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Alfred Binet
Binet started out as a lawyer but was intrigued by psychology and intelligence. He began working in the area of science. In 1904, Binet was asked to work on identifying students in need of alternative education. He worked with Simon to create the Binet- Simon Scale, “comprised of tasks they thought representative of typical children’s abilities at various ages.” (Plucker, 2016) The tasks would start out simple then move to more challenging. -
Lewis Madision Terman
Terman started his career out in psychology, with the study of pedogogy. As stated in his memoir, “Terman’s lifework,…, was the study of the nature of exceptionally high ability.” (Boring, 1959) He revised the Binet- Simon Scale to create the Standford- Binet Intelligence Test. Terman focused on the whole child and was determined to learn about each child by completing longitudinal studies from childhood to adulthood on those children involved. -
Leta Steller Hollingworth
Hollingworth began her research in 1916, but initiated two Special Opportunity classes at Public School 165, in 1922. “She advocated homogenous grouping of the highly gifted in special classes focused on enrichment rather than acceleration.” (Silverman, 1989) Hollingworth created the course of study for these special classes. She thought of individuals as people, and devoted her life to helping people. -
Calvin Taylor
Taylor is known for his development of the Multiple Talent Approach to learning. This approach began with 6 Multiple Talents and then broadened to 9 in 1984. Taylor’s first theory for his research was “to identify and cultivate all of the nation’s known human resources.” (Taylor, 1985) The Multiple Talent Approach is employed in the Gifted and Talented project called Talents Unlimited. Taylor has been noticed for the Utah Conference as well. -
Robert J. Sternberg
Sternberg is known for the Triarchic Theory of Intelligence. The theory incorporates three intelligences: analytical, practical, and creative. He proposes that intelligence is not only in the abilities of the individual, but is in their behavioral and in the context of the behavior. “Sternberg has used the theory to explain exceptional intelligence (gifted and retardation) in children and also to critique existing intelligence tests.” (Culatta, 2019) -
Joseph Renzuli
Renzuli has focused his research on the identification and development of creativity and giftedness in young people. His research created the Three-ring conception of giftedness, which has three clusters: above average ability, task commitment, and creativity. In an interview by Mitchell (2010), Rezuli states “Gifted education should be producing the inquiring, creative, investigative, and entrepreneurial minds of the future.” -
Abe Tannenbaum
Tannenbaum’s sea star model of giftedness provides information on the relationship between ability and achievement. He reflects on the role of the child’s personality and environment during childhood within the model. The sea star model incorporates five components: general ability, special aptitude, non-intellective requisites, environmental supports, and chance. “Giftedness [is] produced through the overlap of all five factors.” (Gross, n.d.) -
Howard Gardner
Gardner developed the theory of Multiple Intelligences (MI) based on his criteria for intelligence. At the beginning, there were seven intelligences identified and today there are nine. “MI theory is a paradigm shift because it changes the way we look at students and their potentials.”(Hoerr, 1996) -
Richard Herrnstein and Charles Murray
Herrnstein and Murray wrote The Bell Curve. As stated in the The Bell Curve Preface (1994), “This book is about differences in intellectual capacity among people and groups and what those differences mean for America’s future.” -
Donna Y. Ford
Ford’s work revolves around the underrepresented in the area of gifted education. She has written many articles, such as "Reversing Achievement among gifted Black Students" to "Culturally and Linguistically Diverse Students in Gifted Education: Recruitment and Retention Issues." “She has been on the NAGC Board member (two terms) and consults nationally to recruit and retain Black students and Hispanic students in gifted education.” (NAGC, n.d.) -
Francoys Gagne
Gagne defines a clear distinction between giftedness and talent in his Differentiation Model of Giftedness and Talent (DMGT). In his scholarly article, he states that gifts are “natural abilities,” whereas, “talents progressively emerge.” “Those who belong to approximately the top 10% of the relevant reference group in terms of natural ability (for giftedness) or achievement (for talent) may receive the relevant label.” (Gagne, 2000)