Practitioners conceptions of academic talent and giftedness: Essential factors in decision classroom and school composition

Over the past century, many different conceptions of academic talent and giftedness have been devised. Although conceptions of giftedness may seem abstract, they do, to some extent, influence school and classroom composition. The way in which giftedness is conceptualized has ramifications for identification procedures, program offerings, and the ultimate success of gifted education overall. Giftedness has been conceptualized by experts in terms of very high IQ or other test scores, through the demonstra-tion of certain behaviors or achievements, or in various othe