Lewis Terman heralded the field of gifted education in the United States by tracing the development of high-IQ children from their childhood in the1920s to midlife and beyond. The contemporary field of gifted education, building on the work of Terman and others, presumes that gifted children become exceptional adults. Longitudinal research offers the opportunity for critical examination of the way gifted children and adolescents are identified and illuminates the characteristics and experiences that affect sustained achievement. Only long-term studies can directly address whether or not gifted education is finding the right people and doing the right things. The studies demonstrate the fit between longitudinal methodology and the central issues of gifted education. Collectively, they investigate the early determinants of later academic and career achievement and creativity while employing varied identification practices, perspectives, theoretical orientations, and populations.

"This tour-de-force of the history of the implementation of innovation seeks to address one of the biggest problems faced by entrepreneurs and corporate executives alike: the conflation of entrepreneurship with innovation. They are not the same, and they each come with their own challenges and opportunities. Starting a business is not the same as innovating a new product or service. Many books explain how to pitch, start and scale a company, as well as how to structure engineering, product, sales, marketing, and financial departments. It's implied that the company has a product or a service that has enough differentiators for the organization to succeed in the marketplace and that its founders and teams will thereby automatically be perceived as innovators. People get their understanding of what innovating means from various informal and formal sources, but it's when they get into creating something novel, whether a new product, conceptual breakthrough or business model, that they truly begin to reflect on what they thought they knew. It is then that they often become confused by the conventional wisdom. Silicon Valley pioneer and serial entrepreneur Marylene Delbourg-Delphis answers the most important questions about innovation that she has been asked by other founders and CEOs over the years. Packed with the benefits of hands-on experience, historical knowledge, and conceptual analysis, this book is a critical foundation for innovators, whether entrepreneurs or the strategic leadership teams of established companies, including heads of sales, marketing, operations, and product development"--

Presents a wide range of perspectives on a new area of research in high ability- the non-cognitive facets contributing to exceptional achievement, such a giftedness, talent, creativity, excellence, genius, child prodigies, exceptional leadership, and wis

Lewis Terman heralded the field of gifted education in the United States by tracing the development of high-IQ children from their childhood in the1920s to midlife and beyond. The contemporary field of gifted education, building on the work of Terman and others, presumes that gifted children become exceptional adults. Longitudinal research offers the opportunity for critical examination of the way gifted children and adolescents are identified and illuminates the characteristics and experiences that affect sustained achievement. Only long-term studies can directly address whether or not gifted education is finding the right people and doing the right things. The studies demonstrate the fit between longitudinal methodology and the central issues of gifted education. Collectively, they investigate the early determinants of later academic and career achievement and creativity while employing varied identification practices, perspectives, theoretical orientations, and populations.

Educational Psychology: A Century of Contributions--the first comprehensive book-length treatment of this topic--looks at the historic contributions of 16 leading psychologists, as well as others, who influenced the field of educational psychology from its philosophical moorings in the late 19th century to its current scientific status at the dawn of the 21st. It presents information regarding these individuals' ideas and scientific discoveries, along with a sense of the historical context in which they lived. The book is divided into three sections that correspond to three eras in the history of the discipline: *the founding period (1880s to 1920); *the rise to prominence period (1920 to1960); and *the modern period (1960 to the present). Each section begins with an overview chapter describing the period in terms of key social, political, and historical events affecting educational theory, research, and practice. In addition, the overview chapters discuss major theoretical, methodological, and instructional contributions of the period and how they changed the course of educational psychology. The biographical chapters describe the scholar's major contribution in terms of theory, research, and practice and his or her legacy and impact. These descriptions portray these individuals as real human beings responding to historical events and social influences of their time in personal and collective ways that changed the nature and direction of the field. Educational Psychology: A Century of Contributions is a cohesive collection appropriate for graduate and advanced undergraduate students in educational psychology.

This book is dedicated to the scholar and academic teacher Kurt A. Heller, who is considered internationally to be one of the most brillant excellence researchers. The wide spectrum of his writings and activities is reflected in the number of renowned international writers and scholars who contributed to this unique collection of essays on excellence. (Series: Talentforderung - Expertiseentwicklung - Leistungsexzellenz/Talent - Expertise - Excellence - Vol. 10)

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.