Relevant bibliographies by topics / Talented students

Contents

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

Academic literature on the topic 'Talented students'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Talented students"

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Hammer, Matthijs H. M. "Towards a Methodology to Identify a Talent by Using Psychological Cognitive Prototyping." Practice and Theory in Systems of Education 10, no. 4 (December 1, 2015): 397–409. http://dx.doi.org/10.1515/ptse-2015-0038.

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AbstractSince education became an important aspect of society, teachers have a prelove for highly talented students. Especially young talented people relish profound attention of universities, firms, music ensembles, sports societies and artist groups. In higher education, students are encouraged to develop their unique strong point, named as talents. Around the globe, universities, institutes of higher and professional education provide students with programs for talent development and exploitation. Practitioners and educators complain on a regular basis that students rarely aware of what their talents are. It is experienced as difficult to identify them. This paper explores the possibility for mechanisms to identify, or recognize, a talent. Scholars and consultants developed many instrument on the development and exploitation of talents. But how can talents be identified? In this paper the fuzzy front end of talent recognition will be fostered. It is advocated that the psychological cognitive prototyping principles can be applied to identify the prototype of a talent.
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Shaner, Melissa Y. "Talented Teachers for Talented Students." Gifted Child Today Magazine 14, no. 1 (January 1991): 14–15. http://dx.doi.org/10.1177/107621759101400105.

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MILLS, CAROL J. "Talented Students." Pediatrics 89, no. 6 (June 1, 1992): 1128–29. http://dx.doi.org/10.1542/peds.89.6.1128a.

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In Reply.— It is with pleasure that I respond to the thoughtful remarks of Kim and Kwasman. Their concerns are well-founded and remarkably in accord with the philosophy and practice followed by the Center for Talented Youth (CTY) at Johns Hopkins University. Kim and Kwasman observed that frustration and disillusionment with school are not restricted to gifted children. As they point out, "all students whose needs are not met adequately at an early age become frustrated and disillusioned with school."
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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.

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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."
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Nugraheningsih, Ginanjar, Ayub Tatya Admaja, Yogi Bintoro, and Arfian Fanny Purilawa. "Identification of sport talent for science students." Slovak Journal of Sport Science 8, no. 1 (July 25, 2022): 52–59. http://dx.doi.org/10.24040/sjss.2022.8.1.52-59.

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Background and aim. The purpose of this research is to know. (1) Sports talent of 4 semester sports science students. (2) The potential for sports skills of 4 semester sports science students. Matherial and method. The research method used is descriptive quantitative and qualitative percentage (%). The total population of 34 students was used as the research sample (total sampling). The data collection technique uses measurement with the data collection tool is the Sport Search model test. The data analysis technique used sports search software. Results. The results of the study were: (1) athletic category with sufficiently gifted category 8 (23, 52%) students and less gifted category 10 (29.41%). (2) the gymnastics branch is categorized as quite talented 5 (14.70%) students and under-talented category 8 (23.52%) students. (3) the martial arts branch is categorized as quite talented 3 (8.82%) students and less talented category 6 (17.64%) students. (4) the volleyball branch has enough talented categories 9 (26.47%) students and the less talented category 11 (32.35%) students. (5) the category of football is quite talented 7 (20.58%) students and 10 (29.41%) less talented students. (6) the basketball category is quite talented 2 (5.88%) students and 5 (14.70%) less talented students. (7) the category of table tennis is quite talented 7 (20.58%) students and 10 (29.41%) less talented students. Conclusions. The most dominant sports test results in that class are athletics among other sports.
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Wai, Jonathan, and Frank C. Worrell. "Helping Disadvantaged and Spatially Talented Students Fulfill Their Potential." Policy Insights from the Behavioral and Brain Sciences 3, no. 1 (December 17, 2015): 122–28. http://dx.doi.org/10.1177/2372732215621310.

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For at least the last half-century, we have underserved advanced learners, losing countless minds and corresponding innovations. The scientific evidence is clear on educational interventions that are most effective and relatively easy to implement for this population. Despite this, such educational opportunities are not readily available to all students. Whereas financially advantaged students can access opportunities outside of school that develop their talents, financially disadvantaged students cannot, and their talents largely go underdeveloped. Another underserved population is spatially talented learners, who can reason by using well-structured visual images. They are often underidentified and neglected in standardized tests and school systems that emphasize verbal and mathematical skills. Although all advanced learners deserve to have their talents developed to the fullest, a policy focus on the financially disadvantaged and spatially talented would be an actionable and effective strategy to quickly level the playing field. Because spatial reasoning is less correlated with socioeconomic status than are math and verbal reasoning in the population, identifying spatial talent will also identify more students from low-income and disadvantaged backgrounds. A policy focus on helping and challenging such disadvantaged students would contribute to fulfilling their talent and increasing their well-being; it also would increase demographic and intellectual diversity among the ranks of the highest achievers and benefit society. The current K-12 federal educational allocation to advanced learners is currently near zero. Research suggests a small early investment in advanced learners would pay off in intellectual and technological innovations, as well as GDP.
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Szabó, János. "How Can Be Academic Talent Measured During Higher Education Studies? - An Exploratory Study." Higher Education Studies 9, no. 4 (November 11, 2019): 200. http://dx.doi.org/10.5539/hes.v9n4p200.

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Many articles claim that talent management is a very important aspect of higher education. Despite of this, the studies, which investigate this topic empirically, are very rare. The Hungarian higher education talent management focuses mainly on academic-, scientific aspect of talent. So, the main purpose of talent-management is the academic reinforcement, namely, growing up a new generation of scientist/university teachers. The talent management in higher education can be imagined as a bridge between formal school studies and scientific career. In this study, I search answer for the (research) question: how should academic talent be measured during higher education studies? Moreover, does it have any sense to identify the academic talents during even their higher education studies? The research is based on opinion of 170 university teachers who supervised talented students during a young-researcher competition. The method was questionnaire-method. The questions gathered round two main topics: (1) identifying of talented students and cooperation with talented students; (2) own career of supervisor university teachers. The results had been analyzed with descriptive statistics which show the mostly chosen talent-identifying methods and features of talented students. The open-ended questions had been content-analyzed. The data of university-teacher’s career had been analyzed with mathematical statistical tests (ANOVAs, Two-sample T tests, correlations) where the dependent variable was the number of publication (as indicator of the scientific performance). The results may suggest conceptions for talent-programs (honor programs) based on academic talent; for doctoral schools, and for any other institutes who works with career entrant scientist. The scientific reinforcement would be more effective if scientific programs/scholarships/PhD-programs used professional methods during selection process, instead of subjective choices, based on CV and motivation letter.
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Page, Angela. "Three models for understanding gifted education." Kairaranga 7, no. 2 (July 1, 2006): 11–15. http://dx.doi.org/10.54322/kairaranga.v7i2.60.

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The Ministry of Education (2000) handbook, Gifted and talented students: Meeting their needs in New Zealand Schools requires each school to show they are identifying and catering for their gifted and talented students. The terms 'gifted' and talented' represent a range of diverse special abilities rather than describe a single homogenous group or category. Three theories or models of giftedness and talent development are presented in this article, namely Renzulli's(1986) Three ring conception of giftedness, Gardner' (1986) Theory of multiple intelligences, and Gagne's (1992) Differentiated model of giftedness and talent. Each defines and categories giftedness and talent according to their own criteria. Schools are recommended to have a sound understanding of theories and principles underpinning gifted and talented education, such as those presented in this article, in order to meet the Ministry of Education's requirements and to successfully meet the needs of students who are identified as gifted and talented.
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Bencéné-Fekete, Andrea. "Talent support at Kaposvár University, Faculty of Pedagogy." Practice and Theory in Systems of Education 10, no. 4 (December 1, 2015): 410–18. http://dx.doi.org/10.1515/ptse-2015-0039.

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AbstractThe shared aim of the professors working at the Faculty of Pedagogy is to help their students find the field, in which they are able to show extraordinary achievements. They help the students recognize what they are talented in and provide them the necessary support to act on this field. The talented students are most often helped by pedagogues; however, no one deals with the issue of pedagogues, who are talented and fulfill their jobs on the highest level. At Kaposvár University, Faculty of Pedagogy a three-step talent support program – based on the Czeizel-talent model – and mentorship for talented pedagogues have been introduced. During the sessions of Csokonai Student Talent Support Program each student is granted with the possibility to participate in research method lectures, rhetoric and personal development trainings and sessions how to create presentations. This new, three-step method has initiated cooperation in professional questions among not only students, but also pedagogues on our faculty.
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Osman, Asim Seedahmed Ali, and Faizal Khan. "Novel Methodology for Arbitration of Talented Students using an Electronic System: A Higher Education Perspective." International Journal of Emerging Technologies in Learning (iJET) 14, no. 21 (November 18, 2019): 250. http://dx.doi.org/10.3991/ijet.v14i21.10916.

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Arbitration of Talented Students System (ATSS) provides a simple interface for Arbitrator and students to add the talent and evaluate it. It can be used by educational institutes or colleges to evaluate the talented students easily. This methodology depends on ten criteria that are used by arbitrator to evaluate the talent to increasing productivity and efficiency, and also reduce the time and effort in arbitration talent. The proposed methodology allows talented students to follow his talent using a code which is generated automatically by the system. The administrator of the system can accept/reject the talent depending on arbitrator evaluation and his notes. This paper describes all the benefits of the system. It also gives idea about the complete development stages of the system and adapting of the system in the Shaqra University and its impact on the working by developing performance and supporting university in its orientation towards electronic administration.
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Dissertations / Theses on the topic "Talented students"

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Rowe, Kirk (Kirk Lee). "Career Counseling with Academically Talented Students." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278574/.

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Academically talented college students have unique development needs that often go unmet. One area that is currently attracting more attention in the academically talented literature is career counseling. The purpose of the present study was to compare the effectiveness of individual and group career counseling interventions. Subjects included 54 students from a special Texas program that provides the opportunity for gifted students to attend college during their final two years of high school. One instrument used assessed identity, confidence, career goals, and professional identity. The second instrument evaluated whether the subjects had recently discussed career concerns, were seeing a vocational counselor, or seeking career information. A pre-test was followed by group or individual intervention, and a post-test was conducted two months later. Results indicated an overall decrease on the instrument assessing professional identity and career goals. This study revealed no difference in effectiveness between group or individual interventions. Further research in this area is necessary to develop and refine the most effective career counseling interventions for the academically talented student.
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De, Vos Catharina Elizabeth. "Die begaafde student en die gemiddelde student : 'n vergelykende psigologiese ondersoek / Catharina Elizabeth de Vos." Thesis, Potchefstroom University for Christian Higher Education, 1988. http://hdl.handle.net/10394/9592.

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MOTIVATION FOR THE STUDY: In a young growing country such as the Republic of south Africa there is a growing need for higher productivity. The gifted person does not always perform according to his abilities, because he is not identified at an early age and is therefore not completely understood. Previously, gifted persons were only identified by their mental abilities, whereas it is known that there are more factors involved, such as personality, interests, study methods and attitudes. etc. Psychological aspects that play an important role in the better understanding of the gifted person are the following :- - academic performance, - influence of the gifted person on the family, - the influence of inheritance and environment on giftedness, - education of the gifted, - sex differences with the gifted. AIM OF THE RESEARCH: The general aim of this study was to compare the gifted and average groups of students according to their abilities, scholastic achievement, interests, personalities and study-orientation. This was done through the following specific aims to determine if:- i) the gifted and average groups (both sexes included) differed in their profiles of the cognitive variables (SAT and standard ten results). ii) the mean profiles of the gifted and average groups (both sexes included) comparing non-cognitive variables (19FII, PHSF, SSHA), differed. iii) the mean profiles of the gifted male and average male groups comparing the cognitive variables differed. iv) the mean profiles of the gifted male and average male groups comparing the non-cognitive variables proved to be significantly different. v) the mean profiles of the gifted female and average female groups comparing cognitive variables were significantly different. vi) the mean profiles of the gifted female and average female groups comparing non-cognitive variables were different. The second aim of this study was to determine by t-tests whether there is a statistically meaningful difference between the different groups on the various fields or components of the psychometric instruments. METHOD OF INVESTIGATION: In the first place, a study of the relevant literature was undertaken, concerning the concepts of average, gifted, interest, aptitude, personality and study methods and attitudes. The psychometric instruments used in this research are discussed thoroughly according to their development, contents, reliability and validity. The sample used in this research consisted of one hundred and forty average students (seventy male and seventy female) and seventy gifted students (thirty five male and thirty five female) which were selected after the 1984 mass testing of first year students of the PU for CHE. Statistical operations were done for these groups with the aid of a computer. This work included the drawing-up of mean profiles on each variable (cognitive and non-cognitive) for each group (i.e. the gifted and average groups, the gifted and average male groups; and the gifted and average female groups) as well as the statistical comparison of these profiles with each other. In the second place t-tests were completed to detect differences between these groups on different fields of interest, personality, abilities, etc. CONCLUSIONS With regard to the first aim of this study, the following can be concluded: i) The gifted and average groups' mean cognitive profiles (both sexes included) were not parallel. ii) The gifted and average groups' mean non-cognitive profiles were not parallel. iii) The gifted and average male groups' mean cognitive profiles were not parallel. iv) The gifted and average male groups' mean non-cognitive profiles were parallel. v) The gifted and average female groups' mean cognitive profile were not parallel. vi) The gifted and average female groups' mean non-cognitive profile were not parallel. With regard to the t-tests, the following can be concluded:- The gifted group (both sexes included) showed statistically better performance on the following fields or components compared to the average group. a) Subjects: Afrikaans (1st language), English (2nd language), German higher grade, Latin higher grade, Mathematics higher grade, Science higher grade, Biology higher grade, History higher grade, Geography higher grade & standard grade, Accountancy higher grade & standard grade, Domestic Science higher grade and standard grade, Wood & Metal work standard grade, Technical Drawings higher grade and Typing standard grade. b) Interests (19FII):- Fine Arts, Performing Arts, Creative Thought and Numerical. c) Personality: (PHSF):- Desirability scale. d) Study Methods and attitudes (SSHA) - The average students (both sexes included) showed a statistically higher performance on clerical interest and sociability (Groups). The gifted male group performed statistically better on the following fields:- a) Subjects:- Afrikaans (1st language), English (2nd language), Latin higher grade, Mathematics higher grade, Science higher & standard grade, Accountancy higher grade, Technical Drawings higher grade and Wood & Metal work standard grade. b) Interests:- Creative thought. c) Personality:- Desirability Scale. - The average male students performed higher on the following:- a) Interests:- Clerical b) Personality:- Sociability (G) The gifted female group showed the following statistically higher performances:- a) Subjects:- Afrikaans (1st language), English (2nd language), German higher grade, Mathematics higher grade, Science higher grade, History higher grade, Geography higher grade. Accountancy higher and standard grade. Biology higher grade, Domestic Science standard grade and Typing standard grade. b) Interests:- Fine arts, Creative Thought, Practical - Male, and Numerical. c) Personality:- None. It was also found that the gifted group as a whole, as well as the gifted female group, tend to be more actively inclined towards interests. RECOMMENDATIONS The results of this study show that the gifted student does differ in many ways from the average student. There is thus a need for early identification of the gifted person so that he could be understood and so that there could be catered for this student at school level. The following recommendations can be made in connection with future research studies:- a) More meaningful findings may be gathered on the personality of the average student by including a second personality questionnaire such as the Jung Personality Questionnaire. The results of this questionnaire could lead to better understanding of the PHSF results of this study. b) More instruments can be used to evaluate study orientation, such as personal questionnaires and interviews. c) It is also recommended that the size of the groups be increased in order to increase the reliability of such findings.
Thesis (MA)--PU vir CHO, 1988
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Oliver, Brenda Peck. "Activities in world history for artistically talented students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/703.

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The unique characteristics and needs of artistically talented students were explored. World history students at the Douglas Anderson School of the Arts were used as a test group for the utilization of a variety of art forms in teaching world history. Lesson plans using art media for each unit of study in world history were constructed. Students responded to each lesson by completing an attitude survey. The conclusion was that the use of a variety of art in world history increased student interest and motivation. The increased student motivation resulted in a failure rate of approximately 5%, significantly lower than the previous failure rate of 12%.
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McDonald, Anne Michelle Ms. "A Comparison of the Self-Esteem of Disadvantaged Students in Grades Four, Five and Six Identified as Artistically Talented and Students not Identified as Artistically Talented." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1100136272.

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Hageman, Katherine E. "Indentification of Hispanic American students and students of poverty for gifted and talented programs." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/KHageman2008.pdf.

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Huxley, Kathleen. "Motivation and approaches to learning in gifted and talented students." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627961.

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There are not, to the researcher's knowledge, any current studies that focus on the nonacademic learning outcomes of motivation and approaches to learning in a specific group of pupils; those identified as gifted and talented. Hence the author aimed to use this study to provide new knowledge in the field of gifted and talented and school effectiveness research relating to these specific pupils. Participants were a gifted and talented cohort of 286 Year 7 pupils from 19 schools in one UK Local Authority. Pupils' feelings about school and school work (PFSSW) questionnaires developed by Entwistle & Kozeki (1985) were used in a survey approach, measuring ten motivational and ten approaches to learning outcomes. Cohort survey responses were compared to Entwistle & Kozeki's 1985 findings, and the relevant literature. Quantitative statistical analysis, using ANOVA and post hoc tests, was also used to identify significant differences responses across schools, and links between school factors and learning outcomes were investigated. Qualitative analysis, employing questionnaire responses was used to draw up profiles of six gifted underachievers, and these were examined alongside teachers' pen-portraits, and school evaluation, performance and assessment data, Overall, results indicated that examination of motivation and approaches to learning of gifted and talented pupils at a cohort level reveal both homogeneous and heterogeneous preferences on outcome measures. At a school level statistically significant differences across schools are revealed suggesting possible links between particular school factors and non-academic outcomes. At an individual level a diverse range of needs and factors that may impact on gifted underachievers were observed. Implications for research, policy and practice are discussed and it is hoped that the findings of the study will point to the possible direction and focus of further investigation into this under-researched topic.
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Crowl, Kelly. "Aligning educational standards to the education of academically talented students." Ashland University Honors Theses / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=auhonors1450100931.

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Abu, Lucky U. "Identifying Talented and Gifted Students in a Northeastern Middle School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4583.

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The process of identifying talented and gifted (TAG) students in one local northeastern middle school was generally inconsistent with the state and local school district identification policies. The result was that qualified students were not always identified for this program, and this practice became a rationale to conduct a modified policy analysis of the TAG program placement procedures. The local school district policies on TAG are based on the gifted program standards of the National Association for Gifted Children (NAGC). Using the NAGC standards as the conceptual framework, the implementation of district policies on identification of students into the TAG program were explored in this case study of one school. The purpose was to clarify the implementation of the TAG program processes in accordance with NAGC standards and state policy. Data were collected from multiple sources through interviews with guidance counselors, teachers, the data coach, and local middle school administrators who were involved in placement of TAG students, and from review of policy documents and archived data. Data from interviews and document review were analyzed using typological analysis model in alignment with the NAGC standards from which themes formed a policy compliance/noncompliance basis for a white paper. In this white paper, recommendations were made to the local district that included screening consistency for all students, using multiple measures for qualification, and assuring certification of testing personnel. Social change implications include the potential to improve TAG identification policy for those responsible in this district and other similar districts for placement consistent with state and NAGC standards.
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Amit, Miriam. "The “Kidumatica” project - for the promotion of talented students fromunderprivileged backgrounds." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 23 - 27, 2012. https://slub.qucosa.de/id/qucosa%3A1668.

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This article describes ‘Kidumatica’ – a highly successful project for the promotion of talented students from underprivileged backgrounds. In its 11 year run, Kidumatica has evolved into a way of life for its many students, allowing them opportunities to realize their potential, enter advanced academic studies, and successfully enter a society rich in knowledge and achievement. Kidumatica is based on academic research in the fields of excellence, cognition and mathematics education, and on the social principle of equal opportunity for all and one’s right to self-realization and aspiration, regardless of ethnic background and socio-economic status. Beyond these social/educational purposes, Kidumatica is also a research model and laboratory for testing new programs and teaching methods for gifted students. The following are the basic premises of the Kidumatica model, its goals and how they are achieved, including the recruitment of club members and the mathematical content.
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Hurford, Leigh Hannah Margaret. "‘Holding the torch’ for gifted and talented students in New Zealand primary schools: Insights from gifted and talented coordinators." Thesis, University of Canterbury. Teacher Education, 2013. http://hdl.handle.net/10092/8670.

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The New Zealand Government recognises the importance of supporting all students in their learning to assist them to reach their full potential. This recognition is inclusive of gifted and talented students. Furthermore, boards of trustees, through their principal and staff, are required under the National Administration Guidelines, to demonstrate how they are catering for gifted and talented students. Notwithstanding this requirement, The Education Review Office (2008) report entitled Schools’ Provision for Gifted and Talented Students, confirms that a major challenge for school leadership is sustaining momentum of gifted and talented provisions and programmes. Despite this mandated intent, what happens in practice at the school level remains problematic. Teachers and schools welcomed the Talent Development Initiative (TDI), a Ministry of Education (MOE) Initiative, as it held some promise for developments in gifted and talented education. The first round of the initiative ran between 2003 and 2005 and the second from 2006 to 2008. Funding to support innovation and special developments in gifted education has been provided to 38 programmes nationwide. This initiative serviced some schools and educational bodies but a large number of others were left without an extra layer of support beyond their schools’ leadership actions. This study focuses on the school level, in particular teachers who are given additional responsibility, namely those with a coordination role. Moreover, my thesis is about how work to meet the needs of gifted and talented students can be sustained in schools to ensure the gifted and talented ‘torch’ can continue to ‘burn brightly’ over time. To gain an understanding of coordinators’ insights on what it takes to overcome the problem of sustaining provisions and programmes, this study adopts a qualitative, case study approach. I selected a purposive sample of six teachers with experience working in a gifted and talented coordinator role. The main source of data collection was individual semi-structured interviews (refer to Appendix A). I asked them questions about their role and how provisions were made for gifted and talented students at their schools. Further questions were asked about the support they received for their roles, particularly professional learning and development to enhance their practice. My findings show the responses from participants highlighted the important connection between leadership and learning. Knowledge and passion to do their best for gifted and talented students, although important, was not sufficient. The leadership actions and support provided by others in their setting and beyond their setting were likewise needed. My analysis revealed a range of strategies was deemed necessary to support the leadership of learning in classrooms, specifically the need for dialogue amongst teachers about identification, planning and evaluating provisions and programmes. All too often these gifted and talented coordinators worked alone in their roles, in isolation from others, and at times without the support they needed. Thus the success or failure of provisions and programmes for gifted and talented students rested on their ongoing commitment and drive. My study includes recommendations for practice. These recommendations suggest that provisions for gifted and talented students must be integrated into curriculum delivery and learning areas and be part of schools’ cultures in order for them to take hold and be sustained over time. Furthermore, there is a need to develop clarity of these provisions through job descriptions and for schools to undertake regular if not annual reviews of written documentation to guide ongoing work in gifted and talented education.
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Books on the topic "Talented students"

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Enid, Zimmerman, ed. Educating artistically talented students. Syracuse, N.Y: Syracuse University Press, 1986.

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Pennypacker, Sara. The talented Clementine. London: Hodder Children's Books, 2008.

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Pennypacker, Sara. The talented Clementine. London: Hodder Children's, 2008.

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Enid, Zimmerman, and Clark Gilbert, eds. Resources for Educating artistically talented students. Syracuse, N.Y: Syracuse University Press, 1987.

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Joyce, VanTassel-Baska, and National Association for Gifted Children (U.S.), eds. Curriculum for gifted and talented students. Thousand Oaks, Calif: Corwin Press, 2004.

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A, Tomlinson Carol, and National Association for Gifted Children (U.S.), eds. Differentiation for gifted and talented students. Thousand Oaks, Calif: Corwin Press, 2004.

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New Zealand. Education Review Office. Schools' provision for gifted and talented students. Wellington [N.Z]: Education Review Office, 2008.

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Murchison, Joy. Maths problems for gifted and talented students. Albert Park: Phoenix Education, 1996.

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Enid, Zimmerman, ed. Teaching talented art students: Principles and practices. New York, NY: Teachers College Press, 2004.

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Meister, Johannes-Jürgen. Hochbegabte an deutschen Universitäten: Probleme und Chancen ihrer Förderung. München: Bayerisches Staatsinstitut für Hochschulforschung und Hochschulplanung, 1992.

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Book chapters on the topic "Talented students"

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Assouline, Susan G., and Ann Lupkowski-Shoplik. "Teaching Mathematically Talented Students." In Developing Math Talent, 255–79. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234128-8.

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Westwood, Peter. "Gifted and talented students." In Commonsense Methods for Children with Special Needs and Disabilities, 51–61. 8th edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003109778-6.

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Brody, Linda E., and Michelle C. Muratori. "Counseling Gifted and Talented Students." In Critical Issues and Practices in Gifted Education, 123–36. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233961-11.

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Ko, Eun-Sung, and Kyeong Hwa Lee. "Are Mathematically Talented Elementary Students also Talented in Statistics?" In The Elements of Creativity and Giftedness in Mathematics, 29–43. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-439-3_3.

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Taylor, Ronald L., and Les Sternberg. "Students Who Are Gifted and Talented." In Exceptional Children, 211–38. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3602-3_9.

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Callahan, Carolyn M. "Identification of Gifted and Talented Students." In Fundamentals of Gifted Education, 94–102. Second edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315639987-9.

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

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Rasmussen, Annette, and Christian Ydesen. "Identification and Classification of the Talented Students." In Cultivating Excellence in Education, 57–76. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33354-6_5.

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Callahan, Carolyn M. "The Characteristics of Gifted and Talented Students." In Fundamentals of Gifted Education, 153–66. Second edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315639987-15.

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Reis, Sally M. "Self-Regulated Learning and Academically Talented Students." In Parenting Gifted Children, 42–52. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237020-7.

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Conference papers on the topic "Talented students"

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Fernández Novell, Josep M., and Carme Zaragoza Domenech. "SCIENTIFIC MANUSCRIPTS WRITTEN BY TALENTED BIOCHEMISTRY STUDENTS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1831.

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Fatmawati and Suci Ramadhani. "Special Service for Gifted and Talented Students." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.004.

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Evermann, Joerg, Val Hooper, Pak Yoong, Janet Toland, and Eusebio Scornavacca. "The Discovery Camp: A Talent Fostering Initiative for Developing Research Capabilities among Undergraduate Students." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3083.

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As universities become increasingly research driven and funded on a research-basis, there is an increased need to attract graduate research students. The easiest way of doing this is to draft highly-talented undergraduate students into the research programmes. However, in a booming industrial job market, this is no easy task for Information Systems and Information Technology programmes. Recognizing that it is easier to retain than to recruit, the School of Information Management conducted an event to foster talent among students and garner interest in the graduate programmes of the school. This paper reports on the experiences of the staff members conducting the event.
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Kumar, Amruth N., Maureen Doyle, Victoria Hong, Alark Joshi, Stan Kurkovsky, and Sami Rollins. "Helping Academically Talented STEM Students with Financial Need Succeed." In 2021 IEEE Frontiers in Education Conference (FIE). IEEE, 2021. http://dx.doi.org/10.1109/fie49875.2021.9637250.

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Falaschi, Elena. "The HTR Model for Well-Being in Educating Community." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12968.

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With the aim of enhancing human capital by bringing out talents, this paper offers a theoretical model for innovating teaching/learning methodological approaches. The Humor Talent Resilience (HTR) Model for Well-Being in Educating Community recognizes Humor as a pedagogical device that jointly feeds both Talent and Resilience. This nourishment triggers a dynamic process between Talent and Resilience of reciprocal and constant interdependence, while developing a mutual positive contamination in continuous evolution. This process is itself a “generator of Well-Being” but it will be able to fully convey its educational effectiveness only if it is supported by an Educating Community. While aknowledging the enhancement of all human potentials, including the high or very high potentials, the pedagogy of Well-Being must assume the educational responsibility of offering teaching/learning contexts that allow all students to reach their highest level of development. Three open reflections are presented: the concepts of justice and equity of educational policies and practices aimed at respecting and enhancing all human potentials; the virtual educating (or dis-educating) community; the need for specific training for teachers and more opportunities for international discussion in the field of gifted and talented education.
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Robinson, Ann. "Engineering Practices and Talented Young Students: Investigating Design Under Constraints." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1435463.

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Daraee, Minoo, Keyvan Salehi, and Maryam Fakhr. "Comparison of Social Skills between Students in Ordinary and Talented Schools." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.52.

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Fatemi, Mohammad Rasool, Behnam Bakhshi, Alireza Zamani, and Behshid Behkamal. "A scenario-based approach for the behavior analysis of talented students." In 2017 7th International Conference on Computer and Knowledge Engineering (ICCKE). IEEE, 2017. http://dx.doi.org/10.1109/iccke.2017.8167909.

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Sheldon, Amy, Dori J. Farthing, Scott Giorgis, and Nicholas H. Warner. "GEOSCIENCE SCHOLARSHIP (GEOS) TO IMPROVE RECRUITMENT AND RETENTION OF ACADEMICALLY TALENTED STUDENTS." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-358259.

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Nadiah Lani, Nur. "The Effects of Enrichment Programme on Achievement of Gifted and Talented Students." In 3rd International Conference on Teaching, Learning and Education. ACAVENT, 2021. http://dx.doi.org/10.33422/3rd.ictle.2021.02.114.

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Reports on the topic "Talented students"

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Chen, Sunny, Emily Schwartz, Cindy Le, and Elizabeth Davidson Pisacreta. Right in Your Backyard: Expanding Local Community College Transfer Pathways to High-Graduation-Rate Institutions. Ithaka S+R, July 2021. http://dx.doi.org/10.18665/sr.315695.

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Each year, our country’s most selective four-year institutions invest significant resources to recruit talented high school students from across the country. Before the COVID-19 pandemic, admissions representatives traveled far and wide to convince these prospective students that the academic rigor, amenities, and opportunities at their institution are unparalleled. These students, mostly affluent and white, contemplate admission offers and consider moves to new locales to pursue their postsecondary plans. Yet, many of these selective institutions are overlooking a talented and diverse pool of students in their own backyard: transfer students from local community colleges.
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Кучерган, Єлизавета Валеріївна, and Надія Олександрівна Вєнцева. Historical educational experience of the beginning the twentieth century in the practice of the modern higher school of Ukraine. [б.в.], 2018. http://dx.doi.org/10.31812/0564/2139.

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The author of the study analyzes and determines the features of the introduction of new forms of education in the highest historical pedagogical institutions of Ukraine in the early twentieth century. In particular: colloquiums, excursions, rehearsals, the organization of scientific sections of students and societies. Colloquiums were held to discuss the creative work of students. Proseminars prepared students for participation in seminars. Excursions prepared students for scientific work and taught them to collect information about historical monuments. Interviews and rehearsals took an important place in the revitalization of academic activity of students in universities. During the interviews, students learned to express their thoughts freely. Rehearsals were used as a means of monitoring the progress of students. An important component of the preparation of the future teacher of history was the organization of scientific student sections and societies. The main forms of their work were: the discussion of scientific reports, the publication of periodicals, the creation of libraries, museums, etc. The most talented students took part in scientific sections and societies. Thus, higher education institutions created prerequisites for the education of gifted young people. The publication also reveals the specifics of the practical training of students. The practical component included not only pedagogical, but also museum practice. In addition, pedagogical institutions of higher education conducted educational excursions, literary and musical evenings, organized social, sanitary and charitable activities. The author of the publication not only explores the features of various forms of education, but also the possibility of using them in the practice of the modern higher pedagogical institution in Ukraine.
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Zwetsloot, Remco. Keeping Top AI Talent in the United States. Center for Security and Emerging Technology, December 2019. http://dx.doi.org/10.51593/20190007.

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Talent is core to U.S. competitiveness in artificial intelligence, and international graduate students are a large source of AI talent for the United States. Retaining them in this country as they transition into the workforce is key. Graduate student retention has historically been a core U.S. strength, but that strength is endangered by recent events.
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Bahran, Rian Mustafa, James Christopher Miller, Chloe Joelle Verschuren, and Geoffrey Fairchild. Enhancing Project Leadership Through Mentorship: Taking Advantage of a Talented Student Pipeline. Office of Scientific and Technical Information (OSTI), September 2018. http://dx.doi.org/10.2172/1473791.

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Iatsyshyn, Anna V., Iryna H. Hubeladze, Valeriia O. Kovach, Valentyna V. Kovalenko, Volodymyr O. Artemchuk, Maryna S. Dvornyk, Oleksandr O. Popov, Andrii V. Iatsyshyn, and Arnold E. Kiv. Applying digital technologies for work management of young scientists' councils. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4434.

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The publication explores the features of the digital technologies’ usage to organize the work of the Young Scientists’ Councils and describes the best practices. The digital transformation of society and the quarantine restrictions caused by the COVID-19 pandemic have forced the use of various digital technologies for scientific communication, the organization of work for youth associations, and the training of students and Ph.D. students. An important role in increasing the prestige of scientific activity and encouraging talented young people to participate in scientific projects belongs to the Young Scientists’ Councils, which are created at scientific institutions and higher education institutions. It is determined that the peculiarities of the work of Young Scientists’ Councils are in providing conditions for further staff development of the institution in which they operate; contribution to the social, psychological and material support of young scientists and Ph.D. students; creating an environment for teamwork and collaborative partnership; development of leadership and organizational qualities; contribution to the development of digital competence. The advantages of using electronic social networks in higher education and research institutions are analyzed, namely: general popularity and free of charge; prompt exchange of messages and multimedia data; user-friendly interface; availability of event planning functions, sending invitations, setting reminders; support of synchronous and asynchronous communication between network participants; possibility of access from various devices; a powerful tool for organizing the learning process; possibility of organization and work of closed and open groups; advertising of various events, etc. Peculiarities of managing the activity of the Young Scientists’ Council with the use of digital technologies are determined. The Young Scientists’ Council is a social system, and therefore the management of this system refers to social management. The effectiveness of the digital technologies’ usage to manage the activities of the Young Scientists’ Council depends on the intensity and need for their use to implement organizational, presentation functions and to ensure constant communication. The areas to apply digital technologies for the work managing of Young Scientists’ Councils are sorted as the presentation of activity; distribution of various information for young scientists; conducting questionnaires, surveys; organization and holding of scientific mass events; managing of thematic workgroups, holding of work meetings. It is generalized and described the experience of electronic social networks usage for organizing and conducting of scientific mass events.
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Dorr, Andrea, Eva Heckl, and Joachim Kaufmann. Evaluierung des Förderschwerpunkts Talente. KMU Forschung Austria, December 2020. http://dx.doi.org/10.22163/fteval.2020.495.

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With the funding programme Talents, the Federal Ministry for Climate Action, Environment, Energy, Mobility, Innovation and Technology (BMK) supports people in applied research throughout their entire career. The overarching goal is to increase the utilisation of human potential in the application-oriented, scientific and technical RTI sector. The programme objectives are 1) to inspire young people for research and development, 2) to connect researchers with the economic sector, 3)to guarantee equal opportunities for all. Within the framework of three fields of intervention, there are various programme lines: 1) Intervention field Young Talents with the programme lines Internships for Students and Talents Regional, 2) Intervention field Female Talents with the programme lines FEMtech Internships for Female Students, FEMtech Career and FEMtech Career Check for SMEs (2015 and 2016), as well as FEMtech Research Projects; and 3) Intervention field Professional Talents with the programme lines The Austrian Job Exchange for Research, Development and Innovation as well as Career Grants for Interviews, Relocation and Dual Careers in Applied Research. After an interim evaluation in 2014, a final evaluation took place at the end of the programme period (end of 2020). The programme was analysed with regard to its conception, implementation, achievement of objectives and impact. Furthermore, conclusions and recommendations for the further development of the Talents programme have been drawn. The methodological basis of the evaluation is a document analysis, secondary data analysis (FFG monitoring data), interviews with experts, online surveys of funding recipients (FEMtech Career / FEMtech Career Check for SMEs and Career Grants), case studies (FEMtech Career projects) and workshops.
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Hayden, Linda B. N.E.R.T. Nurturing ECSU Research Talent Project, Student Abstracts. Fort Belvoir, VA: Defense Technical Information Center, January 1998. http://dx.doi.org/10.21236/ada358001.

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Schwartz, Emily, Martin Kurzweil, Cindy Le, Elizabeth Davidson Pisacreta, Tania LaViolet, Linda Perlstein, and Joshua Wyner. Expanding Opportunity for Lower-Income Students: Three Years of the American Talent Initiative. Ithaka S+R, February 2020. http://dx.doi.org/10.18665/sr.312768.

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Lopez, Sindy, Emily Schwartz, and Elizabeth Davidson Pisacreta. Building Support for Student Veteran Enrollment: New Practice Brief from the American Talent Initiative. Ithaka S+R, October 2020. http://dx.doi.org/10.18665/sr.314309.

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Goode, Kayla, Ali Crawford, and Christopher Back. U.S. High School Cybersecurity Competitions: Building Cyber Talent Through Extracurricular Activities. Center for Security and Emerging Technology, July 2022. http://dx.doi.org/10.51593/2021ca012.

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In the current cyber-threat environment, a well-educated workforce is critical to U.S. national security. Today, however, nearly six hundred thousand cybersecurity positions remain unfilled across the public and private sectors. This report explores high school cybersecurity competitions as a potential avenue for increasing the domestic cyber talent pipeline. The authors examine the competitions, their reach, and their impact on students’ educational and professional development.
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