Relevant bibliographies by topics / Gifted children Identification Victoria

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  2. Dissertations / Theses
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Academic literature on the topic 'Gifted children Identification Victoria'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Gifted children Identification Victoria"

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Mozgalova, Nataliia, and Iryna Herasymova. "GIFTED CHILDREN: IDENTIFICATION, TRAINING, DEVELOPMENT." Pedagogical Education: Theory and Practice 1, no. 26 (April 26, 2019): 138–43. http://dx.doi.org/10.32626/2309-9763.2019-26-1.138-143.

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Yewchuk, Carolyn R. "Identification of Gifted/Learning Disabled Children." School Psychology International 7, no. 1 (January 1986): 61–68. http://dx.doi.org/10.1177/014303438600700108.

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Until very recently, little attention has been focused on children who are both gifted and learning disabled. Because of their contradictory characteristics, these children are usually undetected by teachers or school psychologists. Close analysis of WISC-R responses and profiles in the context of a very broad clinical assessment for learning disability can assist the school psychologist in identifying these children so that they can be placed in educational programmes appropriate to their unique needs.
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Shaklee, Beverly D. "Identification of Young Gifted Students." Journal for the Education of the Gifted 15, no. 2 (January 1992): 134–44. http://dx.doi.org/10.1177/016235329201500203.

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Among the critical issues in gifted child education which have emerged from the 1980s is the failure to appropriately identify and adequately program for primary gifted children. This paper examines the problems embedded in the accurate assessment of exceptional potential in populations of young children from minority and/or economically disadvantaged settings. Assessment issues are examined in the light of recent research on developmentally appropriate evaluation of young children. Historical and current practices are reviewed and descriptions of two innovative approaches to non-traditional assessment of young children are provided.
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Matthew, Janice L., Anne K. Golin, Mary W. Moore, and Carol Baker. "Use of SOMPA in Identification of Gifted African-American Children." Journal for the Education of the Gifted 15, no. 4 (July 1992): 344–56. http://dx.doi.org/10.1177/016235329201500404.

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To increase the proportion of elementary minority students identified as gifted, the System of Multicultural Pluralistic Assessment (SOMPA) was employed with minority disadvantaged children in a large urban school district. A group of African-American students in second through fifth grades became eligible for gifted programming when their IQ scores were adjusted using SOMPA procedures. The performance of these SOMPA students on the Ross Test of Higher Cognitive Processes and other measures did not differ from that of a group of African-American gifted students who were identified on the basis of traditional criteria. There were also no significant differences between the groups in Ross subtest scores seven months later. The SOMPA procedures used to identify these gifted students may provide an alternative method to increase the proportion of minority students in gifted programs; particularly in states that use IQ cut-off scores for placement decisions.
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Žnidaršič, Jerneja, Barbara Sicherl Kafol, and Olga Denac. "Preschool teachers and musically gifted children in Slovene kindergartens." Metodički ogledi 28, no. 2 (January 25, 2022): 221–45. http://dx.doi.org/10.21464/mo.28.2.4.

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The aim of the present study, which involved preschool teachers, was to explore the area of working with musically gifted children. In particular, we focused on the identification of musically gifted children and monitoring of their musical development, preschool teachers’ competence for working with children, and evaluation of factors important for the development of musically gifted children. Research results showed that the majority of preschool teachers: were able to identify musically gifted children; rarely monitored and documented children’s musical development systematically and did not acquire enough knowledge for working with musically gifted children during their formal and informal education. Among the important factors influencing the development of musically gifted children, preschool teachers pointed out motivation to work with musically gifted children, identification of musically gifted children, cooperation with music experts and parents, and implementation of additional musical activities.
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Huang, Shih-Yu. "Early Identification: Cultivating Success for Young Gifted Children." Gifted Education International 24, no. 1 (January 2008): 118–25. http://dx.doi.org/10.1177/026142940802400113.

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Niederer, Kate, R. John Irwin, Kathryn C. Irwin, and Ivan L. Reilly. "Identification of Mathematically Gifted Children in New Zealand." High Ability Studies 14, no. 1 (June 2003): 71–84. http://dx.doi.org/10.1080/13598130304088.

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Kronborg, Leonie, and Claudia A. Cornejo-Araya. "Gifted Educational Provisions for Gifted and Highly Able Students in Victorian Schools, Australia." Universitas Psychologica 17, no. 5 (December 5, 2018): 1–14. http://dx.doi.org/10.11144/javeriana.upsy17-5.gepg.

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This article summarizes the main educational provisions developed and implemented for gifted and highly able students in Victoria, Australia. It emphasizes the strong influence that different governments have had on policies and guidelines providing for the education of these students. Among the options offered it is possible to differentiate those based on acceleration and high ability grouping. Accelerated learning options include early entry, grade skipping, subject acceleration, Higher Educational Studies program, and International Baccalaureate. High ability grouping includes Select Entry Accelerated Learning programs, select entry high schools, specialized high schools. The identification of students’ advanced intellectual and academic needs and the implementation of effective provisions for these students are strongly related to the level of knowledge and attitude that teachers have towards gifted and highly able students. The implications of the current educational provisions are discussed to reflect and promote better guidelines and more research in the field.
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Ferbežer, Ivan. "Gifted Children in Slovenia between Theory and Practice." Gifted Education International 17, no. 1 (January 2003): 95–102. http://dx.doi.org/10.1177/026142940301700112.

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The base of literature for the analyses in this article are laws; expressions of official politics 'The White Book'; the conception of identification and work with the gifted; some empirical researches; training of teachers; educators and school guidance services; research project work of a group of elementary schools; characteristics of professional literature. The method of analysing the contents is orientated especially to following research problems: Conception and terminology of giftedness; identification of gifted pupils; realisation of specific intellectual, educational, social, emotional needs of gifted pupils at home and in school; training of teachers, educators, school guidance services; gifted education in the light of acceleration, segregation and enrichment; the sensitivity of the public; politics with regard to the needs of gifted children, records and informational arrangement of data, scholarships; and what could be learnt from the Slovenian experience.
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Yoo, Minhee, Shu Hui Zhu, and Shin-dong Lee. "The survey of Chinese parents' awareness of the characteristics and identification of the gifted and the gifted education." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 16 (August 31, 2022): 1–19. http://dx.doi.org/10.22251/jlcci.2022.22.16.1.

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Objectives The purpose of this study is to provide basic data and implications for gifted education in China by identifying the degree of awareness of Chinese parents about the characteristics of gifted children, gifted children indentify, gifted education according to the general characteristics of parents. Methods To this end, ‘wenjuanxing’ (https://www.wjxcn/jq/101862383.aspx) surveyed 1,028 parents of Foreign Language School A in Anqing City, Anhui Province and School B in Wufu City, Anhui Province. For the collected data, percentage and frequency analysis was performed on the general characteristics of Chinese parents, and a chi-square test was performed to analyze the results of Chinese parents' perceptions of gifted characteristics and giftedness identify and gifted education according to general characteristics. Results The results of this study are comprehensively summarized as follows. First, in Chinese parents' perceptions of giftedness, parents recognized ‘children with excellent academic performance and high intelligence’ as gifted, and viewed ‘high intelligence’ as the greatest characteristic of gifted children. And area of gifted children, the highest question was about ‘what characteristics gifted children exhibit’, and they recognized that ‘both genetic and environmental factors are important’ in order to develop giftedness. Second, regarding the identification of gifted children, it was recognized that ‘3 - 5 years old’ was the most appropriate time to identify gifted children. Lastly, in the perception of gifted education, fathers and mothers agreed on the perception that gifted education is ‘education to cultivate creative thinkers’, but they showed a difference of opinion on the necessity of gifted education. As for the reason why it was necessary, it was confirmed that there was a common view that ‘Gift education is necessary for the development of potential’, but opinions differed as to the reason why it was not necessary. In addition, 86.6% of the survey subjects expressed their intention to participate in parenting education in order to make their children gifted, but the reason why they would receive parental education was had different opinions. Conclusions Chinese parents did not have a diverse understanding of gifted children and gifted education. To this end, there is a need to manage important issues such as public education and national standards for gifted education and establishment of an education system.
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Dissertations / Theses on the topic "Gifted children Identification Victoria"

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Thomas, Bronwyn Robyn. "The identification of gifted children under formal school entry age." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36591/1/36591_Thomas_1998.pdf.

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This study addresses the issue of the identification of gifted children under formal school entry age. Case studies of the parents of thirteen gifted primary school children were used to retrospectively identify common characteristics of giftedness displayed by their children prior to formal schooling. Questionnaires and focused interviews were undertaken with parents of the thirteen children, and crosschecking of transcripts, coding criteria and analyses were used to ensure integrity. Common behavioural characteristics of early giftedness were identified, categorised and summarised according to frequencies, with specific examples provided. Recommendations for the early identification of young gifted children, implications for designing appropriate program provisions to meet the needs of young gifted children and suggestions for further research are provided.
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Tuliao, Narcisa Ann C. "The Identification Of Culturally-Different Gifted And Talented Children (California)." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3484.

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Purpose. The major purpose of the study was to describe the procedures for identifying culturally-different gifted and talented children. Other goals were to: (a) identify how the Gifted and Talented Education (GATE) programs are administered; (b) investigate the enrollment of GATE programs from the general and different cultures; (c) determine the similarities and differences of perceptions of GATE programs among administrators and teachers; and (d) contrast identification procedures and administration of the programs in the seven GATE districts that had the highest number of culturally-different gifted and talented students and the seven GATE districts that had the lowest number of such children. Procedures. Ten California counties with school districts offering GATE programs were selected as samples for the study. Two questionnaires were developed, the first sent to 124 administrators and teachers and the second to 14 districts that had the highest or lowest number of culturally-different gifted and talented students. Findings. Teacher recommendations were the key criteria during the identification process. Psychological services were contributors to the identification process. A school site study team was utilized and was the most unique feature of the districts that had the highest number of GATE culturally-different students. Tests and instruments most utilized were nationally-published which included Stanford-Binet and the Comprehensive Test of Basic Skills (CTBS). The elements of giftedness that were tested most often were intelligence and high achievement. The program approaches most often offered were acceleration, special day classes and cluster grouping. The percentage of White students in the GATE programs was higher than their percentage in the overall district enrollment. Conclusion. The identification processes of culturally-different gifted and talented students appear inadequate; thus they are underrepresented in GATE programs. Recommendations. Research is needed as to the means of increasing the participation of culturally-different gifted and talented students in GATE programs. The recommended areas for study include: increasing the use of elements of giftedness such as creativity, leadership, and visual and/or performing arts; raising funds or identifying the best use of limited funding; improving identification tests; identifying approaches to meet the needs of GATE culturally-different students; clarifying GATE teacher attitudes and promoting effective staff-development; and examining learning styles and cognitive strengths of students from different cultures.
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Tudor, Patti, and University of Lethbridge Faculty of Education. "Identification of gifted students : an examination of the use of nomination forms for the identification of gifted students and the third and fourth grade level." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/61.

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Special classes for gifted students began in North America in the late 19th century. Since that time, educators have directed much attention towards the special needs of students with gifts and talents. Nevertheless, compared the education of children with disabilities, programs for the education of the gifted have been sprinkled throughout our country on a small scale at best. Funding has always been tenuous and gifted education has been, and is, considered margianl to mainstream education.
vii, 111 leaves ; 29 cm.
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Tucker, Tammy Newman Tunks Jeanne L. "Searching for hidden treasure the identification of under-represented gifted and talented students /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9020.

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Schultz, Canyon A. "Investigating the requirements of a gifted and talented program including identification and selection of the gifted learner, differentiation methods and grouping options." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004schultzc.pdf.

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Harrison, Catherine Anne, University of Western Sydney, of Arts Education and Social Sciences College, and School of Education and Early Childhood Studies. "Giftedness in early childhood : the search for complexity and connection." THESIS_CAESS_EEC_Harrison_C.xml, 2003. http://handle.uws.edu.au:8081/1959.7/483.

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This portfolio documents an investigation of the nature of giftedness during the early childhood period of birth to eight years. It provides an in-depth exploration of a number of developmental domains including social, emotional, spiritual and cognitive development. Aspects of play and learning for young gifted children are also investigated. The use of both child and parent voices provide insight to the realities of the lived experience of being young and gifted. The insights that emerged from the research are subsequently used to challenge aspects of early childhood pedagogy frequently evident within western approaches to early childhood education such as the developmentalist discourse traditionally used to inform early childhood policy and practice. The findings of the study suggest that to ensure responsive education for young gifted children early childhood educators need to reconceptualise the child and the relationship between the three protagonists of child, family and educator. Collaboration between the three protagonists can facilitate the provision of opportunities for in-depth investigation and abstraction within early childhood curricular that can empower young gifted children in their search for complexity and connection during the early childhood years.
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Grenier, Marcella Evan. "Patterns of sibling deidentification and parent identification in families with gifted children." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75353.

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This study examines whether pairs of same-sex siblings labeled differently (one "gifted", one "not gifted") deidentify more than pairs of same-sex siblings who are labeled the same (both "gifted"). It further investigates patterns of perceived similarity between the siblings and patterns of parent identification to establish how these influence parents' perceptions of their children as "gifted" or "not gifted".
Deidentification did not appear to vary depending on whether children were labeled the same or differently. However, females produced higher measures of deidentification than males--with girls labeled the same producing the highest scores of all.
All parents tended to see siblings as contrasting. They also showed a tendency to split parent identify with their children--each parent identified with a different child. In 39 out of 40 cases if parents perceived themselves as having been gifted students, then the children they identified with were labeled as "gifted". This parental labeling seemed to occur well before any formal identification and was maintained in the face of contrary evidence.
For this group different labeling was not associated with poor sibling interaction. Poor sibling relationships appear to co-occur with poor marital relationships.
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Tucker, Tammy Newman. "Searching for hidden treasure: The identification of under-represented gifted and talented students." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9020/.

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The purpose of this study was to examine the effect of staff development on the nomination and identification of culturally diverse and/or economically disadvantaged students for gifted programs. Teachers kindergarten through fifth grade from ten districts (N = 100) received 30 hours of staff development in gifted education. The experimental group (n = 50) received a specialized version of the training. The control group (n = 50) received the standard training provided by the Education Service Center. Teachers in the experimental group completed three Stages of Concern questionnaires at the beginning and end of the training and in the fall. Two Levels of Use interviews were also conducted, one in the fall and one in the spring. Innovation configurations were developed utilizing interview results. A repeated measures analysis of variance was conducted to determine differences in concerns of teachers over time. The results revealed growth, however, not of a significant level. A paired-samples t-test was conducted to determine differences in levels of use of the instructional strategies presented in the training. Again, results revealed growth in classroom application of strategies; however, the amount of growth was not significant. A paired-samples t-test was conducted on the components of the innovation configurations. Differentiated instruction was not significantly different, however, grouping strategies and student products showed significant growth in classroom application. Student nomination and identification data were analyzed across six ethnicities: White not economically disadvantaged, White economically disadvantaged, Hispanic not economically disadvantaged, Hispanic economically disadvantaged, African American not economically disadvantaged, and African American economically disadvantaged. Chi-square analyses determined statistical significance in nominations of Hispanic economically disadvantaged and African American not economically disadvantaged. Significant differences in placement of students occurred in White economically disadvantaged and Hispanic economically disadvantaged groups. No Hispanic not economically disadvantaged students met placement criteria.
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Clark-Massey, Teresa. "The Underrepresentation of Low Socioeconomic Status Children in Gifted and Talented Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5686.

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The problem is children from low socioeconomic status households are often underrepresented in gifted and talented programs. Only a small percentage of these students is selected to participate in the district's gifted program. The purpose of the study was to help appropriately identify and include low SES children in the district's gifted program. The social constructivist foundation was applied for a better understanding of how the environment affects a child's learning and how social factors contribute to cognitive development, which could possibly alter the perceptions of how successful children can be. The guiding questions revolved around the teachers' perceptions of elementary (K-6) gifted and talented program's identification process in finding all children in need of advanced curriculum and instruction regardless of socioeconomic status level. A qualitative case study is designed to collect data from 6 elementary gifted and talented teachers from 1 district. Information was gathered through interviews, then transcribed and through the lens of the social constructivist framework, axial coding followed as well as use of open coding. Through the field notes some strengths, weaknesses, and recommendations were gathered about the gifted program. The identified the codes used supported answering the research question and subquestions. This project study has the potential to create social change by guiding teachers to understanding all children, regardless of their background, can learn through developing a stronger identification process and more locations to grow awareness of the opportunity.
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Mitchell, Gail Gwendolyn Jackson. "A comparison of the higher level thinking skills of black/white students and the influence of selected demographic variables on their placement in programs for the gifted." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/530379.

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The purpose of the study was to investigate factors influencing the selection of minority and majority school-aged children for gifted and talented programs. Factors explored included abstract thinking ability, achievement test scores, and parental social status (i.e., education, income, occupation) as academic and nonacademic variables that potentially influence the selection and/or placement process. Provided is performance data on 22 black and 23 white gifted children and 21 black and 24 white high achieving children (N=90) relative to their similar as well as unique traits on measures of abstract thinking ability, IQ, and achievement tests.FindingsH1. There are significant differences in abstract thinking ability among placement groups that vary with race.H2. It was found that students from higher social status backgrounds tended to be placed in programs for the gifted more often than were students from lower social status backgrounds.H3. Teachers tended to select (from a hypothetical group) children from higher income families rather than children from lower income families for placement in the gifted program. This finding was also true for children whose profiles indicated parent occupation (e.g., teacher, judge).Conclusions1. The selection of gifted students is influenced by race and social status of the parents.2. Parent education, occupation, and income are social class variables that influence children both in and out of school.3. Abstract thinking ability is not an academic variable that influences the selection of children for gifted program placement in the school corporation selected for this study.4. Numerous other variables (e.g., hi/lo socioeconomic background, values and beliefs, directed/mediated learning experiences, language and historical background) influence a child's capacity to learn and should be always considered.5. Testing instruments are not available in the school system used in this study to accurately assess the skills of minority children.
Department of Special Education
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Books on the topic "Gifted children Identification Victoria"

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Speigel, Donna. Identification of gifted children. [s.l: s.n.], 1989.

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Gifted education: Identification and provision. London: D. Fulton, 1995.

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Identifying gifted students: A practical guide. 2nd ed. Waco, Tex: Prufrock Press, 2011.

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McCarney, Stephen B. Gifted evaluation scale. 2nd ed. Columbia, MO (800 Gray Oak Dr., Columbia 65201): Hawthorne Educational Services, 1998.

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McCarney, Stephen B. Gifted evaluation scale. Columbia, Mo. (P.O. Box 7570, Columbia): Hawthorne Educational Services, 1987.

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Feldhusen, John Frederick. Talent identification and development in education (TIDE). Sarasota, Fla: Center for Creative Learning, 1992.

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Gifted education in Asia: Problems and prospects. Charlotte, NC: Information Age Publishing, Inc., 2015.

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Howieson, N. The identification of creatively gifted children in primary schools in Western Australia: Research project. [Western Australia]: Western Australian College of Advanced Education, 1986.

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Krnjaić, Zora. Intelektualna nadarenost mladih. Beograd: Instituta za Psihologiju, 2002.

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Losing our minds: Gifted children left behind. Scottsdale, AZ: Great Potential Press, 2005.

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Book chapters on the topic "Gifted children Identification Victoria"

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Castellano, Jaime A. "It Begins With Identification." In Teaching Gifted Children, 449–51. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238638-91.

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Piirto, Jane. "Identification of the Academically Gifted and Talented:." In Talented Children and Adults, 108–60. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238485-4.

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Heller, Kurt A., and Neville J. Schofield. "Identification and Nurturing the Gifted from an International Perspective." In Handbook of Giftedness in Children, 93–114. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-74401-8_6.

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Pfeiffer, Steven I., and Samara Blei. "Gifted Identification Beyond the IQ Test: Rating Scales and Other Assessment Procedures." In Handbook of Giftedness in Children, 177–98. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-74401-8_10.

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Bracken, Bruce A. "The Use of Intelligence Tests in the Identification of Gifted Children." In Handbook for Counselors Serving Students With Gifts & Talents, 85–101. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235415-7.

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Sternberg, Robert J. "The Rainbow Project: Using a Psychological Theory of Giftedness to Improve the Identification of Gifted Children." In Alternative Assessments, 147–56. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232988-8.

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Pardeck, John T., and John W. Murphy. "Young gifted children: Identification, programming, and socio-psychological issues." In Young Gifted Children, 3–8. Routledge, 2018. http://dx.doi.org/10.4324/9780429469008-1.

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"Identification of gifted pupils." In The Psychology and Education of Gifted Children (Psychology Revivals), 109–27. Routledge, 2013. http://dx.doi.org/10.4324/9781315871622-14.

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Ledger-Lomas, Michael. "Meine zweite Heimat." In Queen Victoria, 42–77. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198753551.003.0003.

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This chapter argues that Victoria’s marriage to Albert instilled in her a Protestant identification with the Duchy of Saxe-Coburg and Gotha and with German Lutherans. Although Coburgers could be flexible about Protestantism when it came to making dynastic alliances, Victoria and Albert nonetheless regarded marriage as a medium through which they could build religious and political affinities between Britain and Protestant Germany, and especially with Hohenzollern Prussia. The chapter highlights the importance of her children Victoria and Alice’s marriages as attempts to bring about spiritual and political reform in Germany, before explaining why thesyts were ultimately unsuccessful.
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Karabulut, Ridvan. "Exceptional Children." In Research Anthology on Inclusive Practices for Educators and Administrators in Special Education, 271–81. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3670-7.ch016.

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In addition to the children who show typical development, there are also children who show atypical development. Individuals whose development varies compared to their peers and whose differences are identified by experts are called individuals with special needs. Individuals with special needs can be children with intellectual disabilities, sight, hearing impairment, language and speech disorders, physical disability and chronic illness, specific learning difficulties, children with autism spectrum disorder and gifted children. The causes of special needs are generally prenatal causes, which can often be hereditary and can be classified as natal and postnatal. The identification of individuals with special needs from early ages and the use of appropriate intervention methods are vital for these children. Children who are happy and a future producing part of society due to early recognition and accurate education methods are directly related to the quality of the intervention performed.
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Conference papers on the topic "Gifted children Identification Victoria"

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Жмакина, Надежда Леонидовна, and Оксана Минниахматовна Рзаева. "MODERN REQUIREMENTS FOR THE IDENTIFICATION AND ORGANIZATION OF WORK WITH GIFTED PRESCHOOL CHILDREN IN THE CONTEXT OF SUPPLEMENTARY EDUCATION." In Проблемы управления качеством образования: сборник избранных статей Международной научно-методической конференции (Санкт-Петербург, Март 2022). Crossref, 2022. http://dx.doi.org/10.37539/ko196.2022.23.26.006.

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В статье описывается комплексный подход, включающий широкий спектр разнообразных методов при решении проблемы выявления одаренных детей в дошкольных учреждениях. Представлены 4 направления работы с одаренными детьми, реализуемые в детском саду в условиях дополнительного образования. The article describes complex approach including a wide range of different methods during identification of gifted children in preschool institutions. There are four aspects of work with gifted children realizing in the context of supplementary education in the kindergarten.
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