ED321489 1990-00-00 Fostering Academic Creativity in Gifted Students. ERIC Digest #E484. ERIC Development Team www.eric.ed.gov Table of Contents If you're viewing this document online, you can click any of the topics below to link directly to that section. Fostering Academic Creativity in Gifted Students. ERIC Digest #E484 CREATIVE BEHAVIOR OF YOUNG CHILDREN CREATIVE BEHAVIOR OF SCHOOL-AGE CHILDREN WHAT CAN TEACHERS DO? WHAT CAN PARENTS DO? HOW ADULTS "KILL" CREATIVITY: REFERENCES ERIC 111,101 1 2 4 4 5 Digests ERIC Identifier: ED321489 Publication Date: 1990-00-00 Author: Torrance, E. Paul Goff, Kathy Source: ERIC Clearinghouse on Handicapped and Gifted Children Reston VA. Fostering Academic Creativity in Gifted Students. ERIC Digest #E484. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC WHAT IS MEANT BY ACADEMIC CREATIVITY? ED321489 1990-00-00 Fostering Academic Creativity in Gifted Students. ERIC Digest #E484. Page 1 of 6 www.eric.ed.gov ERIC Custom Transformations Team Academic creativity is a way of thinking about, learning, and producing information in school subjects such as science, mathematics, and history. Few experts agree on a precise definition, but when we say the word, everyone senses a similar feeling. When we are creative, we are aware of its special excitement. Creative thinking and learning involve such abilities as evaluation (especially the ability to sense problems, inconsistencies, and missing elements); divergent production (e.g., fluency, flexibility, originality, and elaboration); and redefinition. Creative learning is a natural, healthy human process that occurs when people become curious and excited. In contrast, learning by authority requires students to use thinking skills such as recognition, memory, and logical reasoning--the abilities most frequently assessed by traditional tests of intelligence and scholastic aptitude. Children prefer to learn in creative ways rather than just memorizing information provided by a teacher or parents. They also learn better and sometimes faster. Three questions illustrate the difference between learning information provided by an adult or textbook and creative learning: 1. In what year did Columbus discover America? (The answer, 1492, requires recognizing and memorizing information.) 2. How are Columbus and an astronaut similar and different? (The answer requires more than memorization and understanding; it requires students to think about what they know.) 3. Suppose Columbus had landed in California. How would our lives and history have been different? (The answer requires many creative thinking skills including imagining, experimenting, discovering, elaborating, testing solutions, and communicating discoveries.) CREATIVE BEHAVIOR OF YOUNG CHILDREN Young children are naturally curious. They wonder about people and the world. By the time they enter preschool, they already have a variety of learning skills acquired through questioning, inquiring, searching, manipulating, experimenting, and playing. They are content to watch from a distance at first; however, this does not satisfy their curiosity. Children need opportunities for a closer look; they need to touch; they need time for the creative encounter. We place many restrictions on children's desire to explore the world. We discourage them by saying "Curiosity killed the cat." If we were honest, we would admit that curiosity makes a good cat and that cats are extremely skilled in testing the limits and determining what is safe and what is dangerous. Apparently children, as well as cats, have an irresistible tendency to explore objects, and this very tendency seems to be the basis for the curiosity and inventiveness of adults. Even in testing situations, children Page 2 of 6 ED321489 1990-00-00 Fostering Academic Creativity in Gifted Students. ERIC Digest #E484. ERIC Resource Center www.eric.ed.gov who do the most manipulating of objects produce the most ideas and the largest number of original ideas. CREATIVE BEHAVIOR OF SCHOOL-AGE CHILDREN Until children reach school age, it is generally assumed that they are highly creative, with vivid imaginations, and that they learn by exploring, risking, manipulating, testing, and modifying ideas. Although teachers and administrators sometimes believe that it is more economical to learn by authority, research suggests that many things (although not all) can be learned more effectively and economically in creative ways rather than by authority (Torrance, 1977). WHAT CAN TEACHERS DO? Wise teachers can offer a curriculum with plenty of opportunities for creative behaviors. They can make assignments that call for original work, independent learning, self-initiated projects, and experimentation. Using curriculum materials that provide progressive warm-up experiences, procedures that permit one thing to lead to another, and activities that make creative thinking both legitimate and rewarding makes it easier for teachers to provide opportunities for creative learning. The following are some things caring adults can do to foster and nurture creativity: *We can teach children to appreciate and be pleased with their own creative efforts. *We can be respectful of the unusual questions children ask. *We can be respectful of children's unusual ideas and solutions, for children will see many relationships that their parents and teachers miss. *We can show children that their ideas have value by listening to their ideas and considering them. We can encourage children to test their ideas by using them and communicating them to others. We must give them credit for their ideas. *We can provide opportunities and give credit for self-initiated learning. Overly detailed supervision, too much reliance on prescribed curricula, failure to appraise learning resulting from a child's own initiative, and attempts to cover too much material with no opportunity for reflection interfere seriously with such efforts. *We can provide chances for children to learn, think, and discover without threats of immediate evaluation. Constant evaluation, especially during practice and initial learning, makes children afraid to use creative ways to learn. We must accept their honest errors as part of the creative process. ED321489 1990-00-00 Fostering Academic Creativity in Gifted Students. ERIC Digest #E484. Page 3 of 6 www.eric.ed.gov ERIC Custom Transformations Team *We can establish creative relationships with children--encouraging creativity in the classroom while providing adequate guidance for the students. WHAT CAN PARENTS DO? It is natural for young children to learn creatively by dancing, singing, storytelling, playing make-believe, and so forth. One of the first challenges to creativity may be formal schooling. By this time parents, as well as teachers, appreciate conforming behaviors such as being courteous and obedient, following rules, and being like others. While these are desirable traits to some extent, they may also destroy a child's creative potential. The following are some positive ways parents can foster and nurture the growth of creativity: *Encourage curiosity, exploration, experimentation, fantasy, questioning, testing, and the development of creative talents. *Provide opportunities for creative expression, creative problem-solving, and constructive response to change and stress. *Prepare children for new experiences, and help develop creative ways of coping with them. *Find ways of changing destructive behavior into constructive, productive behavior rather than relying on punitive methods of control. *Find creative ways of resolving conflicts between individual family members' needs and the needs of the other family members. *Make sure that every member of the family receives individual attention and respect and is given opportunities to make significant, creative contributions to the welfare of the family as a whole. *Use what the school provides imaginatively, and supplement the school's efforts. *Give the family purpose, commitment, and courage. (Torrance, 1969, p. 59) HOW ADULTS "KILL" CREATIVITY: *Insisting that children do things the "right way." Teaching a child to think that there is just one right way to do things kills the urge to try new ways. *Pressuring children to be realistic, to stop imagining. When we label a child's flights of fantasy as "silly," we bring the child down to earth with a thud, causing the inventive urge to curl up and die. Page 4 of 6 ED321489 1990-00-00 Fostering Academic Creativity in Gifted Students. ERIC Digest #E484. ERIC Resource Center www.eric.ed.gov *Making comparisons with other children. This is a subtle pressure on a child to conform; yet the essence of creativity is freedom to conform or not to conform. *Discouraging children's curiosity. One of the surest indicators of creativity is curiosity; yet we often brush questions aside because we are too busy for "silly" questions. Children's questions deserve respect. REFERENCES Torrance, E. P. (1969). CREATIVITY. Sioux Falls, ND: Adapt Press. Torrance, E. P. (1977). CREATIVITY in the classroom. Washington, DC: National Education Association. Torrance, E. P., & Goff, K. (1989). A quiet revolution. JOURNAL OF CREATIVE BEHAVIOR, 23(2), 136-145. RESOURCES FOR PARENTS AND TEACHERS: There are numerous textbooks, workshops, instructional materials, videotapes, seminars, and other resources. for use in creative teaching. There are publishers, magazines, and journals that focus on creativity and creative thinking. Some of them include the following: PUBLISHERS Creative Learning Press, P.O. Box 320, Mansfield Center, CT 96250 D.O.K. Publishers, P.O. Box 605, East Aurora, NY 14052 Foxtail Press, P.O. Box 2996, La Habra, CA 90632-2996 Good Apple, P. 0. Box 299, Carthage, IL 62321-0299 Opportunities for Learning, 2041 Nordhoff Street, Chatsworth, CA 91311 Scholastic Testing Service, Inc., 480 Meyer Road, P. 0. Box 1056, Bensenville, IL 60106-8056 Teachers and Writers Collaborative, 5 Union Square West, New York, NY 10003 Trillium Press. P. 0. Box 209, Monroe, NY 10950 Zephyr Press, P. 0. Box 13448, Tucson, AZ 85732-3448 JOURNALS ED321489 1990-00-00 Fostering Academic Creativity in Gifted Students. ERIC Digest #E484. Page 5 of 6 www.eric.ed.gov ERIC Custom Transformations Team THE CREATIVE CHILD AND ADULT QUARTERLY, 8080 Springvalley Drive, Cincinnati, OH 45236 THE JOURNAL OF CREATIVE BEHAVIOR, 1050 Union Road, Buffalo, NY 14224 (Source: Torrance & Goff, 1989) Prepared by E. Paul Torrance, Alumni Foundation Distinguished Professor Emeritus, University of Georgia, and Kathy Goff, Research Assistant, University of Georgia, and author of innovative instructional material. ERIC Digests are in the public domain and may be freely reproduced and disseminated. This publication was prepared with funding from the U.S. Department of Education, Office of Educational Research and Improvement, under contract no. RI88062007. The opinions expressed in this report do not necessarily reflect the positions or policies of OERI or the Department of Education. Title: Fostering Academic Creativity in Gifted Students. ERIC Digest #E484. Document Type: Information Analyses---ERIC Information Analysis Products (IAPs) (071); Information Analyses---ERIC Digests (Selected) in Full Text (073); Target Audience: Parents, Teachers, Practitioners Descriptors: Child Rearing, Creative Development, Creativity, Elementary Secondary Education, Gifted, Individual Differences, Individual Needs, Parent Attitudes, Parent Child Relationship, Student Needs, Teacher Attitudes, Teacher Student Relationship Identifiers: ERIC Digests ### [Return to ERIC Digest Search Page] Page 6 of 6 ED321489 1990-00-00 Fostering Academic Creativity in Gifted Students. ERIC Digest #E484. ED321497 1990-00-00 Career Planning for Gifted and Talented Youth. ERIC Digest #E492. ERIC Development Team www.eric.ed.gov Table of Contents If you're viewing this document online, you can click any of the topics below to link directly to that section. Career Planning for Gifted and Talented Youth. ERIC Digest #E492 MULTI POTENTIALITY EARLY EMERGENCE CAREER PLANNING FOR SPECIAL POPULATIONS REFERENCES ERIC 01,0 1 2 6 10 10 Digests ERIC Identifier: ED321497 Publication Date: 1990-00-00 Author: Kerr, Barbara Source: ERIC Clearinghouse on Handicapped and Gifted Children Reston VA. Career Planning for Gifted and Talented Youth. ERIC Digest #E492. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC Although parents and teachers may be concerned about academic planning for gifted and talented young people, they often assume that career planning will take care of itself. Students may have many choices available because of multiple gifts or a particular talent, and a career choice in that area seems inevitable. There is no need for ED321497 1990-00-00 Career Planning for Gifted and Talented Youth. ERIC Digest #E492. Page 1 of 12 www.eric.ed.gov ERIC Custom Transformations Team career planning: The student is simply expected to make an occupational decision around the sophomore year of college and then follow through on the steps necessary to attain that goal. Unfortunately, evidence is mounting that youthful brilliance in one or more areas does not always translate into adult satisfaction and accomplishment in working life. Studies with such diverse groups as National Merit Scholars (Watley, 1969), Presidential Scholars (Kaufmann, 1981), and graduates of gifted education programs (Kerr, 1985) have shown that the path from education to career is not always smooth, and it may be complicated by social-emotional problems and needs of gifted students that differ from those of more typical students. Recognition of these problems has produced counseling models that address student needs (e.g., Berger, 1989; Buescher, 1987; Silverman, 1989; VanTassel-Baska, 1990). Some factors that can contribute to problems with career planning are presented here, along with ways of preventing and intervening with career development problems. MULTIPOTENTIALITY Multipotentiality is the ability to select and develop any number of career options because of a wide variety of interests, aptitudes, and abilities (Frederickson & Rothney, 1972). The broad range of opportunities available tends to increase the complexity of decision making and goal setting, and it may actually delay career selection. Multipotentiality is most commonly a concern of students with moderately high !Qs (120-140), those who are academically talented, and those who have two or more outstanding but very different abilities such as violin virtuosity and mathematics precocity. Signs that multipotentiality is a concern include the following: Elementary school: Despite excellent performance in many or all school subjects, students may have difficulty making decisions, particularly when they are asked to make a choice on topics or projects from among many options. Multiple hobbies with only brief periods of enthusiasm and difficulty in finishing up and following through on tasks (even those which are enjoyable) are additional signs for concern. Junior high: Despite continued excellence in many or all school subjects, difficulty with decision making and follow-through continue. Students may participate in multiple social and recreational activities with no clear preferences, and they may overschedule, leaving few free periods and little time to just think. Senior high: Decision-making problems generalize to academic and career decisions, resulting in overly packed class schedules and highly diverse participation in school activities. Students often accept leadership of a wide variety of groups in school, religious activities, and community organizations. Adults may notice occasional signs of stress and exhaustion (absences, frequent or chronic illness, periods of depression or anxiety, etc.), or they may see evidence of delay or vacillation about college planning Page 2 of 12 ED321497 1990-00-00 Career Planning for Gifted and Talented Youth. ERIC Digest #E492. ERIC Resource Center www.eric.ed.gov and decision making. Students are able to maintain high grades in most or all courses taken. An important clue to continuing multipotentiality is the student's vocational interest test profiles. These tests often show interests and similarities to an unusually large number of occupations. College: Multipotential students often have multiple academic majors. Three or more changes of college major are not unusual for an individual who cannot set long-term goals. They continue intense participation in extracurricular activities and have outstanding academic performance but are concerned about selecting a career. They may make hasty, arbitrary, or "going-along-with-the-crowd" career choices. They may encounter the dilemma of opportunities lost in giving up some interests in favor of others. Adulthood: Some of the implications of multipotentiality can be seen in bright adults who, despite excellent performance in most jobs, hold multiple positions in short time periods and experience a general feeling of lack of fit in most jobs. Some experience feelings of alienation, purposelessness, depression, and apathy despite high performance and excellent evaluations. Some experience periods of unemployment and underemployment, or they fall behind same-age peers in career progress and sometimes social development (marriage, family, community involvement). Possible intervention strategies for multipotentiality at different educational levels include the following: ELEMENTARY SCHOOL 0 * Provide realistic exposure to the world of work through parent sharing and exposure to parents' working places. *Encourage career fantasies through dress-up and plays. el *Encourage focusing activities such as class projects or achievement of Scout merit badges, which require goal setting and follow-through. *Use biographies of eminent people as primary career education material. ED321497 1990-00-00 Career Planning for Gifted and Talented Youth. ERIC Digest #E492. Page 3 of 12 www.eric.ed.gov ERIC Custom Transformations Team *As teachers or parents, carefully evaluate skills, talents, and interests in order to help children understand possible areas of greatest interest. JUNIOR HIGH el *Discuss the meaning and value of work. el *Discuss family and community values pertaining to work. el *Provide for light volunteer work in several areas of interest. el *Provide "shadowing" experiences in which students spend the day with an adult working in an area of greatest interest. el *Discourage overinvolvement in social and recreational activities for the sake of involvement; prioritize and decide on a few extracurricular involvements. SENIOR HIGH el *Seek appropriate vocational testing from a guidance professional or psychologist. el *Encourage visits to college and university classes in a few areas of interest. el *Provide for more extensive volunteer work. el *Explore possibilities of paid internships with professionals. Page 4 of 12 ED321497 1990-00-00 Career Planning for Gifted and Talented Youth. ERIC Digest #E492. ERIC Resource Center www.eric.ed.gov 6 *Insist on a solid curriculum of coursework in order to insure against inadequate preparation for a later career choice. *Provide value-based guidance, which emphasizes choosing a career that fulfills deeply held values. 0 *Discourage conformist, stereotyped career choices. fil *Expose students to atypical career models. COLLEGE STUDENTS AND YOUNG ADULTS (11 *Seek career counseling including assessment of interests, needs, and values. SI *Enroll in a career planning class. el *Encourage careful course selection. SI *Avoid conformist and stereotyped major choices. *Seek a mentor. *Engage in long-term goal setting and planning. ED321497 1990-00-00 Career Planning for Gifted and Talented Youth. ERIC Digest #E492. Page 5 of 12 www.eric.ed.gov ERIC Custom Transformations Team EARLY EMERGENCE Early emergers (Marshall, 1981) are children who have extremely focused career interests. A passion for an idea and an early commitment to a career area are common childhood characteristics of eminent individuals in a wide variety of professions (Bloom, 1985; Kerr, 1985); thus, early emergence should not be thought of as a problem of career development, but rather as an opportunity that may be acted upon, neglected, or, unfortunately, sometimes destroyed. Acting upon early emergence means noticing an unusually strong talent or enthusiasm, providing training in skills necessary to exercise that talent, providing resources, and keeping an open mind about the future of the talent or interest. Neglecting early emergence means overlooking the talent or interest or failing to provide education and resources. Destroying the early emerger's passion may not be easy, but belittling the talent or interest ("Who cares about someone who doodles and draws all the time instead of listening?" "What makes you think you can become an anthropologist?") may easily extinguish the flame. Insisting on well-roundedness or disallowing needed training (e.g., refusing to allow a mathematically precocious child to accelerate in math) may diminish the passion. Overly enthusiastic encouragement and pressure may also remove the intrinsic pleasure the child feels in the interest or talent area. As with multipotentiality, there are signs of early emergence: Elementary school: Avid interest in one school subject or activity with only general liking for other subjects and activities and extraordinary talent in one area and average or above average performance in others are underlying signs of early emergence. (These students may be mistakenly labeled as underachievers). Students may also try to write more papers than required, choose too many subjects in the area of interest, and mention early career fantasies about success and fame in a particular area of interest. Junior high: Students continue highly focused interests and may express a strong desire for advanced training in an area of talent and interest. Development of adolescent social interests may be delayed because of a commitment to work in a talent area or because of rejection by others, yet performance in the talent area grows, while performance in other areas diminishes. Senior high: Students may develop a strong identity in the talent area (the "computer whiz," "artist," or "fix-it person," for example). They may express a desire for help with planning a career in an area of interest. A desire to test skill in competition with or in concert with peers in the chosen talent area and continued high performance in the talent area to a degree that causes neglect of other school subjects or social activities are additional signs of a focused interest and passion. College students and young adults: These young people make an early, but not hasty or arbitrary, choice of career or major. They often show a desire for completion of a training period in order to "get on with work," seek out mentors, continue intense focus, Page 6 of 12 ED321497 1990-00-00 Career Planning for Gifted and Talented Youth. ERIC Digest #E492. ERIC Resource Center www.eric.ed.gov and often neglect social and extracurricular activities. Adulthood: Adults may continue their intense focus, desire eminence or excellence in the talent area, and possibly forego or delay other aspects of adult development such as marriage, nurturing of a younger generation, social and community involvement, and personal development. Possible intervention strategies for early emergers at different educational levels include the following: ELEMENTARY SCHOOL *Provide for early identification of unusual talent or area of precocity. *Consult with experts on the nature and nurture of particular gifts or talents. *Consult with the school on ways of nurturing the talent or gift. *Encourage fantasies through reading of biographies and playing of work roles. *Provide opportunities to learn about eminent people in the talent area (attend a concert; visit an inventor's workshop; attend a math professor's class). *Relate necessary basic skills to the area of interest. *Provide opportunities to socialize with children with similar, intense interests through such activities as music camps, computer camps, and Junior Great Books. *Strike a careful balance between encouragement and laissez-faire; provide support for ED321497 1990-00-00 Career Planning for Gifted and Talented Youth. ERIC Digest #E492. Page 7 of 12 www.eric.ed.gov ERIC Custom Transformations Team the strong interest along with freedom to change direction. Do not become so invested in the child's talent or interest that you fail to notice that the child has changed interests. (Early emergers most often change to a closely related interest; that is, they switch musical instruments or transfer an interest in mathematics to an interest in theoretical physics). JUNIOR HIGH *Provide support and encouragement during the intensive training that often begins at this point. 0 *Allow for plenty of time alone. 0 *Seek opportunities for job "shadowing" (following a professional throughout the working day) in area of interest. *Seek opportunities for light volunteer work in area of interest. 0 *Avoid pressuring the student into social activities. SENIOR HIGH *Continue support, encouragement, and time alone. *Seek opportunities for internships and work experiences in the areas of interest (internship on archaeological dig; job as camp counselor at a fine arts camp; coaching younger people in musical or athletic skill). ei Page 8 of 12 ED321497 1990-00-00 Career Planning for Gifted and Talented Youth. ERIC Digest #E492. ERIC Resource Center www.eric.ed.gov *Seek career guidance from a guidance counselor who is familiar with the talent area or from a professional in that field. *Make a detailed plan of training and education leading toward the chosen career goal, including financial arrangements. el *Explore higher education or postsecondary training early and thoroughly, with contacts and visits. ei *Help the student establish a relationship with a mentor in the area of interest. Early emergers often fare better in a less prestigious institution where they have access to an enthusiastic mentor than in an Ivy League or high status institution where they do not. COLLEGE STUDENTS AND YOUNG ADULTS *Help provide support for extended education and training. *Encourage the development of knowledge of career ladders in the area of interest (auditions, gallery shows, inventor's conventions, etc.). a, *Encourage a continuing relationship with a career counseling or guidance professional for support in decision making and problem solving. The career development problems discussed here are nearly opposite one another: The multipotential student seems unfocused, delaying, and indecisive, whereas the early emerger is focused, driven, and almost too decisive. Both types carry with them dangers and opportunities. Skillful career education and guidance can help ensure that neither multipotentiality nor early emergence leads to difficulty in career planning and development. CAREER PLANNING FOR SPECIAL ED321497 1990-00-00 Career Planning for Gifted and Talented Youth. ERIC Digest #E492. Page 9 of 12 www.eric.ed.gov ERIC Custom Transformations Team POPULATIONS Minority Gifted Students: Minority gifted students have special career planning needs as well as needs related to multipotentiality or early emergence. Minority students from Black, Hispanic, and American Indian backgrounds are less likely to have been selected for gifted education programs and less likely to perform well on standardized achievement tests than their nonminority peers. In addition, they may have lower career aspirations because of lower societal expectations. Nevertheless, the patterns of leadership and out-of-class accomplishments of gifted minority students are very similar to those of nonminority gifted students (Kerr, Colangelo, Maxey, & Christensen, 1989). Minority gifted students are active leaders in other communities. Therefore, career counseling for these students may be most effective when it focuses on raising career aspirations and emphasizes out-of-class accomplishments as indicators of possible career directions. Career planning must also go hand in hand with building a strong ethnic identity if later conflict between ethnic identity and achievement in majority society is to be avoided. Colangelo and LaFrenz (1981) have provided suggestions for how this can be accomplished. Gifted Girls and Women: Persisting sex role stereotypes and the continued socialization of girls for secondary roles means that, despite great gains in certain fields such as medicine and law, gifted girls are less likely than gifted boys to achieve their full potential. Although gifted girls outperform gifted boys in terms of grades, gifted boys achieve higher scores on college admissions examinations. Compared to gifted boys, gifted girls are underprepared academically, having taken fewer mathematics and science courses and less challenging courses in social studies. As a result, they have fewer options for college majors and career goals (Kerr, 1985). Bright women apparently let go of career aspirations gradually, first through underpreparation and later through decisions that may put the needs of husbands and families before their own. Gifted women fall behind gifted men in salary, status, and promotions throughout their working lives. In order to ensure that gifted girls have the greatest possible chance to fulfill their potential, career planning should emphasize rigorous academic preparation, particularly in mathematics and science; maintaining high career aspirations; and identifying both internal and external barriers to the achievement of career goals. Many suggestions for career planning for gifted girls are provided in SMART GIRLS, GIFTED WOMEN (Kerr, 1985). REFERENCES Berger, S. (1989). COLLEGE PLANNING FOR GIFTED STUDENTS. Reston, VA: The Council for Exceptional Children. Page 10 of 12 ED321497 1990-00-00 Career Planning for Gifted and Talented Youth. ERIC Digest #E492. ERIC Resource Center www.eric.ed.gov Bloom, B. S. (1985). DEVELOPING TALENT IN YOUNG PEOPLE. New York: Ballantine. Buescher, T. (1987). "Counseling gifted adolescents: A curriculum model for students, parents, and professionals." GIFTED CHILD QUARTERLY, 31(2), 90-93. Colangelo, N., & LaFrenz, N. (1981). "Counseling the culturally diverse gifted." GIFTED CHILD QUARTERLY, 25, 27-30. Frederickson, R. H., & Rothney, J. W. M. (1972). RECOGNIZING AND ASSISTING MULTIPOTENTIAL YOUTH. Columbus, OH: Merrill. Kaufmann, F. (1981). "The 1964-1968 Presidential Scholars: A follow-up study." EXCEPTIONAL CHILDREN, 48, 164-169. Kerr, B. A. (1985). SMART GIRLS, GIFTED WOMEN. Columbus, OH: Ohio Psychology Publishing. Kerr, B. A., Colangelo, N., Maxey, J., & Christensen, P. (1989). "Characteristics and goals of academically talented minority students." Paper presented at International Educational and Vocational Guidance Conference, Edinburgh, Scotland. Marshall, B. C. (1981). "Career decision-making patterns of gifted and talented adolescents." JOURNAL OF CAREER EDUCATION, 7, 305-310. Silverman, L. (1989). "Career counseling for the gifted." In J. L. VanTassel-Baska & P. Olszewski-Kubilius (Eds.), PATTERNS OF INFLUENCE ON GIFTED LEARNERS: THE HOME, THE SELF, AND THE SCHOOL (pp. 201-213). New York: Teachers College Press. VanTassel-Baska, J. (Ed.). (1990). A PRACTICAL GUIDE TO COUNSELING THE GIFTED IN A SCHOOL SETTING (2d ed.). Reston, VA: The Council for Exceptional Children. Watley, D. J. (1969). "Career progress: A longitudinal study of gifted students." JOURNAL OF COUNSELING PSYCHOLOGY, 16, 100-108. Prepared by Barbara Kerr, author of SMART GIRLS, GIFTED WOMEN; Associate Professor, Counseling Education, and Associate Director, Connie Be lin National Center for Gifted Education, The University of Iowa. ED321497 1990-00-00 Career Planning for Gifted and Talented Youth. ERIC Digest #E492. Page 11 of 12 www.eric.ed.gov ERIC Custom Transformations Team ERIC Digests are in the public domain and may be freely reproduced and disseminated. This publication was prepared with funding from the U.S. Department of Education, Office of Educational Research and Improvement, under contract no. RI88062007. The opinions expressed in this report do not necessarily reflect the positions or policies of OERI or the Department of Education. Title: Career Planning for Gifted and Talented Youth. ERIC Digest #E492. Document Type: Information Analyses---ERIC Information Analysis Products (IAPs) (071); Guides---Non-Classroom Use (055); Information Analyses---ERIC Digests (Selected) in Full Text (073); Target Audience: Counselors, Practitioners Descriptors: Adults, Career Awareness, Career Choice, Career Education, Career Planning, Decision Making, Educational Counseling, Elementary Secondary Education, Gifted, Higher Education, Intervention, School Guidance, Student Needs Identifiers: ERIC Digests ### [Return to ERIC Digest Search Page] Page 12 of 12 ED321497 1990-00-00 Career Planning for Gifted and Talented Youth. ERIC Digest #E492. EDCI 509 and 690 Trends and Issues in Gifted Education Article/Summary/Reaction Paper Evaluation Criteria 10 8 7 Comments Points Points Points Thorough Summary touching on all Major factual aspects of the articles Summarizing the whole of what the author Is trying to accomplish in the article. Reactions show depth of thought and understanding to specific points from the article With application to GT students in classrooms or school Questions raised with objectivity No more than one grammatical, spelling error Correct Bibliographic Format Total A – Thorough Summary, written so that others who have not read the article can benefit Major facts of the article included Questions raised No more than one grammatical, spelling error Assignment copy/pasted into the COMMENT BOX B - Combination of sketchy coverage and some factual content from the article 2 grammatical errors, spelling errors Global, non specific application Incorrect bibliographic format Assignment copy/pasted into the COMMENT BOX C – Sketchy, global overview, few facts from the article More than three (3) grammatical, spelling errors, no reactions, No application or connections made No bibliographical entry showing source of the article Assignment copy/pasted into the COMMENT BOX
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