ABSTRACT
This chapter focuses on a research project that produced some “hard data” to support the assertion made earlier stating that the field has changed its mind about the conception of giftedness and the types of information that should be used in the identification process. Procedures for identifying gifted and talented students are probably the most discussed and written about topic in our field. The identification of gifted and talented students has been inextricably linked to intelligence tests. General intellectual ability and specific aptitudes are revealed by tests, but there is more to understanding giftedness. Educators attending two national conferences on the gifted and talented and several workshops conducted by staff from the national research center on the gifted and talented received surveys. Gifted teachers were in favor of expanded views of giftedness and were certain that there were many identification techniques that would be most appropriate in studying the obvious and emergent talent potential of students.
