Relevant bibliographies by topics / Identification of gifted and talented pupils

Contents

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

Academic literature on the topic 'Identification of gifted and talented pupils'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Identification of gifted and talented pupils.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Identification of gifted and talented pupils"

1

Sisk, Dorothy A. "Children at Risk: the Identification of the Gifted Among the Minority." Gifted Education International 5, no. 3 (September 1988): 138–41. http://dx.doi.org/10.1177/026142948800500303.

Full text
Abstract:
This article discusses the major problems in urban inner city schools in the U.S.A. It discusses the issue of the validity of the use of conventional psychometric tests to assess the abilities of disadvantaged pupils; and the writer justifies the use of alternative assessment procedures. She emphasises the importance of changing teacher attitudes toward the disadvantaged gifted since many teachers seek to identify high achievement in conventional school subjects rather than to identify pupils with a high potential for learning. The paper concludes with suggestions of how to nurture and develop the talents of disadvantaged youngsters.
APA, Harvard, Vancouver, ISO, and other styles
2

Ferbezer, Ivan. "Validity and Reliability of Teachers' Judgment in Identification and Follow-Up of Gifted Pupils." Gifted Education International 12, no. 3 (January 1998): 190–91. http://dx.doi.org/10.1177/026142949801200310.

Full text
Abstract:
According to the compatibility between definition, identification and programming of giftedness (Renzulli) we wanted to contribute to the psychometrical improvement of teachers' observation of gifted children; to contribute to the operationalisation of / information of action, to the pedagogical extension of conceptions of giftedness, to talent identification as a component part in educational programming.
APA, Harvard, Vancouver, ISO, and other styles
3

Vaughn, Vicki L. "A K-12 Model for Talent Identification and Development Program: Gifted Education for the Twenty First Century." Gifted Education International 12, no. 2 (September 1997): 106–10. http://dx.doi.org/10.1177/026142949701200211.

Full text
Abstract:
The writer describes a school which systematically tries to cater for all pupils' needs, including the very able students. The article offers a practical case study of aims and realities of Burris Laboratory School, Indiana, USA.
APA, Harvard, Vancouver, ISO, and other styles
4

Tirri, Kirsi, and Elina Kuusisto. "How Finland Serves Gifted and Talented Pupils." Journal for the Education of the Gifted 36, no. 1 (January 15, 2013): 84–96. http://dx.doi.org/10.1177/0162353212468066.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Williams, Mary. "Challenging Gifted and Talented Children During Literacy Hour." Gifted Education International 20, no. 1 (July 2005): 70–79. http://dx.doi.org/10.1177/026142940502000109.

Full text
Abstract:
This article discusses the language and literacy provision that should be made for gifted and talented pupils in Key Stages 1 and 2 in UK primary schools. It considers whether Literacy hour lessons offer an appropriate medium for literacy learning and suggests practical ways in which more able pupils can be challenged to higher levels of achievement across the Programmes of Study of the English National Curriculum. The importance of providing pupils with imaginative, creative, problem-solving tasks is explored and the significance of pupils' gaining metacognitive awareness acknowledged. Suggestions are made about how to differentiate Literacy hour teaching and learning appropriately, so that the needs of gifted and talented pupils can be successfully met.
APA, Harvard, Vancouver, ISO, and other styles
6

Lowe, Hilary. "Excellence in English Cities: Gifted and Talented Education and the National Training Programme for ‘Gifted and Talented Co-ordinators’." Gifted Education International 17, no. 2 (May 2003): 120–29. http://dx.doi.org/10.1177/026142940301700204.

Full text
Abstract:
This article traces recent developments in a national strategy for the education of highly able pupils in England, focusing on the government's Excellence in Cities school improvement programme. This programme seeks to ensure that ‘gifted and talented’ pupils in designated state schools, many of which present particular educational challenges, are identified and provided with opportunities to fulfil their potential. The author describes the unique national programme of continuing professional development, designed and delivered by the Research Centre for Able Pupils at Oxford Brookes University, which underpins the Gifted and Talented Strand of Excellence in Cities.
APA, Harvard, Vancouver, ISO, and other styles
7

Campbell, Andrew, and Trevor Kerry. "Gifted and Talented: Working Inside Out or Outside In?" Gifted Education International 20, no. 3 (December 2005): 274–84. http://dx.doi.org/10.1177/026142940502000303.

Full text
Abstract:
Brooke Weston City Technology College, Corby, UK, is a highly successful secondary school with outstanding examination results for pupils aged sixteen years. Its intake is deliberately balanced to ensure pupils of all abilities are admitted; the area has notable social disadvantages. This article examines the strategies used by the College to promote learning, strategies which maximise the performance of pupils so that value added means that an unexpectedly high proportion might be considered ‘gifted and talented’. The paper goes on to examine the underlying rationale of the Brooke Weston strategies, how they compare with those in most other schools, and what other educators might learn from the Brooke Weston practice and ethos.
APA, Harvard, Vancouver, ISO, and other styles
8

Brady, Maggie, and Valsa Koshy. "Reflections on the implementation of the Gifted and Talented policy in England, 1999–2011." Gifted Education International 30, no. 3 (July 3, 2013): 254–62. http://dx.doi.org/10.1177/0261429413486862.

Full text
Abstract:
The landscape of gifted and talented education in England has changed in the past decade when the UK government launched an education programme for ‘gifted and talented’ pupils as part of its Excellence in Cities policy initiative. The policy was initially intended to raise educational achievement of higher ability pupils in secondary schools in socially deprived urban areas and was subsequently extended to all age groups and schools in England. This article reports the findings of official reports and reviews and includes the reflections of a local authority adviser of a large education district within a socially deprived area of London. The adviser had the responsibility for implementing the policy through working with schools and practising teachers.
APA, Harvard, Vancouver, ISO, and other styles
9

Tirri, Kirsi. "How Finland Meets the Needs of Gifted and Talented Pupils." High Ability Studies 8, no. 2 (December 1997): 213–22. http://dx.doi.org/10.1080/1359813970080206.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Hollinger, Constance L., and Sharyn Kosek. "Early Identification of the Gifted and Talented." Gifted Child Quarterly 29, no. 4 (October 1985): 168–71. http://dx.doi.org/10.1177/001698628502900406.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Identification of gifted and talented pupils"

1

Brady, Margaret. "An exploration of the impact of gifted and talented policies on inner city schools in England : a case study." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/11630.

Full text
Abstract:
This study investigates the impact of various ‘gifted and talented’ initiatives, brought in by successive governments in the UK since 1999. The research employs the Case Study method in an inner-city London primary school. Data gathered from semi-structured interviews with teachers, teaching assistants, pupils, parents and senior managers was analysed, using a thematic method. Documents including the School Development Plan, Ofsted reports and internal policies were also analysed, as well as lesson observations. A literature review encompassing both the history of ‘gifted and talented’ policy development and research on identifying and providing for ‘gifted and talented’ pupils revealed a notable lack of empirical research evidence as a basis for the policies. The emphasis on identifying ‘gifted and talented’ pupils in the policies, with less guidance about provision, possibly led practitioners to unfruitful and inaccurate directions. The research was contextualised by a review of the role of the Local Authority, in which the school was located, in implementing ‘gifted and talented’ policies. The importance of this diminishing role was confirmed. The challenge now is how to disseminate future initiatives, with no clear way to communicate with school leaders. The subsequent Case Study identified the strengths of the policies as raising awareness of the needs of this group of pupils, as well as finding a need for more professional development for teachers, which is unlikely to be met, since the policy was disbanded in 2011. Other findings showed that, whilst teachers have become more accepting of ‘gifted and talented’ policy, the lack of guidance about provision led to them using self-theories and professional experience to ensure ‘gifted and talented’ pupils have opportunities for challenge, with mixed success. More information, based on evidence-based research, needs to be made available to teachers to ensure they can provide effectively for this group of learners.
APA, Harvard, Vancouver, ISO, and other styles
2

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

Full text
Abstract:
The exponential growth of the Hispanic student population and the controversial educational issue surrounding the assessment of English language learners are the two fundamental topics of this study. Due to the uncertainty and ambiguity surrounding the assessment of the escalating Hispanic student population, the underrepresentation of Hispanics in gifted and talented (GT) programs has developed into a critical educational concern (Bernal, 2002; Irby & Lara-Alecio, 1996; Ortiz & Gonzalez, 1998). The research questions that guided this study focused on finding validated assessments for early identification of the gifted Hispanic English language learners (ELLs) in kindergarten. The first research question aimed to determine the concurrent validity of the Hispanic Bilingual Gifted Screening Instrument (HBGSI) using the Naglieri Nonverbal Abilities Test (NNAT) and Wookcock Language Proficient Battery-Revised (WLPB-R) selected three subtests, administered in English and Spanish. This study found a positive statistically significant correlation between the HBGSI, the NNAT, and WLPB-R subtests. The second question focused on the correlation between language proficiency as measured by the WLPB-R subtests and nonverbal intelligence measured using the NNAT. This analysis found that there was a statistically significant correlation between the NNAT and the WLPB-R subtests. The third question concentrated on the difference in performance on the NNAT and WLPB-R subtests by two student groups, those identified and those not identified GT using the HBGSI. The study determined that the students identified GT performed statistically significantly different on the NNAT than those not identified GT. The fourth question centered on the difference in performance on the HBGSI of students enrolled in a transitional bilingual education (TBE) and those enrolled in an English as a second language (ESL) classroom. The results of my study showed that students in a TBE classroom performed statistically significantly different on five HBGSI clusters (Social & Academic Language, Familial, Collaboration, Imagery, and Creative Performance) than students in ESL classroom. The study’s results were analyzed, interpreted and discussed in this dissertation.
APA, Harvard, Vancouver, ISO, and other styles
3

Tuliao, Narcisa Ann C. "The Identification Of Culturally-Different Gifted And Talented Children (California)." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3484.

Full text
Abstract:
Purpose. The major purpose of the study was to describe the procedures for identifying culturally-different gifted and talented children. Other goals were to: (a) identify how the Gifted and Talented Education (GATE) programs are administered; (b) investigate the enrollment of GATE programs from the general and different cultures; (c) determine the similarities and differences of perceptions of GATE programs among administrators and teachers; and (d) contrast identification procedures and administration of the programs in the seven GATE districts that had the highest number of culturally-different gifted and talented students and the seven GATE districts that had the lowest number of such children. Procedures. Ten California counties with school districts offering GATE programs were selected as samples for the study. Two questionnaires were developed, the first sent to 124 administrators and teachers and the second to 14 districts that had the highest or lowest number of culturally-different gifted and talented students. Findings. Teacher recommendations were the key criteria during the identification process. Psychological services were contributors to the identification process. A school site study team was utilized and was the most unique feature of the districts that had the highest number of GATE culturally-different students. Tests and instruments most utilized were nationally-published which included Stanford-Binet and the Comprehensive Test of Basic Skills (CTBS). The elements of giftedness that were tested most often were intelligence and high achievement. The program approaches most often offered were acceleration, special day classes and cluster grouping. The percentage of White students in the GATE programs was higher than their percentage in the overall district enrollment. Conclusion. The identification processes of culturally-different gifted and talented students appear inadequate; thus they are underrepresented in GATE programs. Recommendations. Research is needed as to the means of increasing the participation of culturally-different gifted and talented students in GATE programs. The recommended areas for study include: increasing the use of elements of giftedness such as creativity, leadership, and visual and/or performing arts; raising funds or identifying the best use of limited funding; improving identification tests; identifying approaches to meet the needs of GATE culturally-different students; clarifying GATE teacher attitudes and promoting effective staff-development; and examining learning styles and cognitive strengths of students from different cultures.
APA, Harvard, Vancouver, ISO, and other styles
4

Friel, Nicola. "The Cinderella of Education : Gifted and Talented pupils, with a focus on Double Exceptionality." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45250.

Full text
Abstract:
The teaching of the gifted has been a core part of education itself sice it was first formalised, however despite these years of experience the academic community are no closer to understanding or recommending best practice to the thousands of teachers who deal with the challenges associated with gifted and talented education on a daily basis. This study hopes to understand teachers attitudes towards these types of children as well as those children who fall into the doubly exceptional category through qualitative semi structured interviews and focus groups. The resuls showed that while participants held positives attitudes to both types of students under study they were largly unsure as to effectively educate these children and felt that proper government and global guidelines as well as teacher training could overcome these issues.
APA, Harvard, Vancouver, ISO, and other styles
5

Tucker, Tammy Newman. "Searching for hidden treasure: The identification of under-represented gifted and talented students." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9020/.

Full text
Abstract:
The purpose of this study was to examine the effect of staff development on the nomination and identification of culturally diverse and/or economically disadvantaged students for gifted programs. Teachers kindergarten through fifth grade from ten districts (N = 100) received 30 hours of staff development in gifted education. The experimental group (n = 50) received a specialized version of the training. The control group (n = 50) received the standard training provided by the Education Service Center. Teachers in the experimental group completed three Stages of Concern questionnaires at the beginning and end of the training and in the fall. Two Levels of Use interviews were also conducted, one in the fall and one in the spring. Innovation configurations were developed utilizing interview results. A repeated measures analysis of variance was conducted to determine differences in concerns of teachers over time. The results revealed growth, however, not of a significant level. A paired-samples t-test was conducted to determine differences in levels of use of the instructional strategies presented in the training. Again, results revealed growth in classroom application of strategies; however, the amount of growth was not significant. A paired-samples t-test was conducted on the components of the innovation configurations. Differentiated instruction was not significantly different, however, grouping strategies and student products showed significant growth in classroom application. Student nomination and identification data were analyzed across six ethnicities: White not economically disadvantaged, White economically disadvantaged, Hispanic not economically disadvantaged, Hispanic economically disadvantaged, African American not economically disadvantaged, and African American economically disadvantaged. Chi-square analyses determined statistical significance in nominations of Hispanic economically disadvantaged and African American not economically disadvantaged. Significant differences in placement of students occurred in White economically disadvantaged and Hispanic economically disadvantaged groups. No Hispanic not economically disadvantaged students met placement criteria.
APA, Harvard, Vancouver, ISO, and other styles
6

Clark-Massey, Teresa. "The Underrepresentation of Low Socioeconomic Status Children in Gifted and Talented Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5686.

Full text
Abstract:
The problem is children from low socioeconomic status households are often underrepresented in gifted and talented programs. Only a small percentage of these students is selected to participate in the district's gifted program. The purpose of the study was to help appropriately identify and include low SES children in the district's gifted program. The social constructivist foundation was applied for a better understanding of how the environment affects a child's learning and how social factors contribute to cognitive development, which could possibly alter the perceptions of how successful children can be. The guiding questions revolved around the teachers' perceptions of elementary (K-6) gifted and talented program's identification process in finding all children in need of advanced curriculum and instruction regardless of socioeconomic status level. A qualitative case study is designed to collect data from 6 elementary gifted and talented teachers from 1 district. Information was gathered through interviews, then transcribed and through the lens of the social constructivist framework, axial coding followed as well as use of open coding. Through the field notes some strengths, weaknesses, and recommendations were gathered about the gifted program. The identified the codes used supported answering the research question and subquestions. This project study has the potential to create social change by guiding teachers to understanding all children, regardless of their background, can learn through developing a stronger identification process and more locations to grow awareness of the opportunity.
APA, Harvard, Vancouver, ISO, and other styles
7

Tucker, Tammy Newman Tunks Jeanne L. "Searching for hidden treasure the identification of under-represented gifted and talented students /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9020.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Blumen, Sheyla. "Meta-analyses on studies about the identification and attention of the gifted and talented in Peru." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/101775.

Full text
Abstract:
Are gifted and talented identification programs scientifically based, fair and unbiased? Aregifted enrichment programs effective? Financia! pressures from NGOs and prívate founda­ tions, changes in national educational policies, as well as multicultural issues, are forcing psychologists and educators to face these questions. Our review discusses the important changes that have begun to alter the gifted and talented field in Latin America, especially in Peru. It describes recent empirical studies in multicultural populations and analyses the impact of the intervention programs, both, on the teacher training leve! as well as on thegifted enrichment programs,  which are being developed in the region.
¿Tienen los programas de identificación del talento y la superdotación bases científicas sólidas, justas e imparciales? ¿Son los programas de intervención para talentosos y superdotados efectivos? Las presiones financieras que ejercen las fundaciones que brindan apoyo económico, los cambios recientes en las leyes, así como las consideraciones respecto a la multiculturalidad están forzando a los psicólogos y educadores alrededor del mundo a confrontar estos cuestionamientos. La presente revisión discute los cambios que han empezado a alterar este campo de estudio en América Latina y en especial en el Perú. Se presenta un análisis de estudios empíricos en poblaciones multiculturales, así como una reflexión sobre el impacto de los programas de intervención, a nivel de capacitación docente y de enriquecimiento cognitivo/afectivo, que se desarrollan en la región.
APA, Harvard, Vancouver, ISO, and other styles
9

Schultz, Canyon A. "Investigating the requirements of a gifted and talented program including identification and selection of the gifted learner, differentiation methods and grouping options." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004schultzc.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Rinkehag, Gabrielle. "Hur lärare samtalar om särbegåvade elever : Fokusgruppsintervju ger oss vägledning." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-416453.

Full text
Abstract:
According to the education act, all pupils have the right to develop, based on their own ability and potential, which means that the teaching needs to be adapted and differentiated to suit all pupils. Studies show that gifted children often feel mentally bad in school, feel misunderstood and in some cases become misdiagnosed with various disabilities. The aim of this study is to deepen the knowledge about how teachers talk about giftedness and gifted children. The study is based on a social constructivist and sociocultural theoretical approach with qualitative focus group interview of teachers. With the help of hermeneutical analysis and a focus on the theory of social constructivism and sociocultural theory, this study shows that, among teachers, there is a great uncertainty about the concept of giftedness, both regarding what it means to be gifted and how these pupils can be noticed in school.
Alla elever har enligt skollagen rätt att utvecklas utifrån sin egen förmåga och potential, vilket innebär att undervisningen behöver anpassas och differentieras för att passa alla elever. Studier visar att särbegåvade elever ofta mår dåligt i skolan, känner sig missförstådda och i vissa fall blir feldiagnostiserade med olika funktionsnedsättningar. Syftet med denna studie är att fördjupa kunskapen om hur lärare samtalar kring särbegåvning och särbegåvade elever. Studien är gjord utifrån en socialkonstruktivistisk samt -sociokulturell teoretisk ansats med kvalitativ fokusgruppsintervju av lärare. Med hjälp av hermeneutisk analys och ett fokus på socialkonstruktivismens teoribildning samt sociokulturell teori visar denna studie att, det bland lärare, finns en stor osäkerhet kring begreppet särbegåvning, både gällande vad det innebär att vara särbegåvad samt hur dessa elever kan uppmärksammas i skolan.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Identification of gifted and talented pupils"

1

A, Becker Laurence, and Sousa Joan A, eds. Characteristics and identification of gifted and talented students. 3rd ed. Washington, D.C: NEA Professional Library, National Education Association, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Talented children and adults: Their development and education. 2nd ed. Upper Saddle River, N.J: Merrill, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Talented children and adults: Their development and education. New York: Merrill, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Ofsted. Provision for gifted and talented pupils in physical education 2003-04. London: Ofsted, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Castellano, Jaime A. Identifying and assessing gifted and talented bilingual Hispanic students. Charleston, W. Va: Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

White, Kerensa. What works for gifted and talented pupils: A review of recent research. London: NFER, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Schwartz, Wendy. Strategies for identifying the talents of diverse students. [New York, N.Y.]: ERIC Clearinghouse on Urban Education, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

HSRC Education Research Programme. Work Committee Education for Highly Gifted Pupils. Report of the work committee: Education for highly gifted pupils. Edited by Haasbroek J. B. Pretoria: Human Sciences Research Council, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Gifted, talented, and creative young people: A guide to theory, teaching, and research. New York: Garland, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Enid, Zimmerman, ed. Educating artistically talented students. Syracuse, N.Y: Syracuse University Press, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Identification of gifted and talented pupils"

1

Callahan, Carolyn M. "Identification of Gifted and Talented Students." In Fundamentals of Gifted Education, 94–102. Second edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315639987-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Callahan, Carolyn M., Joseph S. Renzulli, Marcia A. B. Delcourt, and Holly L. Hertberg-Davis. "Considerations for the Identification of Gifted and Talented Students." In Fundamentals of Gifted Education, 85–93. Second edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315639987-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Brown, Scott W., Joseph S. Renzulli, E. Jean Gubbins, Del Siegle, Wanli Zhang, and Ching-Hui Chen. "Assumptions Underlying the Identification of Gifted and Talented Students12." In Reflections on Gifted Education, 151–69. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237693-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Warwick, Ian. "Improving the Quality of Identification, Provision and Support for Gifted and Talented Learners from Under-Represented Communities Through Partnership Working." In Able, Gifted and Talented Underachievers, 219–63. Chichester, West Sussex, UK: John Wiley & Sons Ltd., 2012. http://dx.doi.org/10.1002/9780470741252.ch9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Yamin, Taisir Subhi. "New Dynamic Approach to Measure Creativity: Implications for Identification and Education." In The SAGE Handbook of Gifted and Talented Education, 92–103. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2018. http://dx.doi.org/10.4135/9781526463074.n10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Zavala Berbena, María Alicia, and Gabriela de la Torre García. "Self-Nomination in the Identification Process of Gifted and Talented Students in Mexico." In Handbook of Giftedness and Talent Development in the Asia-Pacific, 1–24. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3021-6_24-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Zavala Berbena, María Alicia, and Gabriela de la Torre García. "Self-Nomination in the Identification Process of Gifted and Talented Students in Mexico." In Handbook of Giftedness and Talent Development in the Asia-Pacific, 509–33. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3041-4_24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Zavala Berbena, María Alicia, and Gabriela de la Torre García. "Self-Nomination in the Identification Process of Gifted and Talented Students in Mexico." In Handbook of Giftedness and Talent Development in the Asia-Pacific, 509–33. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3041-4_24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

"Identification of gifted pupils." In The Psychology and Education of Gifted Children (Psychology Revivals), 109–27. Routledge, 2013. http://dx.doi.org/10.4324/9781315871622-14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

"Planning for gifted and talented pupils by teachers and schools." In Educating the Gifted and Talented, 78–89. David Fulton Publishers, 2013. http://dx.doi.org/10.4324/9780203065716-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Identification of gifted and talented pupils"

1

Lavery, Thomas. "USING MASTERCLASS MATHS TO ENGAGE GIFTED AND TALENTED PUPILS FROM THE LOWER SOCIO-ECONOMIC GROUPS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1371.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Identification of gifted and talented pupils' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography