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Relevant bibliographies by topics / Gifted and talented program

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Academic literature on the topic 'Gifted and talented program'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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Journal articles on the topic "Gifted and talented program"

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Chan, Lai Kwan, David W. Chan, and Xiaoyan Sun. "University-based gifted programs for gifted and talented students in Hong Kong: Practice and evaluation." Gifted Education International 36, no. 2 (2020): 90–107. http://dx.doi.org/10.1177/0261429420917858.

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The development and implementation of regular Spring, Summer, and Winter Gifted Enrichment Programs, Gifted Students Exchange Programs, and the Gifted Peer Mentoring Scheme provided by the Program for the Gifted and Talented (PGT) at the Chinese University of Hong Kong for gifted and talented students are briefly described. PGT also conducts research to advance the knowledge of gifted education and talent development and furthers the development of its gifted education provisions based on evidence-based information from research. Specifically, PGT does research on the assessment of giftedness

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Latifah, Latifah, Syafrimen Syafril, and Chairul Amriyah. "Gifted and Talented Curriculum and Services at Islamic Elementary Schools." Istawa : Jurnal Pendidikan Islam 9, no. 1 (2024): 51–68. https://doi.org/10.24269/ijpi.v9i1.9319.

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Curriculum and services for gifted and talented students are extremely important. This study employed the SLR (Systematic Literature Review) method, which involves carefully determining, identifying, and evaluating significant research on a specific phenomenon or topic. Based on the predetermined theme, the researchers acquired the data from research journal articles indexed by Scopus and accredited by Sinta 1 and 2. The data was analyzed using the Nvivo 12 Plus program. The results of this study cover curriculum and services for gifted and talented students at Madrasah Ibtidaiyah (Islamic ele

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Tan, Liang See, Letchmi Devi Ponnusamy, Shu Shing Lee, et al. "Intricacies of designing and implementing enrichment programs for high-ability students." Gifted Education International 36, no. 2 (2020): 130–53. http://dx.doi.org/10.1177/0261429420917469.

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A common pedagogical approach to foster creativity and develop talents among gifted students is after-school enrichment programs. However, in practice, there are several issues concerning the conceptualization and implementation of such programs. Since these enrichment programs are typically not part of the core curriculum and scheduled outside curriculum time, these programs are relatively low stakes. As an after-school add-on program, such programs tend to be fragmented and ad hoc in nature. Instead of a systematic program designed to stretch gifted and talented students, with the goal of de

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توم،, ميسون, та educators association Palestinian. "المعيقات التي تواجه بناء برنامج اثرائي للطلبة الموهوبين في فلسطين". Journal of the Palestinian Educators Association for Literature and Educational and Psychological Studies 2, № 5 (2022): 44–59. https://doi.org/10.5281/zenodo.7155689.

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The Obstacles Facing Building Enrichment Program for Talented Students in Palestine <strong>Abstract:</strong>   This study aimed to identify the obstacles that face building an enrichment program for gifted students in Palestine. To achieve the objectives of the study, the researcher used the study tool (interview), Through the qualitative approach, the study population consisted of principals in the schools of Qalqilya Governorate, and the size of the study sample was (8) of principals in the schools of Qalqilya Governorate. The researcher came out with several results that show that th

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Rachmel, Shlomit. "Issues in Educating Gifted Students in Israel." Gifted Education International 20, no. 2 (2005): 123–28. http://dx.doi.org/10.1177/026142940502000204.

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• Three major dilemmas: Is there a need for special education for gifted and talented children? What is the best kind of program for gifted and talented students? Which approach should be used to identify gifted students, quantitative or qualitative? Which criteria should be used, absolute or relative?

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Chen, Wei-Ren, and Mei-Fang Chen. "Practice and evaluation of enrichment programs for the gifted and talented learners." Gifted Education International 36, no. 2 (2020): 108–29. http://dx.doi.org/10.1177/0261429420917878.

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The ultimate goal of gifted education programs is to cultivate students’ competences through challenging, enriching, and engaging opportunities for talent development. The purpose of this review is to present two main approaches of enrichment programs for gifted learners in Taiwan: the programs following the law and the alternative programs initiated by local authorities, private organizations, and researchers. The rationale and practice of program evaluation are also discussed to analyze Taiwan’s gifted education program logics and qualities to reflect on the development of these programs. Fi

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Chan, David W., Ping Chung Cheung, and Patricia P. W. Yeung. "Meeting the Special Needs of the Gifted Through the Summer Gifted Programme at the Chinese University of Hong Kong." Gifted Education International 14, no. 3 (2000): 254–63. http://dx.doi.org/10.1177/026142940001400307.

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The 1997 Summer Gifted Program at the Chinese University of Hong Kong was designed to meet some of the special needs of gifted and talented students through enrichment courses and activities. It is the first of its kind in Hong Kong, being organized by a university for 102 junior secondary school students. This paper describes its operation in terms of identification-selection procedures, organization of classes, curriculum, teacher selection and training, supervision, observation of student behavioral characteristics by teachers, and program evaluation by students, parents, teachers, teaching

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Esquierdo, J. Joy, and Maria Arreguín-Anderson. "The “Invisible” Gifted and Talented Bilingual Students." Journal for the Education of the Gifted 35, no. 1 (2012): 35–47. http://dx.doi.org/10.1177/0162353211432041.

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The issue of underrepresentation in gifted and talented (GT) programs has developed into a critical educational concern. At the core are ambiguous identification assessment practices, especially for bilingual students. To illustrate, this article reports data from the last decade that supports the underrepresentation of gifted Hispanic bilingual students in school GT programs. To rectify this situation, schools will need more than simple adjustments to current school policies and procedures. The restructuring of the GT program calls for a strong focus on educating and informing teachers, paren

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Hodges, Jaret, Kacey Crutchfield, and Lindsay Ellis Lee. "Equitable Access, Locale, Funding, and the Alignment to Performance Ratings in Texas Gifted Programs." Journal for the Education of the Gifted 44, no. 1 (2021): 3–30. http://dx.doi.org/10.1177/0162353220978306.

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Self-assessments utilizing designated, objective standards are critical in program evaluation. Although 2013–2014 Texas policy mandated districts self-assess their gifted programs using the community and student engagement performance rating system, little is known about how districts determined their self-assessment ratings. Following gifted program evaluation guidelines from the Texas State Plan for Gifted/Talented Students and the National Association for Gifted Children Pre-K–Grade 12 Gifted Programming Standards, researchers used logistic ordered regression to examine Texas districts’ 201

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Leano, Adelaila Jurado, and Arnel C. Malano. "The Special Education Headstart Program of Isabela, Philippines." Southeast Asia Early Childhood Journal 9, no. 2 (2020): 39–57. http://dx.doi.org/10.37134/saecj.vol9.no2.3.2020.

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This study determined the status of Headstart Program in Isabela, Philippines. Specifically, it assessed the following; (1) Headstart Program organization; (2) screening of gifted and talented preschoolers; (3) qualifying gifted preschoolers based on prescribed indicators; (4) Headstart teachers’ level of competencies; (5) implementation of preferred curriculum; (6) evidence of preferred Headstart teaching and learning strategies; (7) programs and services; (8) evaluating progress of gifted and talented preschoolers; and (9) support systems of Headstart program. Descriptive survey method was u

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Dissertations / Theses on the topic "Gifted and talented program"

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Chan, Suet-kwan Peggy. "A case study of a saturday program for gifted and talented students." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35322366.

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Hoyt, Sara L. "An untapped resource middle school students' perceptions of their gifted and talented program /." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002hoyts.pdf.

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Frost, Mark D. "Talented students, academic achievement and self-esteem : longitudinal comparisons of gifted versus not-gifted program placement /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9812949.

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Chan, Suet-kwan Peggy, and 陳雪荺. "A case study of a saturday program for gifted and talented students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35322366.

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Esquierdo, Jennifer Joy. "Early identification of Hispanic English language learners for gifted and talented programs." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/3944.

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The exponential growth of the Hispanic student population and the controversial educational issue surrounding the assessment of English language learners are the two fundamental topics of this study. Due to the uncertainty and ambiguity surrounding the assessment of the escalating Hispanic student population, the underrepresentation of Hispanics in gifted and talented (GT) programs has developed into a critical educational concern (Bernal, 2002; Irby & Lara-Alecio, 1996; Ortiz & Gonzalez, 1998). The research questions that guided this study focused on finding validated assessments for early id

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Alexander, Julie. "Long-term effects of an early intervention program for gifted and talented students." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/955087.

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A combined longitudinal and retrospective multiple-case study followed all students from their initial identification for a gifted and talented (g/t) program at the end of 3rd grade to the present. The purpose of the study was to determine the long-term effects of a three-year, self-contained program for students who were identified by the local school district as gifted and talented based on an identification procedure approved by the State Department of Education. The population consisted of 109 students from eleven elementary schools who were formally identified for a full-time, self-contai

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Tamsberg, Merle S. "Gifted and talented program evaluation : the acquisition of research skills in grades 3-8 /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu148733599290369.

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Tan, Kym S. "Looking smart is not the ultimate goal: An examination of a gifted and talented science program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/400.

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At Metropolitan High School (MHS) a gifted and talented science program (GTSP) operates to meet the educational needs of exceptional students. Academic achievement is dependent on many factors including cognitive ability, goal orientation, selfregulation of learning and self-efficacy. Few studies have attempted to investigate the significance of each of these in special populations particularly in the academic field of science. The literature indicates that educational programs should be subject to evaluation, yet such evaluation is not routinely carried out. In a balanced teaching system, com

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Tamsberg, Merle S. "Gifted and talented program evaluation : the aquisition of research skills in grades 3-8." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1273502714.

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Christo, Jeffrey. "Evaluation of the EXCEL and IMPACT! Programs for Gifted Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6313.

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This study addressed a gap in local practice where the IMPACT! and EXCEL programs for gifted students only received anecdotal evaluation. Despite the existence of established standards, programming for gifted students rarely undergoes rigorous evaluation at the local, state, or national levels. The research project consisted of a summative goal-based evaluation that reported the degree to which the school district's programming met national standards and to identify strengths and weaknesses. The researcher conducted qualitative inquiry of an intrinsic case study to evaluate the programming at

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Books on the topic "Gifted and talented program"

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Callahan, Carolyn M. Program evaluation as an essential component of programs for the gifted and talented. Indiana Dept. of Education, Office of Gifted and Talented Programs, 1987.

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United States. Office of Educational Research and Improvement. Office of Reform Assistance and Dissemination., ed. Jacob K. Javits Gifted and Talented Students Education Program. U.S. Dept. of Education, Office of Educational Research and Improvement, Office of Reform Assistance and Dissemination, 1998.

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California. Legislature. Joint Legislative Budget Committee. Legislative Analyst. The gifted and talented education program: A sunset review. Office of the Legislative Analyst, 1988.

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United States. Office of Educational Research and Improvement. Office of Reform Assistance and Dissemination, ed. Jacob K. Javits Gifted and Talented Students Education Program. U.S. Dept. of Education, Office of Educational Research and Improvement, Office of Reform Assistance and Dissemination, 1998.

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Tuttle, Frederick B. Program design and development for gifted and talented students. 3rd ed. National Education Association, 1988.

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United States. Office of Educational Research and Improvement. Office of Reform Assitance and Dissemination., ed. Jacob K. Javits Gifted and Talented Students Education Program. The Office, 2000.

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United States. Office of Educational Research and Improvement., ed. Jacob K. Javits Gifted And Talented Students Education Program. s.n., 1998.

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United States. Office of Educational Research and Improvement. Office of Reform Assitance and Dissemination., ed. Jacob K. Javits Gifted and Talented Students Education Program. The Office, 2000.

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Roda, Allison. Inequality in Gifted and Talented Programs. Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137485403.

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M, Monrad Diane, and South Carolina Education Oversight Committee., eds. A descriptive study of South Carolina's gifted and talented program. South Carolina Education Oversight Committee, 2005.

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Book chapters on the topic "Gifted and talented program"

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Borland, James H. "Gifted Education Without Gifted Programs or Gifted Students: An Anti-Model." In Systems and Models for Developing Programs for the Gifted and Talented, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003419426-4.

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Roda, Allison. "Introduction Maintaining Their Advantage." In Inequality in Gifted and Talented Programs. Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137485403_1.

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Roda, Allison. "The Case: G&T Programs Within New York City Schools." In Inequality in Gifted and Talented Programs. Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137485403_2.

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Roda, Allison. "Striving To Be G&T “Because the People in It Are Just Like You”." In Inequality in Gifted and Talented Programs. Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137485403_3.

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Roda, Allison. "The Social Construction of Giftedness." In Inequality in Gifted and Talented Programs. Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137485403_4.

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Roda, Allison. "How Parents Recreate and Reproduce the Boundaries." In Inequality in Gifted and Talented Programs. Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137485403_5.

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Roda, Allison. "“The Only Thing They Got out of This Is Segregation”: TCS Revisited." In Inequality in Gifted and Talented Programs. Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137485403_6.

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Roda, Allison. "Conclusion Putting Integration (Back?) on the Education Policy Agenda." In Inequality in Gifted and Talented Programs. Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137485403_7.

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Gubbins, E. Jean. "Evaluating Curriculum Models Used in Gifted and Talented Programs." In Fundamentals of Gifted Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315639987-45.

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Fox, Lynn H., and Jerrilene Washington. "Programs for the gifted and talented: Past, present, and future." In The gifted and talented: Developmental perspectives. American Psychological Association, 1985. http://dx.doi.org/10.1037/10054-007.

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Conference papers on the topic "Gifted and talented program"

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Venciuviene, Jurate. "DEVELOPING A MULTI-CRITERIA DECISION-MAKING MODEL FOR GIFTED AND TALENTED STUDENT IDENTIFICATION APPLYING THE ANALYTIC HIERARCHY PROCESS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1454.

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Wilson, Katherine. "Which Students Benefit From New York City’s Gifted and Talented Program?" In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2101982.

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Allouch, Amena. "The Need for a Program Model for the Gifted and Talented Students: Raising Community Awareness, Identification, and Effective Intervention in Southern Lebanese Schools." In First Forum on Gifted Education in Lebanon (TAAHEEL – 2017). Lebanese Association for Rehabilitation and Development, 2017. http://dx.doi.org/10.24897/acn.64.68.102.

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Beck, David M., George Vrabel, and Mark M. Budnik. "Introduction to Nanotechnology: implementation of a cooperative program for gifted and talented elementary school children." In 2009 39th IEEE Frontiers in Education Conference (FIE). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350469.

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Nadiah Lani, Nur. "The Effects of Enrichment Programme on Achievement of Gifted and Talented Students." In 3rd International Conference on Teaching, Learning and Education. ACAVENT, 2021. http://dx.doi.org/10.33422/3rd.ictle.2021.02.114.

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Ready, Douglas. "Inequality as Process and Structure: Evidence From New York City's Kindergarten Gifted and Talented Programs." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1579255.

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Menon, Premanarayani. "SCIENTIST OF THE FUTURE: AN EXAMINATION OF THE CAREER CHOICES AND INTERESTS OF GIFTED AND TALENTED STUDENTS IN THE FIELD OF PHARMACEUTICAL SCIENCE." In EduCon Kuala Lumpur – International Conference on Education, 06-07 May 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.148149.

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Gifted education provides enrichment and accelerated programs to support high-ability students in their continuous advancement. It is essential for educators to investigate the passions of intellectually advanced students in a particular area to provide top-notch learning experiences. The worldwide COVID-19 emergency requires a rise in the number of pharmaceutical scientists to develop and produce new medications to address the current pandemic and upcoming health issues. This study seeks to investigate the curiosity of intellectually advanced and talented students in the field of pharmaceutic

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Mo, Fangfang. "Exploring Talent Development and Academic Motivation Among Gifted Students in a Summer Enrichment Program." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2108077.

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Cuc, Claudia maria. "EDUCATIONAL STRATEGIES CONCERNING THE PROCESS OF TEACHER TRAINING FOR PROMOTING EXCELLENCE." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-022.

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The motivation for choosing this theme is centered on the concrete applicative size, at the level of the elaboration of a coherent counseling program, aimed at training educational counselors from a scientist-practitioner type of perspective, which is adequate for the necessities and the psychological profile adapted to the real clients’ needs, those of children with high aptitudes in Romania, who represent an informational vacuum in the Romanian educational system in what concerns the applicative dimension of the counseling services involved in promoting excellence; it is necessary to raise a

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Wilson, Katherine. "Gifted and Talented Deserts: Measuring the Effects of Gifted and Talented Availability Using Synthetic Controls." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2101996.

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Reports on the topic "Gifted and talented program"

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Thompson, Owen. Gifted & Talented Programs and Racial Segregation. National Bureau of Economic Research, 2021. http://dx.doi.org/10.3386/w29546.

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Bui, Sa, Steven Craig, and Scott Imberman. Is Gifted Education a Bright Idea? Assessing the Impact of Gifted and Talented Programs on Achievement. National Bureau of Economic Research, 2011. http://dx.doi.org/10.3386/w17089.

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Engen, Sharon. Survey of language acquisition techniques provided by parents of talented and gifted children. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5276.

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Davis, Billie, John Engberg, Dennis Epple, Holger Sieg, and Ron Zimmer. Evaluating the Gifted Program of an Urban School District using a Modified Regression Discontinuity Design. National Bureau of Economic Research, 2010. http://dx.doi.org/10.3386/w16414.

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Кучерган, Єлизавета Валеріївна, and Надія Олександрівна Вєнцева. Historical educational experience of the beginning the twentieth century in the practice of the modern higher school of Ukraine. [б.в.], 2018. http://dx.doi.org/10.31812/0564/2139.

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The author of the study analyzes and determines the features of the introduction of new forms of education in the highest historical pedagogical institutions of Ukraine in the early twentieth century. In particular: colloquiums, excursions, rehearsals, the organization of scientific sections of students and societies. Colloquiums were held to discuss the creative work of students. Proseminars prepared students for participation in seminars. Excursions prepared students for scientific work and taught them to collect information about historical monuments. Interviews and rehearsals took an impor

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Tek, Muytieng, Sorsesekha Nok, and Phal Chea. Faculty Engagement in Cambodian Higher Education Internationalisation. Cambodia Development Resource Institute, 2022. https://doi.org/10.64202/wp.135.202212.

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Internationalisation is known to contribute to higher education development, particularly through the integration of international, inter-cultural or global dimensions into the purpose, functions, or delivery of higher education institutions (Knight 2004). Within this inter-connected world, higher education institutions are pressured to produce quality human resources with global citizenship characteristics. Students have benefited greatly from this process as they can have access to international/regional standards of education services and the opportunity to be exposed to other countries, pe

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