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Journal articles on the topic 'Talented/gifted'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Herewini, Leeana, Sarah-Jane Tiakiwai, and Laura Hawksworth. "Gifted and talented." Set: Research Information for Teachers, no. 2 (August 1, 2012): 41–48. http://dx.doi.org/10.18296/set.0381.

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2

Williams, David. "Gifted and Talented?" Creative Education 06, no. 07 (2015): 680–82. http://dx.doi.org/10.4236/ce.2015.67068.

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3

Solly, Kathryn. "Gifted and talented." Early Years Educator 9, no. 5 (2007): 22–24. http://dx.doi.org/10.12968/eyed.2007.9.5.24306.

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4

Teplov, Boris Mikhailovich. "Talented and gifted." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2014): 99–105. http://dx.doi.org/10.51314/2073-2635-2014-4-99-105.

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5

Casey, Ronald, and Valsa Koshy. "Gifted and Talented Education." Journal for the Education of the Gifted 36, no. 1 (2013): 44–65. http://dx.doi.org/10.1177/0162353212469745.

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6

Zainun, Amirah, Afiqah Che Endut, Amira Aisha Ainuddin Wahid, Abdul Razzak Khan Rustum Ali Khan, and Ahmad Faiz Yazid. "Correlation Study Between Learning Style And Multiple Intelligence Among Muslim Gifted And Talented." ‘Abqari Journal 20, no. 2 (2019): 56–66. http://dx.doi.org/10.33102/abqari.vol20no2.204.

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The current study aimed to identify the correlation between learning style and Multiple Intelligence among Muslim gifted and talented students. The study also attempts to investigate the most dominant learning style practice by Muslim gifted and talented along with the most dominant intelligence among them. To achieve this aim, the Multiple Intelligence Self Inventory (MISI) and Malay Version of Visual Aural Read or write and Kinesthetics (VARK) instruments were administered towards 165 Muslim gifted and talented students aged 14 to16 years old. Data were analyzed descriptive and inferentially

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7

Westberg, Karen L., Francis X. Archambault, Sally M. Dobyns, and Thomas J. Salvin. "The Classroom Practices Observation Study." Journal for the Education of the Gifted 16, no. 2 (1993): 120–46. http://dx.doi.org/10.1177/016235329301600204.

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The Classroom Practices Observational Study conducted by The National Research Center on the Gifted and Talented (NRC/GT) examined the instructional and curricular practices used with gifted and talented students in regular elementary classrooms throughout the United States. This article describes the procedures used in this study and the results obtained from systematic observations in 46 third or fourth grade classrooms. The observations were designed to determine if and how classroom teachers meet the needs of gifted and talented students in the regular classroom. Two students, one gifted a

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8

Gaerlan-Price, Eunice, Janna Wardman, and Toni Bruce. "Welcome to the Table: A Bourdieusian Take on Gifted New Zealand Young Women." Education Sciences 11, no. 3 (2021): 106. http://dx.doi.org/10.3390/educsci11030106.

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The field of gifted and talented studies has its origins in the intelligence quotient research of the late 19th and early 20th century. These psychological foundations remain a strong influence even though the field has since expanded to include other paradigms and greater diversity in conceptions of giftedness and talent. Some researchers argue that the field could benefit from greater interdisciplinary engagement, especially in studies of gifted and talented girls, which tend to include a focus on how gifted girls’ external environments influence their emotional worlds. This article proposes

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9

Chan, Lai Kwan, David W. Chan, and Xiaoyan Sun. "University-based gifted programs for gifted and talented students in Hong Kong: Practice and evaluation." Gifted Education International 36, no. 2 (2020): 90–107. http://dx.doi.org/10.1177/0261429420917858.

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The development and implementation of regular Spring, Summer, and Winter Gifted Enrichment Programs, Gifted Students Exchange Programs, and the Gifted Peer Mentoring Scheme provided by the Program for the Gifted and Talented (PGT) at the Chinese University of Hong Kong for gifted and talented students are briefly described. PGT also conducts research to advance the knowledge of gifted education and talent development and furthers the development of its gifted education provisions based on evidence-based information from research. Specifically, PGT does research on the assessment of giftedness

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10

Abramo, Joseph Michael, and Melissa Natale-Abramo. "Reexamining “Gifted and Talented” in Music Education." Music Educators Journal 106, no. 3 (2020): 38–46. http://dx.doi.org/10.1177/0027432119895304.

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This article examines the concept of gifted and talented and its implications for music education. The authors explore what it means for students to be labeled “gifted and talented” both generally and in music. Next, we look at some of the strengths of gifted and talented education as well as some negative consequences and common criticisms. We end with specific strategies music educators can use to identify, support, and educate gifted students even when their schools do not have gifted and talented programs. These strategies include identifying students’ strengths, communicating with other a

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11

Bildiren, Ahmet. "The Interest Issues of Gifted Children." World Journal of Education 8, no. 1 (2018): 17. http://dx.doi.org/10.5430/wje.v8n1p17.

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Gifted and talented children show differences in many respects compared to normal developing children. It isexpected that these differences may also arise in daily life of all these children. In this research, it is aimed toinvestigate that whether the responses of three wishes questions of the gifted and talented and normal developingchildren differ or not. The sample of the study consisted of 54 gifted, 28 talented, and 46 normal developing children.Quantitative and qualitative research methods have been used together in the research. The main research questionwas as follows: "What would you

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12

Rachmel, Shlomit. "Issues in Educating Gifted Students in Israel." Gifted Education International 20, no. 2 (2005): 123–28. http://dx.doi.org/10.1177/026142940502000204.

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• Three major dilemmas: Is there a need for special education for gifted and talented children? What is the best kind of program for gifted and talented students? Which approach should be used to identify gifted students, quantitative or qualitative? Which criteria should be used, absolute or relative?

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13

Barger, Rita H. "Gifted, Talented, and High-Achieving." Teaching Children Mathematics 16, no. 3 (2009): 154–61. http://dx.doi.org/10.5951/tcm.16.3.0154.

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14

Laman, Effie, and Michael Shaughnessy. "Gifted and Talented University Programs." International Journal of Learning: Annual Review 9, no. 1 (2004): 0. http://dx.doi.org/10.18848/1447-9494/cgp/v09/58867.

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15

Pfeiffer, Steven I. "Identifying Gifted and Talented Students." Journal of Applied School Psychology 19, no. 1 (2002): 31–50. http://dx.doi.org/10.1300/j008v19n01_03.

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16

Freeman, Joan. "Counselling the Gifted and Talented." Gifted Education International 19, no. 3 (2005): 245–52. http://dx.doi.org/10.1177/026142940501900307.

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The gifted and talented can be expected to be emotionally at least as well balanced as any others. In fact, most are well equipped to face the world, to cope with expectations and threats, as well as being particularly sensitive to interpretation and prediction of the feelings and behaviour of other people. But because of their exceptionality they do face special challenges, and so to help them a counsellor must recognise and understand these and the effects they can have. Personality and experience affect everyone's reactions to challenge. Some rise to them, seeing them merely as hurdles, whi

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17

Grybek, Diane D. "Mentoring the Gifted and Talented." Preventing School Failure: Alternative Education for Children and Youth 41, no. 3 (1997): 115–18. http://dx.doi.org/10.1080/10459889709603278.

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18

Kitano, Margie K. "Gifted and talented Asian children." Rural Special Education Quarterly 8, no. 1 (1987): 9–13. http://dx.doi.org/10.1177/875687058700800102.

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Asian and Pacific American (APA) children constitute 4.4% of the identified gifted students. This article suggests general approaches for working with gifted APA students based on relevant cultural characteristics and definitions of giftedness. Child-rearing practices–which emphasize conformity, obedience, and correctness-mitigate against development of the creative personality. Techniques are suggested for developing the creative in APA gifted children.

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19

Vollans, Caroline. "All about… ‘gifted and talented’." Nursery World 2016, no. 5 (2016): 21–24. http://dx.doi.org/10.12968/nuwa.2016.5.21.

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20

Young, Mary Hahn, and Sandra J. Balli. "Gifted and Talented Education (GATE)." Gifted Child Today 37, no. 4 (2014): 236–46. http://dx.doi.org/10.1177/1076217514544030.

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21

Pfeiffer, Steven. "Identifying Gifted and Talented Students:." Journal of Applied School Psychology 19, no. 1 (2002): 31–50. http://dx.doi.org/10.1300/j370v19n01_03.

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22

Westberg, Karen L., Francis X. Archambault, and Scott W. Brown. "A survey of classroom practices with third and fourth grade students in the United States." Gifted Education International 12, no. 1 (1997): 29–33. http://dx.doi.org/10.1177/026142949701200106.

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Advocates of special programs for gifted learners have claimed for years that the needs of gifted and talented students are not addressed in regular classrooms in the United States. Are these claims justifiable? The Classroom Practices Survey, conducted by the University of Connecticut site of The National Research Center on the Gifted and Talented, investigated this issue through a survey of nearly 4000 third and fourth grade classroom teachers. The results of this nationwide survey indicated that only a limited number of teachers make any modifications in their instructional and curricular p

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23

Tam, Raymond Kwok-Wai. "Nurturing gifted and talented students to become future leaders." Gifted Education International 33, no. 3 (2015): 248–56. http://dx.doi.org/10.1177/0261429415599274.

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In the previous literature on gifted education in Hong Kong, there has been little mention of special schools for gifted and/or talented students in Hong Kong except for GT College, Hong Kong’s first college for the gifted. Some notable researchers in gifted education in Hong Kong have described the college briefly with regard to its admission policy but have not discussed its programmes. The present article aims to provide a more extended introduction about how GT College successfully nurtures its gifted and/or talented students to become future leaders in Hong Kong. The present article compr

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24

Sato, Irving S. "The C3 Model: Resolving Critical Curricular Issues Through Comprehensive Curriculum Coordination." Journal for the Education of the Gifted 11, no. 2 (1988): 92–115. http://dx.doi.org/10.1177/016235328801100208.

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Three critical curricular issues currently hinder many gifted/talented programs: Fragmentation, or disjointed curricula; limited availability of truly appropriate or legitimate curricula for the gifted/talented either commercially or locally; lack of systematic planning to improve curricula for the gifted/talented. The C3 Model (Comprehensive Curriculum Coordination) is one way of resolving these issues on a long-range basis through developing five curriculum products in sequence: (1) Long-range curriculum development/improvement plan, (2) curriculum framework, (3) scopes and sequences, (4) co

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25

Moon, Sidney M., and Volker Thomas. "Family Therapy With Gifted and Talented Adolescents." Journal of Secondary Gifted Education 14, no. 2 (2002): 107–13. http://dx.doi.org/10.4219/jsge-2003-422.

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Family therapy has been recommended as a counseling modality for gifted adolescents and their families. The purpose of this article is to propose and discuss 3 guiding questions that can help counselors conceptualize and differentiate family therapy with gifted and talented adolescents: (1) What is the problem? (2) Who is in the room? and (3) What approach to family therapy will be most effective? For each question, we first summarize relevant family therapy theory and research. Then, we provide recommendations based on a small, but growing literature on counseling with families of gifted and

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26

Ozbey, Adnan. "Human values and psychological well-being of gifted/talented students and their peers with average development." Global Journal of Guidance and Counseling in Schools: Current Perspectives 10, no. 2 (2020): 64–78. http://dx.doi.org/10.18844/gjgc.v10i2.4656.

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The main objective of this study is to compare the human values and psychological well-being of gifted/talented students with their peers with standard development. In addition, it aims to determine the level of relationship between human values and psychological well-being of gifted/talented students and whether human values were effective on psychological well-being. In this research, the relational survey model of quantitative research methods, which is a sub-type of the general survey model, is used. Assistance was received from 328 (59.3%) eighth-grade secondary school students in schools

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27

Greene, Meredith J. "Gifted adrift?Career counseling of the gifted and talented." Roeper Review 25, no. 2 (2003): 66–72. http://dx.doi.org/10.1080/02783190309554201.

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28

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

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Abstract: Many people realize the importance of special education for gifted and talented children. However,the implementation of special education through accelerated class generates a polemic. In regards to the problemmentioned above, the acceleration should be laid upon the original idea as an effort to effectively serve the giftedand talented children. This is crucial, since this is called as an accelerated class, where acceleration has to takeplace. The accelerated class seems to be meant only for talented children with such an achievement and a highscore of IQ, but the accelerated class

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29

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 thr

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30

Peters, Scott J., James Carter, and Jonathan A. Plucker. "Rethinking how we identify “gifted” students." Phi Delta Kappan 102, no. 4 (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 w

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31

Davis, C. R. (Bob), and Kay Sather Bull. "Emotionally disturbed, gifted/talented students in rural schools." Rural Special Education Quarterly 8, no. 4 (1987): 15–22. http://dx.doi.org/10.1177/875687058700800404.

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This paper examines the concept of the emotionally disturbed gifted/talented student in rural areas. Areas examined include: definitions of emotional disturbance (ED) and intellectually gifted/talented (G/T), factors related to growing up rural and/or gifted which can cause conflict which may lead to emotional disturbance, school-related sources of conflict for rural gifted students, the teacher's role in climate setting and intervention to reduce conflict and to ameliorate problems of emotional disturbance, and an example of where and when to get additional help (when the teacher is not equip

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32

Abd Razak, Amnah Zanariah, Sahlan Surat, Saemah Abd Rahman, and Rosadah Abd Majid. "Keterujaan Luar Biasa dan Implikasinya Terhadap Pelajar Pintar dan Berbakat di Malaysia." ‘Abqari Journal 20, no. 2 (2019): 115–30. http://dx.doi.org/10.33102/abqari.vol20no2.218.

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Overexcitabilities is a special trait in gifted and talented students but is rarely known to the general public. This overexcitabilities is one of the socioemotional issues faced by gifted and talented students. The concept of overexcitedness has come to be known in the field gifted and talented and has a great impact on the self-development and future of the students. A survey was conducted using the Overexcitability Survey (II) instrument to measure the overexcitabilities of these gifted and talented students. Previous researchers agree that the Overexcitability Survey (II) is also suitable

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33

Coleman, Laurence J., and Tracy L. Cross. "Is Being Gifted a Social Handicap?" Journal for the Education of the Gifted 11, no. 4 (1988): 41–56. http://dx.doi.org/10.1177/016235328801100406.

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The paper explores the question of how gifted and talented adolescents experience being gifted in high school. Fifteen subjects were interviewed twice while attending a special summer program in order to answer this general question. The data were analyzed and interpreted using a set of research questions which postulated that the subjects would voice feelings of difference and would make statements indicating recognition that being gifted interfered with full social acceptance. The results support the notion that many, but not all, gifted and talented adolescents experience giftedness as a so

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34

Baker, David W., and Stanley S. Madeja. "Gifted and Talented in Art Education." Art Education 38, no. 2 (1985): 41. http://dx.doi.org/10.2307/3192845.

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35

Betts, George T., and Maureen Neihart. "Profiles of the Gifted and Talented." Gifted Child Quarterly 32, no. 2 (1988): 248–53. http://dx.doi.org/10.1177/001698628803200202.

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36

Roderick, Juanita. "State Associations for Gifted/Talented Education." Gifted Child Quarterly 32, no. 3 (1988): 327–28. http://dx.doi.org/10.1177/001698628803200306.

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37

Goh, Ban Eng. "Education of the Gifted and Talented." Gifted and Talented International 11, no. 1 (1996): 51. http://dx.doi.org/10.1080/15332276.1996.11672844.

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38

Macintyre, Christine. "Book Review: Able Gifted and Talented." Improving Schools 9, no. 1 (2006): 77. http://dx.doi.org/10.1177/1365480206062001.

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39

Evans, Mark. "Gifted and Talented: A Special Approach?" Gifted Education International 24, no. 1 (2008): 82–87. http://dx.doi.org/10.1177/026142940802400110.

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40

Ryan, David. "Gifted and Talented in Northern Ireland." Gifted Education International 25, no. 1 (2009): 86–93. http://dx.doi.org/10.1177/026142940902500113.

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41

Wallace, Belle. "Book Review: Gifted and Talented Pocketbook." Gifted Education International 26, no. 1 (2010): 129–30. http://dx.doi.org/10.1177/026142941002600119.

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42

Robertson, Elsie. "Neglected Dropouts The Gifted and Talented." Equity & Excellence in Education 25, no. 1 (1991): 62–73. http://dx.doi.org/10.1080/1066568910250112.

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43

Hardin, Dorothy E. "From Gifted Virgins to Talented Nerds." Gifted Child Today Magazine 12, no. 6 (1989): 45–47. http://dx.doi.org/10.1177/107621758901200622.

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44

Kwok, Caroline, Hong Kong, and R. Carl Harris. "Gifted and Talented Education in China." Gifted Education International 7, no. 2 (1991): 92–94. http://dx.doi.org/10.1177/026142949100700210.

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45

Yazid Abu Bakar, Abu, and Zulkarnin Zakaria. "Counselling services for gifted students in Malaysia: A qualitative exploration." International Journal of Engineering & Technology 7, no. 2.10 (2018): 66. http://dx.doi.org/10.14419/ijet.v7i2.10.10957.

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This research is conducted to study in detail issues regarding the perception and experience of local gifted and talented students towards guidance and counselling service in their school environment. Research sample includes 30 students from the first and second cohort in a ‘lab’ school that provides a special-need education programme for the gifted and talented students. This qualitative study combines focus group and in-depth interview as data collection method, and the data is analysed in detail using NVivo version 10.0. Findings show that the issues affecting the local gifted and talented

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46

Karnes, Frances A., and James E. Whorton. "Comparison of School Attitudes for Students Intellectually Gifted and Outstanding in Fine and Performng Arts in Grades 4 to 6." Psychological Reports 61, no. 2 (1987): 587–90. http://dx.doi.org/10.2466/pr0.1987.61.2.587.

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The School Attitude Measure was administered to 104 intellectually gifted and talented students in Grades 4 through 6. With only three exceptions, each percentile score was above the 50th percentile. Results suggest a positive relationship between cognitive ability and attitudes toward school which is weaker for the talented group than for the intellectually gifted.

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47

Kendrick, Christiane. "Raising the Self-Esteem of on Artistically Talented Student in the Regular Classroom." Gifted Child Today 21, no. 4 (1998): 22–29. http://dx.doi.org/10.1177/107621759802100408.

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This case study shows how art raises self-esteem in students and how art programs offer opportunities for students to be identified for gifted and talented programs. Programs offering nurturance, guidance, and challenges are needed in gifted and talented students’ lives. Without opportunities for enhanced learning, we fail to educate children to their greatest potentials.

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48

Gubbins, E. Jean, Del Siegle, Pamela M. Peters, et al. "Promising Practices for Improving Identification of English Learners for Gifted and Talented Programs." Journal for the Education of the Gifted 43, no. 4 (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 identifica

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49

Baker, Bruce D. "Gifted Children in the Current Policy and Fiscal Context of Public Education: A National Snapshot and State-Level Equity Analysis of Texas." Educational Evaluation and Policy Analysis 23, no. 3 (2001): 229–50. http://dx.doi.org/10.3102/01623737023003229.

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Should we be concerned if educational resources for gifted and talented children vary widely from school to school, district to district, or state to state? Does it matter whether those resources are distributed unevenly by race or social class? This article begins by addressing the basic underlying question: Do gifted and talented children require supplemental resources at all? Two alternate theoretical perspectives are discussed. Under one, the standards-based cost function, there is no need to provide supplemental resources to gifted children, whereas under the alternative resource-cost mod

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50

Feldhusen, John F., and Colleen Willard-Holt. "Me: A Self-Concept Scale, Revised Norms." Perceptual and Motor Skills 74, no. 1 (1992): 299–303. http://dx.doi.org/10.2466/pms.1992.74.1.299.

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The Me Scale is a measure of self-concept for use with gifted and talented youth. It focuses on perceptions of self as a highly able or talented person. Expanded and updated norms, based upon a sample of 931 gifted students in Grades 3 to 10, were developed for the Me Scale and are presented in this report.

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