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CROWDSOURCINGBRIAN HOUSAND, DINA BRULLES, MAUREEN NEIHART, & JONATHAN PLUCKER
THE PURPOSE
To investigate what gifted
education supporters think
that a whole gifted child is.
To create a new
definition or conception of
giftedness.
THE PURPOSE
NOT
What does it mean to be a
WHOLEGIFTED CHILD?
What is your primary role
in relation to
gifted and talented children?
73
310
128
TEACHERS
PARENTS
PROFESSIONALS
14%
61%
25%
TEACHERS
PARENTS
PROFESSIONALS
%age of Total %age by groups
Multipotentiality
Focus on academic behaviors 22.11%
Multidimensional Considerations
Focus is...
TEACHERS PARENTS PROFESSIONALS
8.22%
26.77%
18.75%
MULTIPOTENTIALITY
TEACHERS PARENTS PROFESSIONALS
26.03%
13.87%
25.78%
BEYOND ACADEMICS
TEACHERS PARENTS PROFESSIONALS
12.33%
18.71%19.53%
SELF-AWARENESS
UNIQUE AFFECTIVE CHARACTERISTICS
TEACHERS PARENTS PROFESSIONALS
9.59%9.03%
21.09%
AFFECTIVE NEEDS
TEACHERS PARENTS PROFESSIONALS
8.22%
17.1%
5.47%
LACK OF UNDERSTANDING
I don’t
know.
TEACHERS PARENTS PROFESSIONALS
6.85%
2.26%1.56%
CAN NOT DISCERN
WHOLE GIFTED CHILD FROM WHOLE CHILD
TEACHERS PARENTS PROFESSIONALS
10.96%
0.97%0%
OPPOSED TO TERM
EXTERNALINTERNAL
MYTHS,
MISCONCEPTIONS,
MISINFORMATION, &
MISUNDERSTANDINGS
STARTING
POINT
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Whole Gifted Child Crowdsourcing Report NAGC 2017

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@brianhousand

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Whole Gifted Child Crowdsourcing Report NAGC 2017

  1. 1. CROWDSOURCINGBRIAN HOUSAND, DINA BRULLES, MAUREEN NEIHART, & JONATHAN PLUCKER
  2. 2. THE PURPOSE To investigate what gifted education supporters think that a whole gifted child is.
  3. 3. To create a new definition or conception of giftedness. THE PURPOSE NOT
  4. 4. What does it mean to be a WHOLEGIFTED CHILD? What is your primary role in relation to gifted and talented children?
  5. 5. 73 310 128 TEACHERS PARENTS PROFESSIONALS
  6. 6. 14% 61% 25% TEACHERS PARENTS PROFESSIONALS
  7. 7. %age of Total %age by groups Multipotentiality Focus on academic behaviors 22.11% Multidimensional Considerations Focus is beyond academics 18.59% Self-Awareness / Unique Affective Capabilities 18.00% Lack of Understanding of the Term 12.92% Affective Needs 12.13% Identity 4.50% Well Being 3.52% Can Not Discern 2.74% Opposed to Term 2.15%
  8. 8. TEACHERS PARENTS PROFESSIONALS 8.22% 26.77% 18.75% MULTIPOTENTIALITY
  9. 9. TEACHERS PARENTS PROFESSIONALS 26.03% 13.87% 25.78% BEYOND ACADEMICS
  10. 10. TEACHERS PARENTS PROFESSIONALS 12.33% 18.71%19.53% SELF-AWARENESS UNIQUE AFFECTIVE CHARACTERISTICS
  11. 11. TEACHERS PARENTS PROFESSIONALS 9.59%9.03% 21.09% AFFECTIVE NEEDS
  12. 12. TEACHERS PARENTS PROFESSIONALS 8.22% 17.1% 5.47% LACK OF UNDERSTANDING
  13. 13. I don’t know.
  14. 14. TEACHERS PARENTS PROFESSIONALS 6.85% 2.26%1.56% CAN NOT DISCERN WHOLE GIFTED CHILD FROM WHOLE CHILD
  15. 15. TEACHERS PARENTS PROFESSIONALS 10.96% 0.97%0% OPPOSED TO TERM
  16. 16. EXTERNALINTERNAL
  17. 17. MYTHS, MISCONCEPTIONS, MISINFORMATION, & MISUNDERSTANDINGS
  18. 18. STARTING POINT

brianhousand.com @brianhousand

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