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Добірка наукової літератури з теми "Identification of gifted children"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 21 лютого 2023

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Статті в журналах з теми "Identification of gifted children"

Mozgalova, Nataliia, and Iryna Herasymova. "GIFTED CHILDREN: IDENTIFICATION, TRAINING, DEVELOPMENT." Pedagogical Education: Theory and Practice 1, no. 26 (April 26, 2019): 138–43. http://dx.doi.org/10.32626/2309-9763.2019-26-1.138-143.

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Yoo, Minhee, Shu Hui Zhu, and Shin-dong Lee. "The survey of Chinese parents' awareness of the characteristics and identification of the gifted and the gifted education." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 16 (August 31, 2022): 1–19. http://dx.doi.org/10.22251/jlcci.2022.22.16.1.

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Objectives The purpose of this study is to provide basic data and implications for gifted education in China by identifying the degree of awareness of Chinese parents about the characteristics of gifted children, gifted children indentify, gifted education according to the general characteristics of parents. Methods To this end, ‘wenjuanxing’ (https://www.wjxcn/jq/101862383.aspx) surveyed 1,028 parents of Foreign Language School A in Anqing City, Anhui Province and School B in Wufu City, Anhui Province. For the collected data, percentage and frequency analysis was performed on the general characteristics of Chinese parents, and a chi-square test was performed to analyze the results of Chinese parents' perceptions of gifted characteristics and giftedness identify and gifted education according to general characteristics. Results The results of this study are comprehensively summarized as follows. First, in Chinese parents' perceptions of giftedness, parents recognized ‘children with excellent academic performance and high intelligence’ as gifted, and viewed ‘high intelligence’ as the greatest characteristic of gifted children. And area of gifted children, the highest question was about ‘what characteristics gifted children exhibit’, and they recognized that ‘both genetic and environmental factors are important’ in order to develop giftedness. Second, regarding the identification of gifted children, it was recognized that ‘3 - 5 years old’ was the most appropriate time to identify gifted children. Lastly, in the perception of gifted education, fathers and mothers agreed on the perception that gifted education is ‘education to cultivate creative thinkers’, but they showed a difference of opinion on the necessity of gifted education. As for the reason why it was necessary, it was confirmed that there was a common view that ‘Gift education is necessary for the development of potential’, but opinions differed as to the reason why it was not necessary. In addition, 86.6% of the survey subjects expressed their intention to participate in parenting education in order to make their children gifted, but the reason why they would receive parental education was had different opinions. Conclusions Chinese parents did not have a diverse understanding of gifted children and gifted education. To this end, there is a need to manage important issues such as public education and national standards for gifted education and establishment of an education system.

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Shaklee, Beverly D. "Identification of Young Gifted Students." Journal for the Education of the Gifted 15, no. 2 (January 1992): 134–44. http://dx.doi.org/10.1177/016235329201500203.

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Among the critical issues in gifted child education which have emerged from the 1980s is the failure to appropriately identify and adequately program for primary gifted children. This paper examines the problems embedded in the accurate assessment of exceptional potential in populations of young children from minority and/or economically disadvantaged settings. Assessment issues are examined in the light of recent research on developmentally appropriate evaluation of young children. Historical and current practices are reviewed and descriptions of two innovative approaches to non-traditional assessment of young children are provided.

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Yewchuk, Carolyn R. "Identification of Gifted/Learning Disabled Children." School Psychology International 7, no. 1 (January 1986): 61–68. http://dx.doi.org/10.1177/014303438600700108.

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Until very recently, little attention has been focused on children who are both gifted and learning disabled. Because of their contradictory characteristics, these children are usually undetected by teachers or school psychologists. Close analysis of WISC-R responses and profiles in the context of a very broad clinical assessment for learning disability can assist the school psychologist in identifying these children so that they can be placed in educational programmes appropriate to their unique needs.

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Žnidaršič, Jerneja, Barbara Sicherl Kafol, and Olga Denac. "Preschool teachers and musically gifted children in Slovene kindergartens." Metodički ogledi 28, no. 2 (January 25, 2022): 221–45. http://dx.doi.org/10.21464/mo.28.2.4.

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The aim of the present study, which involved preschool teachers, was to explore the area of working with musically gifted children. In particular, we focused on the identification of musically gifted children and monitoring of their musical development, preschool teachers’ competence for working with children, and evaluation of factors important for the development of musically gifted children. Research results showed that the majority of preschool teachers: were able to identify musically gifted children; rarely monitored and documented children’s musical development systematically and did not acquire enough knowledge for working with musically gifted children during their formal and informal education. Among the important factors influencing the development of musically gifted children, preschool teachers pointed out motivation to work with musically gifted children, identification of musically gifted children, cooperation with music experts and parents, and implementation of additional musical activities.

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Ntamu, Blessing Agbo, and Margaret Oyo-Ita. "Identifying and catering for gifted learners in an inclusive classroom: A means of reducing delinquency, school drop out rate and increasing national development in Nigeria." Global Journal of Educational Research 21, no. 1 (May 11, 2022): 35–46. http://dx.doi.org/10.4314/gjedr.v21i1.5.

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

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Nikčević-Milković, Anela, Ana Jerković, and Maja Rukavina. "Stanje, problemi i potrebe rada s darovitim učenicima u osnovnim školama u Republici Hrvatskoj." Magistra Iadertina 11, no. 1 (November 8, 2017): 9. http://dx.doi.org/10.15291/magistra.1325.

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In the paper is designed questionnaire to evaluate the situation and the need for gifted and talented students. The sample consisted of the condition and needs of gifted students in Croatian primary schools among 378 primary school teachers and subject teachers of all profiles. Factor analysis of the questionnaire obtained three factors: 1) Special programs, methods and forms of work with gifted children, 2) Direct social care for gifted children, 3) Identification of gifted children. They then tested the results on those three factors with respect to the different categories of teachers with regard to: a) three different regions of the Republic of Croatia, b) different profiles, c) the different years of service, and d) a different education of gifted children. The survey results show that teachers in primary schools by region of Croatia significantly more use of special programs, methods and forms of work in southern and central Croatian regions in relation to the north. In the central and northern regions compared to Croatian southern region teachers significantly more direct care for gifted children at different levels of society. The results of the factor of identification of gifted students are the lowest among teachers, which is not surprising because it is primarily business of school social services, they were significantly higher in southern and central Croatian regions in relation to the north. All profiles of teachers with gifted students statistically most do special programs, methods and forms of work, then care of gifted children. At least participate in the identification of gifted students. All categories of teachers with respect to years of service, as well as with regard to the education of gifted statistically most implemented specific programs, methods and forms of work with gifted children, then care of gifted at all levels of society, and at least participate in their identification. Concern about gifted students in the Republic of Croatia is still not satisfactory, and the paper provides some guidelines for improving the system.

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Matthew, Janice L., Anne K. Golin, Mary W. Moore, and Carol Baker. "Use of SOMPA in Identification of Gifted African-American Children." Journal for the Education of the Gifted 15, no. 4 (July 1992): 344–56. http://dx.doi.org/10.1177/016235329201500404.

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To increase the proportion of elementary minority students identified as gifted, the System of Multicultural Pluralistic Assessment (SOMPA) was employed with minority disadvantaged children in a large urban school district. A group of African-American students in second through fifth grades became eligible for gifted programming when their IQ scores were adjusted using SOMPA procedures. The performance of these SOMPA students on the Ross Test of Higher Cognitive Processes and other measures did not differ from that of a group of African-American gifted students who were identified on the basis of traditional criteria. There were also no significant differences between the groups in Ross subtest scores seven months later. The SOMPA procedures used to identify these gifted students may provide an alternative method to increase the proportion of minority students in gifted programs; particularly in states that use IQ cut-off scores for placement decisions.

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Maznichenko, Marina Aleksandrovna, Nataliya Ivanovna Neskoromnykh, Oksana Pavlovna Sadilova, Snezhana Vladimirovna Brevnova, Nadezhda Mansumovna Grigorashchenko-Aliyeva, and Vita Alexandrovna Fomenko. "Identification and support of gifted children within the framework of school-university networks." Science for Education Today 11, no. 2 (May 1, 2021): 7–31. http://dx.doi.org/10.15293/2658-6762.2102.01.

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Introduction. The article examines the potential of school-university partnership programmes for gifted and talented children. The purpose of this study is to determine the mechanisms for identifying and supporting gifted children by means school-university networks. Materials and Methods. To achieve this goal, the authors have reviewed a considerable amount of literature on giftedness, identification and support of gifted children with a focus on establishing school-university networks. A sample of leadership and teaching staff (n = 149) representing 44 municipalities of the Krasnodar Krai (Russian Federation) was surveyed in order to evaluate the effectiveness of identification, support and guidance of gifted students. The analysis of university websites was carried out in order to reveal the existing practices of partnerships with secondary and supplementary education settings aimed at identification and support of gifted children. To solve the revealed problems of gifted education, a model of school-university network encompassing the flagship university and secondary and supplementary education settings has been developed. Results. The study has revealed the following problems of provision for gifted and talented students: unrecognized special giftedness; underestimation of career guidance for gifted students; insufficient attention to social and emotional issues in the development of gifted children; lack of continuity in provision for gifted and talented individuals at different levels of education. The authors propose a model of the network between the flagship university and secondary education settings aimed at solving the above mentioned problems. The research findings include procedures of identifying and supporting gifted children by means of school-university partnership programmes for 9 domains of giftedness (academic (intellectual), technical, entrepreneurial, communicative, leadership, emotional, sports, artistic and vocational) in corresponding types of career-oriented activities (educational, research, scientific; technical design, business design, business communication, management, volunteering, sports, artistic creativity, production) using the facilities and human resources of the flagship university. Conclusions. The conclusion can be drawn that identification and support of gifted children and adolescents must be carried out in close connection with career guidance, taking into account the needs of the regional labor market. Building partnerships of the university, comprehensive secondary schools and supplementary education settings contribute to solving this problem.

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Maitra, Krishna. "Identification of the Gifted — Some Methodological Issues." Gifted Education International 14, no. 3 (May 2000): 296–301. http://dx.doi.org/10.1177/026142940001400310.

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This article summarises basic elementary concerns with regard to gifted education. Identification and special educational provision for the gifted ate two sides of the same coin. One needs to identify a special child so that the child's special needs are taken care of. Without nurturance identification becomes meaningless. Identification also depends on the special purposes for which individuals are being identified. The problems which are associated with the identification of the gifted have their roots in the following areas: Definition of gifted or whom should we call gifted, In which areas we are identifying the gifted, Identification tools and their reliability and validity Target group, and The system followed for analysis of data for identification. I shall discuss each of these issues which, I feel, should be concern for all of us who are directly involved with gifted children and their education.

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Дисертації з теми "Identification of gifted children"

Thomas, Bronwyn Robyn. "The identification of gifted children under formal school entry age." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36591/1/36591_Thomas_1998.pdf.

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This study addresses the issue of the identification of gifted children under formal school entry age. Case studies of the parents of thirteen gifted primary school children were used to retrospectively identify common characteristics of giftedness displayed by their children prior to formal schooling. Questionnaires and focused interviews were undertaken with parents of the thirteen children, and crosschecking of transcripts, coding criteria and analyses were used to ensure integrity. Common behavioural characteristics of early giftedness were identified, categorised and summarised according to frequencies, with specific examples provided. Recommendations for the early identification of young gifted children, implications for designing appropriate program provisions to meet the needs of young gifted children and suggestions for further research are provided.

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Tudor, Patti, and University of Lethbridge Faculty of Education. "Identification of gifted students : an examination of the use of nomination forms for the identification of gifted students and the third and fourth grade level." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/61.

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Special classes for gifted students began in North America in the late 19th century. Since that time, educators have directed much attention towards the special needs of students with gifts and talents. Nevertheless, compared the education of children with disabilities, programs for the education of the gifted have been sprinkled throughout our country on a small scale at best. Funding has always been tenuous and gifted education has been, and is, considered margianl to mainstream education.
vii, 111 leaves ; 29 cm.

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Tuliao, Narcisa Ann C. "The Identification Of Culturally-Different Gifted And Talented Children (California)." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3484.

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Purpose. The major purpose of the study was to describe the procedures for identifying culturally-different gifted and talented children. Other goals were to: (a) identify how the Gifted and Talented Education (GATE) programs are administered; (b) investigate the enrollment of GATE programs from the general and different cultures; (c) determine the similarities and differences of perceptions of GATE programs among administrators and teachers; and (d) contrast identification procedures and administration of the programs in the seven GATE districts that had the highest number of culturally-different gifted and talented students and the seven GATE districts that had the lowest number of such children. Procedures. Ten California counties with school districts offering GATE programs were selected as samples for the study. Two questionnaires were developed, the first sent to 124 administrators and teachers and the second to 14 districts that had the highest or lowest number of culturally-different gifted and talented students. Findings. Teacher recommendations were the key criteria during the identification process. Psychological services were contributors to the identification process. A school site study team was utilized and was the most unique feature of the districts that had the highest number of GATE culturally-different students. Tests and instruments most utilized were nationally-published which included Stanford-Binet and the Comprehensive Test of Basic Skills (CTBS). The elements of giftedness that were tested most often were intelligence and high achievement. The program approaches most often offered were acceleration, special day classes and cluster grouping. The percentage of White students in the GATE programs was higher than their percentage in the overall district enrollment. Conclusion. The identification processes of culturally-different gifted and talented students appear inadequate; thus they are underrepresented in GATE programs. Recommendations. Research is needed as to the means of increasing the participation of culturally-different gifted and talented students in GATE programs. The recommended areas for study include: increasing the use of elements of giftedness such as creativity, leadership, and visual and/or performing arts; raising funds or identifying the best use of limited funding; improving identification tests; identifying approaches to meet the needs of GATE culturally-different students; clarifying GATE teacher attitudes and promoting effective staff-development; and examining learning styles and cognitive strengths of students from different cultures.

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Harrison, Catherine Anne, University of Western Sydney, of Arts Education and Social Sciences College, and School of Education and Early Childhood Studies. "Giftedness in early childhood : the search for complexity and connection." THESIS_CAESS_EEC_Harrison_C.xml, 2003. http://handle.uws.edu.au:8081/1959.7/483.

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This portfolio documents an investigation of the nature of giftedness during the early childhood period of birth to eight years. It provides an in-depth exploration of a number of developmental domains including social, emotional, spiritual and cognitive development. Aspects of play and learning for young gifted children are also investigated. The use of both child and parent voices provide insight to the realities of the lived experience of being young and gifted. The insights that emerged from the research are subsequently used to challenge aspects of early childhood pedagogy frequently evident within western approaches to early childhood education such as the developmentalist discourse traditionally used to inform early childhood policy and practice. The findings of the study suggest that to ensure responsive education for young gifted children early childhood educators need to reconceptualise the child and the relationship between the three protagonists of child, family and educator. Collaboration between the three protagonists can facilitate the provision of opportunities for in-depth investigation and abstraction within early childhood curricular that can empower young gifted children in their search for complexity and connection during the early childhood years.
Doctor of Education (D.Ed.)

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Tucker, Tammy Newman Tunks Jeanne L. "Searching for hidden treasure the identification of under-represented gifted and talented students /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9020.

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Mitchell, Gail Gwendolyn Jackson. "A comparison of the higher level thinking skills of black/white students and the influence of selected demographic variables on their placement in programs for the gifted." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/530379.

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The purpose of the study was to investigate factors influencing the selection of minority and majority school-aged children for gifted and talented programs. Factors explored included abstract thinking ability, achievement test scores, and parental social status (i.e., education, income, occupation) as academic and nonacademic variables that potentially influence the selection and/or placement process. Provided is performance data on 22 black and 23 white gifted children and 21 black and 24 white high achieving children (N=90) relative to their similar as well as unique traits on measures of abstract thinking ability, IQ, and achievement tests.FindingsH1. There are significant differences in abstract thinking ability among placement groups that vary with race.H2. It was found that students from higher social status backgrounds tended to be placed in programs for the gifted more often than were students from lower social status backgrounds.H3. Teachers tended to select (from a hypothetical group) children from higher income families rather than children from lower income families for placement in the gifted program. This finding was also true for children whose profiles indicated parent occupation (e.g., teacher, judge).Conclusions1. The selection of gifted students is influenced by race and social status of the parents.2. Parent education, occupation, and income are social class variables that influence children both in and out of school.3. Abstract thinking ability is not an academic variable that influences the selection of children for gifted program placement in the school corporation selected for this study.4. Numerous other variables (e.g., hi/lo socioeconomic background, values and beliefs, directed/mediated learning experiences, language and historical background) influence a child's capacity to learn and should be always considered.5. Testing instruments are not available in the school system used in this study to accurately assess the skills of minority children.
Department of Special Education

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Klausmeier, Kay Louise. "The relationship between successive, simultaneous, and planning processes and the solution of metaphors, and achievement in sixth-grade students." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184382.

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This research was an investigation of the relationship between the cognitive processes labeled successive, simultaneous, and planning proposed by Luria and Das (Das, Kirby & Jarman, 1979) and the solution of visual metaphors and the achievement of 6th grade elementary age students from metropolitan schools. A battery of information processing tasks based on previous research with the Luria-Das model was administered to 191 6th grade students, approximately half of whom were Anglo and half of whom were Hispanic. In addition, the Metaphoric Triads Task (MTT), a measure of comprehension of visual metaphors, was administered to the same group and achievement data from the Iowa Test of Basic Skills gathered on the same students. Confirmatory factor analysis was used to determine whether the Luria-Das model or another model fit the data; and how the information processing variables related to each other, to the Metaphoric Triads task, and to the measures of achievement. A three factor solution consistent with previous research was obtained when confirmatory factor analysis was used to fit the Luria-Das model to the data. For the Anglo group, the factor structures of all three factors were consistent with the Luria-Das model of successive, simultaneous, and planning processes. For the Hispanic group, the factor structure of the simultaneous and planning factors was consistent with previous research, but the factor structure of the successive factor was not the same as that obtained in previous research. The relationship between the academic achievement scores for the whole group and the factors was consistent with the results of previous research with the exception of Spelling. Results of the current research indicate that group administration of the battery can produce results consistent with the Luria-Das model, but further research that includes minority populations is needed. The analysis of the performance of the Anglo and Hispanic groups on the Metaphoric Triads Task indicated that the two groups performed approximately the same but may have employed different processes to solve the metaphors. The results of this study provide important data about information processing styles of 6th grade students that can be useful in educational planning.

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Clark-Massey, Teresa. "The Underrepresentation of Low Socioeconomic Status Children in Gifted and Talented Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5686.

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The problem is children from low socioeconomic status households are often underrepresented in gifted and talented programs. Only a small percentage of these students is selected to participate in the district's gifted program. The purpose of the study was to help appropriately identify and include low SES children in the district's gifted program. The social constructivist foundation was applied for a better understanding of how the environment affects a child's learning and how social factors contribute to cognitive development, which could possibly alter the perceptions of how successful children can be. The guiding questions revolved around the teachers' perceptions of elementary (K-6) gifted and talented program's identification process in finding all children in need of advanced curriculum and instruction regardless of socioeconomic status level. A qualitative case study is designed to collect data from 6 elementary gifted and talented teachers from 1 district. Information was gathered through interviews, then transcribed and through the lens of the social constructivist framework, axial coding followed as well as use of open coding. Through the field notes some strengths, weaknesses, and recommendations were gathered about the gifted program. The identified the codes used supported answering the research question and subquestions. This project study has the potential to create social change by guiding teachers to understanding all children, regardless of their background, can learn through developing a stronger identification process and more locations to grow awareness of the opportunity.

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Schultz, Canyon A. "Investigating the requirements of a gifted and talented program including identification and selection of the gifted learner, differentiation methods and grouping options." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004schultzc.pdf.

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Tucker, Tammy Newman. "Searching for hidden treasure: The identification of under-represented gifted and talented students." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9020/.

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The purpose of this study was to examine the effect of staff development on the nomination and identification of culturally diverse and/or economically disadvantaged students for gifted programs. Teachers kindergarten through fifth grade from ten districts (N = 100) received 30 hours of staff development in gifted education. The experimental group (n = 50) received a specialized version of the training. The control group (n = 50) received the standard training provided by the Education Service Center. Teachers in the experimental group completed three Stages of Concern questionnaires at the beginning and end of the training and in the fall. Two Levels of Use interviews were also conducted, one in the fall and one in the spring. Innovation configurations were developed utilizing interview results. A repeated measures analysis of variance was conducted to determine differences in concerns of teachers over time. The results revealed growth, however, not of a significant level. A paired-samples t-test was conducted to determine differences in levels of use of the instructional strategies presented in the training. Again, results revealed growth in classroom application of strategies; however, the amount of growth was not significant. A paired-samples t-test was conducted on the components of the innovation configurations. Differentiated instruction was not significantly different, however, grouping strategies and student products showed significant growth in classroom application. Student nomination and identification data were analyzed across six ethnicities: White not economically disadvantaged, White economically disadvantaged, Hispanic not economically disadvantaged, Hispanic economically disadvantaged, African American not economically disadvantaged, and African American economically disadvantaged. Chi-square analyses determined statistical significance in nominations of Hispanic economically disadvantaged and African American not economically disadvantaged. Significant differences in placement of students occurred in White economically disadvantaged and Hispanic economically disadvantaged groups. No Hispanic not economically disadvantaged students met placement criteria.

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Книги з теми "Identification of gifted children"

Speigel, Donna. Identification of gifted children. [s.l: s.n.], 1989.

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Gifted education: Identification and provision. London: D. Fulton, 1995.

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Identifying gifted students: A practical guide. 2nd ed. Waco, Tex: Prufrock Press, 2011.

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McCarney, Stephen B. Gifted evaluation scale. 2nd ed. Columbia, MO (800 Gray Oak Dr., Columbia 65201): Hawthorne Educational Services, 1998.

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McCarney, Stephen B. Gifted evaluation scale. Columbia, Mo. (P.O. Box 7570, Columbia): Hawthorne Educational Services, 1987.

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Feldhusen, John Frederick. Talent identification and development in education (TIDE). Sarasota, Fla: Center for Creative Learning, 1992.

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Karnes, Frances A. Assessment tools for gifted children: Screening, identification, and evaluation. Denver, Colo: Love Pub. Co., 2010.

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Karnes, Frances A. Assessment tools for gifted children: Screening, identification, and evaluation. Denver, Colo: Love Pub. Co., 2010.

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Karnes, Frances A. Assessment tools for gifted children: Screening, identification, and evaluation. Denver, Colo: Love Pub. Co., 2010.

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Karnes, Frances A. Assessment tools for gifted children: Screening, identification, and evaluation. Denver, Colo: Love Pub. Co., 2010.

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Частини книг з теми "Identification of gifted children"

Castellano, Jaime A. "It Begins With Identification." In Teaching Gifted Children, 449–51. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238638-91.

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Piirto, Jane. "Identification of the Academically Gifted and Talented:." In Talented Children and Adults, 108–60. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238485-4.

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Heller, Kurt A., and Neville J. Schofield. "Identification and Nurturing the Gifted from an International Perspective." In Handbook of Giftedness in Children, 93–114. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-74401-8_6.

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Pfeiffer, Steven I., and Samara Blei. "Gifted Identification Beyond the IQ Test: Rating Scales and Other Assessment Procedures." In Handbook of Giftedness in Children, 177–98. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-74401-8_10.

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Bracken, Bruce A. "The Use of Intelligence Tests in the Identification of Gifted Children." In Handbook for Counselors Serving Students With Gifts & Talents, 85–101. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235415-7.

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Sternberg, Robert J. "The Rainbow Project: Using a Psychological Theory of Giftedness to Improve the Identification of Gifted Children." In Alternative Assessments, 147–56. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232988-8.

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Chess, Stella, and Mahin Hassibi. "Gifted Children." In Principles and Practice of Child Psychiatry, 390–94. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4613-2145-3_20.

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Renner, Karen J. "Gifted Children." In Evil Children in the Popular Imagination, 43–68. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-59963-6_3.

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Johnsen, Susan K. "Identification." In Introduction to Gifted Education, 121–43. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235859-11.

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Kircher-Morris, Emily. "Gifted and …" In Raising Twice-Exceptional Children, 19–32. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003237532-4.

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Тези доповідей конференцій з теми "Identification of gifted children"

Жмакина, Надежда Леонидовна, and Оксана Минниахматовна Рзаева. "MODERN REQUIREMENTS FOR THE IDENTIFICATION AND ORGANIZATION OF WORK WITH GIFTED PRESCHOOL CHILDREN IN THE CONTEXT OF SUPPLEMENTARY EDUCATION." In Проблемы управления качеством образования: сборник избранных статей Международной научно-методической конференции (Санкт-Петербург, Март 2022). Crossref, 2022. http://dx.doi.org/10.37539/ko196.2022.23.26.006.

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В статье описывается комплексный подход, включающий широкий спектр разнообразных методов при решении проблемы выявления одаренных детей в дошкольных учреждениях. Представлены 4 направления работы с одаренными детьми, реализуемые в детском саду в условиях дополнительного образования. The article describes complex approach including a wide range of different methods during identification of gifted children in preschool institutions. There are four aspects of work with gifted children realizing in the context of supplementary education in the kindergarten.

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Shumakova, Natalia. "Creativity In Intellectually Gifted Primary School Children And Gifted Children In Art." In ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.72.

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Ratner, Faina. "PROBLEMS AND DIFFICULTIES OF GIFTED CHILDREN." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.090.

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Benharrath, Kawther, Balkine Khaddoumi, Mounir Sayadi, Herve Rix, Olivier Meste, Jerome Lebrun, Sophie Guetat, and Marie-Noele Magnie-Mauro. "Feature Optimization for Gifted Children Diagnosis." In 2020 5th International Conference on Advanced Technologies for Signal and Image Processing (ATSIP). IEEE, 2020. http://dx.doi.org/10.1109/atsip49331.2020.9231719.

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Voloskov, I. V., and I. Vallis. "The psychological concept of gifted children." In General question of world science. L-Journal, 2020. http://dx.doi.org/10.18411/gq-30-11-2020-14.

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The article examines the basic approaches to children's giftedness, common in Russian and foreign psychology. The authors consider it necessary to combine the best achievements of Russian and foreign concepts of giftedness in order to create a unified theory of giftedness.

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Yuliana, Syari. "The Unique Things of Gifted Children Development." In Proceedings of the 2nd INDOEDUC4ALL - Indonesian Education for All (INDOEDUC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/indoeduc-18.2018.22.

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Kettler, Todd. "Gifted Education Policy and Equitable Identification of Students for Gifted Education." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1683267.

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Koryakina, Tatyana Grigorievna. "Additional Education Of Gifted Children Of The Far North." In PCSF 2019 - 9th PCSF Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.37.

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Duan, Xiaoju, Jiannong Shi, and Jianhui Wu. "Improved Neural Efficiency under Matching Condition for Gifted Children." In 2009 Fifth International Conference on Natural Computation. IEEE, 2009. http://dx.doi.org/10.1109/icnc.2009.219.

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

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Звіти організацій з теми "Identification of gifted children"

Engen, Sharon. Survey of language acquisition techniques provided by parents of talented and gifted children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5276.

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Lavy, Victor, and Yoav Goldstein. Gifted Children Programs’ Short and Long-Term Impact: Higher Education, Earnings, and the Knowledge-Economy. Cambridge, MA: National Bureau of Economic Research, February 2022. http://dx.doi.org/10.3386/w29779.

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

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

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Woodward, Gail. Identification of dyspraxic characteristics in children with moderate and severe articulation disorders. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5998.

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Wilde, Richard. Early Identification of At-Risk Children in a Rural School District Using Multiple Predictor Variables. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1400.

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Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.

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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.

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Snyder, Emily. A Comparison of Single Word Identification, Connected Speech Samples, and Imitated Sentence Tasks for Assessment of Children with a SSD. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.362.

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Minchev, Danail, Nikolay Popov, Veselin Petrov, Ivan Minkov, and Tihomir Vachev. Identification of a Novel Mitochondrial Mutation in the Cytochrome C Oxidase III Gene in Children with Autistic Sprectrum Disorders Using Next Generation RNA-Sequencing. "Prof. Marin Drinov" Publishing House of Bulgarian Academy of Sciences, February 2021. http://dx.doi.org/10.7546/crabs.2021.02.09.

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Wallace, Ina F. Universal Screening of Young Children for Developmental Disorders: Unpacking the Controversies. RTI Press, February 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0048.1802.

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In the past decade, American and Canadian pediatric societies have recommended that pediatric care clinicians follow a schedule of routine surveillance and screening for young children to detect conditions such as developmental delay, speech and language delays and disorders, and autism spectrum disorder. The goal of these recommendations is to ensure that children with these developmental issues receive appropriate referrals for evaluation and intervention. However, in 2015 and 2016, the US Preventive Services Task Force (USPSTF) and the Canadian Task Force on Preventive Health Care issued recommendations that did not support universal screening for these conditions. This occasional paper is designed to help make sense of the discrepancy between Task Force recommendations and those of the pediatric community in light of research and practice. To clarify the issues, this paper reviews the distinction between screening and surveillance; the benefits of screening and early identification; how the USPSTF makes its recommendations; and what the implications of not supporting screening are for research, clinical practice, and families.

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