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Olszewski-Kubilius, Paula; Subotnik, Rena F.; Worrell, Frank C. – Roeper Review, 2017
In this article we present research concerning important aspects of domain-specific giftedness. Specifically, we address the evidence regarding the relationship between specific abilities and achievement. Empirical evidence suggests that specific abilities have been used widely and validly for identification of exceptional talent in performance…
Descriptors: Academically Gifted, Correlation, Ability, Talent Identification
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Olszewski-Kubilius, Paula; Subotnik, Rena F.; Worrell, Frank C. – Roeper Review, 2017
In this article, we provide a response to the Active Concerned Citizenship and Ethical Leadership (ACCEL) model put forward by Sternberg (2017). Our commentary focuses on four critical areas that do not receive sufficient attention in Sternberg's proposed model: (a) the developmental nature of giftedness; (b) that giftedness is domain specific,…
Descriptors: Gifted, Talent, Talent Development, Intelligence Quotient
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Olszewski-Kubilius, Paula; Subotnik, Rena F.; Worrell, Frank C. – Roeper Review, 2016
Much has been written about the social and scientific problems that face the world in the 21st century, including climate change and economic inequality. In this context, the development of talented individuals who can tackle these problems is most important. In this article, the authors discuss the implications of 21st-century challenges for the…
Descriptors: Talent Development, Individual Development, Skill Development, Models
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Olszewski-Kubilius, Paula – Roeper Review, 2010
Special schools focused on the Science, Technology, Engineering, and Mathematics (STEM) disciplines are one of the best options for gifted students with talent and interest in these areas. Such schools offer benefits, such as unique opportunities for research and mentoring, that other options cannot. In this article, I compare the advantages and…
Descriptors: Special Schools, Summer Programs, Academically Gifted, Distance Education
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Lee, Seon-Young; Olszewski-Kubilius, Paula; Peternel, George – Roeper Review, 2010
Good verbal skills are crucial for success in school and in many career fields. Project LIVE was a program of enrichment and acceleration focused on the development of verbal talent. It was implemented for 3 years with a group of middle-school students who indicated an above-grade-level reading proficiency and came from families having…
Descriptors: Talent, Academic Achievement, Achievement Tests, Writing Skills
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Lee, Seon-Young; Olszewski-Kubilius, Paula – Roeper Review, 2006
This study examined differences between students who qualified for talent search testing via scores on standardized tests and via parent nomination in their performances on the SAT or ACT and some demographic characteristics. Overall, the standardized testing group earned higher scores on the off-level tests than the parent nominated group. Asian…
Descriptors: Parent Role, Testing, Standardized Tests, Talent
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Olszewski-Kubilius, Paula; Lee, Seon-Young – Roeper Review, 2005
This study examined the talent search program from the perspectives of local school officials who enroll their students in the program, a topic on which little research currently exists. Specifically, the authors were interested in the following issues and questions: (1) How do local schools learn about talent search and how do they encourage…
Descriptors: Talent, Gifted, Program Evaluation, School Activities
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Olszewski-Kubilius, Paula; Lee, Seon-Young – Roeper Review, 2004
Based on survey responses from 187 parents of students who attended the Saturday Enrichment Program (SEP) at the Center for Talent Development (CTD) of Northwestern University, this study showed that overall, parents perceived favorable effects of the program on their children's talent development, especially academic talent development. As a…
Descriptors: Learning Motivation, Enrichment Activities, Talent Development, Talent
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Olszewski-Kubilius, Paula – Roeper Review, 2002
This reprint of an article on how students who enter college early perform academically and socially is preceded by a commentary that discusses the need to provide gifted students with the option of entering college early because of the lack of college-level courses at the high school level. (Contains references.) (CR)
Descriptors: Academic Achievement, Acceleration (Education), College Admission, College Attendance
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Olszewski-Kubilius, Paula – Roeper Review, 2000
A model is presented that proposes environmental conditions for creative producers which result in responses that include the development of several key personality characteristics, such as a preference for time alone, an ability to cope with anxiety, freedom from conventionality, and the use of intellectual activities to fulfill emotional needs.…
Descriptors: Adults, Children, Coping, Creativity
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Olszewski-Kubilius, Paula; Laubscher, Leswin – Roeper Review, 1996
Thirty-four gifted students from economically disadvantaged high schools who attended a college/career counseling program were compared to 16 gifted economically advantaged students who attended a private university summer program. Groups were similar in their motivation to attend college and career readiness. At three-year follow-up, more…
Descriptors: Career Counseling, College Bound Students, College Choice, Counseling Services
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Olszewski-Kubilius, Paula – Roeper Review, 1995
Review of the research about outcomes for students who enter college early suggests that early entrants continue to achieve at high levels in college and adjust well socially. Early entrants tend to continue on to graduate school. (Author/DB)
Descriptors: Academic Achievement, Academically Gifted, Acceleration (Education), College Students