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

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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11

Yassin, Siti Fatimah Mohd, Noriah Mohd Ishak, Melor Mohd Yunus, and Rosadah Abd Majid. "The Identification of Gifted and Talented Students." Procedia - Social and Behavioral Sciences 55 (October 2012): 585–93. http://dx.doi.org/10.1016/j.sbspro.2012.09.540.

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12

Koshy, Valsa, Carole Portman Smith, and Joanna Brown. "Parenting ‘gifted and talented’ children in urban areas." Gifted Education International 33, no. 1 (July 27, 2016): 3–17. http://dx.doi.org/10.1177/0261429414535426.

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International evidence demonstrates the importance of engaging parents in the education of their ‘high-potential’ children, yet limited research has focused on the involvement of parents from differing economic strata/backgrounds. The current study explored the dilemmas of parenting academically high-ability children from economically deprived urban areas in the UK. Data were gathered from a sample of parents whose children attended a university-based sustained intervention programme for designated ‘gifted’ pupils aged 12–16. Parental perceptions were sought in relation to (a) the usefulness/impact of the intervention programme, (b) parents’ aspirations for their children growing up in economically deprived urban areas and (c) parents’ views on the support provided by the extended family, peer groups and the wider community. The findings have significant implications for both policy and practice and, more specifically, for engaging parents in intervention programmes offered by universities and schools to children in order to increase their access to higher education and for enhancing their life chances.

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Gubbins, E. Jean, Del Siegle, Pamela M. Peters, Ashley Y. Carpenter, Rashea Hamilton, D. Betsy McCoach, Jeb S. Puryear, Susan Dulong Langley, and Daniel Long. "Promising Practices for Improving Identification of English Learners for Gifted and Talented Programs." Journal for the Education of the Gifted 43, no. 4 (September 21, 2020): 336–69. http://dx.doi.org/10.1177/0162353220955241.

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The underrepresentation of English learners (ELs) in gifted and talented programs is a societal and research problem that merits investigation. Three state departments of education and their state directors of gifted programs supported our access to 16 schools across nine districts. In these three states with gifted identification and programming mandates, ELs were proportionally represented in gifted and talented programs in the 16 schools we visited. Interview data from 225 participants revealed four themes: adopting universal screening procedures, creating alternative pathways to identification, establishing a web of communication, and using professional learning as a lever for change.

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Esquierdo, J. Joy, and Maria Arreguín-Anderson. "The “Invisible” Gifted and Talented Bilingual Students." Journal for the Education of the Gifted 35, no. 1 (January 3, 2012): 35–47. http://dx.doi.org/10.1177/0162353211432041.

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

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15

Bell, David. "Inspection and Inclusion." Gifted Education International 20, no. 1 (July 2005): 15–19. http://dx.doi.org/10.1177/026142940502000104.

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This paper outlines briefly the functions of the Office for Standards in Education (Ofsted) in England. It examines the role of inspection in promoting educational inclusion and describes features of good teaching, with particular reference to gifted and talented pupils. It concludes by looking ahead to Ofsted's new arrangements for the inspection of schools.

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Bracken, Bruce A., and E. F. Brown. "Behavioral Identification and Assessment of Gifted and Talented Students." Journal of Psychoeducational Assessment 24, no. 2 (June 2006): 112–22. http://dx.doi.org/10.1177/0734282905285246.

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17

Karnes, Merle B., and Lawrence J. Johnson. "Early Identification and Programming for Young Gifted/Talented Handicapped." Topics in Early Childhood Special Education 6, no. 1 (April 1986): 50–61. http://dx.doi.org/10.1177/027112148600600108.

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18

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 Students." Gifted Child Quarterly 49, no. 1 (January 2005): 68–79. http://dx.doi.org/10.1177/001698620504900107.

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19

Hodges, Jaret, Juliana Tay, Yukiko Maeda, and Marcia Gentry. "A Meta-Analysis of Gifted and Talented Identification Practices." Gifted Child Quarterly 62, no. 2 (January 17, 2018): 147–74. http://dx.doi.org/10.1177/0016986217752107.

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Researchers consider the underrepresentation of Black, Hispanic, and Native American students is largely due to the use of traditional methods of identification (i.e., IQ and standardized achievement tests). To address this concern, researchers created novel nontraditional identification methods (e.g., nonverbal tests, student portfolios, affective checklists). This meta-analysis of 54 studies, consisting of 85 effect sizes representing 191,287,563 students, provides evidence that nontraditional identification methods, while able to narrow the proportional identification gap between underrepresented (Black, Hispanic, and Native American) and represented (Asian and White American) populations, are still unable to address the issue of education inequity. An overall risk ratio of 0.34 was calculated for nontraditional methods of identification in comparison with a 0.27 risk ratio for traditional methods. While the nontraditional methods help identify more underrepresented students as gifted, the results of this meta-analysis show that better identification methods are needed to address inequities in identification.

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Peters, Scott J., James Carter, and Jonathan A. Plucker. "Rethinking how we identify “gifted” students." Phi Delta Kappan 102, no. 4 (November 23, 2020): 8–13. http://dx.doi.org/10.1177/0031721720978055.

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In the 21st century, what does a defensible, equitable model of gifted and talented student identification look like? For too long, gifted education’s reason for being has been unclear, and the students it has served have been from too narrow a segment of the student population. With renewed attention to equity and personalized learning, gifted education should exist as one pathway through which students can have their needs met. Scott Peters, James Carter, and Jonathan Plucker outline several best practices in identifying gifted and talented students that, if implemented, would better align with the goal of gifted education, while also improving equity.

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21

Jatko, Beverly Porter. "Action Research and Practical Inquiry." Journal for the Education of the Gifted 19, no. 1 (December 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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Koshy, Valsa, and Ron Casey. "Actualizing Mathematical Promise: Possible contributing factors." Gifted Education International 20, no. 3 (December 2005): 293–305. http://dx.doi.org/10.1177/026142940502000305.

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The study reported in this paper is intended to highlight some factors which may contribute to the fulfillment of mathematical talent with special reference to pupils aged 10–11 within inner-city schools. The findings are based on the authors' experience of setting up and evaluating a Mathematics Enrichment Programme (MEP) over a period of 2 years. The context of this study, funded by the Department of Education and Skills within the Excellence in Cities initiative, is the on-going efforts of the British government to identify gifted pupils and make effective provision for them. The findings reported in this study draw on the data collected over the 2-year period through the involvement of 11 Local Education Authorities within inner-city areas. A number of components, which may enhance provision for mathematically talented pupils, are identified and should have significance for a wider audience. The terms ‘mathematically promising’, ‘gifted’ and ‘able’ are used interchangeably to refer to children who demonstrate a special aptitude for mathematics.

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23

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 (May 1, 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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O'Tuel, Frances S. "APOGEE: Equity in the Identification of Gifted and Talented Students." Gifted Child Quarterly 38, no. 2 (April 1994): 75–79. http://dx.doi.org/10.1177/001698629403800205.

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25

Johnston, J. Howard, and Glenn C. Markle. "Gifted and Talented Education: Part I: Definition, Identification, and Rationale." Middle School Journal 23, no. 2 (November 1991): 52–55. http://dx.doi.org/10.1080/00940771.1991.11496040.

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26

Morgan, Anne. "Experiences of a gifted and talented enrichment cluster for pupils aged five to seven." British Journal of Special Education 34, no. 3 (November 8, 2007): 144–53. http://dx.doi.org/10.1111/j.1467-8578.2007.00470.x.

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27

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

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

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28

Hotová, Eva. "Identification of Mathematically Gifted Pupils of Lower Secondary Schools." e-Pedagogium 10, no. 1 (February 1, 2010): 18–27. http://dx.doi.org/10.5507/epd.2010.003.

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29

Peters, Scott J., Matthew C. Makel, and Karen Rambo-Hernandez. "Local Norms for Gifted and Talented Student Identification: Everything You Need to Know." Gifted Child Today 44, no. 2 (March 18, 2021): 93–104. http://dx.doi.org/10.1177/1076217520985181.

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Conversations over who should be identified as gifted continue perpetually both within the field and in the popular media. In this article, we focus on the use of local norms as one approach to gifted identification that can increase the equity of advanced educational programs and services while also better achieving their stated purpose of providing additional challenge to those students who need it. In this article, we define local norms, explain their purpose, provide examples of schools that have used local norms, discuss common challenges, and provide a tutorial and external resources on how schools can begin to use local norms as part of their gifted identification process.

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30

Wallace, Stuart D. "An Approach towards Meeting the Needs of Talented and Exceptional Pupils." Gifted Education International 3, no. 1 (January 1985): 63–64. http://dx.doi.org/10.1177/026142948500300113.

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This paper advocates the development of curriculum extension programmes which emanate from the immediate and specific needs and interests of groups of pupils. The emphasis is firmly placed on PROVISION with Identification as a secondary consideration. Meeting the needs of exceptionally able pupils is seen as an aspect of providing opportunities for all pupils to develop this potential, and the extension programme is set within the existing resources (both human and material) of each school.

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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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Moore, Alan D., and George T. Betts. "Using Judgment Analysis in the Identification of Gifted and Talented Children." Gifted Child Quarterly 31, no. 1 (January 1987): 30–33. http://dx.doi.org/10.1177/001698628703100106.

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33

Kirschenbaum, Robert J. "Assessing creative power in the identification of gifted and talented students." Roeper Review 9, no. 1 (September 1986): 54–62. http://dx.doi.org/10.1080/02783198609553008.

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Passow, A. Harry, and Jacob H. Schiff. "Growing up Gifted and Talented: Schools, Families and Communities." Gifted Education International 10, no. 1 (September 1994): 4–9. http://dx.doi.org/10.1177/026142949401000102.

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This paper discusses the changing aspects of gifted education over the 40 years with relation to definition, identification and provision. The author shows how the field has broadened to embrace a more holistic and dynamic approach in which the complexity of human potential is accepted and the importance of family, community and school influence is recognized as being of equal importance in achieving full development of individuals.

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Gubbins, E. Jean, Del Siegle, Karen Ottone-Cross, D. Betsy McCoach, Susan Dulong Langley, Carolyn M. Callahan, Annalissa V. Brodersen, and Melanie Caughey. "Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected?" Gifted Child Quarterly 65, no. 2 (January 27, 2021): 115–31. http://dx.doi.org/10.1177/0016986220988308.

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The importance of alignment between identification processes and program design is widely noted in gifted and talented education literature. We analyzed publicly available district gifted program plans (Grades 3-5) from two states to examine the extent to which district identification practices matched intervention strategies. Our team developed a coding scheme matrix with 133 items for State 1 ( n = 115) and State 2 ( n = 178). The results of this study indicated that, at least in terms of planning, districts in the two states we examined appeared to be aligning identification and programming practices to meet the needs of gifted students identified in mathematics and/or reading/English language arts. In State 1, at least 60% of the districts reported the following intervention strategies in mathematics and reading/English language arts: faster pace of coverage, regular grade-level standards, in-depth coverage, preassessment, above grade-level standards, and expanded grade-level standards. In contrast, State 2 districts reported faster pace of coverage; however, with less commonly utilized interventions, subject-matter identification significantly influenced their usage. Differentiation was the primary learning environment strategy utilized by districts in both states.

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Endepohls‐Ulpe, Martina, and Heike Ruf. "Primary school teachers' criteria for the identification of gifted pupils." High Ability Studies 16, no. 2 (April 2006): 219–28. http://dx.doi.org/10.1080/13598130600618140.

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37

Harslett, Mort. "The Concept of Giftedness from an Aboriginal Cultural Perspective." Gifted Education International 11, no. 2 (January 1996): 100–106. http://dx.doi.org/10.1177/026142949601100207.

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Aboriginal children are chronically under-represented in programs for gifted and talented children. Among the reasons suggested is an absence of an understanding of the concept of giftedness from an Aboriginal cultural perspective. It is proposed in this paper that such an understanding is necessary to provide a basis for the development of identification processes and programs appropriate for gifted Aboriginal children. The study reported in this paper demonstrated that the concept of giftedness is compatible with Aboriginal culture and that giftedness and talented performance are believed to be a consequence of individual ability, commitment, and fortuitous environmental factors. Research information is also reported which indicates domains and fields in which gifts and talents are most valued within Aboriginal culture. It is concluded that identification and provision constructs should be developed within cultural specific parameters.

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38

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

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

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39

Dean, Joan. "Coordinating Work with the Gifted." Gifted Education International 5, no. 1 (September 1987): 59–61. http://dx.doi.org/10.1177/026142948700500115.

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Identification and provision in the county of Surrey is surveyed. The identification procedure considers pupils in the top 1% of the ability range as indicated by the Wechsler Scale of Intelligence. These children are carefully monitored by a senior member of staff in each school, who also undertakes to liaise with the rest of the staff in providing a suitable individualised learning programme for each child. The county has a well-developed bank of resources and personnel.

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Shaham, Cahit, and Stan Sofer. "Attitudes of Gifted and Talented Pupils towards Learning Experiences and Teaching Methods at an Enrichment Center." International Journal of Learning and Development 4, no. 1 (March 21, 2014): 132. http://dx.doi.org/10.5296/ijld.v4i1.5237.

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41

Mitchell, Bruce M. "A strategy for the identification of the culturally different gifted/talented child." Roeper Review 10, no. 3 (March 1988): 163–65. http://dx.doi.org/10.1080/02783198809553116.

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42

Bélanger, Jean, and Françoys Gagné. "Estimating the Size of the Gifted/Talented Population from Multiple Identification Criteria." Journal for the Education of the Gifted 30, no. 2 (December 2006): 131–63. http://dx.doi.org/10.4219/jeg-2006-258.

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McBride, Noelene. "Early Identification of the Gifted and Talented Students: Where do Teachers Stand?" Gifted Education International 8, no. 1 (January 1992): 19–22. http://dx.doi.org/10.1177/026142949200800105.

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The role of the teacher in providing for all children, particularly young children, and in developing them to their full potential is receiving increasing interest in the research literature. This paper reflects on some of this literature and addresses the results of a recent study of early education (Years 1, 2, 3) teachers. It highlights the significance of teachers' perceptions in identifying children as gifted and the techniques being used by some teachers.

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A. Ayoub, Alaa Aldeen, and Usama M. A. Ibrahim. "Teachers Assumptions Underlying Identification of Gifted and Talented Students in Saudi Arabia." International Journal of Learning Management Systems 1, no. 1 (January 1, 2013): 55–103. http://dx.doi.org/10.12785/ijlms/010105.

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Stankutė, Judita. "ŠVIETIMO VADYBA PROVINCIJOJE: GALIMYBĖS IR IŠŠŪKIAI [EDUCATION MANAGEMENT IN THE REGION: OPPORTUNITIES AND CHALLENGES]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 7, no. 1 (April 25, 2015): 45–47. http://dx.doi.org/10.48127/spvk-epmq/15.7.45.

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This is an interview with head Angelė Mizerienė about Veisiejai gymnasium. The gymnasium is situated in Lazdijai district, in southern Lithuania. Veisiejai gymnasium is located on the picturesque shores of Lake Ančia. For the first time the gymnasium is mentioned in written sources in 1777. In 2010 the school received the status of a gymnasium. Currently, it is a comprehensive school, which carries out programs of primary, basic, secondary and supplementary education. The gymnasium pays special attention to children with special educational needs and also for education of gifted and talented pupils. Key words: comprehensive school, interview, Veisiejai gymnasium.

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Zrilić, Smiljana, and Dinko Marin. "Zakonski okvir odgoja i obrazovanja darovitih učenika u Republici Hrvatskoj." Magistra Iadertina 12, no. 1 (March 16, 2018): 91. http://dx.doi.org/10.15291/magistra.1464.

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The Croatian legal framework determines the possibilities of education for gifted children and pupils. According to the articles and regulations of the law and other national documents15, schools are obliged to necessarily organize identification processes of gifted children and to enable their schooling according to adequate models and differential curricula. Gifted children are often exposed to too high or too low expectations of their surroundings creating the feeling of helplessness, particularly if their peers isolated them due to their dissimilarity (interest, behavior, vocabulary they use and similar). The role of the teacher is, therefore, of crucial importance for he/she must firstly know how to recognize and identify gifted pupils. Their specific education needs are to be respected and encouraged, as well as the advantages and the teacher should try to alleviate the disadvantages that their giftedness creates in their environment. The application of a differential curriculum is indispensable. But first and foremost is the question how are our legal acts and bylaws in line with the needs of contemporary schools and how much are higher schools’ curricula directed towards the training of future teachers in their work with gifted pupils. The present work analyzes the articles of valid regulations in the Republic of Croatia which determine the upbringing and education of gifted pupils.

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Jankiewicz, Szymon, and Nadezhda Knyaginina. "The Legal Regulation of Instruments for Identifying and Supporting Gifted and Talented Pupils and Students in Germany." Eastern European Journal of Transnational Relations 1, no. 1 (2017): 43–60. http://dx.doi.org/10.15290/eejtr.2017.01.01.04.

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Lamb, Penny, and David Aldous. "The role of E-Mentoring in distinguishing pedagogic experiences of gifted and talented pupils in physical education." Physical Education and Sport Pedagogy 19, no. 3 (February 27, 2013): 301–19. http://dx.doi.org/10.1080/17408989.2012.761682.

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Rasmussen, Annette, and Bob Lingard. "Excellence in education policies: Catering to the needs of gifted and talented or those of self-interest?" European Educational Research Journal 17, no. 6 (May 7, 2018): 877–97. http://dx.doi.org/10.1177/1474904118771466.

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Globally, education policy reforms are increasingly aimed at attending to excellence in education. This is mainly expressed as attempts at raising educational standards generally, but also of identifying intellectual elites and making special provisions for them. Denmark, which is otherwise considered an exponent of an equality-oriented tradition in education, is now pursuing strategies of developing talent throughout the educational system, which is to cater more to the needs of so-called gifted and talented students. This policy is claimed to have found inspiration from Australia, where some of the states have been pursuing such policies for several years and where we find a more developed tradition for this. The paper is focused on understanding what concept of excellence such education policies imply; we aim to analyse the targeted groups with respect to means of identification and development, and to analyse the wider implications of such policies. The analysis is empirically focused on education policy documents on gifted and talented educational provisions at national/state level. Beginning with the political discourse of talent development in education as it has appeared in Denmark, we analyse this in relation to the policies and curricular provisions for the gifted and talented in England and Australia.

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Kibeom Jang and Moon-Jung Yoon. "The Suggestions on Identification and Programs for Gifted and Talented Education in Music." Korean Journal of Elementary Education 22, no. 2 (August 2011): 107–25. http://dx.doi.org/10.20972/kjee.22.2.201108.107.

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