Handbook of Giftedness and Talent Development in the Asia-Pacific

Section I Socio-cultural conceptions.- 1 Theoretical and practical advantages of using differentiated labels representing potentialities and achievements: The DMGT and IMTD.- 2 Being of like-mind: Giftedness in the New Zealand context.- 3 Understanding the views of the gifted and talented education of Columbian schools: A secondary data analysis.- 4 Gifted children at the south of the world: Chilean students' experiences within regular classroom.- 5 Gifted education, talent development and high ability in Mexico.- 6  Innovative practices to support high achieving deprived young scholars in an ethnic-linguistic diverse Latin-American country.- 7 Creativity development: Trends and challenges among selected Asian countries.- 8 Spirituality and giftedness: Independent or interdependent?.- Section II Social and emotional learning and needs.- 9 Dabrowski's theory of positive disintegration: More than overexcitability.- 10 Put them together and see how they learn! Ability grouping and/orAcceleration effects on the self-esteem of academically gifted high school students.- 11 Supporting the social emotional learning of gifted Australian children.- 12 Fostering resilience in 'At-risk' gifted and talented young people.- 13 Of grit and gumption, Sass and verve: What gifted students can learn from multicultural picture book biographies.- Section III Diversity in giftedness and talent.- 14 Identification of gifted students: A developmental process for underrepresented students.- 15 Perceptions of academically gifted English langauge learners.- 16 Multi-processes in identification for the gifted and talented.- 17 Identification and curricular place-based adaptations for gifted students in rural communities.- 18 Understandings of twice exceptionality across Australia.- 19 Creativity talent development: Learning from the experiences of creatively gifted students.- 20 Underachiever or selective consumer? A new look at an old topic.- 21 No... Maybe... Yes, but just for myself: Building identity in highly-able/gifted women.- 22 Exploring diverse conceptions of wisdom: Focusing on gender differences in Korea.- 23 The achievements and lives of extraordinary Australians: A master, a maker, an introspector and an influencer.- 24 Identifying gifted learning in the regular classroom: Seeking intuitive theories.- Section IV Interdisciplinary assessment, pedagogic, and curriculum innovations.- 25 Listening to students with gifts and talents: What makes for an effective teacher of the gifted and talented learner?.- 26 Inquiry learning: Challenging the gifted to be knowledge producers.- 27 Cultivation of giftedness: The art of dynamic differentiation in expert teachers' praxis.- 28 Super high schools in Japan: Hybrid-style gifted education designed both to raise overall standards and to respect the individual.- 29 Differentiation: 'How' versus 'What'.- 30 Developing a differentiated model for the teaching of narrative composition to high performing and high potential students.- 31 Nurturing Mathematical talents and English proficiency of Mathematically promising English language learners using M3 program.- 32 Online learning for mathematically talented students: The importance of self-regulation, self-efficacy, social support, and course design.- 33 How do teachers meet the academic needs of high-ability students' in Science.- 34 Creativity and talent development: A four-day camp for utilizing social games, mindfulness meditation, and STEM for primary school students.- 35 Differentiated instruction strategies in English language teaching for gifted students.- 36 Using the model of dynamic differentiation to guide scaffolding intellectually gifted students' learning.- 37 Research on teacher use of differentiation: What conditions support success.- Section V Talent development, creativity, and other dimensions of gifted education.- 38 An ecological approach to understanding highly able students' experiences of their academic talent development in a Singapore school.- 39 How does gifted education foster students' creativity in Korea?.- 40 Giftedness: The fourth dimension - The ethical nature of the gifted individual.- 41 Rural gifted adolescent girls and popular culture: Supporting talent development in a world of image and media.- 41 Growing teacher talent scouts: A model for teacher growth based on talent development.- Section VI Educational contexts and developmental transitions.- 42 Research on and education of migrant supernormal children in Mainland China.- 43 Potential challenges and barriers to talent development for high-ability Australasian-Pacific adolescents in the 21st century.- 44 Superkids 2: Contemproary reflections on gifted education.- 45 Gifted and talented education in an inclusive environment.- 46 Lifting leadership minds for gifted adolescents.- 47 Rural voices: Challenges for teachers in remote locations in meeting the needs of their high performing and high potential students.- 48 Highly able students in international schools.- 49 The gifted student in the higher educational context.- 50 The choice of career: Gifted students.- 51 Transitioning to career: Talented musician's identity development.- Section VII Community-engagement and partnerships.- 51 Counseling provision to support talent development among Malaysian gifted learners.- 52 Becoming gifted and talented in Taiwan: Contests and competitions as Bricolage.- 53 Children's development of literary talent: A multiple-case analysis of winners of the Columbian national contest of tales writings.- 54 Science learning styles for the gifted in the 21st century: Analysis of trends of Nobel Laureates in Science from 1901 to 2015.- 55 Addressing giftedness at the pre-service teacher level: Rewards and challenges.- 56 Mentor's perspectives on fostering the development of scientific talent.-