Pub Date : 2023-04-06DOI: 10.1177/01623532231162607
Rebecca Johnson, Jaret Hodges
Accessibility to gifted programs is related to processes by which students are screened for eligibility and have knowledge of options for participation. Accessibility via websites is related to usability for all users, including those with limited technology or connectivity. The purpose of the present study was to evaluate accessibility and availability of information regarding gifted education for parents of gifted students from historically marginalized student populations. We conducted a content analysis of Florida’s 74 district websites to determine accessibility and availability of gifted information. We found a disparity between accessibility based on number of clicks and availability based on embeddedness of information, although quantity of clicks was not necessarily correlated with the availability of information. Our findings led to practical implications and actionable items for educational institutions to address the potential impact of accessibility to gifted identification/program participation for students from underrepresented populations.
{"title":"Determining Accessibility and Availability of Gifted Information on School District Websites","authors":"Rebecca Johnson, Jaret Hodges","doi":"10.1177/01623532231162607","DOIUrl":"https://doi.org/10.1177/01623532231162607","url":null,"abstract":"Accessibility to gifted programs is related to processes by which students are screened for eligibility and have knowledge of options for participation. Accessibility via websites is related to usability for all users, including those with limited technology or connectivity. The purpose of the present study was to evaluate accessibility and availability of information regarding gifted education for parents of gifted students from historically marginalized student populations. We conducted a content analysis of Florida’s 74 district websites to determine accessibility and availability of gifted information. We found a disparity between accessibility based on number of clicks and availability based on embeddedness of information, although quantity of clicks was not necessarily correlated with the availability of information. Our findings led to practical implications and actionable items for educational institutions to address the potential impact of accessibility to gifted identification/program participation for students from underrepresented populations.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"46 1","pages":"194 - 219"},"PeriodicalIF":1.3,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41520553","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 : 2023-03-21DOI: 10.1177/01623532231162673
M. Opoku, William Nketsia, Michael Amponteng, W. Mprah, E. O. Kumi
Teacher training is fundamental to the success of gifted and talented education (GATE). Unfortunately, in sub-Saharan Africa, which is still in the early stages of practicing inclusive education, knowledge about GATE is limited because preservice teacher training programs have yet to prioritize this subject area. The aim of this exploratory study was to examine the attitudes and self-efficacy of 304 preservice teachers regarding GATE at three education colleges in Ghana. Using Ajzen’s Theory of Planned Behavior as a framework, the results show a positive association between attitude and self-efficacy, with the latter emerging as a significant predictor of the former. Other background variables—such as gender, knowledge of inclusive education policy, specialization, and level of study—provide insights into the attitudes and self-efficacy of preservice teachers. Also discussed is the need for teacher training institutions to introduce training courses and develop culturally responsive policies, guidelines, and strategies for GATE.
{"title":"Attitudes and Self-Efficacy of Preservice Teachers Toward Teaching Gifted and Talented Students","authors":"M. Opoku, William Nketsia, Michael Amponteng, W. Mprah, E. O. Kumi","doi":"10.1177/01623532231162673","DOIUrl":"https://doi.org/10.1177/01623532231162673","url":null,"abstract":"Teacher training is fundamental to the success of gifted and talented education (GATE). Unfortunately, in sub-Saharan Africa, which is still in the early stages of practicing inclusive education, knowledge about GATE is limited because preservice teacher training programs have yet to prioritize this subject area. The aim of this exploratory study was to examine the attitudes and self-efficacy of 304 preservice teachers regarding GATE at three education colleges in Ghana. Using Ajzen’s Theory of Planned Behavior as a framework, the results show a positive association between attitude and self-efficacy, with the latter emerging as a significant predictor of the former. Other background variables—such as gender, knowledge of inclusive education policy, specialization, and level of study—provide insights into the attitudes and self-efficacy of preservice teachers. Also discussed is the need for teacher training institutions to introduce training courses and develop culturally responsive policies, guidelines, and strategies for GATE.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"46 1","pages":"167 - 193"},"PeriodicalIF":1.3,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47317345","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 : 2023-03-20DOI: 10.1177/01623532231162606
O. Desmet, Huzeyfe Cakmakci, Abdullah Tuzgen
The purpose of the present study was to evaluate the online delivery of an affective curriculum for gifted and talented youth to gain further understanding of its effectiveness and perceived advantages and disadvantages of delivering affective curriculum online. Using convergent parallel mixed-methods design, we evaluated data from 38 secondary education students and 4 camp counselors to examine their experiences with the online delivery of an affective curriculum. We found the curriculum effectively increased students' self-perceptions, planning, and self-monitoring. Further, camp counselors generally perceived the online delivery to be effective and identified several benefits of online delivery, such as increased access and easier differentiating. Yet, they continued to prefer a face-to-face delivery where possible. Implications for practice are discussed.
{"title":"Evaluating the Effectiveness of the Online Delivery of Affective Curriculum for Gifted Students","authors":"O. Desmet, Huzeyfe Cakmakci, Abdullah Tuzgen","doi":"10.1177/01623532231162606","DOIUrl":"https://doi.org/10.1177/01623532231162606","url":null,"abstract":"The purpose of the present study was to evaluate the online delivery of an affective curriculum for gifted and talented youth to gain further understanding of its effectiveness and perceived advantages and disadvantages of delivering affective curriculum online. Using convergent parallel mixed-methods design, we evaluated data from 38 secondary education students and 4 camp counselors to examine their experiences with the online delivery of an affective curriculum. We found the curriculum effectively increased students' self-perceptions, planning, and self-monitoring. Further, camp counselors generally perceived the online delivery to be effective and identified several benefits of online delivery, such as increased access and easier differentiating. Yet, they continued to prefer a face-to-face delivery where possible. Implications for practice are discussed.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"46 1","pages":"140 - 166"},"PeriodicalIF":1.3,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46411362","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 : 2023-03-01DOI: 10.1177/01623532221143819
Taina Makkonen, J. Lavonen, K. Tirri
This qualitative study used in-depth interviews to investigate how gifted Finnish upper-secondary-school physics students (N = 24) actualize their physics talent in their career choices. The data were analyzed using inductive content analysis. Half of the students had their primary career choice in natural sciences and engineering (NS&E). The study further identified students’ perspectives related to their career decision-making, including the reasons for their career choices, perceived quantity and quality of career information in physics and related domains, and the sources of such information. Moreover, students’ perspectives on the different ways of actualizing physics talent were explored. The analysis revealed gender differences in students’ career choices as well as a strong overall need for more career information in physics-related fields. The findings can be used by policymakers, school counselors, and teachers to identify the factors that contribute to the career decision-making processes of gifted physics-oriented students.
{"title":"Actualizing Talent in Physics: A Qualitative Study of Gifted Finnish Upper-Secondary-School Physics Students","authors":"Taina Makkonen, J. Lavonen, K. Tirri","doi":"10.1177/01623532221143819","DOIUrl":"https://doi.org/10.1177/01623532221143819","url":null,"abstract":"This qualitative study used in-depth interviews to investigate how gifted Finnish upper-secondary-school physics students (N = 24) actualize their physics talent in their career choices. The data were analyzed using inductive content analysis. Half of the students had their primary career choice in natural sciences and engineering (NS&E). The study further identified students’ perspectives related to their career decision-making, including the reasons for their career choices, perceived quantity and quality of career information in physics and related domains, and the sources of such information. Moreover, students’ perspectives on the different ways of actualizing physics talent were explored. The analysis revealed gender differences in students’ career choices as well as a strong overall need for more career information in physics-related fields. The findings can be used by policymakers, school counselors, and teachers to identify the factors that contribute to the career decision-making processes of gifted physics-oriented students.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"46 1","pages":"3 - 33"},"PeriodicalIF":1.3,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48652577","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 : 2023-01-28DOI: 10.1177/01623532221143825
Nurit Paz-Baruch, Hnade Hazema
Self-regulated learning (SRL) is an active process that assists students in managing their thoughts, behaviors, and emotions to navigate their learning experiences successfully. The study examined the differences in motivation and SRL between gifted and high achievers (GHAs) and typical achievers (TAs) in science, technology, engineering, and mathematics (STEM) disciplines by addressing the contribution of socioeconomic status (SES). A sample of 151 students in 11th and 12th grades from two high schools in Israel were divided into four study groups based on their general intelligence, school grades, and SES. Participants completed SRL and motivation questionnaires. The results indicated that among GHAs, all motivation measures were significantly higher than those of TAs, especially among students from low-SES environments. GHA students reported using more SRL strategies than TA students regarding organization, metacognition, time and learning environment, peer learning, and effort regulation. Students from low-SES environments reported using more organization strategies than those from high-SES environments, whereas TA students surpassed their GHA counterparts in critical thinking.
{"title":"Self-Regulated Learning and Motivation Among Gifted and High-Achieving Students in Science, Technology, Engineering, and Mathematics Disciplines: Examining Differences Between Students From Diverse Socioeconomic Levels","authors":"Nurit Paz-Baruch, Hnade Hazema","doi":"10.1177/01623532221143825","DOIUrl":"https://doi.org/10.1177/01623532221143825","url":null,"abstract":"Self-regulated learning (SRL) is an active process that assists students in managing their thoughts, behaviors, and emotions to navigate their learning experiences successfully. The study examined the differences in motivation and SRL between gifted and high achievers (GHAs) and typical achievers (TAs) in science, technology, engineering, and mathematics (STEM) disciplines by addressing the contribution of socioeconomic status (SES). A sample of 151 students in 11th and 12th grades from two high schools in Israel were divided into four study groups based on their general intelligence, school grades, and SES. Participants completed SRL and motivation questionnaires. The results indicated that among GHAs, all motivation measures were significantly higher than those of TAs, especially among students from low-SES environments. GHA students reported using more SRL strategies than TA students regarding organization, metacognition, time and learning environment, peer learning, and effort regulation. Students from low-SES environments reported using more organization strategies than those from high-SES environments, whereas TA students surpassed their GHA counterparts in critical thinking.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"46 1","pages":"34 - 76"},"PeriodicalIF":1.3,"publicationDate":"2023-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42799419","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 : 2023-01-27DOI: 10.1177/01623532221143823
F. Kaya, M. Kaya, S. Kaya
Research consistently reports a moderate to a strong relationship between intelligence and academic performance. For about a century, the concept of intelligence has often been used in the definition of giftedness and the identification of gifted students along with other data sources, although some experts are against it. An understanding of prospective teachers' beliefs about intelligence is important to unearth how they perceive intelligence and giftedness. We replicated Warne and Burton's (2020) study with 157 prospective Turkish teachers. They were selected using an online convenience sampling method from various departments of a faculty of education. Of the participants, 72.6% were female and 27.4% were male. We adapted Warne and Burton’s (2020) survey, translating it to Turkish and administered it online to understand the prospective teachers’ beliefs about intelligence as well as to examine if these beliefs differ across cultures. We found that the prospective teachers’ understanding was mostly in line with the original study as well as the mainstream views of intelligence. We also found similar results to the original study, regarding the components of intelligence. Like the original study, the Turkish sample showed an understanding of the relationship between education and intelligence; however, the items about biological and genetic influences on intelligence, the plausible causes of group differences, the life outcomes of intelligence, and a cross-cultural comparison of intelligence had a low response uniformity in both studies. Similar findings across samples may be attributed to common, popular views as well as similar textbooks or other resources used in both cultures. The samples (e.g., educational level and age) may be partially responsible for the differences in the findings across both cultures.
{"title":"Prospective Teachers’ Beliefs About Human Intelligence in a Turkish Sample","authors":"F. Kaya, M. Kaya, S. Kaya","doi":"10.1177/01623532221143823","DOIUrl":"https://doi.org/10.1177/01623532221143823","url":null,"abstract":"Research consistently reports a moderate to a strong relationship between intelligence and academic performance. For about a century, the concept of intelligence has often been used in the definition of giftedness and the identification of gifted students along with other data sources, although some experts are against it. An understanding of prospective teachers' beliefs about intelligence is important to unearth how they perceive intelligence and giftedness. We replicated Warne and Burton's (2020) study with 157 prospective Turkish teachers. They were selected using an online convenience sampling method from various departments of a faculty of education. Of the participants, 72.6% were female and 27.4% were male. We adapted Warne and Burton’s (2020) survey, translating it to Turkish and administered it online to understand the prospective teachers’ beliefs about intelligence as well as to examine if these beliefs differ across cultures. We found that the prospective teachers’ understanding was mostly in line with the original study as well as the mainstream views of intelligence. We also found similar results to the original study, regarding the components of intelligence. Like the original study, the Turkish sample showed an understanding of the relationship between education and intelligence; however, the items about biological and genetic influences on intelligence, the plausible causes of group differences, the life outcomes of intelligence, and a cross-cultural comparison of intelligence had a low response uniformity in both studies. Similar findings across samples may be attributed to common, popular views as well as similar textbooks or other resources used in both cultures. The samples (e.g., educational level and age) may be partially responsible for the differences in the findings across both cultures.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"46 1","pages":"77 - 106"},"PeriodicalIF":1.3,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43907115","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 : 2022-09-20DOI: 10.1177/01623532221123795
Glorry Yeung, Rachel U. Mun
Researchers in gifted and talented education (GATE) have increasingly taken on the role of advocating equity and access for minoritized populations. However, subgroups of racially and ethnically diverse students are rarely disaggregated from monolithic racial and ethnic categories. Studies on academic achievement of Asian American and White students, based on aggregated data, risk straying from scientific rigor and may lead to conclusions that further contribute to the masking of inequities and disparities of nested subgroups. The roots of this phenomenon can be traced to the practice of racial/ethnic data aggregation from the national level on down. We contend that fair and equitable access should be afforded to all students and call for the normalization of racial/ethnic data disaggregation in GATE research to increase scientific rigor in our scholarship and unmask intra-ethnic inequities.
{"title":"A Renewed Call for Disaggregation of Racial and Ethnic Data: Advancing Scientific Rigor and Equity in Gifted and Talented Education Research","authors":"Glorry Yeung, Rachel U. Mun","doi":"10.1177/01623532221123795","DOIUrl":"https://doi.org/10.1177/01623532221123795","url":null,"abstract":"Researchers in gifted and talented education (GATE) have increasingly taken on the role of advocating equity and access for minoritized populations. However, subgroups of racially and ethnically diverse students are rarely disaggregated from monolithic racial and ethnic categories. Studies on academic achievement of Asian American and White students, based on aggregated data, risk straying from scientific rigor and may lead to conclusions that further contribute to the masking of inequities and disparities of nested subgroups. The roots of this phenomenon can be traced to the practice of racial/ethnic data aggregation from the national level on down. We contend that fair and equitable access should be afforded to all students and call for the normalization of racial/ethnic data disaggregation in GATE research to increase scientific rigor in our scholarship and unmask intra-ethnic inequities.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"45 1","pages":"319 - 351"},"PeriodicalIF":1.3,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46598160","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 : 2022-09-08DOI: 10.1177/01623532221123786
Lori M. Ihrig, S. Assouline, Duhita Mahatmya, S. Lynch
This study uses a naturalistic inquiry approach to investigate how rural educators navigate the affordances and barriers of implementing an out-of-school program to identify and develop middle school STEM talent in rural communities. At the time of this study, the STEM program was in its fourth year of implementation. Participants included 34 educators and 324 students in Grades 6–8 across 10 school districts in a predominately rural state. We used maximum variation purposive sampling to select 3 of the 10 districts as case study sites. The cross-case analysis resulted in the themes of (a) exercising local control, (b) expanding community for advanced STEM learning, and (c) leveraging the intersectionality of rurality, local agency, and expanded resources. One implication is that when supported with resources, rural educators will leverage the systems of their schools and communities to create robust ecosystems for advanced STEM talent development.
{"title":"Developing Students’ Science, Technology, Engineering, and Mathematics Talent in Rural After-School Settings: Rural Educators’ Affordances and Barriers","authors":"Lori M. Ihrig, S. Assouline, Duhita Mahatmya, S. Lynch","doi":"10.1177/01623532221123786","DOIUrl":"https://doi.org/10.1177/01623532221123786","url":null,"abstract":"This study uses a naturalistic inquiry approach to investigate how rural educators navigate the affordances and barriers of implementing an out-of-school program to identify and develop middle school STEM talent in rural communities. At the time of this study, the STEM program was in its fourth year of implementation. Participants included 34 educators and 324 students in Grades 6–8 across 10 school districts in a predominately rural state. We used maximum variation purposive sampling to select 3 of the 10 districts as case study sites. The cross-case analysis resulted in the themes of (a) exercising local control, (b) expanding community for advanced STEM learning, and (c) leveraging the intersectionality of rurality, local agency, and expanded resources. One implication is that when supported with resources, rural educators will leverage the systems of their schools and communities to create robust ecosystems for advanced STEM talent development.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"45 1","pages":"381 - 403"},"PeriodicalIF":1.3,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46087653","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 : 2022-09-06DOI: 10.1177/01623532221124143
N. Grasiaswaty, K. Nisa, Denawati Junia, Febri Nurrahmi, R. Ikono, Muhammad Fathii, A. Noviyanto, Asep Sukmayadi
This study investigated the relationship between gender, school type, school location, personality, and winning a medal among participants of the two largest student competitions in Indonesia, the National Science Competition (KSN) and the Entrepreneur-based Student National Competition (FIKSI), sponsored by the Indonesian Ministry of Education and Culture. Survey data were collected from 684 participants in KSN and 169 participants in FIKSI. The chi-square test and the logistic regression were employed using Jeffey’s Amazing Statistics Program (JASP) ver. 13. The results revealed a substantial relationship between gender, school location, school type, and personality on winning a medal in KSN, but none in FIKSI. Results also revealed that male participants and participants from Java and private schools were more likely to win medals in KSN than female participants and participants from outside Java and public schools. This study also found that neuroticism has a statistically significant relationship toward receiving a medal in KSN.
{"title":"Gender, School Background, Personality, and Performance of Gifted and Regular Students in Indonesian National Competitions","authors":"N. Grasiaswaty, K. Nisa, Denawati Junia, Febri Nurrahmi, R. Ikono, Muhammad Fathii, A. Noviyanto, Asep Sukmayadi","doi":"10.1177/01623532221124143","DOIUrl":"https://doi.org/10.1177/01623532221124143","url":null,"abstract":"This study investigated the relationship between gender, school type, school location, personality, and winning a medal among participants of the two largest student competitions in Indonesia, the National Science Competition (KSN) and the Entrepreneur-based Student National Competition (FIKSI), sponsored by the Indonesian Ministry of Education and Culture. Survey data were collected from 684 participants in KSN and 169 participants in FIKSI. The chi-square test and the logistic regression were employed using Jeffey’s Amazing Statistics Program (JASP) ver. 13. The results revealed a substantial relationship between gender, school location, school type, and personality on winning a medal in KSN, but none in FIKSI. Results also revealed that male participants and participants from Java and private schools were more likely to win medals in KSN than female participants and participants from outside Java and public schools. This study also found that neuroticism has a statistically significant relationship toward receiving a medal in KSN.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"45 1","pages":"404 - 424"},"PeriodicalIF":1.3,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49394462","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 : 2022-07-06DOI: 10.1177/01623532221105602
Malin Ekesryd Nordström
The purpose of this article was to investigate the conditions for identifying gifted children in their first encounter with the Swedish school system, the preschool. Interviews were conducted with 10 preschool teachers and 5 principals about their conceptions of giftedness and challenges in meeting the needs of gifted preschoolers in practice. The results explored a lack of knowledge on giftedness among the respondents. Thus, their conceptions of giftedness revealed several dilemmas they face when balancing preschool education between focusing on both the group and individual children, and naming someone as gifted in the strong discourse of egalitarian education in Sweden. The findings identified principals to have a key role in terms of if and how gifted children are supported in preschool settings and suggestions for future research are discussed.
{"title":"Swedish Preschool Teachers and Principals’ Conceptions of Giftedness and Gifted Education","authors":"Malin Ekesryd Nordström","doi":"10.1177/01623532221105602","DOIUrl":"https://doi.org/10.1177/01623532221105602","url":null,"abstract":"The purpose of this article was to investigate the conditions for identifying gifted children in their first encounter with the Swedish school system, the preschool. Interviews were conducted with 10 preschool teachers and 5 principals about their conceptions of giftedness and challenges in meeting the needs of gifted preschoolers in practice. The results explored a lack of knowledge on giftedness among the respondents. Thus, their conceptions of giftedness revealed several dilemmas they face when balancing preschool education between focusing on both the group and individual children, and naming someone as gifted in the strong discourse of egalitarian education in Sweden. The findings identified principals to have a key role in terms of if and how gifted children are supported in preschool settings and suggestions for future research are discussed.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"45 1","pages":"271 - 291"},"PeriodicalIF":1.3,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65025662","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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