasise the need for early identification of gifted learners, culturally responsive interventions and comprehensive assessment models that extend beyond IQ, and which understand, value, and assess creativity, spiritual intelligences and other forms of giftedness. The book encourages inclusive practices that encourage equity and access for underrepresented students and urges counsellors to be advocates within their sometimes-inflexible school systems. The book realistically navigates the field of clinical practice by highlighting topics such as the emotional intensity of gifted populations, motivation distortion defined as exaggerated ambition and aspiration while resulting from chronic underachievement, and the optimal development of gifted individuals, including the role they play in the lives of other ‘unsung heroes and heroines.’ Divided into three sections, this book addresses critically important topics such as conceptions/misconceptions of giftedness, risk factors, and the many challenges gifted children face. In sum, in a time of growing cultural, developmental, and curricular diversity, the book tackles big issues such as assessment for all, family-school collaboration of services and service delivery from an equity perspective.
