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Journals Home > Gifted Child Today > Volume 27 |  Issue 1 > Article Abstract
 

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  • Volume 27
  •  Issue 1
  • Publication Date: Winter 2004



Instruments for Measuring Leadership in Children and Youth

Elizabeth Shaunessy and Frances A. Karnes

In 1972, the federal definition of gifted and talented expanded to include leadership ability (Marland, 1972). This addition, however, has minimally affected the instruction of gifted and talented students, as few schools address this dimension (Karnes & Riley, 1996; Smith & Smith, 1991). Parker (1983) recognized that “if the gifted students in today’s schools are destined to be the leaders of tomorrow, then we must begin to consider leadership training as a major aim of programs for the gifted” (p. 9). If educational directives for the gifted ignore the need for leadership development, the leadership potential of gifted children may not become actualized, or, at worst, may become misdirected (Karnes & Riley).


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