Pub Date : 2022-07-20DOI: 10.1177/02614294221117096
R. Sternberg, O. Desmet
The essays in this special issue of Gifted Education International focus on issues in the terminology of the gifted field, especially the terms “gifted” and “giftedness” themselves. We summarize the contributors' arguments and propose ten common themes that emerge from the essays: 1. Be clear about what terms actually mean. 2. Promote giftedness as being about maximizing opportunity, not elitism. 3. Achieve equity so that all have equal opportunities. 4. If you identify individuals as “gifted,” use multiple and diverse measures. 5. Move beyond IQ and other narrow constructs. 6. Giftedness is dynamic, not just a permanent state. Who is gifted and how they are gifted can change over time and sociocultural and other contexts. 7. Motivation to achieve and to make a difference is more important than static abilities. 8. What matters is what you achieve, not just what you could achieve. 9. Focus on achieving a collective or common good. 10. Focus on instruction to help maximize on potential, not on identification.
{"title":"Introduction to terminological controversies in gifted education","authors":"R. Sternberg, O. Desmet","doi":"10.1177/02614294221117096","DOIUrl":"https://doi.org/10.1177/02614294221117096","url":null,"abstract":"The essays in this special issue of Gifted Education International focus on issues in the terminology of the gifted field, especially the terms “gifted” and “giftedness” themselves. We summarize the contributors' arguments and propose ten common themes that emerge from the essays: 1. Be clear about what terms actually mean. 2. Promote giftedness as being about maximizing opportunity, not elitism. 3. Achieve equity so that all have equal opportunities. 4. If you identify individuals as “gifted,” use multiple and diverse measures. 5. Move beyond IQ and other narrow constructs. 6. Giftedness is dynamic, not just a permanent state. Who is gifted and how they are gifted can change over time and sociocultural and other contexts. 7. Motivation to achieve and to make a difference is more important than static abilities. 8. What matters is what you achieve, not just what you could achieve. 9. Focus on achieving a collective or common good. 10. Focus on instruction to help maximize on potential, not on identification.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115030693","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 : 2022-06-22DOI: 10.1177/02614294221110459
R. Sternberg
The field of giftedness—including educators, theorists, and researchers--needs to show more cognizance of a phenomenon that is rearing its ugly head in more and more visible ways, namely, dark giftedness. Dark giftedness is giftedness used for bad and even toxic ends. Being gifted provides little, if any protection against the dark deployment of the abilities, talents, and skills that lead one to be viewed as gifted. The field of giftedness needs to take responsibility for identifying dark giftedness and mitigating its effects, to the extent possible. It needs also to teach gifted young people to use their gifts for positive rather than negative ends. The field of giftedness cannot assume that this will happen automatically, or that by ignoring the world-pervasive problem of dark giftedness, the problem will somehow not, nevertheless, be part of its responsibility to understand and assuage.
{"title":"The vexing problem of dark giftedness","authors":"R. Sternberg","doi":"10.1177/02614294221110459","DOIUrl":"https://doi.org/10.1177/02614294221110459","url":null,"abstract":"The field of giftedness—including educators, theorists, and researchers--needs to show more cognizance of a phenomenon that is rearing its ugly head in more and more visible ways, namely, dark giftedness. Dark giftedness is giftedness used for bad and even toxic ends. Being gifted provides little, if any protection against the dark deployment of the abilities, talents, and skills that lead one to be viewed as gifted. The field of giftedness needs to take responsibility for identifying dark giftedness and mitigating its effects, to the extent possible. It needs also to teach gifted young people to use their gifts for positive rather than negative ends. The field of giftedness cannot assume that this will happen automatically, or that by ignoring the world-pervasive problem of dark giftedness, the problem will somehow not, nevertheless, be part of its responsibility to understand and assuage.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122977039","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 : 2022-06-21DOI: 10.1177/02614294221110326
O. Muammar
This study assessed the impact of Mawhiba-IAU (an innovative gifted summer program in Saudi Arabia to prepare gifted students to thrive in an innovation-based economy) on students’ achievement, soft skills, and satisfaction. The convenience sample consisted of three datasets of gifted students for the various research questions. A quasi-experimental design with pre- and post-assessments with no control group and a cross-sectional design was used to assess the impact of Mawhiba-IAU on students’ holistic development. Achievement tests, scales, and surveys were used for the assessment. In the series of t-tests, the difference between the pre- and post-assessments showed significant effects on students’ achievement, soft skills development, and satisfaction. Although there were several limitations, including the lack of a control group, the results showed that Mawhiba-IAU was highly effective for students’ holistic development. In 2018, Mawhiba-IAU became the only program to win Mawhiba’s first award.
{"title":"Impact of Mawhiba’s first award-winning gifted summer program in Saudi Arabia on students’ achievement, skills, and satisfaction","authors":"O. Muammar","doi":"10.1177/02614294221110326","DOIUrl":"https://doi.org/10.1177/02614294221110326","url":null,"abstract":"This study assessed the impact of Mawhiba-IAU (an innovative gifted summer program in Saudi Arabia to prepare gifted students to thrive in an innovation-based economy) on students’ achievement, soft skills, and satisfaction. The convenience sample consisted of three datasets of gifted students for the various research questions. A quasi-experimental design with pre- and post-assessments with no control group and a cross-sectional design was used to assess the impact of Mawhiba-IAU on students’ holistic development. Achievement tests, scales, and surveys were used for the assessment. In the series of t-tests, the difference between the pre- and post-assessments showed significant effects on students’ achievement, soft skills development, and satisfaction. Although there were several limitations, including the lack of a control group, the results showed that Mawhiba-IAU was highly effective for students’ holistic development. In 2018, Mawhiba-IAU became the only program to win Mawhiba’s first award.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116969667","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 : 2022-06-14DOI: 10.1177/02614294221108577
Heejin Woo, Therese M. Cumming, S. O'Neill
This study explores South Korean pre-service primary teachers’ attitudes towards gifted students and gifted education. Qualitative focus group interviews were conducted with 13 South Korean undergraduates who were in their final year of a primary education. Analysis of the interviews revealed that culture was a major factor that had affected the pre-service teachers’ attitudes towards gifted education. Even though the participants agreed with the necessity of gifted education to meet gifted students’ distinctive intellectual and emotional needs, they tended to have negative attitudes towards the gifted education in South Korea because of the highly competitive educational atmosphere. The South Korean pre-service teachers admitted that taking a gifted education course could be somewhat helpful but not enough. They suggested that there should be more elective gifted education course offerings and that the current compulsory special education courses should devote more time and space to gifted education.
{"title":"South Korean pre-service primary school teachers’ attitudes towards gifted students and gifted education","authors":"Heejin Woo, Therese M. Cumming, S. O'Neill","doi":"10.1177/02614294221108577","DOIUrl":"https://doi.org/10.1177/02614294221108577","url":null,"abstract":"This study explores South Korean pre-service primary teachers’ attitudes towards gifted students and gifted education. Qualitative focus group interviews were conducted with 13 South Korean undergraduates who were in their final year of a primary education. Analysis of the interviews revealed that culture was a major factor that had affected the pre-service teachers’ attitudes towards gifted education. Even though the participants agreed with the necessity of gifted education to meet gifted students’ distinctive intellectual and emotional needs, they tended to have negative attitudes towards the gifted education in South Korea because of the highly competitive educational atmosphere. The South Korean pre-service teachers admitted that taking a gifted education course could be somewhat helpful but not enough. They suggested that there should be more elective gifted education course offerings and that the current compulsory special education courses should devote more time and space to gifted education.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"44 8 Pt 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125686542","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 : 2022-03-25DOI: 10.1177/02614294221086505
R. Sternberg
This article introduces the construct of personal talent curation. Personal talent curation is one’s assessment of one’s talents—of one’s strengths and weaknesses—but also the building of an adaptive match in life between those talents and both one’s career pursuits and one’s personal lifestyle. Sometimes, this match means pursuing a lifelong passion, but other times, it means giving up that passion or transforming it into a passion that works in the broader context of the life one seeks for oneself. For example, one may be an exceptionally talented musician, scientist, or artist, but the concomitants of a life building relentlessly on those talents—competition, professional jealousy, and continual critiques—just do not fit the kind of life one wishes to lead. In such cases, it may turn out that what in a profession or in society is viewed as a “failure” or a “derailment” may represent a personal adaptive success.
{"title":"Personal talent curation in the lifetime realization of gifted potential: The role of adaptive intelligence","authors":"R. Sternberg","doi":"10.1177/02614294221086505","DOIUrl":"https://doi.org/10.1177/02614294221086505","url":null,"abstract":"This article introduces the construct of personal talent curation. Personal talent curation is one’s assessment of one’s talents—of one’s strengths and weaknesses—but also the building of an adaptive match in life between those talents and both one’s career pursuits and one’s personal lifestyle. Sometimes, this match means pursuing a lifelong passion, but other times, it means giving up that passion or transforming it into a passion that works in the broader context of the life one seeks for oneself. For example, one may be an exceptionally talented musician, scientist, or artist, but the concomitants of a life building relentlessly on those talents—competition, professional jealousy, and continual critiques—just do not fit the kind of life one wishes to lead. In such cases, it may turn out that what in a profession or in society is viewed as a “failure” or a “derailment” may represent a personal adaptive success.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126870753","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 : 2022-03-22DOI: 10.1177/02614294221078081
K. Lewis, Angela M. Novak
Children’s literature (KidLit) is an effective strategy for fostering a classroom culture which embraces cultural diversity and builds understanding amongst students; professional learning (PL) communities can use KidLit as the basis for their discussion. A common read provides an opportunity to enrich PL communities and allow teachers to build on a shared experience to foster discussion. The key to using KidLit is to gather carefully selected pieces which are well timed and strategically inserted. Viewing areas of everyday racism through the eyes of children is a highly effective way to address areas of multiculturalism. Literature provides an avenue to explore diversity through a safe means, opening participants’ minds to various points of view and challenging preconceived ideas. This article discusses the benefit of using KidLit in PL with teachers of the gifted, and shares a step-by-step implementation plan for building- or district-level PL.
{"title":"Weaving KidLit into Professional Learning for Gifted Educators: Shifting Perspectives and Coaching for Equitable Practices","authors":"K. Lewis, Angela M. Novak","doi":"10.1177/02614294221078081","DOIUrl":"https://doi.org/10.1177/02614294221078081","url":null,"abstract":"Children’s literature (KidLit) is an effective strategy for fostering a classroom culture which embraces cultural diversity and builds understanding amongst students; professional learning (PL) communities can use KidLit as the basis for their discussion. A common read provides an opportunity to enrich PL communities and allow teachers to build on a shared experience to foster discussion. The key to using KidLit is to gather carefully selected pieces which are well timed and strategically inserted. Viewing areas of everyday racism through the eyes of children is a highly effective way to address areas of multiculturalism. Literature provides an avenue to explore diversity through a safe means, opening participants’ minds to various points of view and challenging preconceived ideas. This article discusses the benefit of using KidLit in PL with teachers of the gifted, and shares a step-by-step implementation plan for building- or district-level PL.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130312363","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 : 2022-03-20DOI: 10.1177/02614294221080809
Z. Ellala, Jamal H. Abu Attiyeh, S. K. Ellala, A. Kaba
The current study aimed to identify the level of emotional intelligence of outstanding students at the College of Education, Al Ain University (AAU), the United Arab Emirates, and their counterparts at Princess Nourah University (PNU), in the Kingdom of Saudi Arabia. A sample of 77 students was selected from both universities, of whom 41 students (20 males vs. 21 females) were from AAU and 36 female students from PNU. The study adopted the Chapman Emotional Intelligence Scale, which consists of five dimensions: self-awareness, self-motivation, emotion regulation, relationship management, and emotional development. The results of the study showed that the level of emotional intelligence of outstanding students at both universities ranged from high to very high. Furthermore, there were statistically no significant differences in the level of emotional intelligence as a function of the university. Finally, recommendations have been given.
{"title":"Measuring emotional intelligence of outstanding students: An empirical study using Chapman scale","authors":"Z. Ellala, Jamal H. Abu Attiyeh, S. K. Ellala, A. Kaba","doi":"10.1177/02614294221080809","DOIUrl":"https://doi.org/10.1177/02614294221080809","url":null,"abstract":"The current study aimed to identify the level of emotional intelligence of outstanding students at the College of Education, Al Ain University (AAU), the United Arab Emirates, and their counterparts at Princess Nourah University (PNU), in the Kingdom of Saudi Arabia. A sample of 77 students was selected from both universities, of whom 41 students (20 males vs. 21 females) were from AAU and 36 female students from PNU. The study adopted the Chapman Emotional Intelligence Scale, which consists of five dimensions: self-awareness, self-motivation, emotion regulation, relationship management, and emotional development. The results of the study showed that the level of emotional intelligence of outstanding students at both universities ranged from high to very high. Furthermore, there were statistically no significant differences in the level of emotional intelligence as a function of the university. Finally, recommendations have been given.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133340046","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 : 2022-01-31DOI: 10.1177/02614294211065217
Dante D. Dixson
This manuscript focuses on the various ways that the gifted label hinders the field of gifted and talented education (GATE) from progressing into a more inclusive and equitable field. Specifically, this manuscript outlines how (a) the social status that the gifted label confers is problematic for achieving equity within GATE, (b) how the gifted label impedes the ability of GATE programs to meet the real-time advanced academic needs of a more diverse group of students, and (c) how the gifted label encourages the perspective that gifted ability is general in nature (as opposed to domain-specific), which results in many students from underrepresented groups getting fewer opportunities to receive advanced academic services.
{"title":"Moving beyond the gifted label in gifted education: An equity perspective","authors":"Dante D. Dixson","doi":"10.1177/02614294211065217","DOIUrl":"https://doi.org/10.1177/02614294211065217","url":null,"abstract":"This manuscript focuses on the various ways that the gifted label hinders the field of gifted and talented education (GATE) from progressing into a more inclusive and equitable field. Specifically, this manuscript outlines how (a) the social status that the gifted label confers is problematic for achieving equity within GATE, (b) how the gifted label impedes the ability of GATE programs to meet the real-time advanced academic needs of a more diverse group of students, and (c) how the gifted label encourages the perspective that gifted ability is general in nature (as opposed to domain-specific), which results in many students from underrepresented groups getting fewer opportunities to receive advanced academic services.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124373731","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 : 2022-01-26DOI: 10.1177/02614294211070352
F. R. Olenchak
The dialogues, debates, and even arguments resulting from misunderstanding, misinterpretation, and mishandling of programs and people associated with the term “giftedness” are longstanding. Despite many years of efforts to assuage concerns of equity and need—many of which are legitimized by research evidence, the terminology continues to be obscured by its lack of precision. Relying on a continuing comparison with Shakespeare’s Romeo and Juliet, this treatise explores the terminological conundrum of “giftedness” and offers what is hoped is a creative avenue for contemplating the field of gifted education and psychology. Culminating with a modest proposal to begin systematically ameliorating the many problems with the term “giftedness,” the essay is positioned as an action item rooted in evidence.
{"title":"Pondering the term “Gifted” through a Romeo and Juliet lens","authors":"F. R. Olenchak","doi":"10.1177/02614294211070352","DOIUrl":"https://doi.org/10.1177/02614294211070352","url":null,"abstract":"The dialogues, debates, and even arguments resulting from misunderstanding, misinterpretation, and mishandling of programs and people associated with the term “giftedness” are longstanding. Despite many years of efforts to assuage concerns of equity and need—many of which are legitimized by research evidence, the terminology continues to be obscured by its lack of precision. Relying on a continuing comparison with Shakespeare’s Romeo and Juliet, this treatise explores the terminological conundrum of “giftedness” and offers what is hoped is a creative avenue for contemplating the field of gifted education and psychology. Culminating with a modest proposal to begin systematically ameliorating the many problems with the term “giftedness,” the essay is positioned as an action item rooted in evidence.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"3 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133219797","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 : 2022-01-09DOI: 10.1177/02614294211064772
Samed Yenioğlu, M. Melekoğlu, Büşra Yılmaz Yenioğlu
Twice exceptional (2e) individuals are defined as exceptionally talented persons in one or more areas including academic skills, creativity, leadership, and visual arts accompanied by challenges in one or more areas such as reading, writing, and mathematics. This study aimed to present the views on the academic and social-emotional development of a gifted student with learning disabilities. This research was conducted as a case study by using qualitative research methods. The authors conducted semi-structured interviews with the mother, elementary school teacher, special education teacher, and the 2e student himself. The study concluded that the participants emphasized the adaptations that were made in schools for 2e students and the need for support from parents, peers, and teachers for 2e students as well as the necessity for cooperation between school and family.
{"title":"A single-subject case study of twice exceptionality","authors":"Samed Yenioğlu, M. Melekoğlu, Büşra Yılmaz Yenioğlu","doi":"10.1177/02614294211064772","DOIUrl":"https://doi.org/10.1177/02614294211064772","url":null,"abstract":"Twice exceptional (2e) individuals are defined as exceptionally talented persons in one or more areas including academic skills, creativity, leadership, and visual arts accompanied by challenges in one or more areas such as reading, writing, and mathematics. This study aimed to present the views on the academic and social-emotional development of a gifted student with learning disabilities. This research was conducted as a case study by using qualitative research methods. The authors conducted semi-structured interviews with the mother, elementary school teacher, special education teacher, and the 2e student himself. The study concluded that the participants emphasized the adaptations that were made in schools for 2e students and the need for support from parents, peers, and teachers for 2e students as well as the necessity for cooperation between school and family.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124651650","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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