Log in

Relevant bibliographies by topics / Gifted students / Journal articles

To see the other types of publications on this topic, follow the link: Gifted students.

Journal articles on the topic 'Gifted students'

Author: Grafiati

Published: 4 June 2021

Last updated: 24 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Gifted students.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

Olimat, Mohammad. "Gifted Students." Procedia - Social and Behavioral Sciences 5 (2010): 1112–14. http://dx.doi.org/10.1016/j.sbspro.2010.07.244.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Ozbey, Adnan. "Human Values and Compassionate Love in Highly Gifted Students and Normal Student." Educational Process: International Journal 5, no. 2 (March 7, 2016): 116–27. http://dx.doi.org/10.12973/edupij.2016.52.3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Brigandi, Carla B., Del Siegle, Jennie M. Weiner, E. Jean Gubbins, and Catherine A. Little. "Gifted Secondary School Students." Journal for the Education of the Gifted 39, no. 4 (October 17, 2016): 263–87. http://dx.doi.org/10.1177/0162353216671837.

Full text

Abstract:

Grounded in the Enrichment Triad and Achievement Orientation Models, this qualitative case study builds understanding of the relationship between participation in Type III Enrichment and the achievement orientation attitude of goal valuation in gifted secondary school students. Participants included 10 gifted secondary school students, their parents, and their classroom teacher. Data included student, parent, and teacher responses in semistructured interviews, short-answer surveys, and student work. Findings indicate a relationship between participation in enrichment and goal valuation. Students engaged in Type III Enrichment perceived their projects as interesting, beneficial, and/or as related to perceptions of identity. In addition, factors of goal valuation were related to students’ continued interest and perceptions of enjoyment after completion of the enrichment projects. These findings have implications for structuring gifted education programs that meet the special needs of gifted secondary school learners.

APA, Harvard, Vancouver, ISO, and other styles

13

Mollar, Barbara. "Developing Leadership Gifted Students." G/C/T 8, no. 3 (May 1985): 59–61. http://dx.doi.org/10.1177/107621758500800337.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Munro, John. "Gifted learning disabled students." Australian Journal of Learning Disabilities 7, no. 2 (June 2002): 20–30. http://dx.doi.org/10.1080/19404150209546698.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Farrell, Donna M. "Suicide among gifted students." Roeper Review 11, no. 3 (March 1989): 134–39. http://dx.doi.org/10.1080/02783198909553189.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Orange, Carolyn. "Gifted students and perfectionism." Roeper Review 20, no. 1 (September 1997): 39–41. http://dx.doi.org/10.1080/02783199709553849.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Gallagher, James J. "Education of Gifted Students." Journal for the Education of the Gifted 38, no. 1 (February 10, 2015): 64–69. http://dx.doi.org/10.1177/0162353214565547.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Phillips, Niki, and Geoff Lindsay. "Motivation in gifted students." High Ability Studies 17, no. 1 (June 2006): 57–73. http://dx.doi.org/10.1080/13598130600947119.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Abramo, Joseph Michael. "Gifted Students with Disabilities." Music Educators Journal 101, no. 4 (June 2015): 62–69. http://dx.doi.org/10.1177/0027432115571367.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Gentry, Marcia, C. Matthew Fugate, Jiaxi Wu, and Jaime A. Castellano. "Gifted Native American Students." Gifted Child Quarterly 58, no. 2 (February 12, 2014): 98–110. http://dx.doi.org/10.1177/0016986214521660.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

GUR ERDOGAN, Duygu, and Tugba YURTKULU. "Perceptions Of Gifted And Non?Gifted Students Related To Their Levels Of Self? Actualization." Eurasian Journal of Educational Research 17, no. 68 (March 22, 2017): 205–22. http://dx.doi.org/10.14689/ejer.2017.68.11.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Alkaff, Firas Farisi, Adila Taufik Syamlan, Michael Jonatan, Rcardo Adrian Nugraha, Tan Nicko Octora, and Azimatul Karimah. "Depression Level Difference Between Gifted and Non-gifted Medical Students." Biomolecular and Health Science Journal 1, no. 2 (November 26, 2018): 105. http://dx.doi.org/10.20473/bhsj.v1i2.9716.

Full text

Abstract:

Introduction: Depression is a common mental health conditions in the world. Compare to general population, the prevalence of depression in medical students are higher. There are several risk factors that might contribute to the higher rate of depression in medical students, including being a gifted student. However, no study has been published regarding the depression of the gifted medical students until now.Aim: To find out the difference in the level of depression between gifted and non-gifted medical students. Methods: This study was a descriptive cross-sectional study, conducted from October to December 2016. Subjects were third year medical students from Faculty of Medicine Universitas Airlangga. There were 2 groups in this study. Samples from gifted students group was obtained using total sampling method, while number of samples from non-gifted students group was equated with gifted students group. Depression was measured using Beck Depression Inventory (BDI). Mann-Whitney U test was used for statistical analysis. Results: 34 students, 17 students in the gifted students group and 17 students in the non-gifted students group, were included in this study. Based on the BDI score results category, 2 students from the gifted students group and 1 student from non-gifted students group were in the mild category, and 1 student from the gifted students group was in the borderline category. The highest BDI score in gifted students group were 14, while in non- gifted students group were 17. There was no significant difference of the BDI score and BDI category between groups (p = 0.154; 0.951, respectively).Conclusion: There was no significant difference of depression level between gifted and non-gifted medical students.

APA, Harvard, Vancouver, ISO, and other styles

23

Peters, Scott J., Marcia Gentry, Gilman W. Whiting, and Matthew T. McBee. "Who Gets Served in Gifted Education? Demographic Representation and a Call for Action." Gifted Child Quarterly 63, no. 4 (March 12, 2019): 273–87. http://dx.doi.org/10.1177/0016986219833738.

Full text

Abstract:

The disproportional representation of students from various demographic subgroups within identified gifted and talented populations has long frustrated policy makers, education advocates, researchers practitioners within the field, and those concerned with societal inequality in general. Despite the prevalence of articles in the media reporting on disproportional representation, little research has been conducted to track whether (a) the representation of these student subgroups, particularly students with limited English proficiency or students with disabilities, has changed over time or (b) states with and without policies differ in proportional representation of students identified with gifts and talents. For example, increasingly, gifted education advocates have pushed for mandates that all students be screened for gifted program eligibility as a way to combat disproportionality, despite little evidence that such methods influence proportionality. Therefore, this study sought to understand whether and how state and national gifted program demographics have changed over time and how proportionality is correlated with state mandates for gifted education identification or services. A preprint of this paper as well as additional figures are available at: https://osf.io/325m9/ .

APA, Harvard, Vancouver, ISO, and other styles

24

Ogurlu, Üzeyir, and Hakan Sarıcam. "Metacognitive awareness and math anxiety in gifted students." Cypriot Journal of Educational Sciences 10, no. 4 (January 13, 2016): 338. http://dx.doi.org/10.18844/cjes.v10i4.228.

Full text

Abstract:

The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary School Students and The Metacognitive Awareness Inventory for Children were used. For analysing the data, Spearman correlation analysis, the Mann Whitney U test, and linear regression analysis were used. According to the findings: firstly, gifted students’ metacognitive awareness scores were higher than those of non-gifted students. On the other hand, non-gifted students’ maths anxiety levels were higher than those of gifted students. Secondly, there was negative correlation between metacognitive awareness and math anxiety. Finally, the findings of linear regression analysis indicated that metacognitive awareness is explained by 48% total variance of maths anxiety in gifted students. Keywords: Metacognitive awareness, maths anxiety, gifted.

APA, Harvard, Vancouver, ISO, and other styles

25

Lockhart, Kari, and Rachel U. Mun. "Developing a Strong Home–School Connection to Better Identify and Serve Culturally, Linguistically, and Economically Diverse Gifted and Talented Students." Gifted Child Today 43, no. 4 (October 2020): 231–38. http://dx.doi.org/10.1177/1076217520940743.

Full text

Abstract:

Scholars and practitioners of gifted education have made strides in recognizing the need for equitable identification practices, as well as acknowledging the importance of culturally relevant teaching practices, so that students from traditionally underrepresented student populations (i.e., culturally, linguistically, and economically diverse [CLED] students, rural students) have the opportunity to develop their unique gifts and talents. However, little attention has been paid to the vital roles that parent/family and community have in shaping a gifted and talented child’s future. The relationship between students’ families, communities, and their school is often an overlooked variable, but one that has the potential to make significant improvements in gifted education for traditionally underrepresented students in gifted education. This article identifies potential barriers to forming strong home–school connections and outlines specific strategies for overcoming these stumbling blocks. We discuss ways in which teachers and administrators can utilize specific engagement strategies, rethink structures within the school environment, and employ responsive attitudes and behaviors to cultivate strong, healthy home–school connections.

APA, Harvard, Vancouver, ISO, and other styles

26

Peters, Scott J., James Carter, and Jonathan A. Plucker. "Rethinking how we identify “gifted” students." Phi Delta Kappan 102, no. 4 (November 23, 2020): 8–13. http://dx.doi.org/10.1177/0031721720978055.

Full text

Abstract:

In the 21st century, what does a defensible, equitable model of gifted and talented student identification look like? For too long, gifted education’s reason for being has been unclear, and the students it has served have been from too narrow a segment of the student population. With renewed attention to equity and personalized learning, gifted education should exist as one pathway through which students can have their needs met. Scott Peters, James Carter, and Jonathan Plucker outline several best practices in identifying gifted and talented students that, if implemented, would better align with the goal of gifted education, while also improving equity.

APA, Harvard, Vancouver, ISO, and other styles

27

Swiatek, Mary Ann. "Social Coping among Gifted Elementary School Students." Journal for the Education of the Gifted 26, no. 1 (October 2002): 65–86. http://dx.doi.org/10.1177/016235320202600104.

Full text

Abstract:

Research has indicated that gifted adolescents use a variety of measurable social coping strategies to mitigate perceived negative social effects of being identified as gifted in school. The precocious development of gifted children suggests that similar strategies also might be used by gifted elementary school students. Two studies of gifted 3rd through 7th graders who enrolled in a summer academic program explored the possibility that social coping strategies can be adequately measured among gifted elementary students. Study 1 provided a good replication of results from studies of gifted adolescents, and Study 2 replicated Study 1. Six social coping strategies, very similar to those identified in studies of gifted adolescents, were identified: denying giftedness, minimizing focus on popularity, social interaction, humor, conformity, and denying an impact of giftedness on peer acceptance. The last two scales were unreliable with young students, however. No consistent gender differences in social coping were found, but comparisons by grade level indicated that older students are more focused on popularity than are younger students.

APA, Harvard, Vancouver, ISO, and other styles

28

Kaplan, Sandra N. "Role of Rubrics and Gifted Students." Gifted Child Today 42, no. 4 (September 6, 2019): 249–50. http://dx.doi.org/10.1177/1076217519862316.

Full text

Abstract:

This column examines the role of rubrics in evaluating gifted students’ performance as a part of examining issues surrounding the overall evaluation of gifted programs. The author examines how rubrics can be responsive to the group of gifted students and still be cognizant of the individual gifted learner who has specific talents, potential, and abilities. Three issues relating to the use of rubrics are discussed: verbiage, point allocations, and student voice.

APA, Harvard, Vancouver, ISO, and other styles

29

Sarıcam, Hakan, and Üzeyir Ogurlu. "Metacognitive awareness and math anxiety in gifted students." Cypriot Journal of Educational Sciences 10, no. 4 (December 30, 2015): 338. http://dx.doi.org/10.18844/cjes.v10i4.151.

Full text

Abstract:

<p>The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary School Students and The Metacognitive Awareness Inventory for Children were used. For analysing the data, Spearman correlation analysis, the Mann Whitney U test, and linear regression analysis were used. According to the findings: firstly, gifted students’ metacognitive awareness scores were higher than those of non-gifted students. On the other hand, non-gifted students’ maths anxiety levels were higher than those of gifted students. Secondly, there was negative correlation between metacognitive awareness and math anxiety. Finally, the findings of linear regression analysis indicated that metacognitive awareness is explained by 48% total variance of maths anxiety in gifted students.</p><p> </p><p>Keywords: Metacognitive awareness, maths anxiety, gifted</p><p> </p><p> </p>

APA, Harvard, Vancouver, ISO, and other styles

30

Ismail, Md Jais, Fung Chiat Loo, and Azu Farhana Anuar. "‘Music in Film’ for Gifted Students: The Effect of Differentiated Learning on Students’ Motivation." Pertanika Journal of Social Sciences and Humanities 29, no. 4 (December 10, 2021): 2709–28. http://dx.doi.org/10.47836/pjssh.29.4.33.

Full text

Abstract:

Music is not only an important subject in general education, but it particularly serves gifted students who face various psychological issues not encountered by their ‘normal’ peers. Nonetheless, it is found that not all schools are implementing proper music lessons due to the focus on STEM subjects. This paper provides an overview of developing music enrichment activities as an approach to meet gifted students’ needs. Differentiated instruction was used as the main approach to developing a comprehensive music enrichment activity, namely ‘Music in Film’, in which gifted students integrated music and computer skills in completing a given task. Furthermore, a research survey was conducted involving 36 gifted students. The MUSIC Inventory was used to measure their motivation and engagement towards the activity to measure the methods. Five domains—empowerment, usefulness, success, interest and caring—were measured on a 6-point Likert scale. Results revealed that all five domains were rated from moderate to high by the gifted students with a minimum 4.5 mean. Although it can be concluded that this enrichment activity is apt and effective for implementation in gifted education, future studies could look at participants with different backgrounds and demographics. It is hoped that this paper will contribute to designing more enrichment activities with a differentiated instruction approach as gifted students possess high potential in various talents that need to be nurtured.

APA, Harvard, Vancouver, ISO, and other styles

31

Kaur, Supreet, and Meenu . "Importance of ICT in Education for Gifted Students." Issues and Ideas in Education 1, no. 2 (July 2, 2013): 211–19. http://dx.doi.org/10.15415/iie.2013.12016.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Alshehri, Abdullah Hamoud Abdullah. "Impact of Online Learning on Gifted Students." International Journal of Education in Mathematics, Science and Technology 10, no. 4 (August 26, 2022): 849–67. http://dx.doi.org/10.46328/ijemst.2641.

Full text

Abstract:

This paper presents the findings from a study conducted to explore the impact of the COVID-19 pandemic and subsequent school closures on the wellbeing of gifted students and their attitudes towards online (distance) learning. The impact of the COVID-19 pandemic circumstances on the parents of gifted children was also explored in this study. Data collection was via semi-structured interviews with gifted students (n = 25) and parents of gifted students (n = 10). This study found that school closures and home isolation resulted in gifted students and their parents experienced a heightened sense of burdened and an increase in the tension within the family. Additionally, changes in the psychological wellbeing of the gifted students were observed. COVID-19 has had a significant disruptive effect on the routines of gifted students, restricting their capacity to move freely and causing them to experience adverse outcomes including sleeping difficulties, loneliness, lack of motivation, and a sense of helplessness. Gifted students also reported generally negative attitude towards online learning, describing it as inadequate, inefficient, and limited in its opportunities to promote student interaction and discussion. This paper also includes suggestions on how support for gifted students can be improved to help them to achieve to their potential both during and after the pandemic.

APA, Harvard, Vancouver, ISO, and other styles

33

ISMAIL, MD JAIS, and AZU FARHANA ANUAR. "THE SIGNIFICANCE OF MUSIC TO GIFTED STUDENTS." Quantum Journal of Social Sciences and Humanities 1, no. 4 (October 18, 2020): 33–43. http://dx.doi.org/10.55197/qjssh.v1i4.21.

Full text

Abstract:

Music is believed to heal soul. It has been widely practiced to intervene emotional and psychological issues, and further improve students’ achievements. However, music is rarely practiced as intervention for gifted students who suffer from the asynchronous development effects such as burnout, depression and suicide. This study thus aims to explore the prominence of music to gifted students. Data collection were conducted through in-depth interview with 15 gifted students who were studying in GENIUS@Pintar National Gifted Centre, Malaysia. A survey with 64 gifted respondents was administered as a supplementary to support the interview data. Results revealed that music offers assistance to gifted students in four domain areas which are emotion, motivation, self-reflection, and awareness. This study has proven that music has contributed beyond emotional and psychological issues. Music sharpens the traits of giftedness and moulds those gifted students as successors that may contribute to the nation.

APA, Harvard, Vancouver, ISO, and other styles

34

Zeidner, Moshe, and Gerald Matthews. "Emotional intelligence in gifted students." Gifted Education International 33, no. 2 (May 2017): 163–82. http://dx.doi.org/10.1177/0261429417708879.

Full text

Abstract:

This article aims at shedding light on the emotional intelligence (EI) of gifted and high ability students. We begin by presenting a brief overview of EI theory and research and its relevance to gifted education. We then present theoretical considerations bearing on the nature of the relationship between cognitive and EI. This is followed by a survey of correlational and individual difference research bearing on the EI-high ability nexus. We then move on to present a number of general guidelines for the development of an EI training program designed to foster emotional and social competencies in gifted students. We conclude by offering some broad generalizations about EI in gifted students and point out the areas of needed future research.

APA, Harvard, Vancouver, ISO, and other styles

35

نورة أحمد الخليفة, نورة أحمد الخليفة. "Difference in cognitive styles between gifted and ordinary people in a sample From high school students in Al-Ahsa." journal of King Abdulaziz University Arts And Humanities 28, no. 13 (May 9, 2020): 256–93. http://dx.doi.org/10.4197/art.28-13.9.

Full text

Abstract:

the main objective of this study is to identify the differences in cognitive styles (independence, dependence, reflective and impulsive styles) between the gifted and average males/females secondary students level applying the different gender as a variable. In this study, the researcher followed the comparative descriptive approach on a sample that contains 110 males/females secondary students: 20 males gifted secondary students, 30 females gifted secondary students (both the gifted males and females students have passed the test of the Saudi Arabia national project to discover the gifted students), 30 average males secondary students and 30 average females secondary students, they have been selected by a simple randomized method. Then the researcher used two tools: Embedded Figures Test EFT (Group figures) to measure the independence/dependence styles based on the conceptual field who prepared by Anwer Al-Sharqawi and Suliman Al-khudari in (1989) and measuring the reflective/impulsive verbal styles who was presented by (Aiash, 2006) after modifying the method to be applicable for this study. The results of the study has shown the following:There is a statistical difference of less than 0.05 in the dependence/independence styles between the males/females gifted students with respect to the average students to the gifted students, which means that the gifted students are more independent from the average students. There is no statistical difference between the gifted males students and gifted females students in the dependence/independence style, which means that there is no affect of the gender differences.There is a statistical difference of a level less than 0.05 in reflective/impulsive style between the male/female gifted students with respect to the average ones to the gifted students, which means that the gifted students are more patients than the normal ones.There is no statistical difference between the male gifted students and female gifted students from the reflective/impulsive style prospective, which means that there is no affect of the gender differences.The total results of this study support that there are cognitive styles differences between the gifted and average students that were discussed and given some recommendations and suggested studies linked to this study and its topic.

APA, Harvard, Vancouver, ISO, and other styles

36

Horn, Beverly. "Gifted Students with Asperger Syndrome." Gifted Education International 25, no. 2 (May 2009): 165–71. http://dx.doi.org/10.1177/026142940902500206.

Full text

Abstract:

The number of students with Autism Spectrum Disorders in the United States, including Asperger Syndrome, has risen sharply in the last several years. More students with Asperger Syndrome are appearing in gifted classrooms, yet most teachers of the gifted have little or no knowledge or experience with this special group of students, and are often at a loss as to how to meet their educational, emotional, and social needs. From the limited literature on the topic that is available, it is clear that the ideal classroom structure recommended for gifted students is not appropriate for students with Asperger Syndrome. What can the teacher of the gifted do to meet the needs of these students in her classroom? Literature is reviewed and definitions, characteristics, theories, and classroom recommendations are presented.

APA, Harvard, Vancouver, ISO, and other styles

37

Agaliotis, Ioannis, and Efrosini Kalyva. "Motivational Differences of Greek Gifted and Non-Gifted High-Achieving and Gifted Under-Achieving Students." International Education Studies 12, no. 2 (January 30, 2019): 45. http://dx.doi.org/10.5539/ies.v12n2p45.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

38

Ecker-Lyster, Meghan, and Christopher Niileksela. "Enhancing Gifted Education for Underrepresented Students." Journal for the Education of the Gifted 40, no. 1 (January 11, 2017): 79–95. http://dx.doi.org/10.1177/0162353216686216.

Full text

Abstract:

For decades, our educational system has been criticized for the limited recruitment and retention of minority students in gifted education programs. Unfortunately, relatively little progress has been made to alleviate these concerns. An examination of the literature on gifted education for underrepresented students reveals a dearth of information regarding effective programming practices. This article seeks to fill this void by exploring promising best practices for recruitment and retention of underrepresented students in gifted education. Multicultural education, mentoring, and noncognitive skill development are three promising areas that gifted educators can use to enhance programming.

APA, Harvard, Vancouver, ISO, and other styles

39

Jaskulska, Magda. "Teaching gifted students in elementary school." Problemy Opiekuńczo-Wychowawcze 567, no. 2 (March 1, 2018): 20–27. http://dx.doi.org/10.5604/01.3001.0011.7279.

Full text

Abstract:

Every human being comes into this world with his or her unique potential. That is why the importance of individualization in education is emphasized so strongly — especially inteaching gifted children. Yet, to begin with, how to define a gifted child? What does it mean? Facing the challenges of the education system, are teachers able to identify gifted students in their classrooms? Can they plan their work so that it simultaneously develops gifted students' abilities and supports them in other areas? The research undertaken attempts to answer these and other questions.

APA, Harvard, Vancouver, ISO, and other styles

40

Kim, Sechan, Hyojeong Hwang, and Jun-Ki Lee. "Elementary Students’ Metaphorical Representations of Gifted Students." Journal of Gifted/Talented Education 32, no. 3 (September 30, 2022): 407–30. http://dx.doi.org/10.9722/jgte.2022.32.3.407.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

KIM, DONTE, and ALAN KWASMAN. "Talented Students." Pediatrics 89, no. 6 (June 1, 1992): 1128. http://dx.doi.org/10.1542/peds.89.6.1128.

Full text

Abstract:

To the Editor.— We read with great interest the commentary by Carol J. Mills, PhD.1 We have several concerns about her commentary. Our first concern is that the phenomenon of frustration and disillusionment, which she describes, may not be isolated to "gifted" children. In her commentary, she states that there is, "a good deal of evidence to show that many gifted students . . . whose needs are not met adequately at an early age become frustrated and disillusioned with school."

APA, Harvard, Vancouver, ISO, and other styles

42

George, Pamela G., and Tom Scheft. "Children's Thoughts about the Future: Comparing Gifted & Nongifted Students after 20 Years." Journal for the Education of the Gifted 21, no. 2 (January 1998): 224–39. http://dx.doi.org/10.1177/016235329802100206.

Full text

Abstract:

Twenty years after the original study comparing gifted and regular students' thoughts and concerns about the future, this study reexamines those same issues in the same school community. In 1975, gifted students were significantly more pessimistic toward the future than regular students. When faced with future problems, the gifted students were significantly more solutions oriented than regular students. Today, the situation has changed. Both groups are increasingly more negative toward the future, and the pessimism of gifted students has dramatically increased. More problematic for educators is that gifted students are less solutions oriented. Gifted students see a plethora of problems and few solutions.

APA, Harvard, Vancouver, ISO, and other styles

43

Lin, Pei-Ying, and Yu-Cheng Lin. "Accommodation practices for gifted students." Gifted Education International 34, no. 3 (February 15, 2018): 260–70. http://dx.doi.org/10.1177/0261429418757869.

Full text

Abstract:

Previous studies on Indian education have urged educators to address serious concerns about inequality and inequity in gifted education, and about the assessments for students educated in extremely diverse social and cultural landscapes in India. Although it is believed that appropriate test accommodations ensure valid and meaningful test results, accommodation practices for gifted students are rarely examined worldwide. To narrow this research gap, the present study examined a large-scale provincial literacy assessment in Ontario, Canada, as a test case, to investigate the accommodations used by gifted students and teachers. In particular, we analyzed 3-year assessment data sets to track the patterns of accommodation practices over time. Furthermore, we discussed potential implications for future research and the development of assessments for assessing gifted Indian students while being mindful of diverse cultural and educational landscapes in the context of India.

APA, Harvard, Vancouver, ISO, and other styles

44

Laffoon, Kathy Seat, Reva Jenkins-Friedman, and Nona Tollefson. "Causal Attributions of Underachieving Gifted, Achieving Gifted, and Nongifted Students." Journal for the Education of the Gifted 13, no. 1 (October 1989): 4–21. http://dx.doi.org/10.1177/016235328901300102.

Full text

Abstract:

Underachievement among students with high intellectual potential is of increasing concern to educators and psychologists working with and/or studying this population. Although research has demonstrated a link between perceived control and motivation to achieve among elementary students, very little research has employed this variable in attempts to identify criterial characteristics of underachieving gifted children and youth. The study compared the mean locus of control and attribution scores of elementary students (75 males and 62 females) who were classified as underachieving gifted (21 males and 15 females), or nongifted (31 males, 31 females), or achieving gifted (23 males, 16 females). Results indicate that mean attribution scores for underachieving gifted students were significantly higher for ability in success situations than for achieving gifted or nongifted students. In contrast, underachieving gifted and nongifted students' mean scores were significantly higher for externality and luck in failure situations than their achieving gifted peers. Attribution retraining strategies, particularly those encouraging persistence and learning from failures, are recommended for underachieving-gifted students.

APA, Harvard, Vancouver, ISO, and other styles

45

Gali, Gulnara, Irina Shakhnina, Elena Zagladina, and Askar Gali. "TEACHER - RESEARCHER IN WORK WITH GIFTED STUDENTS." Humanities & Social Sciences Reviews 7, no. 4 (September 18, 2019): 416–21. http://dx.doi.org/10.18510/hssr.2019.7456.

Full text

Abstract:

Purpose of the Study: The reforms occurred in foreign and domestic education systems over the past decades and the focus on humanistic, student-centered, and developing educational technologies have changed attitudes towards students exhibiting extraordinary abilities. Educational institutions, educational and social programs, public organizations, and foundations have emerged, which have identification, training, and development of gifted students as their main goal. Nowadays, working with gifted students appears to be an important and prioritized educational policy worldwide. The purpose of the article is to identify a new type of teacher-researcher who will be able to work with gifted students and analyze his or her professional skills. Methodology: The leading approach to the study of this problem is a method of historical and logical analysis of regulatory documents of foreign governments and research papers of leading scientists dealing with gifted education issues. Results: The main results of the study are identifying the teachers’ professional and personal positions to work with gifted students and revealing the pedagogical conditions to create educational environment for the development of students' talent. The readiness of a teacher to work with gifted students has been considered. Applications: The authors focus on the specifics of working with gifted students as well as on the analysis of problems of gifted students’ education in different countries. Novelty: The article can be useful for professors, teachers, students, and readers who are interested in the problems of gifted students' education.

APA, Harvard, Vancouver, ISO, and other styles

46

Alajmi, Mohammad Soud. "Caring gifted people in Singapore and possibility of benefiting from them in Kuwait." Cypriot Journal of Educational Sciences 16, no. 6 (December 31, 2021): 2916–29. http://dx.doi.org/10.18844/cjes.v16i6.6238.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

47

Cornell, Dewey G., Marcia A. B. Delcourt, Marc D. Goldberg, and Lori C. Bland. "Achievement and Self-Concept of Minority Students in Elementary School Gifted Programs." Journal for the Education of the Gifted 18, no. 2 (April 1995): 189–209. http://dx.doi.org/10.1177/016235329501800206.

Full text

Abstract:

Despite considerable interest in the identification of minority students for gifted programs, few studies have investigated minority students actually selected for gifted programs. The present study reports on the standardized achievement scores and self-concept levels of African-American (N = 299), Hispanic (N = 52), and white (N = 595) elementary school students placed in gifted or regular school programs. Results indicate that minority students identified for gifted programs scored significantly higher on achievement measures than minority students placed in regular classrooms, although white gifted-program students scored significantly higher than both African-American and Hispanic gifted-program students. There were no minority-group differences in academic or social self-concept. Additional analyses suggested that the distinction between academic and social self-concept used with white students may not be applicable to minority students. This article challenges gifted education to address the conceptual problems and methodological difficulties in interpreting the meaning of standardized achievement test scores for minority students in gifted programs.

APA, Harvard, Vancouver, ISO, and other styles

48

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

Full text

Abstract:

Gifted education has had altogether too little voice in the educational reform discourse. All too often, educators and policymakers who do not work directly with the gifted assume that gifted learners require no special attention to their needs. Despite considerable evidence that such problems as underachievement, lack of achievement motivation, and dropping out of school occur often and even disproportionately among the gifted, educators and policymakers rarely address the needs of gifted students directly in the reform reports, particularly those of the 1980s. More recently, however, reform movements at the state level have adopted components that appear, albeit indirectly, to address the needs of gifted learners. Accordingly, this article highlights some of the promising components of educational reform currently underway in the Commonwealth of Kentucky and discusses their implication for gifted students in general, and gifted Black students in particular.

APA, Harvard, Vancouver, ISO, and other styles

49

Rosemarin, Shoshana. "Should the teacher of the gifted be gifted?" Gifted Education International 30, no. 3 (May 23, 2013): 263–70. http://dx.doi.org/10.1177/0261429413486577.

Full text

Abstract:

There are relatively few research studies focusing on the understanding of teachers of gifted learners, though it is assumed that not all teachers should be assigned to teach the gifted. Most of the studies investigated this issue by examining the perceptions of teachers and students. In most of those studies the results show a preference to the social qualities of the teacher. The ability to respond to students as individuals is considered a central component of successful teaching. Yet, experimental studies show different results. Mills (2003) found that the characteristics of effective teachers of the gifted were similar to those typically ascribed to the gifted students. How important are the teaching skills of the teachers of the gifted? And how significant is his or her expertise in the field? Because the gifted population is not homogeneous, it seems that different students would have different preferences. Yet, it could be concluded that in order to be a successful mediator for gifted students, one would undoubtedly have to be intelligent enough to be able to understand their way of thinking, knowledgeable enough to be able to challenge them and, last but not least, emotionally intelligent.

APA, Harvard, Vancouver, ISO, and other styles

50

Jumper, Rachel Leah. "Communicating about bullying: Examining disclosure among gifted students." Gifted Education International 35, no. 2 (February 7, 2019): 110–20. http://dx.doi.org/10.1177/0261429418824113.

Full text

Abstract:

Although research on bullying has grown in scope in recent years, research specifically focused on gifted children’s experiences with bullying has been more limited. Studies of gifted children and bullying do exist, but the body of research in this specific area is not large. This article asserts that there are differences in the ways that gifted and nongifted middle school students communicate about bullying. This article examines quantitative differences in the ways middle school students who self-identify as gifted, and their peers who do not self-identify as gifted, disclose information about bullying. Data were collected from 343 middle school students at five different schools using the Olweus Bully/Victim Questionnaire. The study found that gifted students were more likely than general education students to disclose to their peers that they were being bullied but were not more likely than other children to communicate about bullying to their teachers or parents. These findings have important implications for schools and families as adults may underestimate bullying among the gifted. Additionally, these findings add to the literature supporting intervention programs that incorporate peer bystanders and add information to how we understand the importance of peers for gifted children.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!