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Simonton, Dean Keith – Roeper Review, 2017
In his target article, Sternberg (2017) quite rightly criticizes the approach to identifying giftedness that was initiated by Terman's (1925-1959) classic prospective study of high-IQ children. Sternberg then recommends a number of novel approaches to both identification and education. Nonetheless, this commentator recommends that future…
Descriptors: Leaders, Leadership, Cognitive Ability, Intelligence Tests
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Beghetto, Ronald A. – Roeper Review, 2017
How might educators help young people respond to current and future challenges of a changing world? In this article, I describe how educators can design Legacy Projects to provide young people with opportunities to make positive and lasting differences in their lives, schools, communities, and beyond. The connection between legacy projects and the…
Descriptors: Creative Teaching, Creativity, Transformational Leadership, Elementary Secondary Education
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McCluskey, Ken W. – Roeper Review, 2017
Throughout his focus article, Robert Sternberg discusses the theoretical underpinnings and rationale behind his emerging Active Concerned Citizenship and Ethical Leadership (ACCEL) model. In the process, he raises several critically important issues, including the misuse of IQ testing as the major method for identifying gifted students, the need…
Descriptors: Talent Identification, Academically Gifted, Ethics, Equal Education
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Cross, Tracy L.; Cross, Jennifer Riedl – Roeper Review, 2017
In this response to Sternberg's article, "ACCEL: A New Model for Identifying the Gifted," we agree that IQ testing may have outlasted its usefulness as an identification tool for gifted students. The field's commitment to an imperfect formula has neglected the evolution of offerings in schools and theoretical underpinnings that are…
Descriptors: Intelligence Quotient, Intelligence Tests, Standardized Tests, Gifted
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Sternberg, Robert J. – Roeper Review, 2017
Serious identification of the gifted started with the work of Lewis Terman early in the 20th century. Terman's model, based largely on IQ, may have made sense in the early 20th century, but it no longer makes sense today. The problems that society needs its gifted individuals to solve in the 21st century require much more than IQ--in addition to…
Descriptors: Academically Gifted, Talent Identification, Intelligence Quotient, Models
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Dai, David Yun; Cheng, Huai – Roeper Review, 2017
In this response to Sternberg's (2017) feature article in this special issue, we identify and define a kind of closed-minded, dogmatic, self-serving thinking that is nowadays quite prevalent around the world but counterproductive in solving many social problems. We argue that overcoming such a mindset takes wisdom and creativity. We present some…
Descriptors: Creativity, Creative Thinking, Problem Solving, Teaching Methods
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Sternberg, Robert J. – Roeper Review, 2017
In this essay, I respond to commentators on my article on the Active Concerned Citizenship and Ethical Leadership (ACCEL) model for understanding giftedness. I cover a number of topics that arose in or out of the commentaries, in particular, systems inertia; toxic leadership; teaching for creativity; flight from reality; the role of science,…
Descriptors: Gifted, Creativity, STEM Education, Ethics
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Persson, Roland S. – Roeper Review, 2017
This article is a theoretical commentary to Robert J. Sternberg's Active Concerned Citizenship and Ethical Leadership (ACCEL) model as published in the "Roeper Review." Though the proposed model is attractive and a formidable attempt to reform education in a politically and economically turbulent world that all too often ignores ethics…
Descriptors: Aspiration, Gifted, Educational Policy, Talent
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Sriraman, Bharath – Roeper Review, 2017
Sternberg (2017) summarizes the history of identification of giftedness in the 20th century and presents a case for the shortcomings of measures such as IQ for problem-solving skills required in the 21st century. The Active Concerned Citizenship and Ethical Leadership (ACCEL) model is proposed to replace the outdated construct of IQ, particularly…
Descriptors: Mathematics Instruction, Thinking Skills, Mathematics Skills, Problem Solving
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Lipman-Blumen, Jean – Roeper Review, 2017
Expressing strong agreement with Robert Sternberg's rationale for changing our methods for identifying intelligence, this analysis emphasizes connections with leadership failures. In recognition that a changing world requires connective ethical leadership, it discusses the nine-factor behavioral model portraying achieving styles that can…
Descriptors: Leadership Effectiveness, Ethics, Intelligence, Leaders
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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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Allen, William T., Jr. – Roeper Review, 2017
Much is written at the elementary school level concerning bullying and the socioemotional needs of gifted and talented (GT) students; however, in the last 10 years, little qualitative research exists concerning the early adolescent GT age group. In the social environment of classroom life, early and current research indicates that many of these…
Descriptors: Bullying, Academically Gifted, Early Adolescents, Teacher Attitudes
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Glaveanu, Vlad P.; Kaufman, James C. – Roeper Review, 2017
In this response, we commend Sternberg's Active Concerned Citizenship and Ethical Leadership (ACCEL) model yet urge him to consider an ACCEL-S model that more fully incorporates society's integrative role in giftedness. ACCEL-S builds on the highly complex and contextual view of giftedness proposed by Sternberg and transforms it into a…
Descriptors: Academically Gifted, Talent Identification, Models, Interpersonal Relationship
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Harper, Amanda J.; Clifford, Christine – Roeper Review, 2017
Kazimierz Dabrowski's (1902-1980) five-level theory of personality development, the Theory of Positive Disintegration, is one in which the experience of all emotions is essential for the process of individual growth toward the personality ideal. In this article, we introduce the phenomenological and existential influences on Dabrowski, including…
Descriptors: Personality Traits, Theories, Personality Development, Phenomenology
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Bruce-Davis, Micah N.; Gilson, Cindy M.; Matthews, Michael S. – Roeper Review, 2017
Because of these learners' potential as future leaders, it is imperative that educators develop gifted students' ability to identify and solve complex social justice problems. Nourishing students' affective traits, including empathy for others, understanding of themselves, and the ability to connect to others in local and global society, will help…
Descriptors: Social Justice, Academically Gifted, Empathy, Affective Behavior
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