Pub Date : 2021-02-15DOI: 10.1177/0261429421994335
Laurel E. Brandon, S. Reis, C. McGuire
Creative, motivated, and high-achieving students are found in every college and university, but not all of these students participate in honors programs which might support their talent development. This comparative case study investigated the perceptions of 10 participants who completed university-level “Type III experiences.” It extends the sparse research on enrichment and gifted education pedagogy in undergraduate students, framed on Renzulli’s Four-Part Theoretical Model for Gifted Education in the 21st Century. Interviews explored students’ perceptions of the experience and effects on their executive functions and future plans. Using Strauss and Corbin’s technique of open, axial, and selective coding, one overarching theme of this study emerged: support provided for creative productivity led to autonomy and enabled students to complete advanced and creative projects.
{"title":"Perceptions of talented university students related to opportunities and autonomy for creative productivity","authors":"Laurel E. Brandon, S. Reis, C. McGuire","doi":"10.1177/0261429421994335","DOIUrl":"https://doi.org/10.1177/0261429421994335","url":null,"abstract":"Creative, motivated, and high-achieving students are found in every college and university, but not all of these students participate in honors programs which might support their talent development. This comparative case study investigated the perceptions of 10 participants who completed university-level “Type III experiences.” It extends the sparse research on enrichment and gifted education pedagogy in undergraduate students, framed on Renzulli’s Four-Part Theoretical Model for Gifted Education in the 21st Century. Interviews explored students’ perceptions of the experience and effects on their executive functions and future plans. Using Strauss and Corbin’s technique of open, axial, and selective coding, one overarching theme of this study emerged: support provided for creative productivity led to autonomy and enabled students to complete advanced and creative projects.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114208519","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 : 2021-02-03DOI: 10.1177/0261429421988927
Gülendam Akgül
Gifted students differ from their peers in many areas, and require additional effort and skills from their teachers in regular schools. Teachers in regular education play a critical role in the identification of gifted students and education. Therefore, considering their attitudes toward these students and gifted education in general will provide a deeper understanding of teachers’ needs regarding the quality of gifted education. The present study aims to examine teachers’ perceptions about gifted students through the use of metaphors and attitudes toward gifted education. Qualitative data were collected from 136 teachers utilizing two open-ended questions. Teachers used metaphors based on three categories: gifted education, the social value and various characteristics related to giftedness. The results were discussed in terms of practical implications, teachers’ training needs, educational strategies for gifted students and challenges endemic to the identification process in Turkey.
{"title":"Teachers’ metaphors and views about gifted students and their education","authors":"Gülendam Akgül","doi":"10.1177/0261429421988927","DOIUrl":"https://doi.org/10.1177/0261429421988927","url":null,"abstract":"Gifted students differ from their peers in many areas, and require additional effort and skills from their teachers in regular schools. Teachers in regular education play a critical role in the identification of gifted students and education. Therefore, considering their attitudes toward these students and gifted education in general will provide a deeper understanding of teachers’ needs regarding the quality of gifted education. The present study aims to examine teachers’ perceptions about gifted students through the use of metaphors and attitudes toward gifted education. Qualitative data were collected from 136 teachers utilizing two open-ended questions. Teachers used metaphors based on three categories: gifted education, the social value and various characteristics related to giftedness. The results were discussed in terms of practical implications, teachers’ training needs, educational strategies for gifted students and challenges endemic to the identification process in Turkey.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132813291","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 : 2021-01-29DOI: 10.1177/0261429420987005
Nagihan Tanik, U. Büyük
This study, using a phenomenological research design, was conducted with 10 gifted children, 7 parents, and 2 teachers. The data, which were analyzed via content analysis method, revealed that there were subtle nuances in personality differences between gifted children. Moreover, while the Science and Arts Center (SAC) teachers were more aware of the gifted children’s cognitive traits, while parents were more aware of their children’s affective and personality traits and needs. Furthermore, the results of the study seem to indicate that gifted children are leaders and intelligent, rational, hardworking, knowledgeable, very careful, calm, amusing, funny, curious, and highly observant individuals who like reading books and have a well-developed strong memory. On an average day in their lives, these students allocate spare time for academic success-focused behaviors, their hobbies, and socialization. Among these, the time spent on activities related to academic success and hobbies constitutes the highest amount of ratio.
{"title":"Subtle nuances in personality differences between gifted children as perceived by parents and teachers","authors":"Nagihan Tanik, U. Büyük","doi":"10.1177/0261429420987005","DOIUrl":"https://doi.org/10.1177/0261429420987005","url":null,"abstract":"This study, using a phenomenological research design, was conducted with 10 gifted children, 7 parents, and 2 teachers. The data, which were analyzed via content analysis method, revealed that there were subtle nuances in personality differences between gifted children. Moreover, while the Science and Arts Center (SAC) teachers were more aware of the gifted children’s cognitive traits, while parents were more aware of their children’s affective and personality traits and needs. Furthermore, the results of the study seem to indicate that gifted children are leaders and intelligent, rational, hardworking, knowledgeable, very careful, calm, amusing, funny, curious, and highly observant individuals who like reading books and have a well-developed strong memory. On an average day in their lives, these students allocate spare time for academic success-focused behaviors, their hobbies, and socialization. Among these, the time spent on activities related to academic success and hobbies constitutes the highest amount of ratio.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130668127","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 : 2021-01-21DOI: 10.1177/0261429421989029
S. Reis, Joseph S. Renzulli
{"title":"In memoriam: Prof Victor Müller-Oppliger","authors":"S. Reis, Joseph S. Renzulli","doi":"10.1177/0261429421989029","DOIUrl":"https://doi.org/10.1177/0261429421989029","url":null,"abstract":"","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"293 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114451490","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 : 2020-12-18DOI: 10.1177/0261429420978525
B. Wallace
NACE has always promoted the ideal of an Education Policy that promotes the development of good practice that includes developing the gifts and talents of all learners; while recognising the ablest across all the curriculum areas. The NACE Challenge Development Programme supports whole school development and the text draws on the experience of accredited Challenge Award schools across the country. This text essentially provides very practical guidance on school leadership, policy and practice; suggesting successful strategies for extending the curriculum and enhancing teaching and learning. The emphasis is on joint teacher and learner reflection of successful practice so that the learners are fully engaged in metacognition and ownership of their learning. The schools involved in the research project are also recognised by Ofsted (The Office for Standards in Education) as highly successful schools. In addition, the main points through the text are presented in clear, colourful figures – ideal for enlarging and discussing with learners, teachers and parents. Two main strands emerge from the research: practical recommendations for achieving cognitive challenge for all learners according to their needs; and guidelines for establishing a ‘safe climate’ so that both teachers and learners feel secure and able to tackle innovative change with confidence. The concept of Cognitive Challenge was perceived and consequently examined in three essential areas:
{"title":"Book Review: Making Space for Able Learners: Cognitive Challenge: Principles Into Practice","authors":"B. Wallace","doi":"10.1177/0261429420978525","DOIUrl":"https://doi.org/10.1177/0261429420978525","url":null,"abstract":"NACE has always promoted the ideal of an Education Policy that promotes the development of good practice that includes developing the gifts and talents of all learners; while recognising the ablest across all the curriculum areas. The NACE Challenge Development Programme supports whole school development and the text draws on the experience of accredited Challenge Award schools across the country. This text essentially provides very practical guidance on school leadership, policy and practice; suggesting successful strategies for extending the curriculum and enhancing teaching and learning. The emphasis is on joint teacher and learner reflection of successful practice so that the learners are fully engaged in metacognition and ownership of their learning. The schools involved in the research project are also recognised by Ofsted (The Office for Standards in Education) as highly successful schools. In addition, the main points through the text are presented in clear, colourful figures – ideal for enlarging and discussing with learners, teachers and parents. Two main strands emerge from the research: practical recommendations for achieving cognitive challenge for all learners according to their needs; and guidelines for establishing a ‘safe climate’ so that both teachers and learners feel secure and able to tackle innovative change with confidence. The concept of Cognitive Challenge was perceived and consequently examined in three essential areas:","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130341972","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 : 2020-12-16DOI: 10.1177/0261429420982073
B. Wallace
The aim of this text is to provide a comprehensive guide to action research for experienced academics, for students engaged in research, as well as for practitioners who are engaged in reviewing their teaching-learning practices. Jean McNiff is already well known for her lifetime’s work in promoting best practice with regard to action research. She believes that informed observation and analysis of the teaching-learning processes constitute the fundamental tool whereby educators can reflect and consequently improve teaching-learning processes. In addition to this fundamental aim, McNiff suggests that educators can advance their knowledge of educational ideas thereby advancing their ability to generate their own ideas; and enabling them to contribute to the grand field of educational theory and practice. The structure of the text reveals its essential practicality. The seven part structure is as follows:
{"title":"Book review: Action Research: All You Need to Know","authors":"B. Wallace","doi":"10.1177/0261429420982073","DOIUrl":"https://doi.org/10.1177/0261429420982073","url":null,"abstract":"The aim of this text is to provide a comprehensive guide to action research for experienced academics, for students engaged in research, as well as for practitioners who are engaged in reviewing their teaching-learning practices. Jean McNiff is already well known for her lifetime’s work in promoting best practice with regard to action research. She believes that informed observation and analysis of the teaching-learning processes constitute the fundamental tool whereby educators can reflect and consequently improve teaching-learning processes. In addition to this fundamental aim, McNiff suggests that educators can advance their knowledge of educational ideas thereby advancing their ability to generate their own ideas; and enabling them to contribute to the grand field of educational theory and practice. The structure of the text reveals its essential practicality. The seven part structure is as follows:","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130248277","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 : 2020-11-05DOI: 10.1177/0261429420969917
S. Pfeiffer
This article provides an integration of the empirical research literature on child psychotherapy and what the author has gleaned, first hand, in counseling work with gifted children and youth, and their families, over his 40-year career as a clinical psychologist. The article focuses on best practices in counseling gifted students in a way that optimizes favorable outcomes. The article has application for preventive and early intervention work, as well as for individual and group counseling efforts. Four principles of evidence-based counseling are emphasized, including the pre-eminence of a common factors’ perspective in work with gifted clients. The article highlights the value of progress monitoring and incorporating a strength-based focus, and provides a clinical case to illustrate counseling work with a troubled gifted adolescent guided by evidence-based practice.
{"title":"Optimizing favorable outcomes when counseling the gifted: A best practices approach","authors":"S. Pfeiffer","doi":"10.1177/0261429420969917","DOIUrl":"https://doi.org/10.1177/0261429420969917","url":null,"abstract":"This article provides an integration of the empirical research literature on child psychotherapy and what the author has gleaned, first hand, in counseling work with gifted children and youth, and their families, over his 40-year career as a clinical psychologist. The article focuses on best practices in counseling gifted students in a way that optimizes favorable outcomes. The article has application for preventive and early intervention work, as well as for individual and group counseling efforts. Four principles of evidence-based counseling are emphasized, including the pre-eminence of a common factors’ perspective in work with gifted clients. The article highlights the value of progress monitoring and incorporating a strength-based focus, and provides a clinical case to illustrate counseling work with a troubled gifted adolescent guided by evidence-based practice.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133980740","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 : 2020-08-31DOI: 10.1177/0261429420946072
Deborah L. Ruf
A 17-year longitudinal follow-up of 56 American gifted children investigates and gives examples of a variety of social, emotional, and career outcomes for children who are in the same intellectual ranges. Evaluated for 5 Levels of Giftedness 1 as children, the subjects’ intellectual abilities are compared within and across five ability levels of typical to exceptionally and profoundly gifted. The subjects’ current age range is 22 to 43. Results indicate that it is the parental personality and viewpoint that most significantly make the difference in outcomes. That is, parental actions and advocacy on behalf of their gifted children are a function of their viewpoint and personality preference. Stated simply as one example: for parents who believe—hold the viewpoint that—either the school or their child should make changes in their behaviors, they often end up in recurring battles of the will rather than satisfactory or good results. When parents discover what works most naturally for their child’s ways of learning, they can take positive actions to find an environment that already exists or they can establish an environment that opens up a good “fit” not only in their child’s learning and academic realm, but in the social, emotional, and eventual adult career domains, as well.
{"title":"How parental viewpoint and personality affect gifted child outcomes","authors":"Deborah L. Ruf","doi":"10.1177/0261429420946072","DOIUrl":"https://doi.org/10.1177/0261429420946072","url":null,"abstract":"A 17-year longitudinal follow-up of 56 American gifted children investigates and gives examples of a variety of social, emotional, and career outcomes for children who are in the same intellectual ranges. Evaluated for 5 Levels of Giftedness 1 as children, the subjects’ intellectual abilities are compared within and across five ability levels of typical to exceptionally and profoundly gifted. The subjects’ current age range is 22 to 43. Results indicate that it is the parental personality and viewpoint that most significantly make the difference in outcomes. That is, parental actions and advocacy on behalf of their gifted children are a function of their viewpoint and personality preference. Stated simply as one example: for parents who believe—hold the viewpoint that—either the school or their child should make changes in their behaviors, they often end up in recurring battles of the will rather than satisfactory or good results. When parents discover what works most naturally for their child’s ways of learning, they can take positive actions to find an environment that already exists or they can establish an environment that opens up a good “fit” not only in their child’s learning and academic realm, but in the social, emotional, and eventual adult career domains, as well.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"2012 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125651419","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 : 2020-08-19DOI: 10.1177/0261429420949945
Najoua Fezzaa Ghriss, Marouen Ben Abdallah
The present study aims to assess the creativity of a sample of Tunisian sixth-grade elementary school children (n = 142) and explore the relationships between their creative potential and gender, academic achievement and self-esteem in order to determine possible factors to explain these links. Two instruments were employed: the Torrance Tests of Creative Thinking (TTCT) created by Torrance and the Test of Creative Thinking and Drawing Production (TCT-DP) developed by Urban and Jellen. The results obtained from the two tests were consistent, revealing average creative potential with a slight girls superiority. However, the study of the variance in children’s creative potential based on academic achievement and self-esteem, revealed divergent trends.
{"title":"Explanatory factors of sixth grade pupils’ creativity in Tunisian primary schools","authors":"Najoua Fezzaa Ghriss, Marouen Ben Abdallah","doi":"10.1177/0261429420949945","DOIUrl":"https://doi.org/10.1177/0261429420949945","url":null,"abstract":"The present study aims to assess the creativity of a sample of Tunisian sixth-grade elementary school children (n = 142) and explore the relationships between their creative potential and gender, academic achievement and self-esteem in order to determine possible factors to explain these links. Two instruments were employed: the Torrance Tests of Creative Thinking (TTCT) created by Torrance and the Test of Creative Thinking and Drawing Production (TCT-DP) developed by Urban and Jellen. The results obtained from the two tests were consistent, revealing average creative potential with a slight girls superiority. However, the study of the variance in children’s creative potential based on academic achievement and self-esteem, revealed divergent trends.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"28 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117003467","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 : 2020-08-17DOI: 10.1177/0261429420946732
Gladys Ami Allotey, J. Watters, Donna King
Ghana is a rapidly developing West African country whose goal is to build a prosperous economy reliant on innovation and technology. Identifying and developing talent in the school system will play a role in achieving this goal; however, there is limited research on the status of gifted education and talent development in Ghana. This study investigated ten Junior High school mathematics and science teachers’ beliefs about giftedness and the strategies they proposed to develop gifted students’ potential into talent. The study drew on data from semi-structured interviews and lesson plans. The findings revealed that teachers had scant knowledge about giftedness and appropriate gifted education strategies. Respondents misconstrued differentiation and acceleration strategies and disregarded their use in developing the gifted. The study highlights the need for the development of a formal policy on gifted education, and the implementation of teacher education programmes that address teachers’ beliefs and knowledge about the gifted and gifted education strategies.
{"title":"Ghanaian science and mathematics teachers’ beliefs about gifted education strategies","authors":"Gladys Ami Allotey, J. Watters, Donna King","doi":"10.1177/0261429420946732","DOIUrl":"https://doi.org/10.1177/0261429420946732","url":null,"abstract":"Ghana is a rapidly developing West African country whose goal is to build a prosperous economy reliant on innovation and technology. Identifying and developing talent in the school system will play a role in achieving this goal; however, there is limited research on the status of gifted education and talent development in Ghana. This study investigated ten Junior High school mathematics and science teachers’ beliefs about giftedness and the strategies they proposed to develop gifted students’ potential into talent. The study drew on data from semi-structured interviews and lesson plans. The findings revealed that teachers had scant knowledge about giftedness and appropriate gifted education strategies. Respondents misconstrued differentiation and acceleration strategies and disregarded their use in developing the gifted. The study highlights the need for the development of a formal policy on gifted education, and the implementation of teacher education programmes that address teachers’ beliefs and knowledge about the gifted and gifted education strategies.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123178865","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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