Pub Date : 2022-01-04DOI: 10.1177/02614294211064703
Aakash A. Chowkase
Most conceptions of giftedness overly focus on the gifted “individual” and leave out the social and global context in which the individual grows. However, human lives are intricately interconnected. An individual’s actions can have large effects on other individuals, societies, and nature. In this article, I argue a paradigm shift is needed in the way giftedness is construed today. I draw on the three C’s conception of giftedness in which gifted behaviors are seen as an interplay of competence in action, commitment to task, and concern for others. I discuss seven profiles of gifted behaviors: Profile 1—competent (high competence); Profile 2—committed (high commitment); Profile 3—concerned (high concern); Profile 4—indifferent expert (high competence and commitment); Profile 5—amateur altruist (high commitment and concern); Profile 6—uncommitted thinker (high competence and concern); and Profile 7—fully developing talent (high competence, commitment, and concern). Further, I discuss how this taxonomy can inform education and identification practices in gifted education.
{"title":"Three C’s conception of giftedness: A call for paradigm shift","authors":"Aakash A. Chowkase","doi":"10.1177/02614294211064703","DOIUrl":"https://doi.org/10.1177/02614294211064703","url":null,"abstract":"Most conceptions of giftedness overly focus on the gifted “individual” and leave out the social and global context in which the individual grows. However, human lives are intricately interconnected. An individual’s actions can have large effects on other individuals, societies, and nature. In this article, I argue a paradigm shift is needed in the way giftedness is construed today. I draw on the three C’s conception of giftedness in which gifted behaviors are seen as an interplay of competence in action, commitment to task, and concern for others. I discuss seven profiles of gifted behaviors: Profile 1—competent (high competence); Profile 2—committed (high commitment); Profile 3—concerned (high concern); Profile 4—indifferent expert (high competence and commitment); Profile 5—amateur altruist (high commitment and concern); Profile 6—uncommitted thinker (high competence and concern); and Profile 7—fully developing talent (high competence, commitment, and concern). Further, I discuss how this taxonomy can inform education and identification practices in gifted education.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114714547","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 : 2021-12-30DOI: 10.1177/02614294211070651
Don Ambrose
Theoretical and practical work in gifted education has been dominated by mechanistic precision in measurements designed to select students for gifted programs and guide them through their development. Too much faith in mechanistic precision can become a form of dogmatism that obscures very important, less-measurable dimensions of human ability. This interdisciplinary analysis explores this form of dogmatism while illustrating some ways in which it misaligns gifted education with turbulent, complex 21st-century trends and issues.
{"title":"The Blunting of Occam’s Razor: Omnicompetent Reductionism Distorting Conceptions of Giftedness","authors":"Don Ambrose","doi":"10.1177/02614294211070651","DOIUrl":"https://doi.org/10.1177/02614294211070651","url":null,"abstract":"Theoretical and practical work in gifted education has been dominated by mechanistic precision in measurements designed to select students for gifted programs and guide them through their development. Too much faith in mechanistic precision can become a form of dogmatism that obscures very important, less-measurable dimensions of human ability. This interdisciplinary analysis explores this form of dogmatism while illustrating some ways in which it misaligns gifted education with turbulent, complex 21st-century trends and issues.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125224215","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 : 2021-12-30DOI: 10.1177/02614294211064708
D. S. Fleith, Nielsen Pereira, Eunice M. L. S. Alencar
For more than 90 years, terminology related to giftedness in Brazil has evolved, proliferating terms used to describe gifted individuals. Terms such as superdotado (the common translation of gifted into Portuguese) may lead lay people to think of gifted students as only those with extremely high ability or extraordinary capabilities and is often used in a way that carries a negative connotation. On the other hand, terms such as high ability student, which is associated with academics, and talented, which suggests artistic endeavors, may not capture the full range of possible areas in which a student can be gifted. We argue that because terminology is important and can influence policy and practice, it is crucial to have clear definitions, but it is even more important to go beyond terms to clarify the phenomenon of giftedness, disseminate relevant research, and inform parents of gifted students and professionals working with these students.
{"title":"Giftedness in Brazil: To what extent does terminology really matter?","authors":"D. S. Fleith, Nielsen Pereira, Eunice M. L. S. Alencar","doi":"10.1177/02614294211064708","DOIUrl":"https://doi.org/10.1177/02614294211064708","url":null,"abstract":"For more than 90 years, terminology related to giftedness in Brazil has evolved, proliferating terms used to describe gifted individuals. Terms such as superdotado (the common translation of gifted into Portuguese) may lead lay people to think of gifted students as only those with extremely high ability or extraordinary capabilities and is often used in a way that carries a negative connotation. On the other hand, terms such as high ability student, which is associated with academics, and talented, which suggests artistic endeavors, may not capture the full range of possible areas in which a student can be gifted. We argue that because terminology is important and can influence policy and practice, it is crucial to have clear definitions, but it is even more important to go beyond terms to clarify the phenomenon of giftedness, disseminate relevant research, and inform parents of gifted students and professionals working with these students.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124947074","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 : 2021-12-20DOI: 10.1177/02614294211069627
Sema Tan
During the school closure in the COVID-19 pandemic, students with special needs including gifted students faced many challenges in terms of educational support. The Turkish Ministry of National Education released a mobile app named “I am special, I am in education” to overcome these challenges. This study aimed to explore how gifted children perceived the experience of learning through this mobile app. Using a phenomenological design, the data were collected from 10 gifted students through focus group interviews and student journals. An inductive approach was used to analyze the data. The findings indicated that although gifted students referred to this experience as weird and different, they also stated that using the app helped their learning. They foregrounded that the app needed improvements and a section for live interaction with other gifted students and teachers to increase their motivation. This study suggests some implications for mobile app developers, educators, and parents.
{"title":"Remote learning through a mobile application in gifted education","authors":"Sema Tan","doi":"10.1177/02614294211069627","DOIUrl":"https://doi.org/10.1177/02614294211069627","url":null,"abstract":"During the school closure in the COVID-19 pandemic, students with special needs including gifted students faced many challenges in terms of educational support. The Turkish Ministry of National Education released a mobile app named “I am special, I am in education” to overcome these challenges. This study aimed to explore how gifted children perceived the experience of learning through this mobile app. Using a phenomenological design, the data were collected from 10 gifted students through focus group interviews and student journals. An inductive approach was used to analyze the data. The findings indicated that although gifted students referred to this experience as weird and different, they also stated that using the app helped their learning. They foregrounded that the app needed improvements and a section for live interaction with other gifted students and teachers to increase their motivation. This study suggests some implications for mobile app developers, educators, and parents.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"276 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113966882","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 : 2021-12-20DOI: 10.1177/02614294211069759
F. Kaya, Aysegul Islekeller-Bozca
COVID-19 began to spread all over the world in the Spring of 2020. All schools, including the institutions serving students with special needs, were closed to decrease the spread of the virus. The schools had to shift to online education, which was a new experience for most students. In addition to the negative effects of the pandemic itself, the new learning format required extra effort from students. Gifted and talented students as a special group with special educational and socio-emotional needs may have experienced the pandemic differently. In the present study, we aimed to explore gifted and talented students’ subjective well-being, feelings of hope, and stress coping strategies with a quantitative method. In addition, we used a qualitative method and asked a few open-ended questions to dig deeper into these students’ experiences during the pandemic. We found a statistically significant correlation among subjective well-being, hope, and stress coping strategies. Effective stress coping strategies are used more frequently than negative ones. We revealed that although there are some positive sides to the process, the students described some difficulties with social interaction, access and use of technology, motivation, and physical health. Based on the findings, we suggested some important implications and recommendations for parents, educators, and policymakers.
{"title":"Experiences of gifted students during the COVID-19 pandemic in Turkey","authors":"F. Kaya, Aysegul Islekeller-Bozca","doi":"10.1177/02614294211069759","DOIUrl":"https://doi.org/10.1177/02614294211069759","url":null,"abstract":"COVID-19 began to spread all over the world in the Spring of 2020. All schools, including the institutions serving students with special needs, were closed to decrease the spread of the virus. The schools had to shift to online education, which was a new experience for most students. In addition to the negative effects of the pandemic itself, the new learning format required extra effort from students. Gifted and talented students as a special group with special educational and socio-emotional needs may have experienced the pandemic differently. In the present study, we aimed to explore gifted and talented students’ subjective well-being, feelings of hope, and stress coping strategies with a quantitative method. In addition, we used a qualitative method and asked a few open-ended questions to dig deeper into these students’ experiences during the pandemic. We found a statistically significant correlation among subjective well-being, hope, and stress coping strategies. Effective stress coping strategies are used more frequently than negative ones. We revealed that although there are some positive sides to the process, the students described some difficulties with social interaction, access and use of technology, motivation, and physical health. Based on the findings, we suggested some important implications and recommendations for parents, educators, and policymakers.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133518632","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 : 2021-12-17DOI: 10.1177/02614294211062298
C. Kuo
To determine if a person is gifted or not, the government sets the criteria of identification since giftedness is an abstract concept. However, the standard has always been decided and affected by the attitudes of the education authority and the allocation of resources. The opportunities for some potential learners to participate in gifted programs are often closed because of high identification criteria on standardized tests, especially intelligence tests. To bridge the achievement and the opportunity gaps between regular and gifted students with disabilities or different cultural backgrounds, educators are encouraged to apply the talent development model to develop hidden potential rather than focus on identification or labeling students as “gifted.” Every child is unique and has strengths and weakness. It is time to change the rigid concept of giftedness and expand the concept to discover multiple talents. The most important aspect is no longer defining intelligence merely as g or IQ.
{"title":"Expanding the Conception of Giftedness to Talent Development","authors":"C. Kuo","doi":"10.1177/02614294211062298","DOIUrl":"https://doi.org/10.1177/02614294211062298","url":null,"abstract":"To determine if a person is gifted or not, the government sets the criteria of identification since giftedness is an abstract concept. However, the standard has always been decided and affected by the attitudes of the education authority and the allocation of resources. The opportunities for some potential learners to participate in gifted programs are often closed because of high identification criteria on standardized tests, especially intelligence tests. To bridge the achievement and the opportunity gaps between regular and gifted students with disabilities or different cultural backgrounds, educators are encouraged to apply the talent development model to develop hidden potential rather than focus on identification or labeling students as “gifted.” Every child is unique and has strengths and weakness. It is time to change the rigid concept of giftedness and expand the concept to discover multiple talents. The most important aspect is no longer defining intelligence merely as g or IQ.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130403647","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 : 2021-12-09DOI: 10.1177/02614294211065089
N. G. Kaya, Gülendam Akgül
Due to the effects of a worldwide outbreak of COVID-19, as in many countries, students in Turkey started to have online education since March 2020. Factors such as their motivation and need for learning, and higher cognitive arousal would make it more difficult for gifted students to become away from schools. In this context, this research aimed to examine the experiences of gifted students during the online education process from their parents’ viewpoint. The data, obtained from 15 parents via telephone interviews, were analyzed by descriptive interpretive approach, one of the qualitative research methods. The validity and reliability of the data were ensured. According to the results, seven categories emerged: reflections on education, advantages, disadvantages, psychological impacts, solutions, observed emotions, and suggestions. The results were discussed in terms of gifted students’ characteristics, previous online education practices, and suggestions for future use of online education for gifted children after the pandemic period.
{"title":"Evaluating online education for gifted students: Parents’ views","authors":"N. G. Kaya, Gülendam Akgül","doi":"10.1177/02614294211065089","DOIUrl":"https://doi.org/10.1177/02614294211065089","url":null,"abstract":"Due to the effects of a worldwide outbreak of COVID-19, as in many countries, students in Turkey started to have online education since March 2020. Factors such as their motivation and need for learning, and higher cognitive arousal would make it more difficult for gifted students to become away from schools. In this context, this research aimed to examine the experiences of gifted students during the online education process from their parents’ viewpoint. The data, obtained from 15 parents via telephone interviews, were analyzed by descriptive interpretive approach, one of the qualitative research methods. The validity and reliability of the data were ensured. According to the results, seven categories emerged: reflections on education, advantages, disadvantages, psychological impacts, solutions, observed emotions, and suggestions. The results were discussed in terms of gifted students’ characteristics, previous online education practices, and suggestions for future use of online education for gifted children after the pandemic period.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130643518","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 : 2021-12-06DOI: 10.1177/02614294211060401
Aakash A. Chowkase, Kshama V. Datar, A. Deshpande, Sandhya Khasnis, Aditi Keskar, Snehal Godbole
The purpose of this concurrent mixed-methods study was to assess the quality of online learning with a focus on student motivation in the context of a talent development program. Data were collected from 221 Indian students from fifth to tenth grades for three academic years during their participation in 14 online and 10 in-person courses. Students, teachers, and parents responded to a measure of classroom quality assessing five constructs—appeal, meaningfulness, academic self-efficacy, challenge, and choice. In addition, 41 online sessions were observed by program staff using an additional measure of instructional quality. Participants rated online learning to be highly supportive of learning motivation. No significant differences were observed in student motivation by program format, gender, or program level. Qualitative analysis revealed specific affordances and challenges in supporting student motivation in online learning. Implications in the context of out-of-school programs for students with intellectual gifts and talents are discussed.
{"title":"Online learning, classroom quality, and student motivation: Perspectives from students, teachers, parents, and program staff","authors":"Aakash A. Chowkase, Kshama V. Datar, A. Deshpande, Sandhya Khasnis, Aditi Keskar, Snehal Godbole","doi":"10.1177/02614294211060401","DOIUrl":"https://doi.org/10.1177/02614294211060401","url":null,"abstract":"The purpose of this concurrent mixed-methods study was to assess the quality of online learning with a focus on student motivation in the context of a talent development program. Data were collected from 221 Indian students from fifth to tenth grades for three academic years during their participation in 14 online and 10 in-person courses. Students, teachers, and parents responded to a measure of classroom quality assessing five constructs—appeal, meaningfulness, academic self-efficacy, challenge, and choice. In addition, 41 online sessions were observed by program staff using an additional measure of instructional quality. Participants rated online learning to be highly supportive of learning motivation. No significant differences were observed in student motivation by program format, gender, or program level. Qualitative analysis revealed specific affordances and challenges in supporting student motivation in online learning. Implications in the context of out-of-school programs for students with intellectual gifts and talents are discussed.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114417943","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 : 2021-12-03DOI: 10.1177/02614294211058921
J. Glück, Kornelia Tischler
This paper is framed as an email conversation between the authors, a lifespan developmental psychologist with expertise in the field of wisdom and an educational scientist with expertise in the field of giftedness. We discuss how giftedness is defined and whether the definition, and the concept in general, is still useful in today’s world. We draw three conclusions. First, “giftedness” has taken on a particularly literal meaning as it tends to favor students that are already privileged. Second, educational systems should aim to identify and promote all students’ individual profiles of strengths and interests instead of focusing on promoting the “gifted” ones. Third, given the current state of the world, educational systems should aim to empower “gifting” students who engage themselves for a greater good, instead of “gifted” students competing for grades and achievements.
{"title":"How to save the World: Replacing “Giftedness” with “Giftingness” based on individual strengths and interests","authors":"J. Glück, Kornelia Tischler","doi":"10.1177/02614294211058921","DOIUrl":"https://doi.org/10.1177/02614294211058921","url":null,"abstract":"This paper is framed as an email conversation between the authors, a lifespan developmental psychologist with expertise in the field of wisdom and an educational scientist with expertise in the field of giftedness. We discuss how giftedness is defined and whether the definition, and the concept in general, is still useful in today’s world. We draw three conclusions. First, “giftedness” has taken on a particularly literal meaning as it tends to favor students that are already privileged. Second, educational systems should aim to identify and promote all students’ individual profiles of strengths and interests instead of focusing on promoting the “gifted” ones. Third, given the current state of the world, educational systems should aim to empower “gifting” students who engage themselves for a greater good, instead of “gifted” students competing for grades and achievements.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115822198","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 : 2021-11-11DOI: 10.1177/02614294211049157
C. O. Lo, Rachel C. Lin-Yang, Megan Chrostowski
As societies move toward a deeper engagement with humanitarianism and egalitarianism, education systems have increasingly embodied a commitment to principles of inclusion. The field of gifted and talented education (GATE) has reflected these changes in recent discussions around equity, diversity, and inclusive practices. This article aims to re-examine the practices of gifted education and rethink the possibility of generating an egalitarianism-based, GATE-derived inclusive education discourse that can serve as a parallel to the predominant humanitarianism-drive inclusive education movement. Within a discourse of self-actualization, we propose framing “gifted” as a process-based, rather than person-based, construct that applies to all students as they are enabled to transact their gifts and talents through engaging in a “gift-ed” process through honing self-knowledge and learning gifted behaviors. We advocate the use of person-first language, (i.e., students with advanced learning needs/advanced and special learning needs (ALN/ASLN)) that will encourage specific interventions.
{"title":"Giftedness as a framework of inclusive education","authors":"C. O. Lo, Rachel C. Lin-Yang, Megan Chrostowski","doi":"10.1177/02614294211049157","DOIUrl":"https://doi.org/10.1177/02614294211049157","url":null,"abstract":"As societies move toward a deeper engagement with humanitarianism and egalitarianism, education systems have increasingly embodied a commitment to principles of inclusion. The field of gifted and talented education (GATE) has reflected these changes in recent discussions around equity, diversity, and inclusive practices. This article aims to re-examine the practices of gifted education and rethink the possibility of generating an egalitarianism-based, GATE-derived inclusive education discourse that can serve as a parallel to the predominant humanitarianism-drive inclusive education movement. Within a discourse of self-actualization, we propose framing “gifted” as a process-based, rather than person-based, construct that applies to all students as they are enabled to transact their gifts and talents through engaging in a “gift-ed” process through honing self-knowledge and learning gifted behaviors. We advocate the use of person-first language, (i.e., students with advanced learning needs/advanced and special learning needs (ALN/ASLN)) that will encourage specific interventions.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130857210","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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