Pub Date : 2020-05-01DOI: 10.1177/0261429420917878
Wei-Ren Chen, Mei Chen
The ultimate goal of gifted education programs is to cultivate students’ competences through challenging, enriching, and engaging opportunities for talent development. The purpose of this review is to present two main approaches of enrichment programs for gifted learners in Taiwan: the programs following the law and the alternative programs initiated by local authorities, private organizations, and researchers. The rationale and practice of program evaluation are also discussed to analyze Taiwan’s gifted education program logics and qualities to reflect on the development of these programs. Finally, the prospects of program design and evaluation are proposed: (a) defining the criteria for success or effectiveness, (b) selecting or developing valid and reliable measurement tools and strategies, (c) conducting long-term evaluation plans and follow-up studies, and (d) promoting evidence-based decision-making in gifted education.
{"title":"Practice and evaluation of enrichment programs for the gifted and talented learners","authors":"Wei-Ren Chen, Mei Chen","doi":"10.1177/0261429420917878","DOIUrl":"https://doi.org/10.1177/0261429420917878","url":null,"abstract":"The ultimate goal of gifted education programs is to cultivate students’ competences through challenging, enriching, and engaging opportunities for talent development. The purpose of this review is to present two main approaches of enrichment programs for gifted learners in Taiwan: the programs following the law and the alternative programs initiated by local authorities, private organizations, and researchers. The rationale and practice of program evaluation are also discussed to analyze Taiwan’s gifted education program logics and qualities to reflect on the development of these programs. Finally, the prospects of program design and evaluation are proposed: (a) defining the criteria for success or effectiveness, (b) selecting or developing valid and reliable measurement tools and strategies, (c) conducting long-term evaluation plans and follow-up studies, and (d) promoting evidence-based decision-making in gifted education.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128584026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-24DOI: 10.1177/0261429420917860
B. Wallace
The author’s highly entertaining style has a narrative style commentary provided by Mrs Gribbin and her cat who supply essential detail with regard to the technology for stimulating human cognitive process and modes of memory. Mrs Gribbin’s comments are both highly amusing and informative, and Guy R Lefrancois has succeeded in producing both an academic text and a light-hearted, relaxing and highly informative read! This seventh edition provides a significant update in research, theory and its application in practice.
{"title":"Book review: Theories of Human Learning: Mrs Gribbin’s Cat (7th ed.)","authors":"B. Wallace","doi":"10.1177/0261429420917860","DOIUrl":"https://doi.org/10.1177/0261429420917860","url":null,"abstract":"The author’s highly entertaining style has a narrative style commentary provided by Mrs Gribbin and her cat who supply essential detail with regard to the technology for stimulating human cognitive process and modes of memory. Mrs Gribbin’s comments are both highly amusing and informative, and Guy R Lefrancois has succeeded in producing both an academic text and a light-hearted, relaxing and highly informative read! This seventh edition provides a significant update in research, theory and its application in practice.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115774555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-21DOI: 10.1177/0261429420917854
C. Lo, Li Feng
The current study examined the effects of higher order thinking skills (HOTS) interventions with gifted students in Taiwan. A total of 25 studies published between 1997 and 2017 were included. Twenty-nine effect sizes were extracted for the 25 studies. The small number of existing studies indicates a lack of scholarly attention to HOTS in gifted education in Taiwan in the past two decades. On the other hand, the effect sizes, ranged from 0.26 to 2.01, with a mean of 0.78 and standard deviation of 0.39, showed moderately large effect sizes for these interventions, which can be interpreted as evidence for general effectiveness. Subgroup analyses indicated that intervention effects did not vary significantly by grade level, type of program, intervention dosage, and type of dissemination. However, a statistically significant difference was found between the effect sizes in different types of instructional design (i.e. stand-alone HOTS unit vs. integrated HOTS unit). Implications are discussed.
{"title":"Teaching higher order thinking skills to gifted students: A meta-analysis","authors":"C. Lo, Li Feng","doi":"10.1177/0261429420917854","DOIUrl":"https://doi.org/10.1177/0261429420917854","url":null,"abstract":"The current study examined the effects of higher order thinking skills (HOTS) interventions with gifted students in Taiwan. A total of 25 studies published between 1997 and 2017 were included. Twenty-nine effect sizes were extracted for the 25 studies. The small number of existing studies indicates a lack of scholarly attention to HOTS in gifted education in Taiwan in the past two decades. On the other hand, the effect sizes, ranged from 0.26 to 2.01, with a mean of 0.78 and standard deviation of 0.39, showed moderately large effect sizes for these interventions, which can be interpreted as evidence for general effectiveness. Subgroup analyses indicated that intervention effects did not vary significantly by grade level, type of program, intervention dosage, and type of dissemination. However, a statistically significant difference was found between the effect sizes in different types of instructional design (i.e. stand-alone HOTS unit vs. integrated HOTS unit). Implications are discussed.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116682380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-21DOI: 10.1177/0261429420917469
L. Tan, Letchmi Devi Ponnusamy, S. Lee, Elizabeth Koh, L. Koh, J. Tan, Keith Chiu Kian Tan, Terence Titus Chia
A common pedagogical approach to foster creativity and develop talents among gifted students is after-school enrichment programs. However, in practice, there are several issues concerning the conceptualization and implementation of such programs. Since these enrichment programs are typically not part of the core curriculum and scheduled outside curriculum time, these programs are relatively low stakes. As an after-school add-on program, such programs tend to be fragmented and ad hoc in nature. Instead of a systematic program designed to stretch gifted and talented students, with the goal of developing their knowledge and competencies in breadth and depth, the programs that are implemented tend to be pitched at exposure level. To effectively meet the needs of the gifted and talented students, it is imperative to examine the intricacies of these programs. The fidelity has significant implications on the quality of the students’ learning experiences. This article shares the issues and challenges they faced.
{"title":"Intricacies of designing and implementing enrichment programs for high-ability students","authors":"L. Tan, Letchmi Devi Ponnusamy, S. Lee, Elizabeth Koh, L. Koh, J. Tan, Keith Chiu Kian Tan, Terence Titus Chia","doi":"10.1177/0261429420917469","DOIUrl":"https://doi.org/10.1177/0261429420917469","url":null,"abstract":"A common pedagogical approach to foster creativity and develop talents among gifted students is after-school enrichment programs. However, in practice, there are several issues concerning the conceptualization and implementation of such programs. Since these enrichment programs are typically not part of the core curriculum and scheduled outside curriculum time, these programs are relatively low stakes. As an after-school add-on program, such programs tend to be fragmented and ad hoc in nature. Instead of a systematic program designed to stretch gifted and talented students, with the goal of developing their knowledge and competencies in breadth and depth, the programs that are implemented tend to be pitched at exposure level. To effectively meet the needs of the gifted and talented students, it is imperative to examine the intricacies of these programs. The fidelity has significant implications on the quality of the students’ learning experiences. This article shares the issues and challenges they faced.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125166116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-08DOI: 10.1177/0261429420917879
Uğur Sak, B. Ayas
In this article, we review the Education Programs for Talented Students (EPTS) Curriculum Model, its applications in program development, and research carried out on its effectiveness. The EPTS Curriculum Model, an enrichment model, was developed to differentiate regular curriculum and to design new curriculum for gifted students. It is a two-component model. The first component includes content standards at four levels. The second component is composed of three-stratum ability skills. Besides the EPTS Curriculum Model, the EPTS Curriculum Differentiator is used as a method to make acceleration and enrichment together in regular curriculum. The Differentiator has seven regions. Each region provides a different means to make differentiations in regular curriculum.
{"title":"EPTS Curriculum Model: Optimum curriculum differentiator for the education of gifted students","authors":"Uğur Sak, B. Ayas","doi":"10.1177/0261429420917879","DOIUrl":"https://doi.org/10.1177/0261429420917879","url":null,"abstract":"In this article, we review the Education Programs for Talented Students (EPTS) Curriculum Model, its applications in program development, and research carried out on its effectiveness. The EPTS Curriculum Model, an enrichment model, was developed to differentiate regular curriculum and to design new curriculum for gifted students. It is a two-component model. The first component includes content standards at four levels. The second component is composed of three-stratum ability skills. Besides the EPTS Curriculum Model, the EPTS Curriculum Differentiator is used as a method to make acceleration and enrichment together in regular curriculum. The Differentiator has seven regions. Each region provides a different means to make differentiations in regular curriculum.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"230 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123007946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-03DOI: 10.1177/0261429420914087
Chien Yu, C. Kuo, Y. Chen, Chien-Chi Chu
The Bright Mind Project, sponsored by Morgan Stanley Taiwan and Chinese Association of Gifted Education, was launched in 2004 and ended in 2018. With scholarships, living subsidies, enrichment courses, and counseling provided, this project was tailored for gifted senior high students of socioeconomically disadvantaged families in Taiwan. After the project ended in 2018, a retrospective tracking study was conducted to understand the students’ feedback on the project. The findings suggest that students hold a positive attitude toward the project and think it is of great help to their academic performances at school and future careers. They also believe that, with the resources obtained from the project, they have broadened their horizons, enriched their life experiences, and adopted a positive attitude toward life. Finally, students also provided suggestions for the future project like this based on their personal experiences.
{"title":"A retrospective survey on evaluating an enrichment program for socioeconomically disadvantaged gifted students","authors":"Chien Yu, C. Kuo, Y. Chen, Chien-Chi Chu","doi":"10.1177/0261429420914087","DOIUrl":"https://doi.org/10.1177/0261429420914087","url":null,"abstract":"The Bright Mind Project, sponsored by Morgan Stanley Taiwan and Chinese Association of Gifted Education, was launched in 2004 and ended in 2018. With scholarships, living subsidies, enrichment courses, and counseling provided, this project was tailored for gifted senior high students of socioeconomically disadvantaged families in Taiwan. After the project ended in 2018, a retrospective tracking study was conducted to understand the students’ feedback on the project. The findings suggest that students hold a positive attitude toward the project and think it is of great help to their academic performances at school and future careers. They also believe that, with the resources obtained from the project, they have broadened their horizons, enriched their life experiences, and adopted a positive attitude toward life. Finally, students also provided suggestions for the future project like this based on their personal experiences.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123952403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-22DOI: 10.1177/0261429419899946
M. Wellisch
This case study outlines the challenges of eight Australian mothers with intellectually gifted preschoolers. The ideal ways of nurturing children’s giftedness, the parents’ role in early identification and the effect of maternal depression and possible association with twice exceptionality (gifted with a disorder) are discussed. The narratives of case study parents then describe how and whether the needs of their preschoolers were understood or met in early childhood services, and the advice they received about early entry. It was found that early entry met the needs of children whose parents chose this acceleration option and that the preschoolers who missed out because of intervention by their educators did not fare so well. Findings also indicated an urgent need for the inclusion of compulsory early childhood giftedness courses for Australian pre-service educators and an equally urgent need for professional development courses about giftedness for educators already working in early childhood services.
{"title":"Parenting with eyes wide open: Young gifted children, early entry and social isolation","authors":"M. Wellisch","doi":"10.1177/0261429419899946","DOIUrl":"https://doi.org/10.1177/0261429419899946","url":null,"abstract":"This case study outlines the challenges of eight Australian mothers with intellectually gifted preschoolers. The ideal ways of nurturing children’s giftedness, the parents’ role in early identification and the effect of maternal depression and possible association with twice exceptionality (gifted with a disorder) are discussed. The narratives of case study parents then describe how and whether the needs of their preschoolers were understood or met in early childhood services, and the advice they received about early entry. It was found that early entry met the needs of children whose parents chose this acceleration option and that the preschoolers who missed out because of intervention by their educators did not fare so well. Findings also indicated an urgent need for the inclusion of compulsory early childhood giftedness courses for Australian pre-service educators and an equally urgent need for professional development courses about giftedness for educators already working in early childhood services.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122678871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.1177/0261429418821537
B. Wallace
{"title":"Book review: Redefining English for the More Able: A Practical Guide","authors":"B. Wallace","doi":"10.1177/0261429418821537","DOIUrl":"https://doi.org/10.1177/0261429418821537","url":null,"abstract":"","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115195129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.1177/0261429419864272
David Tenemaza Kramaley, J. Wishart
The expert performance theory by Ericsson et al. which maintains that deliberate practice can account for most of the variance in expertise studies is often posed as a strong scientific framework for research on giftedness. The current study explored relationships between performance, deliberate practice and mindset beliefs about intelligence and ability in chess play. Data were gathered through questionnaire survey from a sample of 21 participants at a chess tournament. Results indicate that those with a growth mindset for chess ability had longer serious study sessions and those with an intelligence growth mindset participated in more serious competitions. In light of this, educators should consider that a student’s performance in their academic setting may be affected by a mindset category that they have not yet considered and in different ways. This could include, for example, ‘mathematics’ or ‘examination performance’ mindsets, among others.
{"title":"Can fixed versus growth mindset theories of intelligence and chess ability, together with deliberate practice, improve our understanding of expert performance?","authors":"David Tenemaza Kramaley, J. Wishart","doi":"10.1177/0261429419864272","DOIUrl":"https://doi.org/10.1177/0261429419864272","url":null,"abstract":"The expert performance theory by Ericsson et al. which maintains that deliberate practice can account for most of the variance in expertise studies is often posed as a strong scientific framework for research on giftedness. The current study explored relationships between performance, deliberate practice and mindset beliefs about intelligence and ability in chess play. Data were gathered through questionnaire survey from a sample of 21 participants at a chess tournament. Results indicate that those with a growth mindset for chess ability had longer serious study sessions and those with an intelligence growth mindset participated in more serious competitions. In light of this, educators should consider that a student’s performance in their academic setting may be affected by a mindset category that they have not yet considered and in different ways. This could include, for example, ‘mathematics’ or ‘examination performance’ mindsets, among others.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128627150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.1177/0261429419871657
Marij Persons, Yvonne de Groot, Anneke Stoffels-Engering
We work as teachers in one-day-a-week classes for gifted elementary school students in the Netherlands. The classes are centred on themes that last about 8 weeks. Twice a year, the students work on a project using the TASC Wheel to systematically gain more knowledge on the subject as well as to practise their executive skills. As an example of good practice, we here describe the Art project that we have recently worked on with one of our groups containing 13 gifted students aged 10–12 years who attend one full day class a week.
{"title":"Using the TASC Wheel in one-day-a-week class for gifted students: Project Art","authors":"Marij Persons, Yvonne de Groot, Anneke Stoffels-Engering","doi":"10.1177/0261429419871657","DOIUrl":"https://doi.org/10.1177/0261429419871657","url":null,"abstract":"We work as teachers in one-day-a-week classes for gifted elementary school students in the Netherlands. The classes are centred on themes that last about 8 weeks. Twice a year, the students work on a project using the TASC Wheel to systematically gain more knowledge on the subject as well as to practise their executive skills. As an example of good practice, we here describe the Art project that we have recently worked on with one of our groups containing 13 gifted students aged 10–12 years who attend one full day class a week.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127142760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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