Teacher Education, Educational Leadership & Policy ETDs

Publication Date

6-3-1966

Abstract

From Chapter 1:

The definition of giftedness solely in terms of high IQ has never seemed satisfactory, but in spite of the apparent inadequacy of the IQ metric, the practice during this century has been to regard the intelligence score as representative summary of the full range of primary mental abilities and cognitive

processes that an individual is capable of exhibiting. This practice has been challenged sporadically ever since the inception of mental abilities tests, most often on the grounds that this concept of excellence binds us to a single form of cognitive giftedness, the high IQ

Such a restricted concept of giftedness has allegedly excluded a factor deemed by many to be the essence of talent, i.e., creative ability. Historically in education creativeness has not been reinforced by the curriculum nor has it been seen as a value which the school should attempt to foster. Too often, it a appears creativity has been unrecognized or ignored entirely.

Document Type

Dissertation

Language

English

Degree Name

Teaching, Learning and Teacher Education

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Patrick Daniel Lynch

Second Committee Member

Paul Vernon Petty

Third Committee Member

David Benedetti/

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