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Journal articles on the topic 'Gifted'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

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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2

Dabrišienė, Vilija, and Bronė Narkevičienė. "Competition in mathematics as a form of educating gifted children: Kaunas case study." Lietuvos matematikos rinkinys 42 (December 20, 2002): 386–90. http://dx.doi.org/10.15388/lmr.2002.32937.

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The goal of this article is to disclose peculiarities of pedagogue's activities while preparing gifted students to participate in mathematical competitions and contests. The article presents the analysis of the situation in Kaunas. The given results are related to the research of the pedagogue attitudes towards educating gifted children, the pedagogue's teaching ways and methods and the dependence of the achievement of the participators of mathematical competitions on the type of school.The data of the research shows that the pedagogue attitudes are not favourable enough towards individualized education of giftted children. The individualization of giftted children in the se­condary school is incomplete, the diversity in the modes of teaching activities is scarce and used episodically, this work is not planned, and it is not organized systematically. It is necessary to stimulate this activity of pedagogues and implement the system of motivation.
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3

Marjoram, D. T. E. "Whither Gifted or Gifted Wither?" Gifted International 6, no. 2 (September 1990): 88–93. http://dx.doi.org/10.1080/15332276.1990.11672739.

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4

Subotnik, Rena F., Karen D. Arnold, and Kathleen D. Noble. "Gifted is as gifted does but what does gifted do?" Roeper Review 18, no. 1 (September 1995): 4–5. http://dx.doi.org/10.1080/02783199509553688.

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5

Solwitz, Sharon. "Gifted." New England Review 36, no. 2 (2015): 145–56. http://dx.doi.org/10.1353/ner.2015.0078.

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6

Murthy, RSrinivasa, and B. Divya. "Gifted." Indian Journal of Social Psychiatry 37, no. 4 (2021): 382. http://dx.doi.org/10.4103/ijsp.ijsp_322_21.

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7

Starčević, Jelena S., and Bojana M. Dimitrijević. "ОД УВЕРЕЊА НАСТАВНИКА О ДАРОВИТИМ УЧЕНИЦИМА КА ПОЗИТИВНОМ ОБРАЗОВАЊУ ДАРОВИТИХ." Узданица XX, no. 3 (2023): 143–61. http://dx.doi.org/10.46793/uzdanica20.s.143s.

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This paper examines two important topics relevant to the field of positive education: a) intellectual giftedness as one of the inherently positive characteristics of students and b) teachers’ beliefs about gifted students. Teachers are considered to be representatives of educational institutions whose role is to contribute to the development of positive characteristics and enable positive subjective experiences of all students. Positive education relies on students’ cognitive and non-cognitive strengths and tends to contribute to their academic achievement and well-being. An important prerequisite for positive education of gifted students is that teachers understand their characteristics and educational needs. Teachers who do not understand intellectually gifted students’ characteristics can contribute to their academic underachievement and dissatisfaction in the educational context, mainly due to the phenomenon of self-fulfilling prophecy. In this paper, research findings regarding teachers’ beliefs about non-cognitive characteristics of gifted students, their status in the peer group and the nature of student–teacher relationship are being compared with the findings of previous empirical research studies which investigated gifted students’ personality traits and their actual relationships. The comparison indicates that teachers’ assessments regarding certain personality dimensions are accurate – when they perceive gifted students as more open to experiences, equally conscientious and less agree- able than typical students. In contrast, teachers mistakenly attribute elevated neuroticism and introversion to the gifted, which is inconsistent with the well-established research findings about the personality traits of gifted students. Findings on the perception of gifted students’ elationships with typical peers and teachers also indicate that they are perceived as maladjusted and having socio-emotional issues. This perception might be due to gifted students’ negative reactions to inappropriate educational settings and teachers’ misinterpretation of these reactions. It is also possible that certain characteristics, which are more often present in gifted students – more pronounced assertiveness, less pronounced gregariousness, as well as lower scores on the facets of modesty, altruism, tender-mindedness and lower agreeableness in general – are negatively interpreted and perceived as undesirable. We argue that teachers should modify their peceptions ‒ instead of considering giftedness as vulnerability they should consider it as a resource. This would contribute to teachers’ competencies for positive education of gifted students including their cognitive and socio-emotional development. Besides, it would possibly increase the likelihood of the gifted students’ satisfactory relationships with their teachers and thе overall more positive experience of education.
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8

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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9

Chan, Lai Kwan, David W. Chan, and Xiaoyan Sun. "University-based gifted programs for gifted and talented students in Hong Kong: Practice and evaluation." Gifted Education International 36, no. 2 (May 2020): 90–107. http://dx.doi.org/10.1177/0261429420917858.

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The development and implementation of regular Spring, Summer, and Winter Gifted Enrichment Programs, Gifted Students Exchange Programs, and the Gifted Peer Mentoring Scheme provided by the Program for the Gifted and Talented (PGT) at the Chinese University of Hong Kong for gifted and talented students are briefly described. PGT also conducts research to advance the knowledge of gifted education and talent development and furthers the development of its gifted education provisions based on evidence-based information from research. Specifically, PGT does research on the assessment of giftedness and the special needs of local gifted and talented learners and conducts evaluation on gifted enrichment programs, course design and instruction, and students’ performance. The uniqueness of PGT, future directions in the development of university-based gifted programs, and program evaluation research in gifted education in Hong Kong are discussed.
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10

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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11

Laine, Colin J. "Gifted Teacher or Teacher of the Gifted?" Gifted Child Today Magazine 10, no. 4 (July 1987): 50. http://dx.doi.org/10.1177/107621758701000434.

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12

Johnsen, Susan. "Parenting the Gifted: Gifted Strategies for All?" Gifted Child Today 19, no. 1 (January 1996): 8–10. http://dx.doi.org/10.1177/107621759601900105.

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13

Bianco, Margarita, Bryn Harris, Dorothy Garrison-Wade, and Nancy Leech. "Gifted Girls: Gender Bias in Gifted Referrals." Roeper Review 33, no. 3 (July 2011): 170–81. http://dx.doi.org/10.1080/02783193.2011.580500.

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14

Gyarmathy, Eva. "The Gifted and Gifted Education in Hungary." Journal for the Education of the Gifted 36, no. 1 (January 11, 2013): 19–43. http://dx.doi.org/10.1177/0162353212471587.

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15

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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16

Baker, Jean A. "Everyday Stressors of Academically Gifted Adolescents." Journal of Secondary Gifted Education 7, no. 2 (February 1996): 356–68. http://dx.doi.org/10.1177/1932202x9600700203.

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This study evaluated everyday “hassles” and other stressors experienced by academically gifted, exceptionally academically gifted, and academically average adolescents. The results suggest that gifted and non-gifted adolescents experienced similar levels and types of everyday stressors. However, exceptional and to some degree gifted girls endorsed more perfectionistic tendencies than did their average peers. The need for affective education and psychosocial interventions for gifted students in schools is discussed. Adolescence is a time of increased stress for all youth. Educators of the gifted have had a long and enduring concern about the special stressors and pressures affecting gifted adolescents (e.g., Hollingworth, 1942; Seeley, 1993). Although gifted students are often posited to have strong psychosocial characteristics (e.g., Clark, 1988), we also have documentation that giftedness can generate stress and conflict for some students (e.g., Whitmore, 1980). Although we might expect high levels of stress from gifted students experiencing psychosocial or educational difficulties (i.e., underachieving gifted students), we have little normative information about problems and strains experienced by “typical” gifted adolescents. This study focused on specific stressors endorsed by academically gifted adolescents and compared them to those endorsed by their peers of average academic ability.
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17

Lewis, Katie D., and Cecelia Boswell. "Reflections on Rural Gifted Education in Texas." Theory & Practice in Rural Education 10, no. 2 (October 30, 2020): 119–39. http://dx.doi.org/10.3776/tpre.2020.v10n2p119-139.

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Rural gifted education historically has struggled with its own identity. Limited research exists on rural gifted programming, effective ways to implement gifted pedagogy and curriculum, and how to maximize limited time, resources, and funding. Rural communities are complex, dynamic entities, full of nuances and guided by a sense of place and rural culture. Faced with limited funding, resources, and time, rural gifted programs struggle to provide consistent quality enrichment to gifted learners. This study reflects on how rural gifted education policies and procedures in Texas have evolved over the last 30 years and the realities of providing gifted programs in rural school districts. Findings highlight a need for written policies and procedures for gifted programing, challenges gifted teachers face in rural districts, and the positives of being educated in a rural gifted program.
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18

Lee, Kyoengryoeng, and Mihyun Yoo. "Comparison of the Perception on Gifted Education and the Image on Gifted Children between Pre-service Teacher and In-service Teacher." Korean Science Education Society for the Gifted 15, no. 2 (August 31, 2023): 304–19. http://dx.doi.org/10.29306/jseg.2023.15.2.304.

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The purpose of this study was to compare the perception on gifted education and the image on gifted children between in-service teachers and pre-service teacher. The results obtained from this study were as follows. First, the perception of gifted education by in-service teachers was higher than that of pre-service teachers. There were differences in perceptions between in-service and pre-service teachers in the reasons for negative perceptions of gifted education, the number of gifted selection and selection tools, the period of gifted education, and the curriculum content. The ratio of responses to effectively operated gifted education institutions and responses to problems to be solved in the operation of gifted education also differed between the two groups. However, in terms of matters necessary to revitalize the gifted class, both pre-service and in-service teachers recognized securing the expertise of the gifted education manager as the most important requirement. It was found that pre-service teachers without experience in field education were different because in-service teachers were aware of the problems they actually encountered in the school field. Second, as a result of analyzing teachers’ images of gifted children, both groups had similar image patterns on gifted children, but pre-service teachers had more preconceptions about gifted students. By comparing the perception on gifted education and the image on giftedchildren between pre-service and in-service teachers, it was intended to help improve the curriculum related to gifted education for pre-service teachers and the training of gifted education for in-service teachers in the future.
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19

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.

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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.
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20

Voloshchuk, Ivan, and Liliia Yaremenko. "Differential Education of Gifted." Education and Development of Gifted Personality, no. 3(86) (2022): 6–13. http://dx.doi.org/10.32405/2309-3935-2022-3(86)-6-13.

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21

Kim, Gokyoung, and Seounghey Paik. "A Study on Teachers’ Perceptions of Gifted Education Directions with Experience in Gifted Education." Korean Science Education Society for the Gifted 15, no. 2 (August 31, 2023): 251–68. http://dx.doi.org/10.29306/jseg.2023.15.2.251.

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Currently, the interest and demand for gifted education in Korea is decreasing, and it is analyzed that the operational stability and characterization of gifted education institutions are insufficient. In addition, there is a lack of systematic support according to the level and characteristics of individual giftedness, and the negative perception that education is a minority elite still exists. This means that although it has been 20 years since gifted education was introduced in earnest in Korea, problems ranging from the selection of gifted students to the operation of gifted education programs have not yet been resolved. Therefore, this study examines the direction of change in the definition of gifted and gifted education recipients that have been discussed so far, and based on the 1st to 5th Comprehensive Plan for Gifted and Talented Education Promotion, the current status of gifted education in Korea and its achievements and analyzed its limitations. The perception of the future direction of gifted education was examined through focus group interviews with teachers who have experience in gifted education among graduate students at K University and who are interested in gifted education. As a result of the study, three keywords were identified: selection of gifted students, education program for gifted students, and teacher education, and the details are as follows. First, as a result of discussing the selection of gifted children, there was an opinion that various measurement tools were needed, such as considering the environment of students. In addition, there was an opinion that giftedness should not be limited to intellectual ability, but that students who show outstanding talent or achievement in various fields should be provided with opportunities to receive gifted education. Second, in the gifted education program, the need for customized classes was raised by arranging the children selected for gifted education as individuals or in small groups. In addition, it was confirmed that support such as mentor system and education program was needed in cooperation with external organizations such as the Office of Education. Third, teacher education in charge of gifted and talented education often lacks expertise in the field, so it was discussed that gifted and talented teachers need to have that expertise, and it was confirmed that additional research on teacher education is needed.
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22

Lewis, Katie D., and Cecelia Boswell. "Perceived Challenges for Rural Gifted Education." Gifted Child Today 43, no. 3 (June 24, 2020): 184–98. http://dx.doi.org/10.1177/1076217520915742.

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Rural communities and school systems are the heart of many states across the nation. Yet, many of the challenges facing rural gifted education remain unanswered. There is limited research or policy focused on gifted students, teachers of the gifted, or gifted programming in rural settings. Understanding how culture defines rural communities and influences educational decisions is key in overcoming challenges within gifted programs. This study seeks to explore some of the perceived challenges and the influence of rural culture in providing gifted services in four rural school districts in Texas. Findings highlight the struggles of rural gifted programs to identify and serve gifted students. These struggles fall into three categories: limited funding, limited time, and limited resources available for gifted programs.
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23

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.

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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.
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24

Ozcan, Bahadir, Hakki Kontas, and Ali Unisen. "Sources of mathematics self-efficacy of gifted and non-gifted students in high school." Research in Pedagogy 11, no. 1 (2021): 85–97. http://dx.doi.org/10.5937/istrped2101085o.

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Sources of mathematics self-efficacy (SMS), which foster the development of self-efficacy belief, can develop differently in students with different cognitive characteristics. The objective of this study was to compare SMS of gifted and nongifted students after controlling for mathematics achievement. Participants of the study consisted of 106 gifted and 118 non-gifted students in high schools. The study was a causal-comparative design. The data was collected through the Sources of Mathematics Self-Efficacy Scale, and students' self-reported previous fall mathematical grades. The results of the study revealed that after controlling for mathematics grades, while SMS of gifted children sharply decreased, SMS in the nongifted group slightly increased. In addition, only vicarious experience dimensions of SMS were significantly different between gifted and non-gifted children. In conclusion, being gifted or non-gifted has an impact on the vicarious experience dimensions of SMS after controlling for mathematics achievement. Mathematics grade positively affects SMS in the gifted group and negatively affects the non-gifted group. Teachers are suggested to use achievement as a reinforcer for gifted students but not for non-gifted students.
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25

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.

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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.
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26

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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27

Olszewski-Kubilius, Paula. "Do We Change Gifted Children to Fit Gifted Programs, or Do We Change Gifted Programs to Fit Gifted Children?" Journal for the Education of the Gifted 26, no. 4 (June 2003): 304–13. http://dx.doi.org/10.4219/jeg-2003-308.

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28

Duan, Xiaoju, Zhou Dan, and Jiannong Shi. "The Speed of Information Processing of 9- to 13-Year-Old Intellectually Gifted Children." Psychological Reports 112, no. 1 (February 2013): 20–32. http://dx.doi.org/10.2466/04.10.49.pr0.112.1.20-32.

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In general, intellectually gifted children perform better than non-gifted children across many domains. The present validation study investigated the speed with which intellectually gifted children process information. 184 children, ages 9 to 13 years old (91 gifted, M age = 10.9 yr., SD = 1.8; 93 non-gifted children, M age = 11.0 yr., SD = 1.7) were tested individually on three information processing tasks: an inspection time task, a choice reaction time task, an abstract matching task. Intellectually gifted children outperformed their non-gifted peers on all three tasks obtaining shorter reaction time and doing so with greater accuracy. The findings supported the validity of the information processing speed in identifying intellectually gifted children.
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29

Cao, Thuy Hong, Jae Yup Jung, and Jihyun Lee. "Assessment in Gifted Education: A Review of the Literature From 2005 to 2016." Journal of Advanced Academics 28, no. 3 (June 15, 2017): 163–203. http://dx.doi.org/10.1177/1932202x17714572.

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Assessment is a crucial component of gifted education. Not only does it facilitate the recognition of the potential and specific needs of gifted students, it also monitors the progress and growth of gifted students, and allows for the evaluation of gifted education programs. In the present review, we synthesize the literature on assessment in gifted education published in the period from 2005 to 2016. We suggest that gifted assessment research has witnessed notable advances, which are apparent in both the extensive range of assessment instruments/methods that now exist and the diverse ways in which assessment data are now used. Future research attention nevertheless appears to be necessary on the optimal approaches to (a) use multiple criteria in gifted identification, (b) address the disproportionate representation of disadvantaged groups in gifted programs, and (c) promote the development of guidelines for gifted program evaluation.
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30

Renati, Roberta, Natale Salvatore Bonfiglio, and Steven Pfeiffer. "Challenges raising a gifted child." Gifted Education International 33, no. 2 (June 7, 2016): 145–62. http://dx.doi.org/10.1177/0261429416650948.

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The research on families of the gifted is extremely limited. In the past, families of the gifted have been studied mainly for two reasons: to discover how family life creates or supports giftedness or eminence, or to understand how one gifted child affects siblings. Few studies, however, have examined the impact of gifted children on the lives of parents. Most studies highlight that many gifted have unique needs and vulnerabilities. Although there is limited empirical research on the experience of parenting a gifted child, there is clinical and anecdotal evidence that the role presents unique parenting challenges. This article presents preliminary research data on the experiences of parenting a gifted child within the family. The authors embrace a risk and resilience model, supported by clinical data obtained from families with a gifted child seen at a leading center for gifted children in Milan.
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31

Sanchez, Christine, and Nathalie Blanc. "Abstract Graphic Creativity, Feelings about School, and Engagement in the School Environment: What Are the Interindividual Differences between Gifted and Non-Gifted Children?" Journal of Intelligence 11, no. 1 (December 23, 2022): 2. http://dx.doi.org/10.3390/jintelligence11010002.

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This study examines interindividual differences between gifted and non-gifted children in the school environment. Three distinct measurement tools were used to enable a multimodal approach of gifted and non-gifted children with abstract graphic creativity, feelings about school and engagement in the school environment being considered. The results obtained from 328 children (including 45 gifted children) revealed that the gifted children obtained scores significantly higher than non-gifted children in terms of self-determination, feelings about school, and creativity. In addition, a gap appears among gifted children between their significantly higher scores for motivation and intellectual skills versus standard scores for their socio-affective development. Such results are consistent with the idea of asynchronous development, which is characteristic of gifted children (cognitive and conative vs. socio-affective sphere), offering perspectives for more adapted support for these pupils in elementary school.
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Breik, Wisam Darwiesh, and Haidar Ibrahim Zaza. "Coping strategies adopted by adolescents: A comparative study in relation to gifted status, gender, and family size." Gifted Education International 35, no. 1 (January 2019): 3–19. http://dx.doi.org/10.1177/0261429418824118.

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This study examines differences in coping strategies (CSs) in relation to gifted status, gender, and family size. Two hundred gifted adolescents were selected from gifted schools, and 1000 non-gifted adolescents were selected from ordinary schools. One-way multivariate analysis of variance produced significant differences among the subjects in relation to gifted status, gender, and family size. Descriptive discriminant analysis revealed that the CS “Seeking Professional Support” was the most significant to distinguish between gifted and non-gifted adolescents among the selected variables (i.e. gifted status, gender, and family size). Moreover, “Investing in Close Friend” was the most significant to distinguish between the participants in relation to gender. On the other hand, “Ventilating Feelings” contributed the most in distinguishing between the subjects in relation to family size.
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Rasheed, Michelle. "Context and Content in Rural Gifted Education: A Literature Review." Journal of Advanced Academics 31, no. 1 (October 4, 2019): 61–84. http://dx.doi.org/10.1177/1932202x19879174.

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Understanding the nuances of the two individually specialized fields of rural education and gifted education is challenging for practitioners and education researchers. However, the combined field of rural gifted education has even more complexities. An examination of context and content in rural gifted education holds potential to elucidate facets of this specialized convergent field for advances in practice and research. This literature review systematically explores complexities in the individual fields of rural education and gifted education as they relate to the unique aspects of rural gifted education. This review provides an understanding of rurality as a context for gifted education; examines rural-specific questions about curricula content, particularly place-based curricula in gifted education; and identifies successes, challenges, and gaps in rural gifted education. The review can serve as the foundation for research exploring potential influences of place and achievement on what it means to be both rural and gifted.
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Cross, Jennifer Riedl. "Parenting the Gifted: Developing Your Child's Talent in the Real World: Dealing with the Juxtaposition between Ideal and Actual Gifted Education." Gifted Child Today 30, no. 4 (October 2007): 50–55. http://dx.doi.org/10.4219/gct-2007-485.

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Is there a best way to parent your gifted child? This is what most parents of gifted children want to know as they enter the world of gifted literature. When I worked briefly for a Web site answering parents' questions as a gifted and talented “expert,” the question I received most frequently in one form or another was, “What should I be doing for my gifted child?” As a parent of four gifted children, this is my question, too.
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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.

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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.
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Ronksley-Pavia, Michelle, and Michelle M. Neumann. "Exploring Educator Leadership Practices in Gifted Education to Facilitate Online Learning Experiences for (Re)Engaging Gifted Students." Education Sciences 12, no. 2 (January 31, 2022): 99. http://dx.doi.org/10.3390/educsci12020099.

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This article draws on case study findings of educator leadership in an online gifted education school, which emerged from a larger study exploring online engagement practices used by specialist gifted education teachers to (re)engage gifted learners. The gifted education teachers and their team leader were interviewed about leadership practices for supporting online engagement of gifted primary and high school students. Semi-structured interview data were transcribed, coded, and thematically analysed. Findings related to teachers voicing the importance of a passionate and committed team leader who understood giftedness and who acted as a facilitator in both the continuous development of teaching team skills and facilitation of online engagement practices for gifted students. Findings indicated five key themes related to transformational leadership practices: (1) understanding requirements of online practices for teaching gifted students; (2) supporting digital and online innovation and creativity for engaging gifted students; (3) leveraging the unique skills of the specialist teaching team for teaching gifted students in the online space; (4) actively facilitating and encouraging (re)engagement of gifted students through online participation; (5) follow-through to meet the needs and concerns of the specialist teaching team, gifted students, and their parents and/or carers. These leadership practices are of importance for actively supporting gifted education teachers and their students in online learning environments in order to achieve positive student engagement and learning outcomes commensurate with student potential.
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Hodges, Jaret, Kacey Crutchfield, and Lindsay Ellis Lee. "Equitable Access, Locale, Funding, and the Alignment to Performance Ratings in Texas Gifted Programs." Journal for the Education of the Gifted 44, no. 1 (January 19, 2021): 3–30. http://dx.doi.org/10.1177/0162353220978306.

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Self-assessments utilizing designated, objective standards are critical in program evaluation. Although 2013–2014 Texas policy mandated districts self-assess their gifted programs using the community and student engagement performance rating system, little is known about how districts determined their self-assessment ratings. Following gifted program evaluation guidelines from the Texas State Plan for Gifted/Talented Students and the National Association for Gifted Children Pre-K–Grade 12 Gifted Programming Standards, researchers used logistic ordered regression to examine Texas districts’ 2014–2015 locale, proportional representation, and budgetary allotments in relation to gifted program self-assessed performance ratings. Results indicate proportional representation of Black and Hispanic students in gifted programs did not influence school district self-assessed ratings. On the contrary, locale, proportion of Black and Hispanic students to the overall district population, and budget allocation did relate to self-assessed ratings of gifted programs. Future research directions and implications for the use of self-assessments within gifted program evaluation are discussed.
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Cornell, Dewey G., Marcia A. B. Delcourt, Marc D. Goldberg, and Lori C. Bland. "Characteristics of Elementary Students Entering Gifted Programs: The Learning Outcomes Project at the University of Virginia." Journal for the Education of the Gifted 15, no. 4 (July 1992): 309–31. http://dx.doi.org/10.1177/016235329201500402.

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This paper presents results from the first round of data collection for the Learning Outcomes Project at the University of Virginia, an ongoing, longitudinal investigation of over 1,100 elementary school children receiving different types of gifted services or regular classrooms. This initial report compares 5 types of services for gifted: within regular classrooms; through pull-out resource rooms; ability grouping in separate classes; special schools; no program offerings. Gifted students are also compared with two groups of students in regular classrooms: classmates of gifted students and students identified as gifted in schools without available gifted programs. Overall results indicate that students selected for all types of gifted services were well above grade level in academic achievement. There were significant differences in the achievement levels, self-concepts, and teacher ratings of students selected for different types of gifted services. These results have implications for both researchers and educators in comparing the effectiveness of different types of gifted service delivery options.
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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.

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<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>
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Woo, Heejin. "Pre-service Primary School Teachers’ Self-efficacy and Attitudes towards Gifted Education: A Survey Study." Korean Science Education Society for the Gifted 15, no. 1 (April 30, 2023): 58–68. http://dx.doi.org/10.29306/jseg.2023.15.1.58.

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This study explores South Korean pre-service primary teachers’ sense of efficacy and their attitudes towards gifted students, and the relationship between the two variables. Teachers’ self-efficacy and their attitudes towards gifted students are important because they impact teachers’ perception and performance, which in turn could impact on the motivation and academic performance of gifted students and their chance of being identified for gifted education programs. Although many studies have emphasized the positive effects of initial teacher training on pre-service teachers’ self-efficacy and attitudes towards students, none of the universities in South Korea that offer a bachelor’s degree in primary education provides a compulsory course in gifted education, and elective course offerings are limited. In total, 481 fourth-year South Korean primary education major students participated in the survey. As a result of the survey, significant correlations were found between the pre-service teachers’self-efficacy in teaching gifted students and their supportive attitudes towards gifted students and gifted education. There was a statistically significant difference in the levels of a teacher’s self-efficacy in teaching gifted students as well as supportive attitudes towards gifted education between those who teachers who had or had not taken a course in gifted education.
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Wells, Margaret R. "Gifted Females." G/C/T 8, no. 3 (May 1985): 43–46. http://dx.doi.org/10.1177/107621758500800317.

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Murphy, Mary, and Nancy Risser. "Gifted Children." Nurse Practitioner 22, no. 3 (March 1997): 205. http://dx.doi.org/10.1097/00006205-199703000-00017.

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43

Gallagher, James J. "Gifted Children." Contemporary Psychology: A Journal of Reviews 34, no. 5 (May 1989): 509–10. http://dx.doi.org/10.1037/028071.

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44

Zirkel, Perry A. "Gifted Irony?" Phi Delta Kappan 86, no. 7 (March 2005): 556–58. http://dx.doi.org/10.1177/003172170508600719.

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Monaco, Theresa, null null, null null, and null null. "Gifted Is as Gifted Does." Academic Leadership: The Online Journal, 2011. http://dx.doi.org/10.58809/gnlq4709.

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In the last decades, interest in instructional process has drawn the attention of linguists to classroomdiscourse studies (Lee, 2007; Chen, 2007; Hall, 2007; Macbeth, 2004). Such growing attention hasbeen attributed to the importance associated with verbal discourse in meaning making (Chin, 2006).Chin further notes that a common ground available in the literature on pedagogical discourse is thethree-turn sequence interaction called "triadic dialogue" (Lemke, 1990 cited in Macbeth, 2004), orInitiation Response Evaluation (IRE) (Menham ,1979 cited in Chin, 2006), or Initiation ResponseFeedback (IRF) (Sinclair & Coulthard, 1975 cited in Macbeth, 2004). In other words, a classroominteraction primarily comprise of three actions: the teacher’s initiation of questions, learners’responses’, and the teacher’s feedback on the correctness of the responses. The three-part move in aclassroom discourse provides teachers the opportunity to ask questions which require predeterminedlow- order cognitive level short answers (Chin, 2006).
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"Gifted." Science 290, no. 5498 (December 8, 2000): 1869b—1869. http://dx.doi.org/10.1126/science.290.5498.1869b.

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Yildiz Durak, Hatice, Esra Kıdıman, Selma Şenel, and Gül Özüdoğru. "Exploring causes and predictors of cyberbullying in gifted and non-gifted students: Academic success, psychological variables, parental and educators’ supervision, motivation, and reactions to cyber victimization." Current Psychology, July 12, 2024. http://dx.doi.org/10.1007/s12144-024-06294-w.

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AbstractThe purpose of this study is to explore the motivation of cyberbullying behaviors, their reactions to these behaviors, and the predictors of cyberbullying sensibility in gifted and non-gifted students. The study reached 258 participants, including 102 gifted and 156 non-gifted students. This research is a descriptive survey model. The study performed descriptive statistics, independent samples t-test, ordinal logistic regression analysis, and structural equation modeling to examine the status of the variables examined according to gifted and non-gifted students. The most important reason for cyberbullying behaviors in both gifted and non-gifted students was to take revenge, and the least important reason was to adapt. The most common reaction to cyber victimization is deleting shares or files that may cause harm. Gifted and non-gifted female students have more cyberbullying sensibility. Gifted students with a high academic average have more cyberbullying sensibility. In addition, students with gifted and non-gifted internal functional regulation of emotions skills have more cyberbullying sensibility. Students with low external dysfunctional regulation of emotions scores also have more cyberbullying sensibility. The results confirmed the importance of identifying students at risk, identifying the distinguishing factors for cyberbullying behaviors of gifted and non-gifted high school students, and evaluating the sources and reactions of cyberbullying behaviors. These results will provide important input for school-based prevention studies.
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Farzaneh Motamedi, Bagher Ghobari Bonab, and Zahra Farzi. "A Study of Achievement Motivation and Locus of Control in Gifted and Non-Gifted Students." International Journal of Indian Psychology 4, no. 4 (September 25, 2017). http://dx.doi.org/10.25215/0404.126.

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Aim: The purpose of the present study is to compare of achievement motivation and locus of control in gifted and non-gifted students. Method: A group of 170 (N=170) first grade of high school in the Birjand city (Iran) students (40 gifted girls, 40 gifted boys and 45 non-gifted girls, 45 non-gifted boys) were selected by a random method. The between-group difference was assessed using the student’s t-test for dependent data. Result: The level of p<0.01 was considered significant. Significant between group differences were found among gifted and non-gifted students with the achievement motivation and locus of control.
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Abdulla Alabbasi, Ahmed M., Reem Al-Shehri, Fatima A. Aljasim, and Selcuk Acar. "Testing the effects of time-on-task and instructions to “be creative” on gifted students." Gifted Education International, May 3, 2023, 026142942311737. http://dx.doi.org/10.1177/02614294231173783.

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Divergent thinking (DT) tests are sometimes used to select students for gifted programs. Studies on these tests, mostly conducted on non-gifted students, suggest that performance is influenced by the type of instruction given (standard vs. hybrid “be fluent AND original”) and time-on-task. The current study aimed to examine the effect of instructions and time-on-task on divergent thinking performance in gifted and non-gifted students in a 2 [gifted versus non-gifted] × 2 [standard versus hybrid instructions] design. The results showed that gifted students outperformed non-gifted students in fluency, while no significant difference was found between the two groups in originality. Creativity instructions improved both originality and fluency scores in verbal but not figural tests. As for time-on-task, gifted students took more time when completing DT tests as well as when they were given explicit instructions to “be creative.” Implications for gifted identification are discussed.
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Antoun, Maya. "Framing the education for gifted Lebanese and gifted refugees in Lebanon." Frontiers in Psychology 13 (December 13, 2022). http://dx.doi.org/10.3389/fpsyg.2022.1077278.

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The paper provides a comprehensive conceptual model or framework for the identification and programming of gifted education in Lebanon. The model is evidence-based on the critical review of the literature on gifted education over the past two decades. The model discussed topics related to teacher conceptions, identification, preparation, and practices for the gifted in Lebanon. The development of a culturally appropriate conceptual model of gifted education is locally focused on Lebanese teachers’ needs to identify and serve gifted Lebanese and gifted refugee learners. This framework provides a means for educational leaders in Lebanon to consider policy reforms that will benefit not only gifted learners but also gifted refugee learners in different educational settings.
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