Journal articles: '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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Gaultney, Jane F. "Differences in Benefit from Strategy Use: What's Good for Me May Not Be So Good for Thee." Journal for the Education of the Gifted 21, no. 2 (January 1998): 160–78. http://dx.doi.org/10.1177/016235329802100203.

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The present study explored group differences in the relationship between strategy use and text recall. Academically bright and average elementary school-aged children were trained in the use of elaborative interrogation (a reading-comprehension strategy). Gifted children had greater recall than did average children prior to and one week after training, despite equivalent levels of strategy use. Correlational evidence indicated that average children eventually benefitted from using the strategy, while for gifted children strategy use did not correlate with recall at any point. It is suggested that gifted children, because they seem to have superior nonstrategic memories, may require more difficult tasks than average children in order to acquire and use memory strategies and that an optimal level of strategy use may differ as a function of one's cognitive abilities.

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Golle, Jessika, Ingo Zettler, Norman Rose, Ulrich Trautwein, Marcus Hasselhorn, and Benjamin Nagengast. "Effectiveness of a “Grass Roots” Statewide Enrichment Program for Gifted Elementary School Children." Journal of Research on Educational Effectiveness 11, no. 3 (January 26, 2018): 375–408. http://dx.doi.org/10.1080/19345747.2017.1402396.

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García-Ros, Rafael, Isabel Talaya, and Francisco Pérez-González. "The process of identifying gifted children in elementary education: Teachers’ evaluations of creativity." School Psychology International 33, no. 6 (February 7, 2012): 661–72. http://dx.doi.org/10.1177/0143034311421434.

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Ferbežer, Ivan. "Gifted Children in Slovenia between Theory and Practice." Gifted Education International 17, no. 1 (January 2003): 95–102. http://dx.doi.org/10.1177/026142940301700112.

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The base of literature for the analyses in this article are laws; expressions of official politics 'The White Book'; the conception of identification and work with the gifted; some empirical researches; training of teachers; educators and school guidance services; research project work of a group of elementary schools; characteristics of professional literature. The method of analysing the contents is orientated especially to following research problems: Conception and terminology of giftedness; identification of gifted pupils; realisation of specific intellectual, educational, social, emotional needs of gifted pupils at home and in school; training of teachers, educators, school guidance services; gifted education in the light of acceleration, segregation and enrichment; the sensitivity of the public; politics with regard to the needs of gifted children, records and informational arrangement of data, scholarships; and what could be learnt from the Slovenian experience.

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Mollenkopf, Dawn L., Jude Matyo-Cepero, Joan D. Lewis, Bailey A. Irwin, and Jennifer Joy. "Testing, Identifying, and Serving Gifted Children With and Without Disabilities: A Multi-State Parental Perspective." Gifted Child Today 44, no. 2 (March 18, 2021): 83–92. http://dx.doi.org/10.1177/1076217520986589.

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Early identification of gifted children, including those twice-exceptional, allows schools and parents to support these children’s needs, but little is known about this early identification process and the role parents and teachers play. Parents of gifted children completed a survey which looked at what age their child was tested and identified, whether or not the parent suspected that the child was gifted, who referred the child for testing, and whether or not their child was twice-exceptional. Schools tested, identified, and started services for gifted children in the early elementary grades, usually between 5 and 6 years of age. Most parents identified giftedness in their children by age 2. Parents were also the most frequent person to refer their child for testing, although teachers also placed a strong role. Twice-exceptional children did not differ significantly from gifted children on any of these measures. Implication for further study are included.

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Moon, Sidney M., and Deborah R. Dillon. "Multiple Exceptionalities: A Case Study." Journal for the Education of the Gifted 18, no. 2 (April 1995): 111–30. http://dx.doi.org/10.1177/016235329501800202.

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This study investigated an eleven-year-old boy with multiple exceptionalities. The participant was verbally gifted, learning-disabled in math, and health-impaired. Because of his health impairment, he had received home-bound instruction throughout his elementary school years and had had little contact with formal schooling. Using qualitative research methods, the investigators explored the participant's learning characteristics and educational experiences. Implications of Alec's story for the identification and education of gifted children with disabilities are discussed.

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Adams, Helen M., and John C. Russ. "Chaos in the classroom: Exposing gifted elementary school children to chaos and fractals." Journal of Science Education and Technology 1, no. 3 (September 1992): 191–209. http://dx.doi.org/10.1007/bf00701363.

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Sánchez-Escobedo, Pedro Antonio, Angel Alberto Valdés-Cuervo, Guillermo Alfonso Contreras-Olivera, Fernanda Inéz García-Vázquez, and María Fernanda Durón-Ramos. "Mexican Teachers’ Knowledge about Gifted Children: Relation to Teacher Teaching Experience and Training." Sustainability 12, no. 11 (June 1, 2020): 4474. http://dx.doi.org/10.3390/su12114474.

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Gifted students are important for the development of knowledgeable societies. The present study examined Mexican elementary-school teachers’ knowledge about gifted students, specifically on screening criteria, educational strategies, and their social value. The relationships between teachers’ knowledge, teaching experience, and training in gifted education was analysed. A total of 1002 teachers (M age = 37.5, SD = 9.6 years old) from the 33 states of Mexico, 365 men and 510 females with 13.5 years of teaching experience, of whom 32% were trained in gifted education, completed an anonymous questionnaire. K-means cluster analysis revealed two clusters. Cluster 1 comprised teachers (61.2%) with poor knowledge, while Cluster 2 included teachers (38.8%) with basic knowledge and more teaching experience and training. Overall, the findings had implications for teachers’ training and educational policy.

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Kitano, Margie K., and Katie S. Pedersen. "Action Research and Practical Inquiry: Multicultural Content Integration in Gifted Education: Lessons from the Field." Journal for the Education of the Gifted 25, no. 3 (April 2002): 269–89. http://dx.doi.org/10.1177/016235320202500304.

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This article describes the attempt of 2 staff-development practitioners to understand—through practical inquiry—elementary and secondary teachers' multicultural goals and implementation experiences with gifted students in a diverse district. An informal survey of teachers participating in an in-service course on gifted education suggested that many of these teachers had goals and experiences related to multicultural curricula for gifted children. Through the survey, teachers also identified obstacles they encountered in implementing multicultural activities and benefits they perceived. Teachers' stories describing their practice were gathered through observations, written reports, and videotapes. Findings offer several implications for guiding teachers' implementation of content related to diversity.

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Cain, Meghan K., Juhi R. Kaboski, and Jeffrey W. Gilger. "Profiles and academic trajectories of cognitively gifted children with autism spectrum disorder." Autism 23, no. 7 (January 11, 2019): 1663–74. http://dx.doi.org/10.1177/1362361318804019.

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Gifted children with autism spectrum disorder (ASD) are often referred to as twice-exceptional, the term that highlights the co-occurrence of exceptional challenges and exceptional giftedness. This study performed secondary data analysis on samples of twice-exceptional children from the Pre-Elementary Education Longitudinal Study and the Special Education Elementary Longitudinal Study datasets. The results provide a descriptive profile of twice-exceptional (e.g. demographics, average academic performance, and services utilized), trajectory plots that indicate how academic performance changes over time, and multilevel analyses that model growth in academic outcomes using demographics, school services, and giftedness as predictors. Some of the key findings are that twice-exceptional students show not only higher initial levels of academic performance, but they improve over time relative to the non-gifted ASD counterparts and—with the exception of Letter Word Matching—even relative to the general population. Moreover, they benefit from mental health services disproportionately. Together, the results offer a deeper understanding of the twice-exceptional autistic population, their academic performance over time, and the services that they utilize.

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Havrylenko, Tetiana. "ORGANIZATIONAL TRANSFORMATIONS OF THE ELEMENTARY EDUCATION SYSTEM IN THE FIRST DECADE OF STATE INDEPENDENCE OF UKRAINE (1991-2001)." Educational Discourse: collection of scientific papers, no. 10(1-2) (March 20, 2019): 59–83. http://dx.doi.org/10.33930/ed.2019.5007.10(1-2)-6.

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It was argued that the following transformations took place in the organization of elementary education: transition to the four year elementary school and training of children from six years in 2001; abandoning unified education through the opening of private schools, expanding the network of author schools and educational institutions for the development of abilities and talents of junior schoolchildren, dissemination of the educational complex “kindergarten - elementary school”; increase of schools and classes with the Ukrainian language of education; creation of conditions for obtaining primary education for gifted students, children of national minorities; increase in the number of elementary school teachers with higher education; exacerbation of the problem of social protection of pupils and teachers; destruction of the educational, material and technical base of the general secondary education institutions.

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Bogunovic, Blanka. "Family background of elementary music school pupils." Zbornik Instituta za pedagoska istrazivanja 37, no. 2 (2005): 99–114. http://dx.doi.org/10.2298/zipi0502099b.

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The theoretical concept of the research relies on the assumption of high-quality and supportive family background of elementary music school pupils as a basis for their musical development and success in different forms of musical activity. The aim of the research is a description on the social-demographical profile and relevant characteristics of their family background before and during early musical education. The sample comprises 506 fathers and 512 mothers whose children attend five different elementary music school. The method is explorative and deals with a sphere that has not been researched in this manner in our society to date. The results point to the existence of a typical musically encouraging and stimulating environment and continuous presence of various forms of family encouragement, support and musical stimulation. Trans-cultural family model of a music student is defined. The structure of family indictors leads to the conclusion about the definite existence of constant parental involvement during pre-school and early school period, as well as parental joint and separate actions which are complemented at different ages of the children, in different areas of actions and in different activity patterns. A practical contribution of the research is to help understanding the importance of parental role in gifted children?s musical development and progress and consequently the need for the establishment of cooperation between music schools and parents.

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Maitra, Krishna. "Identification of the Gifted — Some Methodological Issues." Gifted Education International 14, no. 3 (May 2000): 296–301. http://dx.doi.org/10.1177/026142940001400310.

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This article summarises basic elementary concerns with regard to gifted education. Identification and special educational provision for the gifted ate two sides of the same coin. One needs to identify a special child so that the child's special needs are taken care of. Without nurturance identification becomes meaningless. Identification also depends on the special purposes for which individuals are being identified. The problems which are associated with the identification of the gifted have their roots in the following areas: Definition of gifted or whom should we call gifted, In which areas we are identifying the gifted, Identification tools and their reliability and validity Target group, and The system followed for analysis of data for identification. I shall discuss each of these issues which, I feel, should be concern for all of us who are directly involved with gifted children and their education.

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Suherman, Yuyus. "AKSELERASI-INKLUSI DALAM PERSPEKTIF LAYANAN EFEKTIF ANAK BERBAKAT." Perspektif Ilmu Pendidikan 28, no. 2 (October 16, 2014): 157. http://dx.doi.org/10.21009/pip.282.11.

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Abstract: Many people realize the importance of special education for gifted and talented children. However,the implementation of special education through accelerated class generates a polemic. In regards to the problemmentioned above, the acceleration should be laid upon the original idea as an effort to effectively serve the giftedand talented children. This is crucial, since this is called as an accelerated class, where acceleration has to takeplace. The accelerated class seems to be meant only for talented children with such an achievement and a highscore of IQ, but the accelerated class is neither for children with under achievement or the disadvantaged children.While it’s mentioned legally that every citizen has the right to access education. The essence of acceleration liesin the effective service for gifted and talented children. One innovative is accelerated-inclusion. In the context ofinclusive education, the acceleration is a must, as this is the essence of the fulfillment of the special needs. Thisarticle analyzed accelerated-inclusion in Al-Mabrur Elementary School, in Bandung. The focus of the analysis iswhat, wh, and how the accelerated-inclusion is developed in this five-year learning program full-day school, andis relevant to the context of effective service for gifted and talented children. Keywords: accelerated, inclusive, effective service, innovative, gifted and talented children.

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Shumakova, N. B. "Training Gifted and Talented Children in the Context of Evidence-Based Practice." Social Sciences and Childhood 1, no. 1 (2020): 34–46. http://dx.doi.org/10.17759/ssc.2020010103.

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The article analyzes modern research on the effectiveness of the application of different teaching practices for gifted and talented students based on acceleration and enrichment strategies. The data of foreign studies on the size of the educational effect on academic success, social and personal development of gifted and talented students, depending on the applied strategies and training programs, as well as educational levels, are discussed. The positive influence of most forms of acceleration and enrichment on the academic success of gifted students can be considered proven, although the size of the effect is different for different forms and different levels of education. With regard to the socio-emotional and personal development of gifted students, the data on the positive impact is not so clear, while enrichment programs have an advantage, and the maximum effect size is shown for high school students. The problem of the lack of empirical data on the effectiveness of enriched programs for gifted students and most of all for gifted elementary school students has been identified. An example of the implementation of the enrichment strategy for gifted children of this educational level in domestic practice is presented — the program of creative interdisciplinary training “The gifted child”, which has a sufficient, although not complete, evidence base. Its wider implementation and distribution is associated with the problem of psychological and pedagogical training of teachers. The article presents.

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JAEMANRYU. "A Study of Teachers’ Demands and Perceptions of Art Education for Gifted Children-Elementary art education in Seoul." Journal of Art Education 44 (February 2016): 1–28. http://dx.doi.org/10.35657/jae.2016.44.0.001.

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Merrell, Kenneth W., Steven J. Gill, Holly McFarland, and Todd McFarland. "Internalizing symptoms of gifted and non-gifted elementary-age students: A comparative validity study using the Internalizing Symptoms Scale for Children." Psychology in the Schools 33, no. 3 (July 1996): 185–91. http://dx.doi.org/10.1002/(sici)1520-6807(199607)33:3<185::aid-pits1>3.0.co;2-p.

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Rice, Marilyn. "Shortcuts to Developing Giftedness in Children." Gifted Education International 4, no. 3 (January 1987): 142–48. http://dx.doi.org/10.1177/026142948700400305.

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Comparable themes have been described by significant thinkers and educators in the past and present regarding what gifted education at its best should be. The challenge of synthesizing these ideas and educating teachers so they can apply them is addressed here. This article describes a framework developed by the author to enable teachers to understand apply these ideas effectively and easily. The success of the effort is described in the reporting of two forty-minute workshops where the author presented her ideas to a group of twenty-five elementary classroom teachers.

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Kwack, Hye-Ran, Eu-Jean Jang, and Ho-Kyung Kim. "Development of Horticultural Activity Topics and Corresponding Assessment for the Gifted Elementary Children as Special Education." Korean Association of Practical Arts Education 30, no. 3 (September 14, 2017): 59–80. http://dx.doi.org/10.24062/kpae.2017.30.3.59.

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Choi, Jeong-Su, and Woo-Chun Jun. "Development of an Education Program for Elementary Gifted Children in IT based on Greenfoot Programming Tool." Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology 6, no. 3 (March 31, 2016): 273–80. http://dx.doi.org/10.14257/ajmahs.2016.03.09.

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Williams, Mary, Pat Dodds, and Valsa Koshy. "College for kids — What higher education can do to improve the educational opportunities for the exceptionally able — A review of the approaches in the United Kingdom and the United States." Gifted Education International 12, no. 1 (January 1997): 9–15. http://dx.doi.org/10.1177/026142949701200103.

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This article reviews the provision made for gifted children during their primary or elementary schooling in both the USA and the UK. It argues that all children have an entitlement to an education appropriate to their needs, and, that, in this respect, the able child has often been neglected. Colleges of Higher Education are well-placed to provide an in-put on this to:- (a) children via Saturday clubs and Summer schools; (b) teachers by offering courses aimed at improving their ability to differentiate the curriculum appropriately and (c) parents in how to cope with the cognitive, social and emotional needs of their able child. Education Departments in both countries have become aware of the importance of capturing the interest and nurturing the ability of gifted children; realising that without this, they could ultimately be “lost to their nations”.

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Ingram, Gregg F., and Lana J. Hakari. "Validity of the Woodcock-Johnson Tests of Cognitive Ability for Gifted Children: A Comparison Study with the WISC-R." Journal for the Education of the Gifted 9, no. 1 (October 1985): 11–23. http://dx.doi.org/10.1177/016235328500900103.

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In order to determine the concurrent validity of the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) in relation to the Weschler Intelligence Scale for Children-Revised (WISC-R) for elementary school children identified as gifted, and two tests were administered to 33 subjects in a counterbalanced fashion. The subjects were selected based on three factors: (1) parent and/or teacher judgments; (2) parental permission to test; and (3) a standard age score of 120 or above on a group intelligence test. Pearson Product-Moment Corelation Coefficients were calculated between all combinations of WISC-R IQ's paired with WJTCA cluster scores. A significant relationship was found to exist between the two tests’ full scale scores. Most of the WJTCA clusters correlated significantly with the WISC-R Scale IQ which suggests a high verbal loading on the WJTCA.

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Hidayat, Rizky Ramadhan. "Management of Acceleration Models in Sd Ar-Rafi’ Bandung." Didaktika Religia 6, no. 2 (February 15, 2019): 209–22. http://dx.doi.org/10.30762/didaktika.v6i2.1104.

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This article explores the management of acceleration models in elementary schools. Education in Indonesia has not paid enough attention to education for children or students who are intellectually gifted. The classical class systems have been influenced by students who have different potential, so that students who have intellectual talent become undeveloped. Indonesia has around 1.3 million children who have the potential to be Special and Talent Special (CIBI) or often called 'gifted-talented'. Unfortunately, only 9,500 (0.7%) have received services in the form of acceleration programs. One of the elementary schools in Bandung that has held an acceleration program is SD Ar-Rafi'. هذه المقالة بخثت فى إدارة نموذج التسريع في المدرسة الابتدائية الرافع في باندونج. لم يعط التعليم في إندونيسيا الاهتمام الكافي للأطفال أو الطلاب الموهوبين فكريًا ، فالنظام الطبقي الكلاسيكي الذي يتم تشغيله يجمع بين الطلاب الذين لديهم إمكانات مختلفة لا يجعل الطلاب الذين لديهم موهبة فكرية يتطور. يوجد في إندونيسيا حوالي 1.3 مليون طفل في سن الدراسة ممن لديهم القدرة على أن يكونوا مواهب خاصة ومميزة (CIBI). ومع الأسف ، الذين يتلقون خدمات خاصة في شكل برامج التسيرع 9500 (0.7 ٪) من الأطفال فقط . واحدة من المدارس الابتدائية في مدينة باندونج التي عقدت برنامج التسريع هي المدرسة الابتدائية الرافع . Artikel ini membahas mengenai manajemen model percepatan di sekolah dasar di Sdar-Rafi’ Bandung. Pendidikan di Indonesia belum memberikan perhatian yang cukup pada pendidikan untuk anak-anak atau siswa yang berbakat secara intelektual. Sistem kelas klasikal yang telah berjalan memadukan siswa yang memiliki potensi berbeda sehingga siswa yang memiliki bakat intelektual menjadi tidak berkembang. Indonesia memiliki sekitar 1,3 juta anak usia sekolah yang berpotensi menjadi specially special dan talent special (CIBI) atau sering disebut 'gifted-talented'. Sayangnya, hanya 9.500 (0,7%) anak-anak telah menerima layanan khusus dalam bentuk program percepatan. Salah satu sekolah dasar di kota Bandung yang telah mengadakan program akselerasi adalah SD Ar-Rafi’.

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Wren, Douglas G. "Promoting Privilege." Murmurations: Emergence, Equity and Education 3, no. 1 (June 9, 2021): 1. http://dx.doi.org/10.31946/meee.v3i1.35.

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Point of view: I am a cisgender, White male in my sixties. I retired recently after working with children in a professional capacity since the mid-1970s. My first career involved organizing and managing youth sports programs for public recreation departments. I began my second career as an elementary school teacher in the privileged white neighborhood where I grew up near Atlanta, Georgia. There were no African American students at any of the public schools I attended. By the time I took a position in the central office after teaching for 14 years, Black students comprised 77% of the county’s 98,000 students (Anderson & Smith-Hunt, 2005). I spent my last six years in the classroom teaching fifth graders and serving as the school’s gifted liaison teacher. In the latter role, I administered tests to students to determine if they were eligible for the “gifted” label. At that time, I also taught an assessment course to teachers who were seeking a gifted add-on endorsement to their teaching certificates. I recently retired from a large school district in a different state after working as an educational measurement and assessment specialist for 12 years. Value: Numerous educational policies and procedures in the United States benefit children from privileged families over their traditionally underserved counterparts, which include students of color and low-income students. This piece describes a public school district’s inequitable practices related to its program for gifted students, practices that are not uncommon in many American school districts. “Education is one of the best ways to address systemic inequities, but education systems in the US seem to be increasingly subject to criticism that they are unable to change and promote equity” (Cheville, 2018, p. 1). Despite their inherent resistance to change, educational agencies must be made aware of discriminatory policies and procedures. Stakeholders must then hold policy makers and educational leaders to account. As James hanged until it is faced” (1962, p. 38). Summary: Gifted education programs in public schools comprise mainly middle-class and upper-middle-class students of European and Asian descent. Students from low socioeconomic groups, African American students, Latinx students, and Indigenous American students continue to be underrepresented in gifted programs, despite the fact that this inequity was brought to light many years ago (Ford, 1998). Given our nation’s long history of overt and covert racism, it is not surprising that the manner by which students are identified for gifted services is systemically entrenched and at the heart of the problem. Most states have mandates or provide guidance to local school districts regarding identification criteria; however, very few of the measurement instruments and methods used to evaluate of children for gifted services are effective at facilitating equal representation of all groups in gifted education programs. This piece examines one school district’s guidelines used to identify students for gifted services, including admittance to its prestigious school for gifted children. Because the guidelines are typical of practices employed by many other school districts, the information contained herein is generalizable to a larger audience.

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Parlina, Ika, Syahidin Syahidin, and Munawar Rahmat. "Analisis Pembelajaran Pendidikan Agama Islam pada Program Akselerasi." Jurnal Kajian Peradaban Islam 2, no. 2 (January 13, 2020): 22–30. http://dx.doi.org/10.47076/jkpis.v2i2.32.

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Penelitian ini bertujuan untuk menganalisis pelaksanaan pembelajaran pendidikan agama Islam di sebuah sekolah yang memiliki program akselerasi. Dalam proses pembelajaran terdapat tiga aspek penting yaitu perencanaan pembelajaran, pelaksanaan pembelajaran, dan evaluasi pembelajaran. Metode yang digunakan dalam penelitian ini adalah metode deskriptif melalui pendekatan kualitatif. Teknik pengumpulan data melalui pengamatan langsung, wawancara, studi dokumentasi, dan triagulasi. Teknik analisis data dengan cara reduksi data, paparan data, penarikan kesimpulan dan verifikasi. Berdasarkan hasil pembahasan pembelajaran pendidikan agama Islam di SD Ar-Rafi Baleendah perencanaan pembelajaran secara teksis sama seperti pada sekolah SD reguler pada umumnya. Sementara pelaksanaan pembelajaran dilaksanakan dengan cara lebih menekankan pada materi esensial dan materi non-esensial. Sedangkan untuk evaluasi pembelajaran terdapat perbedaan waktu untuk menyelesaikan pendidikan bagi anak berbakat ini lebih cepat dibandingkan anak reguler pada umumnya, yakni lima tahun sebagaimana yang diprogramkan. Implikasinya, guru pendidikan agama Islam harus mampu mengkombinasikan antara perencanaan, pelaksanaan, serta evaluasi pembelajaran yang dapat mengembangkan potensi siswa berbakat menuju manusia yang mulia. Bukan hanya dengan penguasaan kognitif saja, akan tetapi perlu adanya afeksi serta psikomotroik secara optimal. This study aims to analyze the implementation of Islamic religious education learning in a school that has an accelerated program. In the learning process there are three important aspects namely learning planning, learning implementation, and learning evaluation. The method used in this research is descriptive method through a qualitative approach. Data collection techniques through direct observation, interviews, study documentation, and triagulation. Data analysis techniques by data reduction, data exposure, drawing conclusions and verification. Based on the results of the discussion of Islamic religious education learning in Ar-Rafi Baleendah Elementary School the planning of learning is textually the same as in regular elementary schools in general. While the implementation of learning is carried out by way of more emphasis on essential and non-essential material. While for the evaluation of learning there is a difference in time to complete education for gifted children is faster than regular children in general, which is five years as programmed. The implication, Islamic religious education teachers must be able to combine in terms of planning, implementation, and evaluation of learning that can develop the potential of gifted students towards noble human beings. Not only with cognitive mastery, but also the need for affection and psychomotor optimally.

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Aksela, Maija, and Veli Matti Vesterinen. "From the Editors." Lumat: International Journal of Math, Science and Technology Education 1, no. 3 (September 30, 2013): 243–44. http://dx.doi.org/10.31129/lumat.v1i3.1103.

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Welcome to the first regular issue of LUMAT: Research and Practice in Math, Science and Technology Education. The journal publishes peer-reviewed research and perspective papers as well as popularized general articles on new and innovative practices of math, science and technology education. The journal is published by Finland’s Science Education Centre LUMA in collaboration with National LUMA Network. The aim of all LUMA activities is to promote learning, studying and teaching of natural sciences, mathematics, computer science and technology. This issue includes three peer-reviewed research articles as well as one perspective article and one general article. We would like to thank all the authors who have submitted their work to this journal, and hope that many others will be inspired to submit by the high quality of articles published in the first regular issue of this new journal. The first article, written by Mononen and Aunio, discusses differences in children’s early mathematical skills. The research done on the formative years of mathematical skills, such as the study presented in this issue, is especially important, as math skills obtained during the critical formative years of kindergarten and elementary school set the ground for the future development of more complex mathematic skills. Based on their results, Mononen and Aunio also offer some sound advice for the development of kindergarten and elementary school math teaching. The article by Uitto, Kärnä and Hakonen discusses contribution of teaching methods and learning environments to students’ performance in biology as well as their attitudes towards biology. Their main results suggest that there is a need to use more experimental work and inquiry-based learning in biology education to improve learning and student attitudes towards biology. To improve biology learning in the coming decades, the group currently devising new biology curriculum for the comprehensive school will hopefully take into account the results of this study. The last research article, written by Tolppanen and Aksela, investigates the opinions of the gifted youth participants of the Millenium Youth Camp, a math, science and technology camp arranged by Finland’s Science Education Centre LUMA and Technology Academy Finland. The study summarizes number of things that organizers of similar non-formal education should take into consideration. One of the main findings is that the participants considered the opportunity to hear and learn about each other and experts, on a personal level, especially important. Since the release of the first Programme for International Student Assessment (PISA) results in 2002, the reasons for high achievement of Finnish students in reading, mathematics and science has been a hotbed of conversation. The perspective paper by Jari Lavonen contributes to this conversation by presenting some key characteristics of Finnish education policy and its implementation from the point of view of science education. The last article published in this issue is a general paper discussing a novel opening in non-formal learning organized by the Finland’s Science Education Centre LUMA. Vartiainen and Aksela write about Jippo Science Clubs for children from 3 to 6 years of age, based on the inquiry model of learning. And on the final note, we would like to acknowledge one more group of people. Publishing scientific journal such as LUMAT: Research and Practice in Math, Science and Technology Education would not be possible without one particular group of unsung heroes. As peer reviewers work in an anonymous capacity and without remuneration, we would like to offer our sincere gratitude to these people who selflessly give advice to the authors as well as to the editors.

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Fuadia, Nazia Nuril. "Parenting Strategy for Enhancing Children’s Self-Regulated Learning." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 109–24. http://dx.doi.org/10.21009/141.08.

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Various self-regulated learning (SRL) problems often occur in early childhood during the transition from pre-school to elementary school. The ability to self-regulated learning is im- portant for school readiness and success throughout life, requiring the ability of parents to encourage the development of these abilities. The purpose of this study is to develop childcare strategies on self-regulation, such as children's ability to regulate metacognition, motivation and behavior to re- duce problems. Research produces certain products and tests their effectiveness. Respondents in- volved parents from 18 districts in 9 cities in the technique of data analysis using quantitative and qualitative approaches. The results showed differences in the average scores of children's independ- ent learning both before and after parents learned and applied the contents of the manual book. The result of the effectiveness test is sig = 0,000 <α = 0.05. So, H0 is rejected, and the results of the chi- square test sig = 0,000 <0.05, then H0 is rejected. In conclusion, parenting strategies using manuals so that parents can improve competencies such as parents' knowledge, attitudes and skills, and prove effective in increasing children's independent learning. Keywords: Early Childhood, Parenting strategy, Self-regulated learning References Bandura, A. (1977). Social learning theory. Englewood Cliffs: Prentice-Hall. Ben-Eliyahu, A. (2019). Academic Emotional Learning: A Critical Component of Self-Regulated Learning in the Emotional Learning Cycle. Educational Psychologist, 54(2), 84–105. https://doi.org/10.1080/00461520.2019.1582345 Bergen, D., & Davis, D. (2011). Influences of Technology-Related Playful Activity and Thought on Moral Development. American Journal of Play, 4(1), 80–99. Retrieved from http://eric.ed.gov/?id=EJ985549 Bjorklund, F, D. (2012). Children’s Thinking: Cognitive Development and Individual Differences. USA: Wadsworth, Cengage Learning. Borg, W. R., & Gall, M. D. (1989). Educational research. New York: Longman. Bronson, M. B. (2000). Self-regulation in early childhood. New York: The Guilford Press. Carlton, M. P., & Winsler, A. (1998). Fostering intrinsic motivation in early childhood classrooms. Early Childhood Education Journal, 25(3), 159–166. https://doi.org/10.1023/A:1025601110383 Daniel, G. R., Wang, C., & Berthelsen, D. (2016). Early school-based parent involvement, children’s self-regulated learning and academic achievement: An Australian longitudinal study. Early Childhood Research Quarterly, 36, 168–177. https://doi.org/10.1016/j.ecresq.2015.12.016 Dick, W., & Carey, L. (2009). The Systematic Design of Instruction. New Jersey: Pearson Education. Jacob, L., Dörrenbächer, S., & Perels, F. (2019). A pilot study of the online assessment of self- regulated learning in preschool children: Development of a direct, quantitative measurement tool. International Electronic Journal of Elementary Education, 12(2), 115–126. https://doi.org/10.26822/iejee.2019257655 Jeong, J., & Frye, D. (2020). Self-regulated learning: Is understanding learning a first step? Early Childhood Research Quarterly, 50, 17–27. https://doi.org/10.1016/j.ecresq.2018.12.007 Jittaseno, P., & Varma S, P. (2017). Influence of Parenting Styles on Self-Regulated Learning Behavior Mediated By Self-Efficacy and Intrinsic Value. University of Thailand Journals, (March), 44–62. https://doi.org/https://www.researchgate.net/publication/315458200 Morawska, A., Dittman, C. K., & Rusby, J. C. (2019). Promoting Self-Regulation in Young Children: The Role of Parenting Interventions. Clinical Child and Family Psychology Review, 22(1), 43–51. https://doi.org/10.1007/s10567-019-00281-5 Oppong, E., Shore, B. M., & Muis, K. R. (2019). Clarifying the Connections Among Giftedness, Metacognition, Self-Regulation, and Self-Regulated Learning: Implications for Theory and Practice. Gifted Child Quarterly, 63(2), 102–119. https://doi.org/10.1177/0016986218814008 Ormrod, J. E. (2009). Psikologi Pendidikan Membantu Siswa Tumbuh dan Berkembang (6th editio). Jakarta: Erlangga. Perels, F., Merget-kullmann, M., Wende, M., Schmitz, B., & Buchbinder, C. (2009). The British Psychological Society Improving self-regulated learning of preschool children : Evaluation of training for kindergarten teachers. British Journal of Educational Psychology, 79, 311– 327. https://doi.org/10.1348/000709908X322875 Sanders, M. R., Turner, K. M. T., & Metzler, C. W. (2019). Applying Self-Regulation Principles in the Delivery of Parenting Interventions. Clinical Child and Family Psychology Review, 22(1), 24–42. https://doi.org/10.1007/s10567-019-00287-z Schunk, H. ., & Pintrich, P. R. (2008). Motivational In Education: Theory, Research, and Application. Ohio: Pearson. Seroussi, D. E., & Yaffe, Y. (2020). Links Between Israeli College Students’ Self-Regulated Learning and Their Recollections of Their Parents’ Parenting Styles. SAGE Open, 10(1). https://doi.org/10.1177/2158244019899096 Sugiyono. (2013). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif dan R & D. Bandung. Thomas, V., De Backer, F., Peeters, J., & Lombaerts, K. (2019). Parental involvement and adolescent school achievement: the mediational role of self-regulated learning. Learning Environments Research, 22(3), 345–363. https://doi.org/10.1007/s10984-019-09278-x Thomas, V., Muls, J., De Backer, F., & Lombaerts, K. (2019). Exploring self-regulated learning during middle school: views of parents and students on parents’ educational support at home. Journal of Family Studies, 9400. https://doi.org/10.1080/13229400.2018.1562359 Tiniakou, E. (2017). Patterns of parenting in the life histories of highly self-regulated learners (Universiteit Twente). Retrieved from http://essay.utwente.nl/73234/ Tiniakou, E., Hirschler, T., Endedijk, M. D., & Margaryan, A. (2018). Becoming self-regulated: Patterns of parenting in the lives of professionals who are highly self-regulated learners. Journal of Self-Regulation and Regulation, 4(0), 7–42. https://doi.org/10.11588/JOSAR.2018.0.49364 Tobias, S., & Everson, H. (2000). Assessing Metacognitive Knowledge Monitoring. Report No. 96-01. College Entrance Examination Board, (96). Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED562584&site=ehost -live Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3–14. https://doi.org/10.1007/s11409-006-6893-0 Venitz, L., & Perels, F. (2019). Promoting self-regulated learning of preschoolers through indirect intervention: a two-level approach. Journal of Family Studies, 9400(13), 2057–2070. https://doi.org/10.1080/03004430.2018.1434518 Vygotsky, L. (1978). Interaction between learning and development (In M. Gauv). New York: Scientific American Books. Whitebread, D., Coltman, P., Pasternak, D. P., Sangster, C., Grau, V., Bingham, S., ... Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self- regulated learning in young children. Metacognition and Learning, 4(1), 63–85. https://doi.org/10.1007/s11409-008-9033-1 Wolters, C. A. (2003). Conceptualizing the Role and Influence of Student- Teacher Relationships on Children ’ s Social and Cognitive Development. Educational Psychologist, 38(4), 207– 234. https://doi.org/10.1207/S15326985EP3804 Zimmerman, B. J. (2010). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501

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Solfiah, Yeni Solfiah, Devi Risma, Hukmi, and Rita Kurnia. "Early Childhood Disaster Management Media Through Picture Story Books." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 141–55. http://dx.doi.org/10.21009/141.10.

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Indonesia is a country that has a high potential for natural disasters. Picture story book is a form of disaster management learning that can help children from an early age to prepare for a natural disaster. The aims of this study to develop story books as a disaster management learning media, to improve knowledge and skills of children and teacher about the understanding, principles, and actions of rescue when facing the natural disasters, to increase the teacher’s learning quality in disaster management. Developmental research approach is used to execute the study. A total of 48 children aged 5-6 years have to carry out pre-test and post-test. Pre-test data shows that children's knowledge about disaster management with an average of 47.92% and its improved at post-test with 76,88%. Five theme of story books involves floods, landslides, earthquakes, tsunamis, lands and forest fires is the product. Dissemination of five story books are proper for children and improve their understanding of disaster management. Keywords: Early Childhood Education, Management Disaster, Storybooks Reference: Abulnour, A. H. (2013). Towards efficient disaster management in Egypt. Housing and Building National Research Center. https://doi.org/10.1016/j.hbrcj.2013.07.004 Adiyoyoso, W. (2018). Manajemen Bencana. Jakarta: Bumi Aksara. Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813 Batič, J. (2019). Reading Picture Books in Preschool and Lower Grades of Primary School. Center for Educational Policy Studies Journal, (November), 1–18. https://doi.org/10.26529/cepsj.554 Bosschaart, A., van der Schee, J., Kuiper, W., & Schoonenboom, J. (2016). Evaluating a flood- risk education program in the Netherlands. Studies in Educational Evaluation, 50, 53–61. https://doi.org/10.1016/j.stueduc.2016.07.002 Codreanu, T. A., Celenza, A., & Jacobs, I. (2014). Does disaster education of teenagers translate into better survival knowledge, knowledge of skills, and adaptive behavioral change? A systematic literature review. Prehospital and Disaster Medicine, 29(6), 629–642. https://doi.org/10.1017/S1049023X14001083 Delicado, A., Rowland, J., Fonseca, S., & Nunes, A. (2017). Children in Disaster Risk Reduction in Portugal : Policies , Education , and ( Non ) Participation. 246–257. https://doi.org/10.1007/s13753-017-0138-5 Demiroz, F., & Haase, T. W. (2019). The concept of resilience: a bibliometric analysis of the emergency and disaster management literature. Local Government Studies, 45(3), 308–327. https://doi.org/10.1080/03003930.2018.1541796 Efthymis, L., Michael, S., Alexia, G., Panagiotis, P., Vassiliki, A., Kate, V., & Spyros, P. (2014). Disaster Data Centre — An Innovative Educational Tool for Disaster Reduction through Education in Schools. (September), 35–40. Faber, M. H., Giuliani, L., Revez, A., Jayasena, S., Sparf, J., & Mendez, J. M. (2014). Interdisciplinary Approach to Disaster Resilience Education and Research. Procedia Economics and Finance, 18(September), 601–609. https://doi.org/10.1016/s2212- 5671(14)00981-2 Frankenberg, E., Gillespie, T., Preston, S., Sikoki, B., & Thomas, D. (2011). Mortality, the family and the Indian Ocean Tsunami. Economic Journal, 121(554), 162–182. https://doi.org/10.1111/j.1468-0297.2011.02446.x Fujioka, T., & Sakakibara, Y. (2018). School education for disaster risk reduction in Japan after the 2011 Great East Japan Earthquake and Tsunami (GEJET). Terrae Didatica, 14(3), 313– 319. https://doi.org/10.20396/td.v14i3.8653531 Guha-Sapir, D., Van Panhuis, W. G., & Lagoutte, J. (2007). Short communication: Patterns of chronic and acute diseases after natural disasters - A study from the International Committee of the Red Cross field hospital in Banda Aceh after the 2004 Indian Ocean tsunami. Tropical Medicine and International Health, 12(11), 1338–1341. https://doi.org/10.1111/j.1365- 3156.2007.01932.x Haggstrom, M. (2020). The art of read-aloud, body language and identity construction: A multimodal interactional analysis of interaction between parent, child and picture book. International Journal of Language Studies, 14(1), 117–140. Halim, L., Abd Rahman, N., Zamri, R., & Mohtar, L. (2018). The roles of parents in cultivating children’s interest towards science learning and careers. Kasetsart Journal of Social Sciences, 39(2), 190–196. https://doi.org/10.1016/j.kjss.2017.05.001 Hamele, M., Gist, R. E., & Kissoon, N. (2019). P ro v i s i o n o f C a re f o r C r i t i c a l l y I l l C h i l d ren i n Disasters. 35, 659–675. https://doi.org/10.1016/j.ccc.2019.06.003 Justice, L. M., & Piasta, S. (2011). Developing children’s print knowledge through adult-child storybook reading interactions: Print referencing as an instructional practice. In Handbook of early literacy research (In S. B. N). Kitagawa, K. (2016). Situating preparedness education within public pedagogy. Pedagogy, Culture & Society, 1366(November), 1–13. https://doi.org/10.1080/14681366.2016.1200660 Kousky, C. (2016). Impacts of natural disasters on children. Future of Children, 26(1), 73–92. https://doi.org/10.1353/foc.2016.0004 Latif, M., Zukhairina, Zubaidah, R., & Afandi, M. (2013). Orientasi Baru Pendidikan Anak Usia Dini (Teori dan Aplikasi). Jakarta: Kencana Prenada Media Group. Lin, R. (2012). A Study of Curriculum Innovation Teaching and Creative Thinking for Picture Book Creation. IERI Procedia, Vol. 2, pp. 30–35. https://doi.org/10.1016/j.ieri.2012.06.047 Lopez, Y., Hayden, J., Cologon, K., & Hadley, F. (2012). Child participation and disaster risk reduction. International Journal of Early Years Education, 20(3), 300–308. https://doi.org/10.1080/09669760.2012.716712 Manjale, N. B., & Abel, C. (2017). Significance and adequacy of instructional media as perceived by primary school pupils and teachers in. 4(6), 151–157. Masuda, K., & Yamauchi, C. (2017). The effects of female education on adolescent pregnancy and child health: evidence from Uganda’s Universal Primary Education for fully treated cohorts. GRIPS Discussion Paper - National Graduate Institute for Policy Studies, (17/01), 49-pp. Retrieved from https://pdfs.semanticscholar.org/07f5/ebe91e3ac20179daae7d885ea50f8154f94e.pdf Mateo, R. M. (2015). Contrastive Multimodal Analysis of two Spanish translations of a picture book. 212, 230–236. https://doi.org/10.1016/j.sbspro.2015.11.338 McKenney, S., & Reeves, T. (2012). Conducting educational design research. London: Routledge. Meng, L., & Muñoz, M. (2016). Teachers’ perceptions of effective teaching: a comparative study of elementary school teachers from China and the USA. Educational Assessment, Evaluation and Accountability. Mudavanhu, Chipo Muzenda Manyena, B., & Collins, A. E. (2016). Disaster risk reduction knowledge among children in Muzarabani District, Zimbabwe. Natural Hazards, 84(2), 911–931. https://doi.org/10.1007/s11069-016-2465-z Mutch, C. (2014). International Journal of Educational Development The role of schools in disaster settings : Learning from the 2010 – 2011 New Zealand earthquakes. International Journal of Educational Development. https://doi.org/10.1016/j.ijedudev.2014.06.008 Ozturk, M. B., Sendogdu, M. C., Seker, E., & Tekinsen, H. K. (2011). Parents with children in preschool children ’ s picture book review elections. 15, 1906–1910. https://doi.org/10.1016/j.sbspro.2011.04.025 Peek, L. (2008). Children and Disasters: Understanding Vulnerability, Developing Capacities, and Promoting Resilience - An Introduction. Children, Youth and Environments, 18(1), 1– 29. Plomp, T., & Nieveen, N. (2007). An introduction to educational design research. Enschede: The Netherlands: SLO. Pramitasari, M., Yetti, E., & Hapidin. (2018). Pengembangan Media Sliding Book Untuk Media Pengenalan Sains Kehidupan (Life Science) Kelautan untuk Anak Usia Dini. Jurnal Pendidikan Usia Dini, 12(November), 281–290. Proulx, K., & Aboud, F. (2019). Disaster risk reduction in early childhood education: Effects on preschool quality and child outcomes. International Journal of Educational Development, 66(October 2017), 1–7. https://doi.org/10.1016/j.ijedudev.2019.01.007 Pyle, A., & Danniels, E. (2016). Using a picture book to gain assent in research with young children. 4430(March). https://doi.org/10.1080/03004430.2015.1100175 Raj, A., & Kasi, S. (2015). International Journal of Disaster Risk Reduction Psychosocial disaster preparedness for school children by teachers. International Journal of Disaster Risk Reduction, 12, 119–124. https://doi.org/10.1016/j.ijdrr.2014.12.007 Raynaudo, G., & Peralta, O. (2019). Children learning a concept with a book and an e-book: a comparison with matched instruction. European Journal of Psychology of Education, 34(1), 87–99. https://doi.org/10.1007/s10212-018-0370-4 Sawyer, B., Atkins-burnett, S., Sandilos, L., Hammer, C. S., Lopez, L., Blair, C., ... Hammer, C. S. (2018). Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse. Early Education and Development, 29(3), 398– 416. https://doi.org/10.1080/10409289.2017.1408373 Simcock, G., & Heron-delaney, M. (2016). Infant Behavior and Development Brief report Reality check : Prior exposure facilitates picture book imitation by 15-month-old infants. Infant Behavior and Development, 45, 140–143. https://doi.org/10.1016/j.infbeh.2016.09.003 Solfiah, Y., Risma, D., & Kurnia, R. (2019). The Knowledge Of Early Childhood Education Teachers About Natural Disaster Management. 2(1), 159–166. Sugiyono. (2017). Metode Penelitian dan pengembangan, untuk bidang pendidikan,manegement sosial. Bandung: alfabeta. Sumantri, M. S. (2015). Strategi Pembelajaran. Jakarta: Raja Grafindo Persada.Suryaningsih, E., & Fatmawati, L. (2017). Pengembangan BUku Cerita Bergambar Tentang Mitigasi Bencana Erupsi Gunung Api Untuk Siswa SD. Profesi Pendidikan Dasar. Tatebe, J., & Mutch, C. (2015). International Journal of Disaster Risk Reduction Perspectives on education , children and young people in disaster risk reduction. International Journal of Disaster Risk Reduction, 1–7. https://doi.org/10.1016/j.ijdrr.2015.06.011 Tomé-Fernández, M., Senís-Fernández, J., & Ruiz-Martín, D. (2019). Values and Intercultural Experiences Through Picture Books. Reading Teacher, 73(2), 205–213. https://doi.org/10.1002/trtr.1813 Torani, S., Majd, P. M., Maroufi, S. S., Dowlati, M., & Sheikhi, R. A. (2019). The importance of education on disasters and emergencies: A review article. Journal of Education and Health Promotion, Vol. 8, p. 85. https://doi.org/10.4103/jehp.jehp_262_18 Tuladhar, G., Yatabe, R., Bhandary, N., & Dahal, R. (2015). Assessment of disaster risk reduction knowledge of school teachers in Nepal. International Journal of Health System and Disaster Management, 3(1), 20. https://doi.org/10.4103/2347-9019.147142 Undang-undang No. 24 Tahun 2007 Tentang Penanggulangan Bencana , (2007).

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Uzunboylu, Huseyin, A. T. Turalbayeva, M. Sultanbek, C. E. Utyupova, B. Zh Aidarov, Elmira Uaidullakyzy, and Zh Zhumash. "THE GENERAL PREPARATION OF THE TRAINING OF ELEMENTARY SCHOOL AND THE FAMILY AND THE EDUCATION OF GIFTED CHILDREN SCHOOL IN COOPERATION PRINCIPLES." PONTE International Scientific Researchs Journal 73, no. 4 (2017). http://dx.doi.org/10.21506/j.ponte.2017.4.54.

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"Children’s Perceptions of Tests: A Content Analysis Gokce Bulgan 10.12973/eu-jer.7.2.159 Pages: 159-167 The Relationships between Quality of Work Life, School Alienation, Burnout, Affective Commitment and Organizational Citizenship: A Study on Teachers Huseyin Akar 10.12973/eu-jer.7.2.169 Pages: 169-180 Determination of Teacher Candidates’ Views Concerning V Diagrams Used in General Biology Laboratories Kadriye Kayacan 10.12973/eu-jer.7.2.181 Pages: 181-187 Use of Instructional Technologies by Teachers in the Educational Process: Metaphor Analysis Study Hakan Sarac 10.12973/eu-jer.7.2.189 Pages: 189-202 The Analysis of Kutadgu Bilig in Terms of Values Education Aysegul Tural 10.12973/eu-jer.7.2.203 Pages: 203-209 Investigating the Resilience Levels of Parents with Children with Multiple Disabilities Based on Different Variables Sinem Kadi, Muzeyyen Eldeniz Cetin 10.12973/eu-jer.7.2.211 Pages: 211-223 Examination of Postgraduate Theses on History Textbooks in Turkey in Terms of Some Variables Eray Alaca 10.12973/eu-jer.7.2.225 Pages: 225-232 Influences of Technology Integrated Professional Development Course on Mathematics Teachers Umit Kul 10.12973/eu-jer.7.2.233 Pages: 233-243 The Book of My Dreams Hatice Degirmenci Gundogmus 10.12973/eu-jer.7.2.245 Pages: 245-249 Student Definitions of Intercultural Competence (IC)- Are They Context-Specific? Nadine Binder, Ozen Odag, Anne Leiser, Lisa Ludders, Karina Karolina Kedzior 10.12973/eu-jer.7.2.251 Pages: 251-265 Investigation of the Visuals Associated with the National identity in Turkish Republic Revolution History and Kemalism Textbooks Mehmet Elban 10.12973/eu-jer.7.2.267 Pages: 267-279 The Interplay of Emotional Instability and Socio-Environmental Aspects of Schools during Adolescence Alexander Lätsch 10.12973/eu-jer.7.2.281 Pages: 281-293 Problems of Gifted and Talented Students Regarding Cursive Handwriting: Parent Opinions Hatice Kadioglu Ates 10.12973/eu-jer.7.2.295 Pages: 295-301 A Study of Curriculum Literacy and Information Literacy Levels of Teacher Candidates in Department of Social Sciences Education Serhat Sural, Nurhak Cem Dedebali 10.12973/eu-jer.7.2.303 Pages: 303-317 Why Should Bilingualized Dictionary of Turkish Be Used in Teaching Turkish as a Foreign Language? Sami Baskin 10.12973/eu-jer.7.2.319 Pages: 319-327 Alternative Observation Tools for the Scope of Contemporary Education Supervision: An Action Research Saadet Kuru Cetin 10.12973/eu-jer.7.2.329 Pages: 329-340 The Reflection of Neoliberal Economic Policies on Education: Privatization of Education in Turkey Arslan Bayram 10.12973/eu-jer.7.2.341 Pages: 341-347 Exploring Prospective Teachers’ Reflections in the Context of Conducting Clinical Interviews Rukiye Didem Taylan 10.12973/eu-jer.7.2.349 Pages: 349-358 Consistency between Constructivist Profiles and Instructional Practices of Prospective Physics Teachers Ozlem Ates, Gul Unal Coban, Serap Kaya Sengoren 10.12973/eu-jer.7.2.359 Pages: 359-372 Fraction Multiplication and Division Word Problems Posed by Different Years of Pre-Service Elementary Mathematics Teachers Tuba Aydogdu Iskenderoglu 10.12973/eu-jer.7.2.373 Pages: 373-385 The Effect of 7E Learning Model on Conceptual Understandings of Prospective Science Teachers on "de Broglie Matter Waves" Subject." European Journal of Educational Research 7, no. 2 (April 15, 2018). http://dx.doi.org/10.12973/eu-jer.7.2.387.

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

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