Major Contributors in Gifted Education timeline

Harris was the superintendent of the St. Louis Public schools in 1868. He initiated the first systematic effort to educate the gifted in public schools (NAGC, n.d.).
Resource:
NAGC. (n.d.). A brief history of gifted and talented education. National Association for Gifted Children. Retrieved from: http://www.nagc.org/resources-publications/resources/gifted-education-us/brief-history-gifted-and-talented-education

Galton published "Hereditary Genius", a book about his research that led him to believe that intelligence was passed through successive generations. What he failed to realize, was that privilege and wealth begets the distinguished (Davis, et. al, 2010).
Reference:
Davis, G.A., Rimm, S. B., & Siegle, D. (2010). Education of the gifted and talented. Retrieved from https://viewer.gcu.edu/GCKXME

Binet, was asked to develop an intelligence test. His notion of mental age was a considerable contribution to gifted education. Initially used to test if a student was intelligent enough to benefit from schooling, they advanced to the ability of identifying children's age level of intelligence (Davis, et. al, 2010).
Reference:
Davis, G.A., Rimm, S. B., & Siegle, D. (2010). Education of the gifted and talented. Retrieved from https://viewer.gcu.edu/GCKXME

Louis Terman, often called the father of gifted education, publishes the Americanized version of the Stanford-Binet IQ test in the United States, transforming intelligence testing in the U.S. He studied over 1500 students in the 20's on into the 80's (Davis, et. al, 2010).
Reference:
Davis, G.A., Rimm, S. B., & Siegle, D. (2010). Education of the gifted and talented. Retrieved from https://viewer.gcu.edu/GCKXME

Hollingworth published what is thought to be the first gifted education text. She believed that gifted students waste much of their time in regular classes. She developed a gifted counseling program she called emotional education. Hollingworth also wrote gifted curriculum and a book on gifted children (Davis, et. al, 2010).
Reference:
Davis, G.A., Rimm, S. B., & Siegle, D. (2010). Education of the gifted and talented. Retrieved from https://viewer.gcu.edu/GCKXME

Taylor developed a multiple-talent totem pole concept that raises awareness of special skills that most children hold. The talents an the totems were academic, creative, planning, communicating, forecasting, and decision making. The second set were called thinking talent that contribute to creativity and problem solving (Davis, et. al, 2010).
Reference:
Davis, G.A., Rimm, S. B., & Siegle, D. (2010). Education of the gifted and talented. Retrieved from https://viewer.gcu.edu/GCKXME

Renzulli developed a plan for identification of gifted students. His three-ring model based on three human traits; high level of creativity, high level of task completion, and above average specific ability (Davis, et. al). The 3 ring model was applied to general or specific subjects, extricating gifted behaviors.
Reference:
Davis, G.A., Rimm, S. B., & Siegle, D. (2010). Education of the gifted and talented. Retrieved from https://viewer.gcu.edu/GCKXME

This duo published the controversial book "The Bell Curve." They sought out to identify levels of intelligence in Americans. They associated low intelligence and anti-social behavior, even low valuation as a human (Davis, et. al, 2010).
Reference:
Davis, G.A., Rimm, S. B., & Siegle, D. (2010). Education of the gifted and talented. Retrieved from https://viewer.gcu.edu/GCKXME

Sternberg identified three major types of intelligence; analytic giftedness is the main type of academic talent tested by intelligence tests, such as analytic reasoning and reading comprehension (Davis, et. al, 2010). Sternberg noted many reasons for developing a wisdom component, such as developing children's empathy for others' welfare.
Reference:
Davis, G.A., Rimm, S. B., & Siegle, D. (2010). Education of the gifted and talented. Retrieved from https://viewer.gcu.edu/GCKXME

Gardner observed that standard m-c and short answer tests could indicate several intelligences. He noted that an intense observation of a spectrum classroom with many activities available was able to give a much better picture of a student's intelligence profile (Davis, et. al, 2010).
Reference:
Davis, G.A., Rimm, S. B., & Siegle, D. (2010). Education of the gifted and talented. Retrieved from https://viewer.gcu.edu/GCKXME

Gagne developed the Differentiated Model of Giftedness and Talent (DMGT). He made a distinction between talented and gifted. He said that you are born with gifts, you can learn talents (Davis, et. al, 2010).
Reference:
Davis, G.A., Rimm, S. B., & Siegle, D. (2010). Education of the gifted and talented. Retrieved from https://viewer.gcu.edu/GCKXME

Tannenbaum attempted to define giftedness with a taxonomy that answers who, what, and how questions (Davis, et. al, 2010). Tannenbaum listed five factors that show demonstrated giftedness: superior intellect, special aptitudes, personality traits challenging supportive environment, and good fortune at critical points in life (Davis, et. al, 2010).
Reference:
Davis, G.A., Rimm, S. B., & Siegle, D. (2010). Education of the gifted and talented. Retrieved from https://viewer.gcu.edu/GCKXME

Professor Ford focuses her research on underrepresented students, cultural diversity, cultural competency, and African-American family involvement. Ford is a proponent of nonverbal tests. She believes these ability tests create a culturally fair playing field. for gifted screening (Davis, et. al, 2010).
Reference:
Davis, G.A., Rimm, S. B., & Siegle, D. (2010). Education of the gifted and talented. Retrieved from https://viewer.gcu.edu/GCKXME