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Artykuły w czasopismach na temat „Gifted”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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1

Cheung, Ruby S. H., Anna N. N. Hui, and Alan C. K. Cheung. "Gifted Education in Hong Kong: A School-Based Support Program Catering to Learner Diversity." ECNU Review of Education 3, no. 4 (2020): 632–58. http://dx.doi.org/10.1177/2096531120967447.

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Purpose: This study explores the contributions and effectiveness of the Jockey Club “Giftedness into Flourishing Talents” Project (Project GIFT) in supporting learner diversity in gifted education, including meeting the educational and psychological needs of highly capable and gifted students in Hong Kong. Design/Approach/Methods: This study investigates the effectiveness of Project GIFT in supporting the development of diversity in learning in 20 project schools. Through close cooperation with project schools, Project GIFT comprised six developmental areas: school development, curriculum deve

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Dabrišienė, Vilija, and Bronė Narkevičienė. "Competition in mathematics as a form of educating gifted children: Kaunas case study." Lietuvos matematikos rinkinys 42 (December 20, 2002): 386–90. http://dx.doi.org/10.15388/lmr.2002.32937.

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The goal of this article is to disclose peculiarities of pedagogue's activities while preparing gifted students to participate in mathematical competitions and contests. The article presents the analysis of the situation in Kaunas. The given results are related to the research of the pedagogue attitudes towards educating gifted children, the pedagogue's teaching ways and methods and the dependence of the achievement of the participators of mathematical competitions on the type of school.The data of the research shows that the pedagogue attitudes are not favourable enough towards individualized

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Marjoram, D. T. E. "Whither Gifted or Gifted Wither?" Gifted International 6, no. 2 (1990): 88–93. http://dx.doi.org/10.1080/15332276.1990.11672739.

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Subotnik, Rena F., Karen D. Arnold, and Kathleen D. Noble. "Gifted is as gifted does but what does gifted do?" Roeper Review 18, no. 1 (1995): 4–5. http://dx.doi.org/10.1080/02783199509553688.

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Solwitz, Sharon. "Gifted." New England Review 36, no. 2 (2015): 145–56. http://dx.doi.org/10.1353/ner.2015.0078.

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Murthy, RSrinivasa, and B. Divya. "Gifted." Indian Journal of Social Psychiatry 37, no. 4 (2021): 382. http://dx.doi.org/10.4103/ijsp.ijsp_322_21.

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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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Baker, Jean A. "Everyday Stressors of Academically Gifted Adolescents." Journal of Secondary Gifted Education 7, no. 2 (1996): 356–68. http://dx.doi.org/10.1177/1932202x9600700203.

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This study evaluated everyday “hassles” and other stressors experienced by academically gifted, exceptionally academically gifted, and academically average adolescents. The results suggest that gifted and non-gifted adolescents experienced similar levels and types of everyday stressors. However, exceptional and to some degree gifted girls endorsed more perfectionistic tendencies than did their average peers. The need for affective education and psychosocial interventions for gifted students in schools is discussed. Adolescence is a time of increased stress for all youth. Educators of the gifte

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Lewis, Katie D., and Cecelia Boswell. "Reflections on Rural Gifted Education in Texas." Theory & Practice in Rural Education 10, no. 2 (2020): 119–39. http://dx.doi.org/10.3776/tpre.2020.v10n2p119-139.

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Rural gifted education historically has struggled with its own identity. Limited research exists on rural gifted programming, effective ways to implement gifted pedagogy and curriculum, and how to maximize limited time, resources, and funding. Rural communities are complex, dynamic entities, full of nuances and guided by a sense of place and rural culture. Faced with limited funding, resources, and time, rural gifted programs struggle to provide consistent quality enrichment to gifted learners. This study reflects on how rural gifted education policies and procedures in Texas have evolved over

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Lee, Kyoengryoeng, and Mihyun Yoo. "Comparison of the Perception on Gifted Education and the Image on Gifted Children between Pre-service Teacher and In-service Teacher." Korean Science Education Society for the Gifted 15, no. 2 (2023): 304–19. http://dx.doi.org/10.29306/jseg.2023.15.2.304.

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The purpose of this study was to compare the perception on gifted education and the image on gifted children between in-service teachers and pre-service teacher. The results obtained from this study were as follows. First, the perception of gifted education by in-service teachers was higher than that of pre-service teachers. There were differences in perceptions between in-service and pre-service teachers in the reasons for negative perceptions of gifted education, the number of gifted selection and selection tools, the period of gifted education, and the curriculum content. The ratio of respo

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Nisa, Gökden Kaya, and Said Tortop Hasan. "Attitudes and opinions of counselors about education of gifted students." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (2020): 1017–24. https://doi.org/10.11591/ijere.v9i4.20564.

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Counselors play effective roles not only in diagnosing but also in education of gifted students who lead the development of the societies. This study aimed to examine the attitudes and opinions of the counselors about the education of the gifted students. In the study, descriptive survey model is used. Both qualitative and quantitative data was collected within mixed method, according to the principles of pragmatist philosophy. “Attitude Scale towards Gifted Education” was applied to 250 counselors in order to collect quantitative data. The scale, which consists of 14 items, was de

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Lewis, Katie D., and Cecelia Boswell. "Perceived Challenges for Rural Gifted Education." Gifted Child Today 43, no. 3 (2020): 184–98. http://dx.doi.org/10.1177/1076217520915742.

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Rural communities and school systems are the heart of many states across the nation. Yet, many of the challenges facing rural gifted education remain unanswered. There is limited research or policy focused on gifted students, teachers of the gifted, or gifted programming in rural settings. Understanding how culture defines rural communities and influences educational decisions is key in overcoming challenges within gifted programs. This study seeks to explore some of the perceived challenges and the influence of rural culture in providing gifted services in four rural school districts in Texas

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Kim, Gokyoung, and Seounghey Paik. "A Study on Teachers’ Perceptions of Gifted Education Directions with Experience in Gifted Education." Korean Science Education Society for the Gifted 15, no. 2 (2023): 251–68. http://dx.doi.org/10.29306/jseg.2023.15.2.251.

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Currently, the interest and demand for gifted education in Korea is decreasing, and it is analyzed that the operational stability and characterization of gifted education institutions are insufficient. In addition, there is a lack of systematic support according to the level and characteristics of individual giftedness, and the negative perception that education is a minority elite still exists. This means that although it has been 20 years since gifted education was introduced in earnest in Korea, problems ranging from the selection of gifted students to the operation of gifted education prog

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Alkaff, Firas Farisi, Adila Taufik Syamlan, Michael Jonatan, Rcardo Adrian Nugraha, Tan Nicko Octora, and Azimatul Karimah. "Depression Level Difference Between Gifted and Non-gifted Medical Students." Biomolecular and Health Science Journal 1, no. 2 (2018): 105. http://dx.doi.org/10.20473/bhsj.v1i2.9716.

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Introduction: Depression is a common mental health conditions in the world. Compare to general population, the prevalence of depression in medical students are higher. There are several risk factors that might contribute to the higher rate of depression in medical students, including being a gifted student. However, no study has been published regarding the depression of the gifted medical students until now.Aim: To find out the difference in the level of depression between gifted and non-gifted medical students. Methods: This study was a descriptive cross-sectional study, conducted from Octob

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Ozcan, Bahadir, Hakki Kontas, and Ali Unisen. "Sources of mathematics self-efficacy of gifted and non-gifted students in high school." Research in Pedagogy 11, no. 1 (2021): 85–97. http://dx.doi.org/10.5937/istrped2101085o.

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Sources of mathematics self-efficacy (SMS), which foster the development of self-efficacy belief, can develop differently in students with different cognitive characteristics. The objective of this study was to compare SMS of gifted and nongifted students after controlling for mathematics achievement. Participants of the study consisted of 106 gifted and 118 non-gifted students in high schools. The study was a causal-comparative design. The data was collected through the Sources of Mathematics Self-Efficacy Scale, and students' self-reported previous fall mathematical grades. The results of th

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Worrell, Frank C., Rena F. Subotnik, Paula Olszewski-Kubilius, and Dante D. Dixson. "Gifted Students." Annual Review of Psychology 70, no. 1 (2019): 551–76. http://dx.doi.org/10.1146/annurev-psych-010418-102846.

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Gifted students are individuals who are recognized for performance that is superior to that of their peers. Although giftedness is typically associated with schooling, gifted individuals exist across academic and nonacademic domains. In this review, we begin by acknowledging some of the larger debates in the field of gifted education and provide brief summaries of major conceptual frameworks applied to gifted education, dividing them into three categories: frameworks focused on ability, frameworks focused on talent development, and integrative frameworks. We then discuss common practices used

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Starčević, Jelena S., та Bojana M. Dimitrijević. "ОД УВЕРЕЊА НАСТАВНИКА О ДАРОВИТИМ УЧЕНИЦИМА КА ПОЗИТИВНОМ ОБРАЗОВАЊУ ДАРОВИТИХ". Узданица XX, № 3 (2023): 143–61. http://dx.doi.org/10.46793/uzdanica20.s.143s.

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This paper examines two important topics relevant to the field of positive education: a) intellectual giftedness as one of the inherently positive characteristics of students and b) teachers’ beliefs about gifted students. Teachers are considered to be representatives of educational institutions whose role is to contribute to the development of positive characteristics and enable positive subjective experiences of all students. Positive education relies on students’ cognitive and non-cognitive strengths and tends to contribute to their academic achievement and well-being. An important prerequi

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Matrić, Maja, and Matjaž Duh. "Creativity among gifted and non-gifted students." New Educational Review 40, no. 2 (2015): 247–59. http://dx.doi.org/10.15804/tner.2015.40.2.21.

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Laine, Colin J. "Gifted Teacher or Teacher of the Gifted?" Gifted Child Today Magazine 10, no. 4 (1987): 50. http://dx.doi.org/10.1177/107621758701000434.

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Johnsen, Susan. "Parenting the Gifted: Gifted Strategies for All?" Gifted Child Today 19, no. 1 (1996): 8–10. http://dx.doi.org/10.1177/107621759601900105.

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Bianco, Margarita, Bryn Harris, Dorothy Garrison-Wade, and Nancy Leech. "Gifted Girls: Gender Bias in Gifted Referrals." Roeper Review 33, no. 3 (2011): 170–81. http://dx.doi.org/10.1080/02783193.2011.580500.

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Gyarmathy, Eva. "The Gifted and Gifted Education in Hungary." Journal for the Education of the Gifted 36, no. 1 (2013): 19–43. http://dx.doi.org/10.1177/0162353212471587.

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Hertz, Karl V. "We Need Gifted Teachers for Gifted Students." NASSP Bulletin 73, no. 518 (1989): 112–13. http://dx.doi.org/10.1177/019263658907351822.

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Ogurlu, Üzeyir, and Hakan Sarıcam. "Metacognitive awareness and math anxiety in gifted students." Cypriot Journal of Educational Sciences 10, no. 4 (2016): 338. http://dx.doi.org/10.18844/cjes.v10i4.228.

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The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary School Students and The Metacognitive Awareness Inventory for Children were used. For analysing the data

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Yoo, Minhee, Shu Hui Zhu, and Shin-dong Lee. "The survey of Chinese parents' awareness of the characteristics and identification of the gifted and the gifted education." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 16 (2022): 1–19. http://dx.doi.org/10.22251/jlcci.2022.22.16.1.

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Objectives The purpose of this study is to provide basic data and implications for gifted education in China by identifying the degree of awareness of Chinese parents about the characteristics of gifted children, gifted children indentify, gifted education according to the general characteristics of parents. Methods To this end, ‘wenjuanxing’ (https://www.wjxcn/jq/101862383.aspx) surveyed 1,028 parents of Foreign Language School A in Anqing City, Anhui Province and School B in Wufu City, Anhui Province. For the collected data, percentage and frequency analysis was performed on the general char

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Duan, Xiaoju, Zhou Dan, and Jiannong Shi. "The Speed of Information Processing of 9- to 13-Year-Old Intellectually Gifted Children." Psychological Reports 112, no. 1 (2013): 20–32. http://dx.doi.org/10.2466/04.10.49.pr0.112.1.20-32.

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In general, intellectually gifted children perform better than non-gifted children across many domains. The present validation study investigated the speed with which intellectually gifted children process information. 184 children, ages 9 to 13 years old (91 gifted, M age = 10.9 yr., SD = 1.8; 93 non-gifted children, M age = 11.0 yr., SD = 1.7) were tested individually on three information processing tasks: an inspection time task, a choice reaction time task, an abstract matching task. Intellectually gifted children outperformed their non-gifted peers on all three tasks obtaining shorter rea

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Agaliotis, Ioannis, and Efrosini Kalyva. "Motivational Differences of Greek Gifted and Non-Gifted High-Achieving and Gifted Under-Achieving Students." International Education Studies 12, no. 2 (2019): 45. http://dx.doi.org/10.5539/ies.v12n2p45.

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This study explores the differences in the motivational profiles of under-achieving gifted students and high-achieving gifted and non-gifted students. In comparison to their high-achieving peers, under-achieving gifted students reported weaker motivational orientations, in both achievement and social goals, as well as in intrinsic motivation. Gifted high achievers reported stronger mastery, competitive, cooperative, and individual orientations than non-gifted high achievers. The findings seem to lend credence to the position that intellectual and motivational giftedness are distinct. The diffe

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Cao, Thuy Hong, Jae Yup Jung, and Jihyun Lee. "Assessment in Gifted Education: A Review of the Literature From 2005 to 2016." Journal of Advanced Academics 28, no. 3 (2017): 163–203. http://dx.doi.org/10.1177/1932202x17714572.

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Assessment is a crucial component of gifted education. Not only does it facilitate the recognition of the potential and specific needs of gifted students, it also monitors the progress and growth of gifted students, and allows for the evaluation of gifted education programs. In the present review, we synthesize the literature on assessment in gifted education published in the period from 2005 to 2016. We suggest that gifted assessment research has witnessed notable advances, which are apparent in both the extensive range of assessment instruments/methods that now exist and the diverse ways in

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Renati, Roberta, Natale Salvatore Bonfiglio, and Steven Pfeiffer. "Challenges raising a gifted child." Gifted Education International 33, no. 2 (2016): 145–62. http://dx.doi.org/10.1177/0261429416650948.

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The research on families of the gifted is extremely limited. In the past, families of the gifted have been studied mainly for two reasons: to discover how family life creates or supports giftedness or eminence, or to understand how one gifted child affects siblings. Few studies, however, have examined the impact of gifted children on the lives of parents. Most studies highlight that many gifted have unique needs and vulnerabilities. Although there is limited empirical research on the experience of parenting a gifted child, there is clinical and anecdotal evidence that the role presents unique

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Sanchez, Christine, and Nathalie Blanc. "Abstract Graphic Creativity, Feelings about School, and Engagement in the School Environment: What Are the Interindividual Differences between Gifted and Non-Gifted Children?" Journal of Intelligence 11, no. 1 (2022): 2. http://dx.doi.org/10.3390/jintelligence11010002.

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This study examines interindividual differences between gifted and non-gifted children in the school environment. Three distinct measurement tools were used to enable a multimodal approach of gifted and non-gifted children with abstract graphic creativity, feelings about school and engagement in the school environment being considered. The results obtained from 328 children (including 45 gifted children) revealed that the gifted children obtained scores significantly higher than non-gifted children in terms of self-determination, feelings about school, and creativity. In addition, a gap appear

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Breik, Wisam Darwiesh, and Haidar Ibrahim Zaza. "Coping strategies adopted by adolescents: A comparative study in relation to gifted status, gender, and family size." Gifted Education International 35, no. 1 (2019): 3–19. http://dx.doi.org/10.1177/0261429418824118.

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This study examines differences in coping strategies (CSs) in relation to gifted status, gender, and family size. Two hundred gifted adolescents were selected from gifted schools, and 1000 non-gifted adolescents were selected from ordinary schools. One-way multivariate analysis of variance produced significant differences among the subjects in relation to gifted status, gender, and family size. Descriptive discriminant analysis revealed that the CS “Seeking Professional Support” was the most significant to distinguish between gifted and non-gifted adolescents among the selected variables (i.e.

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Rasheed, Michelle. "Context and Content in Rural Gifted Education: A Literature Review." Journal of Advanced Academics 31, no. 1 (2019): 61–84. http://dx.doi.org/10.1177/1932202x19879174.

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Understanding the nuances of the two individually specialized fields of rural education and gifted education is challenging for practitioners and education researchers. However, the combined field of rural gifted education has even more complexities. An examination of context and content in rural gifted education holds potential to elucidate facets of this specialized convergent field for advances in practice and research. This literature review systematically explores complexities in the individual fields of rural education and gifted education as they relate to the unique aspects of rural gi

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Cross, Jennifer Riedl. "Parenting the Gifted: Developing Your Child's Talent in the Real World: Dealing with the Juxtaposition between Ideal and Actual Gifted Education." Gifted Child Today 30, no. 4 (2007): 50–55. http://dx.doi.org/10.4219/gct-2007-485.

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Is there a best way to parent your gifted child? This is what most parents of gifted children want to know as they enter the world of gifted literature. When I worked briefly for a Web site answering parents' questions as a gifted and talented “expert,” the question I received most frequently in one form or another was, “What should I be doing for my gifted child?” As a parent of four gifted children, this is my question, too.

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Ronksley-Pavia, Michelle, and Michelle M. Neumann. "Exploring Educator Leadership Practices in Gifted Education to Facilitate Online Learning Experiences for (Re)Engaging Gifted Students." Education Sciences 12, no. 2 (2022): 99. http://dx.doi.org/10.3390/educsci12020099.

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This article draws on case study findings of educator leadership in an online gifted education school, which emerged from a larger study exploring online engagement practices used by specialist gifted education teachers to (re)engage gifted learners. The gifted education teachers and their team leader were interviewed about leadership practices for supporting online engagement of gifted primary and high school students. Semi-structured interview data were transcribed, coded, and thematically analysed. Findings related to teachers voicing the importance of a passionate and committed team leader

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Olszewski-Kubilius, Paula. "Do We Change Gifted Children to Fit Gifted Programs, or Do We Change Gifted Programs to Fit Gifted Children?" Journal for the Education of the Gifted 26, no. 4 (2003): 304–13. http://dx.doi.org/10.4219/jeg-2003-308.

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Hodges, Jaret, Kacey Crutchfield, and Lindsay Ellis Lee. "Equitable Access, Locale, Funding, and the Alignment to Performance Ratings in Texas Gifted Programs." Journal for the Education of the Gifted 44, no. 1 (2021): 3–30. http://dx.doi.org/10.1177/0162353220978306.

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Self-assessments utilizing designated, objective standards are critical in program evaluation. Although 2013–2014 Texas policy mandated districts self-assess their gifted programs using the community and student engagement performance rating system, little is known about how districts determined their self-assessment ratings. Following gifted program evaluation guidelines from the Texas State Plan for Gifted/Talented Students and the National Association for Gifted Children Pre-K–Grade 12 Gifted Programming Standards, researchers used logistic ordered regression to examine Texas districts’ 201

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Cornell, Dewey G., Marcia A. B. Delcourt, Marc D. Goldberg, and Lori C. Bland. "Characteristics of Elementary Students Entering Gifted Programs: The Learning Outcomes Project at the University of Virginia." Journal for the Education of the Gifted 15, no. 4 (1992): 309–31. http://dx.doi.org/10.1177/016235329201500402.

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This paper presents results from the first round of data collection for the Learning Outcomes Project at the University of Virginia, an ongoing, longitudinal investigation of over 1,100 elementary school children receiving different types of gifted services or regular classrooms. This initial report compares 5 types of services for gifted: within regular classrooms; through pull-out resource rooms; ability grouping in separate classes; special schools; no program offerings. Gifted students are also compared with two groups of students in regular classrooms: classmates of gifted students and st

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Sarıcam, Hakan, and Üzeyir Ogurlu. "Metacognitive awareness and math anxiety in gifted students." Cypriot Journal of Educational Sciences 10, no. 4 (2015): 338. http://dx.doi.org/10.18844/cjes.v10i4.151.

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<p>The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary School Students and The Metacognitive Awareness Inventory for Children were used. For analysing

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Woo, Heejin. "Pre-service Primary School Teachers’ Self-efficacy and Attitudes towards Gifted Education: A Survey Study." Korean Science Education Society for the Gifted 15, no. 1 (2023): 58–68. http://dx.doi.org/10.29306/jseg.2023.15.1.58.

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This study explores South Korean pre-service primary teachers’ sense of efficacy and their attitudes towards gifted students, and the relationship between the two variables. Teachers’ self-efficacy and their attitudes towards gifted students are important because they impact teachers’ perception and performance, which in turn could impact on the motivation and academic performance of gifted students and their chance of being identified for gifted education programs. Although many studies have emphasized the positive effects of initial teacher training on pre-service teachers’ self-efficacy and

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François-Sévigny, Juliette, Mathieu Pilon, and Laurie-Anne Gauthier. "Differences in Parents and Teachers’ Perceptions of Behavior Manifested by Gifted Children with ADHD Compared to Gifted Children without ADHD and Non-Gifted Children with ADHD Using the Conners 3 Scale." Brain Sciences 12, no. 11 (2022): 1571. http://dx.doi.org/10.3390/brainsci12111571.

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The potential for the misdiagnosis of giftedness as attention deficit/hyperactivity disorder (ADHD) has been well documented, as has the clinical diagnostic profile of individuals with both giftedness and ADHD. This study aimed to examine parents’ and teachers’ responses to the Conners 3 behavioral rating scale of gifted students with ADHD compared to gifted students without ADHD and non-gifted students with ADHD. Ninety-two children aged 6 to 12 years were included in the study. On the basis of clinical assessments utilizing the K-SADS, the WISC-V, and other neurocognitive tests, the students

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Zhe, Hyoungbeom, Ee-gyeong Kim, Seon A. Min, and Eunha Jeong. "A Comparative Analysis of the Gifted and Talented Education of South Korea and Singapore." Korean Comparative Education Society 32, no. 6 (2022): 163–91. http://dx.doi.org/10.20306/kces.2022.12.31.163.

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The purpose of this study is to compare gifted and talented education in Korea with Singapore. A comparative analysis with Singapore, which is widely recognized for its excellence in gifted and talented education, was expected to provide implications for improvement in Korea. For the analysis, the following four criteria were set: gifted education institutions and curriculum, search and selection of gifted students, pre-service and in-service education of teachers, and organization for administration and support. The analysis confirms that there are stark differences despite the commonality th

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Akgül, Gülendam. "Teachers’ metaphors and views about gifted students and their education." Gifted Education International 37, no. 3 (2021): 273–89. http://dx.doi.org/10.1177/0261429421988927.

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Gifted students differ from their peers in many areas, and require additional effort and skills from their teachers in regular schools. Teachers in regular education play a critical role in the identification of gifted students and education. Therefore, considering their attitudes toward these students and gifted education in general will provide a deeper understanding of teachers’ needs regarding the quality of gifted education. The present study aims to examine teachers’ perceptions about gifted students through the use of metaphors and attitudes toward gifted education. Qualitative data wer

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Žnidaršič, Jerneja, Barbara Sicherl Kafol, and Olga Denac. "Preschool teachers and musically gifted children in Slovene kindergartens." Metodički ogledi 28, no. 2 (2022): 221–45. http://dx.doi.org/10.21464/mo.28.2.4.

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The aim of the present study, which involved preschool teachers, was to explore the area of working with musically gifted children. In particular, we focused on the identification of musically gifted children and monitoring of their musical development, preschool teachers’ competence for working with children, and evaluation of factors important for the development of musically gifted children. Research results showed that the majority of preschool teachers: were able to identify musically gifted children; rarely monitored and documented children’s musical development systematically and did no

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Ford, Donna Y., and J. John Harris. "Reform and Gifted Black Students: Promising Practices in Kentucky." Journal for the Education of the Gifted 17, no. 3 (1994): 216–40. http://dx.doi.org/10.1177/016235329401700303.

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Gifted education has had altogether too little voice in the educational reform discourse. All too often, educators and policymakers who do not work directly with the gifted assume that gifted learners require no special attention to their needs. Despite considerable evidence that such problems as underachievement, lack of achievement motivation, and dropping out of school occur often and even disproportionately among the gifted, educators and policymakers rarely address the needs of gifted students directly in the reform reports, particularly those of the 1980s. More recently, however, reform

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Alajmi, Mohammad Soud. "Caring gifted people in Singapore and possibility of benefiting from them in Kuwait." Cypriot Journal of Educational Sciences 16, no. 6 (2021): 2916–29. http://dx.doi.org/10.18844/cjes.v16i6.6238.

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This study aimed to identify the reality of gifted students’ caring in Singapore and the possibility of benefiting from them in Kuwait and to prepare some suggestions and recommendations that contribute to the support of gifted students in Kuwait in light of the Singaporean experience. The study followed the descriptive comparative approach by identifying the reality of gifted students in Kuwait and Singapore. The study developed some proposals and recommendations to assist these students in Kuwait, divided into three suggestions: to develop the state’s role in caring for gifted students, to d

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Novak, Angela M. "Gifted Rural Learners: Exploring Power, Place, and Privilege with a Focus on Promising Practices." Theory & Practice in Rural Education 10, no. 2 (2020): 1–10. http://dx.doi.org/10.3776/tpre.2020.v10n2p1-10.

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This special issue of Theory & Practice in Rural Education highlights gifted rural learners; the call sought papers on the concepts of power, place, privilege, or promising practices in the field of gifted rurality. This introductory article provides a brief synopsis of each of the seven peer reviewed articles and an analysis of three principal themes that emerged from the articles: equity, identity, and a sense of place. Additionally, three questions regarding gifted rurality are explored: How does gifted education view equity in the context of rurality? How does intersectionality impact

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Nikčević-Milković, Anela, Ana Jerković, and Maja Rukavina. "Stanje, problemi i potrebe rada s darovitim učenicima u osnovnim školama u Republici Hrvatskoj." Magistra Iadertina 11, no. 1 (2017): 9. http://dx.doi.org/10.15291/magistra.1325.

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In the paper is designed questionnaire to evaluate the situation and the need for gifted and talented students. The sample consisted of the condition and needs of gifted students in Croatian primary schools among 378 primary school teachers and subject teachers of all profiles. Factor analysis of the questionnaire obtained three factors: 1) Special programs, methods and forms of work with gifted children, 2) Direct social care for gifted children, 3) Identification of gifted children. They then tested the results on those three factors with respect to the different categories of teachers with

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Ziegler, Albert, Kimberley L. Chandler, Wilma Vialle, and Heidrun Stoeger. "Exogenous and Endogenous Learning Resources in the Actiotope Model of Giftedness and Its Significance for Gifted Education." Journal for the Education of the Gifted 40, no. 4 (2017): 310–33. http://dx.doi.org/10.1177/0162353217734376.

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Based on the Actiotope Model of Giftedness, this article introduces a learning-resource-oriented approach for gifted education. It provides a comprehensive categorization of learning resources, including five exogenous learning resources termed educational capital and five endogenous learning resources termed learning capital. Evidence from the literature is presented that supports the validity of each of the categories. Finally, 12 implications of a learning resource orientation for gifted education are discussed in relation to four areas: gifted education orientations, gifted identification,

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Walsh, Rosalind L., and Jennifer L. Jolly. "Gifted Education in the Australian Context." Gifted Child Today 41, no. 2 (2018): 81–88. http://dx.doi.org/10.1177/1076217517750702.

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The context in which gifted education operates in Australia provides for differing levels of identification and services. Lacking a federal mandate or funding, states and territories are responsible for addressing the needs of gifted students. Australia contributes to the gifted education research literature, focusing on acceleration, gifted girls, and teacher attitudes. The impacts of a relatively new national curriculum and assessment program have yet to be assessed in terms of their impact on gifted children. This article includes an overview of the policies, models, and barriers facing gif

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Gomez, Rapson, Vasileios Stavropoulos, Alasdair Vance, and Mark D. Griffiths. "Gifted Children with ADHD: How Are They Different from Non-gifted Children with ADHD?" International Journal of Mental Health and Addiction 18, no. 6 (2019): 1467–81. http://dx.doi.org/10.1007/s11469-019-00125-x.

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AbstractThe present study focused on inattention and hyperactivity/impulsivity differences of gifted children with and without attention deficit-hyperactivity disorder (ADHD). Based on clinical assessment utilizing the Anxiety Disorders Interview Schedule for Children (ADISC-IV) and the Wechsler Intelligence Scale for Children—Fourth Edition, attendees of a public outpatient child service (boys = 359, girls = 148), with mean age 10.60 years (SD = 3.08 years), were allocated into four groups: ADHD (N = 350), gifted (N = 15), gifted/ADHD (N = 18), and clinical controls (N = 124). The Strengths a

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