Relevant bibliographies by topics / Gifted students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Gifted students'

Author: Grafiati
Published: 4 June 2021
Last updated: 24 January 2023

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Journal articles on the topic "Gifted students"

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Worrell, Frank C., Rena F. Subotnik, Paula Olszewski-Kubilius, and Dante D. Dixson. "Gifted Students." Annual Review of Psychology 70, no. 1 (January 4, 2019): 551–76. http://dx.doi.org/10.1146/annurev-psych-010418-102846.

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Gifted students are individuals who are recognized for performance that is superior to that of their peers. Although giftedness is typically associated with schooling, gifted individuals exist across academic and nonacademic domains. In this review, we begin by acknowledging some of the larger debates in the field of gifted education and provide brief summaries of major conceptual frameworks applied to gifted education, dividing them into three categories: frameworks focused on ability, frameworks focused on talent development, and integrative frameworks. We then discuss common practices used to identify gifted students, giving specific attention to the identification of those in underrepresented groups, followed by brief overviews of the numbers of students who are classified as gifted, programming options for gifted students, and social and emotional issues associated with being gifted. We conclude with a discussion of several unresolved issues in the field.
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Olimat, Mohammad. "Gifted Students." Procedia - Social and Behavioral Sciences 5 (2010): 1112–14. http://dx.doi.org/10.1016/j.sbspro.2010.07.244.

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Cheung, Ruby S. H., Anna N. N. Hui, and Alan C. K. Cheung. "Gifted Education in Hong Kong: A School-Based Support Program Catering to Learner Diversity." ECNU Review of Education 3, no. 4 (November 25, 2020): 632–58. http://dx.doi.org/10.1177/2096531120967447.

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Purpose: This study explores the contributions and effectiveness of the Jockey Club “Giftedness into Flourishing Talents” Project (Project GIFT) in supporting learner diversity in gifted education, including meeting the educational and psychological needs of highly capable and gifted students in Hong Kong. Design/Approach/Methods: This study investigates the effectiveness of Project GIFT in supporting the development of diversity in learning in 20 project schools. Through close cooperation with project schools, Project GIFT comprised six developmental areas: school development, curriculum development, teachers’ professional development, parent empowerment, student development, and financial support. To further assess the usefulness of the school-based support provided by Project GIFT, this study examines the implementation of school-based gifted education in two project schools based on the aforementioned components. Findings: This study reveals Project GIFT’s significant role in promoting school-based gifted education in Hong Kong schools. Indeed, it was the first cross-institutional and research-based educational program in gifted education that intervened at both Level 1 (whole class) and Level 2 (pullout) of the three-tiered policy stipulated by the Hong Kong Education Bureau. One of the few gifted education programs implemented in Asia, Project GIFT focused on six key components to specifically support high-ability and gifted students with diverse educational and affective needs. This study shows that Project GIFT significantly enhanced diversity in learning, its collaboration with two key schools resulting in the successful enhancement of school development, professional development, curriculum development, student development, parent empowerment, and financial support. Originality/Value: The article fills the research gap by examining the effectiveness of a school-based gifted education program focused on enriching and differentiating curricula for different regular and pull-out programs. In doing so, this article attests to the success of the program in addressing the educational and psychosocial needs of gifted students at local schools in Hong Kong.
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Ntamu, Blessing Agbo, and Margaret Oyo-Ita. "Identifying and catering for gifted learners in an inclusive classroom: A means of reducing delinquency, school drop out rate and increasing national development in Nigeria." Global Journal of Educational Research 21, no. 1 (May 11, 2022): 35–46. http://dx.doi.org/10.4314/gjedr.v21i1.5.

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A regular classroom contains a diverse group of learners. Learners with very divergent characteristics sometimes. Classroom activities should be planned in such a way that every learner‟s needs are provided for and every learner is guided towards achieving his maximum potential. Failure to do so may lead some learners into delinquent behaviors and some may even drop out. Classroom activities seem to be planned with the average learners and the learning disadvantaged in mind. Most times learning facilitators do not factor in the needs of gifted children when planning classroom activities. It is believed that 6% of students in the public school are gifted. This percentage of students have the capacity to impact positively on national development if their gifts are identified and maximized. However, this seems not to be the case. Only the gifted students who find their way into specialized gifted schools have the privilege of having their gifts developed. The program for selection of students into gifted programs seems to be flawed in climes where statistics exist. To the extent that minority groups and low-income groups seem to be discriminated from assessing gifted programs. The researcher‟s position regarding this situation is that every school prepares for the gifted child as well while selecting and designing learning experiences. That every classroom facilitator be equipped to identify and to cater the needs of the gifted child within the normal inclusive classroom in order that no child‟s gift is ignored. Teacher‟s training programs should include training for identification and catering for gifted children. This will also reduce the rate of delinquency and school drop out that results from boredom of gifted children who are under-challenged and contribute to national development. This paper covers the following areas: Introduction, theoretical framework, the concept of giftedness in the classroom, characteristics of gifted learners, Giftedness as a means for reducing delinquency, school dropout rate and achieving national development, identifying gifted learners, meeting the needs of the gifted child in an inclusive classroom, and conclusion.
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Ford, Donna Y., Kenneth T. Dickson, Joy Lawson Davis, Michelle Trotman Scott, and Tarek C. Grantham. "A Culturally Responsive Equity-Based Bill of Rights for Gifted Students of Color." Gifted Child Today 41, no. 3 (June 19, 2018): 125–29. http://dx.doi.org/10.1177/1076217518769698.

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This Bill of Rights for Gifted Students of Color was envisioned with the singular goal of effecting change based on equity and cultural responsiveness. The eight sections focus on fundamental issues representing removing barriers. Gifted students of color must have their gifts and talents recognized, affirmed, and developed as districts endeavor to recruit and retain them in gifted education.
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Matrić, Maja, and Matjaž Duh. "Creativity among gifted and non-gifted students." New Educational Review 40, no. 2 (June 30, 2015): 247–59. http://dx.doi.org/10.15804/tner.2015.40.2.21.

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

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Song, Kwang Han. "Domain Thoughts in Gifted Students and Gifted Students with Learning Disabilities." Journal of Gifted/Talented Education 24, no. 5 (October 31, 2014): 851–76. http://dx.doi.org/10.9722/jgte.2014.24.5.851.

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McCoach, D. Betsy, and Del Siegle. "Factors That Differentiate Underachieving Gifted Students From High-Achieving Gifted Students." Gifted Child Quarterly 47, no. 2 (April 2003): 144–54. http://dx.doi.org/10.1177/001698620304700205.

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Karahan, Engin, and Ayçin Ünal. "Gifted Students Designing Eco-Friendly STEM Projects." Journal of Qualitative Research in Education 7, no. 4 (October 25, 2019): 1–18. http://dx.doi.org/10.14689/issn.2148-2624.1.7c.4s.11m.

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Dissertations / Theses on the topic "Gifted students"

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Curebal, Fulya. "Gifted Students." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605685/index.pdf.

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The purpose of the present study is to investigate the differences on gifted student&rsquo
s attitudes toward science and their preferred classroom climate during science classes based on gender and grade level. Two questionnaires, the Test of Science Related Attitudes (TOSRA) and the Individualized Classroom Environment Questionnaire (ICEQ), were used as survey tools in this study. A group of 163 gifted and talented students among four academic levels which are eighth grade, English prep class, ninth and eleventh grade were assigned to take part in this study. The data obtained from administration of measuring instrument were analyzed by using Two-Analyses of Variance (ANOVA). Result indicated that grade level of students had a significant effect on attitudes towards science. The study found, first, lower-grade students show more positive attitudes toward science than the students at higher-grade level. Secondly, there are significant differences were found among students in their perceptions of the science classroom environment based on their gender and grade level. Female students expected more personalization than male students, higher grade students preferred to have more independence and more differentiated classroom environment than lower grade students while they are learning.
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Peters, Murray N. "Learning preferences of gifted Chinese-Canadian and gifted Caucasian students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37610.pdf.

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Zirkelbach, Andrea Cary. "Identifying Gifted Students in Science." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1057.

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Currently, there is no standard protocol to identify students who are gifted in science. If students are identified as gifted early on in elementary school, teachers and parents can foster their interest, increasing the students’ knowledge, value, and affect as well as their willingness to re-engage science (Eccles & Wigfield, 2002; Gottfried & Gottfried, 1996; Häussler 1987; Neber & Schommer-Aikins, 2002; Osborne, 2003; Schunk, Pintrich, & Meece, 2008). In this study, a brief student identification form was developed for elementary school teachers to complete. The form was based on Hidi and Renninger’s (2006) four-phase model of interest development. The form was one piece of a more comprehensive identification protocol. Students in grades second, third, fourth, fifth, and sixth from six Warren County elementary schools were asked to participate in this study. However, due to insufficient data, grades two and six were not used after collection. Few sixth grade teachers completed the forms and second graders did not take the ITBS. This study primarily focused on identifying students from underrepresented populations. These six schools, Cumberland Trace, Bristow, Lost River, Oakland, Richardsville, and North Warren, were chosen based on their larger population of students who qualify for free and reduced lunch.
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Lee, Marvin M. "Residential Schools and Gifted Students." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539272213.

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Pople, Clair Elizabeth. "Gifted Black and Biracial Students at a Predominantly White Gifted School." PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2347.

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The underrepresentation of gifted Black and Biracial students is a pervasive problem in and of itself, and indicates a much larger struggle of disproportionality of Black and Biracial students who are not called upon or supported in efforts to meet their academic potential. Therefore, an evaluation of the inequity generated by gifted education is warranted. It is true that the majority of gifted programs are often predominantly White. Accordingly, Black and Biracial students who qualify for gifted programs may face unique challenges in their development of racial identity and their socio-emotional health. Using ethnographic techniques, this case study explored the ways that Discovery School, a predominantly White gifted school (PWGS), addresses race. It asked how Black and Biracial students at Discovery School understood themselves as racial beings. The fundamental research questions that guided this study were: (1) how is race addressed at a PWGS, and (2) how does a student of color feel Otherness at a PWGS? The case study was designed, and findings were analyzed, through the theoretical lens of critical race theory. Data was collected through several means, including interviews, surveys, direct observation, and email prompts. Interviews were conducted with four gifted students of color, three teachers, and three parents. Surveys were sent home for student participants and their parents to fill out together. Teachers and administrators were asked to complete two email interview questions. Throughout the data collection, I frequently observed students learning and playing at the school and recorded field notes. Findings indicate that: 1. Talented and gifted students thrive in programs that are uniquely tailored to meet their advanced academic and cognitive needs. 2. Policies and inadequate communication act as barriers for gifted Black and Biracial students. 3. Within a positive educational community, racial microaggressions- including the silencing of racial dialogue and individual bullying- exist. The results of this study suggest that Discovery School operates in ways that benefit the participants of the study. Overall, the student participants (and most parent participants) were satisfied with their experiences at Discovery School. Additionally, results indicate that Discovery School could strengthen their program with a commitment to diversifying the student population and implementing culturally responsive pedagogy and antiracist practices that change the consciousness of education professionals and offer support systems for gifted Black and Biracial students, and develop curriculum that is more reflective of students of color.
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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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Hannah, C. Lynne (Cornelia Lynne). "Metacognition in learning-disabled gifted students." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74634.

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In recent years, research with students identified as academically gifted has focused on what processes enable these students to perform at high levels of ability. The present study was carried out in the context of exploring the role of metacognition in giftedness. A specific focus of the study was whether learning-disabled gifted students performed more similarly to their gifted or nongifted peers (i.e., learning-disabled or average-achieving) on measures of metacognition. An interview was used to assess metacognitive knowledge in reading, and the error-detection paradigm was paired with the think-aloud method of data collection to investigate metacognitive skills in monitoring comprehension while reading a text. The dependent variables were an index of metacognitive knowledge, the percentage of metacognitive statements made, the number of errors detected, and a comprehension score. A measure of prior knowledge was used as a covariate.
The subjects were 48 boys, drawn equally from both the elementary and high school grade levels, who had been identified by their respective school systems as being gifted, learning-disabled gifted, average-achieving, or learning-disabled. The design incorporated two levels of giftedness (gifted or not gifted) and two levels of learning disability (learning-disabled or not learning-disabled) at two grade levels (elementary and high school). Results of the multivariate analysis of covariance revealed a main effect for giftedness, indicating that the subjects identified as gifted performed significantly better than did the nongifted subjects. This result, coupled with the lack of gifted-by-learning disabilities interaction, showed that the learning-disabled gifted subjects performed more like their gifted than their nongifted peers on the four dependent variables. There was also a main effect for grade, with the subjects at the high school level performing better on the dependent variables than the subjects in the elementary grade level. Finally, a grade-by-gifted interaction was revealed, which an examination of the univariate analyses of variance indicated was most likely due to a ceiling effect on the measures of metacognitive knowledge and comprehension.
These results support the hypotheses that giftedness is related to the use of metacognitive skills in a comprehension-monitoring task, and that the learning-disabled gifted subjects perform characteristically like their gifted peers with respect to their use of metacognitive knowledge and skills.
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Бороліс, І. І. "How to work with gifted students." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18231.

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Rodriguez, Charron. "STUDENT BEHAVIORAL ENGAGEMENT OF FIFTH-GRADE GIFTED STUDENTS IN A GENERAL EDUCATION CLASS." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/431.

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This observational study surveyed the engagement of fifth-grade gifted students who spend the majority of their academic day in a general education classroom. This study looked at students in a K-6 public school district in Southern California. This study was a qualitative study with some quantitative data to confirm observational findings. The methods included observations, observational notes, audio and video recordings. After the observations the recordings were reviewed to assure the observational notes accurately portrayed the actions of the target students. The measures included student surveys, observational data via the Behavioral Observation of Students in Schools instrument, and teacher interviews. The short response portion of the student surveys and the teacher interviews were coded and analyzed for common themes. The research questions that dictated the direction of this study included: Is student engagement altered by use of differentiated curriculum, if so is it increased or decreased with more appropriate assignments for gifted students? Do students put forth the same effort with more complex assignments as with easier assignments? Do fifth-grade gifted students show signs of a lack of student engagement? Further research may include expanding the study to include more students from various school districts to ascertain if the findings are consistent with other groups of students.
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Gonçalves, Fernanda do Carmo, and Fleith Denise de Souza. "Creativity in the regular classroom: perceptions of gifted and non-gifted students." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/99679.

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This study aimed to compare the perception of gifted and non-gifted students with respect to the climate for creativity in the classroom, in the disciplines of Mathematics and Portuguese Language, and to investigate the relationship between creativity and perception of classroom climate for creativity. Twenty-one gifted and 27 non-gifted 6th grade students who attended a public school in Brazil participated in the study. The gifted students evaluated teacher’s support to the students’ expression of ideas in Mathematics in a more satisfactory way compared to non-gifted, and they also showed greater interest in learning Mathematics in comparison to Portuguese Language. A positive correlation between creativity and perception of classroom climate was found for gifted students, and negative correlation for non-gifted students.
El presente estudio compara la percepción de clima para la creatividad en el aula, en las clases de Matemáticas y Lengua Portuguesa, entre alumnos superdotados y no-superdotados, así como investiga la relación entre creatividad y percepción de clima para la creatividad. Participaron 21 alumnos superdotados y 27 no-superdotados del 6° año de enseñanza fundamental de una escuela fiscal de Brasil. Los resultados muestran que los alumnos superdotados evaluaron el apoyo del profesor hacia la expresión de ideas del alumno en el aula de Matemáticas de manera más positiva comparado a los no-superdotados. Asimismo, los alumnos superdotados presentaron mayor interés por el aprendizaje en esta asignatura en comparación a la de Lengua Portuguesa. Se encontró correlación positiva entre la creatividad y la percepción de clima en los alumnos superdotados y correlación negativa en los no-superdotados.
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Books on the topic "Gifted students"

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Johnsen, Susan K. Identifying Gifted Students. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235682.

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Wood, Susannah M., and Jean Sunde Peterson, eds. Counseling Gifted Students. New York, NY: Springer Publishing Company, 2017. http://dx.doi.org/10.1891/9780826136558.

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Kim, Kyung Hee, James C. Kaufman, John Baer, and Bharath Sriraman, eds. Creatively Gifted Students are not like Other Gifted Students. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-149-8.

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Coleman, Mary Ruth, Susan K. Johnsen, Cheryll M. Adams, Tracy L. Cross, Susan K. Johnsen, and Diane Montgomery. RtI for Gifted Students. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237785.

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Hanninen, Gail E. Gifted students and educational reform. [Reston, Va.]: Council for Exceptional Children, 1992.

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Berger, Sandra L. College planning for gifted students. 2nd ed. Reston, Va: Council for Exceptional Children, 1994.

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Berger, Sandra L. Homeschooling resources for gifted students. Reston, VA: ERIC Clearinghouse on Disabilities and Gifted Education, the Council for Exceptional Children, 1998.

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Berger, Sandra L. College planning for gifted students. Reston, Va: Council for Exceptional Children, 1989.

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ERIC Clearinghouse on Disabilities and Gifted Education., ed. College planning for gifted students. 2nd ed. Reston, Va: Council for Exceptional Children, 1998.

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Gifted students in regular classrooms. Boston: Allyn and Bacon, 1989.

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Book chapters on the topic "Gifted students"

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Siegle, Del, D. Betsy McCoach, and Lisa DaVia Rubenstein. "Underachieving Gifted Students." In Fundamentals of Gifted Education, 372–85. Second edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315639987-34.

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Hébert, Thomas P. "Gifted Latino Students." In Fundamentals of Gifted Education, 405–17. Second edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315639987-37.

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Gross, Miraca U. M. "Highly Gifted Students." In Fundamentals of Gifted Education, 429–40. Second edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315639987-39.

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Puryear, Jeb S. "Rural Gifted Students." In Critical Issues and Practices in Gifted Education, 387–98. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233961-29.

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Roberts, Julia Link, and Julia Roberts Boggess. "Identifying Gifted Students." In Teacher's Survival Guide, 39–55. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238553-7.

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Margot, Kelly C., and Jacque Melin. "Underrepresented Populations in Gifted Education." In Gifted Education and Gifted Students, 15–21. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235330-3.

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Margot, Kelly C., and Jacque Melin. "Grouping and Acceleration Options for Gifted Students." In Gifted Education and Gifted Students, 45–53. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235330-6.

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Margot, Kelly C., and Jacque Melin. "Social-Emotional Factors for the Gifted and Talented." In Gifted Education and Gifted Students, 23–33. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235330-4.

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Margot, Kelly C., and Jacque Melin. "Introduction." In Gifted Education and Gifted Students, 1–3. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235330-1.

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Margot, Kelly C., and Jacque Melin. "Twice-Exceptional Learners." In Gifted Education and Gifted Students, 35–43. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235330-5.

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Conference papers on the topic "Gifted students"

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Esquierdo, J. Joy. "Project GIFT: The Identification and Service Gap in Gifted of Gifted Latinx Bilingual Students." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1683831.

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Seo, Hae-Ae, and Jae-Ho Sim. "INDIVIDUAL BEHAVIORS AS MOTIVATION, TASK COMMITMENT, AND LEADERSHIP EXHIBITED BY SCIENCE GIFTED STUDENTS AT SCIENCE GIFTED EDUCATION CENTER AND ITS IMPLICATIONS FOR DIFFERENTIATED INSTRUCTION." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.203.

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The research aimed to explore characteristics of individual behaviors as motivation, task commitment, and leadership exhibited by science gifted students at enrichment program in science gifted education center. Results showed that motivation was highest at introduction stage, but decreased as lessons progressed. Task commitment and leadership tended to increase from planning and conducting stages. Leadership was highest at discussion stage. Each student exhibited different sequences of behavioral characteristics along lesson stages. It was called for planning individually differentiated instructional strategies. Keywords: individual behavioral characteristics, science gifted students, student leadership, task commitment.
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Kettler, Todd. "Gifted Education Policy and Equitable Identification of Students for Gifted Education." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1683267.

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West, Geoffrey. "Gifted Students, Curricular Networks, and Isolation." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1436440.

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De Angelis, Barbara, and Sylvia Ingeborg Haering. "TEACHERS' ATTITUDES TOWARDS GIFTED STUDENTS AND GIFTED EDUCATION: RESULTS FROM AN ITALIAN STUDY." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1085.

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Tvorogova, Nadezhda D. "Psychological Support Of Gifted Students’ Learning Activity." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.21.

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Purnomo, Heri, Cholis Sa’dijah, Ety Tejo Dwi Cahyowati, Rini Nurhakiki, Lathiful Anwar, Erry Hidayanto, and Sisworo. "Gifted students in solving HOTS mathematical problems." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043728.

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Ahlgrimm, Frederik. "Fostering School Development for Gifted Students' Needs." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1586139.

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Hinterplattner, Sara, and Barbara Sabitzer. "INTERDISCIPLINARY PROBLEM-BASED LEARNING WITH GIFTED STUDENTS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2066.

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Ivleva, Marina. "Educational Technologies in Work with Gifted Students." In 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-17.2017.18.

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Reports on the topic "Gifted students"

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Pople, Clair. Gifted Black and Biracial Students at a Predominantly White Gifted School. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2344.

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2

Card, David, and Laura Giuliano. Does Gifted Education Work? For Which Students? Cambridge, MA: National Bureau of Economic Research, September 2014. http://dx.doi.org/10.3386/w20453.

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3

Melnyk, Maryna. Research of awareness and attitude of the pedagogical community, students and parents to the diagnosis and support of gifted personality development. Institute of Gifted Children of the National Academy of Educational Sciences of Ukraine, 2021. http://dx.doi.org/10.32405/iodnapn-zvit-2021-52.

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Abstract:
The paper presents the results of the survey among the pedagogical community, students and parents on awareness and attitude to the identification and support of gifted personality, conducted by the Institute of Gifted Child of NAES of Ukraine in the period from 03.09 to 30.09.2021.
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4

Card, David, and Laura Giuliano. Can Universal Screening Increase the Representation of Low Income and Minority Students in Gifted Education? Cambridge, MA: National Bureau of Economic Research, September 2015. http://dx.doi.org/10.3386/w21519.

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5

Кучерган, Єлизавета Валеріївна, and Надія Олександрівна Вєнцева. Historical educational experience of the beginning the twentieth century in the practice of the modern higher school of Ukraine. [б.в.], 2018. http://dx.doi.org/10.31812/0564/2139.

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The author of the study analyzes and determines the features of the introduction of new forms of education in the highest historical pedagogical institutions of Ukraine in the early twentieth century. In particular: colloquiums, excursions, rehearsals, the organization of scientific sections of students and societies. Colloquiums were held to discuss the creative work of students. Proseminars prepared students for participation in seminars. Excursions prepared students for scientific work and taught them to collect information about historical monuments. Interviews and rehearsals took an important place in the revitalization of academic activity of students in universities. During the interviews, students learned to express their thoughts freely. Rehearsals were used as a means of monitoring the progress of students. An important component of the preparation of the future teacher of history was the organization of scientific student sections and societies. The main forms of their work were: the discussion of scientific reports, the publication of periodicals, the creation of libraries, museums, etc. The most talented students took part in scientific sections and societies. Thus, higher education institutions created prerequisites for the education of gifted young people. The publication also reveals the specifics of the practical training of students. The practical component included not only pedagogical, but also museum practice. In addition, pedagogical institutions of higher education conducted educational excursions, literary and musical evenings, organized social, sanitary and charitable activities. The author of the publication not only explores the features of various forms of education, but also the possibility of using them in the practice of the modern higher pedagogical institution in Ukraine.
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