Making theory real: Developmental theory and implications for education of gifted adolescents

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Abstract
Gifted and talented adolescents share the needs of all young people. Theories dealing with adolescent development can provide a foundation for teachers who work with gifted adolescents in the classroom. Knowledge of developmental characteristics of adolescents can lead to the design and implementation of educational conditions that increasese the current level of growth in secondary schools. In this article, cognitive, psychoanalytical, and moral development theories are explored. Implications for behaviors of gifted students are outlined and applied to classroom practices. Set in the theoretical framework of Piaget, Rank, Erickson, Kohlberg, and Gilligan, teaching strategies for specific program adaptations are suggested.

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