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Relevant bibliographies by topics / Gifted and Talented Programme

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Academic literature on the topic 'Gifted and Talented Programme'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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Journal articles on the topic "Gifted and Talented Programme"

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

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

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

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

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Tam, Raymond Kwok-Wai. "Nurturing gifted and talented students to become future leaders." Gifted Education International 33, no. 3 (August 27, 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 comprises a systematic overview of the historical developments of gifted education in Hong Kong. This is followed by a historical review of GT College. Then, GT College’s learning and teaching philosophy is addressed followed by its innovative curriculum for gifted and/or talented students – Talent Development Programmes and Youth Development Programmes.

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Ashworth, Margaret, and Debra Osborn. "System Level Provision for the Gifted Child: a Western Australian Initiative." Gifted Education International 5, no. 2 (January 1988): 113–16. http://dx.doi.org/10.1177/026142948800500211.

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Providing education for gifted and talented students presents its own administrative problems for education authorities. The State of Western Australia, with a population of 1.5 million and an area 10 times the size of Great Britain, has had considerable experience in tackling a wide range of education challenges. In the field of education of the gifted and talented the challenge has been taken up by PEAC. Every 10, 11 and 12 year old child attending a Government Primary School in the State of Western Australia has access to PEAC—the Primary Extension and Challenge Programme for intellectually talented students.

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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 (April 2, 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 students are related to their career and academic pathway as well as psychosocial being. Their uncertainties have encouraged them to seek for guidance and counselling services. Findings also indicate that the students’ perception and experience on the guidance and counselling service in general are made of both positive and negative reactions. The overall findings are discussed in the context of suggestions for best practices and differentiated school counselling services that cater towards local gifted and talented student’s population.

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

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

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Menke, Cajetan J. "The Talented and Gifted programme at centennial regional high school." Roeper Review 12, no. 4 (June 1990): 249–52. http://dx.doi.org/10.1080/02783199009553284.

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Obidoa, Mabel. "Infusing Talent Development Strategies into the Regular School System in Nigeria: Enrichment Clusters as a Starting Point." Gifted Education International 17, no. 3 (September 2003): 297–312. http://dx.doi.org/10.1177/026142940301700312.

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Developing talents has been a great concern in education. New conceptions of intelligence are revolutionizing educational practices. Because giftedness can occur in certain people at certain times and under certain conditions, (Renzulli & Reis, 1985), it is necessary to extend the pedagogy for the gifted to regular classrooms. The enrichment cluster was chosen for this study for multiple reasons. This study used qualitative case study design to investigate the use of enrichment clusters as a starting point to infuse talent development strategies into the school system in Nigeria. The sample was made up of 27 boys and 33 girls between the ages of 13 and 19 years in Senior Secondary School (grades 10 to 12) drawn from different socio-economic backgrounds but from educated parents. Their common denominator was their interest in the cluster topic — an essential ingredient in any pupil programme. The study found that a lone enrichment specialist in a regular school without programmes for the gifted and talented can expose students to high-order thinking skills and high-end learning through the use of Renzulli's Type I, II & III enrichments in an enrichment cluster. Parents and members of the community were found to be very helpful in conducting the enrichment cluster. The possibility of these people being advocates for programmes for talent development and mentors is discussed. Based on the findings, recommendations were made for further research.

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Menke, Cajetan J. "To Snare the Gifted Mind." Gifted Education International 9, no. 1 (January 1993): 36–39. http://dx.doi.org/10.1177/026142949300900108.

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In the ensuing article a veteran of many years of teaching homogeneously grouped gifted students discusses the need for creative ways of drawing students into the subjects being presented. The author offers some practical experiences that he has found both useful and helpful in the ongoing struggle to stimulate sharp young minds. At the present time the author is Department Head of the Talented and Gifted Programme at Centennial Regional High School, a large comprehensive secondary school in a suburb of Montreal, Quebec.

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Moltzen, Roger. "Maximising the Potential of the Gifted Child in the Regular Classroom: A Professional Development Issue." Gifted Education International 13, no. 1 (May 1998): 36–45. http://dx.doi.org/10.1177/026142949801300106.

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Although most gifted students in most countries spend most of their time in the regular classroom, attention to equipping the regular class teacher to cater effectively for the gifted and talented in this context has been minimal. The opposition to basing primary provisions for the gifted in the regular classroom are more a legacy of the past, and often more difficult to sustain in the light of pedagogical shifts in many countries. On the other hand, our efforts directed at provisions outside the regular classroom, and particularly the pullout programme approach, may not have yielded the positive outcomes it was expected they would. The proposition of this paper, based on the author's extensive teaching experience, numerous professional development courses for preservice and inservice teachers, and first hand investigations of programmes for the gifted in a number of countries, is that the regular classroom may well be the most appropriate environment for the ‘primary’ delivery of programmes for most gifted students. The rationale for such a position is outlined, together with the essential elements of such an approach to be effective.

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Dissertations / Theses on the topic "Gifted and Talented Programme"

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Lui, Ching Salina. "A talent development programme from students' perspective." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40040215.

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Nemeth, Ferenc. "Leading a gifted and talented programme in an international school : an examination from a moral leadership perspective." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/38598/.

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This thesis presents an examination of leadership practice as it responds to the implementation of a gifted and talented program. The examination is conducted through the lens of moral leadership theories. This thesis heeds the call from researchers who have suggested the need for moral case studies to assist school leaders in 'making confident ethical judgments that transcend mere intuition' (Campbell, 1995: p. 605). Theories from moral philosophy and concepts from moral psychology are brought into the discussion in an attempt to address concerns with respects to the theoretical underpinnings of the concept moral leadership. The combined framework advances a model of a moral process that provides specific sign posts that allow for an inquiry into the moral decision making a school leader undergoes in addressing a moral issue. This study uses a multi-method research design involving both narrative and statistical analyses focused upon data generated from semi-structured interviews, questionnaires, observations, and document analysis. My analysis of key informants provides additional insight into the process that school leaders undergo in order to address a moral issue. The significance of the analysis was the generation of five categories: personal integrity, professional ethics, structural collaboration, exogenous influences and constructive concerns. Each of the five categories highlighted were influential in the decision to implement the gifted and talented program. The organisational and geographic context for this examination is an International School located in Turkey (IST).

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Reddy, Lucina Jacqueline. "Evaluating the first year roll-out of the Imibala Gifted And Talented Enrichment Programme of the Imibala Trust in The Western Cape." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/21796.

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The following dissertation details an evaluation conducted on a giftedness programme. The introduction of giftedness programmes can be traced as far back as 1922 where Terman was one of the first people to document and formalise the link between one's innate ability and their performance on a number of outcomes. Since then many other theorists Renzulli (1977) and Subotnik, Olszewski-Kubilius, and Worrell (2011) have expanded on the definition of giftedness to include not only one's innate ability but development of potential through a specialised environment that encourages the gifted learner to enhance their ability. In 2013, a programme evaluation student at the University of Cape Town, Reitumetse Mogorosi, conducted research for the Imibala Trust to assist with the design of the Gifted and Talented Enrichment (GATE) Programme. The Imibala Trust had for some time (with the support of the Metropole East Education Department) decided to pilot such a programme that aimed to serve gifted disadvantaged children in the Helderberg region. As a result of Mogorosi's work the GATE personnel were provided with an evaluation report that detailed a plausible programme theory for their programme; the activities that the GATE programme should include in its design; the selection process to be followed to recruit the identified target audience; and the importance of engaging relevant stakeholders in the programme. Following Mogorosi's (2014) report, the GATE programme was piloted in 2014. In 2014, a second masters' student from the University of Cape Town evaluated the pilot implementation of the GATE programme. This dissertation is an account of that evaluation study. The evaluator conducted two forms of evaluation, namely a process evaluation and a short-term outcome evaluation. The process evaluation aimed to establish whether the GATE personnel had implemented the programme as planned; while the short-term outcome evaluation aimed to determine whether the participants in the GATE programme perceived any changes as a result of the programme.

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Lui, Ching Salina, and 呂靜. "A talent development programme from students' perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040215.

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Crowl, Kelly. "Aligning educational standards to the education of academically talented students." Ashland University Honors Theses / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=auhonors1450100931.

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Tam, Kwok-Wai Raymond. "A study on the impact of an accelerated science programme on the learning outcomes of gifted and talented student." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658067.

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For more than two decades, research on accelerated science classes has mostly been in , Mathematics and seldom in other science subjects and has mostly been conducted in English-speaking countries (e.g., Stanley & Stanley, 1986) and seldom in Asian countries with Chinese populations. The purpose of the present study was to investigate the effectiveness of an accelerated science programme for gifted & talented Chinese students in a gifted & talented secondary school in Hong Kong in terms of their proficiency, their motivation, their skilfulness and the usefulness ofthe programme. The assessment results of three science subjects (Physics, Chemistry, Biology) of Grade 9 (G9) students from accelerated and non-accelerated science classes were compared in the three cohorts 2007-08, 2008-09, and 2009-10. A questionnaire was used to evaluate the students' perceptions regarding their motivation and the usefulness of the programme from the three G9 cohorts and follow up interviews were conducted with six students from Cohort 2009-10 to enquire their views. The assessment findings showed that the students who attended the two cohorts 2007-2008 and 2009-2010 of the G9 Accelerated Science Programme achieved better in their science subjects. The G9 Accelerated Science Programme (2008-2009) .might not have any effects on the science achievements of the students. Student interviewees found the Accelerated Science Programme more engaging than the traditional science subjects for various reasons such as they could learn advanced topics more deeply to broaden their horizons in science. The Accelerated Science Programme was valid for the students' learning to do better in their science projects for different reasons such as they got to have more hands-on experience in doing sCientific investigations. The interview findings also revealed that the students picked up a variety of skills according to Gardner's (as cited in Sousa, 2009) theory of Multiple Intelligences (MI). Future researchers can treat this study as a representative model to help gifted & talented Chinese students in science.

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O'Regan, David, and n/a. "A comparison of factors affecting the establishment and implementation of a gifted and talented programme in a rural primary and secondary school." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060822.155237.

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This research reports on the factors that a sample of teachers in a rural Primary and Secondary School perceive as being influential on the initiation and implementation of a curricular innovation. The innovation herein is the creation of a Gifted and Talented Programme to cater for identified students in this school, an area of current interest amongst educators and researchers in New South Wales and Australia. A methodology is outlined for the collection and interpretation of data on the factors involved, that may be employed by coordinators and researchers interested in curricular provision for Gifted and Talented children. In this case study school, it was found that the factors were many and varied, that they differed in their supportive or inhibitive nature in the Primary and Secondary Schools. These findings provided a foundation for subsequent planning in the initiation stages of the implementation of this innovation. This research had important implications for this School that may be of interest for future research in other schools.

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Brown, Monty Laney James Duke. "The representation of Hispanic females in gifted and talented and advanced placement programs in a selected north central Texas public high school." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3701.

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Mulraney, Rosemary Anne, and n/a. "Community and teacher attitudes toward special educational provisions for gifted students in A.C.T. primary schools." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061026.130846.

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This decade has seen an increasing awareness by the Commonwealth Schools Commission, the ACT Schools Authority, educators and members of the community of students who are gifted in a diversity of areas. A number of programs designed to meet the special needs of gifted students have been developed in some primary schools in the A.C.T. and it is timely that the attitudes of principals, teachers and parents were assessed. To assess the attitudes of the three populations (principals, teachers and parents) toward general attitudes about gifted students, key aspects of planning and organisation of gifted programs, classroom teachers and their knowledge and need of assistance in gifted education; and to explore whether the three populations held different attitudes toward gifted students and the provision of specific programs to meet their special needs, the Field Study candidate developed and administered a questionnaire to members of the A.C.T. Association for Gifted and Talented Children, together with principals, teachers and parents in nineprimary schools in the A.C.T. The results of the questionnaire indicated that all three groups agreed with the proposition that every child was entitled to an educational program that would assist the child to develop to his / her fullest potential. Appropriate extension programs should be run for gifted students in the local primary school, with the involvement of the resource teacher and the assistance of personnel and locations outside of the local school when it was appropriate. Some reservations were expressed toward the level of parent participation in the identification procedure, program planning and program evaluation, and classroom teachers were seen to require assistance in the areas of identification, program planning and the evaluation of programs designed to meet the special needs of gifted students. The Field Study concludes that local A.C.T. primary schools could meet the special needs of gifted students. This could be achieved by principals, teachers and members of the School Board developing and implementing special educational programs by utilising Special Project funding, additional staff and professional development opportunities which are currently available in limited amounts through the ACT Schools Authority and the Commonwealth Schools Commission.

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Granger-Ellis, Rebekah. "Einstein or Columbine: Impact of School Environment on the Socioaffective Development of Gifted and Talented Adolescents." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2457.

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Why do some gifted minds thrive in life while others fail to fulfill their potential? The spotlight on violence perpetrated by bright individuals questions what went wrong, could it have been prevented, and whether schools are meeting the needs of gifted individuals. Thus, it is important to examine the impact of participation in various gifted and talented programs on the socioaffective development of gifted adolescents. The purpose of this study was to understand (1) if gifted individuals’ social and emotional development were similarly developed as their academic and creative abilities, and (2) if a particular school environment led to differences in psychological developmental profiles. Using six psychometric scales, this quasi-experimental study examined the socioaffective development of 343 gifted and talented students (ages 16-18) enrolled in arts-integrated charter, creative arts charter, and public school programs in an ethnically diverse moderate-size city in the southeastern United States. Students’ performances on psychometric scales were compared over time and by type of program. Participants took pre- and post-tests over the first semester of an academic school year with BarOn EQ-I: YVassessing social and emotional development. Based on these assessments, quantitative differences in growth on psychological scales were examined. Change scores between schools were also compared. School artifacts provided insight as to environmental qualities of each school environment. Major findings include gifted and talented adolescents showed significant weakness in intrapersonal abilities and general mood compared to normative age-mates. Gifted females also showed significant weakness in interpersonal abilities and overall socioaffective development. Gifted and talented students displayed strengths only in adaptability (problem solving and flexibility). Study findings support the theory that giftedness heightens vulnerability to adjustment problems. Results also indicated that gifted and talented students in inclusive public school environments demonstrated greater overall socioaffective development across most psychometric scales than charter schools. Results of analysis found gifted and talented students in all five environments showed no significantchange in scores on BarOn EQ-i:YV psychometric scales from Time 1 to Time 2, indicating that no particular school environment impacted social development and emotional intelligence. Future research is needed to confirm the finding that gifted and talented females in this study showed weaknesses in every psychometric scale except for adaptability. Additional research is needed to further understand social and emotional development among minority, low income, and female gifted and talented students, particularly those enrolled in selective and exclusive environments.

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Books on the topic "Gifted and Talented Programme"

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Teare, J. B. More effective resources for able & talented children. Stafford: Network Educational Press, 2001.

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Tuttle, Frederick B. Program design and development for gifted and talented students. 3rd ed. Washington, D.C: National Education Association, 1988.

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

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Freeman, Carole Cook. Challenges for children: Creative activities for gifted and talented primary students. West Nyack, N.Y: Center for Applied Research in Education, 1985.

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Enid, Zimmerman, and Clark Gilbert, eds. Resources for Educating artistically talented students. Syracuse, N.Y: Syracuse University Press, 1987.

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Cognard, Anne M. The case for weighting grades and waiving classes for gifted and and talented high school students. Storrs, CT: National Research Center on the Gifted and Talented, University of Connecticut, 1996.

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Renzulli, Joseph S. Schools for talent development: A practical plan for total school improvement : executive summary. [Mansfield Center, CT: Creative Learning Press, 1994.

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Sarina, Simon, and Dichter Susan, eds. The gifted & talented catalogue. Los Angeles: Price Stern Sloan, 1988.

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Kerr, Barbara. Gifted and Talented Education. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2014. http://dx.doi.org/10.4135/9781473915503.

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Davis, Gary A. Education ofthe gifted and talented. 2nd ed. Englewood Cliffs, N.J: Prentice Hall, 1989.

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Book chapters on the topic "Gifted and Talented Programme"

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Roda, Allison. "Introduction Maintaining Their Advantage." In Inequality in Gifted and Talented Programs, 1–25. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137485403_1.

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Roda, Allison. "The Case: G&T Programs Within New York City Schools." In Inequality in Gifted and Talented Programs, 27–54. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137485403_2.

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Roda, Allison. "Striving To Be G&T “Because the People in It Are Just Like You”." In Inequality in Gifted and Talented Programs, 55–73. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137485403_3.

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Roda, Allison. "The Social Construction of Giftedness." In Inequality in Gifted and Talented Programs, 75–97. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137485403_4.

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Roda, Allison. "How Parents Recreate and Reproduce the Boundaries." In Inequality in Gifted and Talented Programs, 99–128. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137485403_5.

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Roda, Allison. "“The Only Thing They Got out of This Is Segregation”: TCS Revisited." In Inequality in Gifted and Talented Programs, 129–54. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137485403_6.

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Roda, Allison. "Conclusion Putting Integration (Back?) on the Education Policy Agenda." In Inequality in Gifted and Talented Programs, 155–66. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137485403_7.

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Niederer, Kate. "The Big-Fish-Little-Pond Effect: Self-Concepts of Gifted Students in a Part-Time Gifted Programme." In Giftedness and Talent, 155–78. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6701-3_8.

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Parker, Megan. "Gifted and Talented Children." In Encyclopedia of Child Behavior and Development, 703. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1250.

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Westwood, Peter. "Gifted and talented students." In Commonsense Methods for Children with Special Needs and Disabilities, 51–61. 8th edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003109778-6.

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Conference papers on the topic "Gifted and Talented Programme"

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Fatmawati and Suci Ramadhani. "Special Service for Gifted and Talented Students." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.004.

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Beck, David M., George Vrabel, and Mark M. Budnik. "Introduction to Nanotechnology: implementation of a cooperative program for gifted and talented elementary school children." In 2009 39th IEEE Frontiers in Education Conference (FIE). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350469.

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

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Alameddine, Mira. "THE LWIS-CITY INTERNATIONAL SCHOOL-DT MODEL FOR THE EDUCATION OF THE GIFTED AND TALENTED." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0526.

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Starja, Diana, Nikolina Nikolova, and Bederiana Shyti. "GIFTED AND TALENTED IN MATHEMATICS DO NOT ONLY NEED HARD WORK, BUT SMART WORK AS WELL." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1127.

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

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Fahri, Iqbal, Achmad Hufad, Didi Tarsidi, and Imas Diana Aprilia. "The Curriculum Model for Inclusion Schools for Gifted and Talented Based on Psychosocial and Emotional Intelligence Abilities." In Proceedings of the 2nd International Conference on Educational Sciences (ICES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ices-18.2019.23.

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Chuchalin, A. I., M. A. Soloviev, O. M. Zamyatina, and P. I. Mozgaleva. "Elite Engineering Education Programme in Tomsk Polytechnic University - the way to attract talented students into Engineering." In 2013 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2013. http://dx.doi.org/10.1109/educon.2013.6530230.

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Falaschi, Elena. "The HTR Model for Well-Being in Educating Community." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12968.

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With the aim of enhancing human capital by bringing out talents, this paper offers a theoretical model for innovating teaching/learning methodological approaches. The Humor Talent Resilience (HTR) Model for Well-Being in Educating Community recognizes Humor as a pedagogical device that jointly feeds both Talent and Resilience. This nourishment triggers a dynamic process between Talent and Resilience of reciprocal and constant interdependence, while developing a mutual positive contamination in continuous evolution. This process is itself a “generator of Well-Being” but it will be able to fully convey its educational effectiveness only if it is supported by an Educating Community. While aknowledging the enhancement of all human potentials, including the high or very high potentials, the pedagogy of Well-Being must assume the educational responsibility of offering teaching/learning contexts that allow all students to reach their highest level of development. Three open reflections are presented: the concepts of justice and equity of educational policies and practices aimed at respecting and enhancing all human potentials; the virtual educating (or dis-educating) community; the need for specific training for teachers and more opportunities for international discussion in the field of gifted and talented education.

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Bryukhova, Olga. "The Formation of an Attractive HR-Brand of a Transport Company's Target Audience of 'Young People'." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-60.

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The article is dedicated to studying the HR-brand of a vehicle company, and seeks ways to improve it further. Theoretical and methodological aspects of shaping the image of an organisation as an employer are now widely reflected in the works of domestic and foreign researchers in the field of human resource management. However, the applied aspects of branding in relation to specific employers from different sectors of the economy remain relevant for the study. The practical interest of the company in question is due to the high turnover rate (15%) and the shortage of young workers. For the purpose of studying the formed corporate HR-brand, the author uses an analysis of local regulations on staff management, employee questionnaires, the assessment of the employer’s value proposition, a reputational audit of the company regarding the Internet environment, etc. The analysis of the internal and external image of the employer concludes that the attractiveness of the HR brand of the enterprise among the target audience ‘young people’ needs to be improved. The successful achievement of this goal is possible through the introduction of career management practices, organising participation in professional competitions; for young promising employees already in the company, developing and implementing a preliminary programme and promoting the company on social media: for potential candidates. Forming an attractive HR brand for young people based on the implementation of a value proposition that takes into account the specifics of this target audience, using new channels and formats to promote the employer brand externally, including in the online environment, will optimise staff turnover, attract and retain talented young people and strengthen the company’s position in the market.

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Reports on the topic "Gifted and Talented Programme"

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Bui, Sa, Steven Craig, and Scott Imberman. Is Gifted Education a Bright Idea? Assessing the Impact of Gifted and Talented Programs on Achievement. Cambridge, MA: National Bureau of Economic Research, May 2011. http://dx.doi.org/10.3386/w17089.

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Engen, Sharon. Survey of language acquisition techniques provided by parents of talented and gifted children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5276.

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