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Introduction to terminological controversies in gifted education 资优教育术语争议导论
Pub Date : 2022-07-20 DOI: 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.
本期《资优教育国际》特刊的文章主要关注资优领域的术语问题,特别是“资优”和“资优”这两个术语本身。我们总结了贡献者的论点,并提出了从文章中出现的十个共同主题:1。要清楚术语的真正含义。2. 将天赋提升为机会最大化,而不是精英主义。3.实现公平,让所有人都有平等的机会。4. 如果你确定一个人是“有天赋的”,使用多种不同的衡量标准。5. 超越智商和其他狭隘的概念。6. 天赋是动态的,而不是永久的状态。谁有天赋以及他们如何天赋会随着时间、社会文化和其他环境而改变。7. 取得成就和有所作为的动力比静止的能力更重要。8. 重要的是你取得了什么,而不仅仅是你能取得什么。9. 专注于实现集体或共同利益。10. 专注于指导,以帮助最大限度地发挥潜力,而不是识别。
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引用次数: 2
The vexing problem of dark giftedness 令人烦恼的黑暗天赋问题
Pub Date : 2022-06-22 DOI: 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.
天赋领域——包括教育者、理论家和研究者——需要更多地认识到一种现象,这种现象正以越来越明显的方式抬头,即黑暗天赋。“黑暗天赋”是指被用于坏的、甚至有毒的目的的天赋。天赋很少,如果有的话,对那些导致一个人被视为天赋的能力、天赋和技能的黑暗部署提供保护。天赋领域需要承担起识别黑暗天赋并尽可能减轻其影响的责任。它还需要教导有天赋的年轻人把他们的天赋用于积极的目的,而不是消极的目的。天赋领域不能假设这种情况会自动发生,也不能假设忽视世界普遍存在的黑暗天赋问题,无论如何,这个问题就不会成为其理解和缓和责任的一部分。
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引用次数: 5
Impact of Mawhiba’s first award-winning gifted summer program in Saudi Arabia on students’ achievement, skills, and satisfaction Mawhiba在沙特阿拉伯的第一个获奖的天才暑期项目对学生的成就、技能和满意度的影响
Pub Date : 2022-06-21 DOI: 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.
本研究评估了mawhba - iau(沙特阿拉伯的一个创新型天才学生暑期项目,旨在帮助天才学生在创新型经济中茁壮成长)对学生成就、软技能和满意度的影响。方便样本由三个资优学生数据集组成,用于各种研究问题。采用准实验设计,不设对照组进行前后评估,采用横断面设计评估mawhba - iau对学生整体发展的影响。成绩测试、量表和调查被用于评估。在一系列的t检验中,评估前后的差异对学生的学习成绩、软技能发展和满意度有显著影响。虽然存在一些局限性,包括缺乏对照组,但结果表明mawhba - iau对学生的整体发展非常有效。2018年,Mawhiba- iau成为唯一一个赢得Mawhiba首个奖项的项目。
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引用次数: 0
South Korean pre-service primary school teachers’ attitudes towards gifted students and gifted education 韩国职前小学教师对资优学生与资优教育的态度
Pub Date : 2022-06-14 DOI: 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.
本研究探讨韩国职前小学教师对资优学生及资优教育的态度。对13名韩国大学生进行了定性焦点小组访谈,这些大学生正处于小学教育的最后一年。访谈分析显示,文化是影响职前教师对资优教育态度的主要因素。虽然受访者认同资优教育的必要性,以满足资优学生独特的智力和情感需求,但由于韩国竞争激烈的教育氛围,他们倾向于对资优教育持消极态度。韩国职前教师承认,参加资优教育课程可能会有所帮助,但还不够。他们建议应增加选修的资优教育课程,现行的特殊教育义务课程应增加资优教育的时间和空间。
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引用次数: 0
Personal talent curation in the lifetime realization of gifted potential: The role of adaptive intelligence 个人天赋管理在天赋潜能终身实现中的作用:适应性智力的作用
Pub Date : 2022-03-25 DOI: 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.
本文介绍了个人人才培养的结构。个人人才培养是一个人对自己的才能的评估,对自己的长处和短处的评估,也是在这些才能与自己的职业追求和个人生活方式之间建立一种适应性匹配的过程。有时,这种匹配意味着追求一生的激情,但有时,这意味着放弃这种激情,或将其转化为一种激情,在一个人为自己寻求的更广泛的生活背景下发挥作用。例如,一个人可能是一个非常有天赋的音乐家、科学家或艺术家,但无情地建立在这些才能上的生活的伴随——竞争、职业上的嫉妒和不断的批评——就是不适合他希望过的那种生活。在这种情况下,事实可能会证明,在职业或社会中被视为“失败”或“出轨”的东西可能代表着个人适应性的成功。
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引用次数: 0
Weaving KidLit into Professional Learning for Gifted Educators: Shifting Perspectives and Coaching for Equitable Practices 将儿童的天赋融入天才教育者的专业学习:转变观点和指导公平实践
Pub Date : 2022-03-22 DOI: 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.
儿童文学(KidLit)是培养包容文化多样性和建立学生之间理解的课堂文化的有效策略;专业学习(PL)社区可以使用KidLit作为他们讨论的基础。共同阅读提供了丰富PL社区的机会,并允许教师在共享经验的基础上促进讨论。使用KidLit的关键是收集精心挑选的碎片,这些碎片是适时和有策略地插入的。通过儿童的眼睛观察日常种族主义领域是解决多元文化主义领域的一种非常有效的方式。文学通过一种安全的方式提供了探索多样性的途径,使参与者的思想向各种观点开放,并挑战先入为主的观念。本文与资优教师讨论了在公共教育中使用KidLit的好处,并分享了一个逐步实施的计划,以建立或地区一级的公共教育。
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引用次数: 0
Measuring emotional intelligence of outstanding students: An empirical study using Chapman scale 优秀学生情商测量:基于Chapman量表的实证研究
Pub Date : 2022-03-20 DOI: 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.
目前的研究旨在确定阿拉伯联合酋长国艾因大学(AAU)教育学院的优秀学生和沙特阿拉伯王国诺拉公主大学(PNU)的优秀学生的情商水平。从两所大学选取77名学生作为样本,其中41名学生(20名男生对21名女生)来自AAU, 36名女生来自PNU。本研究采用查普曼情绪智力量表,该量表包括五个维度:自我意识、自我激励、情绪调节、关系管理和情绪发展。研究结果表明,两所大学优秀学生的情商水平从高到非常高不等。此外,从统计上看,不同大学的学生在情绪智力水平上没有显著差异。最后,提出了建议。
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引用次数: 1
Moving beyond the gifted label in gifted education: An equity perspective 在资优教育中超越资优标签:一个公平的视角
Pub Date : 2022-01-31 DOI: 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.
这份手稿的重点是各种方式,天才的标签阻碍了资优和人才教育领域(门)从进步到一个更加包容和公平的领域。具体来说,这篇手稿概述了(a)天才标签赋予的社会地位如何在GATE内部实现公平是有问题的,(b)天才标签如何阻碍GATE项目满足更多样化学生群体的实时高级学术需求的能力,以及(c)天才标签如何鼓励天赋能力本质上是普遍的(而不是特定领域的)观点。这导致许多来自弱势群体的学生获得高级学术服务的机会更少。
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引用次数: 1
Pondering the term “Gifted” through a Romeo and Juliet lens 从罗密欧与朱丽叶的角度思考“天才”这个词
Pub Date : 2022-01-26 DOI: 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.
由于误解、误读和不当处理与“天赋”一词相关的项目和人员而产生的对话、辩论甚至争论是长期存在的。尽管多年来人们一直在努力减轻对公平和需求的担忧——其中许多都有研究证据证明是合理的——但由于缺乏准确性,这一术语仍然模糊不清。通过与莎士比亚的《罗密欧与朱丽叶》的持续比较,这篇论文探索了“天赋”的术语难题,并提供了一个希望是思考天才教育和心理学领域的创造性途径。最后,这篇文章提出了一个适度的建议,开始系统地改善“天赋”一词的许多问题,这篇文章被定位为一个植根于证据的行动项目。
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引用次数: 0
A single-subject case study of twice exceptionality 一个单主题的案例研究,两次例外
Pub Date : 2022-01-09 DOI: 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.
两次例外(2e)个人被定义为在一个或多个领域,包括学术技能、创造力、领导能力和视觉艺术方面具有特殊才能的人,同时在阅读、写作和数学等一个或多个领域面临挑战。本研究旨在探讨资优学习障碍学生的学业及社会情感发展。本研究采用定性研究方法进行个案研究。作者对母亲、小学老师、特殊教育老师和学生本人进行了半结构化访谈。研究得出的结论是,参与者强调了学校为2e学生所做的适应,以及家长、同伴和老师对2e学生的支持的必要性,以及学校和家庭之间合作的必要性。
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引用次数: 1
期刊
Gifted Education International
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