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Journal articles on the topic 'Gifted and Talented Programme'

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Published: 4 June 2021

Last updated: 7 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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10

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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Gyarmathy, Éva, and John Senior. "The inclusion of multiple exceptional gifted students in talent development programmes." Gifted Education International 34, no. 1 (July 11, 2016): 47–63. http://dx.doi.org/10.1177/0261429416656500.

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Models of giftedness in the 21st century tend to describe talent as a social construct. Research now indicates that certain talented populations that are composed of multiple exceptional individuals are excluded from talent development programmes. Recognizing how well the environment best fits individual needs at particular key developmental moments, shifts the emphases of focus regarding gifted education significantly. The provision for, and the development of, multiple exceptional gifted individuals from this perspective can engender far greater possibilities than previously imagined earlier. In Hungary, we started to create innovative networks for the encouragement and the development of effective, inclusive provision. The networks have however replicated many of the problems of the former provision for talented individuals and groups. The further development of content and appropriate forms of programmes need to be synchronized through networks of innovative provision and evaluation. The proposed complex provision is suggested as a solution for the new forms of talent development that are open to the multiple exceptional gifted population regardless of the populations’ needs being understood, and perceived by, different audiences as being variously extreme, diverse and novel. A system utilizing key aspects of Bloom’s taxonomy, Renzulli’s enrichment triad and Gardner’s multiple intelligences is proposed.

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Brady, Maggie, and Valsa Koshy. "Reflections on the implementation of the Gifted and Talented policy in England, 1999–2011." Gifted Education International 30, no. 3 (July 3, 2013): 254–62. http://dx.doi.org/10.1177/0261429413486862.

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The landscape of gifted and talented education in England has changed in the past decade when the UK government launched an education programme for ‘gifted and talented’ pupils as part of its Excellence in Cities policy initiative. The policy was initially intended to raise educational achievement of higher ability pupils in secondary schools in socially deprived urban areas and was subsequently extended to all age groups and schools in England. This article reports the findings of official reports and reviews and includes the reflections of a local authority adviser of a large education district within a socially deprived area of London. The adviser had the responsibility for implementing the policy through working with schools and practising teachers.

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Chan, David W. "Development of Gifted Education in Hong Kong." Gifted Education International 13, no. 2 (September 1998): 150–58. http://dx.doi.org/10.1177/026142949801300208.

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Despite that notions of gifted education have been anticipated in Chinese history, Hong Kong not not managed to relinquish the laissez-faire attitude toward the education of the gifted and talented until the late 1980s and the early 1990s. The development of gifted education was traced in the context of liberalization and expansion of educational opportunities, the parallel concerns with equity and excellence, and school reform to meet the educational needs of students abilities in Hong Kong. To meet the special educational needs of gifted and talented children, diversified provisions are now made or planned in school-based enrichment activities/special school with accelerated and challenging curriculum, and university summer programmes. It is anticipated that the development of gifted education will bring about further positive changes in the overall educational system in Hong Kong.

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Eriksson, Gillian I. "Developing Creative Thinking Through an Integrated Arts Programme for Talented Children." Gifted Education International 6, no. 1 (January 1989): 8–15. http://dx.doi.org/10.1177/026142948900600103.

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The Schmerenbeck Multi-Racial Educational Centre provides extra-mural enrichment to challenge gifted and talented children. In terms of a broader concept of identification, the Centre differentiated a Creative Arts Programme for talented children which has been in operation since 1983. This aims to extend children beyond their technical competence to develop creative excellence; to encourage psychological growth in developing perceptual, cultural, social and self-awareness; to develop aesthetic judgement, critical thinking and self-evaluation; and to develop metacognitive processes. The design of the programme includes workshops in several art disciplines (fine art, dance, music, drama, writing, etc.); Integrative Courses (Communication, Study, Thinking, Research Skills); and Integrated Art (Creativity) workshops. This paper discusses the nature and development of creative thinking in relation to expression and communication in the arts based on the results of an evaluation study of an Integrated Arts Programme. In the Integrated Arts Workshops, professional artists and teachers are brought into contact with groups of talented children to give exposure, encourage participation and develop understanding of the nature of creative thinking as expressed through different art forms. Herein, a concept or idea, initiated by the children, is explored through sensory stimulation (developing perceptual skills); through creative problem-solving (developing cognitive processes); and through reflection (developing affective processes).

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15

Koshy, Valsa, and Ron Casey. "Actualizing Mathematical Promise: Possible contributing factors." Gifted Education International 20, no. 3 (December 2005): 293–305. http://dx.doi.org/10.1177/026142940502000305.

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

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Williams, Mary. "Challenging Gifted and Talented Children During Literacy Hour." Gifted Education International 20, no. 1 (July 2005): 70–79. http://dx.doi.org/10.1177/026142940502000109.

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This article discusses the language and literacy provision that should be made for gifted and talented pupils in Key Stages 1 and 2 in UK primary schools. It considers whether Literacy hour lessons offer an appropriate medium for literacy learning and suggests practical ways in which more able pupils can be challenged to higher levels of achievement across the Programmes of Study of the English National Curriculum. The importance of providing pupils with imaginative, creative, problem-solving tasks is explored and the significance of pupils' gaining metacognitive awareness acknowledged. Suggestions are made about how to differentiate Literacy hour teaching and learning appropriately, so that the needs of gifted and talented pupils can be successfully met.

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Maznichenko, Marina Aleksandrovna, Nataliya Ivanovna Neskoromnykh, Oksana Pavlovna Sadilova, Snezhana Vladimirovna Brevnova, Nadezhda Mansumovna Grigorashchenko-Aliyeva, and Vita Alexandrovna Fomenko. "Identification and support of gifted children within the framework of school-university networks." Science for Education Today 11, no. 2 (May 1, 2021): 7–31. http://dx.doi.org/10.15293/2658-6762.2102.01.

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Introduction. The article examines the potential of school-university partnership programmes for gifted and talented children. The purpose of this study is to determine the mechanisms for identifying and supporting gifted children by means school-university networks. Materials and Methods. To achieve this goal, the authors have reviewed a considerable amount of literature on giftedness, identification and support of gifted children with a focus on establishing school-university networks. A sample of leadership and teaching staff (n = 149) representing 44 municipalities of the Krasnodar Krai (Russian Federation) was surveyed in order to evaluate the effectiveness of identification, support and guidance of gifted students. The analysis of university websites was carried out in order to reveal the existing practices of partnerships with secondary and supplementary education settings aimed at identification and support of gifted children. To solve the revealed problems of gifted education, a model of school-university network encompassing the flagship university and secondary and supplementary education settings has been developed. Results. The study has revealed the following problems of provision for gifted and talented students: unrecognized special giftedness; underestimation of career guidance for gifted students; insufficient attention to social and emotional issues in the development of gifted children; lack of continuity in provision for gifted and talented individuals at different levels of education. The authors propose a model of the network between the flagship university and secondary education settings aimed at solving the above mentioned problems. The research findings include procedures of identifying and supporting gifted children by means of school-university partnership programmes for 9 domains of giftedness (academic (intellectual), technical, entrepreneurial, communicative, leadership, emotional, sports, artistic and vocational) in corresponding types of career-oriented activities (educational, research, scientific; technical design, business design, business communication, management, volunteering, sports, artistic creativity, production) using the facilities and human resources of the flagship university. Conclusions. The conclusion can be drawn that identification and support of gifted children and adolescents must be carried out in close connection with career guidance, taking into account the needs of the regional labor market. Building partnerships of the university, comprehensive secondary schools and supplementary education settings contribute to solving this problem.

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Zakaria, Zulkarnin, Syazwani Md Sallehan, Wan Ahmad Zakry Wan Kamaruddin, Ahmad Bazli Ahmad Helmi, and Abdel Rahman Ibrahim Sulieman Islaieh. "Challenges in Early Quran Education: Identifying Factors that Affect Permata Insan Summer Camp Students’ Performance." Sains Insani 3, no. 3 (December 6, 2018): 9–14. http://dx.doi.org/10.33102/sainsinsani.vol3no3.66.

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Quran education module is a major part in the PERMATA Insan Summer Camp programme for the pre-college gifted and talented students. The annual camp programme integrates STEM modules together with the Quran and Sunnah modules to help students understand and relate science topics with the Quran and Al-Sunnah. The camp participants as young as eight years old were required to memorise selected Quran verses during the camp. Many struggled to perform in the Quran education module. This study was conducted to identify various issues faced by the students in the Quran module. They were tested on their memorisation and later grouped for a special interview session. The findings on the various problems faced by them were analysed and grouped into themes. The discussion with the group of gifted and talented between the age of 8 and 11 years old revealed many concerns that have been found in earlier research on this special group of students. The findings would help further explore better ways to improve the teaching and learning of gifted and talented Muslim students.Abstrak: Modul Pendidikan Al-Quran merupakan unit penting dalam program kem percutian cuti sekolah PERMATA Insan pelajar pintar pra-kolej. Program kem tahunan ini mengintegrasikan modul STEM bersama modul Al-Quran dan Sunah bagi membolehkan pelajar memahami subjek sains berdasarkan tafsir Al-Quran dan pengajian Sunah. Peserta kem berusia dari lapan tahun perlu menghafal surah Al-Quran yang telah ditetapkan sebagai syarat dan penilaian modul kem. Pelbagai cabaran dihadapi para peserta bagi mencapai silibus hafazan yang telah ditetapkan. Kajian ini dijalankan bagi mengenalpasti permasalahan yang dihadapi dalam modul pengajian Al-Quran. Peserta kajian telah diuji, dibahagikan mengikut pencapaian dan ditemubual bagi mengetahui permasalahan yang dihadapi. Dapatan telah dianalisa dan disusun mengikut tema permasalahan. Maklumat dapatan mengenengahkan pelbagai langkah yang dapat diambil untuk membantu pembelajaran Al-Quran yang lebih mantap bagi pelajar pintar berbakat Islam PERMATA Insan.

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Shibata, Aya, and Dianne Forbes. "Teachers' and Counsellors' Perspectives on Gifted Children and Gifted Education: New Zealand and Japan." Gifted Education International 25, no. 2 (May 2009): 187–93. http://dx.doi.org/10.1177/026142940902500208.

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This article reports on the key findings of a recent study undertaken by Aya Shibata, exploring teachers' and counsellors' perceptions of gifted children and of gifted education policy in New Zealand and Japan. The study took the form of qualitative, comparative case studies, and involved semi-structured interviews with teachers and school counsellors in New Zealand and Japan. Key findings highlight a lack of official support for gifted education in Japan, while acknowledging the place of out-of-school, private programmes as a form of gifted education. The study offers insight into Japanese cultural concepts relevant to gifted and talented education, and suggests directions for future research.

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Dávid, Imre, and László Balogh. "Talent research and teacher training for gifted education." Gifted Education International 29, no. 2 (May 24, 2012): 162–73. http://dx.doi.org/10.1177/0261429412447713.

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The objective of our article is to give an outline of the work carried out in assisting gifted individuals at the University of Debrecen. We also give an account of the historical background of our institute, including the relationship between our doctoral programme and gifted education; in addition, we run a teacher training programme that awards a specialist degree in gifted education. The second section contains the description of a research project that focused on a multi-aspect psychological examination of teachers working with gifted high school students.

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Csermely, Peter, Gábor Rajnai, and Katalin Sulyok. "Nationwide network of TalentPoints." Gifted Education International 29, no. 2 (May 21, 2012): 154–61. http://dx.doi.org/10.1177/0261429412447712.

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In 2006 a novel approach to talent support was promoted by several talent support programmes in Hungary. The new idea was a network approach. The nationwide network of so-called TalentPoints and its framework, the Hungarian Genius Program, gained substantial European Union funding in 2009, and today it is growing rapidly. A novel concept of talent is also used by the programme: it perceives everyone as potentially gifted. The Hungarian Genius Program organizes the festive events of Talent Days on regional, national and European levels, sets up Talent Support Councils and has introduced the Talent Loan programme.

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Webber, Melinda, Tracy Riley, Katrina Sylva, and Emma Scobie-Jennings. "The Ruamano Project: Raising Expectations, Realising Community Aspirations and Recognising Gifted Potential in Māori Boys." Australian Journal of Indigenous Education 49, no. 1 (October 16, 2018): 77–88. http://dx.doi.org/10.1017/jie.2018.16.

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When gifted Māori students feel they belong and find their realities reflected in the curriculum, conversations and interactions of schooling, they are more likely to engage in programmes of learning and experience greater school success. This article reports on a teacher-led project called the Ruamano Project, which investigated whether Maker and Zimmerman's (2008) Real Engagement in Active Problem Solving model (REAPS) could be adapted successfully to identify talents and benefit the student achievement and engagement of Māori boys in two rural Northland, New Zealand secondary school contexts. The project aimed to implement Treaty of Waitangi-responsive and place-based science practices by improving home–school–community relationships through the authentic engagement of whānau and iwi into the schools’ planning, implementation and evaluation of a REAPS unit. As a result of this innovation, teachers’ perceptions of Māori boys shifted, their teaching practices changed, more junior secondary Māori boys were identified as gifted by way of improved academic performance, and iwi and community members were engaged in co-designing the inquiry projects. Our research indicated that the local adaptation of the REAPS model was effective in engaging and promoting the success of gifted and talented Māori boys.

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Taplin, Margaret. "Student Teachers Providing Programmes for Gifted and Talented Children: A Cooperative Venture between University and Schools." Gifted Education International 11, no. 2 (January 1996): 95–99. http://dx.doi.org/10.1177/026142949601100206.

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In workshop situations, a group of university academic staff and final-year Bachelor of Education students offered a range of provisions for gifted and talented children from local schools. The staff acted as expert mentors in their areas of specialisation and helped the students to develop and implement a series of workshops based on the higher levels of Bloom's Taxonomy. Evaluations of the workshops revealed positive outcomes for all groups involved. The gifted children benefited from the opportunity to work with intellectual peers. The student teachers learnt a great deal about catering for these children. The workshops served as a stimulus to the children's class teachers to develop and maintain programmes when they returned to their schools.

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Houghton, Chris. "Capturing the pupil voice of secondary gifted and talented students who had attended an enrichment programme in their infant school." Gifted Education International 30, no. 1 (April 2, 2013): 33–46. http://dx.doi.org/10.1177/0261429413480421.

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The study was conducted during the Easter holidays of 2010 at Rawmarsh City Learning Centre with 16 students from school years 8 to 11 who had participated, during their infant years, in a gifted and talented Key Stage One Enrichment Cluster. The students represented a wide range of backgrounds, and five were identified as being on the autistic spectrum. The Enrichment Cluster was known as original ways of learning through enrichment technology and socialisation (OWLETS). OWLETS aimed to address the lack of provision for exceptionally able young children, while supporting them in overcoming any weaknesses in relation to socialisation or engagement. The cluster design was inspired by Renzulli’s Schoolwide Enrichment Model. The study investigated the students’ perspective of key features of their experiences at OWLETS and throughout their subsequent education, examining their views on learning and teaching, and was facilitated by the production of a video with student voices spoken by avatars. Findings showed that those with additional special needs preferred primary school and described struggles in secondary; the other 11 students were more positive about secondary education than primary. All the students viewed opportunities for personalised learning and effective teacher–student relationships as key, and they suggested that children who demonstrate exceptional ability benefit from opportunities to socialise and work collaboratively with similarly gifted peers throughout all stages of education. The study indicated that Renzulli’s model, in this simple format, has the potential to enrich a whole-school approach, meeting the needs of all children including the exceptionally able.

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Richert, E. Susanne. "The State of the Art of identification of Gifted Students in the United States." Gifted Education International 3, no. 1 (January 1985): 47–51. http://dx.doi.org/10.1177/026142948500300109.

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This paper summarizes the main points from a national report on the identification of gifted and talented youth in the USA. The report stresses the importance of linking recent research with practice and offers detailed guidance for comprehensive and unbiased procedures for the identification of potential. The need for adequate teacher training is underlined together with the need for a multiplicity of programmes and systematic public advocacy.

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Lee, Libby. "Young Gifted Girls and Boys: Perspectives through the Lens of Gender." Contemporary Issues in Early Childhood 3, no. 3 (October 2002): 383–99. http://dx.doi.org/10.2304/ciec.2002.3.3.6.

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In contemporary society we have become highly dependent on a technological, scientific and mathematically literate population. There has been considerable debate for many years about the lack of talented people entering professions associated with these literacies and about the level of understanding of science and technology in the general community. Since perceptions of and interest in mathematics, science and technology begin in early childhood, teachers of very young children play an important role in fostering and supporting these interests. The research problem investigated in this article emerged when the researcher became aware that teachers in Brisbane, Australia nominated as many as five times more boys than girls for a mathematics and science enrichment programme for gifted young children. Hence, teachers' conceptions of what it means to have high ability in mathematics and science in early childhood appeared to be influenced by teacher beliefs about gender. Single in-depth interviews were conducted with 16 early childhood teachers who nominated children for the above mentioned enrichment programme. Based on interview data, a model of teachers' conceptions of giftedness was developed, comprising seven categories of description or ways that teachers see the phenomenon of giftedness in relation to young children. A latter interpretative analysis of this model found that teachers' conceptions of giftedness are indeed gendered and that each of the seven categories of giftedness guides teacher behaviours or actions that directly disadvantage girls. This article explores this latter analysis and concludes that gender is a significant influence on teachers' conceptions of giftedness in young children.

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Kostrubiec, Jarosław. "Glosa do wyroku Wojewódzkiego Sądu Administracyjnego w Warszawie z dnia 17 października 2017 r. (V SA/Wa 2821/16)." Studia Iuridica Lublinensia 28, no. 1 (October 8, 2019): 207. http://dx.doi.org/10.17951/sil.2019.28.1.207-220.

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<p>A total of not more than 100 talented and gifted graduates of first-cycle studies and students after completing the third year of long-cycle Master’s degree studies, who do not hold a master’s degree, may, by way of a competition carried out under the programme of the minister responsible for science matters, be granted funding for research financed from the funds assigned in the State budget for education. However, the competition procedure should be transparent and the criteria thereof should be publicly known on the date of announcement of the competition. The criteria and the scoring cannot be determined after the deadline for submitting the applications, before the very deciding on the allocation of research resources, as it was done by the Minister of Science and Higher Education and upheld by the commented judgement.</p>

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Mahajan, Anupama. "Tracing Giftedness: An Exploration of Theories, Programmes and Emerging Dilemmas." Tattva - Journal of Philosophy 9, no. 2 (July 1, 2017): 23–32. http://dx.doi.org/10.12726/tjp.18.3.

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In the recent years, the conception of giftedness in children has garnered a lot of attention from educationists and psychologists in India. Children marked as gifted are said to display above average abilities as compared with their peers. In this paper, I attempt to show that despite multiple notions and theories of giftedness, displaying exceptional abilities in mathematics and science seem to be the dominant focus and trend. In support of this claim, I list out the various Gifted and Talented Programmes of Giftedness in India. By exploring the various landscapes of excellence across diverse schooling environment, I draw from my doctoral research to highlight the ways in which giftedness is socially circulating and the factors that produce, and the processes that enable and sustain it. Through this study, I hope to contribute to the sociology of education in terms of understanding middle class / elite aspirations with regard to education of their children, elite parenting practices, conceptions of giftedness and how ‘cultural capital’ is transmitted from one generation to the next.

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Lifshitz, Chen C., and Chana Katz. "Underrepresentation of Ethiopian–Israeli minority students in programmes for the gifted and talented: a policy discourse analysis." Journal of Education Policy 30, no. 1 (May 27, 2014): 101–31. http://dx.doi.org/10.1080/02680939.2014.918656.

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Tucker, Vicky M. "How my involvement with an inclusive, educational, gifted and talented programme has influenced my work with students who have social, emotional and behavioural difficulties." Gifted Education International 29, no. 3 (December 20, 2012): 274–84. http://dx.doi.org/10.1177/0261429412467111.

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Oyekan, Sam Oluseyi. "Improvement of Quality Standards in Examination Process in Colleges of Education." European Journal of Social Sciences Education and Research 5, no. 1 (December 30, 2015): 297. http://dx.doi.org/10.26417/ejser.v5i1.p297-310.

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Education is the universal catalyst for qualitative development of effective citizenship and competent workforce required in building a modern dynamic society. Purposeful instructional leadership, prudent management of resources and vibrant evaluation of students’ learning outcomes as a means of quality control could raise appreciable standards toward an improvement of examination process in Colleges of Education. Being a major task in the school curriculum implementation, examination process is a basic mechanism for academic quality assurance in higher education. A comprehensive examination process largely comprises admission of qualified candidates into teacher education programme, effective teaching and learning of the subject curriculum contents, continuous assessment of learning outcomes, moderation and conduct of examinations, marking and grading of examination scripts, external moderation of examination results, computation and consideration of moderated examination results, notification and release of examination results, certification and production of transcripts, career induction and convocation of certified competent and responsible graduates for employment in the labour market. Hence, it is suggested that prompt identification of challenges and strategies for improvement of quality standards in examination process would enhance a comprehensive professional development of competent and personable teachers. Such well-informed educational experts shall use their professional expertise, ethical orientation and instructional best practices to discover and nurture a crop of gifted, talented and skilled individuals as credible future leaders in all aspects of our national life and global economy.

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García-Perales, Ramón, and Leandro-S. Almeida. "An enrichment program for students with high intellectual ability: Positive effects on school adaptation." Comunicar 27, no. 60 (July 1, 2019): 39–48. http://dx.doi.org/10.3916/c60-2019-04.

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This article notes the low rate of highly talented or gifted students formally identified in Spain compared to international benchmarks. These students are not properly identified, so a lack of specific educational responses for these highly talented students is also expected. Trying to counteract this trend, this article presents an enrichment program imparted to a group of students with high intellectual abilities during the academic year 2017/18 over three weekly sessions during school hours, where emerging technologies were an important key in how it was delivered. The experimental design included an experimental group of high ability students and two control groups, one consisting of students with high abilities who did not receive specific educational responses and another consisting of a group of regular schoolchildren in terms of abilities. The results showed that the implementation of specific educational responses improved children’s levels of adaptation and in some cases, their school performance. These data are discussed in an attempt to recommend enrichment programs integrated into the classroom as an appropriate educational response to gifted or high ability students. Attention to diversity of all students in the classroom is possible, for example by resorting to ICT, increasing the educational inclusion of students with high intellectual capacity. Este trabajo apunta la reducida tasa de alumnado con características de superdotación o altas capacidades identificados formalmente en España tomando los referenciales internacionales. Este alumnado no es debidamente identificado, entonces también se anticipa la falta de respuestas educativas específicas para estos escolares con altas capacidades. Intentando contrariar esta tendencia, este artículo presenta un programa de enriquecimiento aplicado a un grupo de alumnos y alumnas con altas capacidades intelectuales durante el curso académico de 2017/18 a lo largo de tres sesiones semanales en horario escolar y donde las tecnologías emergentes tienen una importancia clave en el desarrollo del mismo. En el plano experimental, se tomó un grupo experimental de escolares con altas capacidades y dos grupos de control, uno conformado por alumnado con altas capacidades que no reciben respuestas educativas específicas y otro constituido por un grupo de escolares regulares en términos de capacidades. Los resultados muestran que la implementación de respuestas educativas específicas mejora los niveles de adaptación infantil y, en algunos casos, su rendimiento escolar. Se discuten estos datos en una tentativa de recomendación de programas de enriquecimiento integrados en las clases como respuesta educativa apropiada a los escolares con superdotación o altas capacidades. La atención a la diversidad de todo el alumnado en las aulas es posible, por ejemplo, recurriendo a las TIC, favoreciendo la inclusión educativa del alumnado con altas capacidades.

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

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

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

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

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Casey, Ronald, and Valsa Koshy. "Gifted and Talented Education." Journal for the Education of the Gifted 36, no. 1 (January 2, 2013): 44–65. http://dx.doi.org/10.1177/0162353212469745.

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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 (October 18, 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 and presented in a percentage frequency table. The results of the study showed that there are insignificant correlation between Multiple Intelligence and learning style among Muslim Gifted and Talented. Additionally, the study also discovered that the most dominant learning style practiced by Muslim Gifted and Talented students is Kinesthetics (48.10%) and the most dominant intelligence among Muslim Gifted and Talented students is Spiritual Intelligence (43.67%). The study concluded with suggestion of developing a module on teaching methodology for Muslim gifted learners.

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

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

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41

Pfeiffer, Steven I. "Identifying Gifted and Talented Students." Journal of Applied School Psychology 19, no. 1 (December 12, 2002): 31–50. http://dx.doi.org/10.1300/j008v19n01_03.

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

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The gifted and talented can be expected to be emotionally at least as well balanced as any others. In fact, most are well equipped to face the world, to cope with expectations and threats, as well as being particularly sensitive to interpretation and prediction of the feelings and behaviour of other people. But because of their exceptionality they do face special challenges, and so to help them a counsellor must recognise and understand these and the effects they can have. Personality and experience affect everyone's reactions to challenge. Some rise to them, seeing them merely as hurdles, while others succumb with poor adjustment, low self-concept and anxiety, all of which can put a break on school success and creativity. Informed, skilled and sympathetic counselling can be effective in helping the most able to become well adjusted adults.

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

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

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

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Vollans, Caroline. "All about… ‘gifted and talented’." Nursery World 2016, no. 5 (March 7, 2016): 21–24. http://dx.doi.org/10.12968/nuwa.2016.5.21.

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

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

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Allotey, Gladys Ami, James J. Watters, and Donna King. "Ghanaian science and mathematics teachers’ beliefs about gifted education strategies." Gifted Education International 36, no. 3 (August 17, 2020): 250–65. http://dx.doi.org/10.1177/0261429420946732.

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Ghana is a rapidly developing West African country whose goal is to build a prosperous economy reliant on innovation and technology. Identifying and developing talent in the school system will play a role in achieving this goal; however, there is limited research on the status of gifted education and talent development in Ghana. This study investigated ten Junior High school mathematics and science teachers’ beliefs about giftedness and the strategies they proposed to develop gifted students’ potential into talent. The study drew on data from semi-structured interviews and lesson plans. The findings revealed that teachers had scant knowledge about giftedness and appropriate gifted education strategies. Respondents misconstrued differentiation and acceleration strategies and disregarded their use in developing the gifted. The study highlights the need for the development of a formal policy on gifted education, and the implementation of teacher education programmes that address teachers’ beliefs and knowledge about the gifted and gifted education strategies.

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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 (January 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 and talented and one average ability student, were selected as target students for each observation day. The Classroom Practices Record (CPR) was developed to document the types and frequencies of differentiated instruction that gifted students receive through modifications in curricular activities, materials, and teacher-student verbal interactions. Descriptive statistics and chi-square procedures were used to analyze the CPR data. The results indicated little differentiation in the instructional and curricular practices, grouping arrangements, and verbal interactions for gifted and talented students in the regular classroom. Across five subject areas and 92 observation days, the observed gifted and talented students experienced no instructional or curricular differentiation in 84% of their instructional activities.

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Gaerlan-Price, Eunice, Janna Wardman, and Toni Bruce. "Welcome to the Table: A Bourdieusian Take on Gifted New Zealand Young Women." Education Sciences 11, no. 3 (March 5, 2021): 106. http://dx.doi.org/10.3390/educsci11030106.

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The field of gifted and talented studies has its origins in the intelligence quotient research of the late 19th and early 20th century. These psychological foundations remain a strong influence even though the field has since expanded to include other paradigms and greater diversity in conceptions of giftedness and talent. Some researchers argue that the field could benefit from greater interdisciplinary engagement, especially in studies of gifted and talented girls, which tend to include a focus on how gifted girls’ external environments influence their emotional worlds. This article proposes that concepts developed by critical sociologist Pierre Bourdieu are useful for expanding and deepening understandings of the internal and external worlds of gifted and talented girls. It offers evidence from a recent qualitative study with academically gifted and talented teenaged girls in New Zealand. The results highlighted the marginalised position of the gifted and talented identity and the privileging of identities that were based on dispositions versus innate ability. The study also identified a hierarchy of valued forms of capital within the teenage girl social landscape and a resulting theorisation of an empowered gifted and talented girl habitus. This article demonstrates how Bourdieu’s work is a constructive addition to the field.

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