Pub Date : 2024-03-14DOI: 10.1177/10762175231222298
Shirley Miedijensky, Yael Grinshtain
This study aimed at mapping the environmental frameworks available for gifted children and their families in both the periphery and central regions in Israel, based on Bronfenbrenner’s ecological systems theory. Twenty-six in-depth interviews were conducted with parents and educators from the two regions. The findings indicate that both groups of participants recognize the advantages of the pull-out programs and invest in family activities. However, in the periphery, parents spend more time with their children at home, have little or no contact with the teachers in the pull-out program, do not receive any guidance and support regarding their gifted child’s education, and perceive the governance and local authorities as less conducive to the education of their gifted children in comparison to parents from the center. The findings indicate the significant role of policymakers in the planning and development of frameworks at the individual and group levels for gifted children.
{"title":"Environmental Frameworks for the Gifted in the Periphery and Center Regions in Israel: Parents’ and Teachers’ Perceptions","authors":"Shirley Miedijensky, Yael Grinshtain","doi":"10.1177/10762175231222298","DOIUrl":"https://doi.org/10.1177/10762175231222298","url":null,"abstract":"This study aimed at mapping the environmental frameworks available for gifted children and their families in both the periphery and central regions in Israel, based on Bronfenbrenner’s ecological systems theory. Twenty-six in-depth interviews were conducted with parents and educators from the two regions. The findings indicate that both groups of participants recognize the advantages of the pull-out programs and invest in family activities. However, in the periphery, parents spend more time with their children at home, have little or no contact with the teachers in the pull-out program, do not receive any guidance and support regarding their gifted child’s education, and perceive the governance and local authorities as less conducive to the education of their gifted children in comparison to parents from the center. The findings indicate the significant role of policymakers in the planning and development of frameworks at the individual and group levels for gifted children.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"15 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140244513","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 : 2024-03-14DOI: 10.1177/10762175231222301
Scott J. Peters, Matthew C. Makel, L. E. Lee, T. Stambaugh, Matthew T. McBee, D. McCoach, Kiana R. Johnson
Universal screening is one of the most-common topics and well-accepted best practices within the field of gifted and talented education. There appears to be little disagreement that universally screening all students as part of a gifted and talented identification process results in fewer missed students. But surprisingly, there is little guidance on what makes for a quality universal screener—the tool that decides who needs further consideration. In this paper, we provide guidance that can help schools select the universal screener that helps them correctly identify as many students as possible at the lowest possible cost.
{"title":"What Makes for an Effective Gifted and Talented Screener?","authors":"Scott J. Peters, Matthew C. Makel, L. E. Lee, T. Stambaugh, Matthew T. McBee, D. McCoach, Kiana R. Johnson","doi":"10.1177/10762175231222301","DOIUrl":"https://doi.org/10.1177/10762175231222301","url":null,"abstract":"Universal screening is one of the most-common topics and well-accepted best practices within the field of gifted and talented education. There appears to be little disagreement that universally screening all students as part of a gifted and talented identification process results in fewer missed students. But surprisingly, there is little guidance on what makes for a quality universal screener—the tool that decides who needs further consideration. In this paper, we provide guidance that can help schools select the universal screener that helps them correctly identify as many students as possible at the lowest possible cost.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"14 7‐8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140244130","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 : 2024-03-14DOI: 10.1177/10762175231222300
Matthew C. Makel, Scott J. Peters, L. E. Lee, T. Stambaugh, Matthew T. McBee, D. McCoach, Kiana R. Johnson
Finding all the “gifted” students who would benefit from a gifted and talented service is a perpetual concern. In this article, we focus on how to effectively implement multiple criteria in identification. First, we provide some broad background before introducing three different ways to combine multiple data points (AND, OR, and MEAN) when identifying students for gifted services. Next, we discuss how effective use of combining multiple criteria—including using two-phase identification systems—contributes to schools saving time and money while also better identifying students. To do this, we use newly introduced criteria for evaluating gifted and talented identification systems. Finally, we provide several keys for success that can help schools accomplish their identification goals effectively.
{"title":"Effective Identification Through Multiple Criteria","authors":"Matthew C. Makel, Scott J. Peters, L. E. Lee, T. Stambaugh, Matthew T. McBee, D. McCoach, Kiana R. Johnson","doi":"10.1177/10762175231222300","DOIUrl":"https://doi.org/10.1177/10762175231222300","url":null,"abstract":"Finding all the “gifted” students who would benefit from a gifted and talented service is a perpetual concern. In this article, we focus on how to effectively implement multiple criteria in identification. First, we provide some broad background before introducing three different ways to combine multiple data points (AND, OR, and MEAN) when identifying students for gifted services. Next, we discuss how effective use of combining multiple criteria—including using two-phase identification systems—contributes to schools saving time and money while also better identifying students. To do this, we use newly introduced criteria for evaluating gifted and talented identification systems. Finally, we provide several keys for success that can help schools accomplish their identification goals effectively.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"14 4part1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140242942","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 : 2024-03-14DOI: 10.1177/10762175231222308
Susan K. Johnsen
The author provides a checklist for educators who are selecting technically adequate tests for identifying and referring students for gifted education services and programs. The checklist includes questions related to how the test was normed, reliability and validity studies as well as questions related to types of scores, administration, and format. The author concludes that selecting technically adequate tests is a critical step in developing an identification procedure that will be inclusive, reliable, and valid for finding students who will benefit from the school’s gifted education services and programs.
{"title":"Selecting Technically Adequate Tests","authors":"Susan K. Johnsen","doi":"10.1177/10762175231222308","DOIUrl":"https://doi.org/10.1177/10762175231222308","url":null,"abstract":"The author provides a checklist for educators who are selecting technically adequate tests for identifying and referring students for gifted education services and programs. The checklist includes questions related to how the test was normed, reliability and validity studies as well as questions related to types of scores, administration, and format. The author concludes that selecting technically adequate tests is a critical step in developing an identification procedure that will be inclusive, reliable, and valid for finding students who will benefit from the school’s gifted education services and programs.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"14 4part2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140242941","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 : 2024-03-14DOI: 10.1177/10762175231222307
J. Vantassel-Baska
The author describes what the field of gifted education has accomplished since the advent of programming in the 1920s that has been of service to gifted learners, has been growth-producing, and has had a lasting impact on research and development initiatives. She also identifies what gifted education has not accomplished and the barriers that require gifted educators’ attention. The conclusion outlines three initiatives for the field of gifted education to survive.
{"title":"Whither Thou Goest, Gifted Education?","authors":"J. Vantassel-Baska","doi":"10.1177/10762175231222307","DOIUrl":"https://doi.org/10.1177/10762175231222307","url":null,"abstract":"The author describes what the field of gifted education has accomplished since the advent of programming in the 1920s that has been of service to gifted learners, has been growth-producing, and has had a lasting impact on research and development initiatives. She also identifies what gifted education has not accomplished and the barriers that require gifted educators’ attention. The conclusion outlines three initiatives for the field of gifted education to survive.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"12 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140242184","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 : 2024-03-14DOI: 10.1177/10762175231223766
Tracy L. Cross
The author focuses on positive psychology as an important approach to supporting the psychological well-being of students with gifts and talents. Research has identified protective factors that can counteract risk factors for suicidal behavior. These protective factors may be found within the individual, the family, peers, the school, the community, and the sociopolitical arena. In a time when the world is full of threats and worries, it is important that educators help students with gifts and talents (SWGT) to thrive by building on the positive and bolstering the protective factors at every level.
{"title":"The Psychological Well-Being of Students with Gifts and Talents: From Amelioration to Education","authors":"Tracy L. Cross","doi":"10.1177/10762175231223766","DOIUrl":"https://doi.org/10.1177/10762175231223766","url":null,"abstract":"The author focuses on positive psychology as an important approach to supporting the psychological well-being of students with gifts and talents. Research has identified protective factors that can counteract risk factors for suicidal behavior. These protective factors may be found within the individual, the family, peers, the school, the community, and the sociopolitical arena. In a time when the world is full of threats and worries, it is important that educators help students with gifts and talents (SWGT) to thrive by building on the positive and bolstering the protective factors at every level.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"42 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140244770","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 : 2024-03-14DOI: 10.1177/10762175231222303
A. Szymanski, Tristan Szymanski
The impact that the practice of mindfulness has on young gifted children has yet to be fully explored in today’s literature. In adults, mindfulness has been demonstrated to help reduce anxiety, depression, stress, and improve self-regulation. Children are known to struggle with these issues as well. The findings of this exploratory qualitative study suggest four themes regarding the influence of classroom mindfulness practice on the lives of gifted children. The themes are the need for mindfulness, individual experiences, the role of mindfulness in the classroom, and the benefits of mindfulness. Parents and teachers provide multi-informant approaches to understanding the ways in which classroom mindfulness practice shapes the behavior of young gifted students. Although mindfulness has been researched in detail with adult populations and to a lesser extent with children, very few studies exist that explore the use of mindfulness with young gifted children. This exploratory study observed students practicing mindfulness, and then used parent and teacher interviews to provide preliminary information.
{"title":"Reducing Reactivity: The Influence of Classroom Mindfulness Practice on Gifted Children","authors":"A. Szymanski, Tristan Szymanski","doi":"10.1177/10762175231222303","DOIUrl":"https://doi.org/10.1177/10762175231222303","url":null,"abstract":"The impact that the practice of mindfulness has on young gifted children has yet to be fully explored in today’s literature. In adults, mindfulness has been demonstrated to help reduce anxiety, depression, stress, and improve self-regulation. Children are known to struggle with these issues as well. The findings of this exploratory qualitative study suggest four themes regarding the influence of classroom mindfulness practice on the lives of gifted children. The themes are the need for mindfulness, individual experiences, the role of mindfulness in the classroom, and the benefits of mindfulness. Parents and teachers provide multi-informant approaches to understanding the ways in which classroom mindfulness practice shapes the behavior of young gifted students. Although mindfulness has been researched in detail with adult populations and to a lesser extent with children, very few studies exist that explore the use of mindfulness with young gifted children. This exploratory study observed students practicing mindfulness, and then used parent and teacher interviews to provide preliminary information.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"8 5-6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140243678","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 : 2024-03-14DOI: 10.1177/10762175231222530
Susan K. Johnsen
{"title":"Practices in Gifted Education","authors":"Susan K. Johnsen","doi":"10.1177/10762175231222530","DOIUrl":"https://doi.org/10.1177/10762175231222530","url":null,"abstract":"","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140243897","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 : 2023-11-24DOI: 10.1177/10762175231206434
Fred A. Bonner, Susan K. Johnsen
{"title":"Educational Cultures Promoting Excellence","authors":"Fred A. Bonner, Susan K. Johnsen","doi":"10.1177/10762175231206434","DOIUrl":"https://doi.org/10.1177/10762175231206434","url":null,"abstract":"","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"50 17","pages":"5 - 6"},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139239653","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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