Relevant bibliographies by topics / Gifted children – Education (Elementary) – Zimbabwe

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Gifted children – Education (Elementary) – Zimbabwe'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Gifted children – Education (Elementary) – Zimbabwe"

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Howard, Robert E., Susan Barnes, and Patricia Hollingsworth. "Chemistry laboratory program for gifted elementary school children." Journal of Chemical Education 66, no. 6 (June 1989): 512. http://dx.doi.org/10.1021/ed066p512.

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Swiatek, Mary Ann. "Social Coping among Gifted Elementary School Students." Journal for the Education of the Gifted 26, no. 1 (October 2002): 65–86. http://dx.doi.org/10.1177/016235320202600104.

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Research has indicated that gifted adolescents use a variety of measurable social coping strategies to mitigate perceived negative social effects of being identified as gifted in school. The precocious development of gifted children suggests that similar strategies also might be used by gifted elementary school students. Two studies of gifted 3rd through 7th graders who enrolled in a summer academic program explored the possibility that social coping strategies can be adequately measured among gifted elementary students. Study 1 provided a good replication of results from studies of gifted adolescents, and Study 2 replicated Study 1. Six social coping strategies, very similar to those identified in studies of gifted adolescents, were identified: denying giftedness, minimizing focus on popularity, social interaction, humor, conformity, and denying an impact of giftedness on peer acceptance. The last two scales were unreliable with young students, however. No consistent gender differences in social coping were found, but comparisons by grade level indicated that older students are more focused on popularity than are younger students.
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Chang, Lisa L. "Who are the mathematically gifted elementary school children?" Roeper Review 8, no. 2 (November 1985): 76–79. http://dx.doi.org/10.1080/02783198509552938.

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Jaskulska, Magda. "Teaching gifted students in elementary school." Problemy Opiekuńczo-Wychowawcze 567, no. 2 (March 1, 2018): 20–27. http://dx.doi.org/10.5604/01.3001.0011.7279.

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Every human being comes into this world with his or her unique potential. That is why the importance of individualization in education is emphasized so strongly — especially inteaching gifted children. Yet, to begin with, how to define a gifted child? What does it mean? Facing the challenges of the education system, are teachers able to identify gifted students in their classrooms? Can they plan their work so that it simultaneously develops gifted students' abilities and supports them in other areas? The research undertaken attempts to answer these and other questions.
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Laffoon, Kathy Seat, Reva Jenkins-Friedman, and Nona Tollefson. "Causal Attributions of Underachieving Gifted, Achieving Gifted, and Nongifted Students." Journal for the Education of the Gifted 13, no. 1 (October 1989): 4–21. http://dx.doi.org/10.1177/016235328901300102.

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Underachievement among students with high intellectual potential is of increasing concern to educators and psychologists working with and/or studying this population. Although research has demonstrated a link between perceived control and motivation to achieve among elementary students, very little research has employed this variable in attempts to identify criterial characteristics of underachieving gifted children and youth. The study compared the mean locus of control and attribution scores of elementary students (75 males and 62 females) who were classified as underachieving gifted (21 males and 15 females), or nongifted (31 males, 31 females), or achieving gifted (23 males, 16 females). Results indicate that mean attribution scores for underachieving gifted students were significantly higher for ability in success situations than for achieving gifted or nongifted students. In contrast, underachieving gifted and nongifted students' mean scores were significantly higher for externality and luck in failure situations than their achieving gifted peers. Attribution retraining strategies, particularly those encouraging persistence and learning from failures, are recommended for underachieving-gifted students.
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Matthew, Janice L., Anne K. Golin, Mary W. Moore, and Carol Baker. "Use of SOMPA in Identification of Gifted African-American Children." Journal for the Education of the Gifted 15, no. 4 (July 1992): 344–56. http://dx.doi.org/10.1177/016235329201500404.

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To increase the proportion of elementary minority students identified as gifted, the System of Multicultural Pluralistic Assessment (SOMPA) was employed with minority disadvantaged children in a large urban school district. A group of African-American students in second through fifth grades became eligible for gifted programming when their IQ scores were adjusted using SOMPA procedures. The performance of these SOMPA students on the Ross Test of Higher Cognitive Processes and other measures did not differ from that of a group of African-American gifted students who were identified on the basis of traditional criteria. There were also no significant differences between the groups in Ross subtest scores seven months later. The SOMPA procedures used to identify these gifted students may provide an alternative method to increase the proportion of minority students in gifted programs; particularly in states that use IQ cut-off scores for placement decisions.
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Schwanenflugel, Paula J., T. Paige Moore Stevens, and Martha Carr. "Metacognitive Knowledge of Gifted Children and Nonidentified Children in Early Elementary School." Gifted Child Quarterly 41, no. 2 (April 1997): 25–35. http://dx.doi.org/10.1177/001698629704100204.

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Kim, Rah Kyung. "The Characteristics of the Elementary Gifted Children and the Direction of Korean Gifted Education Perceived by the Preservice Elementary Teachers." Asia-pacific Journal of Multimedia services convergent with Art, Humanities, and Sociology 7, no. 12 (December 31, 2017): 177–85. http://dx.doi.org/10.14257/ajmahs.2017.12.02.

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Ricciardi, Courtney, Allison Haag-Wolf, and Adam Winsler. "Factors Associated With Gifted Identification for Ethnically Diverse Children in Poverty." Gifted Child Quarterly 64, no. 4 (July 3, 2020): 243–58. http://dx.doi.org/10.1177/0016986220937685.

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We analyzed data from a large-scale ( N = 39,213), longitudinal study of urban students to assess child factors (gender, ethnicity, English language learner status, school readiness skills, type of pre-K attended, early elementary school academic performance) prospectively associated with eventual gifted identification in elementary school. Overall, 14.2% of students were identified as gifted in K-5th grade, with the majority identified by second grade. Multivariate logistic regression analyses revealed that White and Latino students were more likely to be identified as gifted than Black students, even controlling for poverty and early academic performance. English language learners, boys, and those who attended public school pre-K programs were more likely to be identified controlling for other factors. School readiness assessments were also useful for predicting giftedness.
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Cornell, Dewey G., Marcia A. B. Delcourt, Marc D. Goldberg, and Lori C. Bland. "Characteristics of Elementary Students Entering Gifted Programs: The Learning Outcomes Project at the University of Virginia." Journal for the Education of the Gifted 15, no. 4 (July 1992): 309–31. http://dx.doi.org/10.1177/016235329201500402.

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This paper presents results from the first round of data collection for the Learning Outcomes Project at the University of Virginia, an ongoing, longitudinal investigation of over 1,100 elementary school children receiving different types of gifted services or regular classrooms. This initial report compares 5 types of services for gifted: within regular classrooms; through pull-out resource rooms; ability grouping in separate classes; special schools; no program offerings. Gifted students are also compared with two groups of students in regular classrooms: classmates of gifted students and students identified as gifted in schools without available gifted programs. Overall results indicate that students selected for all types of gifted services were well above grade level in academic achievement. There were significant differences in the achievement levels, self-concepts, and teacher ratings of students selected for different types of gifted services. These results have implications for both researchers and educators in comparing the effectiveness of different types of gifted service delivery options.
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Dissertations / Theses on the topic "Gifted children – Education (Elementary) – Zimbabwe"

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Case, Gerald D. "Career development of gifted and regular elementary school students." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862265.

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The purpose of this research was to investigate career development of gifted and regular elementary school students. Students in grades four through six from a university laboratory school were examined by ability, grade level, and gender in several areas of interests, using the Holland (1985a) Theory of Vocational Personalities and Work Environments.The Self-Directed Search - Form E (SDS-E; Holland, 1985b) and The Occupational Alternatives Questions (OAQ; Slaney, 1980) were administered to 148 students, 34 of which had been identified as gifted. Holland (1985b) SDS codes were assigned to the SDS obtained scores and the stated occupational choices. Prestige of occupational choices were also assigned, using the socioeconomic index of Stevens and Cho (1985).Demographic variables and hypotheses were tested by MANOVA and ANOVA statistical procedures to determine the nature of relationships between variables.Results indicated overall significant main effects in the MANOVA of obtained SDS codes for the independent variables of grade, sex, and ability. Males scored higher than females on the Realistic code. Females scored higher on the Artistic and Social codes. Gifted students scored higher on the Investigative code. On the ANOVA of the differential variable, there were significant differences by grade and sex, with fifth grade students and females more highly differentiated.
Department of Counseling Psychology and Guidance Services
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Pople, Clair Elizabeth. "Gifted Black and Biracial Students at a Predominantly White Gifted School." PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2347.

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The underrepresentation of gifted Black and Biracial students is a pervasive problem in and of itself, and indicates a much larger struggle of disproportionality of Black and Biracial students who are not called upon or supported in efforts to meet their academic potential. Therefore, an evaluation of the inequity generated by gifted education is warranted. It is true that the majority of gifted programs are often predominantly White. Accordingly, Black and Biracial students who qualify for gifted programs may face unique challenges in their development of racial identity and their socio-emotional health. Using ethnographic techniques, this case study explored the ways that Discovery School, a predominantly White gifted school (PWGS), addresses race. It asked how Black and Biracial students at Discovery School understood themselves as racial beings. The fundamental research questions that guided this study were: (1) how is race addressed at a PWGS, and (2) how does a student of color feel Otherness at a PWGS? The case study was designed, and findings were analyzed, through the theoretical lens of critical race theory. Data was collected through several means, including interviews, surveys, direct observation, and email prompts. Interviews were conducted with four gifted students of color, three teachers, and three parents. Surveys were sent home for student participants and their parents to fill out together. Teachers and administrators were asked to complete two email interview questions. Throughout the data collection, I frequently observed students learning and playing at the school and recorded field notes. Findings indicate that: 1. Talented and gifted students thrive in programs that are uniquely tailored to meet their advanced academic and cognitive needs. 2. Policies and inadequate communication act as barriers for gifted Black and Biracial students. 3. Within a positive educational community, racial microaggressions- including the silencing of racial dialogue and individual bullying- exist. The results of this study suggest that Discovery School operates in ways that benefit the participants of the study. Overall, the student participants (and most parent participants) were satisfied with their experiences at Discovery School. Additionally, results indicate that Discovery School could strengthen their program with a commitment to diversifying the student population and implementing culturally responsive pedagogy and antiracist practices that change the consciousness of education professionals and offer support systems for gifted Black and Biracial students, and develop curriculum that is more reflective of students of color.
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Little, Catherine Anne. "A study of metaphor development in young gifted children." W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1550154117.

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Tudor, Patti, and University of Lethbridge Faculty of Education. "Identification of gifted students : an examination of the use of nomination forms for the identification of gifted students and the third and fourth grade level." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/61.

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Special classes for gifted students began in North America in the late 19th century. Since that time, educators have directed much attention towards the special needs of students with gifts and talents. Nevertheless, compared the education of children with disabilities, programs for the education of the gifted have been sprinkled throughout our country on a small scale at best. Funding has always been tenuous and gifted education has been, and is, considered margianl to mainstream education.
vii, 111 leaves ; 29 cm.
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Roller, James Paul. "Curriculum, communication and the internet: A project involving gifted special needs children creating curriculum for special needs children with autism." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1365.

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Porter, Keely S. "Finding the Gifted Child's Voice in the Public Elementary School Setting| A Phenomenological Exploration." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557621.

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Who are talented and gifted (TAG) students and how do we meet their unique needs in the elementary school setting? The body of literature clearly articulates the unique intellectual, social and emotional needs and characteristics of TAG students. Additionally, the literature supports the implementation of differentiated teaching strategies and affective curriculum to help meet these unique needs. This descriptive phenomenological study allowed gifted children, in fifth grade from a Pacific Northwest suburban elementary school, to share their lived experiences through reflective narratives and art. The data collected generated a central theme of Friends and general themes of Awareness, Feelings, Learning, and TAG Programming. Experiences that included friends were, by far, the most commonly shared; however, the participants also shared stories of wanting to be challenged and how they appreciated teachers who were more creative in curriculum delivery. Delisle (2012), Jessiman (2001) and Bergmark (2008) assert that in order to make progress in school reform and/or improvement we need to listen to our consumers and by consumers they are referring to our students. This study captures the gifted child's experience in elementary school and allows their voice to be heard.

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Lui, Ching Salina, and 呂靜. "A talent development programme from students' perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040215.

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Felton, Emily Byas. "Strategies used in implementing the multiple eligibility crieria rule in Georgia elementary schools to increase representation of black American students in gifted education." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2008/emily_a_byas/felton_emily_b_200808_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Abebayehu Tekleselassie. "December 2008" ETD. Includes bibliographical references (p. 119-129) and appendices.
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Orders, Shari A. "Unwrapping Giftedness: How Mothers of Elementary School-aged Children Assessed as Intellectually Gifted Make Meaning of the Gifted Construct and Participate in Educational Decision Making." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22705.

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This qualitative study was designed to explore the experiences and perceptions of a group of mothers whose elementary school-aged children met the criteria for intellectual giftedness in an Ontario school board. Guided by Beach and Mitchell’s image theory and Bronfenbrenner’s ecological systems theory, the study sought to identify (a) the meanings mothers ascribed to the concept of giftedness, (b) their experiences of the assessment, identification and placement process, and (c) the factors deemed important to educational decision making. A postpositivist orientation and rigorous qualitative research methods were employed. Data were collected in two phases: an internet-based survey comprised of demographic items and open ended questions, followed by in-depth interviews with five purposefully selected participants. Resultant data from 45 surveys and 15 interviews were coded and organized according to the survey questions and central elements of the theoretical framework. Eight research findings revealed that the experience of mothering gifted children was complex, challenging, emotional, and at times, isolating. Many mothers struggled with the concept of giftedness and how it pertained to their children. As mothers navigated the assessment, identification and placement process, the lack of accessible, timely, and consistent information from the school board posed a considerable barrier, prompting many to reach out to other parents of gifted children for information and support. Factors deemed important to decision making about educational placement included maternal perceptions related to the various options, child specific and practical considerations, and the attainability of specialized gifted programming. Educational decision making was identified as the most difficult aspect of the maternal experience. Given that the study participants were unusually well educated and well resourced, the findings were particularly revealing. The study findings add to a small but growing body of research that furthers our understanding of image theory in real life decision making. In addition, the findings give voice to the experience of mothering children identified as gifted, thus making a valuable and original contribution to the literature.
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Pemberton, Julia Ann. "Identifying and Serving Gifted Students with Learning Disabilities: Challenges and the Influence of the School Context." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1090339595.

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Books on the topic "Gifted children – Education (Elementary) – Zimbabwe"

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Gifted education: Promising practices. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 2003.

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Inman, Tracy F. (Tracy Ford), 1963-, ed. Teacher's survival guide: Differentiating instruction in the elementary classroom. Waco, Tex: Prufrock Press, 2013.

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Pam, Denicolo, ed. Recognising and supporting able children in primary schools. London: David Fulton, 1998.

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Gretchen, Hirsch, ed. Helping gifted children soar: A practical guide for parents and teachers. Scottsdale, AZ: Gifted Psychology Press, 2000.

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M, Mitchell Bruce, ed. From Afghanistan to Zimbabwe: Gifted education efforts in the world community. New York: P. Lang, 1989.

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Gifted books, gifted readers: Literature activities to excite young minds. Englewood, Colo: Libraries Unlimited, 2000.

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What to do with the gifted child: Meeting the needs of the gifted child in the regular classroom. Nashville, Tenn: Incentive Publications, 1992.

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Whitney, Carol Strip. Helping gifted children soar: A practical guide for parents and teachers. 2nd ed. Scottsdale, AZ: Great Potenial Press, 2011.

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(England), National Primary Trust, ed. Effective teaching of able pupils in the primary classroom: A report from the Oxfordshire Effective Teachers of Able Pupils Project. Harborne, Birmingham: National Primary Trust, 2002.

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Johnsen, Susan K. Screening assessment for gifted elementary students. Austin, Tex. (5341 Industrial Oaks Blvd., Austin 78735): Pro-Ed, 1987.

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Book chapters on the topic "Gifted children – Education (Elementary) – Zimbabwe"

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Nagai, Masahiro, and Noriyuki Matsunami. "Gifted Education and One Case Solution through E-Learning in Japan." In Cases on Instructional Technology in Gifted and Talented Education, 381–410. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6489-0.ch018.

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Japanese parents are genuinely concerned about their children's education, especially if the latter display exceptional abilities. Such parents also believe that the public education system insufficiently nurtures their gifted children's potential. Consequently, parents frequently enroll their children in private schools and afterschool programs at cram schools (juku), which feature accelerated, condensed curriculums. Juku have subsequently prospered, with approximately 37.8% of Japanese sixth grade students attending one (Ministry of Education, Culture, Sports, Science, & Technology in Japan, 2008). Public schools have noted juku students' excellent examination results and begun hiring juku instructors (Kuroishi, 2009). Unfortunately, equally gifted, but poor, students cannot afford to enroll in these institutions (Mimiduka, 2009). Therefore, the authors propose implementing an e-learning system, granting students affordable access to supplemental learning opportunities. Herein, they discuss the state of Japanese gifted education before highlighting e-learning's effectiveness in this context based on practical educational research at a Tokyo elementary school.
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"Describing Self-Directed Learning in Primary Students." In Advances in Early Childhood and K-12 Education, 1–32. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2613-1.ch001.

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There have been calls for research into Self-Directed Learning (SDL) for students in schools. This book responds to this call. Chapter 1 describes SDL as being informed by constructivist and cognitivist theories of learning, both of which emphasize the central role of the self in learning. In order to clarify the concept of SDL, it is distinguished from similar descriptions of Self-Regulated Learning (SRL) through its focus on internal and external influences. Finally, the chapter reports on research that describes adult SDL, SDL as it relates to very young children, and gifted elementary (primary) school students.
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Kiser-Chuc, Kevan A. "Reclaiming the Multilingual Narrative of Children in the Borderlands Using a Critical Integration Approach." In Handbook of Research on Advancing Language Equity Practices With Immigrant Communities, 22–44. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3448-9.ch002.

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By joining together different methods and curriculum delivery in an elementary school setting, the author defined a unique critical integration approach to address questions of inclusive multilingual literacy practices. The author encouraged students to build upon their prior knowledge, ways in which to show that knowledge, and specifically, their linguistic cultural wealth, which generated a respect for the linguistic diversity of all students. The author created a collaborative pedagogical space in which the students constructed an innovative curriculum by co-mingling student experiences, their cultural and linguistic resources, and their interpretive frameworks. The teacher-research project involved a Funds of Knowledge orientation, the use of a variety of pedagogical tools influenced by the theory of Multiple Intelligences, gifted strategies, community cultural wealth, emancipatory education, critical and culturally responsive pedagogy, and visual arts aesthetics.
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Hammel, Alice M., and Ryan M. Hourigan. "Teaching Music to Students Who Are Intellectually Gifted." In Teaching Music to Students with Special Needs. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780195395402.003.0015.

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There are students like Hannah in our public schools. They are inquisitive, questioning, exceptionally interested, and have a distinct look about them as they learn new information. They are the students who learn difficult concepts instantly and completely. They are the students who can comprehend an entire scope and sequence of a topic, seemingly in an instant. They are also at great risk in our classrooms that are often designed for the average student and offer accommodations for students with other types of special needs. The special needs of students who are intellectually gifted are often delayed, ignored, and denied. For these students, the promise of tomorrow and a teacher who will finally challenge them begins to fade. This reality often sets in during the late elementary and middle school years. While the philosophy of this text has placed importance on encouraging “label-free learning” for students with special needs, there are times when a distinction is necessary. One of these distinctions is in the cognitive area. Most often, music educators adapt teaching to accommodate students who learn at a slower rate; however, it is important to also consider adapting our teaching for those students who learn at a faster rate than their peers. These students are often identified as being gifted. The philosophical premise that students learn best and teachers are most prepared when a label-free environment is established remains a hallmark of this book. We (the co-authors) consider the decision to briefly digress as we discuss students who are gifted as necessary to understand the specific special needs of students whose cognition capabilities are vastly increased. We will return to our label-free approach at the end of the chapter as we summarize the information gleaned from this area of students with special needs. The identification of students who are gifted has had a long and circuitous journey. Alfred Binet was the first to develop a measure for judgment or mental age to screen and provide educational barriers for children not considered intelligent enough for a formal education (Binet, 1894).
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Conference papers on the topic "Gifted children – Education (Elementary) – Zimbabwe"

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Petani, Rozana, Ledia Kashahu, and Marijana Miočić. "GIFTED CHILDREN AND THE TRANSITION FROM KINDERGARTEN TO ELEMENTARY SCHOOL." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0887.

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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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Tatalović Vorkapić, Sanja, Sanja Skočić Mihić, and Renata Čepić. "THE ROLE OF PERSONALITY AND PROFESSIONAL DEVELOPMENT IN CROATIAN ELEMENTARY SCHOOL TEACHERS’ EXPERIENCE AND COMPETENCIES IN THE WORK WITH GIFTED CHILDREN." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0363.

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