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1
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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Macfarlane, Angus, and Roger Motlzen. "Whiti ki runga! Gifted and talented Maori learners." Kairaranga 6, no. 2 (July 1, 2005): 7–9. http://dx.doi.org/10.54322/kairaranga.v6i2.32.
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The importance of identifying and nurturing the gifts and talents of young people is now more widely accepted in New Zealand than it has been in the past. In this country the approach to meeting this challenge must reflect an understanding and acknowledgement of Maori conceptions of giftedness and talent. It is proposed here that the under-representation of Maori students in programmes and provisions for the gifted and talented is partly due to a mismatch between the more traditional western European approaches in this area and Maori conceptions and practices. However, it is also contended that efforts in this area will continue to disadvantage gifted and talented Maori students if the broader issues of power and control are not addressed in schools.
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Miller, Doretta M., Gilbert Clark, and Enid Zimmerman. "Educating Artistically Talented Students." Studies in Art Education 28, no. 1 (1986): 53. http://dx.doi.org/10.2307/1320435.
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Irvine, Hope, Gilbert Clark, and Enid Zimmerman. "Educating Artistically Talented Students." Art Education 38, no. 2 (March 1985): 44. http://dx.doi.org/10.2307/3192847.
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Boyd, Rae, and Sue Field. "Nurturing Talented Design Students." Gifted Education International 4, no. 3 (January 1987): 157–59. http://dx.doi.org/10.1177/026142948700400307.
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In this paper it is argued that the students who manifest talent in design are further along the developmental continuum than their age mates. But advanced development is not necessarily achieved in all aspects of the complex “design”. A battery of tests was developed to assess its most significant components to enable the art teacher to identify the strengths and weaknesses of able students so that more appropriate guidance could be given. The role of the family in nurturing talent in design is also considered.
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Abdelhamid, Abdelaziz A. "Machine Learning-based Model for Talented Students Identification." Journal of Artificial Intelligence and Metaheuristics 1, no. 2 (2022): 31–41. http://dx.doi.org/10.54216/jaim.010204.
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Identifying the talented university students plays an important role in higher education. Special curriculum can be developed for these students as an outcome from the identification process. This curriculum can be compacted, clustered, and accelerated to match and exploit students’ abilities. Current methods for identifying talented students are based on simple identification test in the form of a questionnaire, which is developed for specific age. However, this method of identification cannot cover all aspects of student abilities and inaccurate as it not an iterative process. In this paper, a machine learning approach is proposed for identifying talented students based on their academic performance, which is evaluated repeatedly through their study. In this approach, we measure a set of features representing student abilities, then cluster them based on their features similarity. The proposed approach is applied on a set of 100 university students and shows promising results in identifying the talented group. To emphasize their talent, this group is guided to participate in national competitions that match their abilities, and they could achieve significant ranks.
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Usiskin, Zalman. "The Development Into the Mathematically Talented." Journal of Secondary Gifted Education 11, no. 3 (February 2000): 152–62. http://dx.doi.org/10.4219/jsge-2000-623.
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From some schools come many students very talented in certain areas, while from others come none. These results, far beyond what any statistical variability would explain, suggest that talent is developed to a greater extent than is popularly believed. Here we identify seven distinct levels of talent in mathematics and describe the enormous effort needed to move from any level to the next higher. The magnitude of effort and guidance required helps explain why most people view their own ability to reach higher levels of mathematical talent as unrealistic. We also point out that Srinivasa Ramanujan, the extraordinarily intuitive Indian mathematician who is sometimes thought to be the prime example of a self-taught mathematician, did not learn in isolation, but had good schooling and had carefully studied a comprehensive advanced mathematical text. Consequently, we suggest that teachers interested in the gifted view themselves as developing students into being talented at least as much as developing students who are already talented.
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Frengley-Vaipuna, Ingrid, Lesieli Kupu-MacIntyre, and Tracy Riley. "Successful Tongan Students in New Zealand Secondary Schools: Default or Design?" Kairaranga 12, no. 2 (July 1, 2011): 42–51. http://dx.doi.org/10.54322/kairaranga.v12i2.163.
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This article outlines the use of Gagne’s (2008) Differentiated Model of Giftedness and Talent (DMGT) as applied to Tongan secondary school students in New Zealand. Two case studies of Tongan young women are shared with a particular emphasis on the influence of catalysts, the chance factor, and developmental processes upon the development of their gifts to talents. The article explains the Tongan way, a conceptual map for developing better understandings of Tongan gifted and talented students in New Zealand. The article concludes that the Differentiated Model of Giftedness and Talent is a framework teachers can use to explore giftedness with Pasifika families, communities, and students to assist in better understanding their special abilities, qualities, and needs.
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Foley-Nicpon, Megan, and Akorede Teriba. "Policy Considerations for Twice-Exceptional Students." Gifted Child Today 45, no. 4 (September 9, 2022): 212–19. http://dx.doi.org/10.1177/10762175221110943.
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Policies for talented students with disabilities, or twice-exceptional students, exist in very few states across the country. Historically, families of twice-exceptional students have found most of their support though implementation of Individualized Education Plans (IEPs) or 504 Accommodation plans. Yet, there is no federal mandate for gifted education service provision; consequently, these students’ coexisting high abilities often are overlooked. We recommend states modify their gifted and talented policies to address specifically twice-exceptional best practices in identification, such as using universal screening methods tied to curriculum interventions, and intervention, such as creating Gifted Individual Education Plans in conjunction with IEPs. These methods outline not only service provision for one’s disability but also specify methods for developing talent among twice-exceptional youth.
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Tam, Raymond Kwok-Wai. "Nurturing gifted and talented students to become future leaders." Gifted Education International 33, no. 3 (August 27, 2015): 248–56. http://dx.doi.org/10.1177/0261429415599274.
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In the previous literature on gifted education in Hong Kong, there has been little mention of special schools for gifted and/or talented students in Hong Kong except for GT College, Hong Kong’s first college for the gifted. Some notable researchers in gifted education in Hong Kong have described the college briefly with regard to its admission policy but have not discussed its programmes. The present article aims to provide a more extended introduction about how GT College successfully nurtures its gifted and/or talented students to become future leaders in Hong Kong. The present article comprises a systematic overview of the historical developments of gifted education in Hong Kong. This is followed by a historical review of GT College. Then, GT College’s learning and teaching philosophy is addressed followed by its innovative curriculum for gifted and/or talented students – Talent Development Programmes and Youth Development Programmes.
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Zawojewski, Judith S., and Richard Lesh. "On My Mind: Scores and Grades: What Are the Problems? What Are the Alternatives?" Mathematics Teaching in the Middle School 1, no. 10 (May 1996): 776–79. http://dx.doi.org/10.5951/mtms.1.10.0776.
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As teachers, we get very enthusiastic when we see the products of students who have been investigating mathematics over extended periods. We are fascinated by the variety of powerful ways in which students solve problems. We enjoy conversations with other teachers about how students' work on performance tasks guides their choices for subsequent classroom experiences. We are pleased that innovative types of perfonnance tasks are being included in systematic assessments of students' performance. However, when we are asked to use a letter grade or numerical score to describe the performance of students on these tasks, our enthusiasm fades. The numbers are so easily and readily used to sort students into “talented” and “not so talented” categoties and not so easily or readily used to identify and nurture the different types of mathematical talents that individuals may possess. We have three major concems with the use of single-value indicators to desctibe a student's abilities in mathematics.
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Pfeiffer, Steven I. "Identifying Gifted and Talented Students." Journal of Applied School Psychology 19, no. 1 (December 12, 2002): 31–50. http://dx.doi.org/10.1300/j008v19n01_03.
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Pfeiffer, Steven. "Identifying Gifted and Talented Students:." Journal of Applied School Psychology 19, no. 1 (September 1, 2002): 31–50. http://dx.doi.org/10.1300/j370v19n01_03.
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Lupkowski, Ann E., and Randall E. Schumacker. "Mathematics anxiety among talented students." Journal of Youth and Adolescence 20, no. 6 (December 1991): 563–72. http://dx.doi.org/10.1007/bf01537362.
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Kissane, Barry V. "Selection of mathematically talented students." Educational Studies in Mathematics 17, no. 3 (August 1986): 221–41. http://dx.doi.org/10.1007/bf00305071.
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Ozbey, Adnan. "Human values and psychological well-being of gifted/talented students and their peers with average development." Global Journal of Guidance and Counseling in Schools: Current Perspectives 10, no. 2 (August 31, 2020): 64–78. http://dx.doi.org/10.18844/gjgc.v10i2.4656.
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The main objective of this study is to compare the human values and psychological well-being of gifted/talented students with their peers with standard development. In addition, it aims to determine the level of relationship between human values and psychological well-being of gifted/talented students and whether human values were effective on psychological well-being. In this research, the relational survey model of quantitative research methods, which is a sub-type of the general survey model, is used. Assistance was received from 328 (59.3%) eighth-grade secondary school students in schools run by the Ministry of National Education in Izmir and Manisa and 225 (40.7%) gifted/talented students who were educated at BILSEM. To collect data, the Human Values Scale (PSI) and the Psychological Well-being Scale were used. Independent samples t-test for paired comparisons, Pearson’s product-moment correlation analysis for variable relationships and regression analysis to determine the predictive level were used. According to the t-test results, the human values and psychological well-being levels of gifted/talented students were higher than those of their peers with standard development and the gender variable did not play an effective role in the psychological well-being of gifted/talented students. As a result of the correlation analysis, a statistically significant correlation was found between human values and the psychological well-being of gifted/talented students. According to the regression analysis, human values significantly increased psychological well-being. Keywords: Giftedness/talent, human values, psychological well-being.
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Piro, Joseph M. "Laterality Effects for Music Perception among Differentially Talented Adolescents." Perceptual and Motor Skills 76, no. 2 (April 1993): 499–514. http://dx.doi.org/10.2466/pms.1993.76.2.499.
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To examine the comparative nature of laterality patterns for music perception among differentially talented adolescents, 138 right-handed subjects (56 boys, 82 girls) trained in music, mathematics, and dance, respectively, were tested on dichotic chords and dichotic melodies tasks. Analyses demonstrated that only the musically trained subjects displayed task-dependent ear asymmetry, that is, a left-ear advantage for dichotic chords and a right-ear advantage for dichotic melodies. The mathematically and dance-talented students displayed a left-ear bias for both tasks of music perception. A control dichotic speech task showed a right-ear bias for all talent groups. The findings speak to how sensory information is managed by the mental-processing systems of differentially talented students and how talent training plays a role in shaping ear asymmetry.
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Alfaiz, Fahad S., Randy Pease, and C. June Maker. "Culturally Responsive Assessment of Physical Science Skills and Abilities: Development, Field Testing, Implementation, and Results." Journal of Advanced Academics 31, no. 3 (June 2, 2020): 298–328. http://dx.doi.org/10.1177/1932202x20920572.
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During the Cultivating Diverse Talent in STEM (CDTIS) Project, a team of scientists, teachers, and a researcher developed a performance-based assessment of high school students’ creative problem-solving skills and ability to apply physical science principles in practical ways. It was one of six measures to identify exceptionally talented students. Students identified using conventional methods (M1), with an average grade point average (GPA) of 3.93, had an average rating of 2.95 on a 5-point scale on the mechanical–technical assessment. The M2 students, who were from schools with high percentages of Hispanic, American Indian, and low socioeconomic status (SES) students, had an average GPA of 3.07 and an average rating of 3.27, demonstrating that this assessment can be an important way to change the cultural and economic balance of students identified as exceptionally talented in Science, Technology, Engineering, and Mathematics (STEM). Other researchers are encouraged to examine the validity of the mechanical–technical assessment to identify exceptionally talented students in different groups.
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Riley, Tracy, and Roger Moltzen. "Learning by Doing: Action Research to Evaluate Provisions for Gifted and Talented Students." Kairaranga 12, no. 1 (January 1, 2011): 23–31. http://dx.doi.org/10.54322/kairaranga.v12i1.154.
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Between 2006 and 2008 the Ministry of Education funded the evaluation of three Talent Development Initiatives for gifted and talented students. The methodology employed was one of participatory action research, a process of evaluation that enables learning by doing, as researchers and practitioners work alongside one another. Through the process of evaluating the three programmes, the researchers were also able to reflect on how and what formative feedback effects the development, implementation, maintenance, and evaluation of provisions for gifted and talented students. Based upon notes from team meetings, ongoing communications, and focus group discussions, the researchers concluded that an action research approach, despite some tensions, is useful and instrumental in the ongoing development of provisions for gifted and talented students.
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Olszewski-Kubilius, Paula. "Research Evidence regarding the Validity and Effects of Talent Search Educational Programs." Journal of Secondary Gifted Education 9, no. 3 (February 1998): 134–38. http://dx.doi.org/10.1177/1932202x9800900306.
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In this paper we review evidence regarding the validity of educational programs based on the talent search identification protocol and their effects on students. Research shows that talent search scores are valid indicators of students who can succeed in courses that are accelerated in terms of content and learning pace. SAT scores at the junior high level predict achievement in high school and college and are valid indicators of individual differences within the gifted and talented population. Talent search students who partake of special summer or accelerated school programs are more likely to take a more rigorous course of study in high school and attend more selective colleges. Effects may be especially potent for academically talented females who pursue mathematics in summer programs.
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Espinoza, Johan, José Luis Lupiáñez, and Isidoro Segovia. "A Study of the Complexity of Problems Posed by Talented Students in Mathematics." Mathematics 10, no. 11 (May 27, 2022): 1841. http://dx.doi.org/10.3390/math10111841.
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Problem posing and mathematical talent are topics of interest to the community of researchers in Mathematics Education, but few studies reveal talented students’ abilities to solve problem-posing tasks. The data were collected using a problem invention instrument composed of four questionnaires that include free, semi-structured tasks and problem invention structures. The sample consisted of 23 students considered as mathematically talented and 22 students from a standard public school. The results show that the problems posed by the talent group are more complex than those invented by the standard group. The former are longer and show greater diversity of ideas while also requiring more steps to be solved, presenting a higher level of complexity according to the PISA framework, and requiring significant cognitive effort. In conclusion, the problem invention instrument used and the variables defined enabled us to analyze the complexity of the problems posed by the group of talented students. The statistical analysis performed reinforces the differences found in the complexity of the productions by the two groups studied.
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Kanapathy, Suganty, Nursakinah binti Mat Hazir, Hawa Aqilah binti Hamuzan, Premanarayani Menon, and You Huay Woon. "Gifted and Talented Students “Underachievement” and Intervention: A Case Study." European Journal of Education and Pedagogy 3, no. 5 (October 24, 2022): 114–22. http://dx.doi.org/10.24018/ejedu.2022.3.5.453.
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Gifted and talented students are known as highly potential students, who always seek for challenging educational circle to ensure such students are able to make progress. Number of different reasons lead to gifted and talented students’ academic underachievement. Thus, there is a need to develop strategies for uplifting the underachieving gifted and talented students and the intervention plan. The intervention plan could differ from one gifted and talented student to another. This study examines gifted and talented students’ underachievement in Chemistry. In this study, both qualitative and quantitative studies were conducted. A survey was carried out involving 63 gifted and talented students from Pusat GENIUS@Pintar Negara. The data obtained was analysed using SPSS. The finding shows that gifted and talented students are interested in learning Chemistry, however continuous motivation from both peers and teachers plays a crucial role in leading towards success.
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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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Wai, Jonathan, and Frank C. Worrell. "How talented low-income kids are left behind." Phi Delta Kappan 102, no. 4 (November 23, 2020): 26–29. http://dx.doi.org/10.1177/0031721720978058.
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Finding and developing talented youth from low-income backgrounds is an ongoing challenge for U.S. gifted education policy. These students face strong headwinds, whereas advantaged students enjoy favorable tailwinds, and these factors accumulate throughout K-12, higher education, and beyond. Jonathan Wai and Frank C. Worrell explain how talented low income kids are left behind. They discuss the historical tension between the development of excellence and the pursuit of equity, explain the importance of early and universal talent identification and development in the critical K-12 years, and link that development to students’ personal success and societal growth.
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Sukendro, Sukendro, and Mursyid Ihsan. "Identifikasi Bakat Cabang Olahraga Dengan Metode Sport Search Pada Ektrakurikuler Sepakbola SMP Negeri 16 Kota Jambi." Jorpres (Jurnal Olahraga Prestasi) 14, no. 1 (January 11, 2018): 46–63. http://dx.doi.org/10.21831/jorpres.v14i1.19980.
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etahui tingkat kebakatan anak cabang olahraga sepakbola terutama, dan bakat cabang olahraga lainnya pada siswa SMP Negeri 16 Kota Jambi yang mengikuti ekstrakurikuler sepakbola. Penelitian yang dilakukan Menggunakan Metode deskriptif dengan analisis kualitatif, sesuai dengan tujuan agar dapat memperoleh data dengan lengkap sesuai yang diinginkan. Populasi dalam penelitian ini adalah siswa SMP Negeri 16 Kota Jambi yang berjumlah 23 Anak yang ikut dalam tes pemanduan bakat Sport Search. Sampel dalam penelitian ini adalah Siswa SMP Negeri 16 Kota Jambi. Hasil penelitian menunjukkan Pemanduan Bakat Atlet Cabang Olahraga Sepak Bola Pada Siswa SMP Negeri 16 Kota Jambi adalah kategori berbakat sebesar 26% (6 anak), dan kategori tidak berbakat sebesar 74% (17 anak). Anak- anak yang tidak berbakat di cabang olahraga seapakbola juga memiliki bakat di cabang olahraga lain seperti: lompat jauh, sprint, gymnastics, taekwondo, karate, judo, tenis meja, tenis, bola voli, futsal, dan macam-macam olahraga air. Hal ini dipengaruhi oleh beberapa faktor perbedaan di antara keduanya, yaitu: lama latihan Sepak Bola, frekuensi latihan, faktor lingkungan dan peran orang tua. Berdasarkan hasil penelitian diatas, dapat disimpulkan bahwa tingkat kebakatan para siswa cabang olahraga ekstrakurikuler sepak bola Siswa SMP Negeri 16 Kota Jambi sebagian besar menunjukkan kategori tidak berbakat. Meskipun frekuensi anak yang berbakat lebih sedikit tetapi jika dikelola dan difasilitasi dengan baik akan mampu meningkatkan prestasi pada puncaknya.ABSTRACT The aim of this research is to recognize the level of student’s talent especially in football, and other kind of sports for male students who join the extracurricular football program in SMP N 16 Jambi. This research is intentionally done by using descriptive method with qualitative analysis, according to the main objective, getting data as complete as possible. The population in this research in SMP N 16 Jambi’s students who will be put in this sport search talent-scouting, and there are 23 children who are taken as sample in this research. The result of this study shows that the talent scouting in football for SMP N 16 Jambi’s Students categorize them as the talented person for 26% (6 Students), and as many as 74% (17 Students) are categorized as non-talented children in football. However, these not-talented students apparently have a talent in other field of sports such as, long-jump, sprint, gymnastic, taekwondo, karate, judo, table tennis, tennis, volleyball, futsal and several kind of aquatic sports. This condition is influenced by various factors between them such as, duration of football’s exercises, training’s intensity, surrounding factor, and the role of parents. Based on the result mentioned above, it can be brought to an end that the grade of student’s talent in football depicts a number where most of the students are classified as non-talented students in football. However, although the frequency of talented students is lesser than the non-talented ones, this situation can be fixed if it get properly managed and getting facilitated by authorities so it can boost their performance to reach peak achievements in the future.
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Kirschenbaum, Robert. "Methods for Identifying the Gifted and Talented American Indian Student." Journal for the Education of the Gifted 11, no. 3 (April 1988): 53–63. http://dx.doi.org/10.1177/016235328801100305.
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The American Indian student is underrepresented in programs for the gifted and talented, particularly in nonreservation schools. With reference to the research of cognitive psychologists, definitions of giftedness and talent are formulated that apply to all cultural groups. The relationship between these “generic” definitions and definitions that are specific to the Indian cultures that have been studied is explained. Special considerations need to be kept in mind when trying to locate gifted and talented Indian students through the use of standardized tests. A number of methods for identifying these students are discussed.
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Mustafayeva, Mavluda Anvarovna. "METHODS OF WORKING WITH TALENTED STUDENTS." Theoretical & Applied Science 83, no. 03 (March 30, 2020): 405–8. http://dx.doi.org/10.15863/tas.2020.03.83.75.
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Lupkowski-Shoplik, Ann E., and Alexis Kuhnel. "Mathematics Enrichment for Talented Elementary Students." Gifted Child Today 18, no. 4 (July 1995): 28–42. http://dx.doi.org/10.1177/107621759501800410.
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Wallace, Belle. "Book Review: Educating Artistically Talented Students." Gifted Education International 6, no. 2 (September 1989): 125. http://dx.doi.org/10.1177/026142948900600214.
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KERR, BARBARA, NICHOLAS COLANGELO, JAMES MAXEY, and PAULA CHRISTENSEN. "Characteristics of Academically Talented Minority Students." Journal of Counseling & Development 70, no. 5 (May 6, 1992): 606–9. http://dx.doi.org/10.1002/j.1556-6676.1992.tb01669.x.
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Samoshchuk, Oksana. "THE THEORETICAL ANALYSIS OF CREATIVE ABILITIES AS THEY PRESENTED IN FRANCIS GALTON’S WORKS." PSYCHOLOGICAL JOURNAL 6, no. 2 (February 26, 2020): 216–28. http://dx.doi.org/10.31108/1.2020.6.2.20.
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The study purpose was to analyze Francis Galton’s works in order to determine the methodology that should be used to study creativity and its heredity. The article author clarified the definitions of the following concepts: “ability”, “giftedness”, “talent” and also examined the relations between the theories on heredity and eugenics, formulated by Galton. Via the performed theoretical analysis, we have found that Francis Galton, studying the heredity of talent, erroneously hypothesised that a high reputation was a true measure of high abilities. In his works, Galton did not use a single term to define “talent” or “giftedness”. Also, no explanation was given for criteria describing subjects as: “having high abilities” or “high reputation”. Also, Galton did not develop clear criteria determining whether certain relatives of famous people were also outstanding or talented. Accordingly, the article author proposes her own approach defining an outstanding individual that excludes from consideration on creativity people who are famous, but, at the same time, are not highly talented. Francis Galton did not explain exactly what abilities had people of different occupations; he was not able to describe specific signs of talent in a particular area. Galton divided talented individuals into classes, but the basis for such division did not meet any reasonable criterion. He also compared talents of students studied at different classes but did not explain rules determining talent levels. Because of these and other facts, Francis Galton’ research results were unreliable. Omissions were also made in the study on talent heredity, which, in turn, led to incorrectly formulated goals for such an approach as “Eugenics”.
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Ceylan, Özge, and Ünsal Umdu Topsakal. "Determination of Bioethical Perceptions of Gifted Students." Journal of Education and Training Studies 6, no. 5 (April 9, 2018): 160. http://dx.doi.org/10.11114/jets.v6i5.3051.
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This research was carried out to reveal the bioethical values that special, talented students have about the socioscientific issues that they may encounter in everyday life. Scanning model was used in the research from quantitative research methods. The study's working group is composed of special talented fifth, sixth, seventh, eighth, ninth, and tenth-grade students (N = 100) who have already been diagnosed with a special talent individual in the 2017-2018 academic year and who continue to science and art centers. The Bioethics Value Inventory developed by Kurt (2011) was used as a data collection tool. The inventory consists of five scenarios and contains frequently encountered dilemmas. Scenario issues include active and passive euthanasia, organ donation, GMO products, embryology technologies. In the analysis of the data, descriptive statistics were used for the answers given by the students to the script. Besides, Chi-square test was applied by SPSS package program to determine whether there is a difference in bioethical value and main decision options according to gender, grade level, mother education level and father education level. According to the scenario in the inventory, the students' ethical values (The Utilitarian, The rights, The justice, The virtue, The normative, The theological, preference for natural, The science and technology-based, Belief in Humans' Superiority to Other Living Beings) were calculated by calculating percentages. There are various outcomes in the Chi-square test for each scenario. Despite the fact that private/gifted individuals are few in the society, they need to develop their ethical values, especially when considering the contribution each country can make. For this reason, the ethical values of special, talented individuals should first be identified in their current bioethics, and then the bioethical value education should be given to the privatized programs directed to them. Nowadays, with the emphasis on bioethics education, it is expected that the study will be a source of many kinds of researchers on bioethics education of specially talented children. The study is becoming important in these aspects.
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Szabó, János, and Balázs Fábián. "Can Psychological Questionnaires Predict the Academic Talent during Higher Education Studies?" Journal of Studies in Education 10, no. 3 (June 17, 2020): 22. http://dx.doi.org/10.5296/jse.v10i3.17018.
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The space between secondary-school gifted education and starting one’s academic career is what is termed higher education talent management in this context. The “talent management”, in the aspect of the Hungarian higher education, refers to academically talented students, who prepare to the scientific career. So, the talent management in higher education can be imagined as a bridge between formal school studies and scientific career. In this research, I investigated empirically, with psychological questionnaires and other indicators what features and personality-traits contribute to academic/scientific success (number of scientific activities). 144 talented students were recruited to this research; all of them participated in a talent program or conception. The 5-page test pack included mainly professional psychological tests. The data was analyzed with linear regression statistical method, where the dependent variable was an index calculated from the students’ scientific activities. The regression model has been significant (F=3,453; df=128; p<0,05), but owing to the weak R-square value (0,226), the results are not suitable to the practical adaptation and talent identification.
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Kamińska, Aneta. "Personal learning environment of the talented student - based on their own experiences." Journal of Education Culture and Society 10, no. 2 (September 2, 2019): 76–84. http://dx.doi.org/10.15503/jecs20192.76.84.
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Aim. The purpose of the research is to depict how talented students create their personal learning environment. The author of that paper shows a difference that has occurred thanks to the comparison between the manner in which average students and talented students build their personal learning environment.
Methods. The author has conducted quantitative research, by making a survey. The surveys were carried out among fifty talented students. This paper focuses on the presentation of their opinions. The respondents presented how they constructed their personal learning environment. Additionally, they expressed their viewpoints about their digital competences.
Results. The analysis shows that talented students are familiar with the latest digital tools. It allows them to design their personal learning space effectively. They can collect and process information profitably. They are also keen to share their knowledge with other participants of an educational process via the Internet, using some complex and practical devices. Moreover, talented students prefer discussing educational problems with other students online. They use some appropriate tools, such as chat rooms and social networking services. According to the research, the author can conclude that talented students are able to build and improve their digital learning space very well. They seem to create their personal learning environment functionally and consciously.
Conclusions. Talented learners use advanced searching strategies, methods of collecting and storing information, and also teamwork tools. It is particular that they are autonomous learners but they also like sharing knowledge with other learners. The level of information competences of the talented students is quite high.
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Mizintseva, Mariya, Anna Sardaryan, and Mariya Chugrina. "Managing Young People’s Talents and Their Development in Modern Management." Vestnik Volgogradskogo gosudarstvennogo universiteta. Ekonomika, no. 4 (February 2020): 162–70. http://dx.doi.org/10.15688/ek.jvolsu.2019.4.16.
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The article examines key problems and trends in functioning of talent management systems in the modern business environment. The authors give a brief history of the emergence of talent management as a personnel technology, a brief review of literature on the subject, investigate the main characteristics of a talented employee. In addition, the article presents the author’s research, the purpose of which was to identify the most pronounced talents among young people, as well as to study the necessary directions in the development of talents, according to young people. The study was attended by 350 students, including already working undergraduate students who are employees of Russian companies. As a result, it was revealed that the today’s youth often discover their talents in the field of sports, public speaking, learning foreign languages, entrepreneurship, etc. The main directions of modern young people’s talent development are the following: organizing scientific and creative activities for young people; participating in international intellectual, creative and sports competitions; creating conditions for training of young employees, etc. The authors note that the process of the talent development and management should be systematic and based on “school – university – employment – training” continuity.
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Rachmel, Shlomit. "Issues in Educating Gifted Students in Israel." Gifted Education International 20, no. 2 (October 2005): 123–28. http://dx.doi.org/10.1177/026142940502000204.
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• Three major dilemmas: Is there a need for special education for gifted and talented children? What is the best kind of program for gifted and talented students? Which approach should be used to identify gifted students, quantitative or qualitative? Which criteria should be used, absolute or relative?
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Gyarmathy, Éva, and John Senior. "The inclusion of multiple exceptional gifted students in talent development programmes." Gifted Education International 34, no. 1 (July 11, 2016): 47–63. http://dx.doi.org/10.1177/0261429416656500.
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Models of giftedness in the 21st century tend to describe talent as a social construct. Research now indicates that certain talented populations that are composed of multiple exceptional individuals are excluded from talent development programmes. Recognizing how well the environment best fits individual needs at particular key developmental moments, shifts the emphases of focus regarding gifted education significantly. The provision for, and the development of, multiple exceptional gifted individuals from this perspective can engender far greater possibilities than previously imagined earlier. In Hungary, we started to create innovative networks for the encouragement and the development of effective, inclusive provision. The networks have however replicated many of the problems of the former provision for talented individuals and groups. The further development of content and appropriate forms of programmes need to be synchronized through networks of innovative provision and evaluation. The proposed complex provision is suggested as a solution for the new forms of talent development that are open to the multiple exceptional gifted population regardless of the populations’ needs being understood, and perceived by, different audiences as being variously extreme, diverse and novel. A system utilizing key aspects of Bloom’s taxonomy, Renzulli’s enrichment triad and Gardner’s multiple intelligences is proposed.
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Limbong, Albinur, and Horasdia Saragih. "The Correlation between Talent and Academic Achievement of Universitas Advent Indonesia Students Batch 2016." Abstract Proceedings International Scholars Conference 6, no. 1 (August 13, 2019): 273. http://dx.doi.org/10.35974/isc.v6i1.1229.
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The purpose of this study was to compare students’ academic performance between those justified as talented or not talented in the study program that they chose. Thepopulation of the study was the new students of batch 2016. However, not allstudents join the talent test, only 384. The talent test was conducted by aprofessional talent test institution, while the academic achievement was based onthe average GPA for the first and second semesters. The talent test result isclassified into three parts, namely recommended, doubted, and not recommended.Based on the talent test, there were 365 candidate students recommended to takethe study programs that they chose, 17 of those were doubted and only 2 of thosewere not recommended. Based on the talent test, the students were asked todetermine their choice before taking any courses. Most of the students chose theprogram for the first time, some students changed their mind and moved to anotherstudy program within UNAI, and only few students changed their mind and did notenroll in UNAI at all. The study showed that the correlation coefficient betweenthe talent test result and the academic result was low, with a correlation coefficient(r) of 0.125. Based on the ANOVA test, it was found that there is a difference inthe academic achievement between students who were recommended, doubted ornot recommended to take the courses that they chose. If the talent does notsignificantly correlate with the achievement, then it is interesting to study in futurewhat other significant factors, besides the talent, that influence the academicachievement.
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Moon, Tonya R., and Catherine M. Brighton. "Primary Teachers' Conceptions of Giftedness." Journal for the Education of the Gifted 31, no. 4 (January 1, 2008): 447–80. http://dx.doi.org/10.4219/jeg-2008-793.
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This article focuses on the first phase of a recent National Research Center on Giftedness and Talented (NRC/GT) project, which used survey research to target a disproportionate nationally stratified random sample of primary grade teachers about their beliefs and practices related to talent development in young children and their responses to case studies describing four different types of students—one easily identified as gifted from a traditional paradigm; the others manifested talents masked by some other factor—poverty, language status, or concurrent social/emotional needs. The mixed-method survey design facilitated triangulation of findings to better understand the contextual factors that influence primary grade teachers' perceptions and behaviors. Findings indicate that primary grade teachers continue to hold traditional conceptions of talent that shapes how they view cultural minority students, nonnative English speakers, and children with other exceptionalities. These beliefs influence the types of academic, social, and programmatic interventions they believe diverse primary grade learners need, often seeing the deficits before identifying the talents.
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Nawantara, Rosalia Dewi. "Profil Keterampilan Memecahkan Konflik Interpersonal Siswa Berbakat Istimewa di SMA Kota Malang." PINUS: Jurnal Penelitian Inovasi Pembelajaran 6, no. 2 (May 2, 2021): 44–49. http://dx.doi.org/10.29407/pn.v6i2.15654.
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Gifted and talented students have very distinctive characteristics, namely having high intelligence, task commitment, and creativity. Some of these points then raise questions about how their social skills are, especially regarding interpersonal conflict solving skills. Often the advantages in the intellectual field make the assumption that the social skills of gifted and talented students are lacking. This study aims to determine the profile of interpersonal conflict solving skills of gifted and talented students at SMAN Kota Malang. The research approach used a quantitative research approach with survey research techniques and total sampling techniques. The sample used was 162 students. The research instrument used a scale of interpersonal conflict solving skills that had been tested for validity and reliability. The results showed that the most gifted and talented students' interpersonal conflict solving skills at SMAN in Malang were in the high category, namely 76%. The very high category was 22%, the moderate category was 2%, and the low and very low category was 0%. The results of this study can be used by counseling teachers in planning counseling services for gifted and talented students.
Keyword: interpersonal conflict resolution skills, gifted and talented students
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Westberg, Karen L., Francis X. Archambault, Sally M. Dobyns, and Thomas J. Salvin. "The Classroom Practices Observation Study." Journal for the Education of the Gifted 16, no. 2 (January 1993): 120–46. http://dx.doi.org/10.1177/016235329301600204.
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The Classroom Practices Observational Study conducted by The National Research Center on the Gifted and Talented (NRC/GT) examined the instructional and curricular practices used with gifted and talented students in regular elementary classrooms throughout the United States. This article describes the procedures used in this study and the results obtained from systematic observations in 46 third or fourth grade classrooms. The observations were designed to determine if and how classroom teachers meet the needs of gifted and talented students in the regular classroom. Two students, one gifted and talented and one average ability student, were selected as target students for each observation day. The Classroom Practices Record (CPR) was developed to document the types and frequencies of differentiated instruction that gifted students receive through modifications in curricular activities, materials, and teacher-student verbal interactions. Descriptive statistics and chi-square procedures were used to analyze the CPR data. The results indicated little differentiation in the instructional and curricular practices, grouping arrangements, and verbal interactions for gifted and talented students in the regular classroom. Across five subject areas and 92 observation days, the observed gifted and talented students experienced no instructional or curricular differentiation in 84% of their instructional activities.