Issue 368

• From genes to talent: the DMGT/CMTD perspective
  • Françoys Gagné
  • DOI: 10.4438/1988-592X-RE-2015-368-289Salto de línea
• Rethinking Giftedness: A Developmental Approach
  • Paula Olszewski-Kubilius, Rena F. Subotnik y Frank C. Worrell
  • DOI: 10.4438/1988-592X-RE-2015-368-297

• Tripartite Model of Giftedness and Best Practices in Gifted Assessment
  • Steven I. Pfeiffer
  • DOI: 10.4438/1988-592X-RE-2015-368-293

• A Multi Criteria System for the Identification of High Achieving and Creative/Productive Giftedness
  • Joseph S. Renzulli y Amy H. Gaesser
  • DOI: 10.4438/1988-592X-RE-2015-368-290

• Aurora Battery: A new assessment of successful intelligence
  • Dolores Prieto, Carmen Ferrándiz, Mercedes Ferrando y Maria Rosa Bermejo
  • DOI: 10.4438/1988-592X-RE-2015-368-294

• Why Child Prodigies Are Important
  • David Henry Feldman
  • DOI: 10.4438/1988-592X-RE-2015-368-295

• The Julian C. Stanley Study of Exceptional Talent: A Personalized Approach to Meeting the Needs of High Ability Students
  • Linda E. Brody
  • DOI: 10.4438/1988-592X-RE-2015-368-292

• Flipped Learning model and the development of talent at school
  • Javier Tourón y Raúl Santiago
  • DOI: 10.4438/1988-592X-RE-2015-368-288

• Differentiation in action: The Integrated Curriculum Model
  • Joyce VanTassel-Baska
  • DOI: 10.4438/1988-592X-RE-2015-368-296

• Why some gifted children are notably more successful in life than others with equal ability and opportunities
  • Prof. Dr. Joan Freeman
  • DOI: 10.4438/1988-592X-RE-2015-368-291

• Disagreements in working as a team: A case study of gifted science students
  • Elina Kuusisto y Kirsi Tirri
  • DOI: 10.4438/1988-592X-RE-2015-368-287

2014 list of reviewers.

Annual report.