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1
Assagioli, Roberto. "The Education of Gifted and Highly Gifted Children." Gifted Education International 5, no. 1 (1987): 52–56. http://dx.doi.org/10.1177/026142948700500113.
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This article (from the Psychosynthesis Research Foundation) provides a succinct argument for an education which will promote the harmonious development of all aspects of the human being: physical, emotional, imaginative, mental, intuitive, spiritual. Most important is the development in the understanding of human relations.
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Alqahtani, Rabee, and Mohammed Alqahtani. "A Review of the Use of ICT Techniques for Teaching Gifted Students." Revista Gestão Inovação e Tecnologias 11, no. 4 (2021): 2358–67. http://dx.doi.org/10.47059/revistageintec.v11i4.2283.
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The issue examined in this systematic review was the current status of research on the use of ICT techniques in the education of gifted children. After defining gifted children, the need for separate consideration of educating them and the appropriate method of educating them led to considering ICT as a promising method to teach them. The review found that some recent research has reported models of appropriate education using ICT. However, mere models are not going to achieve anything. Facilitation of ICT at the school level and training of teachers to teach gifted children using ICT is also important. As with any other case, factors and challenges determine the success of ICT use in educating gifted children. Early identification of gifted children, self-regulation and self-efficacy of gifted children to focus on the relevant topics, individualised programmes and lastly, the impact of the current Covid-19 pandemic have been discussed by the other papers that were reviewed. Overall, it can be deduced that ICT is indeed a useful avenue to teach gifted students, but it needs to be used in conjunction with other educational interventions/programs to ensure its effectiveness. These findings have practical implications for improving the education of gifted students.
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Maznichenko, Marina Aleksandrovna, Nataliya Ivanovna Neskoromnykh, Anastasia Nikolaevna Anastasia Nikolaevna, Vita Alexandrovna Fomenko, and Anna Leonidovna Khovyakova. "Mythologemes of gifted education: Representations in art, scientific discourse, and educational practice." Science for Education Today 11, no. 3 (2021): 59–80. http://dx.doi.org/10.15293/2658-6762.2103.04.
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Introduction. The article examines the problem of identifying the key ideas employed by the teachers who are involved in gifted education. The purpose of the article is to reveal the key mythologemes of gifted education and trace their representations in art, scientific discourse, and educational practice. Materials and Methods. In order to achieve the goal, the authors used methods of analysis of scholarly literature, program documents of Russian education, folklore texts, academic texts, literary works and films about gifted children. A questionnaire methodology was used to elicit attitudes about giftedness from teachers working with gifted children. Results. The research findings indicate that mythologemes – sensually ideal projections of rational ideas in representations and images, the absolutization of which by teachers can lead to the formation of unproductive educational scenarios - can act as guidelines for gifted education. The study has revealed the following key mythologemes of gifted education: “Giftedness as an exclusivity”, “Giftedness as destiny”, “Giftedness as a challenge”, “Giftedness as a path to success and achievements”, “Exploitation of giftedness”. Specific examples show their representation in art (folklore, fiction, cinema), scientific discourse, educational practice (teachers' ideas, scenarios of interaction between parents and teachers with gifted children). It is emphasized that absolutization of mythologemes in educational practice leads to the formation and stereotyping of unproductive educational scenarios. Conclusions. The authors conclude that gifted education should be based on the balance between the attitude towards gifted children as holders of a special gift and ordinary children with their own interests and needs, between the development of enhanced abilities and the solution of the problems of moral and social education, between “placing upon a pedestal” and ignorance.
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Yeo, Lay See, and Steven I. Pfeiffer. "Counseling gifted children in Singapore." Gifted Education International 34, no. 1 (2016): 64–75. http://dx.doi.org/10.1177/0261429416642284.
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Gifted education (GE) in Singapore is entering its third decade. However, local research into the gifted is typically undertaken by graduate students and left as unpublished data. Internationally, there is also very little if any research on counseling models that have been empirically validated for use with gifted children irrespective of their country of origin and cultural experience. This article serendipitously originated from the second author’s visit to Singapore as a consulting scholar and his discussions with personnel at the Singapore Education Ministry’s GE Branch and interactions with local teachers and parents of gifted children. Drawing on the published wisdom of clinical experts and the second author who have provided counseling for gifted children, and the first author’s knowledge about Asian culture and educational context in Singapore, the article proposes an evidence-based counseling model that could serve the needs of gifted children in Singapore and possibly other Asian countries.
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Jatko, Beverly Porter. "Action Research and Practical Inquiry." Journal for the Education of the Gifted 19, no. 1 (1995): 83–105. http://dx.doi.org/10.1177/016235329501900106.
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The identification of children from low-income populations for participation in talented and gifted programs has been problematic for the field of gifted education. An action research approach was used to evaluate the effectiveness of a nontraditional identification technique for economically disadvantaged students known as the “whole classroom tryout technique.” Fourth-grade students from three socioeconomically diverse schools were selected for participation in Future Problem Solving (FPS), one component of this teacher's talented and gifted curriculum. The students selected by the tryout technique competed in Future Problem Solving against students selected by traditional means. Data were collected: (a) to chart the progress of individual teams, (b) to compare the performance of teams within each school based on the mode of selection, and (c) to compare the teams as a competitive sample. The analysis showed that the whole classroom tryout can be an effective means to identify economically disadvantaged students for a talented and gifted program and could be used in combination with traditional techniques.
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Wellisch, Mimi. "A Pilot Study: Teacher Views on the Concept of Giftedness in the Early Childhood Setting." Australasian Journal of Early Childhood 22, no. 2 (1997): 22–28. http://dx.doi.org/10.1177/183693919702200206.
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Much has been written about acceleration (Feldhusen, Hannon & Black, 1995), teaching strategies (Kitano, 1982; 1989), and underachievement (Clark, 1992) of gifted and talented primary and secondary school children. Studies such as those of Gross (1986) indicate that educational programming for the gifted is largely dictated by teacher perception and expectation. Other research shows that the learning needs of young gifted children often remain unmet (Gross, 1995). This study explores early childhood teachers’ perceptions of young gifted and talented children and their programming needs through open interviews with three rural teachers. The findings indicate that the gifted children in their care, aside from perhaps the exceptionally or profoundly gifted (Harrison, 1995, p.22), still remain unidentified; and that the teachers see their roles primarily as facilitators, reserving the use of a more interventionist approach mainly for children with deficit needs. The outcome of the study points to the need for further research and a possible re-examination of preservice and in-service teacher education in the area of young gifted and talented children.
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Yates, Cheryl M., Virginia W. Berninger, and Robert D. Abbott. "Specific Writing Disabilities in Intellectually Gifted Children." Journal for the Education of the Gifted 18, no. 2 (1995): 131–55. http://dx.doi.org/10.1177/016235329501800203.
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To determine whether some gifted children may have specific writing disabilities, we compared 10 gifted and 10 average children in grades 1 through 6 (N = 120). The primary question addressed was whether gifted writers exhibit more advanced skills than their average-IQ peers in both higher level cognitive writing processes (as manifested in quality of text generation) and lower level writing processes (as manifested in transcription), or solely at one of those levels. Results supported our hypothesis that gifted and average children differ in higher level cognitive processes but not in lower level processes in writing. Poor writing performance in gifted students may reflect low-level transcription deficits and is not necessarily the result of laziness, boredom, or lack of motivation as is often believed. Implications of this research for identifying writing-related learning disabilities in gifted students are discussed.
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Rogers, Judith A., and Aleene B. Nielson. "Gifted Children and Divorce: A Study of the Literature on the Incidence of Divorce in Families with Gifted Children." Journal for the Education of the Gifted 16, no. 3 (1993): 251–67. http://dx.doi.org/10.1177/016235329301600303.
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Children who have experienced the divorce of their parents may well comprise an underserved population in special programs for gifted students. Statistics gathered in the early part of this century may have conditioned educators to generalize that, in spite of social changes, most gifted children live in intact, middle to upper-middle class families. The purpose of this article is to present a review of the literature on characteristics of the families of gifted children, especially the marital status of the biological parents, to infer some possible connections with literature on teacher expectations and to teacher and peer perceptions of children of divorce. Ultimately, we urge educators to a) reject the stereotypical image of the families of gifted children, and b) do further research to update data bases and inferences concerning the families of gifted children.
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Cornell, Dewey G., and Ingrid N. Grossberg. "Parent Use of the Term “Gifted”: Correlates with Family Environment and Child Adjustment." Journal for the Education of the Gifted 12, no. 3 (1989): 218–30. http://dx.doi.org/10.1177/016235328901200305.
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This study examines use of the term “gifted” among parents of children who are enrolled in a program for gifted children. While all of the parents acknowledge thinking of their children as gifted, over one-quarter report not using the term “gifted” in referring to their children. Use of the term is not related to the child's number of years in a gifted program, IQ, or achievement level. Families of parents who use the term are more achievement oriented, but provide less freedom for expression of individual feelings. Children of parents who use the term are less well-adjusted on the Personality Inventory for Children. Implications for research on the effects of labeling on the family are discussed.
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Walsh, Rosalind L., and Jennifer L. Jolly. "Gifted Education in the Australian Context." Gifted Child Today 41, no. 2 (2018): 81–88. http://dx.doi.org/10.1177/1076217517750702.
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The context in which gifted education operates in Australia provides for differing levels of identification and services. Lacking a federal mandate or funding, states and territories are responsible for addressing the needs of gifted students. Australia contributes to the gifted education research literature, focusing on acceleration, gifted girls, and teacher attitudes. The impacts of a relatively new national curriculum and assessment program have yet to be assessed in terms of their impact on gifted children. This article includes an overview of the policies, models, and barriers facing gifted education in Australia.
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Whitton, Diana. "Transition to School for Gifted Children." Australasian Journal of Early Childhood 30, no. 3 (2005): 27–31. http://dx.doi.org/10.1177/183693910503000305.
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Starting school raises concerns for children, parents and teachers. Each has a range of issues to consider. Over the past eight years, The Starting School Research Project has examined eight categories which various stakeholders see as important in children's transition to school. This paper focuses on a particular group, gifted children starting school, to determine whether the perceptions and expectations of parents and gifted children about to start school were similar to or different from those of the more general groups studied by The Starting School Research Project.
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Nagy, Iren, and Irene Papp. "Developing gifted children in Hungarian preschool education." Gifted Education International 29, no. 2 (2012): 174–85. http://dx.doi.org/10.1177/0261429412447714.
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At a conference, a secondary school teacher was very surprised when she heard about the idea of talent development in preschool education. ‘What does it mean?’ she asked. In this paper we answer the above question with a model created by joint research. We describe our method of developing gifted children with the involvement of preschool teachers in an ordinary kindergarten.
13
Keirouz, Kathryn S. "Concerns of Parents of Gifted Children: A Research Review." Gifted Child Quarterly 34, no. 2 (1990): 56–63. http://dx.doi.org/10.1177/001698629003400202.
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Maznichenko, Marina Aleksandrovna, Nataliya Ivanovna Neskoromnykh, Oksana Pavlovna Sadilova, Snezhana Vladimirovna Brevnova, Nadezhda Mansumovna Grigorashchenko-Aliyeva, and Vita Alexandrovna Fomenko. "Identification and support of gifted children within the framework of school-university networks." Science for Education Today 11, no. 2 (2021): 7–31. http://dx.doi.org/10.15293/2658-6762.2102.01.
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Introduction. The article examines the potential of school-university partnership programmes for gifted and talented children. The purpose of this study is to determine the mechanisms for identifying and supporting gifted children by means school-university networks. Materials and Methods. To achieve this goal, the authors have reviewed a considerable amount of literature on giftedness, identification and support of gifted children with a focus on establishing school-university networks. A sample of leadership and teaching staff (n = 149) representing 44 municipalities of the Krasnodar Krai (Russian Federation) was surveyed in order to evaluate the effectiveness of identification, support and guidance of gifted students. The analysis of university websites was carried out in order to reveal the existing practices of partnerships with secondary and supplementary education settings aimed at identification and support of gifted children. To solve the revealed problems of gifted education, a model of school-university network encompassing the flagship university and secondary and supplementary education settings has been developed. Results. The study has revealed the following problems of provision for gifted and talented students: unrecognized special giftedness; underestimation of career guidance for gifted students; insufficient attention to social and emotional issues in the development of gifted children; lack of continuity in provision for gifted and talented individuals at different levels of education. The authors propose a model of the network between the flagship university and secondary education settings aimed at solving the above mentioned problems. The research findings include procedures of identifying and supporting gifted children by means of school-university partnership programmes for 9 domains of giftedness (academic (intellectual), technical, entrepreneurial, communicative, leadership, emotional, sports, artistic and vocational) in corresponding types of career-oriented activities (educational, research, scientific; technical design, business design, business communication, management, volunteering, sports, artistic creativity, production) using the facilities and human resources of the flagship university. Conclusions. The conclusion can be drawn that identification and support of gifted children and adolescents must be carried out in close connection with career guidance, taking into account the needs of the regional labor market. Building partnerships of the university, comprehensive secondary schools and supplementary education settings contribute to solving this problem.
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Sękowski, Andrzej, and Beata Łubianka. "Psychological perspectives on gifted education – selected problems." Polish Psychological Bulletin 46, no. 4 (2015): 624–32. http://dx.doi.org/10.1515/ppb-2015-0069.
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Abstract The present article reviews the psychological literature on selected problems of gifted education. It discusses issues which are particularly important from the point of view of the skills and tools used by psychologists, educational specialists, teachers and tutors in their daily work with gifted children and adolescents. The problems described include diagnosis of giftedness in education, types of educational support provided to the gifted, and the requirements placed on teachers of gifted students. A particular emphasis is put on the contemporary research-related and practical challenges faced by gifted support specialists in schools.
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Shaklee, Beverly D. "Identification of Young Gifted Students." Journal for the Education of the Gifted 15, no. 2 (1992): 134–44. http://dx.doi.org/10.1177/016235329201500203.
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Among the critical issues in gifted child education which have emerged from the 1980s is the failure to appropriately identify and adequately program for primary gifted children. This paper examines the problems embedded in the accurate assessment of exceptional potential in populations of young children from minority and/or economically disadvantaged settings. Assessment issues are examined in the light of recent research on developmentally appropriate evaluation of young children. Historical and current practices are reviewed and descriptions of two innovative approaches to non-traditional assessment of young children are provided.
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Vespi, Laurel, and Carolyn Yewchuk. "A Phenomenological Study of the Social/Emotional Characteristics of Gifted Learning Disabled Children." Journal for the Education of the Gifted 16, no. 1 (1992): 55–72. http://dx.doi.org/10.1177/016235329201600107.
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The purpose of this study was to explore the social/emotional development of gifted learning disabled students using a phenomenological approach. A series of interviews was conducted with four gifted learning disabled boys aged nine to twelve, their parents, and their teachers. Using procedures recommended by Colaizzi (1978) and Kruger (1979), themes were extracted from the interviews, and then grouped into categories to provide an overall description of the characteristics of gifted learning disabled children's social/emotional development. After comparing these characteristics to those of gifted children and learning disabled children, implications were drawn for educational programming and future research.
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Shibata, Aya, and Dianne Forbes. "Teachers' and Counsellors' Perspectives on Gifted Children and Gifted Education: New Zealand and Japan." Gifted Education International 25, no. 2 (2009): 187–93. http://dx.doi.org/10.1177/026142940902500208.
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This article reports on the key findings of a recent study undertaken by Aya Shibata, exploring teachers' and counsellors' perceptions of gifted children and of gifted education policy in New Zealand and Japan. The study took the form of qualitative, comparative case studies, and involved semi-structured interviews with teachers and school counsellors in New Zealand and Japan. Key findings highlight a lack of official support for gifted education in Japan, while acknowledging the place of out-of-school, private programmes as a form of gifted education. The study offers insight into Japanese cultural concepts relevant to gifted and talented education, and suggests directions for future research.
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Pavlova, Ekaterina Pavlovna, Sofya Nikolaevna Shadrina, Zinaida Grigorievna Pavlova, Raisa Ilyinichna Vasilieva, and Victoria Aleksandrovna Pavlova. "Pedagogical conditions for supporting gifted children in Yakutia (on the example of the Higher School of Music of the Republic of Sakha (Yakutia))." E3S Web of Conferences 291 (2021): 05027. http://dx.doi.org/10.1051/e3sconf/202129105027.
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The article highlights the problems of developing giftedness in children and approaches to support them in Yakutia. The problem of educating gifted children and creating conditions for the evolution of their unique potential is becoming one of the main modernization areas in the Russian education system. The study goal: to study the situation of supporting musically gifted children of Yakutia. Research methods: study and analysis of theoretical sources, Russian and foreign experience in supporting children’s giftedness, processing and analysis of statistical data, analysis of experience in supporting children’s giftedness in Yakutia. The scientific novelty of the research consists in teaching musically gifted children and studying their phenomenon through the prism of a system of pedagogical conditions that ensure their personal growth on the basis of a Higher School of Music and a general education institution that provides training at three successive levels of education: primary, secondary and higher. The study result is based on the analysis of the researchers’ views, we attempted to systematize knowledge about giftedness, a set of measures to accompany musically gifted children held in the Republic of Sakha (Yakutia) were highlighted and the pedagogical conditions reflected in the recommendations were identified.
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Shumakova, N. B. "Specificity and Problems of Development of Gifted Children in Primary School Age." Psychological-Educational Studies 10, no. 1 (2018): 1–7. http://dx.doi.org/10.17759/psyedu.2018100101.
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The article considers the features of intellectual and personal development of gifted children, problems that arise in the younger school age. The most common difficulties of the intellectually gifted first-graders, connected with the instruction in the school and the interrelations with their peers are pointed. The origins of these problems are clarified - the specifics of development in preschool childhood, and not quite adequate conditions of family upbringing and education. The value of creative or research instruction for the gifted children is revealed. The experience of realization the special interdisciplinary curriculum “Gifted Child” for gifted children based on the principles of systematic, activity, value of creation, novelty, problem finding, multimodality, personal interest, dialogical and independence are analyzed. These basic principles of formation of education allow the child to maintain the research position and develop the creative potential.
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Bhatt, Rachana. "A Review of Gifted and Talented Education in the United States." Education Finance and Policy 6, no. 4 (2011): 557–82. http://dx.doi.org/10.1162/edfp_a_00048.
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Gifted and talented education programs provide children who have been identified as having high ability in some intellectual or creative characteristic with a supplemental curriculum to their traditional coursework. Despite the popularity of these programs, the literature lacks a comprehensive review of gifted education in the United States. This policy brief aims to fill this void by providing national and state-level statistics on participation rates, funding appropriations, and policies on gifted education. Since many of the operational details of these programs are determined by local education agencies, data on a nationally representative sample of schools are then used to provide information on gifted curricula, instructor training and experience, and the selection process for admission. Finally, a review of the research on gifted education is provided. This research highlights that gifted programs vary widely and that further research on this topic can provide valuable information to policy makers and educators.
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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 (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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Wadlington, Elizabeth, and Jeanne M. Burns. "Math Instructional Practices within Preschool/Kindergarten Gifted Programs." Journal for the Education of the Gifted 17, no. 1 (1993): 41–52. http://dx.doi.org/10.1177/016235329301700105.
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Math instructional practices/materials utilized by teachers in early childhood programs for gifted three-, four-, and five-years have been discussed in this article. Information was collected for a study that examined specific math practices utilized by teachers in gifted preschool/kindergarten programs within the United States. Results indicated that most respondents used unstructured activities (e.g., discovery learning, learning centers) in small groups when providing math instruction. Although the teachers exposed the gifted children to concepts generally introduced to older students; they most frequently taught concepts found in traditional early childhood programs. Children were infrequently exposed to concepts/materials pertaining to time and measurement even though research has indicated that young gifted children often possess advanced capabilities in these areas.
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Johnsen, Susan K., and Corina R. Kaul. "Assessing Teacher Beliefs Regarding Research-Based Practices to Improve Services for GT Students." Gifted Child Today 42, no. 4 (2019): 229–39. http://dx.doi.org/10.1177/1076217519862332.
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This study examined teacher beliefs regarding research-based practices in gifted education and how these beliefs or other barriers influenced the implementation of practices in their classroom. An online survey was sent to gifted education teachers in a large suburban district. The teacher belief statements were developed based on the National Association for Gifted Children (NAGC) Pre-K-Grade 12 Gifted Programming Standards. Although a majority of the teachers agreed with the research-based belief statements, fewer implemented the practice in their classrooms frequently. If they did implement the practice, they perceived positive student outcomes. Teachers did identify these obstacles related to implementation: limited resources, training, skill level, and the school system curriculum.
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Pilarinos, Vassiliki, and C. R. Solomon. "Parenting Styles and Adjustment in Gifted Children." Gifted Child Quarterly 61, no. 1 (2016): 87–98. http://dx.doi.org/10.1177/0016986216675351.
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The present study examined the relationship between parenting styles and the psychosocial adjustment of 48 children aged 7 to 11 years, each of whom had been identified as gifted on the basis of a score of 130 or above on the Wechsler Intelligence Scale for Children–Fourth Edition. Parenting styles and child psychosocial adjustment were measured using self-report questionnaires. Nineteen of the 48 gifted children in the sample (39.6%) were described by their parents as having peer social problems, descriptions that were not consistent with results obtained from the children and their teachers. Mothers also reported more child conduct problems than did the teachers. No associations were found between parenting styles and social problems with peers. Although the findings supported existing research on fathers’ parenting styles, some of the relationships between mothers’ parenting style and gifted child outcomes were not consistent with previous studies on parenting styles.
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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 (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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Yanlin, Wu, and Ruslan Chornovol-Tkachenko. "EDUCATIONAL WORK WITH GIFTED CHILDREN THROUGH INTERNET IN CHINA (ON THE EXAMPLE OF COMMUNICATIVELY GIFTED CHILDREN)." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 635–45. http://dx.doi.org/10.17770/sie2021vol2.6295.
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Chinese pedagogical science always had rather complex relationship with the concept of «giftedness» as a social and educational reality because only the person's social success (good position, social and professional demand, maximum compliance with the social ideal of society) was seen as the sign of the person's giftedness in traditional Chinese pedagogy. Online education always considered to be a supporting form of education service in China or a variant of education service providing for special categories of children (hard-to-reach children, children with special physical and educational needs, those who are in difficult life situations: imprisoned, in hospital etc). However the 2020 pandemic situation faced the whole world and China in particular with the need to reconsider views as to the place of distance education. All pedagogical and educational work in the world has been moved online and work with gifted children is of no exception. The article aims to present the Chinese experience of online work with gifted children (especially the communicatively gifted ones) by the means of special education platforms and programs. To write the article, a complex of theoretical and empirical research methods was used (аbstraction method, analysis of pedagogical literature, induction and deduction, observation etc.).
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Ferbežer, Ivan. "Gifted Children in Slovenia between Theory and Practice." Gifted Education International 17, no. 1 (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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Robinson, Ann. "Brave New Directions: Needed Research on the Labeling of Gifted Children." Gifted Child Quarterly 30, no. 1 (1986): 11–14. http://dx.doi.org/10.1177/001698628603000102.
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Мухина, О. Д. "Providing Social and Psychological Support to Gifted Children in the Education Process." Психолого-педагогический поиск, no. 2(54) (October 23, 2020): 162–68. http://dx.doi.org/10.37724/rsu.2020.54.2.016.
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В статье обосновывается актуальность проблемы развития одаренного ребенка в условиях современного образования. Описывается необходимость создания государственной системы выявления и социально-психологического сопровождения одаренных детей. Анализируются основные формы и методы адаптации системы образовательного учреждения к возможностям и требованиям ребенка с неординарными способностями. Описываются психологические особенности таких детей. Характеризуются социально-психологические технологии работы с одаренными детьми: диагностика, консультирование, тренинг личностного роста и тренинг креативности, использование которых позволяет обеспечить эффективное сопровождение одаренного ребенка в образовательном процессе, профориентацию и высокопродуктивную деятельность по благоустройству и развитию общества. В статье также перечисляются мероприятия государственного уровня по поддержке данной категории детей. Главной целью данного исследования является стремление привлечь внимание педагогического сообщества к повышению профессиональной компетентности психолого-педагогического состава при организации работы с детьми с выдающимися способностями. При организации образовательного пространства педагогу необходимо использовать специальные методы. При социально-психологическом сопровождении процесса развития одаренного ребенка специалисту необходимо учитывать психологические особенности такого ребенка и особенности его микросоциума. Вся эта деятельность должна быть реализована в контексте и при непосредственном контроле государства. Поддержка одаренных детей вписывается в государственную концепцию последних лет, направленную на осознание ценности человеческих ресурсов и поддержку талантливых людей, способных обеспечить качественный скачок в развитии страны. The article substantiates the relevance of the issue of gifted children development in the conditions of modern education. It underlines the necessity of creating a statewide system of gifted children identification and social and psychological support. It analyzes the major forms and methods that enable one to adjust the education system to the needs and abilities of a gifted child. The article characterizes social and psychological strategies of working with gifted children: identification, consultation, personal growth training, creativity training, and other strategies that enable one to ensure efficient support of gifted children throughout the educational process, secure gifted children’s professional orientation, provide efficient means of social improvement and development. The article enumerates state measures aimed at the support of gifted and talented children. The aim of the research is to draw the attention of the teaching community to the necessity of enhancing teachers professional competence of supporting gifted children’s learning process. When organizing the learning space, a teacher should use special strategies and methods. To provide gifted children with the required social and psychological support, a teacher should take into consideration, gifted children’s psychological peculiarities and the peculiarities of such children’s microcommunities. All these activities should be state-supported and state-supervised. Supporting gifted children has been a state priority for many years now. It highlights the importance of human resources and the necessity to support gifted people capable of ensuring a qualitative development of the country.
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Hoge, Robert D., and Joseph S. Renzulli. "Exploring the Link Between Giftedness and Self-Concept." Review of Educational Research 63, no. 4 (1993): 449–65. http://dx.doi.org/10.3102/00346543063004449.
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We explored three broad issues in the article. First, do gifted and nongifted children differ in their self-concepts? Second, what are the effects on the self-concept of labeling the child as gifted? Third, are there any effects on self-concept of placing a child in special programs for the gifted? The review begins with a discussion of theoretical and methodological issues associated with the self-concept and giftedness constructs. This is followed by a meta-analysis of studies bearing on the three issues. Two types of studies are reviewed: (a) cases where gifted and average students are compared in terms of the self-concept and (b) studies in which gifted children are exposed to differential programming and the effects on self-concept explored. The studies indicated generally higher academic self-concepts for gifted students, but otherwise the results of the investigations were highly variable. The article concludes with a discussion of research and practical implications.
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Tanik, Nagihan, and Uğur Büyük. "Subtle nuances in personality differences between gifted children as perceived by parents and teachers." Gifted Education International 37, no. 3 (2021): 305–20. http://dx.doi.org/10.1177/0261429420987005.
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This study, using a phenomenological research design, was conducted with 10 gifted children, 7 parents, and 2 teachers. The data, which were analyzed via content analysis method, revealed that there were subtle nuances in personality differences between gifted children. Moreover, while the Science and Arts Center (SAC) teachers were more aware of the gifted children’s cognitive traits, while parents were more aware of their children’s affective and personality traits and needs. Furthermore, the results of the study seem to indicate that gifted children are leaders and intelligent, rational, hardworking, knowledgeable, very careful, calm, amusing, funny, curious, and highly observant individuals who like reading books and have a well-developed strong memory. On an average day in their lives, these students allocate spare time for academic success-focused behaviors, their hobbies, and socialization. Among these, the time spent on activities related to academic success and hobbies constitutes the highest amount of ratio.
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Barzut, Vesna, Jelena Blanuša, and Dijana Krstić. "Preschool teachers' implicit attitudes towards gifted children." TIMS. Acta 14, no. 2 (2020): 85–92. http://dx.doi.org/10.5937/timsact14-28876.
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This research examined the implicit attitudes of the preschool education professionals towards the gifted children. We used two types of assessment: how much an attitude is fair and how much it is good. The attitudes of preschool teachers who are working at the preschool institutions and the attitudes of students who are enrolled in vocational education for preschool teachers were compared. The control group were the students of sport training. The attitudes towards gifted children were researched as they are typically portrayed as intellectually superior, socially maladjusted and seen as a potential leaders of the society. The results showed a relatively positive attitude towards gifted children in all groups. The only exception is that they have a neutral to slightly negative attitude towards social adjustment of the gifted children. These results just partially confirmed the disharmony of the hypothesis that teachers frequently have. It is the assumption that the intellectual superiority of the gifted children is accompanied by social or emotional maladjustment. Based on the results, on the preschool level, there are not yet any kind of negative attitudes of the preschool teachers towards gifted children. In addition, it seems that the professionals increase the value of the cognitive aspect of giftedness with experience.
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Suparman, Suparman. "Students of MTSN Wonogiri: Psicology Perspectiveof Islamic Education." Journal of Islamic and Muhammadiyah Studies 1, no. 2 (2020): 10–16. http://dx.doi.org/10.21070/jims.v1i2.1055.
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The term gifted is described by Renzulli that there are interactions that unite the three main characteristics (three rings conception), namely general abilities with levels above the average normal child, creativity above average, self-attachment to tasks is quite high. Gifted children have the ability to develop a combination of the three characteristics. The purpose of this study was to determine the condition of gifted students and analyze the development of giftedness in MTsN Wonogiri Regency.
 This research is a field research designed to find out the development of gifted stu- dents at MTsN Wonogiri, Central Java. The research design uses qualitative analysis with a multidisciplinary approach. This study besides describing ethnographically the school under study in the research location, as well as trying to dismantle and understand the hidden ideas of the development of gifted students at school.
 The results of this study are (1) MTsN 1 Wonogiri, MTsN Nguntoronadi, and MTsN Purwantoro are Islamic Education Institutions under the auspices of the Ministry of Reli- gion of Wonogiri Regency who pay attention to the development of student giftedness, through initial selection of school entry, learning processes, evaluations, extracurricular activities and stakeholders, (2) Analysis of student gifted development in the form of char- acteristics, namely average ability; general ability, special ability, commitment to the task.
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Hodges, Jaret, Kacey Crutchfield, and Lindsay Ellis Lee. "Equitable Access, Locale, Funding, and the Alignment to Performance Ratings in Texas Gifted Programs." Journal for the Education of the Gifted 44, no. 1 (2021): 3–30. http://dx.doi.org/10.1177/0162353220978306.
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Self-assessments utilizing designated, objective standards are critical in program evaluation. Although 2013–2014 Texas policy mandated districts self-assess their gifted programs using the community and student engagement performance rating system, little is known about how districts determined their self-assessment ratings. Following gifted program evaluation guidelines from the Texas State Plan for Gifted/Talented Students and the National Association for Gifted Children Pre-K–Grade 12 Gifted Programming Standards, researchers used logistic ordered regression to examine Texas districts’ 2014–2015 locale, proportional representation, and budgetary allotments in relation to gifted program self-assessed performance ratings. Results indicate proportional representation of Black and Hispanic students in gifted programs did not influence school district self-assessed ratings. On the contrary, locale, proportion of Black and Hispanic students to the overall district population, and budget allocation did relate to self-assessed ratings of gifted programs. Future research directions and implications for the use of self-assessments within gifted program evaluation are discussed.
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Terzian, Sevan G. "“Subtle, vicious effects”: Lillian Steele Proctor's Pioneering Investigation of Gifted African American Children in Washington, DC." History of Education Quarterly 61, no. 3 (2021): 351–71. http://dx.doi.org/10.1017/heq.2021.22.
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AbstractThis essay examines the first detailed study of gifted African American youth: Lillian Steele Proctor's master's thesis from the late 1920s on Black children in Washington, DC. Unlike formative research on gifted children by educational psychologists, Proctor's investigation emphasized children's experiences at school, home, and community in determining their abilities, opportunities, and accomplishments. Proctor's work also anticipated African American intellectuals’ critiques of racist claims about intelligence and giftedness that would flourish in the 1930s. In focusing on the nation's capital, her investigation drew from a municipality with a high proportion of African American residents that was segregated by law. Proctor pointed directly to systemic racism as both contributing to the relative invisibility of gifted African American youth and in thwarting opportunities to realize their intellectual potential. In an environment of racial subordination and segregation, these gifted children found themselves excluded from cultural resources and educational opportunities.
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Undro, Evelina, and Sigita Girdzijauskienė. "Gifted Girls’ Learning Experience in General Education." Acta Paedagogica Vilnensia 43 (December 20, 2019): 57–70. http://dx.doi.org/10.15388/actpaed.43.4.
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The Munich Dynamic Ability-Achievement Model during the school period emphasizes the increasing impact of the school environment on the transformation of the ability (potential) of exceptional achievement, making it an integral part of the development of giftedness. However, the literature indicates that the identification and education of gifted children in Lithuania and abroad is often left to the personal discretion and initiative of teachers, parents or gifted students. In general education schools, gaps in teachers’ theoretical and practical training in gifted children education, as well as abilities to determine their academic and emotional needs, can be identified. Gifted are often seen as “awkward” students, and during adolescence they are faced with the need to choose between mimicking “normal teenage life” and being a “geek”. Gifted teens girls additionally feel pressured to conform to the “normal image of a girl” rather than displaying exceptional abilities and vigorously competing for achievement as “normal for the male image”. Teachers often think that boys can accomplish more than girls, so they need more reinforcement and encouragement. These factors pose a greater risk for gifted adolescent girls to be unrecognized, not properly promoted, and have not realized giftedness.A qualitative research strategy was used to reveal the authentic learning experience of gifted girls (teens) in general education schools. Six gifted girls from 13 years 10 months to 14 years 7 months, from three Vilnius schools, participated in the survey. The learning experience of gifted girls was revealed by three themes. They have shown that teachers’ attitudes that all students have equal learning needs, their obligation to help low achievers, and disbelief that gifted students need special education assistance had made gifted girls bored and waste time in the classroom. It was also revealed that the most commonly used methods of teacher training reflect a passive form of teaching that does not facilitate the process of acquiring knowledge. Finally, teacher indifference, high expectations, comparing students to gifted girls cause uncomfortable feelings, while teacher rigidity and insensitivity provoke conflict situations and reduce learning motivation. All of this, combined with inconsistent behaviour by applying different norms for themselves and students, widens the gap between “good” and “bad” students.
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Jumper, Rachel Leah. "Communicating about bullying: Examining disclosure among gifted students." Gifted Education International 35, no. 2 (2019): 110–20. http://dx.doi.org/10.1177/0261429418824113.
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Although research on bullying has grown in scope in recent years, research specifically focused on gifted children’s experiences with bullying has been more limited. Studies of gifted children and bullying do exist, but the body of research in this specific area is not large. This article asserts that there are differences in the ways that gifted and nongifted middle school students communicate about bullying. This article examines quantitative differences in the ways middle school students who self-identify as gifted, and their peers who do not self-identify as gifted, disclose information about bullying. Data were collected from 343 middle school students at five different schools using the Olweus Bully/Victim Questionnaire. The study found that gifted students were more likely than general education students to disclose to their peers that they were being bullied but were not more likely than other children to communicate about bullying to their teachers or parents. These findings have important implications for schools and families as adults may underestimate bullying among the gifted. Additionally, these findings add to the literature supporting intervention programs that incorporate peer bystanders and add information to how we understand the importance of peers for gifted children.
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Shaughnessy, Michael F., and Jody W. Stockard. "Gifted Children's, Teachers', and Parents' Perceptions of Influential Factors on Gifted Development." Gifted Education International 11, no. 2 (1996): 76–79. http://dx.doi.org/10.1177/026142949601100202.
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Over the past twenty years, much research has been conducted and emphasis placed on gifted children, their education and development. This article examines differing perceptions of influential factors on gifted children's development. In one study, parents, teachers and gifted children were surveyed regarding their perception of the factors that have contributed to “giftedness.” In a second study, attitudes, as well as behavioral concerns, are addressed. A third study surveys a cross-cultural sample of British educational professionals. The results of these studies are explored and implications for instruction and assessment are offered.
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Swiatek, Mary Ann. "Social Coping among Gifted Elementary School Students." Journal for the Education of the Gifted 26, no. 1 (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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Grushetskaya, Irina N., Ol’ga S. Shcherbinina, and Dmitriy V. Lepeshyov. "FEATURES OF SOCIAL AND PEDAGOGIC WORK WITH GIFTED CHILDREN IN THE RUSSIAN FEDERATION AND THE REPUBLIC OF KAZAKHSTAN." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 1 (2020): 29–35. http://dx.doi.org/10.34216/2073-1426-2020-26-1-29-35.
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In science and practice, there is an increased interest in considering the organisation of work with gifted children. Serious attention is paid to the identifi cation of gifted and talented children and the content of the work on the development of their abilities at different levels of education. Many countries have accumulated their own unique experience in working with such a non-standard category. It is interesting to compare the content and features of social and pedagogical work with gifted children in Russia and in the former republics of the Soviet Union. The Republic of Kazakhstan over the years of post-Soviet existence has accumulated serious experience with this non-standard categories of children, both in school and additional education. This circumstance allowed us to conduct a comparative analysis of the experience of socio-pedagogic work with gifted pupils in Russia and Kazakhstan and try to identify the features of socio-pedagogic work with gifted pupils in this direction. In the course of the empirical study, a survey was conducted of pedagogues of General education organisations of the Russian Federation (n=132), pedagogues of additional education organisations (n=66), pedagogues and specialists of SIRIUS educational centre in Sochi (n=27); educational organisations of Kazakhstan (n=200). On the basis of the conducted research we have identifi ed the features of social and pedagogic work with gifted children in educational institutions of various types in the territory of the Russian Federation and the Republic of Kazakhstan.
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Jaskulska, Magda. "Teaching gifted students in elementary school." Problemy Opiekuńczo-Wychowawcze 567, no. 2 (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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Roberts, Shawn M., and Suzanne B. Lovett. "Examining the “F” in Gifted: Academically Gifted Adolescents' Physiological and Affective Responses to Scholastic Failure." Journal for the Education of the Gifted 17, no. 3 (1994): 241–59. http://dx.doi.org/10.1177/016235329401700304.
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The present investigation examined whether academically gifted children, relative to their nongifted peers (a) were subject to greater self-oriented and socially prescribed perfectionism, (b) endorsed higher levels of Ellis' (1962) irrational beliefs, and (c) were prone to more negative reactions to an experimentally induced failure. Relative to their nongifted and academically achieving peers, the academically gifted students demonstrated more negative affective and physiological stress reactions to the experimentally induced failure, as well as higher levels of self-oriented perfectionism and irrational beliefs. The present findings highlight the need for research within the relatively new and unexplored field of gifted students' reactions to scholastic failure.
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Roessingh, Hetty, and Michelle Bence. "Intervening in Early Written Literacy Development for Gifted Children in Grade 2: Insights From an Action Research Project." Journal for the Education of the Gifted 40, no. 2 (2017): 168–96. http://dx.doi.org/10.1177/0162353217701201.
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This article reports on an action research project undertaken by a team of four Grade 2 teachers who work in a school for gifted learners. Focused on implementing a structured printing and spelling curriculum in addition to providing instructed support for planning, organizing, and vocabulary use for different genres of writing, both qualitative and quantitative data provide insights into the contribution and importance of these five curricular elements on the quality and quantity of written production during 1 school year. Of particular importance is the need for automaticity as this relates to capacity theory and the constraints of working memory. The unique needs as well as strengths of the gifted learner profile are highlighted. The article concludes with a series of unanswered questions for the research community to consider.
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Kane, Michele. "Wisdom in action." Gifted Education International 30, no. 2 (2013): 160–67. http://dx.doi.org/10.1177/0261429413481125.
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Annemarie Roeper is a luminary in the field of gifted education. Her many contributions provide a window into the depth and breadth of her curious and creative nature. Along with her husband George, she envisioned and developed a child-centered and holistic approach to education which resulted in The Roeper School, a legendary school for gifted children. The parent letters they would send home eventually led to a premier research journal, The Roeper Review. Annemarie Roeper’s life journey was represented by her publications, which included a myriad of articles as well as several books. She was a founding member of the global awareness committees for the National Association for Gifted Children and the World Council for Gifted and Talented Children. The legacy she leaves is her life story and the manner by which she transformed the challenges in her life and created opportunities for growth—she modeled wisdom in action.
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Hessler, Gary L. "Review of the Kaufman Assessment Battery for Children: Implications for Assessment of the Gifted." Journal for the Education of the Gifted 8, no. 2 (1985): 133–47. http://dx.doi.org/10.1177/016235328500800204.
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This article reviews the Kaufman Assessment Battery for Children, particularly as it relates to its use with the gifted. The article provides an overview of the test, followed by a discussion of its technical characteristics, the theoretical and research model on which it is based, the issue of cultural bias, its procedure for comparing cognitive performance and academic achievement, and the predictive validity of the test for academic achievement. The paper concludes by summarizing the test's characteristics that should be considered when using it to assess gifted students.
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Veas, Alejandro, Juan-Luis Castejón, Colm O’Reilly, and Albert Ziegler. "Mediation Analysis of the Relationship Between Educational Capital, Learning Capital, and Underachievement Among Gifted Secondary School Students." Journal for the Education of the Gifted 41, no. 4 (2018): 369–85. http://dx.doi.org/10.1177/0162353218799436.
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The underachievement of gifted students is a serious problem in gifted education. Although analytic research strategies have identified many causes of underachievement, this kind of approach still needs to be complemented by synthetic research strategies. The actiotope model of giftedness, for example, suggests that the effect of educational capital on achievement is mediated by learning capital. In an empirical study with a sample of 143 gifted Spanish secondary school students, educational capital was characterized by various forms of parental involvement aimed at the learning successes of children. Learning capital was represented by two types of learning strategies: metacognitive strategies and elaboration strategies. Following the method developed by Baron and Kenny, the hypothesized mediation of learning capital between educational capital and school achievement was confirmed.
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Olszewski-Kubilius, Paula, and Susan Corwith. "Poverty, Academic Achievement, and Giftedness: A Literature Review." Gifted Child Quarterly 62, no. 1 (2017): 37–55. http://dx.doi.org/10.1177/0016986217738015.
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In this article, we review research on poverty, both poverty rates and the effects of poverty on academic achievement more generally and on the identification and services for low-income gifted children specifically. This review sets the stage for further discussion of the research findings on identification practices including the efficacy of various approaches to increase the identification of gifted students in poverty. We then review research on the effectiveness of programs designed specifically to identify students with potential and support them through talent development services. Finally, we conclude the literature review with recommendations for future research.
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Biggs, Edith. "Mathematics for Gifted Children of Ages 7 to 12." Gifted Education International 5, no. 1 (1987): 45–47. http://dx.doi.org/10.1177/026142948700500111.
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This article outlines a series of mathematical tasks given to very able pupils aged 7–12 years. It also stresses the value of research and inservice education which is firmly teacher and classroom based.
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Brigandi, Carla B. "Fidelity of Implementation for an Evidence-Based Enrichment Practice." Journal of Advanced Academics 30, no. 3 (2019): 268–97. http://dx.doi.org/10.1177/1932202x19862686.
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Children with gifts and talents benefit from participation in programs grounded in research-based models. Implementation fidelity, however, is a potential moderator of intended benefits. The purpose of this study was to examine one teacher’s fidelity of implementation for Type III Enrichment, an evidence-based gifted education practice and component of Renzulli’s Enrichment Triad Model and Renzulli and Reis’s Schoolwide Enrichment Model. Findings indicated the gifted education teacher implemented Type III Enrichment with fidelity; she adhered to recommended structures and processes, which she skillfully implemented, and student participants were responsive and engaged in the learning process. Audience impact was adversely affected by duration of the one-semester program. In addition, findings indicated the teacher supplemented recommended processes and these supplemental activities influenced student engagement in positive ways.