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        Academic talent development programs: a best practices model

        Franc¸oys Gagne 서울대학교 교육연구소 2015 Asia Pacific Education Review Vol.16 No.2

        This article aims to describe how schools should structure the development of academic talent at all levels of the K-12 educational system. Adopting as its theoretical framework the Differentiating Model of Giftedness and Talent, the author proposes (a) a formal definition of academic talent development (ATD) inspired by the principles and practices adopted in education, music, and sports and (b) seven constitutive characteristics of exemplary talent development programs. He develops his proposal around an enriched K-12 curriculum as its keystone component. Other characteristics recommend that school administrators make this curriculum available on a daily basis, as early as the kindergarten level, to selected high-achieving students; they would belong to full-time high-ability groups. The author argues that most current socalled gifted programs, mainly exemplified by pullout classes and regular classroom enrichment, have little to do with ‘proper’ academic talent development. The article ends with a brief survey of existing ATD programs and a look at future implementation problems.

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