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Journal articles on the topic 'Talented students'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Shaner, Melissa Y. "Talented Teachers for Talented Students." Gifted Child Today Magazine 14, no. 1 (1991): 14–15. http://dx.doi.org/10.1177/107621759101400105.

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2

MILLS, CAROL J. "Talented Students." Pediatrics 89, no. 6 (1992): 1128–29. http://dx.doi.org/10.1542/peds.89.6.1128a.

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In Reply.— It is with pleasure that I respond to the thoughtful remarks of Kim and Kwasman. Their concerns are well-founded and remarkably in accord with the philosophy and practice followed by the Center for Talented Youth (CTY) at Johns Hopkins University. Kim and Kwasman observed that frustration and disillusionment with school are not restricted to gifted children. As they point out, "all students whose needs are not met adequately at an early age become frustrated and disillusioned with school."

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3

KIM, DONTE, and ALAN KWASMAN. "Talented Students." Pediatrics 89, no. 6 (1992): 1128. http://dx.doi.org/10.1542/peds.89.6.1128.

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To the Editor.— We read with great interest the commentary by Carol J. Mills, PhD.1 We have several concerns about her commentary. Our first concern is that the phenomenon of frustration and disillusionment, which she describes, may not be isolated to "gifted" children. In her commentary, she states that there is, "a good deal of evidence to show that many gifted students . . . whose needs are not met adequately at an early age become frustrated and disillusioned with school."

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4

Asmoro, Rayhan, and Tri Rustiadi. "Kesesuaian Bakat dalam Olahraga Sepakbola pada Siswa SSB Tri Cakti Semarang Usia 11 – 12 Tahun 2021." Indonesian Journal for Physical Education and Sport 4, no. 2 (2023): 365–74. http://dx.doi.org/10.15294/inapes.v4i2.52339.

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The purpose of the study was to determine the level of talent of SSB Tri Cakti Semarang students aged 11-12 years in the sport of soccer. This research method uses a descriptive method with a sports search talent scouting survey technique through a quantitative percentage approach. The research population was 75 students and the sample was 21 students, taken using purposive sampling technique. The research instrument used a sport search model talent scouting test. The results of the study showed as many as 25 students. As for the group there (28%) are very talented in the sport of soccer. Ther

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5

CHRISTABELL, IZUNA, and K. M. OSAKI. "Status, Experience and Challenges for Promoting Gifted and Talented Students Education Provision in Ilala, Dar es Salaam." World Journal of Education and Humanities 5, no. 4 (2023): p41. http://dx.doi.org/10.22158/wjeh.v5n4p41.

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It is widely known that learners vary in achievement, ability as well as talent. Interest in gifted and talented learners has a long history. However, in most developing countries, education systems are yet to create a suitable environment to develop and nurture the special talents that some learners have, sometimes due to lack of a proper understanding of the variety of talents available and also lack of resources to support them. Exploring the status, experience, and challenges that the gifted and talented learners of Tanzania experience is not an easy task; considering that the so called gi

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6

Samiah A. Alghamdi, Samiah A. Alghamdi. "Methods for detecting gifted people using artificial intelligence." journal of King Abdulaziz University Arts And Humanities 30, no. 5 (2022): 49–79. http://dx.doi.org/10.4197/art.30-5.3.

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the reliable diagnosis is the first step to helping talented students to highlight their talents and invest in them optimally. From this perspective, the researcher looked at scholars evaluating the methods of detecting talented people through artificial intelligence techniques

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7

Latifah, Latifah, Syafrimen Syafril, and Chairul Amriyah. "Gifted and Talented Curriculum and Services at Islamic Elementary Schools." Istawa : Jurnal Pendidikan Islam 9, no. 1 (2024): 51–68. https://doi.org/10.24269/ijpi.v9i1.9319.

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Curriculum and services for gifted and talented students are extremely important. This study employed the SLR (Systematic Literature Review) method, which involves carefully determining, identifying, and evaluating significant research on a specific phenomenon or topic. Based on the predetermined theme, the researchers acquired the data from research journal articles indexed by Scopus and accredited by Sinta 1 and 2. The data was analyzed using the Nvivo 12 Plus program. The results of this study cover curriculum and services for gifted and talented students at Madrasah Ibtidaiyah (Islamic ele

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8

Nugraheningsih, Ginanjar, Ayub Tatya Admaja, Yogi Bintoro, and Arfian Fanny Purilawa. "Identification of sport talent for science students." Slovak Journal of Sport Science 8, no. 1 (2022): 52–59. http://dx.doi.org/10.24040/sjss.2022.8.1.52-59.

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Background and aim. The purpose of this research is to know. (1) Sports talent of 4 semester sports science students. (2) The potential for sports skills of 4 semester sports science students. Matherial and method. The research method used is descriptive quantitative and qualitative percentage (%). The total population of 34 students was used as the research sample (total sampling). The data collection technique uses measurement with the data collection tool is the Sport Search model test. The data analysis technique used sports search software. Results. The results of the study were: (1) athl

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9

Miller, Doretta M., Gilbert Clark, and Enid Zimmerman. "Educating Artistically Talented Students." Studies in Art Education 28, no. 1 (1986): 53. http://dx.doi.org/10.2307/1320435.

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10

Irvine, Hope, Gilbert Clark, and Enid Zimmerman. "Educating Artistically Talented Students." Art Education 38, no. 2 (1985): 44. http://dx.doi.org/10.2307/3192847.

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11

Boyd, Rae, and Sue Field. "Nurturing Talented Design Students." Gifted Education International 4, no. 3 (1987): 157–59. http://dx.doi.org/10.1177/026142948700400307.

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In this paper it is argued that the students who manifest talent in design are further along the developmental continuum than their age mates. But advanced development is not necessarily achieved in all aspects of the complex “design”. A battery of tests was developed to assess its most significant components to enable the art teacher to identify the strengths and weaknesses of able students so that more appropriate guidance could be given. The role of the family in nurturing talent in design is also considered.

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12

Zawojewski, Judith S., and Richard Lesh. "On My Mind: Scores and Grades: What Are the Problems? What Are the Alternatives?" Mathematics Teaching in the Middle School 1, no. 10 (1996): 776–79. http://dx.doi.org/10.5951/mtms.1.10.0776.

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As teachers, we get very enthusiastic when we see the products of students who have been investigating mathematics over extended periods. We are fascinated by the variety of powerful ways in which students solve problems. We enjoy conversations with other teachers about how students' work on performance tasks guides their choices for subsequent classroom experiences. We are pleased that innovative types of perfonnance tasks are being included in systematic assessments of students' performance. However, when we are asked to use a letter grade or numerical score to describe the performance of st

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13

Hammer, Matthijs H. M. "Towards a Methodology to Identify a Talent by Using Psychological Cognitive Prototyping." Practice and Theory in Systems of Education 10, no. 4 (2015): 397–409. http://dx.doi.org/10.1515/ptse-2015-0038.

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AbstractSince education became an important aspect of society, teachers have a prelove for highly talented students. Especially young talented people relish profound attention of universities, firms, music ensembles, sports societies and artist groups. In higher education, students are encouraged to develop their unique strong point, named as talents. Around the globe, universities, institutes of higher and professional education provide students with programs for talent development and exploitation. Practitioners and educators complain on a regular basis that students rarely aware of what the

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توم،, ميسون, та educators association Palestinian. "المعيقات التي تواجه بناء برنامج اثرائي للطلبة الموهوبين في فلسطين". Journal of the Palestinian Educators Association for Literature and Educational and Psychological Studies 2, № 5 (2022): 44–59. https://doi.org/10.5281/zenodo.7155689.

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The Obstacles Facing Building Enrichment Program for Talented Students in Palestine <strong>Abstract:</strong>   This study aimed to identify the obstacles that face building an enrichment program for gifted students in Palestine. To achieve the objectives of the study, the researcher used the study tool (interview), Through the qualitative approach, the study population consisted of principals in the schools of Qalqilya Governorate, and the size of the study sample was (8) of principals in the schools of Qalqilya Governorate. The researcher came out with several results that show that th

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Kanapathy, Suganty, Nursakinah binti Mat Hazir, Hawa Aqilah binti Hamuzan, Premanarayani Menon, and You Huay Woon. "Gifted and Talented Students “Underachievement” and Intervention: A Case Study." European Journal of Education and Pedagogy 3, no. 5 (2022): 114–22. http://dx.doi.org/10.24018/ejedu.2022.3.5.453.

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Gifted and talented students are known as highly potential students, who always seek for challenging educational circle to ensure such students are able to make progress. Number of different reasons lead to gifted and talented students’ academic underachievement. Thus, there is a need to develop strategies for uplifting the underachieving gifted and talented students and the intervention plan. The intervention plan could differ from one gifted and talented student to another. This study examines gifted and talented students’ underachievement in Chemistry. In this study, both qualitative and qu

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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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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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18

Lupkowski, Ann E., and Randall E. Schumacker. "Mathematics anxiety among talented students." Journal of Youth and Adolescence 20, no. 6 (1991): 563–72. http://dx.doi.org/10.1007/bf01537362.

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19

Kissane, Barry V. "Selection of mathematically talented students." Educational Studies in Mathematics 17, no. 3 (1986): 221–41. http://dx.doi.org/10.1007/bf00305071.

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20

Zainal Abidin, Mohd Hakimie, and Rorlinda Yusof. "KAUNSELING KERJAYA DALAM KALANGAN PELAJAR PINTAR DAN BERBAKAT: PERSPEKTIF MALAYSIA." Malaysia Online Journal of Psyhcology and Counselling 11, no. 1 (2024): 43–50. https://doi.org/10.22452/mojpc.vol11no1.4.

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Career guidance and counseling services among smart and talented students is one of the important elements in developing the potential of smart and talented students. In addition, smart and talented students face unique issues in managing learning matters at school. Accurate information and appropriate strategies are required in providing career guidance and counseling services. Accordingly, this study aims to examine career guidance and counseling issues faced by smart and talented students who are pursuing academic studies at one of the institutions that offer smart and talented education. I

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21

Gavin, M. Katherine. "Curriculum Considerations for Developing Mathematical Talent in Elementary Students." Education Sciences 14, no. 7 (2024): 796. http://dx.doi.org/10.3390/educsci14070796.

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To effectively nurture the talents of elementary students with mathematical talent they need to be challenged with an advanced curriculum that is designed with their specific needs in mind. The purpose of this paper is to describe an effective model for developing such a curriculum and explore effective, research-based examples of curriculum and instruction using this model. The paper begins with a review of literature covering a broadened definition of mathematical talent that showcases the need for a more complex and multi-dimensional curriculum to nurture their talents. Next, evidence-based

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22

Bećirović, Senad. "Razvoj profesionalizma u radu s nadarenima." Obrazovanje odraslih/Adult Education, no. 1 2007 (2007): 85–100. https://doi.org/10.53617/issn2744-2047.2007.7.1.85.

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From times immemorial, talented individuals were treated in particular manner in their communities, weather by institution or enthusiastic individuals who were aware of the developmental possibilities of talented students. Identification of talented persons and care for their developmet was particulary intensified during fifties and sixsties of the last century. Now, most of developed countries are focused on talented persons by organising schools and training for them. Teacher who works with talented students should be motivated properly and enthusiastic enough to achieve exceptional results.

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23

Giza, Teresa, and Justyna Bojanowicz. "Teachers’ Attitudes Towards Educating Talented Students and Their Predictors." Studia z Teorii Wychowania XVI, no. 2(51) (2025): 211–27. https://doi.org/10.5604/01.3001.0055.1762.

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From the perspective of the trajectory of talents development at subsequent stages of education, students require different teachers and different types of support. The positive attitudes of teachers towards educating talented students are the issues that do not change. The purpose of the article is to present the results of studies on teachers’ attitudes and to determine their predictors. The Scale of Teachers’ Attitudes Towards Educating Talented/Gifted Students (STATETS) questionnaire (N=127) was used in the studies. The largest percentage of respondents showed a pro-ability social attitude

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24

Wai, Jonathan, and Frank C. Worrell. "Helping Disadvantaged and Spatially Talented Students Fulfill Their Potential." Policy Insights from the Behavioral and Brain Sciences 3, no. 1 (2015): 122–28. http://dx.doi.org/10.1177/2372732215621310.

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For at least the last half-century, we have underserved advanced learners, losing countless minds and corresponding innovations. The scientific evidence is clear on educational interventions that are most effective and relatively easy to implement for this population. Despite this, such educational opportunities are not readily available to all students. Whereas financially advantaged students can access opportunities outside of school that develop their talents, financially disadvantaged students cannot, and their talents largely go underdeveloped. Another underserved population is spatially

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25

Ayasrah, Samer, Mo’en Alnasraween, and Anas Hanandeh. "Exploring Effective Methods for Identifying Gifted and Talented Students." International Journal of Instruction 17, no. 1 (2024): 115–32. http://dx.doi.org/10.29333/iji.2024.1717a.

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Identifying gifted and talented students is one of the biggest challenges that face those working with them. As a result, the purpose of this research was to investigate the most effective methods of identifying gifted and talented students. Furthermore, the study employed both quantitative and qualitative methods. The study’s sample size was 465 teachers and administrators, and the results revealed that the level of effective identification methods for gifted and talented students from the teachers’ and administrators’ point of view who work with them was moderate. As well, the findings showe

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26

Kamińska, Aneta. "Personal learning environment of the talented student - based on their own experiences." Journal of Education Culture and Society 10, no. 2 (2019): 76–84. http://dx.doi.org/10.15503/jecs20192.76.84.

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Aim. The purpose of the research is to depict how talented students create their personal learning environment. The author of that paper shows a difference that has occurred thanks to the comparison between the manner in which average students and talented students build their personal learning environment. Methods. The author has conducted quantitative research, by making a survey. The surveys were carried out among fifty talented students. This paper focuses on the presentation of their opinions. The respondents presented how they constructed their personal learning environment. Additi

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Nawantara, Rosalia Dewi. "Profil Keterampilan Memecahkan Konflik Interpersonal Siswa Berbakat Istimewa di SMA Kota Malang." PINUS: Jurnal Penelitian Inovasi Pembelajaran 6, no. 2 (2021): 44–49. http://dx.doi.org/10.29407/pn.v6i2.15654.

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Gifted and talented students have very distinctive characteristics, namely having high intelligence, task commitment, and creativity. Some of these points then raise questions about how their social skills are, especially regarding interpersonal conflict solving skills. Often the advantages in the intellectual field make the assumption that the social skills of gifted and talented students are lacking. This study aims to determine the profile of interpersonal conflict solving skills of gifted and talented students at SMAN Kota Malang. The research approach used a quantitative research approach

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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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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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Lau, Matthew Y., Cheryl M. Lange, and James E. Ysseldyke. "The Participation of Students Who are Identified as Gifted and Talented in Minnesota's Open Enrollment Option." Journal for the Education of the Gifted 17, no. 3 (1994): 276–98. http://dx.doi.org/10.1177/016235329401700306.

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The extent to which students who were identified as gifted and talented participating in Minnesota's Open Enrollment Option was investigated. Information was drawn from surveys on 26 students who were identified as gifted and talented and transferred to nonresident schools through Open Enrollment during the 1990–91 school year. Parental involvement in school before and after the transfer, reasons for transferring, and other experiences in exercising the option were studied. The results were compared to those of students without special needs (n=60). Parents of students with special talents mod

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Aljadani, Rania, Huda Alhafithi, and Iman Almohammadi. "The Association between the Quality of Family Life and the Skills of Coping with Stress Among Gifted Female Students." Journal of Umm Al-Qura University for Educational and Psychological Sciences 15, no. 2 (2023): 49–69. http://dx.doi.org/10.54940/ep86323690.

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This paper aims to reveal the relationship between the quality of family life and the skills of coping with stress among the study sample of Talented Female Students in the Intermediate and High schools in Saudi Arabia n=167 according to a several demographic variables. It also aims to identify the level of the quality of family life and the most common skill in dealing with stress among the study sample. The researchers used a descriptive statistical approach to analyze data. In addition, they used the scale of family life quality as well as the scale of skills of coping with stress for talen

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Ponyavina, M. B., and P. S. Seleznev. "Soviet, Russian and Foreign Experience of Identifying Talented Students." Humanities and Social Sciences. Bulletin of the Financial University 9, no. 3 (2019): 6–12. http://dx.doi.org/10.26794/2226-7867-2019-9-3-6-12.

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The problem of finding and identifying talented young people who are ready to solve state problems effectively has always been relevant. Today, this issue is becoming a priority in the educational policy of any innovative modern state. This article examines the historical aspect of the search and identification of talented youth; at the same time, it reveals the peculiarities of current activities in this direction in Russia and the most developed countries. By now, in the world exist a variety of ways and methods of work with talented youth. Our article reveals the unique experience accumulat

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Hamdy, Mohammad Zainal, Wiwik Prasetiyo Ningsih, and Miftahul Huda. "Pemikiran Tentang Pengembangan Layanan Khusus Siswa Cerdas Istimewa (CI) Dan Berbakat Istimewa (BI) Di Madrasah Aliyah Negeri 2 Ponorogo." Al-Irfan : Journal of Arabic Literature and Islamic Studies 7, no. 1 (2024): 193–204. https://doi.org/10.58223/al-irfan.v7i1.285.

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Specially Intelligent and Specially Talented are extraordinary human resource potentials that must be empowered and maximized. One way to optimize this potential is to provide special class services that suit their needs for school-age children. Madrasah Aliyah Negeri 2 Ponorogo is one of the schools that has special services for Specially Intelligent and Specially Talented students. The purpose of this study was to understand about Specially Intelligent and Specially Talented Students, and to find out what special services MAN 2 Ponorogo has for Specially Intelligent and Specially Talented St

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Kaplan, Sandra N. "Factors Affecting the Perceptions and Practices of Differentiated Curricula and Pedagogies for Gifted and Talented Students." Education Sciences 12, no. 1 (2022): 41. http://dx.doi.org/10.3390/educsci12010041.

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The definitions and implementation of differentiated curricula and instruction for gifted and talented students have been affected by a myriad of philosophical and institutional factors defined by educators, community members, and gifted and talented students. The ramifications of these factors affect the focus and subsequent objectives and outcomes of differentiated curricula and instruction for gifted and talented students. A set of questions regarding the structure and implications of differentiated curricula and instruction for gifted and talented students are presented. Concepts such as s

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35

Ševčíková, Veronika, and Markéta Borůvková. "Musical project as a phenomenon presenting secondary school students’ talents." Paedagogia Musica 6 (2024): 19–32. https://doi.org/10.24132/zcu.musica.2024.01.19-32.

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The study presents authentic results of an original qualitative music education research conducted at a Czech high school (Matiční gymnázium Ostrava, p.o.). The research overlaps with music psychology and initially monitored a sample of 33 high school students actively participating in a school musical project; later another 7 from the same group were observed. The primary objective was to detect seemingly talented students and to diagnose in detail their recognized talents. Subsequently, both levels were compared. The study declares a significant potential of the musical project as a phenomen

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Mustafayeva, Mavluda Anvarovna. "METHODS OF WORKING WITH TALENTED STUDENTS." Theoretical & Applied Science 83, no. 03 (2020): 405–8. http://dx.doi.org/10.15863/tas.2020.03.83.75.

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Lupkowski-Shoplik, Ann E., and Alexis Kuhnel. "Mathematics Enrichment for Talented Elementary Students." Gifted Child Today 18, no. 4 (1995): 28–42. http://dx.doi.org/10.1177/107621759501800410.

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Wallace, Belle. "Book Review: Educating Artistically Talented Students." Gifted Education International 6, no. 2 (1989): 125. http://dx.doi.org/10.1177/026142948900600214.

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KERR, BARBARA, NICHOLAS COLANGELO, JAMES MAXEY, and PAULA CHRISTENSEN. "Characteristics of Academically Talented Minority Students." Journal of Counseling & Development 70, no. 5 (1992): 606–9. http://dx.doi.org/10.1002/j.1556-6676.1992.tb01669.x.

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40

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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41

Wheeler, Katie. "Talented and Depicted." English Journal 105, no. 1 (2015): 55–59. http://dx.doi.org/10.58680/ej201527501.

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42

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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Macfarlane, Angus, and Roger Motlzen. "Whiti ki runga! Gifted and talented Maori learners." Kairaranga 6, no. 2 (2005): 7–9. http://dx.doi.org/10.54322/kairaranga.v6i2.32.

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The importance of identifying and nurturing the gifts and talents of young people is now more widely accepted in New Zealand than it has been in the past. In this country the approach to meeting this challenge must reflect an understanding and acknowledgement of Maori conceptions of giftedness and talent. It is proposed here that the under-representation of Maori students in programmes and provisions for the gifted and talented is partly due to a mismatch between the more traditional western European approaches in this area and Maori conceptions and practices. However, it is also contended tha

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Tan, Liang See, Letchmi Devi Ponnusamy, Shu Shing Lee, et al. "Intricacies of designing and implementing enrichment programs for high-ability students." Gifted Education International 36, no. 2 (2020): 130–53. http://dx.doi.org/10.1177/0261429420917469.

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A common pedagogical approach to foster creativity and develop talents among gifted students is after-school enrichment programs. However, in practice, there are several issues concerning the conceptualization and implementation of such programs. Since these enrichment programs are typically not part of the core curriculum and scheduled outside curriculum time, these programs are relatively low stakes. As an after-school add-on program, such programs tend to be fragmented and ad hoc in nature. Instead of a systematic program designed to stretch gifted and talented students, with the goal of de

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45

Qarri, Elizabetë. "Teachers' Perceptions of the Development of Musical Ear and Musical Taste Among Gifted and Talented Students in Schools in the Republic of Kosovo." Journal of Social Research and Behavioral Sciences 8, no. 16 (2022): 844–55. http://dx.doi.org/10.52096/jsrbs.8.16.59.

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Although much research has been conducted on the education of academically gifted and talented students, there is still a lack of support for academic achievement both within the educational process itself and between the school and the wider community. The significance of this study lies in the need for continued commitment by teachers and school communities in supporting gifted and talented students in development of their musical ear and musical taste. In modern education, identification and work with gifted and talented students should have a differentiating and individualized approach; wi

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Abdelhamid, Abdelaziz A. "Machine Learning-based Model for Talented Students Identification." Journal of Artificial Intelligence and Metaheuristics 1, no. 2 (2022): 31–41. http://dx.doi.org/10.54216/jaim.010204.

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Identifying the talented university students plays an important role in higher education. Special curriculum can be developed for these students as an outcome from the identification process. This curriculum can be compacted, clustered, and accelerated to match and exploit students’ abilities. Current methods for identifying talented students are based on simple identification test in the form of a questionnaire, which is developed for specific age. However, this method of identification cannot cover all aspects of student abilities and inaccurate as it not an iterative process. In this paper,

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Ukraintseva, Irina I., Galina M. Konovalova, Andrey V. Tambovtsev, Olga V. Bergen, and Daria A. Pushkareva. "Programs and Activities for Gifted Youth at Pillar University." Higher Education in Russia 27, no. 11 (2018): 117–28. http://dx.doi.org/10.31992/0869-3617-2018-27-11-117-128.

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An important task of pillar university within the framework of the implementation of the “third mission” is the work with gifted schoolchildren and youth of the region. The education programs and activities are aimed at involving them in scientific and innovation activities, identifying talents, early career guidance, attracting talented students to the region. For this purpose, Sochi State University has developed a number of projects of various target orientations, including with partners (Educational Center “Sirius”, ANO “Sea of Ideas”, etc.), which allows us to expand the geography of admi

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Syafril, Syafrimen. "Learning Content and Process for Academically Talented Students." Asian Social Science and Humanities Research Journal (ASHREJ) 3, no. 1 (2021): 73–81. http://dx.doi.org/10.37698/ashrej.v3i1.64.

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Academically talented students are students who have above average abilities, particularly in the academic since birth, and can develop through a process of training. As their ability to process learning and information is faster than the average students, they are prone to feel frustrated if they are treated the same as the average students. Hence, this study analyzes the content and learning process in-depth required by these academically talented students. The analysis document through the embedded multiple-case design was used for data collection in this study. The data were analyzed quali

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Renzulli, Joseph S. "Schools for talent development: A practical plan for total school improvement." Possibility Studies & Society 1, no. 1-2 (2023): 198–205. http://dx.doi.org/10.1177/27538699221128219.

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This brief article focuses on developing talents in young people and improving the culture of the entire school by democratizing more opportunities for creative productivity for all students. The economic, cultural, and social development of all nations depends on increasing the reservoir of highly talented people.

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Matejević, Marina, and Marija Đorđević. "Parenting style and educational level of talented students' parents." Zbornik radova Pedagoskog fakulteta, Uzice, no. 26 (2024): 157–78. https://doi.org/10.5937/zrpfu2426157m.

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The aim of the research was to determine the parenting style and education level of parents of talented students. The subjects of the research were high school art students and art faculty students, as well as those from specialized classes of grammar schools for the gifted in mathematics, physics, and informatics. The authoritative style was found to be the most common, but also warm-restrictive and permissive, which points to warm-directive parenting. The mothers of musically talented students and fathers of students talented in computer science have a slightly more evident warm-restrictive

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