Gagne's Differentiated Model of Giftedness and Talent in Australian Education

Science.gov (United States)

Merrotsy, Peter

2017-01-01

It is commonly stated that in Australia Gagne's Differentiated Model of Giftedness and Talent is generally referred to, applied, used, or adopted in most contexts related to the education and support of gifted and talented children and youth. To examine the extent to which this claim is true, an analysis was conducted of policy and related…

Envisioning a New Foundation for Gifted Education: Evolving Complexity Theory (ECT) of Talent Development

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Dai, David Yun

2017-01-01

This article presents a new theory of talent development, evolving complexity theory (ECT), in the context of the changing theoretical directions as well as the landscape of gifted education. I argue that gifted education needs a new foundation that provides a broad psychosocial basis than what the notion of giftedness can afford. A focus on…

Interview with Albert Ziegler about Gifted Education

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Marilena Z. Leana-Tascilar

2014-12-01

Full Text Available Prof. Albert Ziegler is the chair of Educational Psychology and Research on Excellence at the Friedrich Alexander University Erlangen-Nurnberg and one of the most productive and cited academicians in gifted education in Europe and also all over the world. Prof. Ziegler has contributed different theories about gifted education and education in general. One of his well-known theories is The Actiotope Model of Giftedness and the 7-Step-Cycle of Self-Regulated Learning. Since last year I had the chance to be with him and his colleagues in Germany, thus I decided to share with you the interview that we had about his theories and his recommendations for Turkey.

the place of giftedness in the nigerian education system

African Journals Online (AJOL)

LUCY

every person is gifted, in the sense that he excels in certain areas ... high level of general intelligence as well ... giftedness is a high intelligence quotient (I.Q) or a .... Brain. Maturation and Cognitive Development. New York: Aldine de Gruyter.

Motivation, giftedness and talent: A challenge to success

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Sheyla Blumen

2008-06-01

Full Text Available Definitions about giftedness and talent involving motivation as a significant variable either in the genesis of giftedness or in the development of intellectual talent are analyzed. An analysis on the influence of motivation in successful achievers, underachievers, as well as in the socialemotional development of the gifted is presented. An update view of the goals achieved by Peru as a country, as well as the actual challenges that faces Peru in the development of giftedness and talent in multicultural and poverty conditions, at the conceptualization, identification, and program levels are presented. Moreover, an economic and viable project of advocacy on the development of giftedness in Peru within the regular educational system along Elementary, Secondary and College level is presented. Finally, conclusions and recommendations for the development of state policies in order to promote giftedness in Peru are presented.

CHILDREN’S GIFTEDNESS AND ASSOCIATED PROBLEMS. THE TWICE EXCEPTIONALITY PHENOMENON. GIFTEDNESS AND LEARNING PROBLEMS. GIFTEDNESS AND ATTENTION DEFICIT/ HYPERACTIVITY DISORDER (А REVIEW OF LITERATURE

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O. A. Pylaeva

2015-01-01

Full Text Available In accordance with current views, giftedness are considered as the systemic psychic property developing throughout a lifetime, which determines the human possibility of achieving higher (unusual, outstanding results in one or several kinds of activities as compared to other people. People who are endowed with extraordinary abilities may be infrequently called absolutely somatically and mentally healthy. There are data that giftedness in childhood are frequently concurrent with both somatic diseases and different neurological disorders. Many gifted children are diagnosed as having left-handedness, speech disorders, and autoimmune diseases. There are scientific works on the association of giftedness with neurological and psychiatric disorders, including attention deficit/hyperactivity disorder (ADHD, learning problems (dyslexia in particular, autism (including Asperger’s syndrome, bipolar disorder, and migraine. According to the available data, approximately 3–5 % of children fall into a category of intellectually gifted ones; some children (2–5 to 20 % or more of all gifted children according to different findings may have learning problems. The terms “twice-gifted” or “twice-exceptional” are proposed to characterize children with giftedness concurrent with learning problems, attention deficit (including ADHD, or other impairments of cognitive functions and behavior (including oppositional disorder and obsessive-compulsive disorder. These children need the more attention of teachers and other correction approaches and adaptation methods to be elaborated as compared to the procedures used for gifted children, on the one hand, and for those with learning problems, behavioral and attention disorders, on the other hand. There is a need for the development and further strengthening of strong suits (gift and correction, adaptation of deficits in children with “twice exceptionality”. The review presents the history of studying the �

Giftedness and ADHD: Identification, Misdiagnosis, and Dual Diagnosis

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Mullet, Dianna R.; Rinn, Anne N.

2015-01-01

Many gifted characteristics overlap the symptoms of attention deficity-hyperactivity disorder (ADHD). The potential for the misdiagnosis of giftedness as ADHD exists, but so does the potential for a dual diagnosis of giftedness and ADHD. A decade after the misdiagnosis of giftedness as ADHD was first investigated we examine lessons learned…

Giftedness and Cultural Accumulation: An Information Processing Perspective

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Woolcott, Geoff

2013-01-01

There appears to be differing approaches, in modern education, to the identification and development of gifted students, but researchers are beginning to find some cohesiveness through approaches that examine giftedness from within broad views of human cognition and behavior. This paper takes such an approach by considering learning and memory as…

Differences and similarities in double special educational needs: high abilities/giftedness x Asperger’s Syndrome

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Nara Joyce Wellausen Vieira

2012-08-01

Full Text Available The study was developed from a literature search in books, articles and theses that have been published since the year 2000 on the theme High Abilities / Giftedness and Asperger’s Syndrome. The objectives of this research were to conduct a search on publications from 2000 to 2011, about the common and different features to the person with Asperger syndrome and high ability gifted, and also relate the number of publications found in Education and Special Education. At theoretical we present the conception of High Abilities / Giftedness of Renzulli (2004 and Gardner (2000 and in the conception of Asperger Syndrome, Mello (2007 and Klin (2006. When analyzing the data, were perceived similarities and differences between the behavioral characteristics of individuals with High Abilities / Giftedness and those with Asperger’s Syndrome. It’s possible point out that there is much evidence that separate these two special educational needs and few similarities between them. But do not neglect that there may be a dual disability between these two particular special educational needs, because there are still few studies that verify theoretically the differences and similarities of these subjects, much less those that investigate these similarities and distinctions in the subjects themselves.

Sibling Relationships among Eilat Families with at Least One Gifted Child

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David, Hanna; Gil, Mali; Raviv, Idit

2009-01-01

A most common belief is that giftedness is the cause of problems in sibling relationships when the family is "mixed", has at least one gifted child, and at least one non-gifted one. This belief has been accepted not only by parents and educators of the gifted, but also by researchers in the area of gifted education in general and…

CHILDREN’S GIFTEDNESS AND ASSOCIATED PROBLEMS. THE TWICE EXCEPTIONALITY PHENOMENON. GIFTEDNESS AND LEARNING PROBLEMS. GIFTEDNESS AND ATTENTION DEFICIT/ HYPERACTIVITY DISORDER (А REVIEW OF LITERATURE. PART I

Directory of Open Access Journals (Sweden)

O. A. Pylaeva

2015-01-01

Full Text Available In accordance with current views, giftedness are considered as the systemic psychic property developing throughout a lifetime, which determines the human possibility of achieving higher (unusual, outstanding results in one or several kinds of activities as compared to other people. People who are endowed with extraordinary abilities may be infrequently called absolutely somatically and mentally healthy. There are data that giftedness in childhood are frequently concurrent with both somatic diseases and different neurological disorders. Many gifted children are diagnosed as having left-handedness, speech disorders, and autoimmune diseases. There are scientific works on the association of giftedness with neurological and psychiatric disorders, including attention deficit/hyperactivity disorder (ADHD, learning problems (dyslexia in particular, autism (including Asperger’s syndrome, bipolar disorder, and migraine. According to the available data, approximately 3–5 % of children fall into a category of intellectually gifted ones; some children (2–5 to 20 % or more of all gifted children according to different findings may have learning problems. The terms “twice-gifted” or “twice-exceptional” are proposed to characterize children with giftedness concurrent with learning problems, attention deficit (including ADHD, or other impairments of cognitive functions and behavior (including oppositional disorder and obsessive-compulsive disorder. These children need the more attention of teachers and other correction approaches and adaptation methods to be elaborated as compared to the procedures used for gifted children, on the one hand, and for those with learning problems, behavioral and attention disorders, on the other hand. There is a need for the development and further strengthening of strong suits (gift and correction, adaptation of deficits in children with “twice exceptionality”. The review presents the history of studying the �

Using Public Relations Strategies to Advocate for Gifted Programming in Your School

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Besnoy, Kevin

2005-01-01

An appropriate education is one that identifies students' educational needs and then provides a curriculum that addresses those needs (Benbow & Stanley, 1996). All students, even those identified as gifted, deserve a personalized education. However, many educators outside gifted education believe that "giftedness" is a fancy label and that gifted…

PSYCHOLOGICAL ASPECTS OF GIFTED CHILDREN

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Gordana Nikola Stankovska

2013-12-01

Full Text Available Giftedness is a multidimensional phenomenon that despite numerous studies and different approaches remains underexplored. It is known that there is different views about gifted children in psychological theory and practice. Giftedness represents general intellectual ability, general creative ability, productive and creative ability, the sum of specific skills, the ability of thinking, specific area of intelligence and creativity.Gifted child is a child who has above average skills and specific characteristics, which play an important role in the growth, development and education of these children. Researchers confirm the importance of early socialization, family and the primary teachers in the continually development of the gifted child on intellectual, social, emotional and somatic plan.It is known that e gifted child has specific characteristics and properties, such as originality, individuality, emotional stability, a high degree of intellectual capacity, independence, verbal fluency, perfectionism.Development and manifestation of creativity in gifted children depends of their cognitive component, personality traits, motivation. Gifted child early showed a specific interest in a particular area.This kind of child has a positive self-image, high self-esteem, self-confidence, high goals, a sense of self-worth, greater independence which manifests across the non-conformism and initiative.Every child deserves the special attention of parents, school and society, especially a gifted child which is a child with special needs about their average ability and special educational needs.

Professional Competences of Preschool Teachers for Working with Gifted Young Children in Slovenia

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Sonja ČOTAR KONRAD

2016-12-01

Full Text Available Recognizing giftedness in young preschool children presents an important challenge to all educators. Because giftedness needs nurturing, the aim of the research was to emphasize the importance of gifted children’s right to adequate educational opportunities, which will stimulate the optimal development of their potentials. In order to achieve the latter, appropriately qualified preschool teachers are needed, in both diagnostic (the identification of the preschool gifted children and educational field. The main purpose of the study (N=180 was to analyse professional qualifications and attitudes of preschool teachers in the area of identifying and working with gifted children from age 2 to age 6. The non–experimental causal method was used. The results of the research in Slovenia show the following problems: preschool teachers are inadequately informed about the issues concerning working with gifted children; they tend to have low self-competence in identifying personal characteristics of gifted children and in the appropriate use of teaching strategies when working with them; they stress the necessity for further education and professional training in the field of gifted children education.

Towards the Achievement of a Unified, Uniform and Socially-Just ‘Gifted Education’ Policy Acceptable on a Global Scale

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Mohammad A. CHOWDHURY

2017-03-01

Full Text Available The article examines socio-economic and political influences on gifted education. It highlights the widespread disparity between advantaged and disadvantaged ‘gifted and talented’ students in terms of the extent to which they benefit from gifted education. Negative perceptions of social egalitarianism and societal misconceptions in giftedness are critically analysed. Cultural aspects related to gifted education are emphasized with a particular focus on the specific ‘science’ domain of giftedness. The article proposes and outlines future research in gifted education to address the issues of ‘cultural-clashes’ and ‘cross-cultural border crossing’ encountered by gifted and other students in their daily lives. Future outcomes from the proposed research might help teachers adapting their teaching styles and pedagogies to address the needs of gifted students, and assist future longitudinal research related to their cognitive, affective and social development.

A consideration of education programs for gifted primary school pupils in Masvingo, Zimbabwe

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Manyowa, A.F.

2013-06-01

Full Text Available An exploratory study reported here sought to consider and obtain baseline information on educational programs for gifted pupils available in primary schools in the City of Masvingo, Zimbabwe. A sample of 40 regular class teachers, selected from 9 of the 13 primary schools completed questionnaires that sought to establish categories of giftedness and identification methods used in the schools. The teachers were then asked to nominate children they considered gifted who had received some educational program that could be deemed specific for gifted children. 198 pupils were selected from the different grades using this purposive sampling method. A questionnaire that sought information from children on the educational provisions available in the schools was administered. Teachers named children they considered gifted across all the categories. All methods of identification save achievement tests were found to be used in the schools. Nine forms of educational provision for gifted learners were identified from the children’s responses. It is suggested that further research focusing on content and sequence of knowledge and skills being taught in the various gifted education provisions be carried out so as to answer questions of appropriateness.

Investigating the Intersection of Poverty and Race in Gifted Education Journals: A 15-Year Analysis

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Goings, Ramon B.; Ford, Donna Y.

2018-01-01

Using a two-phase content analysis approach, this study examined how education scholars have discussed the intersection of giftedness, race, and poverty in gifted academic journals from 2000 to 2015. Specifically, the authors explored the following questions: (a) What are the characteristics of studies published that explore the intersection of…

THE MODEL OF REALIZATION OF INTEGRATIVE APPROACH TO THE WORK WITH PEDAGOGICALLY GIFTED STUDENTS

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Golubova Anna Vasilievna

2013-05-01

Full Text Available The article examines the components and criteria of pedagogical giftedness of students; the levels of formedness and pedagogical conditions of its development are identified. Purpose: to describe the model of realization of integrative approach to the work with pedagogically gifted students in educational space of university. Methodology: theoretical level methods of pedagogical phenomena learning, methods of empirical level (observation, interviewing, questionnaires, conversations, psychological tests etc.. The results of the research proved that phased realization of integrative approach to the work with pedagogically gifted students in educational space of university provides the rising of pedagogically giftedness formation level. The next pedagogical conditions of pedagogically giftedness formation are described: the creation of pedagogically-oriented creative environment; promotion of positive motivational setting for future professional and educational activities; attracting future teachers to the creative professional-oriented learning and cognitive activity. Practical implications: the educational process of higher pedagogical educational institutions.

Identifying Creatively Gifted Students: Necessity of a Multi-Method Approach

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Ambrose, Laura; Machek, Greg R.

2015-01-01

The process of identifying students as creatively gifted provides numerous challenges for educators. Although many schools assess for creativity in identifying students for gifted and talented services, the relationship between creativity and giftedness is often not fully understood. This article reviews commonly used methods of creativity…

METHODIC OF DEVELOPMENT OF MOTOR GIFTEDNESS OF PRESCHOOL CHILDREN

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Fedorova Svetlana Yurievna

2013-04-01

Full Text Available Education and training of gifted children today appropriate to consider as an important strategic task of modern society. In this context, the purpose of research is the development motor giftedness, which is particularly relevant at the stage of pre-school education, which is caused by age-preschoolers. Preschoolers' motor giftedness is considered by the author as developing integrated quality, including psychomotor skills, inclinations, increased motivation for motor activity. In the process of study the following methods are used: the study and analysis of the scientific and methodological literature on studies, questioning, interview, testing of physical fitness, statistical data processing. The result of research work is methodic of development of motor giftedness on physical education in preschool. The author's methodic consists of four steps: diagnostic, prognostic, practice and activity, social and pedagogical. Each step determines the inclusion of preschool children in sports and developing environment that meets his or her abilities and needs through the creation of certain social and educational conditions. The area of using results of the author's methodic is preschool and the system of improvement professional skill of teachers.

The dynamics of giftedness in the upper primary grades

NARCIS (Netherlands)

Gubbels, J.C.G.

2016-01-01

Titel: The dynamics of giftedness in the upper primary grades Auteur: Joyce C.G. Gubbels Engelse samenvatting: Giftedness is often defined as an IQ-score of 130 or higher, that indicates strong analytical abilities. The research by Joyce Gubbels shows that in addition to analytically gifted

Wandering in the Shadow of Egalitarianism and Equity: A Social and Cultural Explanation to the Underdeveloped Gifted Education in China

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Tian Fu

2017-04-01

Full Text Available Today it is accepted that the development of gifted and talented children is important to enable a nation to compete successfully. In China, though the estimated number of gifted children reaches 20 million (Chu, 2012, gifted education has seldom received sufficient support. The objections to gifted education always suppress suggestions that support programs for gifted students when educational policy is drafted. Starting with a historical review of the gifted education programs and policies in China since 1978, this paper discusses the main reasons for lack of support for gifted education in China from social and cultural perspectives. I conclude that the long-lasting ideology of egalitarianism, the overwhelming pursuit of educational equity and the dominant ideology of socialism have significantly hindered the development of gifted education. Driven by such beliefs and ideologies, the concept of giftedness and gifted education, the relationship between egalitarianism and elitism, and between equity and equality, are often severely misunderstood, which not only harms existing gifted education programs, but suppresses the potential for open discussion about the implementation of gifted education. Finally, I propose how gifted education should be framed in the future educational reform scheme in China and other countries with similar cultural and social environments.

Global Dimensions of Gifted and Talented Education: The Influence of National Perceptions on Policies and Practices

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Brian L. Heuser

2017-04-01

Full Text Available We examine recent research across countries and cultures in regard to the issues related to the formation of gifted and talented education perspectives, policies, and practices. Many modern cultures and subcultures have developed formal and informal definitions of what it means to be gifted and talented, and when we compare the perceptions, policies, and practices across nations, we discover very different constructs of intelligence and ability. These understandings of giftedness and gifted and talented education can be grouped into four binary dimensions, scholarly versus co-curricular capabilities, aptitude versus achievement, nature versus nurture, and individualistic versus collective, that have significant implications for policy and practice. These constructs can serve as a foundation for countries that are looking to formalize or expand their gifted and talented education models or can be used to challenge the norms of established systems. We put forward recommendations to address some of the challenges in advancing gifted education cross-nationally, an area that is often assumed to introduce risks of enlarging social inequity. We also provide a cross-national matrix that captures known elements of gifted education policies and programs from over 20 subnational jurisdictions, countries, and world regions.

METHODIC OF DEVELOPMENT OF MOTOR GIFTEDNESS OF PRESCHOOL CHILDREN

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Светлана Юрьевна Федорова

2013-05-01

Full Text Available Education and training of gifted children today appropriate to consider as an important strategic task of modern society. In this context, the purpose of research is the development motor giftedness, which is particularly relevant at the stage of pre-school education, which is caused by age-preschoolers. Preschoolers' motor giftedness is considered by the author as developing integrated quality, including psychomotor skills, inclinations, increased motivation for motor activity. In the process of study the following methods are used:  the study and analysis of the scientific and methodological literature on studies, questioning, interview, testing of physical fitness, statistical data processing.The result of research work is methodic of development of motor giftedness on physical education in preschool. The author's methodic consists of four steps:  diagnostic, prognostic, practice and activity, social and pedagogical. Each step determines the inclusion of preschool children in sports and developing environment that meets his or her abilities and needs through the creation of certain social and educational conditions.The area of using results of the author's methodic is preschool and the system of improvement professional skill of teachers. DOI: http://dx.doi.org/10.12731/2218-7405-2013-4-31

Research of academic giftedness in foreign studies: socio-psychological aspect

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Meshkova N.V.

2015-06-01

Full Text Available The article provides an overview of foreign publications on the issue of giftedness. Particular attention is paid to the socio-psychological aspect of education of gifted schoolchildren with the help of programs for the accelerated and in special classes. The article reviews the results of studies examining implicit views of ordinary students and school teachers on the gifted as well as a point of view of classmates, parents, teachers and the gifted themselves on gifted students. It describes the strategies for social interaction in academically gifted students who become the victims of bulling. The article analyses the data, obtained in a series of studies, which demonstrate the negative and positive effects of the classroom and family contexts on the academic and social competences of gifted students. The features of academic and social self-concept; relationships with classmates; interactions with adults (parents and teachers are regarded in the article as contexts supporting the students’ academic achievement potential, which may remain in some cases not realizedal.

The Direct and Indirect Effects of Environmental Factors on Nurturing Intellectual Giftedness

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Al-Shabatat, Ahmad Mohammad; Abbas, Merza; Ismail, Hairul Nizam

2011-01-01

Many people believe that environmental factors promote giftedness and invest in many programs to adopt gifted students providing them with challenging activities. Intellectual giftedness is founded on fluid intelligence and extends to more specific abilities through the growth and inputs from the environment. Acknowledging the roles played by the…

Multiple Intelligence Theory for Gifted Education: Criticisms and Implications

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Calik, Basak; Birgili, Bengi

2013-01-01

This paper scrutinizes giftedness and gifted learners under the implications of multiple intelligence theory with regard to coaching young scientists. It is one of the pluralistic theories toward intelligence while supporting to view individuals as active participants during teaching and learning processes which correspond with the applications of…

Intellectual Giftedness and Psychopathology in Children and Adolescents: A Systematic Literature Review

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Francis, Rosanna; Hawes, David J.; Abbott, Maree

2016-01-01

Using a systematic search strategy in which intellectual giftedness was operationalized in terms of IQ score, the authors examined evidence from studies reporting on associations between this aspect of giftedness and psychopathology. A total of 18 studies met the inclusion criteria: compared gifted (IQ = 125) and nongifted (IQ = 90-110) peers or…

A creative look at giftedness. Possibilities and difficulties in the identification of creativity

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Sonja Borgstede

2014-07-01

Full Text Available The present study reflects upon the identification process for gifted or highly able children through a systematic study of the literature, with the aim of providing them with an adequate and stimulating education beginning at an early age. The identification process requires an adequate diagnostic process of giftedness, and creativity is an important determining factor. Creativity, however, is a very complex construct due to differences in definition in the psychology field. This study aims to make a valuable contribution by discussing how to measure creativity in gifted or highly able children, as well as proving recommendations in the diagnostic process.

Desirable characteristics for teachers of High Ability/Gifted students

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Alexandra da Costa Souza Martins

2011-06-01

Full Text Available This study investigated the desirable educational background for a teacher to work with high ability/gifted students, desirable characteristics these teachers should present and conceptions on high ability/giftedness. The participants were 20 public school teachers from a city surrounding Brasilia. Of this group, ten were elementary school teachers working with initial grades and ten were undergraduate Pedagogy teachers. A qualitative approach was used and data were collected by means of a semi-structured interview. A content analysis was then conducted. In relation to the desirable educational background for a teach of high ability/gifted students, participants indicated the need of continuous training, under graduation curriculum adapted to the theme and graduation courses in the area. The desirable features for teachers of high ability/gifted students were related to personological attributes (personality traits and intellectual ability, as well as professional characteristics. The conceptions on high ability/giftedness presented by the participants were, in general, close to those found in the literature and used as reference for this study. However, there was lack of information on how to apply the theory into real practice, as well as several wrong ideas on the topic.

Is Being Gifted a Social Handicap?

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Coleman, Laurence J.; Cross, Tracy L.

1988-01-01

Interviews with 15 gifted/talented adolescents indicated that many of them experienced giftedness as a social handicap. Some students coped with this by managing information about themselves to minimize their visibility as gifted students to others. (Author/JDD)

Perfectionism and anxiety: a paradox in intellectual giftedness?

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Jacques-Henri Guignard

Full Text Available Numerous authors reported a prevalence of perfectionism in gifted populations. In addition, an unhealthy form of perfectionism that leads to anxiety disorder has been described. Using self-report measures (CAPS and R-CMAS with 132 children, we hypothesized that intellectually gifted children express a higher level of perfectionism and anxiety. Our results pointed out a paradox: the gifted group obtained a higher self-oriented perfectionism score than the control group in 6th grade, but present the same level of anxiety. In contrast, the gifted group showed the same level of perfectionism than non-gifted 5(th graders, but reported a higher anxiety level. Thus, the interplay between perfectionism and anxiety appears to be more complex than a simple linear relationship in giftedness.

De-Mystifying Giftedness: An Overdue Perspective

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Campbell, R. J.; Smith, L. Mazzoli

2012-01-01

Campbell and Mazzoli Smith state that it is rare to find two articles, linked, as they are by concerns with both giftedness and the limits of objectivity, so different in style, in degree of cognitive challenge, and in extent of tentativeness, as those by Professor Freeman and Professor Persson in the two issues of "Gifted and Talented…

Guiding Design of University STEM Courses Based on Gifted Status and Strategies for Success

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Hawthorne Allen, A. M.

2016-12-01

Starting from general population statistics and the self-selection of STEM majors by students, it can be concluded that science classes have a population of students trending towards the gifted, regardless of academic institution and admissions selectivity. On average, upper level and graduate STEM courses have an increasingly larger fraction of gifted students. I propose that the average level of giftedness of the students within a course serves as an overriding characteristic that is more significant than other demographic variables. Using this model when designing a STEM course can lead to more successful learning outcomes. In 1991, the Columbus Group defined giftedness as "asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness than are qualitatively different from the norm." These gifted characteristics are fundamentally innate lifelong traits that persist beyond K-12 designations and into our college classrooms. As this broader understanding of giftedness has emerged, myths and stereotypes in prior literature have also become clearer. Understanding and naming these myths can better impact our teaching effectiveness. While the diversity of gifted populations makes generalization difficult, gifted individuals can be described as having the following: asynchronous development, increased perceptivity, high sensitivity, perfectionism, and intensity. Several levels of giftedness have been identified on the basis of IQ scores or innate characteristics from birth. In addition, students who are twice-exceptional are yet another subpopulation present in our classes. If the average gifted level of STEM majors is higher than the norm population for a typical level of education, then understanding the characteristics of the subpopulations and the impact on classroom dynamics is essential. This directly impacts our STEM teaching pedagogy and style if productive learning outcomes are to be

Home Environment of Selected Filipino Gifted Individuals

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Pawilen, Greg Tabios

2018-01-01

This study investigated the home environment of selected Filipino gifted individuals. It aims to answer two research questions: (1) what is the giftedness profile of the selected Filipino gifted?; (2) what types of home environments do Filipino gifted have? This study uses qualitative methods, specifically narrative research strategy, to provide a…

Giftedness as a Developmental Construct That Leads to Eminence as Adults: Ideas and Implications from an Occupational/Career Decision-Making Perspective

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Jung, Jae Yup

2012-01-01

The proposal of Subotnik, Olszewski-Kubilius, and Worrell (2011) on rethinking giftedness and gifted education has a number of implications from an occupational/career decision-making perspective. In this examination of their ideas, consideration is given to the literature in vocational psychology/career development, the emerging findings on the…

Foreign language reading and spelling in gifted students with dyslexia in secondary education

OpenAIRE

van Viersen, Sietske; de Bree, Elise H.; Kalee, Lilian; Kroesbergen, Evelyn H.; de Jong, Peter F.

2017-01-01

A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the native language (NL), the level of foreign language (FL) literacy of gifted students with dyslexia is higher than the literacy level of averagely intelligent students with dyslexia and whether this di...

Stress Management and Gifted Children

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Patel, Vidisha A.

2009-01-01

Stress can affect anyone, and gifted children are no exception. Giftedness can sometimes be the cause of the stress. Perfectionism, sensitivity, and intensity are characteristics of gifted children that may exacerbate stress. Stress can be constructive. Prolonged stress, however, with no time to recover becomes detrimental. Continued stress upsets…

Teachers' Attitudes towards the Gifted: The Importance of Professional Development and School Culture

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Lassig, Carly

2015-01-01

Given that teachers have one of the most significant influences on the educational development of gifted students, reports of negative attitudes and beliefs in popular myths about giftedness are cause for concern. It is important to understand teachers' attitudes and beliefs to implement effective training and educational practices to improve…

Foreign language reading and spelling in gifted students with dyslexia in secondary education

NARCIS (Netherlands)

Van Viersen, Sietske; De Bree, Elise H.; Kalee, Lilian; Kroesbergen, Evelyn H.; De Jong, Peter F.

2017-01-01

A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the

Foreign language reading and spelling in gifted students with dyslexia in secondary education

NARCIS (Netherlands)

van Viersen, S.; de Bree, E.H.; Kalee, L.; Kroesbergen, E.H.; de Jong, P.F.

A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the

High ability education in Denmark

DEFF Research Database (Denmark)

Nissen, Poul; Baltzer, Kirsten; Kyed, Ole

2007-01-01

Chapter in peer refereed book on gifted education. The chapter offers a state of the art review on gifted education literature, and reports the results from a Danish study on giftedness revealing that 42 % had more problems and far more problems than typically reported by children and adolescents...

Giftedness and Globalisation: The Challenge of Cultural Diversity for Gifted Education Programmes in a Neoliberal Educational Marketplace

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Mazzoli Smith, Laura

2014-01-01

This article draws on evidence from interviews with directors of a diverse group of international gifted education organisations. The business models with which they operate and their obligation to satisfy various stakeholder expectations are found to compromise philosophical tenets and organisational aims, particularly those concerned with…

Advancements in Research on Creativity and Giftedness in Mathematics Education: Introduction to the Special Issue

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Singer, Florence Mihaela; Sheffield, Linda Jensen; Leikin, Roza

2017-01-01

Creativity and giftedness in mathematics education research are topics of an increased interest in the education community during recent years. This introductory paper to the special issue on Mathematical Creativity and Giftedness in Mathematics Education has a twofold purpose: to offer a brief historical perspective on the study of creativity and…

Foreign Language Reading and Spelling in Gifted Students with Dyslexia in Secondary Education

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van Viersen, Sietske; de Bree, Elise H.; Kalee, Lilian; Kroesbergen, Evelyn H.; de Jong, Peter F.

2017-01-01

A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the native language (NL), the level of foreign language…

A neurodevelopmental approach to understanding memory processes among intellectually gifted youth with attention-deficit hyperactivity disorder.

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Whitaker, Ashley M; Bell, Terece S; Houskamp, Beth M; O'Callaghan, Erin T

2015-01-01

Intellectual giftedness is associated with strong strategic verbal memory while attention-deficit hyperactivity disorder (ADHD) is associated with strategic verbal memory deficits; however, no previous research has explored how this contradiction manifests in gifted populations with diagnoses of ADHD. The purpose of this study was to explore strategic verbal memory processes among intellectually gifted youth with and without ADHD to provide clarification regarding this specific aspect of neuropsychological functioning within this population. One hundred twenty-five youth completed neuropsychological evaluations including the Wechsler Intelligence Scale for Children-Fourth Edition and California Verbal Learning Test-Children's Version (CVLT-C). Results revealed significant differences between groups, with intellectually gifted youth with ADHD achieving lower T scores on CVLT-C Trials 1 through 5 compared with intellectually gifted youth without ADHD, and intellectually gifted youth with ADHD achieving higher T scores than youth of average intellectual abilities with ADHD. Additionally, repeated-measures analysis of variance revealed a main effect improvement among gifted youth with ADHD in short-delay recall when provided with organizational cues. Findings revealed new evidence about the role of twice exceptionality (specifically intellectual giftedness and ADHD) in strategic verbal memory and have important implications for parents, educators, psychologists and neuropsychologists, and other mental health professionals working with this population.

Equity and Excellence: Political Forces in the Education of Gifted Students In The United States and Abroad

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Elissa F. Brown

2017-04-01

Full Text Available Divisive rhetoric and heated political discourse surround the identification and education of gifted students and lead to opposing philosophical issues of egalitarianism versus elitism. Researchers have long chronicled the ambivalence in the United States over the concepts of giftedness and intellectual talent (Benbow &Stanley, 1996; see also Gallagher & Weiss, 1979. Gallagher (2005 suggested that the two predominant social values reflected in American education are equity and excellence: “The dual and desirable educational goals of student equity and student excellence have often been in a serious struggle for scarce resources. Student equity ensures all students a fair short a good education. Student excellence promises every student the right to achieve as far and as high as he or she is capable. Because the problems of equity have greater immediacy than does the long-term enhancement of excellence, this struggle has often been won by equity.” (Gallagher, 2005, p. 32. The ebbs and flows of public perceptions of equity and excellence and political and historical events have significantly impacted the evolution of the field of gifted education in the United States and abroad. In order to understand these influences on the respective “outlier” student, it’s important to consider the context of the country, significant events, overall educational reform efforts and the implications on the education of gifted students. This article provides a backdrop of the United States’ ambivalence towards gifted education as well as provides an overview of a sample of countries as frames of reference. Implications for policy and practice are discussed.

An fMRI Study of Nonverbally Gifted Reading Disabled Adults: Has Deficit Compensation Effected Gifted Potential?

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Jeffrey W Gilger

2013-08-01

Full Text Available Neuroscience has advanced our understanding of the neurological basis of reading disability. Yet, no functional imaging work has been reported on the twice-exceptional dyslexic: individuals exhibiting both nonverbal-giftedness and reading disability (RD. We compared groups of reading-disabled (RD, nonverbally-gifted (G, nonverbally-gifted-RD (GRD, and control (C adults on validated word-rhyming and spatial visualization fMRI tasks, and standardized psychometric tests, to ascertain if the neurological functioning of GRD subjects was similar to that of typical RD or G subjects, or perhaps some unique RD subtype. Results demonstrate that GRD adults resemble non-gifted reading disabled (RD adults in performance on paper-and-pencil reading, math and spatial tests, and in patterns of functional activation during rhyming and spatial processing. Data are consistent with what may be a shared etiology of reading disability and giftedness in GRD individuals that yields a lifespan interaction with reading compensation effects, modifying how their adult brain processes text and spatial stimuli.

Case Study of a Gifted and Talented Catholic Dominican Nun

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Lavin, Angela

2017-01-01

The case of a gifted and talented Catholic Dominican nun is described and analysed in the context of Renzulli's Three-Ring Conception of Giftedness and Gagne's Differentiated Model of Giftedness and Talent. Using qualitative methods, semi-structured interviews of relevant individuals were conducted and analysed. Based on the conclusions of this…

Successful intelligence and giftedness: an empirical study

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Mercedes Ferrando

Full Text Available The aim of our research is to look into the diversity within gifted and talented students. This is important to better understand their complexity and thus offer a more appropriate educational programs. There are rather few empirical works which attempt to identify high abilities profiles (giftedness and talent that actually exist beyond the theoretical level. The present work intends to single out the different patterns or profiles resulting from the combination of the successful intelligence abilities (analytical, synthetic and practical, as defined by Stenberg. A total of 431 students from the Region of Murcia participated in this study. These students performed the Aurora Battery tasks (Chart, Grigorenko, & Sternberg, 2008, designed to measure the analytical, practical and creative intelligence. Analytically gifted students (n=27, practically gifted (n=33 and creatively gifted (n= 34 were identified, taking as criteria scores equal to or higher than 120 IQ on each intelligence. Different Q-factor analyses were carried out for the three groups of students, in such a way that students were grouped according to their similarities. A total of 10 profiles showing how successful intelligence abilities are combined were obtained, something that has made possible to support the theory put forward by Sternberg (2000: the analytical, practical and creative talent profiles, as well as the resulting combinations, the analytical-practical, analytical-creative, practical-creative profiles, along with the consummate balance talent (high performance in the three types of intelligence.

Investigating Middle School Math and Primary Teachers' Judgments of the Characteristics of Mathematically Gifted Students

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Şule Güçyeter

2015-06-01

Full Text Available The purpose of this study was to investigate teachers’ judgments of mathematically gifted students’ characteristics with respect to various variables. Data were collected from primary school teachers and middle school math teachers (N=161 by using a survey instrument. According to research findings most of the teachers tended to think that mathematical giftedness is being observed more frequently within boys than girls. There was a statistically significant relationship between teachers’ responses about whether mathematical giftedness could be developed or not who have mathematically gifted students and those who have not. But there was no statistically significant relationship among teachers’ branch, teaching experience and their answers about the development of mathematical giftedness. Results showed that there was a statistically significant relationship between teachers’ selfperception of being mathematically gifted and their experience with mathematically gifted students. Total scores of more popular and most popular characteristics that were determined by teachers had a positive correlation with teachers’ experience. Key Words:

Creativity in gifted identification: increasing accuracy and diversity.

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Luria, Sarah R; O'Brien, Rebecca L; Kaufman, James C

2016-08-01

Many federal definitions and popular theories of giftedness specify creativity as a core component. Nevertheless, states rely primarily on measures of intelligence for giftedness identification. As minority and culturally diverse students continue to be underrepresented in gifted programs, it is reasonable to ask if increasing the prominence of creativity in gifted identification may help increase balance and equity. In this paper, we explore both layperson and psychometric conceptions of bias and suggest that adding creativity measures to the identification process alleviates both perceptions and the presence of bias. We recognize, however, the logistic and measurement-related challenges to including creativity assessments. © 2016 New York Academy of Sciences.

The Message Matters: The Role of Implicit Beliefs about Giftedness and Failure Experiences in Academic Self-Handicapping

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Snyder, Kate E.; Malin, Jenessa L.; Dent, Amy L.; Linnenbrink-Garcia, Lisa

2014-01-01

Insight into causal mechanisms underlying underachievement among gifted students has remained elusive. Based on the premise of self-worth theory and implicit beliefs about intelligence, it was hypothesized that entity-focused messages about giftedness would lead to maladaptive academic coping behaviors when gifted status was threatened. Therefore,…

Is Article 13 of “ Educational Directive for Gifted and Talented Students in Universities” a valid rule?

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Oveisgharan Sh

2003-07-01

Full Text Available Background: Iranian talented university students who take semester averages below 17 for at most two times can't use facilities provided for Gifted and Talented students in Universities through Ministry of Health (MOH directive regarding gifted and talented student. Purpose: To examine the validity of article 13 of this directive. Methods: Renzulli's three ring concept of giftedness was chosen as giftedness definition. Obtaining Grade Point Averages equal or more than 15 was regarded as "above average ability". A questionnaire, based on “Scales for Rating the Behavioural Characteristics of Superior Students” was designed for "creativity" and "task commitment" evaluation. Score 3.00 or more in "creativity" and "task commitment" evaluation was regarded to be sufficient to keep the student in the program. Students who were admitted in Isfahan University of Medical Sciences during 1997-1999 and recognized as gifted initially by MOH were included in our study. Results: 147 students were included in this study, of which 50% were female. From the study group, 20 student reports, done by 39 students were evaluated. Of these 39 students, 31 would have been left out based on article. Out of 31 students, 18 met all three criteria of Renzulli's definition. Conclusion: There may be gifted student who are denied the opportunity of using the facilities provided for gifted student based on enforcement of article 13 of IGCT directive. Further study to devise better measure for identification of gifted student seems to be warranted. Keywords: GIFTED, IDENTIFICATION, ISFAHAN UNIVERSITY OF MEDICAL SCIENCES

A universal model of giftedness - adaptation of the Munich Model

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Jessurun, J.H.; Shearer, C.B.; Weggeman, M.C.D.P.

2016-01-01

The Munich Model of Giftedness (MMG) by Heller and his colleagues, developed for the identification of gifted children, is adapted and expanded, with the aim of making it more universally usable as a model for the pathway from talents to performance. On the side of the talent-factors, the concept of

Analysis on the effectiveness of gifted education by studying perceptions of science gifted education recipients

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Jung, Hyun-Chul; Ryu, Chun-Ryol; Choi, Jinsu; Park, Kyeong-Jin

2016-04-01

The necessity of science gifted education is persistently emphasized in the aspect of developing individuals' potential abilities and enhancing national competitiveness. In the case of Korea, gifted education has been conducted on a national level ever since the country established legal and institutional strategies for gifted education in 2000. Even though 15 years has passed since a full-scale implementation of gifted education has started, there are few researches on the effectiveness of gifted education. Therefore, considering the splashdown effect, that a long period of time is needed to obtain reliable assessments on education effectiveness, this research surveyed gifted education recipients to study the effectiveness of gifted education. For this cause, we developed an questionnaire and conducted a survey of university students who had experience of receiving science gifted education. We deduced the following from the analysis. First, generally the recipients were satisfied with their gifted education experiences, but thought that not enough opportunities were provided on problem solving ability enhancement and career related aspects. Second, schools considered 'experiments' as the most effective teaching method, regardless to the stage of education. In addition, they perceived 'discussions and presentations' as effective education methods for elementary school students; 'theme investigating classes' for middle school students; and lectures for high school students. It could be seen that various experiences were held important for elementary school students and as students went into high school education, more emphasis was placed on the importance of understanding mathematical and scientific facts. Third, on gifted education teaching staffs, satisfaction of professionalism on specialities were high but satisfaction of variety of teaching methods were relatively low. In this research, to encourage science gifted students to meet their potentials, we propose

Multidimensional Assessment of Giftedness: criterion Validity of Battery of Intelligence and Creativity Measures in Predicting Arts and Academic Talents

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Tatiana de Cassia Nakano

Full Text Available We test the utility of the Battery for Giftedness Assessment (BaAH/S in identifying differences in two groups of already known gifted students in the areas of academic and artistic talents. Four latent factors were assessed (a fluid intelligence, (b metaphor production (verbal creativity, (c figural fluency (figural creativity, and (d divergent thinking figural task quality (figural creativity. A sample of 987 children and adolescents, 464 boys and 523 girls, of ages ranging from 8 to 17 of two groups: regular students (N=866 and gifted students (N= 67 academic abilities, N=34 artistic abilities and N=20 no domain identified. Academic giftedness group of have higher reasoning, can produce more remote/original metaphors, high figural fluency and drawings rated as more original. Children in the group of artistic giftedness have higher reasoning, high figural fluency and drawings rated as more original. Reasoning abilities are relatively higher in academic giftedness group than artistic (r = .39 vs r =.14. Within artistic group figural fluency and ratings of originality are relatively more important than reasoning (r = .25 and r = .21 vs .14. We emphasizes the importance of assessing creativity in different domains in addition to intelligence to improve the understanding of giftedness and talent.

Challenges Raising a Gifted Child: Stress and Resilience Factors within the Family

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Renati, Roberta; Bonfiglio, Natale Salvatore; Pfeiffer, Steven

2017-01-01

The research on families of the gifted is extremely limited. In the past, families of the gifted have been studied mainly for two reasons: to discover how family life creates or supports giftedness or eminence, or to understand how one gifted child affects siblings. Few studies, however, have examined the impact of gifted children on the lives of…

Gifted Students in Transition: A Grounded Theory Study

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Meadows, Jodi J.

2017-01-01

Gifted students in transition to college may be at risk for underachievement, difficult transition, or even attrition. Giftedness by itself is not always sufficient for academic success in college. The purpose of this grounded theory study was to construct a theory regarding the process of transition to college for high-achieving gifted high…

Spiritual gifts for biblical church growth

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Brian A. DeVries

2016-07-01

Full Text Available This article examines the use of spiritual gifts for church growth, particularly in relation to the sovereign work of the Holy Spirit. The article begins with a definition of spiritual gifts and by highlighting their purpose for growing the church. This is followed by two practical considerations: How should Christian believers use spiritual gifts for church growth, and how should church leaders motivate gift use for this purpose? Since the Holy Spirit works though believers to build up the body of Christ, advocates of biblical church growth should seek to employ his means to motivate spiritual giftedness in the church.

The place of giftedness in the Nigerian education system | Goodluck ...

African Journals Online (AJOL)

This paper had made serious effort in defining the concept “giftedness”. It went further to discuss the place of giftedness in Nigerian education system in the light of the recommendation of the national policy on education, disregard for merit in our society, the menace of our quota system syndrome, and tribal sentiments in the ...

TECHNOLOGY COMPETITIONS AND OLYMPIADS AMONG PUPILS AS A MEANS OF DIAGNOSTICS AND DEVELOPMENT OF THEIR GIFTEDNESS

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O. V. Shatunova

2014-01-01

Full Text Available The research is aimed to show the significance of Technology (Handicraft lessons competitions and olimpiads (academic competitions among general education institutions pupils of the Republic of Tatarstan. The authorsnote the efficiency of these activities as the diagnostics means and improvement of natural gifted children and teenagers. Methods. The applied methods involve criteria approach to the giftedness types assessment; generalization of the advanced pedagogical theory and practice, supervision, teachership surveys and discussions with them. Results. The experience of Technology competitions and olimpiads (academiccompetitions implementation among school pupils of Kazan Federal University, Elabuga Institute is described. The research outcomes show that pupils participation in such activities not only contributes the creative potential realization but also forms sustainable interest to engineering-technical and design activitiesthat subsequently influence a graduates’ choice of high-demand majors (specialities and professions at the contemporary labour market. Additionally, the authors emphasize the objective necessity of specific teachers’ training, and formation of necessary professional skills set for successful work with gifted pupils. Scientific novelty. The research identifies a number of criteria for diagnostics of giftedness types. It is specially noted that the most important point of this phenomenon is propensity to work as the primary factor of ingenuity and talent. Practical significance. Implementation of the research outcomes can be used for further development of Technology competitions and olimpiads implementation among school pupils in high vocational education institutions that are qualified at students’ training on pedagogic majors, as well as in supplementary education establishments for children and teenagers

A Universal Model of Giftedness--An Adaptation of the Munich Model

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Jessurun, J. H.; Shearer, C. B.; Weggeman, M. C. D. P.

2016-01-01

The Munich Model of Giftedness (MMG) by Heller and his colleagues, developed for the identification of gifted children, is adapted and expanded, with the aim of making it more universally usable as a model for the pathway from talents to performance. On the side of the talent-factors, the concept of multiple intelligences is introduced, and the…

Teachers' Conceptions of Gifted and Average-Ability Students on Achievement-Relevant Dimensions

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Baudson, Tanja Gabriele; Preckel, Franzis

2016-01-01

Stereotyping of gifted students may not only hinder identification and actualization of potential but also personality development ("stigma of giftedness"). This is obvious in the case of negative stereotyping (e.g., the disharmony hypothesis, which sees gifted students as intellectually strong, but emotionally and socially inferior),…

Creativity, Intelligence, and Ethics: Why Do Our Gifted Children Need Them?

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Haensly, Patricia

2001-01-01

The potential for using giftedness for good or evil is explored. Parents are urged to steer gifted youth into multiple pay-it-forward channels as they develop, so they will apply their gifted potential in a wise and caring manner to problems of the here and now. (Contains four references.) (CR)

Narrative performance of gifted African American school-aged children from low-income backgrounds.

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Mills, Monique T

2015-02-01

This study investigated classroom differences in the narrative performance of school-age African American English (AAE)-speaking children in gifted and general education classrooms. Forty-three children, Grades 2-5, each generated fictional narratives in response to the book Frog, Where Are You? (Mayer, 1969). Differences in performance on traditional narrative measures (total number of communication units [C-units], number of different words, and mean length of utterance in words) and on AAE production (dialect density measure) between children in gifted and general education classrooms were examined. There were no classroom-based differences in total number of C-units, number of different words, and mean length of utterance in words. Children in gifted education classrooms produced narratives with lower dialect density than did children in general educated classrooms. Direct logistic regression assessed whether narrative dialect density measure scores offered additional information about giftedness beyond scores on the Peabody Picture Vocabulary Test-Fourth Edition (Dunn & Dunn, 2007), a standard measure of language ability. Results indicated that a model with only Peabody Picture Vocabulary Test-Fourth Edition scores best discriminated children in the 2 classrooms. African American children across gifted and general education classrooms produce fictional narratives of similar length, lexical diversity, and syntax complexity. However, African American children in gifted education classrooms may produce lower rates of AAE and perform better on standard measures of vocabulary than those in general education classrooms.

Insights into the Gifted & Talented through Biographical Material.

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Weiner, Ann

1978-01-01

Biographical information of 32 men and 5 women chosen as gifted or talented by university students is cited to discuss birth order, family background, supportive help, early evidence of giftedness, academic record, and particular difficulties. (CL)

The multi-dimensional talent support tool (mBET – a systemic approach towards individualized support of the gifted and talented in Austria

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Johanna Stahl

2015-03-01

Full Text Available Providing gifted students with personalized talent development programs is a challenge for teachers and educators alike. The multi-dimensional talent development tool (mBET guides teachers on their way to individualized gifted programs. Within a holistic and systemic concept of giftedness, the mBET brings together the perspectives of teachers, parents and the individual student in assessing talents as well as relevant personality characteristics and environment factors. By facilitating support-oriented round-table talks, the mBET helps teachers, parents and students to develop individually tailored talent development programs, taking into consideration both talents and other factors relevant for successful gifted education (i.e. non-cognitive personality characteristics and environmental factors.

Behavioral Profiles of Clinically Referred Children with Intellectual Giftedness

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Fabian Guénolé

2013-01-01

Full Text Available It is common that intellectually gifted children—that is, children with an IQ ≥ 130—are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. These clinically-referred children with intellectual giftedness are thought to typically display internalizing problems (i.e., self-focused problems reflecting overcontrol of emotion and behavior, and to be more behaviorally impaired when “highly” gifted (IQ ≥ 145 or displaying developmental asynchrony (i.e., a heterogeneous developmental pattern, reflected in a significant verbal-performance discrepancy on IQ tests. We tested all these assumptions in 143 clinically-referred gifted children aged 8 to 12, using Wechsler’s intelligence profile and the Child Behavior Checklist. Compared to a normative sample, gifted children displayed increased behavioral problems in the whole symptomatic range. Internalizing problems did not predominate over externalizing ones (i.e., acted-out problems, reflecting undercontrol of emotion and behavior, revealing a symptomatic nature of behavioral syndromes more severe than expected. “Highly gifted” children did not display more behavioral problems than the “low gifted.” Gifted children with a significant verbal-performance discrepancy displayed more externalizing problems and mixed behavioral syndromes than gifted children without such a discrepancy. These results suggest that developmental asynchrony matters when examining emotional and behavioral problems in gifted children.

Gay Gifted Adolescent Suicide and Suicidal Ideation Literature: Research Barriers and Limitations

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Sedillo, P. J.

2015-01-01

Little empirical research has been conducted regarding suicide and suicidal ideation about gay gifted adolescents, so most of what is presented in the literature is based on theories and assumptions. One key assumption was that the psychological challenges of gay gifted youth stemming from sexual identity and giftedness contribute to suicidal…

Narrative Performance of Gifted African American School-Aged Children From Low-Income Backgrounds

Science.gov (United States)

2015-01-01

Purpose This study investigated classroom differences in the narrative performance of school-age African American English (AAE)-speaking children in gifted and general education classrooms. Method Forty-three children, Grades 2–5, each generated fictional narratives in response to the book Frog, Where Are You? (Mayer, 1969). Differences in performance on traditional narrative measures (total number of communication units [C-units], number of different words, and mean length of utterance in words) and on AAE production (dialect density measure) between children in gifted and general education classrooms were examined. Results There were no classroom-based differences in total number of C-units, number of different words, and mean length of utterance in words. Children in gifted education classrooms produced narratives with lower dialect density than did children in general educated classrooms. Direct logistic regression assessed whether narrative dialect density measure scores offered additional information about giftedness beyond scores on the Peabody Picture Vocabulary Test–Fourth Edition (Dunn & Dunn, 2007), a standard measure of language ability. Results indicated that a model with only Peabody Picture Vocabulary Test–Fourth Edition scores best discriminated children in the 2 classrooms. Conclusion African American children across gifted and general education classrooms produce fictional narratives of similar length, lexical diversity, and syntax complexity. However, African American children in gifted education classrooms may produce lower rates of AAE and perform better on standard measures of vocabulary than those in general education classrooms. PMID:25409770

How can we better identify the hidden intellectually-creative abilities of the gifted?

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LARISA V. SHAVININA

2008-06-01

Full Text Available This article proposes a new approach to the psychological assessment of potential intellectually-creative abilities of the gifted based on the new cognitive-developmental theory of giftedness developed by the author. The major limitations of conventional intelligence tests are shortly analyzed. The nine methodological and procedural principles, which constitute this approach, are presented along with the examples of new intelligence tests. The principles state that new intelligence tests should first of all examine the psychological mental context generated by gifted individuals themselves. These tests should have an “open character,” evaluate the basis of giftedness (not its numerous traits or manifestations, and allow both retrospective and prospective assessment. New tests should not evaluate psychological functions/processes (e.g., attention or memory and mental speed, and they should not be very long or time-consuming. Cognitive styles, metacognitive and extracognitive abilities should also be assessed. Child’s sensitive periods – which form the developmental foundation of giftedness – should be examined as well.

Mental Attention in Gifted and Nongifted Children

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Navarro, Jose I.; Ramiro, Pedro; Lopez, Jose M.; Aguilar, Manuel; Acosta, Manuel; Montero, Juan

2006-01-01

The relationship between the construct of mental attention and "giftedness" is not well established. Gifted individuals could make effective use of their executive functions and this could be related to their mental attentional capacity. The dialectic constructivist model developed by Pascual-Leone introduced the concept of mental…

Korean Gifted Education: Domain-Specific Developmental Focus

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Cho, Seokhee; Suh, Yewon

2016-01-01

The current Korean gifted education system is designed to help gifted children have a balance between excellence and emotional and social wellbeing. In this article, the current status of Korean gifted education is presented, reflecting on the history, purpose, theoretical foundation, infrastructure, and state of art of gifted education with…

Educational justice and the gifted

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Merry, M.S.

2008-01-01

This article examines two basic questions: first, what constitutes a gifted person, and secondly, is there justification in making special educational provision for gifted children, where special provision involves spending more on their education than on the education of 'normal' children? I

Mathematically Gifted Students and High Achievement: The Role of Motivation and Classroom Structure

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Lüftenegger, Marko; Kollmayer, Marlene; Bergsmann, Evelyn; Jöstl, Gregor; Spiel, Christiane; Schober, Barbara

2015-01-01

One of the most intriguing questions for those who study intellectually gifted students is why some of them reach peak performances at school and others don't. Moderator theories of giftedness assume that domain-specific gifts are transformed into achievement in a process influenced by non-cognitive and environmental variables. Thus, the current…

A Case-Study of Inclusion of an Intellectually Gifted Adolescent with Autism Spectrum Disorder in a General Education School: Risk Factors and Developmental Resources

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Demina E.V.,

2016-10-01

Full Text Available The article examines the case of integration of an intellectually gifted adolescent with autism spectrum disorder in a general education school. It provides results of the applied behavioral analysis aimed at developing general learning skills. The child, diagnosed with Asperger’s syndrome at early school age, encountered difficulties related to the inability to study effectively at school in spite of the clear evidence of intellectual giftedness (including such motivational and instrumental preconditions as high levels of cognitive interest, verbal and abstract reasoning, and educability. The article reflects on the risks and advantages of the developmental work with the “twice exceptional” adolescent following an individual behavioral plan. Based on the results of the study, the article outlines the possible ways of forming the learning behavior skills: learning activity-based, communicative and organizational. The article discusses the necessity of further support of the “twice exceptional” adolescent based on an integrated approach with regard to the special learning needs of the intellectually gifted adolescent.

Educational Justice and the Gifted

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Merry, Michael S.

2008-01-01

This article examines two basic questions: first, what constitutes a gifted person, and secondly, is there justification in making special educational provision for gifted children, where special provision involves spending more on their education than on the education of "normal" children? I consider a hypothetical case for allocating extra…

Gifted Education in the Australian Context

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Walsh, Rosalind L.; Jolly, Jennifer L.

2018-01-01

The context in which gifted education operates in Australia provides for differing levels of identification and services. Lacking a federal mandate or funding, states and territories are responsible for addressing the needs of gifted students. Australia contributes to the gifted education research literature, focusing on acceleration, gifted…

An Examination of Articles in Gifted Education and Multicultural Education Journals

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Chamberlin, Scott A.

2008-01-01

An analysis of gifted education and multicultural education journals was performed to identify the number of multicultural education articles in gifted education journals and the number of gifted education articles in multicultural education journals. Journals reviewed were "Multicultural Education", "Multicultural Perspectives," "Urban…

Gifted Education in the Netherlands

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De Boer, Greet C.; Minnaert, Alexander E. M. G.; Kamphof, Gert

2013-01-01

In the summer of 2011, the Dutch Minister of Education, Culture, and Science presented a letter to the Cabinet, containing the policy objectives for the education of talented, gifted, and highly gifted students. In action plans for primary, secondary, and higher education, in addition to the development of teacher skills, specific measures were…

Marital and Life Satisfaction among Gifted Adults

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Perrone-McGovern, Kristin M.; Boo, Jenelle N.; Vannatter, Aarika

2012-01-01

Spousal giftedness, dual-career status, and gender were studied in relation to marital and life satisfaction among gifted adults. The data for the present study were collected twice over a 5-year period in order to examine the stability of the findings over time. Results indicated that marital satisfaction was significantly related to life…

Traits and Talents of Giftedness in Minority and Low Socioeconomic Fourth Grade Students in a Georgia School District

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Smith, Andrea Ragon

2013-01-01

The potential traits and talents of giftedness in students are multidimensional; yet, some school districts in Georgia perpetuate barriers for students from minority and low socioeconomic backgrounds by relying solely on standardized test scores for gifted identification. The purpose of this case study was to explore the multidimensionality of…

Peculiarities of Subjectively Evaluated Giftedness of University Students with Different Statuses

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Kursov S.O.,

2015-10-01

Full Text Available The article discusses the interconnection of subjective evaluation of giftedness with status position of university students in the study group. The paper presents a theoretical analysis of approaches to the study giftedness and proves necessity of the study of giftedness subjective assessments. The empirical study included 231 full-time students of the first, third and fifth year of Moscow higher education institute. The paper confirmed the hypothesis that student’s giftedness subjectively evaluated by his (her classmates positively correlated with its position in the study group. To test the hypothesis we used sociometry, referentometry, methodological procedure to define the informal power structure in a group, as well as the author's questionnaire to identify giftedness subjective assessments. The paper analyzes the features of the giftedness subjective assessments of student by his (her groupmates studying the engineering and natural science. Giftedness estimation in the groups of students studying engineering is more associated with the status position of students than in the groups studying natural science

Gifted and Talented Education in Turkey: Critics and Prospects

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Uğur Sak

2015-12-01

Full Text Available This article is a review and critics of gifted education in Turkey. Gifted education in Turkey has undergone dramatic changes in recent years. Innovations and regulations in the education of gifted and talented students have emerged and been formed as a result of a global agenda of the country. New steps such as the establishment of science high schools have been taken at specific critical point in history. With the beginning of the 21st century, the education of gifted students has gained momentum with the national strategic plan on gifted education and establishment of gifted education departments in universities. In the last fifteen years, the number of special programs and scientific publications has multiplied. Even though gifted education in Turkey has progressed notably over years, certain problems still remain unsolved, such as inconsistencies in definitions and contradictions between definitions and practices, inefficiency in nationwide identification, inadequate number of program types, recruitment of untrained teachers and lack of expertise in program development, and opposition against gifted education.

Visual Processing in Generally Gifted and Mathematically Excelling Adolescents

Science.gov (United States)

Paz-Baruch, Nurit; Leikin, Roza; Leikin, Mark

2016-01-01

Little empirical data are available concerning the cognitive abilities of gifted individuals in general and especially those who excel in mathematics. We examined visual processing abilities distinguishing between general giftedness (G) and excellence in mathematics (EM). The research population consisted of 190 students from four groups of 10th-…

The Role of Reading in the Development of Giftedness in the Context of Globalization and National Identity

Science.gov (United States)

Shastina, Elena; Shatunova, Olga; Borodina, Tatyana; Borisov, Anatoly; Maliy, Yury

2018-01-01

The article explores the cultural potential of reading as one of the factors in the development of children's giftedness. The role of the book as the bearer of culture in the process of preserving national identity is revealed. The authors of the article discover the growing importance of family reading in the process of a gifted person…

Administrative Guidelines: Education of Gifted Students [and] Plan for Education of the Gifted in South Dakota.

Science.gov (United States)

South Dakota State Dept. of Education and Cultural Affairs, Pierre.

This document is intended to assist South Dakota schools in the development and implementation of Gifted Education Plans, and includes state laws and rules pertaining to gifted education, guidelines for reporting, and explanations of the necessary components of a district's written plan. A brief statement of philosophy addresses characteristics of…

The Possibilities and Limitations of Gifted Education in Korea: A Look at the ISEP Science-Gifted Education Center

Science.gov (United States)

Han, Ki-Soon

2007-01-01

Education for gifted children is currently one of the hottest educational issues in Korea. Much money and effort are being invested in this area of education. Recent announcements by the Korean Ministry of Education state that all children should be educated to the level of which they are capable, and the current program for gifted students should…

Higher Education as a Gift and as a Commons

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Andreas Wittel

2018-01-01

Full Text Available This paper takes as a starting point Lewis Hyde’s (2007, xvi assertion that art is a gift and not a commodity: “Works of art exist simultaneously in two ‘economies’, a market economy and a gift economy. Only one of these is essential, however: a work of art can survive without a market, but where there is no gift there is no art.” I want to argue that the same claim should be made for those aspects of academic labour that refer to teaching and education. Education can survive without a market, but where there is no gift there is no education. However the gift that is part of all educational processes gets rather obscured in regimes where higher education is either a public good or a private good. In regimes of higher education as public good the gift gets obscured by the provision of a service by the state. In regimes of higher education as a private good (e.g. higher education in the UK the gift gets even more obscured, obviously so. It is only in a third educational regime, where education is a common good (e.g. the recent rise of the free universities, that the gift character of education can properly shine. Whilst this should be celebrated, the notion of a higher education commons poses some severe challenges. The paper ends with an examination of possibilities of academic activists to rescue or even strengthen the gift-like character of education.

Czech teachers’ attitudes toward typical characteristics of intellectually gifted learners with dyslexia and the issue of identifying and educating them

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Šárka Portešová

2010-06-01

Full Text Available The presented study deals with the issue of basic school teachers’ attitudestowards selected behavioral and cognitive characteristics of intellectually gifted lear-ners with dyslexia and the issue of identifying and educating these learners. Researchis being conducted at the time as a Greek-Czech intercultural study. However, in thepresented contribution only Czech research data are analyzed and interpreted. In theresearch, we used Attitudes Toward Giftedness/Learning disability – Dyslexia Scale byGreek authors Gari, Panagiota, Nikolopoulou (2006. This method was administeredto 158 teachers from all over the Czech Republic. Based on statistical analysis, thepresented empirical examination reached some important conclusions. It became clearthat Czech teachers are good at identifying characteristics related to manifestations ofa “gifted learner” and a “learner with a learning disability”. Moreover, they are able toidentify also the so-called duality in learning abilities, i.e. the simultaneousness of abi-lity and handicap in the learning process manifested in a particular cognitive domain.However, they identify this duality especially within Czech language. The most proble-matic appears to be the accepting of the existence of this typical characteristic of thegiven population of learners in other academic subjects, for example in mathematics.It is here in particular where teachers tend to expect nothing but exceptional perfor-mance, without a possibility of partial failure (they derive it from giftedness. It seemsthat due to the refusal of the existence of duality in learning ability intervening in allacademic subjects, it can lead to a wrong identification of this minority group of thegifted. Nevertheless, this fact must be confirmed in further empiric research.

Whiti Ki Runga! Gifted and Talented Maori Learners

Science.gov (United States)

Macfarlane, Angus; Moltzen, Roger

2005-01-01

The importance of identifying and nurturing the gifts and talents of young people is now more widely accepted in New Zealand than it has been in the past. In this country the approach to meeting this challenge must reflect an understanding and acknowledgement of Maori conceptions of giftedness and talent. It is proposed here that the…

A faceted eye on intellectual giftedness: Examining the personality of gifted students using FFM domains and facets

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Altaras-Dimitrijević Ana

2012-01-01

Full Text Available The study examines the personality profile of gifted vs. average-ability students from the perspective of the FFM. The issue was approached by (1 reviewing the literature for well-established personality characteristics of the gifted, (2 establishing correspondences between these traits and FFM domains/facets, and (3 formulating a domain and a facet-level model which were hypothesized to discriminate significantly between gifted and nongifted students. The domain-level model consisted of Openness and Agreeableness. The facet-level model included 14 traits: Anxiety, Impulsiveness, Gregariousness, Assertiveness, Fantasy, Feelings, Aesthetics, Ideas, Compliance, Modesty, Tendermindedness, Order, Achievement, and Deliberation. The models were tested on three samples (N1=515 high-school students, 155 gifted; N2=132 psychology students, 28 gifted; N3=443 psychology students, 91 gifted. Results indicate that the domain-level model does not discriminate significantly between gifted and nongifted students in each sample, whereas the proposed 14-facet model yields a significant discrimination across all samples. The latter model may be further adjusted by removing facets which proved inconsistent or unsubstantial in distinguishing between the two groups. This yields a 7-facet discriminant function, which is also significant across samples, indicating that gifted students are consistently distinguished by a combination of high Ideas, Fantasy, Aesthetics, and Assertiveness, but low Gregariuosness, Modesty, and Tendermindeness. Educational implications and limitations are discussed. [Projekat Ministarstva nauke Republike Srbije, br. 179018

High skills/giftedness: between terms and languages

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Rosemeire de Araújo Rangni

2011-12-01

Full Text Available The field of high skills/giftedness presents some polemic questions, among them, the use of names or terms that define it. This paper has aimed the use of terminology in the area of high skills/giftedness for diverse Brazilian authors. For this, it was researched the published papers on Revista Educação Especial, of Santa Maria, RS, editions 2001 to 2010. The terminologies used to perform the research are the bibliographical and the documental. The results found indicate the terminological use in the titles of the papers as in the key words vary among authors as well as it is observed that languages used in the field of high skills/giftedness can cause conflicts in the educational service to that group of students.

Noncognitive characteristics of gifted students with learning disabilities: An in-depth systematic review.

NARCIS (Netherlands)

Beckmann, Else; Minnaert, Alexander

2018-01-01

Gifted students who also have learning disabilities (G/LD) are often overlooked when students are assessed either for giftedness or specific learning disabilities. The cognitive and non-cognitive characteristics of these G/LD students are habitually discussed only briefly alongside identification

A mission-based gifted and talented program

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Yazdani Sh

2004-07-01

Full Text Available Background: Only in recent years has the concept of "Multiple intelligences" been acknowledged. Purpose: To develop a mission-based program to train gifted medical students on skills and sciences needed for sustainable development Methods: A two-armed program was developed for training medical students. The first arm of the program train students for management purposes. The second branch of the program educates medical students to enable them to contribute to scholar development in areas of health and medicine. Results: The Managerial pathway has been implemented since July 2003. More than 400 students from Shaheed Beheshti and elsewhere registered in the program as main members or guest members of the program. The level up exam was given on February 2004 with 13 students qualifying for C level. Conclusion: It may be to early to draw any conclusion in terms of fulfilment of the outcomes of the program but the dedication of the members to the program has been beyond imagination. Keywords: MISSION-BASED, PROGRAM, GIFTED, TALENTED STUDENTS, GIFTEDNESS IDENTIFICATION

Beijing Model of Gifted Education and Talent Development

DEFF Research Database (Denmark)

Fang, Zhongxiong; Zhang, Yi; Du, Xiangyun

In China, talent development has been one of the key points in national plans for the development of science and technology, education, and other areas over the last three decades and is especially emphasized in the national outline for medium- and long-term educational reform and development....... Beijing is the leading city in educational reform, especially in the area of gifted education in mainland China. Over the past 35 years, through constant exploration and research, a comprehensive gifted education system called the Beijing Model of Gifted Education and Talent Development (BMGETD) has...... gradually been developed. This book is a summary of the educational practices used in and research done on the BMGETD over the decades. These include several patterns for gifted education, such as acceleration in special classes, special classes without acceleration, enrichment within regular classes...

A Lamp for Diogenes: Leadership Giftedness and Moral Education.

Science.gov (United States)

Lindsay, Bryan

1988-01-01

Leadership education is distinguished from leadership training, and moral education from moral indoctrination, in a discussion of the need to educate young gifted leaders in moral excellence. The role of parents is discussed, and parallels drawn between Bloom's Taxonomy and Kohlberg's model of cognitive moral development. (JW)

Measuring Creative Capacity in Gifted Students: Comparing Teacher Ratings and Student Products

Science.gov (United States)

Kettler, Todd; Bower, Janessa

2017-01-01

Creativity and giftedness are frequently associated, and schools may use measures of creativity for identifying gifted and talented students. The researchers examined three aspects of elementary student creativity: (a) the relationship between a teacher's rating of student creativity and rubric-scored student writing samples, (b) group differences…

Non-cognitive characteristics of gifted students with learning disabilities : An in-depth systematic review

NARCIS (Netherlands)

Beckmann, Else; Minnaert, Alexander

2018-01-01

Gifted students who also have learning disabilities (G/LD) are often overlooked when students are assessed either for giftedness or specific learning disabilities. The cognitive and non-cognitive characteristics of these G/LD students are habitually discussed only briefly alongside identification

How to Develop Innovators? Innovation Education for the Gifted

Science.gov (United States)

Shavinina, Larisa

2013-01-01

Many people correctly believe that a majority of innovators come from the population of gifted and talented children. If we want to develop innovative abilities of the gifted, then a special, new direction in gifted education is needed: innovation education. This article introduces innovation education, which refers to a wide range of educational…

Looking at the high ability/giftedness through the lens of curriculum studies

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Soraia Napoleão Freitas

2011-12-01

Full Text Available From diving in the educational field, either in teaching or research in Special Education, this article postulates bring visibility to a curricular discussion strongly marked by the educational practice of learners with high ability/giftedness and having the "lighthouse flag” the inclusion policy school principles, not just theorizing about the elements of the theme. Curriculum is understood as a territory of knowledge and power, so the manufacturing process of the curriculum in the wake of the inclusive hillside – a journey which aims to solidify egalitarian social link - can put up as an potentiating agent of different actions for the education of students with high ability/giftedness, protecting them from moments of discrimination, segregation and personal, family, school and social exclusion. Therefore, this article takes up an invitation to educators to look at the prerogatives of education that hosts students with high ability/giftedness with the lens of curriculum studies.

Cognitive and Neural Correlates of Mathematical Giftedness in Adults and Children: A Review

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Timothy Myers

2017-10-01

Full Text Available Most mathematical cognition research has focused on understanding normal adult function and child development as well as mildly and moderately impaired mathematical skill, often labeled developmental dyscalculia and/or mathematical learning disability. In contrast, much less research is available on cognitive and neural correlates of gifted/excellent mathematical knowledge in adults and children. In order to facilitate further inquiry into this area, here we review 40 available studies, which examine the cognitive and neural basis of gifted mathematics. Studies associated a large number of cognitive factors with gifted mathematics, with spatial processing and working memory being the most frequently identified contributors. However, the current literature suffers from low statistical power, which most probably contributes to variability across findings. Other major shortcomings include failing to establish domain and stimulus specificity of findings, suggesting causation without sufficient evidence and the frequent use of invalid backward inference in neuro-imaging studies. Future studies must increase statistical power and neuro-imaging studies must rely on supporting behavioral data when interpreting findings. Studies should investigate the factors shown to correlate with math giftedness in a more specific manner and determine exactly how individual factors may contribute to gifted math ability.

SCHOOL, UNIVERSITY AND EDUCATIONAL ACCESSIBILITY: DISCUSSING EDUCATIONAL OPPORTUNITIES FOR STUDENTS WITH HIGH SKILLS/GIFTEDNESS

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Renata Gomes Camargo

2013-12-01

Full Text Available Thinking about educational accessibility in academic research constitutes a necessity in view of the reality of education today and investigations unexplored, such as the relation between the high skills/giftedness -AH/SD-, researchin university and educational accessibility. This paper aims to discuss the dialogue between school and university research regarding the accessibility of students with AH/SD, seeking to highlight some actions related to a research project of theUniversidade Federal de Santa Maria/RS. The discussion in this article is guided in a qualitative perspective, is the main theoretical support studies of Manzini (2005 and Freitas and Pérez (2010. Among the main considerations, it follows that: shared responsibility between school and university, through action research projects, contributes significantly to the establishment of educational accessibility for students with AH/SD.

Academic scientific-production in Brazil in the area of high abilities/giftedness on the period from 1987 to 2011

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Miguel Claudio Moriel Chacon

2014-06-01

Full Text Available Among students with special educational needs, subjects of special education, are those with high ability/giftedness, a complex phenomenon that requires the participation of education professionals and researchers to foster the potential of development of these students. In this sense, we aimed to identify and analyze thesis and dissertations that they propose to investigate the theme high ability/giftedness, verifying participation of the area of education in these studies. The study was done through a literature review, guided by the following questions: Have the researches on high ability/giftedness been growing in recent years? What is the participation of education area in those researches? What are the issues related to high ability/giftedness addressed in Education? The results show that the institutions present an increasing trend and there is a predominance of education area in this scientific production. However, there is an imbalance between the institutions that aim to investigate the theme in Brazilian regions, as well as among the cases covered by these researches on high ability/giftedness.

Distant education of gifted children in the USA

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Rogozhkina I. B.

2012-06-01

Full Text Available Distant teaching which helps to realize the main principles of contemporary education: «teaching throughout» and «lifelong teaching» becomes more and more indemand. The possibility to get education for the residents of remote districts, excess to contemporary data bases, scientific libraries and learning materials of high quality, possibility to study at a time convenient for a student and in a tempo acceptable to the one makes distant education one of the most effective form of work with gifted children. System of distant education in the USA which is one of the most sophisticated one involves a big variety of programs and courses for both ordinary and gifted students. The article analyzes the existing in the USA on-line programs for gifted children, reveals their advantages and disadvantages, discusses the distant forms of work applicable to teaching of gifted children in Russia.

Application of productive research tasks in working with gifted students in teaching Serbian language and literature

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Stakić Mirjana M.

2015-01-01

Full Text Available In the work we examine the possibility of application of productive research tasks in working with gifted students in teaching Serbian language and literature. Using specific examples of interpretations of literary works we show that productive research assignments encourage students' creative and inventive expression, creativity, imagination and criticality and enable them to develop in accordance with their personality, individual preferences and abilities. In the examples of their use in problem solving, we determine how productive research tasks are conducive to gifted students who need to learn through problem solving and school work and to experience learning as a challenge. They present the basis for independent research, which allows gifted students to express their own creativity and the need to acquire new, challenging knowledge, and represent a powerful motivational tool that teachers can use in order to further develop their talent. Creative application of the productive research tasks in teaching Serbian language and literature is the possibility that the education of gifted students is not treated as elitist question, but to transform teaching process into development of giftedness and talent, where the role of the teacher in the teaching process rises to the role of the mentor.

Education of Gifted Students with Virtual Physics Laboratory: Buoyancy Force Topic

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Necati HIRCA

2013-06-01

Full Text Available Project-based learning approach is recommended for science education of gifted students for their independent learning will and they can intensify their attention on any issue for along time. In this study, the steps of the experiment buoyancy of liquids has been explained with the help of Algodoo Programme a learning environment in which gifted students test their hypotheses and can learn the concepts of physics with their own experiences. This study is tought to be used as a guidance material in the education of gifted students in Science and Art Centers in Turkey. Teachers in Science and Art Center (or who educate gifted students are generally inexperienced in the education of gifted students. Another problem of these teachers is the lack of adequate materials that the teachers use in the education of gifted students.

Adaptation, expertise, and giftedness: towards an understanding of cortical, subcortical, and cerebellar network contributions.

Science.gov (United States)

Koziol, Leonard F; Budding, Deborah Ely; Chidekel, Dana

2010-12-01

Current cortico-centric models of cognition lack a cohesive neuroanatomic framework that sufficiently considers overlapping levels of function, from "pathological" through "normal" to "gifted" or exceptional ability. While most cognitive theories presume an evolutionary context, few actively consider the process of adaptation, including concepts of neurodevelopment. Further, the frequent co-occurrence of "gifted" and "pathological" function is difficult to explain from a cortico-centric point of view. This comprehensive review paper proposes a framework that includes the brain's vertical organization and considers "giftedness" from an evolutionary and neurodevelopmental vantage point. We begin by discussing the current cortico-centric model of cognition and its relationship to intelligence. We then review an integrated, dual-tiered model of cognition that better explains the process of adaptation by simultaneously allowing for both stimulus-based processing and higher-order cognitive control. We consider the role of the basal ganglia within this model, particularly in relation to reward circuitry and instrumental learning. We review the important role of white matter tracts in relation to speed of adaptation and development of behavioral mastery. We examine the cerebellum's critical role in behavioral refinement and in cognitive and behavioral automation, particularly in relation to expertise and giftedness. We conclude this integrated model of brain function by considering the savant syndrome, which we believe is best understood within the context of a dual-tiered model of cognition that allows for automaticity in adaptation as well as higher-order executive control.

Teachers' Views about the Education of Gifted Students in Regular Classrooms

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Neşe Kutlu Abu

2017-12-01

Full Text Available The purpose of this study was to investigate classroom teachers’ views about the education of gifted students in regular classrooms. The sample of the study is composed of ten primary school teachers working in the city of Amasya and had gifted students in their classes. In the present study, phenomenological research design was used. Data was collected through semi-structured interviews and analyzed descriptively in the QSR N-Vivo package program. The findings showed that teachers did not believe a need for differentiating curriculum for gifted students; rather they expressed that regular curriculum was enough for gifted students. Based on the findings, it is clear that teachers need training both on the need of differentiated education for gifted students and strategies and approaches about how to educate gifted students. Teachers’ attitudes towards gifted students in regular classrooms should be investigated so that teachers’ unsupportive beliefs about differentiation for gifted students also influence their attitudes towards gifted students.

Networking Theories on Giftedness--What We Can Learn from Synthesizing Renzulli's Domain General and Krutetskii's Mathematics-Specific Theory

Science.gov (United States)

Schindler, Maike; Rott, Benjamin

2017-01-01

Giftedness is an increasingly important research topic in educational sciences and mathematics education in particular. In this paper, we contribute to further theorizing mathematical giftedness through illustrating how networking processes can be conducted and illustrating their potential benefits. The paper focuses on two theories: Renzulli's…

Cognitive Profile of Intellectually Gifted Adults: Analyzing the Wechsler Adult Intelligence Scale.

Science.gov (United States)

Lang, Margherita; Matta, Michael; Parolin, Laura; Morrone, Cristina; Pezzuti, Lina

2017-09-01

The Wechsler Adult Intelligence Scale (WAIS) has been used extensively to study intellectual abilities of special groups. Here, we report the results of an intellectually gifted group on the WAIS-IV. Gifted individuals are people who obtained scores equal to or greater than 2 standard deviations above the mean on an intelligence test. Hence, the current study aims first, to examine mean group performance data of gifted individuals on the WAIS-IV; second, to revalidate the pattern of performance identified in this special group in previous studies (i.e., verbal skills higher than all other abilities); third, to compare scatter measures across intellectual domains with a matched comparison group. A total of 130 gifted individuals (79 males) were administered the full battery and their performance was compared with a matched comparison group. Analyses revealed that gifted group displayed higher scores in all intellectual domains. Contrary to expectations, they showed the highest scores in perceptual reasoning tasks. A multivariate approach revealed that this ability was statistically different from all other domains within the gifted group. Moreover, gifted individuals showed higher discrepancies across intellectual domains than average-intelligence people. Findings have important practical implications to detect intellectual giftedness in adulthood.

Teachers\\' Perception of Giftedness and Talent Among Primary ...

African Journals Online (AJOL)

Teachers\\' Perception of Giftedness and Talent Among Primary School Children. Constantine Ngara. Abstract. No Abstract Available Zimbabwe Journal of Educational Research Vol.14(3) 2002: 213-228. Full Text: EMAIL FULL TEXT EMAIL FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT.

Teaching English Activities for the Gifted And Talented Students

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Cigdem CELIK-SAHIN

2014-06-01

Full Text Available This paper reviews the literature and recommends activities that can be used to teach English to gifted and talented students. It includes the responsibilities that teachers of the gifted and talented have in teaching the English language. Strategies for teaching the language in a natural and flowing way to increase intake and usage are also presented. Also discussed are the pressures on gifted and talented students when they are learning a new subject such as the English language and how these pressures occur because of beliefs about giftedness and how gifted learners learn. Teachers need to also be aware of the linguistic and cultural backgrounds of their students. This information can be used to help students speak English more naturally during informal talks/discussions in class about their different lifestyles and/or cultural features. The special and different learning characteristics of gifted students are important for their teachers to know. Teachers of gifted students should then use that knowledge when they differentiate curriculum. To be a teacher of these special children means being open to ongoing professional development and always focusing on the learner rather than the learning. Finally, the teachers of the gifted need to shift their approaches in order to become counsellors and guides more than instructors and directors of learning.

Standards in Gifted Education and Their Effects on Professional Competence

Science.gov (United States)

Johnsen, Susan K.

2012-01-01

Educators need to know the professional standards in their field to maintain high levels of professional competence. This article focuses on four sets of teacher preparation standards in gifted education. They address initial and advanced preparation of educators who teach students with gifts and talents. Initial preparation standards include the…

Early Signs of Entrepreneurial Giftedness

Science.gov (United States)

Shavinina, Larisa V.

2008-01-01

Although successful entrepreneurship is important for the economic prosperity of any society, one should acknowledge that entrepreneurial giftedness is terra incognita from a research viewpoint. This article analyzes early manifestations of entrepreneurial giftedness in the cases of Richard Branson, Michael Dell, and Bill Gates and thus opens a…

Determining and Analyzing Public Support for Gifted Education.

Science.gov (United States)

Karnes, Frances A.; Riley, Tracy L.

1997-01-01

Statewide support for gifted education was assessed through a public opinion telephone survey with 400 respondents in one state. Results indicated general support for specialized programs, except residential schools, for gifted children. Appropriate public relations strategies utilizing such survey results are suggested. (DB)

An Examination of the Relationships between Ego Development, Dabrowski's Theory of Positive Disintegration, and the Behavioral Characteristics of Gifted Adolescents

Science.gov (United States)

Bailey, Carrie Lynn

2011-01-01

Literature exploring the experiences of gifted individuals has often focused on asynchronous development, particularly during childhood and adolescence. Also discussed in the literature are the unique social, emotional, and behavioral characteristics associated with giftedness. However, there is still an unclear picture concerning the implications…

EPTS Curriculum Model in the Education of Gifted Students

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Ugur Sak

Full Text Available In this article, the author reviews the EPTS Model (Education Programs for Talented Students and discuss how it was developed through multiple stages, the ways it is used to develop programs for gifted students, and then presents research carried out on the effectiveness of this model in the education of gifted students. The EPTS Model has two dimensions: ability and content. The ability dimension has a hierarchical structure composed of three levels of cognitive skills. The content dimension is the extension of the regular curriculum but organized at four levels: data, concept, generalization and theory. Included in the article also is a brief critics of the current state of curricular programs in gifted education.

A Systemic Approach: The Ultimate Choice for Gifted Education

Science.gov (United States)

Tao, Ting; Shi, Jiannong

2012-01-01

In "Towards a systemic theory of gifted education," A. Ziegler and S.N. Phillipson have proposed a systemic approach to gifted education. For this approach, they built a model that they call an "actiotope" model. As they explained in the article, an actiotope consists of the acting individual and the environment with which he or she interacts. The…

You Say Ordinary, We Say Gifted: How Ontology Can Help Mitigate Cultural Variation in the Social Sciences

Science.gov (United States)

Martin, Lee; Gordon, Shaun

2012-01-01

Persson's (2012a) article offers a timely contribution to the science of giftedness through questioning the validity of research emerging from within this paradigm. Using evidence from a number of disciplines he demonstrates that what is regarded as gifted behaviour in one culture could be regarded as quite ordinary within another. He therefore…

A Model for the Education of Gifted Learners in Lebanon

Science.gov (United States)

Sarouphim, Ketty M.

2010-01-01

The purpose of this paper is to present a model for developing a comprehensive system of education for gifted learners in Lebanon. The model consists of three phases and includes key elements for establishing gifted education in the country, such as raising community awareness, adopting valid identification measures, and developing effective…

Altas habilidades: uma questão escolar Giftedness: a shool matter

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Célia Maria Paz Ferreira Barreto

2011-12-01

Full Text Available Esse estudo foi realizado em uma escola federal de ensino, localizada no Rio de Janeiro. Estabeleceu como objetivos gerais investigar as representações dos professores sobre as altas habilidades e a existência da indicação de alunos com esse perfil para atendimento. Utilizou duas amostras diferenciadas. A primeira, formada por 36 professores que atuavam do 1º ao 9º ano do ensino fundamental e do 1º ao 3º ano do ensino médio. A outra amostra foi constituída por quatro setores da escola responsáveis pelo registro histórico dos alunos. Utilizou-se a metodologia da análise de conteúdo no tratamento dos dados obtidos. Os resultados mostraram que os professores respondentes têm representações sobre altas habilidades e que não existem alunos com altas habilidades matriculados na instituição. Os resultados indicam urgência no implemento de ações inclusivas para as altas habilidades nessa escola, assim como a continuidade e aprofundamento nessa pesquisa.The study took place in a public federal school in Rio de Janeiro. The overall objectives were to investigate representations teachers have about giftedness and existing indications of such students that should be referred to specific learning and counseling programs. Two different groups were taken as samples. The first was made up of 36 elementary and high school teachers. The other consisted of four school sectors, charged with keeping students data records. The qualitative method of contents analysis was used. This study indicates its participants have representations about giftedness, although there were no gifted students enrolled in the institution where the study took place. The results also suggest that there is a pressing need to implement inclusive actions for gifted students at this school, as well as further developing the investigation at a deeper level.

Research Problems in Developing Giftedness: A Worldwide Perspective.

Science.gov (United States)

Passow, A. Harry; Schiff, Jacob H.

1991-01-01

This paper describes world perspectives on gifted education, focusing on definitions, identification procedures, and attitudes. It then examines key areas in gifted education that require further clarification and rigorous examination. (Author/JDD)

Superdotação: conceitos e modelos de diagnóstico e intervenção psicoeducativa Giftedness: concept and psycho-educational models for diagnosis and intervention

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Margarida Pocinho

2009-04-01

Full Text Available A definição de sobredotação não está isenta de inseguranças e de controvérsias. O conceito não é estático, está em constante evolução, sendo que a tendência actual é caracterizada pela ponderação de outras variáveis além das cognitivas e da inteligência. Segundo o World Council for Gifted and Talented Children, considera-se sobredotada a pessoa com elevado desempenho ou elevada potencialidade, em qualquer dos seguintes aspectos isolados ou combinados: capacidade intelectual geral, aptidão académica específica, pensamento criativo ou produtivo, talento especial para as artes visuais, dramáticas e musicais, capacidade motora e capacidade de liderança. A multiplicidade de conceitos acaba, assim, por traduzir a multiplicidade de critérios a ter em conta na definição de sobredotação, implicando que a avaliação seja também multirreferencial, abrindo, consequentemente, um leque diversificado de propostas de intervenção assim como o recurso a diferentes agentes, procedimentos e instrumentos de avaliação.The definition of Giftedness is not exempt from unreliability and controversy. The concept is not static, it is in constant evolution, being that the current trend is characterized by the balance of other variables beyond the cognitive and intelligence. According to the World Council for Gifted and Talented children, one can be considered gifted when exhibiting high performance or potential, in any of the following aspects in isolation or combined: general intellectual capacity, specific academic skill, creative or productive thinking, special talent for the visual, dramatic and musical arts, motor skills and capacity for leadership. Thus, the multiplicity of concepts ends up translating into a multiplicity of criteria that must be considered in the definition of giftedness, which means that assessment must also be multifaceted. As a result, a broad range of intervention proposals is required, as well as recourse to

Civic Education as a Means of Talent Dissemination for Gifted Students

Science.gov (United States)

Lee, Seon-Young

2015-01-01

This study examined the need for civic education as a mode of talent dissemination among gifted students. Based on a comprehensive review of literature, civic education was found to be instrumental for gifted students in developing academic, psychological, and social abilities; enhancing civic awareness, responsibility, and commitment; and taking…

Creative Education for Gifted Children

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Piske, Fernanda Hellen Ribeiro; Stoltz, Tania; Machado, Jarci

2014-01-01

Creativity is an essential attribute for the development of creative potential. However, it is not always developed properly in the school context, especially when it is about gifted students education. Because these children need a specialized service to attend their special needs. In this sense, this study aims to contribute in order that…

Revision of giftedness on brazilian periodic publication

Directory of Open Access Journals (Sweden)

Tatiana de Cássia Nakano

2012-08-01

Full Text Available The definition of giftedness is related to the existence of high abilities in several and different fields and involves the study of process as intelligence, motivation, creativity and leadership. Due to the lack of research in this area, the present study aimed to review researches about giftedness on Brazilian periodic publications, in two databases: Scielo and Pepsic. The results pointed to the existence of 19 theorical and empiric articles, published between 2002 and 2009, that approached distinct dimensions of giftedness: conceptual definitions, models and forms of identification, models of attendance, Brazilian laws to guide the performance, researches with teachers, family and school environment, studies of cognitive, social and emotional dimension, finally behaviors and emotional disorders related to the giftedness. The articles analysis allowed concluding the recent interest for the theme, it was observed divergences in the definition of the concept, the lack of specific tests, with validity and standards, beyond the recognition of the importance of the school environment and the psychologis

American Policy in Gifted Education

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VanTassel-Baska, Joyce

2018-01-01

This article explores the history of gifted education policy and practice in the United States over the last five decades, documenting the lack of sustained progress in obtaining sustained federal support. It also highlights two case examples, one at the state level and a second at the national level of where a policy in a specific aspect of…

Identifying Twice-Exceptional Children and Three Gifted Styles in the Japanese Primary Science Classroom

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Sumida, Manabu

2010-10-01

Children with mild developmental disorders sometimes show giftedness. In this study, an original checklist was developed to identify gifted characteristics specific to science learning among twice-exceptional primary school children in Japan. The checklist consisted of 60 items on Attitudes, Thinking, Skills, and Knowledge/Understanding. A total of 86 children from eight primary schools in an urban area in Japan, 50% of whom had Learning Disabilities (LD), Attention Deficit/Hyperactivity Disorder (ADHD), and/or High-functioning Autism (HA), were observed using the checklist. Factor analysis revealed three factors. A cluster analysis with the subscale points of each factor identified three "gifted styles" in science. These were: (1) Spontaneous Style; (2) Expert Style; and (3) Solid Style. LD/ADHD/HA children characteristically displayed a Spontaneous Style while the non- LD/ADHD/HA children were characterized by the Solid Style. In both subject groups, the number of Expert Style children was the lowest with no significant difference in their numbers. Based on the results of this research, this paper discusses the implications of the findings for teaching science to twice-exceptional children and argues the benefits of inclusive science education for children with and without mild developmental disorders.

The Color of Giftedness: A Policy Genealogy Implicating Educators Past, Present, and Future

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Mansfield, Katherine Cumings

2016-01-01

This article offers a critical rereading of gifted education in the United States using a genealogical framework as defined by postcolonial theory. Using genealogy is appropriate because it sets the education profession within a family research tradition, implies the close connection between past and present, and enables us to systematically trace…

Socializing Giftedness: Toward an ACCEL-S Approach

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Glaveanu, Vlad P.; Kaufman, James C.

2017-01-01

In this response, we commend Sternberg's Active Concerned Citizenship and Ethical Leadership (ACCEL) model yet urge him to consider an ACCEL-S model that more fully incorporates society's integrative role in giftedness. ACCEL-S builds on the highly complex and contextual view of giftedness proposed by Sternberg and transforms it into a…

Characteristics of gifted and talented student: the current situation in Portugal

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Leandro Almeida

2010-04-01

Full Text Available This article presents the current situation in Portugal with regard to high capability and talented students, focusing on the authors’ experience in the National Association for Study and Intervention in Giftedness (ANEIS. In a sequential argument, we focus on the concept of giftedness, the most specific characteristics of high ability students, and the procedures used in their initial identification and assessment. Also, the most frequent educational responses to these students are described. Finally, we underline some studies conducted as a result of the collaboration between ANEIS and several Portuguese universities. These studies refer to the instruments and procedures used for the assessment of giftedness and talent, and the impact of the implemented educational measures.

Blacked Out: Racial and Gender Segregation in Gifted Education 60 Years after "Brown vs. Board of Education"

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Ford, Donna Y.; King, Robert A., Jr.

2014-01-01

This article examines the under-representation of African American students in gifted education, with attention to how representation differs for Black males and females. We contend that social injustices (e.g., prejudice and discrimination) contribute to racially segregated gifted education classes (Ford, 2013b). For support, gifted…

Gifted and Talented Education: A National Test Case in Peoria.

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Fetterman, David M.

1986-01-01

This article presents a study of a program in Peoria, Illinois, for the gifted and talented that serves as a national test case for gifted education and minority enrollment. It was concluded that referral, identification, and selection were appropriate for the program model but that inequalities resulted from socioeconomic variables. (Author/LMO)

Giftedness and Talent in University Education: A Review of Issues and Perspectives

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Abeysekera, Indra

2014-01-01

The limited literature on the gifted and talented in university education reveals the importance of investigating relevant issues and directions, given that this human resource should be nurtured for both individual and national development. This review investigates issues relating to definitions, methodologies, and theoretical interpretations,…

Slowly but Surely: Small Steps toward Establishing Gifted Education Programs in Lebanon

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Sarouphim, Ketty M.

2015-01-01

The purpose of this article is to shed light on the state of gifted education in Lebanon and to describe the efforts underway to establish programs for gifted learners in the country. The article starts with a description of the Lebanese system of education followed by research conducted in Lebanon on an instrument called Discovering Intellectual…

The World of Cross-Cultural Research: Insights for Gifted Education

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VanTassel-Baska, Joyce

2013-01-01

As the world becomes smaller in a small field like gifted education, cross-cultural research gives us a unique opportunity to understand top students and academic interventions in a deeper way. In this article, the author describes the importance of cross-cultural research as a way to serve gifted children globally. A description of a…

Recent Development of Education for Gifted Students in Taiwan.

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Tsai, Den-Mo

1993-01-01

This paper reviews the historical development of special education for gifted students in Taiwan; provides an overview of three chronological stages in the development of programming; describes educational opportunities and problems; and proposes recommendations for program development. (JDD)

Waldorf Education as a Program for Gifted Students.

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Hutchingson, Robert; Hutchingson, June

1993-01-01

This article addresses principles of Waldorf education and their applicability to the education of gifted students. The Waldorf curriculum emphasizes creativity in partnership with academics. Efficacy evidence for the Waldorf approach from Germany is offered as are results from a pilot study in Toronto in which Waldorf principles were used with…

Perspective on Giftedness.

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Taylor, Frederick E.

1989-01-01

Four authors present arguments and counter-arguments on issues in gifted education, including student boredom, the atrophying of abilities not used, advanced classes which focus on ability but are out of step with student interests, problems of social adjustment in grade-skipping, etc. All authors stress the importance of the whole child. (JDD)

Gifted Education in the Enabling Sciences with a Particular Emphases on Chemistry

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Chowdhury, Mohammad Anisuzzaman

2017-01-01

The article provides syntheses and critical analyses of literature, creative insights, fruitful information, reflections on gifted education perspectives, and discusses the pertinent issues related to enabling sciences, with a particular focus on chemistry. The misconceptions among the gifted students, and a range of pedagogical approaches to…

Gifted Programs Cannot Be Successful without Gifted Research and Theory: Evidence From Practice With Gifted Students of Mathematics

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Dimitriadis, Christos

2016-01-01

This study investigated the educational provision for mathematically gifted students offered in primary (elementary) schools in England (United Kingdom) just before the abandonment of the government's Gifted and Talented (G&T) program. Through a questionnaire within five Educational Authorities and four in-depth case studies in different…

Multicultural Issues: Gifted Education Discrimination in "McFadden v. Board of Education for Illinois School District U-46": A Clarion Call to School Districts, State Departments of Education, and Advocacy Organizations

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Ford, Donna Y.

2014-01-01

Gifted education has faced numerous criticisms regarding the extensive and persistent underrepresentation of Black and Hispanic students. In the April 2013 issue of "Gifted Child Today," this author wrote about prejudice and discrimination in gifted education, and argued that in the past and now, discrimination exists in gifted education…

Detecting talent

DEFF Research Database (Denmark)

Nissen, Poul

2016-01-01

characteristics as other gifted individuals, and they may not appear to have the same observable differences. Depending on how their giftedness has been dealt with previously, they may even appear to be relatively “ungifted”. Many gifted students resist routine and exhibit nonconformist behavior. Others may...... schooling experience. Checklists for identifying ‘the upper’ 5% of students were distributed to 150 gifted and talented students, and to their parents and teachers, as well as to 188 ‘ordinary’ students and their parents and teachers, in order to determine the probability of giftedness. The results reveal...... the probability of giftedness from the perspectives of the students, parents, and teachers respectively....

The Best Kept Secret in Gifted Education

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Alvino, James

2004-01-01

It is perhaps one of the best-kept secrets in educating gifted high school youth, and yet for 45 years, Hugh O'Brian Youth Leadership (HOBY) has been going strong, "Motivating Tomorrow's Leaders Today." After spending nine inspirational days in 1958 with Albert Schweitzer (Nobel Prize physician and philosopher) at his clinic in the African jungle,…

The Gift of Reading

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Maxwell, D. Jackson

2009-01-01

There are many opportunities each year for children to receive gifts from adults. Parents, teachers, and community members often ask school librarians for suggestions concerning educational gifts for children. Literacy, however, is the greatest gift any adult can give a child. The gift of literacy can take many paths and use many different tools.…

COGNITIVE-STYLE APPROACH TO PSYCHOLOGICAL SUPPORT OF THE GIFTED PUPILS MOUNTAIN SCHOOLS OF THE UKRAINIAN CARPATHIANS

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Anatoliy Paliy

2015-04-01

Full Text Available The differential-cognitological point of view, giftedness is “a systemic quality of a personality that develops throughout life and determines their abilities to achieve exceptionally high results in one or more activities compared to those of other people”. Herewith, it is the fundamental concept of general aptitude, under which “the level of general abilities development that determines the range of activities in which a person can achieve great success” is understood. Within the structure of general aptitude intellectual giftedness is singled out as the level of development, as well as the type of organization of individual mental experience, which ensure an opportunity of creative intellectual activity, i. e. an activity, related to the creation of subjectively and objectively new ideas, to the use of innovative approaches to solving problems and openness to controversial aspects of the situation and so on. In order to identify talented children and adults the value of intellectual quotient (IQ is still most commonly used. Psychometric approach (the measurement of psychic phenomena with the help of standardized IQ tests to the diagnosis of intellectual giftedness, which is dominant in psychological diagnostics today, by definition, cannot “measure” the phenomena of an individual psyche, since the modern level of psychological science does not allow to proceed to psychological diagnosis, let alone prediction of a certain person`s behavior, on the basis of individual results in performing a psychological test (psychometric test of intelligence, personality questionnaire, projective methods etc. In our opinion, many problems in psychological and pedagogical support of gifted children could be avoided by making use of cognitive-style approach to diagnosis of intellectual giftedness, creative abilities, propensities and peculiar mental traits of a separate individuality. Objectivity of such an approach is corroborated by the results

The Mad Genius Stereotype: Still Alive and Well.

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Baudson, Tanja G

2016-01-01

Scientists and laypeople agree on high ability as a defining feature of giftedness. Yet their views on gifted people's socioemotional characteristics diverge. Most studies find the gifted to be similar or slightly superior to average-ability persons in these domains ("harmony hypothesis"). However, subjective conceptions and media representations, most of which have focused on gifted children and youth, stress the socioemotional downsides of giftedness ("disharmony hypothesis"), affecting highly able individuals and those around them, thus hampering individual development. To date, most studies on gifted stereotypes have examined selective samples, mostly teachers. The present study is the first to provide representative data on conceptions of gifted individuals in general. A brief survey of 1029 German adults assessed quality and prevalence of stereotypes about gifted individuals, without an explicit focus on children and/or adolescents. Latent class analysis (LCA) revealed two conceptions of giftedness, with twice as many "disharmonious" than "harmonious" raters. Male gender, single parenthood, unemployment, higher income or negative attitudes toward the gifted predicted disharmonious ratings. However, effects were small, suggesting future studies look deeper into the processes of stereotype formation and maintenance.

Technology in Gifted Education: A Review of Best Practices and Empirical Research

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Periathiruvadi, Sita; Rinn, Anne N.

2013-01-01

The article aims to explore the progress of technology use in gifted education and highlight the best practices and empirical research in this area. The literature on the use of technology with gifted students and their teachers has been extensive, with articles on best practices, but the empirical research in this area is still emerging. With the…

Information Processing Theories and the Education of the Gifted.

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Rawl, Ruth K.; O'Tuel, Frances S.

1983-01-01

The basic assumptions of information processing theories in cognitive psychology are reviewed, and the application of this approach to problem solving in gifted education is considered. Specific implications are cited on problem selection and instruction giving. (CL)

The Selection of Gifted Students: Did Malcolm Gladwell Overstate the Role of Relative Age in the Gifted Program Selection Process?

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O'Reilly, Frances L.; Matt, John J.

2012-01-01

Both gifted educators and parents need to be vigilant as to how gifted education is characterized in the popular media. Gifted educators spend countless resources to meet the needs of gifted students using very limited fiscal resources, and it is imperative that those efforts are not undermined in the popular media by unsubstantiated statements.…

Identifikation af begavede og talentfulde elever - hvordan gør man?

DEFF Research Database (Denmark)

Nissen, Poul

2014-01-01

characteristics as other gifted individuals and they may not appear to have the same observable differences. Depending on how their giftedness previously has been dealt with, they even may appear quite “ungifted”. Many gifted students resist routine and exhibit nonconformist behavior. Others may withdraw...... a positive schooling experience. Based on theoretical work on giftedness and clinical experience (Clark, 2008; Silverman, 1984) a 56-item unipolar scale was developed. This scale was administrated to 149 gifted and talented students plus 253 parents and 122 teachers of gifted and talented students...

Gifted Education's Reflection of Country-Specific Cultural, Political, and Economic Features

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Frantz, Roger S.; McClarty, Katie Larsen

2016-01-01

Educational policies and practices are influenced by cultural, political, and economic factors, and this is also true of specialized educational approaches such as gifted education. Factors such as a country's cultural tendency toward egalitarianism or meritocracy, whether the political system is centralized or decentralized, and the degree to…

Gifted and Talented Education in the Soviet Union.

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Fetterman, David M.

1987-01-01

Focusing on the Young Pioneer Palace system in Moscow, this brief article reviews the Soviet Union's educational approach to gifted and talented children. Noted is the elaborate network of after-school programs with such activities at the Young Pioneer Palace as technical circles, naturalists' circles, song and dance ensembles, and a sports…

Academic Talent Development in North America and Europe

Science.gov (United States)

Jarvin, Linda; Subotnik, Rena F.

2015-01-01

First we describe one particular model of talent development (Jarvin and Subotnik in The handbook of secondary gifted education. Prufrock Press, Waco, 2006) and situate it in perspective to other models developed in North America and Europe. We then discuss the implications of this view of giftedness on education and review related resources and…

Preschool Gifted Education: Perceived Challenges Associated with Program Development

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Kettler, Todd; Oveross, Mattie E.; Salman, Rania C.

2017-01-01

This descriptive study investigated the challenges related to implementing gifted education services in preschool centers. Participants were 254 licensed preschool center directors in a southern state. Participants completed a researcher-created survey including both selected response items and constructed response items to examine the perceived…

Dynamic Assessment, Potential Giftedness and Mathematics Achievement in Elementary School

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Popa, Nicoleta Laura; Pauc, Ramona Loredana

2015-01-01

Dynamic assessment is currently discussed in educational literature as one of the most promising practices in stimulating learning among various groups of students, including gifted and potentially gifted students. The present study investigates effects of dynamic assessment on mathematics achievement among elementary school students, with…

The Mad Genius Stereotype: Still Alive and Well

Directory of Open Access Journals (Sweden)

Tanja Gabriele eBaudson

2016-03-01

Full Text Available Scientists and laypeople agree on high ability as a defining feature of giftedness. Yet their views on gifted people’s socioemotional characteristics diverge. Most studies find the gifted to be similar or slightly superior to average-ability persons in these domains (harmony hypothesis. However, subjective conceptions and media representations, most of which have focused on gifted children and youth, stress the socioemotional downsides of giftedness (disharmony hypothesis, affecting highly able individuals and those around them, thus hampering individual development. To date, most studies on gifted stereotypes have examined selective samples, mostly teachers. The present study is the first to provide representative data on conceptions of gifted individuals in general. A brief survey of 1,029 German adults assessed quality and prevalence of stereotypes about gifted individuals, without an explicit focus on children and/or adolescents. Latent class analysis revealed two conceptions of giftedness, with twice as many disharmonious than harmonious raters. Male gender, single parenthood, unemployment, higher income or negative attitudes towards the gifted predicted disharmonious ratings. However, effects were small, suggesting future studies look deeper into the processes of stereotype formation and maintenance.

Growing Up under Pressure: The Cultural and Religious Context of the Saudi System of Gifted Education

Science.gov (United States)

Aljughaiman, Abdullah M.; Grigorenko, Elena L.

2013-01-01

This essay presents an overview of the system of gifted education in the Kingdom of Saudi Arabia. To highlight the characteristics of this system, however, its presentation is preceded by a discussion of particular aspects of Saudi society and its general system of education. These aspects distinctly differentiate the general and gifted systems of…

In the Shadows of Dominant Cultures: The Elusive Definition of Giftedness

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Polyzoi, Eleoussa; Haydey, Donna Copsey

2012-01-01

In this commentary, the authors contend that Persson's (2012a) paper, Cultural Variation and Dominance in a Globalised Knowledge-Economy: Towards a Culture-Sensitive Research Paradigm in the Science of Giftedness, lacks conciseness in defining the connections between the significance of cultural dominance and the definition of giftedness. However,…

Gifted Education in Preschool: Perceived Barriers and Benefits of Program Development

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Kettler, Todd; Oveross, Mattie E.; Bishop, James C.

2017-01-01

Substantial evidence supports the benefits of quality preschool education for children of all levels and backgrounds. However, early childhood gifted education services rarely exist in preschool centers. This study included 263 preschool centers representing geographic diversity in a southern state in the United States. Narrative data were…

Gifted Gay, Lesbian, Bisexual, and Transgender Annotated Bibliography: A Resource for Educators of Gifted Secondary GLBT Students

Science.gov (United States)

Treat, Alena R.; Whittenburg, Becky

2006-01-01

This bibliography makes available to educators and others a comprehensive resource for information regarding gifted youth who are gay, lesbian, bisexual, transgender or questioning their sexual orientation and/or gender identity (G/GLBTQ). It includes articles, brochures, books, lesson plans, staff development, video media, and Web resources. As…

The development of giftedness within the three-level system of music education in Poland and Serbia: Outcomes at different stages

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Nogaj Anna Antonina

2015-01-01

Full Text Available The character of this article is theoretical and practice oriented, therefore offering educational implications for music educators and music psychologists. Its main objective is to give an overview of the most important musical and developmental changes of musically talented children and youth, at different stages of the three-level specialized music education. The theoretical background of the article refers to stage theories of development of gifted with the intention to point out correspondence between stages of development and the specificity of music education stages. Theoretical conceptions are used as a framework to synthesize and to interpret empirical data and practice-related professional experiences of psychologists in music schools in Poland and Serbia. Both countries, though culturally distinct in nature and in the character of traditional music, are characterized by a very similar system of specialized/professional music education. Further on, the article presents a review of the wide range of benefits/outcomes experienced by music school students, as a result of the highly simulative, systematic and supportive environment of music learning. The article begins with an introduction to the context of the specialized music education system in Poland and Serbia and then presents how a particular system of education for the gifted contributes to the development in the field of acquiring musical knowledge and skills, as well as to benefits/outcomes of the education system for the personal, social and professional development of the musically gifted, indicating a wide range of positive experiences.

New Conceptualizations of Linguistic Giftedness

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Biedron, Adriana; Pawlak, Miroslaw

2016-01-01

This state-of-the art paper focuses on the issue of linguistic giftedness, somewhat neglected in the second language acquisition (SLA) literature, attempting to reconceptualize, expand and update this concept in response to latest developments in the fields of psychology, linguistics and neurology. It first discusses contemporary perspectives on…

Creativity in Gifted Education: Contributions from Vygotsky and Piaget

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Stoltz, Tania; Piske, Fernanda Hellen Ribeiro; de Fátima Quintal de Freitas, Maria; D'Aroz, Marlene Schüssler; Machado, Járci Maria

2015-01-01

This research aims to highlight the importance of developing creativity in the school environment by promoting quality education to gifted students, with contributions from Vygotsky and Piaget. For Vygotsky creativity is inherent in the human condition, and it is the most important activity because it is the expression of consciousness, thought…

Gifted Education as a Vehicle for Enhancing Social Equality

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Cross, Jennifer Riedl

2013-01-01

Considering the benefits that accrue in countries having low levels of social inequality and the harm that accompanies wide disparities in income, it is important to examine any practices or traditions that contribute to inequality. Under some circumstances, gifted education does confer advantages that are not available to all students,…

Nurturing gifted learners in Mainland China

DEFF Research Database (Denmark)

Shi, Jiannong; Zhang, X.; Chen, N.

2013-01-01

-socio-intellectual model, illustrated the nature of human being and the nature of gifted learners. From the perspective of the BSI model, the authors suggested three aspects are very critical to curriculum design to meet the needs of gifted education: physical maturation or physical development, social maturation......In this article, based on the previous researches on the development of gifted learners, the authors summarized the problems in nurturing gifted learners due to lacking of the appropriate educational philosophy and educational methodology in Mainland China. The authors proposed the Bio...... or social and interpersonal development, and mental maturation or intellectual development. It was proved that BSI model has its theoretical rationality and practical validity in Mainland China...

Factors Related to Resilience of Academically Gifted Students in the Chinese Cultural and Educational Environment

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Chen, Xinjie; Cheung, Hoi Yan; Fan, Xitao; Wu, Joseph

2018-01-01

This study examined variables in three domains (personal, parent support, and peer support) for their relationships with the resilience of academically gifted students in the Chinese cultural and educational environment. The participants were 484 academically gifted students in two highly competitive secondary schools (so-called "key"…

Reforming Society through Education for Gifted Children: The Case of Kazakhstan

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Yakavets, Natallia

2014-01-01

This paper explores the current education reform agenda in Kazakhstan, which is underpinned, in part, by the argument that investment in human capital through elite institutions for gifted children can lift up the whole system of education. The paper revisits two broad theoretical perspectives, relating to human capital and to ideas about…

RETARDED AND GIFTED CHILDREN (SOCIAL AND CULTURAL ASPECTS

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Zakharova Anastasya Vladimirovna

2013-04-01

Full Text Available Purpose: The main idea of ​​this study was to determine the influence of social and biological factors on the abilities and inclinations of abnormal children. Methodology: Study analyzes problem of the «phenomenon of giftedness» from the point of view of the cultural and historical development. Results: The study showed the dependence of the formation of giftedness in children from possible use in the activities of cultural practices and operations. Practical implications: Psychology & Education. Findings: Abnormal children have the ability and inclination to different activities. Their specific activity caused by a decline of motivation and inability to use the "cultural practices" to improve the final result of the activity.

How Finland Serves Gifted and Talented Pupils

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Tirri, Kirsi; Kuusisto, Elina

2013-01-01

The purpose of this article is to provide an overview of the ways gifted and talented pupils are served in Finland. The trend toward individualism and freedom of choice as well as national policy affecting gifted education are discussed. Empirical research on Finnish teachers' attitudes toward gifted education with respect to the national…

Can Innovation Save Gifted Education? 2010 NAGC Presidential Address

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Robinson, Ann

2012-01-01

Connecting innovation with gifted education is a necessity not only in the current political climate but also because it is a field with deeply held beliefs about the importance of problem solving, creativity, imagination, and invention--all critical components of innovation. In this address, the author focuses on three key ideas. First, she…

Blazing New Trails: Strengthening Policy Research in Gifted Education

Science.gov (United States)

Plucker, Jonathan A.; Makel, Matthew C.; Matthews, Michael S.; Peters, Scott J.; Rambo-Hernandez, Karen E.

2017-01-01

Policy research in gifted education has occurred at much lower rates than other areas of research within the field, such as identification and talent development. However, without changes and implementation of these policies, systematic change is unlikely to occur. Therefore, the purpose of this article is to argue that policy research should be a…

Why Are There So Few Eminent Women?

Science.gov (United States)

Silverman, Linda Kreger

1995-01-01

This article reviews the history of discrimination against gifted women and quotes notables such as Charles Darwin, Francis Galton, John Stuart Mill, Harriet Taylor Mill, and Mary Wollstonecraft. The article also examines the history of the education of women, the work of Leta Stetter Hollingworth, and current perspectives on giftedness and…

Gifted Childreen and BILSEM

OpenAIRE

ÇELİKTEN, Yeliz

2017-01-01

Abstract: In addition to biological factors, various environmental factors such as school, family, teacher and friend environment influence the education and intelligence of gifted children. The cognitive and emotional development of these gifted children forms via interacting with these environmental factors . In addition to supporting and strengthening the social and emotional development of a gifted child, the need for guidance about issues such as parental sense of responsibility, lonelin...

England Policy in Gifted Education: Current Problems and Promising Directions

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Koshy, Valsa; Smith, Carole Portman; Casey, Ronald

2018-01-01

This article presents and analyzes policies in identification and provisions in England with respect to gifted education. England has developed a national policy to provide services to identified students. Surveys and interviews with teachers illustrate how implementation of both identification and provision policy elements were handled. Although…

Gifted Disadvantaged Children.

Science.gov (United States)

Stallings, Clifford

Presented are guidelines to help teachers effectively identify and educate gifted students from urban environments. It is said that the one consistent criteria that teachers may use to identify gifted students is the depth to which students respond to environmental items (recall of street signs or types of automobiles found on the block and…

NAGC Pre-K-Grade 12 Gifted Education Programming Standards: A Guide to Planning and Implementing High-Quality Services

Science.gov (United States)

Johnsen, Susan K., Ed.

2012-01-01

The new Pre-K-Grade 12 Gifted Education Programming Standards should be part of every school district's repertoire of standards to ensure that the learning needs of advanced students are being met. "NAGC Pre-K-Grade 12 Gifted Education Programming Standards: A Guide to Planning and Implementing High-Quality Services" details six standards that…

Cultural Considerations for Twice-Exceptional Children from Asian Families

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Park, Soeun

2015-01-01

Since the term twice-exceptional has been entered to the field of gifted education, many studies have investigated the population of students who possess both giftedness and disabilities. It has been shown that there are some challenges to recognizing twice-exceptional children due to current screening and identification process. For this reason,…

Communication for the Purpose of Encouraging Gifted Students

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Tatkovic, Nevenka; Ruzic, Maja; Dujmovic, Mauro

2005-01-01

This work starts with the theoretical definition of the conception of "talent"; then follows the explanation of the possibilities to identify and encourage talented pupils and students. Giftedness is regarded in terms of communication and interactive communication among the subjects of educational process. The attention is paid to the…

Inclinations to Conformity as a Potential Social Limit of Giftedness Development

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Ilona Kočvarová

2017-04-01

Full Text Available The article deals with the problem of gifted pupils´ conformity, which may form a social barrier to their development during school teaching. The aim of the research is to analyse the inclination to conformity of gifted pupils during the application of differentiated enriching curriculum. The research sample consists of 86 diagnosed gifted pupils from the level of education ISCED2. The research instrument is semantically differentially based on the principle of the tool ATER. The study results suggest non-conformal inclinations of gifted pupils, which are subjectively declared in relation to the five statements describing work on a task during the application of differentiated enriching curriculum in school lessons.

Martial Arts and Critical Thinking in the Gifted Education Curriculum.

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Choo, Lay Hiok; Jewell, Paul D.

This paper examines similarities between the goals of Aikido, a martial art, and critical thinking and argues that Aikido promotes the development of thinking in its training and practice. It applies these ideas to the gifted education curriculum. First the paper introduces characteristics of Aikido, Aikido movement and techniques. It equates…

Identifying Gifted Students in Puerto Rico: Validation of a Spanish Translation of the Gifted Rating Scales

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Rosado, Javier I.; Pfeiffer, Steven; Petscher, Yaacov

2015-01-01

The challenge of correctly identifying gifted students is a critical issue. Gifted education in Puerto Rico is marked by insufficient support and a lack of appropriate identification methods. This study examined the reliability and validity of a Spanish translation of the "Gifted Rating Scales-School Form" (GRS) with a sample of 618…

Educational Provision for the Academically Gifted: Rhetoric or ...

African Journals Online (AJOL)

Some gifted people have made invaluable contributions to the world that shaped the destiny of humanity. Identification and development of gifts and talents of gifted children has been viewed as critical in tapping this valuable human resource. This study investigated the extent to which children who had demonstrated ...

Nurturing Gifted and Talented Students to Become Future Leaders: The Innovative Curriculum for the Gifted and/or Talented at GT College in Hong Kong

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Tam, Raymond Kwok-Wai

2017-01-01

In the previous literature on gifted education in Hong Kong, there has been little mention of special schools for gifted and/or talented students in Hong Kong except for GT College, Hong Kong's first college for the gifted. Some notable researchers in gifted education in Hong Kong have described the college briefly with regard to its admission…

Building Gifted Education: One State at a Time

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Jolly, Jennifer L.

2014-01-01

The "Marland" Report was the impetus and structure to provide a more systematic approach to building state and regional gifted programs. One of the strategies used to proliferate the spread of programming for gifted students throughout the states was the National/State Leadership Training Institute on the Gifted and Talented…

Talent's Network Way of Thinking

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Gyarmathy, Éva

2016-01-01

In the 21st century support for gifted education and talent, as are many other earlier values and solutions, is being reassessed. In the age of rapidly changing values, keeping provision up-to-date is achieved through the continual rethinking, reviewing and challenging the concept of giftedness and talent. The perception and our understanding of…

Gifted Education in Switzerland: Widely Acknowledged, but Obstacles Still Exist in Implementation

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Mueller-Oppliger, Victor

2014-01-01

With its strong federalism and direct democracy, as well as the high level of autonomy of its cantons, Switzerland does not have mandatory national policies and regulations on gifted education. Responsibility for the promotion of high-end learners is in the hands of the cantonal boards of education, and depends largely on their current…

Testing for Giftedness: The Pros, Cons and Concerns.

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Shaughnessy, Michael F.; Fickling, Kris L.

1993-01-01

This paper reviews the advantages and disadvantages of testing for giftedness, the repercussions of testing and not testing, issues concerning intelligence quotients, and the effects of labeling children. (JDD)

Examining the Effectiveness of the In-service Training Program for the Education of the Academically Gifted students in Turkey: A Case Study

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Hasan Said TORTOP

2014-12-01

Full Text Available In this study, examining the effectiveness of in-service training for gifted education has been conducted. In the study, 30 Classroom, Science, Mathematics and Preschool teachers working at schools in different cities of Turkey, took part as volunteer participants. Moreover, some criteria were specified for determining the participants. In this in-service training, teachers have received theoretical and practical training in the academicians who study on gifted education. In this process, they have designed units in groups according to the Education Program for Gifted Student Bridge with University (EPGBU curriculum. The research has been designed as a case-study research which is one of the qualitative research models. In the study, some data tools (scales, interview form and the documents were utilized Two of data collection tools were developed by research. These were Science Fair Mentorship Self-efficacy Scale for Teachers (SFMSST and Gifted Education Self-efficacy Scale for Teachers (GESST. As a result of a one-week in-service training, it has been determined that the teachers’ perception of self-efficacy for scientific research mentorship and gifted education increased.

A Jeffersonian Vision of Nurturing Talent and Creativity: Toward a More Equitable and Productive Gifted Education

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Dai, David Yun

2015-01-01

This article attempts to address the question of how to make gifted education more equitable and productive by shifting priorities to talent development for all rather than confining itself to the "gifted." I first present an overview of political and ethical considerations in selecting a few for talent or creativity development. I then…

Are Black Girls Not Gifted? Race, Gender, and Resilience

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Evans-Winters, Venus E.

2014-01-01

Current research and theoretical models that address racial inequity or gender disparities in gifted education often overlook the underrepresentation of Black girls in gifted programs. Race-based conceptual frameworks and methodologies that focus on gifted education often fail to critically examine and interpret the multiple identities of Black…

Gifted and talented children: heterogeneity and individual differences

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María Pereira Da Costa

Full Text Available Giftedness is a large topic, covering many domains of activity and diverse manifestations. In this paper, we examine two specific topics: (a cognitive profiles of gifted children and, (b musical talent development. The common point of these studies is the observation of the heterogeneity of individual profiles. The results of the first study performed on 99 children with an IQ equal to or higher than 130, shows a large heterogeneity in intellectual potential, which is masked if we look only on the overall IQ. A hierarchical clustering analysis identifies six classes of children with contrasting means profiles. The second study is an exploratory research, in which we try to describe the environment of music pupils and to evaluate the importance that parents and teachers give to the main success factors for musical training. Our results highlight several differentiated profiles relating to the contexts of training, centred on the representation that the child has of music.

Exploring "Gift" Theories for New Immigrants' Literacy Education in Taiwan

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Chueh, Ho-Chia

2012-01-01

This paper addresses "the gift" as the central concept in a discussion about the literacy education for new immigrants that has been developing in Taiwan since the early 1990s. The point of departure for this discussion is the advent of international marriages that are the consequence of new arrivals from Southeast Asia and China, and…

Child Attributes as Determinants of Parental Television-Viewing Mediation: The Role of Child Giftedness.

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Abelman, Robert; Pettey, Gary R.

1989-01-01

Investigated intellectual giftedness in relation to parents' mediation of child's television-watching in a sample of 364 children and their parents. Findings suggest that intellectual giftedness and, to a lesser degree, quantity of television-watching influence parents' perceptions of possible effects of television on their children and the type…

The Effects of a Statewide Evaluation Initiative in Gifted Education on Practitioner Knowledge, Concerns, and Program Documentation

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Robinson, Ann; Cotabish, Alicia; Wood, Betty K.; O'Tuel, Fran S.

2014-01-01

When well-considered and grounded in current knowledge, program evaluations of services to gifted learners can be a powerful tool for increasing practitioners' knowledge and self-efficacy, and for effecting positive programmatic changes. The Arkansas Evaluation Initiative (AEI) in Gifted Education, a Jacob K. Javits-funded project, was implemented…

Gifted education and talent development for all

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Joseph S. Renzulli

2008-06-01

Full Text Available Traditional methods of schooling can fail to bring about schools as places for developing the broadest and richest experiences for creating talent in the young. The field of gifted education has put forward many innovations that have become mainstays of the American educational system. The Schoolwide Enrichment Model comprises strategies for increasing student effort, enjoyment, and performance, and for integrating a range of advanced-level learning experiences and thinking skills into all curricular areas. Every school has students within it who possess the highest potential for advanced-level learning, creative problem solving, and the motivation to pursue rigorous and rewarding work. Rather than being sources for the acquisition of information, schools should be places for developing the talents of all students.

Culturally Diverse and Underserved Populations of Gifted Students in the United States and in Taiwan: Equitable Access to Gifted Education

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Ho, Ya-Ting

2014-01-01

There is a continuing increase in the African American and Hispanic student populations in public schools. The students who are invited to gifted programs are overwhelmingly White. This is the situation in schools in the United States and also in Taiwan. Misunderstanding or unawareness of culture difference among educators might contribute to…

Student-Created Public Relations for Gifted Education.

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Bisland, Amy

2003-01-01

This article discusses the benefits of student participation in a gifted public relations campaign, including creating public support for gifted programming and developing leadership skills. Steps for developing a formal unit of instruction on public relations are described, along with ideas for public relations activities. (Contains references.)…

Implementation of Programs for the Gifted/Talented: A Workbook for Educators and Parents.

Science.gov (United States)

California Association for the Gifted.

Intended for use by educators and parents, the workbook is intended to help in the development or expansion of programs for the gifted and talented as required by the California Education Code's AB 1040, effective from 1980 to 1985. After introductory material, the first section provides a detailed interpretive analysis of AB 1040 noting the…

Seeing the Paradigm: Education Professionals' Advocacy for the Gifted Student with Autism Spectrum Disorder

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Costis, Patricia Anne

2016-01-01

Meeting the needs of the gifted student with autism spectrum disorder (ASD) requires addressing both conditions. Education professionals are in a unique position to begin this process by referring the student to school specialists for evaluation. However, diagnostic confusion surrounding autism, misconceptions about special education, varying…

The Role of E-Mentoring in Distinguishing Pedagogic Experiences of Gifted and Talented Pupils in Physical Education

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Lamb, Penny; Aldous, David

2014-01-01

Background: Programmes to support children identified as gifted and talented in physical education in the UK have evolved as a result of the work of the Youth Sports Trust and the Excellence in Cities (EiC) scheme. However, beyond insights regarding Gifted and Talented (G&T) Policy, there remains little understanding of the pupil experiences…

Fundamental principles of the cultural-activity approach in the psychology of giftedness

OpenAIRE

Babaeva, Julia

2013-01-01

This article examines the cultural-activity approach to the study of giftedness, which is based on the ideas of L. S. Vygotsky, A. N. Leontiev, and O. K. Tikhomirov. Three basic principles of this approach are described: the principle of polymorphism, the dynamic principle, and the principle of the holistic analysis of the giftedness phenomenon. The article introduces the results of empirical research (including a 10-year longitudinal study), which verifies the efficacy of the cultural-activi...

Equity in Cross-Cultural Gifted Screening from a Philippine Perspective

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Vista, Alvin

2015-01-01

This paper discusses issues on cross-cultural gifted screening from a Philippine perspective. Research on gifted education in the Philippines, and Southeast Asia in general, is still nascent. The main focus of this review of literature is on equity of the gifted education screening process across wide socioeconomic, cultural, and linguistic…

Working with artistically gifted students

OpenAIRE

Dedukić, Sanja

2014-01-01

The thesis deals with the problem of detection, identification and the educational work of art gifted students. It is very important that these students are detected early and regarded as a separate group that has exceptional potential in the field of art and are thusly entitled to individualized adaptation within the primary education program. Namely, when working with gifted students, teachers are expected to utilize different forms of work in the classroom, which will encourage such studen...

Why Are Economists Evaluating the Impact of Gifted Education?

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Kettler, Todd

2016-01-01

Bui, Craig, and Imberman assessed the impact of gifted and talented programs on student achievement using regression discontinuity and random assignment to gifted magnet schools. In both analyses, they found minimal impact of the gifted and talented programs on student achievement. This commentary addresses two concerns associated with the study.…

Bases for conceptualisation of the notion of expert thinking

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Krnjaić Zora

2012-01-01

Full Text Available Institute of Psychology, Faculty of Philosophy, University of Belgrade This paper presents the bases for conceptualisation of the notion of expert thinking: the key concepts from the L.S. Vygotsky's theory and modern theories of giftedness, as well as empirical findings about the differences in achievement of gifted students from different academic study groups. We first present the conceptual core of the notion of expert thinking, i.e. the concept of artificial development from the sociocultural-historical theory of Vygotsky. Then we proceed to the bases which refer to relevant theoretical discussions and empirical findings about the development of giftedness and expertise, indicating that the phenomena of giftedness and expert thinking can be considered as general developmental psychological problems and in the context of general cognitive development and thinking. Special part refers to empirical data about differences in achievement in psychological tests by the most successful intellectually gifted students from various academic study groups. The paper also includes the working definition of expert thinking, which is defined as thinking of higher order, developed under the influence of culture and systematic education, in the course of which deep knowledge structures are acquired, enabling performance of specific patterns of intellectual operations which depend on particular epistemological nature of individual knowledge domains.

Prevalence of Misconceptions, Dogmas, and Popular Views about Giftedness and Intelligence: A Case from Turkey

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Sak, Ugur

2011-01-01

The purpose of this study was to investigate the prevalence of misconceptions, dogmas and popular views about giftedness and intelligence among Turkish lay people. A survey questionnaire consisting of 12 forced-choice items about global misconceptions, dogmatic beliefs and popular views related to giftedness and intelligence was used to collect…

[Self-esteem, self-centeredness and social-emotional adjustment of gifted children and adolescents].

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Kostogianni, N; Andronikof, A

2009-10-01

There is an ongoing debate of how giftedness affects social-emotional adjustment. Self-esteem may be an indicator of social-emotional adjustment but insufficient in its explanatory capacity, especially high self-esteem which tends to produce opposite responses in regards to adjustment. A distinction between defensive and genuine high self-esteem could account for these results. In order to understand how self-esteem operates on social-emotional adjustment, it should be associated with other measurements relating to self-concern. In the Rorschach comprehensive system (CS), egocentricity index measures self-centeredness, which can be defined as the balance between self-concern and concern for others. High self-concern is associated with a neglect of the others. Operationalized here, as the interaction of high self-esteem and excessive self-concern, defensive high self-esteem should predict maladaptive outcomes. Participants were aged from 9 to 15 years old, with an IQ greater or equal to 130 on the WISC-III. They were attending regular classes and were not in counseling or psychotherapy. Children and adolescents were administrated the Rorschach CS and the Coopersmith self-esteem inventory. Parents completed the child behaviour checklist (CBCL) which assesses general psychopathology. Seventy-eight subjects' data satisfy the conditions of validity of the instruments used. Gifted boys present more behavior and emotional problems than gifted girls in this study. Self-esteem predicts social-emotional adjustment. There is an interaction between self-esteem and self-concern on psychopathology only for high values of self-esteem. Gifted with high self-esteem associated with high self-concern are more vulnerable to maladjustment than high self-esteem associated with low self-concern. Gifted children and adolescents with low self-esteem experience more problems anyhow. These findings reinforce the view that the gifted are a diverse group in terms of social-emotional adjustment

An Investigation into the Views of Gifted Children on the Effects of Computer and Information Technologies on Their Lives and Education

OpenAIRE

Ahmet Kurnaz; Eyup Yurt; Ümit Çiftci

2014-01-01

In this study, too, an attempt was made to reveal the place and effects of information technologies on the lives and education of gifted children based on the views of gifted. To this end, the effects of information technologies on gifted are general skills, technology use, academic and social skills, and cooperative and personal skills were investigated. These skills were explored depending on whether or not gifted had their own computers, had internet connection at home...

The Power of Specialized Educational Environments in the Development of Giftedness: The Need for Research on Social Context

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Coleman, Laurence J.

2014-01-01

The paper argues that educators of the gifted have overlooked important evidence on the power of special environments because of our habit of considering cognitive outcomes and an outsider view of evidence as the standard for judging the benefits of special environments. The author proposes that social context be used as a construct to help…

Star Power: Providing for the Gifted & Talented. Module 1. Characteristics of the Gifted/Talented.

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Heinemann, Alison

The document presents Module 1, characteristics of the gifted/talented student, of the Star Power modules, developed for school personnel who have an interest in or a need to explore the area of gifted and talented education. It is explained in an introductory section that the modules can be used for independent study, for small group interaction,…

Star Power: Providing for the Gifted & Talented. Module 6. Underachievers Among the Gifted/Talented.

Science.gov (United States)

Heinemann, Alison

The document presents Module 6, underachievers among the gifted/talented, of the Star Power modules developed for school personnel who have an interest in or a need to explore the area of gifted and talented education. It is explained in an introductory section that the modules can be used for independent study, for small group interaction, or for…

INFORMATION AND COMMUNICATION TECHNOLOGY IN ORGANIZATION OF EXTRACURRICULAR WORK WITH GIFTED STUDENTS IN THE SYSTEM OF THE LITERARY EDUCATION

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Ольга Петрович

2014-10-01

Full Text Available The article deals with the issue of features of the use of information and communication technology in organizing extra-curricular activities with the literary gifted students. Main attention is drawn on the effective forms and methods of information and communication technology for the successful conduction of extracurricular activities with gifted high school students in literary education system, in particular such as: web quests, QR-codes, QR-quests, Google Groups, multimedia presentations, blogging, virtual tours, use of interactive whiteboards, educational forums, databases educational resources, virtual libraries, creating the electronic portfolio, media library of educational material, comics, doodles, clouds of words etc.

Using Technology in Gifted and Talented Education Classrooms: The Teachers’ Perspective

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Susan Zimlich

2015-04-01

Full Text Available Technology skills are assumed to be a necessity for college and career success, but technology is constantly evolving. Thus, development of students’ technology skills is an on-going and persistent issue. Standards from the Partnership for 21st Century Skills and the International Society for Technology in Education encourage educators to teach skills that help students adapt to changing working environments. These skills resemble the National Association for Gifted Children’s program and teacher preparation standards. Descriptive research about what is already occurring in classrooms has been done, but the information is frequently limited to a list of activities. A qualitative multi-case phenomenological study of six Alabama teachers of the gifted examined how they use and shape technology experiences with students, and promote student learning of 21st century skills. The teachers were chosen for the case study due to their reputation as teachers skilled in using technology with students. Lesson plans, interviews, and observations were used to discover themes between the teachers. Findings from the research indicate that educational technology use with students is shaped by factors such as teacher attitudes and expertise, available equipment and support, pedagogical decisions related to working with technology, and the particular student group participating in the technology use.

The Educational Value of Microcomputers: Perceptions among Parents of Young Gifted Children.

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Johnson, Lawrence J.; Lewman, Beverly S.

1986-01-01

Parents of 62 children enrolled in a private school for young gifted students completed a questionnaire designed to assess home use of computers, as well as parental concerns and expectations for appropriate concurrent and future computer use in educational settings. Familiarity with computers increased perceptions of their beneficial educational…

Korean Gifted Education: DomainSpecific Developmental Focus / Kore Üstün Yetenekliler Eğitimi: Alana-Özgü Gelişimde Odaklanma

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Seokhee Cho

2016-12-01

Full Text Available Abstract The current Korean gifted education system is designed to help gifted children have a balance between excellence and emotional and social wellbeing. In this article, the current status of Korean gifted education is presented, reflecting on the history, purpose, theoretical foundation, infrastructure, and state of art of gifted education with statistics. This article concludes with the obstacles that gifted education faces and recommendations for expansion and diversification. Key Words: gifted education, Korea, history, Confucian culture, intra-structure Öz Yürürlükte olan Kore üstün yetenekliler eğitim sistemi, üstün yetenekli öğrencilerin mükemmeliyet, duygusal ve sosyal iyi olma hallerini dengelemelerine yardımcı olacak şekilde tasarlanmıştır. Bu makalede güncel Kore üstün yetenekliler eğitimi, tarihine, amaçlarına, teorik temellerine, altyapısına ve gelişim seviyesine ışık tutacak istatistiklerle birlikte sunulmuştur. Ayrıca üstün yeteneklilerin eğitimlerinde karşılaşılan güçlükler ve önerilere yer verilmiştir. Anahtar Sözcükler: üstün yetenekliler eğitimi, Kore, tarih, Konfüçyüs kültürü, altyapı

Governmental Reform and Education for the Gifted in Japan: A Current Analysis

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Bugaj, Stephen J.

2009-01-01

Though targeted for governmental reform since 2002, services envisioned for gifted and talented students have not materialized in Japan. From the perspective of his personal experience as a Japan Fulbright Memorial Fund participant in 2005 and an extensive review of available literature and contacts with the Japanese Ministry of Education,…

Star Power: Providing for the Gifted & Talented. Module 9. Programs for the Gifted/Talented.

Science.gov (United States)

Mallis, Jackie; Heinemann, Alison

The document presents Module 9, programs for the gifted/talented, of the Star Power modules developed for school personnel who have an interest in or a need to explore the area of gifted and talented education. It is explained in an introductory section that the modules can be used for independent study, for small group interaction, or for a large…

Gifted Kids Curriculum: What Do the Students Say?

Science.gov (United States)

Bate, Joanne; Clark, Deb; Riley, Tracy

2012-01-01

Gifted students have different learning, social and emotional needs to their peers. The needs of some gifted students can be met within their mainstream school. Other gifted students need learning, social and emotional support beyond the school gates. The New Zealand Ministry of Education (2000) advocates for a continuum of provisions for gifted…

Gifts and corporate influence in doctor of pharmacy education.

Science.gov (United States)

Piascik, Peggy; Bernard, Daphne; Madhavan, Suresh; Sorensen, Todd D; Stoner, Steve C; TenHoeve, Tom

2007-08-15

To explore the nature of corporate gifts directed at PharmD programs and pharmacy student activities and the perceptions of administrators about the potential influences of such gifts. A verbally administered survey of administrative officials at 11 US colleges and schools of pharmacy was conducted and responses were analyzed. All respondents indicated accepting corporate gifts or sponsorships for student-related activities in the form of money, grants, scholarships, meals, trinkets, and support for special events, and cited many advantages to corporate partner relationships. Approximately half of the respondents believed that real or potential problems could occur from accepting corporate gifts. Forty-four percent of respondents agreed or strongly agreed that corporate contributions could influence college or school administration. Sixty-one percent agreed or strongly agreed that donations were likely to influence students. Corporate gifts do influence college and school of administration and students. Policies should be in place to manage this influence appropriately.

Assessment of students with (suspicion of) Intellectual Giftedness in co-occurrence with ASD : The S&W Heuristic

NARCIS (Netherlands)

Burger-Veltmeijer, Agnes; Minnaert, Alexander

2015-01-01

Traits of Giftedness and symptoms of Autism Spectrum Disorders (ASD) show overlap, which may cause camouflage of either condition. Moreover, professionals are often experienced either in ASD or in Giftedness. This may result in mis-, missed and biased diagnoses, and “consequently“ inappropriate

Experiences and Concepts Related to Gifted Education and Talent Development in Switzerland

Science.gov (United States)

Mueller-Oppliger, Victor

2010-01-01

This article provides a summary of efforts and projects related to the provision of gifted students and talent development in Swiss schools and with partners in the German speaking Central Europe. In the first part, relevant activities about teacher education in Switzerland based on a cooperative arrangement with the University of Connecticut will…

Examining of the Gifted Students’ Teacher Preferences

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Feyzullah SAHIN

2015-01-01

Full Text Available Gifted students differ from their peers in terms of motivations, learning, social and emotional needs. Because of these differences, it is indispensible that their teachers have to have a number of different characteristics. Because, teachers’ personality tratis and professional qualifications affects gifted students’ academic, cognitive and affective development. The main aim of this study is to examine that whether gifted students’ preferences of characteristics that teachers should have, differs according to type of educational institution, student's gender and level of meeting their educational needs or not. The study was designed as descriptive, one of the survey models. The study group consists of 1077 gifted students who are enrolled at five Science High School state schools, a private gifted school and three Science and Art Centers in Thracia Region in Turkey. As a means of data collection, Gifted Students’ Teacher Preferences Scale (GSTPS developed by Sahin & Tortop (2013 was used. In the calculation of internal consistency reliability of research data, Cronbach's α value was calculated. Cronbach alfa realibity cofficients were found to be .92 for Personality Traits sub-scale, .89 Professional Qualification sub-scale and .94 GSTPS, respectively. Besides, it was seen that based on the gender of participants, there was no difference in the characteristics they want to see in teachers and the opinions of students in High Schools and at SACs differed from the ones who were in the private school. Moreover, it was determined that the scores of the ones who thought the schools met their educational needs fully and the ones who thought the schools met their educational needs partially varied significantly.

New Trends in Talent Development in Peru

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Blumen, Sheyla

2013-01-01

A comprehensive portrait of the current status of gifted and talented concepts, identification of the gifted, and associated provisions within Peru is presented. The major purposes of this article are (a) to analyze the primary conception of giftedness in Peru; (b) to describe the beliefs that people have about gifted individuals; (c) to present…

Social emotional consequences of accelerating gifted students

NARCIS (Netherlands)

Hoogeveen, A.J.M.

2008-01-01

This dissertations reports four studies on the social-emotional effects of accelerating gifted students. The research concentrated on how and to what extent educational programs, in interaction with environmental and personal factors, influence the functioning of gifted students, in the short and

Star Power: Providing for the Gifted & Talented. Module 10. Guidance and Counseling for the Gifted/Talented.

Science.gov (United States)

Heinemann, Alison; Mallis, Jackie

The document presents Module 10, guidance and counseling for the gifted/talented, of the Star Power modules developed for school personnel who have an interest in or a need to explore the area of gifted and talented education. It is explained in an introductory section that the module can be used for independent study, for small group interaction,…

Hanna David`s Book: The Gifted Arab Child In Israel

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Emre KOMEK

2014-06-01

Full Text Available In this article, it was examined Hanna David’s Book: The Gifted Arab Child in Israel. The book focuses on Arab gifted children living in Israel. In Israel three Arab groups are living: Muslim, Christian and Druze. This book contains 7 sections. First Section: A Brief History of Education of Arabs In The State of Israel, Second Section: Characteristics of the Arab Gifted Child in Israel, Third Section: Education of the Arab Gifted Child, Fourth Section: Enrichment Programs for the Gifted in the Arab Sector, Fifth section: Description of Various Kinds of Enrichment Program for the Arab Sector, Sixth section: A Minority within a Minority: Gifted Students in the Christian, Druze and Bedouin Sectors, Seventh Section: The talented Arab Girl: Between Tradition and Modernism. In this book, author gives some suggestions to reveal potential of Arab girls. Some of them are; family support, financial aid etc.

Enrichment Programs and Counselling at the Budapest Centre for the Gifted.

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Herskovits, Maria

2003-01-01

This article discusses the development of gifted education in Hungary and the special counseling services for gifted children available at the Centre for the Gifted in Budapest. The Centre provides professional help from psychologists, counseling for choosing an appropriate school and/or supplementary programs for gifted children (ages 3-14), and…

Conception and Organizational and Structural Models of Psychological Service in Education

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Zabrodin Yu.M.,

2016-12-01

Full Text Available The article is devoted to the discussion of the key problems of practical psychology of education and to formulation of the main principles of conception of the psychological service in education, which is considered as one of the most important elements of the whole educational system modernization. Based on the data obtained by the monitoring of the psychological service in Russian education, conducted in 2006-2008, as well as on the analysis of the research materials, the service development strategy is formulated that determines the key directions of its' work till 2020 year. The mechanism of this strategy realization will be formulated as a suggested structural and functional model of the psychological service in education. The variants of organization of psychological service in education on the federal, as well as regional and municipal levels, specified under the regional and other contextual peculiarities, can be applied in creating particular versions of psychological service aimed at the different categories: gifted children and children with special educational needs, orphans and deviant children, children that suffer difficulties in learning, etc. the example of concrete target model of work with child's giftedness is widely described in the article.

Gifted and Talented Students at Risk

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Seeley, Ken

2004-01-01

The issue of underachievement among the gifted has captured the interest of educators sporadically over the past thirty years. In the most basic definition, an underachiever is a student who does not achieve in the academic areas at a level consistent with his or her capability. When underachievement is applied to the gifted, it becomes a more…

4. Valorizations of Theoretical Models of Giftedness and Talent in Defining of Artistic Talent

OpenAIRE

Anghel Ionica Ona

2016-01-01

Artistic talent has been defined in various contexts and registers a variety of meanings, more or less operational. From the perspective of pedagogical intervention, it is imperative understanding artistic talent trough the theoretical models of giftedness and talent. So, the aim of the study is to realize a review of the most popular of the theoretical models of giftedness and talent, with identification of the place of artistic talent and the new meanings that artistic talent has in each on...

Patterns of computer use amoung gifted children

Energy Technology Data Exchange (ETDEWEB)

Sesko, S.C.

1998-03-20

This study investigated patterns of computer interaction by gifted children who use computers extensively. There were two objectives: (a) To examine how these particular children came to learn various computer applications and programming, where they began, and how; and (b) To explore the number and variety of uses these gifted children have for their various computer interactions. The study led to several conjectures about the interactions of gifted children and computers. There is evidence that schools do not well serve gifted children regarding computer use. As a result, many gifted children learn what they know about computers and computer applications at home or elsewhere. Further evidence indicates that, without formal instruction in school, these children have constructed their own ideas of what computers are for and what they are able to do with them. Though many of these uses are no different from the ones that other children and adults have discovered, the study found some idiosyncratic uses and meanings. Along with the `what` of research, there is the question of `why` it is important and worth pursuing. This research has the promise of contributing to knowledge in the area of gifted and talented education, in that by understanding better how gifted children come to learn various computer applications and computer programming, and by understanding better the uses they have for these interactions, educators may be able to develop curricula, environments, and instruction to enhance these learning experiences in technology. This study establishes, to the best of the my knowledge, a precedent in the field of research into gifted and talented children and their use of computers.

Identification model of gifted students in secondary education

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Carmen Ferrándiz

2010-04-01

Full Text Available The aim of this article is to describe the identification and assessment procedure to identify high ability secondary school students in the Spanish region of Murcia. In the screening process questionaires addressed to parents, teachers, and pupils nad based on the Multiple Intelligences Theory were used. In the identification process two other instruments were used: a the Differential Aptitude Test (DAT aimed to assess the following areas: reasoning, verbal abilities, numerical and abstract reasoning, spatial aptitude, mechanical reasoning, attention and perceptive aptitudes, and b the TTCT (Torrance Test of Creative Thinking in order to assess the main abilities of creativity (fluency, flexibility, originality and elaboration. These two assessment tools will allow us to distinguish gifted from talented (Castelló and Batlle, 1998. In a third stage, the socio-emotional characteristics of the identified students are analysed using: c the BFQ-NA whose aim is to assess the personality dimensions (openness, conscientiousness, extraversion; agreeableness and neuroticism, and d emotional intelligence questionnaires (EQ-i:YV and EQ-i:YV-O Barón and Parker, 2000. 565 took part in this research. The students were aged 11-18 (M= 14.6 and SD= 1.08 and attended high schools of Compulsory Secondary Education (ESO of the Murcia Region. The results showed different profiles of gifted and talented stduents. The cognitive-emotional complexity of these exceptional students is discussed.

Examining the Relevance of Emotional Intelligence within Educational Programs for the Gifted and Talented

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Bellamy, Al; Gore, David; Sturgis, Judy

2005-01-01

This study explored the relationships between emotional intelligence, locus of control, and self-efficacy among gifted and talented students participating in a two week long summer educational program. Results revealed statistically significant correlations between these variables. Gender was found to moderate the relationships. The study also…

The linguistic construction of the giftedness discourse in the media texts of historical and digital times

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Halliki Põlda

2015-04-01

Full Text Available The aim of the study is to describe and explicate, using critical text analysis, how the socially weighty discourse of giftedness has been constructed historically and how it manifests in the media texts of the digital era. The diachronic analysis is based on the media texts of the 1890s–1990s stored in the Corpus of Standard Estonian, while the synchronic analysis applies to texts found in Delfi.ee. The results highlight the main media discourses dealing with giftedness, the relevant terms and expressions, and the social relations and meanings brought up in the media in connection with the topic. The study reveals that through history, the giftedness discourse has been subject to changes and, constructed with specific linguistic means, it plays an important role in modern social arrangements.

Capacidade, dotação, talento, habilidades: uma sondagem da conceituação pelo ideário dos educadores Ability, giftedness, talent, skills: a probe into the way these concepts are conceived, in teacher's minds

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Zenita Cunha Guenther

2012-03-01

Full Text Available Embora o escopo deste trabalho seja de origem teórica, relata um estudo exploratório que busca situar a base de conceituação em Educação Especial para alunos Dotados e Talentosos, no Brasil, captando as definições compreendidas por profissionais da educação pela sondagem de sua opinião sobre que termos e expressões são usados, com que significados e em que situações. Os sujeitos incluíam 80 educadores interessados ou envolvidos na área (Grupo A e 107 professores da rede pública no interior de São Paulo (Grupo B. Há poucas diferenças de opinião entre os sujeitos, nos dois grupos, com algumas exceções, principalente em questões relacionadas a nível de conhecimento e familiaridade com referencial teórico. Ambos os grupos indicam conceituação confusa, notadamente para os termos oficiais, superdotação e altas-habilidades; a maior carga de rejeição e exploração na mídia é alocada a superdotação. Os conceitos alta capacidade, alto desempenho e dotação são definidos em consonância com o referencial básico, que diferencia capacidade natural de capacidade adquirida; Talento reflete a ambiguidade encontrada na área, referindo-se, ao mesmo tempo, a capacidade natural e capacidade adquirida.The present study, while arising from a theoretical basis, is nonetheless, an exploratory study that attempts to identify the Basic Concepts of Special Education for is gifted and talented students of Brazil. The definitions and notions understood by the subjects, all professionals in the field of education, are captured by probing them, about their opinions on which terms and expressions are commonly used, with which meanings, and in which specific settings. The sample is comprised of 80 educators studying or involved within the area, (Group A, and 107 regular school teachers from a state school system in São Paulo State (Group B. Very few differences of opinion are registered between the two groups, save a few exceptions

Individuals with a Gifted/Attention Deficit/Hyperactivity Disorder Diagnosis

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Lee, Kelly M.; Olenchak, F. Richard

2015-01-01

This paper reviews the current literature on twice-exceptional students who are dual diagnosed as having giftedness and attention deficit/hyperactivity disorder (ADHD). This area of research is warranted because giftedness and ADHD present similarly but have different ramifications for performance and outcomes. In addition, research inquiry and…

Star Power: Providing for the Gifted & Talented. Module 4. Applications of Theories of Creativity to the Gifted/Talented.

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Heinemann, Alison; Mallis, Jackie

The document presents Module 4, applications of theories of creativity to the gifted/talented, of the Star Power modules developed for school personnel who have an interest in or a need to explore the area of gifted and talented education. It is explained in an introductory section that the modules can be used for independent study, for small…

Star Power: Providing for the Gifted & Talented. Module 3. Applications of Theories of Intelligence to the Gifted/Talented.

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Heinemann, Alison; Mallis, Jackie

The document presents Module 3, applications of theories of intelligence to the gifted/talented, of the Star Power modules developed for school personnel who have an interest in or a need to explore the area of gifted and talented education. It is explained in an introductory section that the modules can be used for independent study, for small…

An Introduction to Replication Research in Gifted Education: Shiny and New Is Not the Same as Useful

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Makel, Matthew C.; Plucker, Jonathan A.

2015-01-01

This methodological brief introduces readers to replication methods and their uses. Broadly defined, replication is the duplication of previously conducted research to verify or expand the original findings. Replication is particularly useful in the gifted education context because so much education theory and research are based on general…

Including the gifted learner: perceptions of South African teachers and principals

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Marietjie Oswald

2013-01-01

Full Text Available We report the findings of a qualitative study embedded in an interpretive paradigm to determine the perceptions of South African primary school teachers and principals regarding the inclusion of learners considered gifted. Eight principals and 16 classroom teachers in the Foundation Phase (Grades 1-3 in public primary schools situated in communities that were representative of the different socio-economic and language groups in the Western Cape province participated in the study. Qualitative data collection methods included in-depth individual semi-structured interviews with the eight principals and two semi-structuredfocus group interviews with the 16 classroom teachers. Qualitative content analysis revealed the following themes: inclusive education and the learner who is gifted; curriculum differentiation; obstacles to curriculum differentiation; and possible solutions for more effectively including the gifted learner. Despite their diversity in terms of culture, language and positioning by the previous apartheid regime, the participants acknowledged the marginalisation by default of gifted learners. Gifted learners were most often those who were not receiving appropriate education and support and data suggested that a particular drive for the inclusion of gifted learners was absent in the agenda of education authorities.

Artistic Ways of Knowing in Gifted Education: Encouraging Every Student to Think Like an Artist

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Haroutounian, Joanne

2017-01-01

After decades of fluctuating presence in gifted education, the arts are surprisingly establishing themselves in academic classrooms, spurred by arts integration with science, technology, engineering, and mathematics (STEM) curricula or science, technology, engineering, art, and mathematics (STEAM). This renewed interest provides the opportunity to…

Swagger or Humility or Swagger and Humility: A New Goal for Educating Students with Gifts and Talents

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Cross, Tracy L.

2008-01-01

It is believed by many that unsophisticated notions of elitism are the bane of the field of gifted education. Some claims of elitism are based on an interpretation of the founding of their country as inherently egalitarian. Educational opportunities that are tailored to student abilities are determined to be inherently elitist and therefore…

Creation Process during Learning of Gifted Students: Contributions from Jean Piaget

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Ribeiro Piske, Fernanda Hellen; Stoltz, Tania; de Camargo, Denise; Blum Vestena, Carla Luciane; Machado, Jarci Maria; de Freitas, Samarah Perszel; Dias, Carmen Lúcia; dos Reis Taucei, Joulilda

2017-01-01

This research aims to highlight the importance of Creativity in education of gifted students. Recent education focuses exclusively on the development of intellectuality; it starts at an earlier age and stimulates mainly rational thinking, sometimes leaving aside other important dimensions. For gifted children, this fact can mean the desire to…

The Gift

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Komter, Aafke E.

1996-01-01

What moves us to give gifts to other people? The Gift brings together perspectives on gift exchange and reciprocity from different social scientific disciplines. The first part of this book contains anthropological and sociological 'classics' on gift giving and reciprocity. In the second part the

Skill-Based Approach Applied to Gifted Students, its Potential in Latin America

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Andrew Alexi Almazán-Anaya

2015-09-01

Full Text Available This paper presents, as a reflective essay, the current educational situation of gifted students (with more intelligence than the average in Latin America and the possibility of using skill-based education within differentiated programs (intended for gifted individuals, a sector where scarce scientific studies have been done and a consensus of an ideal educative model has not been reached yet. Currently these students, in general, lack of specialized educational assistance intended to identify and develop their cognitive abilities, so it is estimated that a high percentage (95% of such population is not detected in the traditional education system. Although there are differentiated education models, they are rarely applied. A student-centered education program is a solution proposed to apply this pedagogical model and cover such population. The characteristics of this program that do support differentiated instruction for gifted individuals compatible with experiences in the US, Europe and Latin America are analyzed. Finally, this paper concludes with an analysis of possible research areas that, if explored in the future, would help us to find answers about the feasibility and relation between skill-based programs and differentiated education for gifted students.

Critical Thinking Skills among Elementary School Students: Comparing Identified Gifted and General Education Student Performance

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Kettler, Todd

2014-01-01

Education reform efforts, including the current adoption of Common Core State Standards, have increased attention to teaching critical thinking skills to all students. This study investigated the critical thinking skills of fourth-grade students from a school district in Texas, including 45 identified gifted students and 163 general education…

Speed Bumps, Roadblocks and Tollbooths: How Culturally and Linguistically Diverse Parents Navigate the Highways and Byways of Giftedness in Ontario

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Cobb, Cam

2012-01-01

In reviewing literature on culturally and linguistically diverse (CLD) parental inclusion and disproportionality, Cam Cobb, assistant professor at the University of Windsor, Ontario, illustrates how CLD giftedness--and especially CLD giftedness in Canadian settings--represents an area in need of further research. In part, this article begins to…

The University and the Gift: A Problem Definition

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Nikolay Emelianov

2014-12-01

Full Text Available The authors suggest introducing the notion of the gift into the theory and practice of the University life. They believe that the relationship of gift in transmission of knowledge is immanent to the management organization of the University. If knowledge is given as a gift and in the situation of gift-giving, then the University milieu should have the relationship of gift. The gift is described here as a theological and anthropological category and then juxtaposed with educational concepts of certain theologians and with ideas of modern economists. Proceeding from the notion of gift, the authors formulate the problem of today’s University which consists in its economical conditionality and in the penetration of market ideology into the scholarly milieu. Transfer of knowledge, which is considered as an absolute value, when circulating within the process of gift-giving, in practice is often identified with utilitarian exchange: the knowledge acquires its price, what inevitably reflects the relationship between professors, students and University’s administration.

Investigation of Problem-Solving and Problem-Posing Abilities of Seventh-Grade Students

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Arikan, Elif Esra; Ünal, Hasan

2015-01-01

This study aims to examine the effect of multiple problem-solving skills on the problem-posing abilities of gifted and non-gifted students and to assess whether the possession of such skills can predict giftedness or affect problem-posing abilities. Participants' metaphorical images of problem posing were also explored. Participants were 20 gifted…

Non-cognitive Characteristics of Gifted Students With Learning Disabilities: An In-depth Systematic Review.

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Beckmann, Else; Minnaert, Alexander

2018-01-01

Gifted students who also have learning disabilities (G/LD) are often overlooked when students are assessed either for giftedness or specific learning disabilities. The cognitive and non-cognitive characteristics of these G/LD students are habitually discussed only briefly alongside identification and intervention issues and, beyond that, the relevance of non-cognitive characteristics is often left unconsidered. Accordingly, this study aims to conduct an in-depth review of the non-cognitive characteristics of these students for identification and intervention purposes. Detailed analysis was performed on 23 publications. High levels of negative emotions, low self-perception, and adverse interpersonal relationships, as well as high levels of motivation, coping skills and perseverance were found among these students. A common characteristic was a high degree of frustration with the academic situation. The study reveals that these students show considerably duality in their non-cognitive characteristics which requires tailored counseling skills to provide effective support for their learning needs.

A Comparison of a Gifted Education Program among Eighth Grade Gifted Students at a Georgia Junior High School

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Harden, Jerry Clark

2012-01-01

The purpose of this study was to investigate the relationships that may exist among mean scores on the math and reading portions of the Iowa Test of Basic Skills (ITBS) of eighth grade gifted students of different gender, race, and socioeconomic status. Significant changes have been made to Georgia's gifted identification procedures over the last…

How Fine Motor Skills Influence the Assessment of High Abilities and Underachievement in Math

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Ziegler, Albert; Stoeger, Heidrun

2010-01-01

Previously, fine motor skills have been of little or no interest to giftedness research. New lines of thought have been advanced that imply that fine motor skills can be of significance in the identification of gifted persons as well as gifted underachievers. This would also have consequences for the diagnostic process underlying identification.…

Mere Gifting: Liking a Gift More Because It Is Shared.

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Polman, Evan; Maglio, Sam J

2017-11-01

We investigated a type of mere similarity that describes owning the same item as someone else. Moreover, we examined this mere similarity in a gift-giving context, whereby givers gift something that they also buy for themselves (a behavior we call "companionizing"). Using a Heiderian account of balancing unit-sentiment relations, we tested whether gift recipients like gifts more when gifts are companionized. Akin to mere ownership, which describes people liking their possessions more merely because they own them, we tested a complementary prediction: whether people like their possessions more merely because others own them too. Thus, in a departure from previous work, we examined a type of similarity based on two people sharing the same material item. We find that this type of sharing causes gift recipients to like their gifts more, and feel closer to gift givers.

Developing Social Giftedness in Disadvantaged Girls at an Indian School

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Sharma, Yukti

2012-01-01

This article describes developmental interactions with a group of female students at an Indian public school situated in a disadvantaged section of the community. Through a series of activities, the author makes an intensive effort to develop social giftedness in these students. The article describes various activities together with the author's…

Gifted Education in Korea: Three Korean High Schools for the Mathematically Gifted

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Choi, Kyong Mi; Hon, Dae Sik

2009-01-01

This article presents a brief history of three Korean high schools for mathematically gifted students. It describes how these schools operate, how their mathematics curricula differ compared to those of regular high schools, the admissions criteria, curriculum offered, and the student and teacher population. This review of specialized, science,…

Our Gifted: Our Future. Proceedings of the Annual Northern Virginia Conference on Gifted/Talented Education (5th, Alexandria, VA, March 7-8, 1980).

Science.gov (United States)

Orloff, Jeffrey H., Ed.

The document contains 13 selected papers from a conference on working with gifted students. Titles and authors include the following: "A Metacurriculum for the Future" (B. Hubbard); "Building a Curriculum to Train Leadership Abilities" (L. Addison); "Gifted Boys, Gifted Girls--What's the Difference" (B. Becker);…

Gifted and Talented Education in Turkey: Critics and Prospects/Türkiye'de Üstün Yeteneklilerin Eğitiminin Eleştirel Bir Değerlendirmesi

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Uğur Sak

2015-12-01

Full Text Available Abstract This article is a review and critics of gifted education in Turkey. Gifted education in Turkey has undergone dramatic changes in recent years. Innovations and regulations in the education of gifted and talented students have emerged and been formed as a result of a global agenda of the country. New steps such as the establishment of science high schools have been taken at specific critical point in history. With the beginning of the 21st century, the education of gifted students has gained momentum with the national strategic plan on gifted education and establishment of gifted education departments in universities. In the last fifteen years, the number of special programs and scientific publications has multiplied. Even though gifted education in Turkey has progressed notably over years, certain problems still remain unsolved, such as inconsistencies in definitions and contradictions between definitions and practices, inefficiency in nationwide identification, inadequate number of program types, recruitment of untrained teachers and lack of expertise in program development, and opposition against gifted education. Keywords: gifted education, Turkey Öz Türkiye’de üstün yeteneklilerin eğitimi son yıllarda büyük değişim yaşamıştır. Üstün yeteneklilerin eğitimindeki yeniliklerin ve yasal düzenlemelerin Türkiye’nin evrensel ajandasına uygun olarak ortaya çıktığı ve şekillendiği söylenebilir. Fen liselerinin kurulması gibi yeni adımlar hep tarihin kritik dönemlerinde atılmıştır. 2000’li yıllarda üstün yeteneklilerin eğitimine ilişkin olarak stratejik planın çıkarılması ve üniversitelerde üstün yeteneklilerin eğitimi anabilim dallarının yaygınlaşmaya başlamasıyla beraber üstün yeteneklilerin eğitimi büyük bir hareket kazanmıştır. Son on beş yılda üstün yeteneklilere yönelik özel eğitim programları ve bu alandaki bilimsel yayınlar katlayarak artmıştır. T�

Two Studies of the Empirical Basis of Two Learning Resource-Oriented Motivational Strategies for Gifted Educators

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Vladut, Anamaria; Vialle, Wilma; Ziegler, Albert

2016-01-01

Two learning resource-oriented motivational strategies for gifted educators are introduced: a homeostatic orientation that aims for balance and an allostatic orientation that aims at growth. In order to establish the empirical basis of these motivational strategies, two studies were conducted with samples of students from a specialized…

Gifts, Talents and Meritocracy

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Radnor, Hilary; Koshy, Valsa; Taylor, Alexis

2007-01-01

This paper investigates aspects of policy implementation that relate to "Excellence in Cities", a UK government initiative. Local Education Authority (LEA) personnel and school teachers, responsible for implementing the Gifted and Talented (G&T) strand of that initiative, were interviewed. These co-ordinators were involved in the…

Revalidating the Arabic Scale for Teachers' Ratings of Basic Education Gifted Students' Characteristics Using Rasch Modeling

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Salah Eldin Farah Atallah Bakheit

2013-12-01

Full Text Available The Arabic scale for teachers' ratings of basic education gifted students' characteristics is one of the most common Arabic measures used for initial identification of gifted students in some Arabic countries. One of the shortcomings of this scale is that it is based on the classical the-ory of measurement. This study sought to reval-idate the scale in the light of Rasch modeling which rests upon the modern theory of meas-urement and to develop different criteria for in-terpreting the levels of individuals' traits. The scale was administered to 830 of Basic Educa-tion students in Khartoum (ages ranged from 7 to 12 years. Two groups of students partici-pated in the study: a calibration sample (N = 250 and a standardization sample (N = 580. The statistical treatments were performed using the PSAW 18 and RUMM 2020 programs ac-cording to Rasch's unidimentional model. Six of the scale's items were deleted for not conform-ing to Rasch Modeling. This left the scale with 31 items. Besides, new criteria for the scale were developed by obtaining the t-scores and special education scores that match the various ratings of the individuals' ability.

Inquiry-Based Instruction within a Community of Practice for Gifted-ADHD College Students

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Hua, Olivia; Shore, Bruce M.; Makarova, Evgeniya

2014-01-01

A number of characteristics are shared between attention-deficit hyperactivity disorder (ADHD) and gifted populations. They include issues with sustaining attention, following directions, and completing tasks. When an individual is both gifted and has ADHD (gifted-ADHD) he has unique educational needs that may put him at risk for underachievement.…

Gifting from the Closet

DEFF Research Database (Denmark)

Uth Thomsen, Thyra; Zaichkowsky, Judith Lynne

2015-01-01

Purpose – This study aims to investigate the random collection of items for gifting which are stored in one’s home in a special place. Traditional gift-giving models suggest gift givers buy gifts for certain recipients on certain occasions. This study ' s journey into gift storage finds that some....../value – Due to the unexplored nature of gift storage, the results reported in this paper represent a first exploratory account of gift storage and its possible effects on the relationship-building capacity of gifts....

Educators’ Implicit Theories of Intelligence and Beliefs about the Identification of Gifted Students

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María Caridad García-Cepero

2009-06-01

Full Text Available This research study analyzed the structure of educators’ implicit theoriesof intelligence (ITI and explored the relationship between ITI and beliefsabout the identification of gifted students. This study included a sampleof 372 educators. School Teachers and professors from colleges of educationfavor practical, analytical, and creative attributes in their prototypesof an intelligence person. However, participants were fairly neutral aboutwhether interpersonal and intrapersonal attributes characterized intelligentpeople. Educators that rated creativity as an important attribute ofintelligence tend to favor multiple methods to identify gifted students. Incontrast, educators who supported the use of IQ test as the primary basisof gifted identification tended to agree that analytical abilities were part ofthe structure of intelligence.

The Importance of Decision Making: A Gifted Case Report

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Nauta, Noks; Ronner, Sieuwke; Groeneveld, Benno

2009-01-01

In this article the story of a fictional young university-educated woman is presented who struggles with making choices in her career and in her life. In this case report background information on gifted people at work is provided. In addition to that jobs and companies which are appropriate for highly gifted are mentioned. Besides that…

Insights on Parenting.

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Barnes, Natalie

1993-01-01

The mother of an extremely gifted boy relates her emotional response upon learning of his giftedness, especially her excitement at his potential and her fear that his uniqueness harbors hidden pitfalls. (JDD)

Identifying Stressors and Reactions to Stressors in Gifted and Non-Gifted Students

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Amini, Marzieh

2005-01-01

Using the Student Life Stress Inventory and the Coopersmith Self-Esteem Inventory, stressors and reactions to stressors were identified in gifted high school students and compared with non-gifted students. Altogether, 340 boys and girls (156 gifted and 184 non-gifted students) from four high schools in Shiraz (two high schools for gifted and two…

Intellectually gifted students with possible characteristics of ASD : A multiple case study of psycho-educational assessment practices

NARCIS (Netherlands)

Burger-Veltmeijer, Agnes E.J.; Minnaert, Alexander E.M.G.; Van den Bosch, Els J.

2016-01-01

The Strengths and Weaknesses Heuristic (S&W Heuristic) was constructed in order to reduce biased assessments of students with (suspicion of) Intellectual Giftedness in co-occurrence with Autism Spectrum Disorder (IG + ASD) and to establish a well-founded interconnection between assessment data and

Creativity in the regular classroom: perceptions of gifted and non-gifted students

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Fernanda do Carmo Gonçalves

2013-06-01

Full Text Available This study aimed to compare the perception of gifted and non-gifted students with respect to the climate for creativity in the classroom, in the disciplines of Mathematics and Portuguese Language, and to investigate the relationship between creativity and perception of classroom climate for creativity. Twenty-one gifted and 27 non-gifted 6th grade students who attended a public school in Brazil participated in the study. The gifted students evaluated teacher’s support to the students’ expression of ideas in Mathematics in a more satisfactory way compared to non-gifted, and they also showed greater interest in learning Mathematics in comparison to Portuguese Language. A positive correlation between creativity and perception of classroom climate was found for gifted students, and negative correlation for non-gifted students.

Markets: Gift Cards

OpenAIRE

Jennifer Pate Offenberg

2007-01-01

The Mobil Oil Company introduced the first retail gift card that recorded value on a magnetic strip in 1995. In under a decade, such gift cards replaced apparel as the number one item sold during the Christmas season. This study will discuss the reasons for the strong surge in the gift card market. It will then consider the value of gift cards as an intermediate option between two alternatives: purchasing a physical gift, which could possibly be returned or exchanged, versus giving cash. Empi...

Pupil Voice on Being Gifted and Talented in Physical Education: "They Think It's Just, Like, a Weekend Sort of Thing"

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Lamb, Penny; Lane, Kathleen

2013-01-01

Background: Pupils' views have been elicited in physical education over a long period, but is a comparatively under-examined area within literature on gifted and talented (G&T) in physical education concerns pupil voice and their accounts of being placed on their schools' G&T register. Purpose: This small-scale qualitative study consulted…

The co-occurrence of intellectual giftedness and Autism Spectrum Disorders : A literature review

NARCIS (Netherlands)

Burger-Veltmeijer, Agnes E.J.; Minnaert, Alexander E.M.G.; Van Houten-van den Bosch, Els J.

2011-01-01

This systematic literature review explored the state of the art concerning the theoretical and empirical knowledge of the twice-exceptionality of Intellectual Giftedness and Autism Spectrum Disorders (IG + ASD)(3), in relation to diagnostic and assessment issues. After searching and examining

Counseling Gifted Children in Singapore: Implications for Evidence-Based Treatment with a Multicultural Population

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Yeo, Lay See; Pfeiffer, Steven I.

2018-01-01

Gifted education (GE) in Singapore is entering its third decade. However, local research into the gifted is typically undertaken by graduate students and left as unpublished data. Internationally, there is also very little if any research on counseling models that have been empirically validated for use with gifted children irrespective of their…

ANALYTICAL, CRITICAL AND CREATIVE THINKING DEVELOPMENT OF THE GIFTED CHILDREN IN THE USA SCHOOLS

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Anna Yurievna Kuvarzina

2013-11-01

Full Text Available Teachers of the gifted students should not only make an enrichment and acceleration program for them but also pay attention to the development of analytical, critical and creative thinking skills. Despite great interest for this issue in the last years, the topic of analytical and creative thinking is poorly considered in the textbooks for the gifted. In this article some methods, materials and programs of analytical, critical and creative thinking skills development, which are used in the USA, are described.  The author analyses and systematize the methods and also suggests some ways of their usage in the Russian educational system.Purpose: to analyze and systematize methods, materials and programs, that are used in the USA for teaching gifted children analytical, critical and creative thinking, for development of their capacities of problem-solving and decision-making. Methods and methodology of the research: analysis, comparison, principle of the historical and logical approaches unity.Results: positive results of employment of analytical, critical and creative thinking development methods were shown in the practical experience of teaching and educating gifted children in the USA educational system.Results employment field: the Russian Federation educational system: schools, special classes and courses for the gifted children.DOI: http://dx.doi.org/10.12731/2218-7405-2013-7-42

Standing in the Gaps: Examining the Effects of Early Gifted Education on Black Girl Achievement in STEM

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Young, Jemimah L.; Young, Jamaal R.; Ford, Donna Y.

2017-01-01

The purpose of this study was to explore the differential effects of access to gifted education on the mathematics and science achievement of fourth-grade Black girls. This study utilized mean difference effect sizes to examine the magnitude of differences between groups. By convention, White girls were included as a comparison group. Girls…

Instructional strategies in science classrooms of specialized secondary schools for the gifted

Science.gov (United States)

Poland, Donna Lorraine

This study examined the extent to which science teachers in Academic Year Governor's Schools were adhering to the national standards for suggested science instruction and providing an appropriate learning environment for gifted learners. The study asked 13 directors, 54 instructors of advanced science courses, and 1190 students of advanced science courses in 13 Academic Year Governor's Schools in Virginia to respond to researcher-developed surveys and to participate in classroom observations. The surveys and classroom observations collected demographic data as well as instructors' and students' perceptions of the use of various instructional strategies related to national science reform and gifted education recommendations. Chi-square analyses were used to ascertain significant differences between instructors' and students' perceptions. Findings indicated that instructors of advanced science classes in secondary schools for the gifted are implementing nationally recognized gifted education and science education instructional strategies with less frequency than desired. Both students and instructors concur that these strategies are being implemented in the classroom setting, and both concur as to the frequency with which the implementation occurs. There was no significant difference between instructors' and students' perceptions of the frequency of implementation of instructional strategies. Unfortunately, there was not a single strategy that students and teachers felt was being implemented on a weekly or daily basis across 90% of the sampled classrooms. Staff development in gifted education was found to be minimal as an ongoing practice. While this study offers some insights into the frequency of strategy usage, the study needs more classroom observations to support findings; an area of needed future research. While this study was conducted at the secondary level, research into instructional practices at the middle school and elementary school gifted science

Creativity and Complex Thoughts of Gifted Students from Contributions of Edgar Morin and Rudolf Steiner

Science.gov (United States)

Piske, Fernanda Hellen Ribeiro; Stoltz, Tania; Guérios, Ettiène; de Freitas, Samarah Perszel

2016-01-01

This study aims to highlight the importance of creativity in education of gifted children. Gifted students are generally individuals that talk with uncertainty because they are always looking for solutions and discoveries for their varied researches in their area of interest. These students need educational practices that develop creativity and…

ACHIEVEMENT IDENTIFICATION AND EVALUATION OF MUSICALLY GIFTED CHILDREN IN LOWER MUSIC SCHOOL

Directory of Open Access Journals (Sweden)

Anica Arsic

2016-06-01

Full Text Available Music schools are specific educational institutions which teach children to understand musical language, the rules of musical writing and how to play an instrument. It is assumed that children who enroll in music school have a certain level of “musicality”, i.e. possess musical ability. Starting from this premise, in this paper we wanted to identify the number of musically gifted children, from the total number of children enrolled in the first year of lower music school. The research was conducted on 125 learners who enrolled the first year of Music school Josif Marinkovic in 2014/2015. The paper was organized as a linear study which followed the achievement of learners during the aforementioned school year. The study was conducted by solfeggio and musical instrument teachers. The identification of musical giftedness was followed through the following criteria: recognition and reproduction of tones and intervals, reproduction of rhythmic models and reproduction of short music units. Solfeggio teachers monitored the first two criteria (recognition and reproduction of tones and intervals and reproduction of rhythmic models while musical instrument teachers monitored the other two (reproduction of melody phrases and reproduction of short music units. Achievements were assessed four times during the school year and a comparison of results gathered by solfeggio and musical instrument teacher was conducted. At the end of the school year a result analysis was conducted; the results of which showed that 13 learners who were monitored by solfeggio teachers and 9 learners who were monitored by music instrument teachers successfully completed the criteria. Methods for evaluating the proposed criteria and analysis of the gathered results will be presented in this paper.

Some Thoughts on Gifted Education and Creativity

Science.gov (United States)

Karp, Alexander

2017-01-01

This article serves as commentary on the papers featured in the issue. Accordingly, these papers and the questions raised in them form the basis of its discussion. The papers, in turn, are addressing numerous aspects of creativity and working with the mathematically gifted, an area of study that has attracted considerable scholarly attention in…

Exploring how gifts are discovered and why talents develop in sport

OpenAIRE

Tranckle, Peter

2005-01-01

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University. This thesis has attempted to advance knowledge and understanding of giftedness and talent in sport. Difficulties concerning conceptual clarity and issues concerning the origin of talent have slowed the advancement of this field of inquiry. By recognising the divisions that have occurred within the literature due to approach and presupposition, Gagne's (2000) Differentiated Model Of Giftedness...

Gift and sacrifice: parental involvement in Latino adolescents' education.

Science.gov (United States)

Ceballo, Rosario; Maurizi, Laura K; Suarez, Gloria A; Aretakis, Maria T

2014-01-01

Although myriad studies document the benefits of parental involvement in education on various indicators of children's academic performance, less research examines parental involvement among adolescents in low-income Latino families. Incorporating a multidimensional conceptualization of parental involvement, this study examined the relation between parental involvement and academic outcomes in a sample of 223 low-income, Latino adolescents. Results indicated that three types of parental involvement (gift/sacrifice, future discussions/academic socialization, and school involvement) had significant, positive associations with academic outcomes. Moreover, our results suggest that parents' stories about struggles with poverty and immigration are an important component of parental involvement, contributing to adolescents' desire to succeed academically and "give back" to parents. Additionally, our findings indicated that the positive relations between parental involvement and academic outcomes were stronger for immigrant youth and for those with higher endorsements of the Latino cultural value of respeto (respect).

Why Try? Factors that Differentiate Underachieving Gifted Students from High Achieving Gifted Students.

Science.gov (United States)

McCoach, D. Betsy; Siegle, Del

This report discusses the outcomes of a study that investigated the relationship between student scores on the five sub-scales of the School Attitude Assessment Survey-Revised (SAAS-R) and the academic achievement of known groups of gifted achievers and gifted underachievers. The study examined whether gifted achievers and gifted underachievers…

The identification and inclusion of students with characteristics of high abilities/giftedness: relevant discussions

Directory of Open Access Journals (Sweden)

Tatiane Negrini

2008-12-01

Full Text Available Thinking about education in general and about the advances that have been coming up, brings us to reflect on the proposal of the inclusive school. The Brazilian educational policies point in this direction and new propositions appear to the school in order to understand how to make significant changes in the daily education. Accordingly, this article is to hold a discussion regarding the identification of students with high abilities/giftedness, articulating with some ideas proposed by the inclusive education. It is with that highlight the importance of identifying these students for a more genuine inclusion of these students in the educational context. In this sense, is used as input theoretical Gardner (1995, Renzulli (2004, Perez (2004, Virgolim (2007, Vieira (2005, among other authors who assist in the discussion of this issue. The considerations made about the high abilities and their process of identification highlight the importance of a great attention facing the process of identification and relevance of this to the actual inclusion of students with high skills in the educational context. Since they are not identified, these students may not be receiving the necessary guidance to learn and develop their potential, often distancing themselves from colleagues and friends. Thus, it is a debate about the appropriate identification of these students and how it can contribute to the inclusion of them.

Growing Up Gifted in the Soviet Union.

Science.gov (United States)

Stevens, Robert E.

1987-01-01

A review of the educational program for gifted students in the Soviet Union discusses student responsibilities, program admission, and specialized schools featuring foreign languages, mathematics and physics, music, ballet and arts, sports, and "little academics" (advanced studies). (CB)

Illuminating learner realities: Perceptions, expectations, and experiences of gifted underachievers in a secondary school classroom

Science.gov (United States)

Schultz, Robert Arthur

This study examined how classroom climate affected the performance of students identified as gifted and labeled as underachievers in a secondary science classroom. The goal was to develop an understanding about the complex needs of gifted underachieving students by accessing their "voices" as participants in the education process. Lack of emphasis in the literature regarding gifted underachiever performance and classroom climate provided a need to examine these interactions. However, it was the lack of the gifted underachievers' voices---those with the most at stake in the education process---in the research literature that necessitated examination of their classroom experiences. Case Study methodology guided the theoretical context of the work---informed by phenomenological inquiry to explore learner contextual meaning. Five tenth grade students (4 boys, 1 girl) ranging from 15--17 years of age participated in this qualitative research study. Four frames emerged from the data illuminating participant classroom realities. These were: (a) schools exist to conform students to the educational system; (b) connection to life beyond school is lacking; (c) curriculum needs to engage student interests; and, (d) mutual respect, effort and empathy---caring---on the part of teachers and students needs to occur in the classroom. Analyses led to both pedagogical and research implications. These included: Pedagogical (1) identifying and engaging student interests can enhance gifted underachiever classroom performance; (2) development of communication and negotiation skills are necessary for trust development; (3) students should be included in all phases of curriculum development. Research (1) research in gifted education needs to include student voice as an interpretive frame for understanding learning; (2) peer nomination may be a viable means of identifying gifted underachievers; (3) trust must be negotiated between all participants to develop lucid understanding of classroom

Radical Acceleration in Educational Process of Highly Gifted Students and the Situation of Turkey

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Hasan Said TORTOP

2012-01-01

Full Text Available A number of programs are implemented in order to meet cognitive, social and emotional needs of gifted students. One of them is the radical acceleration that ensures gifted students gaining access to university three or more years before than their peers. First performed in 1971, radical acceleration is currently implemented in many universities in United State and Asian and European countries. There are many researches on radical acceleration showing that it has no negative impacts on gifted students, rather it provides important outcomes. This study investigated radical acceleration and its outcomes on gifted students, as well as suggestions regarding to its application. Finally, situation of many countries in terms of radical acceleration, and legal regulations in Turkey's were presented.

Why and how to improve gifted students’ emotional intelligence?

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Jannet Patti

2011-10-01

Full Text Available The aim of this paper is to study in depth the socio–emotional characteristics of gifted and talented students by analyzing the different works that have focused on the characteristics of such students. To do so, firstly previous studies dealing with the social and emotional characteristics of gifted and talented students will be reviewed. In addition, the concept of emotional intelligence will be explored together with the diverse theoretical perspectives from which it is studied. Finally some proposals and developed programs aimed at educational intervention on emotional recognition, expression, understanding and management will be included. Given the benefits of such programs, their inclusion in any educative curricula is justified, especially for high ability students.

What’s in Your Gift Closet?

DEFF Research Database (Denmark)

Uth Thomsen, Thyra; Zaichkowsky, Judith

Gift closets are a dedicated space in one’s home in which potential gifts are stored, for which either the recipient or the exact timing of the gift giving is not known at the time the item is stored or acquired. Based on a questionnaire (n=111), including a free elicitation process of words...... associated with gift closets, we describe the content of gift closets, the intended recipients of the stored potential gifts, and perception of gift closet owners actions. Finally, we theorize how the perception of gift closets may affect the value creation process in gift giving rituals....

Evaluation of Gifted and Talented Students' Reflective Thinking in Visual Arts Course

Science.gov (United States)

Genç, Mehmet Ali

2016-01-01

The use of higher order thinking skills is necessary for the education of gifted and talented students in order to ensure that these students, who have development potential compared to their peers, use their capacities at maximum level. This study aims to present gifted and talented students' reflective thinking skills, one of the higher order…

Access and Equity Denied: Key Theories for School Psychologists to Consider When Assessing Black and Hispanic Students for Gifted Education

Science.gov (United States)

Ford, Donna Y.; Wright, Brian L.; Washington, Ahmad; Henfield, Malik S.

2016-01-01

Black and Hispanic students are consistently underrepresented in gifted education. Several factors contribute to their low identification and lack of access to such programs and services. While teacher underreferral is a significant contributing factor, problematic also is testing and assessment, which is often administered by school…

Motivating the Gifted: An Untapped Source of Information.

Science.gov (United States)

Willis, Martha R.

1984-01-01

The professor of a graduate gifted education course invited three high school football coaches for a panel on motivation techniques. The techniques included sermons, appeals, rise of emotion, attention-getting devices, intimidation, and competition. (MC)

Assessments of Intellectually Gifted Students With(out) Characteristic(s) of ASD: An Explorative Evaluation among Diagnosticians in Various Psycho-Educational Organisations

Science.gov (United States)

Burger-Veltmeijer, Agnes E. J.; Minnaert, Alexander E. M. G.; van den Bosch, Els J.

2015-01-01

Recently, Burger-Veltmeijer, Minnaert & Van den Bosch (2014) constructed a conceptual framework, called the Strengths and Weaknesses Heuristic ("S&W Heuristic") which might provide systematicity and coherence in research as well as psycho-educational praxis, regarding assessments of Intellectually Gifted (IG) students with…

Giftedness and Subjective Well-Being: A Study with Adults

Science.gov (United States)

Wirthwein, Linda; Rost, Detlef H.

2011-01-01

Studies on the well-being of gifted adults are rare, and the available studies are often limited by methodological shortcomings. In a longitudinal project 101 intellectually gifted adults (mean IQ = 136) were compared to 91 adults of average intelligence (mean IQ = 103). Subjective well-being was operationalized by positive and negative…

Half a Gift Is Not Half-Hearted: A Giver-Receiver Asymmetry in the Thoughtfulness of Partial Gifts.

Science.gov (United States)

Kupor, Daniella; Flynn, Frank; Norton, Michael I

2017-12-01

Four studies document an asymmetry in givers' and receivers' evaluations of gifts: Givers underestimate the extent to which receivers perceive partial (but more desirable) gifts to be thoughtful, valuable, and worthy of appreciation. Study 1 documents this asymmetry and suggests that givers underestimate the extent to which partial gifts signal thoughtfulness to receivers. Study 2 replicates this asymmetry in the context of a real gift exchange among friends. Study 3 shows that this asymmetry arises because givers believe that purchasing partial gifts is a greater violation of gift-giving norms than do receivers, leading givers to expect that partial gifts will damage receivers' perceptions of a gift's value. Study 4 offers an intervention that induces givers to select the (partial) gifts that receivers prefer more than givers expect: framing a gift's separate components as complete units.

Presence of the gift

Directory of Open Access Journals (Sweden)

Game, Ann

2010-01-01

Full Text Available Philosophers, social theorists and cultural theorists have generally followed Mauss in assuming that gifts entail obligatory exchanges between distinct parties who give, receive and reciprocate, and, that the social emerges through this sequence of obligations. It is the obligation to reciprocate, for example, that led Derrida to claim that the gift is impossible. We consider the alternative ideas that non-exchange gifts are not only possible but the basis of social life: that the social arises from the nonsequential giving-and-receiving of a gift relation. To develop this claim, we draw on a research project on the phenomenology of teaching. While many interviewees, teachers and students, spoke of the gift in exchange terms, many also spoke of classroom experiences in which there is a giving and receiving that is neither sequential nor locatable. Through the resonances of the concept of presence, we draw out the time, space and ontology of the gift.

Presence of the Gift

Directory of Open Access Journals (Sweden)

Ann Game

2010-03-01

Full Text Available Philosophers, social theorists and cultural theorists have generally followed Mauss in assuming that gifts entail obligatory exchanges between distinct parties who give, receive and reciprocate, and, that the social emerges through this sequence of obligations. It is the obligation to reciprocate, for example, that led Derrida to claim that the gift is impossible. We consider the alternative ideas that non-exchange gifts are not only possible but the basis of social life: that the social arises from the nonsequential giving-and-receiving of a gift relation. To develop this claim, we draw on a research project on the phenomenology of teaching. While many interviewees, teachers and students, spoke of the gift in exchange terms, many also spoke of classroom experiences in which there is a giving and receiving that is neither sequential nor locatable. Through the resonances of the concept of presence, we draw out the time, space and ontology of the gift.

Science Teaching Attitudes and Scientific Attitudes of Pre-Service Teachers of Gifted Students

Science.gov (United States)

Erdogan, Sezen Camci

2017-01-01

The purpose of this study is to determine science teaching attitudes and scientific attitudes of pre-service teachers of gifted students due to gender and grade level and also correlation among these variables. It is a survey study that the group is 82 students attending Gifted Education undergraduate level. Data is gathered by Scientific Attitude…

Academic performance and talent school: Importance of motivation in education

Directory of Open Access Journals (Sweden)

Izamara da Silva

2010-06-01

Full Text Available The education aimed at more skilled students with traits of giftedness still poses challenges. Factors related to the cognitive development and counseling programs have been the object of growing interest among researchers in this field, such as Guimarães (2007. One of the challenges for them is the relation between motivation, intelligence and high abilities/giftedness. To provide adequate counseling to such special students means to offer them equal opportunities for the development of all their potentiality. The teaching excellence proposed in special programs for the gifted should also be considered as a democratic educational practice since they intend to meet individual needs. Fifty-two high school students from Rio de Janeiro, scholarship holders of the Social Institut, took part in this research, which investigates intrinsic and extrinsic motivational aspects that indicate the strategies used by them to favor the maintenance of the motivational features. The means used was the Scholastic Motivation Scale for Junior High School Students (Escala de Motivação Escolar para Alunos do Ensino Fundamental, developed by Manzini & Martinelli (2006, whose motivational guidance is arranged in 31 questions, 15 on intrinsic motivation and 16 on extrinsic ones. The results point out the intrinsic motivation as the main motivational feature present in these students and show how committed they are to the tasks they have pledged to perform throughout the Social Institut Maria Telles program. The average of the intrinsic motivation obtained from the use of the variable was superior (18.2 in relation to the extrinsic one (13.8, also verifying such result. More than achieving the objectives and attaining the goals in the program, these students have pleasure in studying as their main characteristic. Knowing the motivational aspects of these students helps the choice of strategies, which not only extends the different aspects of motivation but also allows

The Gifts of the 20th Century.

Science.gov (United States)

Hargrove, Kathy

1999-01-01

This article describes critical events that have shaped gifted education, including: intelligence testing, the concept of intelligence, the construct of creativity, greater understanding of brain functions, the work of John Dewey, Jerome Bruner, and Leta Hollingworth, school reform, world change, and the shift from identification to meeting…

Ramifications of Giftedness for Girls.

Science.gov (United States)

Lovecky, Deirdre V.

1995-01-01

Gifted girls (n=30) who participated in psychotherapy tended to focus on either social relationships or achievement. Girls who focused on achievement tended to be the brightest and exhibited the cognitive styles of divergent thinking, integrative thinking, or perceptive thinking. These girls also tended to exhibit problems dealing with peers and…

Developing and Implementing School for Highly Gifted, Exceptionally Gifted, and Profoundly Gifted Students: An Interview with Lynette Breedlove

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Engin KARADUMAN

2013-12-01

Full Text Available According to research, while moderately gifted students can often fit in the regular classrooms with differentiated instructions, pull-out programs, or acceleration options, highly gifted students do better when they are grouped with other intellectually-advanced peers in accordance with their strengths, interests, and background knowledge of a topic. Each of these students requires special attention and management strategies to develop better cognitive, social, emotional, and physical skills. Thanks to the grouping strategy, highly gifted students can study concepts at the appropriate pace, depth, and complexity so that these students feel valued and normal (Neville, 2007; Rogers, 2007. In order to fully meet these students’ needs, creating a school for highly, exceptionally, and profoundly gifted students would be a more beneficial plan compared to requiring them to stay within the regular classroom, accelerating, or grade skipping. Rogers (2002 pointed out that these students showed more academic growth by studying with other intellectual peers in separate classrooms. According to VanTassel-Baska (2006, identification, curriculum, program design, staff development, parental involvement assessment, and evaluation areas were essential for gifted program development. In accordance with the program development guidelines noted above, in this presentation, the process of developing and implementing a program for highly gifted students in Science, Math, Reading, and Social Studies will be provided based on an interview with Lynette Breedlove, Ph.D. who is the director of Advanced Academic Studies & Secondary Counseling at Spring Branch Independent School District in Houston, TX.

New Directions for Gifted Black Males Suffering from Bystander Effects: A Call for Upstanders

Science.gov (United States)

Grantham, Tarek C.

2011-01-01

An educational crisis in Black male representation in gifted programs exists, requiring a new lens through which to view problems and find solutions. Though many people observe that Black males face extraordinary barriers to successful participation in gifted programs, many stand by, watching as they are overlooked for or drop out of gifted…

College and Career Readiness for Gifted African American Girls: A Call to School Counselors

Science.gov (United States)

Mayes, Renae D.; Hines, Erik M.

2014-01-01

Current literature on college and career readiness highlights the role of educators in promoting the success of all students. However, few studies have focused on the specific needs of gifted African American girls. This article discusses the school experiences and career development of gifted African American girls and it provides a culturally…

Gift-giving and network structure in rural China: utilizing long-term spontaneous gift records.

Science.gov (United States)

Chen, Xi

2014-01-01

The tradition of keeping written records of gift received during household ceremonies in many countries offers researchers an underutilized means of data collection for social network analysis. This paper first summarizes unique features of the gift record data that circumvent five prevailing sampling and measurement issues in the literature, and we discuss their advantages over existing studies at both the individual level and the dyadic link level using previous data sources. We then document our research project in rural China that implements a multiple wave census-type household survey and a long-term gift record collection. The pattern of gift-giving in major household social events and its recent escalation is analyzed. There are significantly positive correlations between gift network centrality and various forms of informal insurance. Finally, economic inequality and competitive marriage market are among the main demographic and socioeconomic determinants of the observed gift network structure.

Opening the gift: social inclusion, professional codes and gift-giving in long-term mental healthcare.

Science.gov (United States)

Ootes, S T C; Pols, A J; Tonkens, E H; Willems, D L

2013-03-01

Deinstitutionalisation has not only made the social inclusion of clients a key objective in long-term mental healthcare, it may also affect the role of the care professional. This article investigates whether the social inclusion objective clashes with other long-standing professional values, specifically when clients give gifts to care professionals. In making a typology of gifts, we compare the literature on gift-giving with professional codes for gifts and relate both to the objective of social inclusion of clients. Our typology draws on an analysis of ethnographic fieldwork carried out in 2007/2008 at a Dutch mental healthcare centre. We identify four types of gifts for professionals in long-term mental healthcare, each relating individually to professional codes and the objective of social inclusion of clients. Only the 'personal gift' directly supports social inclusion, by fostering personal relationships between professionals and clients. Acceptance of this type of gift is advocated only for long-term care professionals. We suggest that professional codes need to consider this typology of gifts, and we advocate promoting reflexivity as a means of accounting for professional behaviour in deinstitutionalised care settings.

Individual Differences and Learning Contexts: A Self-Regulated Learning Perspective

Science.gov (United States)

Ben-Eliyahu, Adar

2017-01-01

This article examines how individual differences (giftedness) interact with learning contexts (favorite versus least favorite courses) to influence learning processes and outcomes. The findings show that gifted and typically developing students differ solely in their expectancies for success and grades among a large variety of measures, including…

Meeting the gifted

DEFF Research Database (Denmark)

Mogensen, Arne; Westphael, Henning

2013-01-01

In the article we give a presentation of different understandings of the notion of being a gifted mathematics student.......In the article we give a presentation of different understandings of the notion of being a gifted mathematics student....

Intellectually Gifted Females and Their Perspectives of Lived Experience in the AP and IB Programs

Science.gov (United States)

Vanderbrook, Carrie M.

2006-01-01

The Advanced Placement (AP) and International Baccalaureate (IB) programs serve as popular choices for many intellectually gifted high school students. This article describes an aspect of a larger study that examined 5 intellectually gifted females' perceptions of their educational experience while enrolled in one of the programs. Using the…

Designing instruction and learning for cognitively gifted pupils in preschool and primary school

NARCIS (Netherlands)

Mooij, Ton

2012-01-01

Mooij, T. (2013). Designing education and learning for cognitively gifted pupils in preschool and primary school. International Journal of Inclusive Education, 17(6), 597-613. doi:10.1080/13603116.2012.696727

Geoscience Information for Teachers (GIFT) Workshops at the European Geoscience Union General Assembly

Science.gov (United States)

Macko, S. A.; Arnold, E. M.; Laj, C. E.; Barnikel, F.; Berenguer, J. L.; Schwarz, A.; Cifelli, F.; Smith, P.; Funiciello, F.; Summesberger, H.

2017-12-01

GIFT workshops are teacher enhancement workshops organized by the EGU Committee on Education and held in conjunction with the EGU annual General Assembly. The program focuses on a different general theme each year. Past themes have included, for example, "Energy and Sustainable Development", "The Carbon Cycle", "Mineral Resources", "The Solar System And Beyond" and "The Mediterranean". These workshops combine scientific presentations on current research in Earth and Space Sciences, given by prominent scientists attending EGU General Assemblies, with hands-on, inquiry-based activities that can be used by the teachers in their classrooms to explain related scientific principles or topics. Participating teachers are also invited to present their own classroom activities to their colleagues, regardless of the scientific topic. The main objective of these workshops is to communicate first-hand scientific information to teachers in primary and secondary schools, significantly shortening the time between discovery and textbook. The GIFT workshop provides the teachers with materials that can be directly incorporated into their classroom, as well as those of their colleagues at home institutions. In addition, the full immersion of science teachers in a truly scientific context (EGU General Assemblies) and the direct contact with leading geoscientists stimulates curiosity towards research that the teachers can transmit to their pupils. In addition to their scientific content, the GIFT workshops are of high societal value. The value of bringing teachers from many nations together includes the potential for networking and collaborations, the sharing of experiences and an awareness of science education as it is presented in other countries. Since 2003, the EGU GIFT workshops have brought together more than 700 teachers from more than 25 nations. At all previous EGU GIFT workshops teachers mingled with others from outside their own country and informally interacted with the

26 CFR 301.7477-1 - Declaratory judgments relating to the value of certain gifts for gift tax purposes.

Science.gov (United States)

2010-04-01

... certain gifts for gift tax purposes. 301.7477-1 Section 301.7477-1 Internal Revenue INTERNAL REVENUE... value of certain gifts for gift tax purposes. (a) In general. If the adjustment(s) proposed by the Internal Revenue Service (IRS) will not result in any deficiency in or refund of the donor's gift tax...

Geoscience Information for Teachers (GIFT) Workshops at the European Geoscience Union General Assembly

Science.gov (United States)

Arnold, Eve; Barnikel, Friedrich; Berenguer, Jean-Luc; Cifelli, Francesca; Funiciello, Francesca; Laj, Carlo; Macko, Stephen; Schwarz, Annegret; Smith, Phil; Summesberger, Herbert

2016-04-01

GIFT workshops are a two-and-a-half-day teacher enhancement workshops organized by the EGU Committee on Education and held in conjunction with the EGU annual General Assembly. The program of each workshop focuses on a different general theme each year. Past themes have included, for example, "Mineral Resources", "Our changing Planet", "Natural Hazards", "Water", "Evolution and Biodiversity" and "Energy and Sustainable Development". These workshops combine scientific presentations on current research in the Earth and Space Sciences, given by prominent scientists attending EGU General Assemblies, with hands-on, inquiry-based activities that can be used by the teachers in their classrooms to explain related scientific principles or topics. Participating teachers are also invited to present their own classroom activities to their colleagues, even when not directly related to the current program. The main objective of these workshops is to communicate first-hand scientific information to teachers in primary and secondary schools, significantly shortening the time between discovery and textbook. The GIFT workshop provides the teachers with materials that can be directly incorporated into their classroom, as well as those of their colleagues at home institutions. In addition, the full immersion of science teachers in a truly scientific context (EGU General Assemblies) and the direct contact with leading geoscientists stimulates curiosity towards research that the teachers can transmit to their pupils. In addition to their scientific content, the GIFT workshops are of high societal value. The value of bringing teachers from many nations together includes the potential for networking and collaborations, the sharing of experiences and an awareness of science education as it is presented in other countries. Since 2003, the EGU GIFT workshops have brought together more than 700 teachers from more than 25 nations. At all previous EGU GIFT workshops teachers mingled with others

Geoscience Information for Teachers (GIFT) Workshops of the European Geoscience Union General Assembly

Science.gov (United States)

Arnold, Eve; Barnikel, Friedrich; Berenguer, Jean-Luc; Cifelli, Francesca; Funiciello, Francesca; King, Chris; Laj, Carlo; Macko, Stephen; Schwarz, Annegret; Smith, Phil; Summesberger, Herbert

2017-04-01

GIFT workshops are a two-and-a-half-day teacher enhancement workshops organized by the EGU Committee on Education and held in conjunction with the EGU annual General Assembly in Vienna, and also elsewhere in the world usually associated with large geoscience conferences. The program of each workshop focuses on a different general theme each year. Past themes have included, for example, "The solar system and beyond", "Mineral Resources", "Our changing Planet", "Natural Hazards", "Water" and "Evolution and Biodiversity". These workshops combine scientific presentations on current research in the Earth and Space Sciences, given by prominent scientists, with hands-on, inquiry-based activities that can be used by the teachers in their classrooms to explain related scientific principles or topics. Participating teachers are also invited to present their own classroom activities to their colleagues, even when not directly related to the current program. The main objective of these workshops is to communicate first-hand scientific information to teachers in primary and secondary schools, significantly shortening the time between discovery and textbook. The GIFT workshop provides the teachers with materials that can be directly incorporated into their classroom, as well as those of their colleagues at home institutions. In addition, the full immersion of science teachers in a truly scientific context (EGU General Assemblies) and the direct contact with leading geoscientists stimulates curiosity towards research that the teachers can transmit to their pupils. In addition to their scientific content, the GIFT workshops are of high societal value. The value of bringing teachers from many nations together includes the potential for networking and collaborations, the sharing of experiences and an awareness of science education as it is presented in other countries. Since 2003, the EGU GIFT workshops have brought together more than 800 teachers from more than 25 nations. At all

Drawing upon Lessons Learned: Effective Curriculum and Instruction for Culturally and Linguistically Diverse Gifted Learners

Science.gov (United States)

Swanson, Julie Dingle

2016-01-01

Javits Gifted and Talented Education Program has provided a wealth of knowledge on culturally and linguistically diverse (CLD) gifted learners and how to support teachers in their work with CLD students. This study examined five impactful Javits projects through qualitative inquiry centered on how innovative practice takes root or not. Using…

Identifikasi Anak Berbakat di SMU

Directory of Open Access Journals (Sweden)

Sunardi Sunardi

2016-02-01

Full Text Available This study id the first of three year project trying to develop a model of educating gifted students in regular schools. The sample consisted of first year gifted students in State Senior High Schools (SMUN in Boyolali and Karanganyar. In the first phases, teachers were asked to nominate approximately the best 10% of their students who were then validated by intelligence and creativity test. The researchers also collected data of the students' scores in secondary schools examination and administered The Learning Style Inventory. The result of the study showed positive correlations between inteligence, secondary school achievement, and creativity. Data on students' learning preferences were also obtained. Giftedness was then determined based on their scores on creativity and intelligence tests, i.e. those who scored at least 1 SD above the mean in creativity test and had at least a percentile rank of 90 in intelligence tests

How Are Questions That Students Ask in High Level Mathematics Classes Linked to General Giftedness?

Science.gov (United States)

Leikin, Roza; Koichu, Boris; Berman, Avi; Dinur, Sariga

2017-01-01

This paper presents a part of a larger study, in which we asked "How are learning and teaching of mathematics at high level linked to students' general giftedness?" We consider asking questions, especially student-generated questions, as indicators of quality of instructional interactions. In the part of the study presented in this…

A Functional Model for Counseling Parents of Gifted Students.

Science.gov (United States)

Dettmann, David F.; Colangelo, Nicholas

1980-01-01

The authors present a model of parent-school involvement in furthering the educational development of gifted students. The disadvantages and advantages of three counseling approaches are pointed out--parent centered approach, school centered approach, and the partnership approach. (SBH)

Career Counseling for the Gifted: Assessments and Interventions.

Science.gov (United States)

Kerr, Barbara A.

1986-01-01

Compared (a) three vocational assessment batteries, (b) structured individual counseling and unstructured individual counseling, and (c) mixed-sex versus same sex career groups in terms of their usefulness, educational value, and enjoyability as perceived by gifted adolescents. Students preferred a test battery consisting of the Self-Directed…

33 CFR 17.05-1 - Gifts.

Science.gov (United States)

2010-07-01

... 33 Navigation and Navigable Waters 1 2010-07-01 2010-07-01 false Gifts. 17.05-1 Section 17.05-1 Navigation and Navigable Waters COAST GUARD, DEPARTMENT OF HOMELAND SECURITY GENERAL UNITED STATES COAST GUARD GENERAL GIFT FUND Administration § 17.05-1 Gifts. The gifts or bequests may be in money or...

Donor Motivations and Decision Making: Understanding the Major Gift Development Process from a Donor's Perspective

Science.gov (United States)

Morrison, Anna Lee

2015-01-01

Higher education is faced with a challenge to its traditional funding structure. As a result, academic programs must seek alternative sources of support. Chief among these sources is philanthropy in the form of major gifts. Insight into donor motivations and decision making when approached to consider a major gift may help to maximize the success…

26 CFR 25.6075-1 - Returns, time for filing gift tax returns for gifts made after December 31, 1981.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 14 2010-04-01 2010-04-01 false Returns, time for filing gift tax returns for gifts made after December 31, 1981. 25.6075-1 Section 25.6075-1 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED) ESTATE AND GIFT TAXES GIFT TAX; GIFTS MADE AFTER DECEMBER...

The Gift Relationship: Discovering Gift Exchange in Interpersonal Practice.

Science.gov (United States)

Brown, Christopher Basil

2016-03-01

Encountering the deeper flows of human experience and glimpsing the touch of the divine on the human soul offer guides and companions rich reflective content for their ongoing formation. This is a precious gift which pilgrims constantly place before their companions, though at times it remains 'unwrapped'. Through offering a supervision narrative, this paper provides a phenomenological description of such a gift exchange. © The Author(s) 2016.

26 CFR 25.2503-2 - Exclusions from gifts.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 14 2010-04-01 2010-04-01 false Exclusions from gifts. 25.2503-2 Section 25... GIFT TAXES GIFT TAX; GIFTS MADE AFTER DECEMBER 31, 1954 Determination of Tax Liability § 25.2503-2 Exclusions from gifts. (a) Except as provided in paragraph (f) of this section (involving gifts to a...

Giftedness Counseling in Germany: Consultation Reasons and Issues and Their Relations to Gender, Age, and Aptitude

Science.gov (United States)

Hannig, Nele; Koop, Christine

2016-01-01

In Germany, parents can request counseling and assessment of school-related learning and behavioral issues from either independent counseling centers or school-based ones. Focusing on giftedness consultations at independent counseling centers, the goal of this study is to provide a detailed description of the reasons for and the issues discussed…

How Creativity Came to Reside in the Land of the Gifted (And How to Move It into a New Neighborhood)

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Flint, Lori J.

2014-01-01

Author Lori Flint, has a PhD in educational psychology/ gifted and creative education and is a board member for the North Carolina Association for the Gifted and Talented. She advocates for students of all ages and abilities, especially the underdogs. She begins this article with a discussion of the origins of creativity in the world of education…

Pharmaceutical industry gifts to physicians: patient beliefs and trust in physicians and the health care system.

Science.gov (United States)

Grande, David; Shea, Judy A; Armstrong, Katrina

2012-03-01

Pharmaceutical industry gifts to physicians are common and influence physician behavior. Little is known about patient beliefs about the prevalence of these gifts and how these beliefs may influence trust in physicians and the health care system. To measure patient perceptions about the prevalence of industry gifts and their relationship to trust in doctors and the health care system. Cross sectional random digit dial telephone survey. African-American and White adults in 40 large metropolitan areas. Respondents' beliefs about whether their physician and physicians in general receive industry gifts, physician trust, and health care system distrust. Overall, 55% of respondents believe their physician receives gifts, and 34% believe almost all doctors receive gifts. Respondents of higher socioeconomic status (income, education) and younger age were more likely to believe their physician receives gifts. In multivariate analyses, those that believe their personal physician receives gifts were more likely to report low physician trust (OR 2.26, 95% CI 1.56-3.30) and high health care system distrust (OR 2.03, 95% CI 1.49-2.77). Similarly, those that believe almost all doctors accept gifts were more likely to report low physician trust (OR 1.69, 95% CI 1.25-2.29) and high health care system distrust (OR 2.57, 95% CI 1.82-3.62). Patients perceive physician-industry gift relationships as common. Patients that believe gift relationships exist report lower levels of physician trust and higher rates of health care system distrust. Greater efforts to limit industry-physician gifts could have positive effects beyond reducing influences on physician behavior.

The price of a gift: an approach to receiving gifts from patients in psychiatric practice.

Science.gov (United States)

Brendel, David H; Chu, James; Radden, Jennifer; Leeper, Howard; Pope, Harrison G; Samson, Jacqueline; Tsimprea, Gail; Bodkin, J Alexander

2007-01-01

When a patient or patient's family presents a psychiatrist with a gift, the clinician is challenged to maintain appropriate professional boundaries but have the flexibility to respond with warmth and appreciation. The psychiatrist must consider such factors as the intention of the gift, its value to the patient, and the anticipated effect of accepting or refusing it on the patient and the treatment. Psychiatric practitioners are ethically obligated to consider patients' best interests when deciding about how to handle the offer of a gift. Ethical deliberations about such situations occur on a case-by-case basis and require careful analysis of how to promote the patient's best interest while adhering to professional ethics. In this article, members of the McLean Hospital Ethics Committee present a pragmatic model for managing the presentation of a gift from a patient or a patient's family member. The pragmatic model, which focuses on the practical results of accepting or declining the gift, minimizes the risk of exploiting the patient by accepting a gift or hurting the patient by declining it. We present five clinical cases that raise ethical dilemmas concerning patient gift giving in psychiatry and discuss each case from the standpoint of the pragmatic model.

19 CFR 148.44 - Gifts.

Science.gov (United States)

2010-04-01

... 19 Customs Duties 2 2010-04-01 2010-04-01 false Gifts. 148.44 Section 148.44 Customs Duties U.S...) PERSONAL DECLARATIONS AND EXEMPTIONS Exemptions for Nonresidents § 148.44 Gifts. (a) Exemption. An arriving... and are to be disposed of by him as bona fide gifts. See § 148.43(b) for limitations on cigars under...

Nurturing talents and creativity in youth: Challenge to contemporary world

Directory of Open Access Journals (Sweden)

Đorđević Bosiljka

2005-01-01

Full Text Available The paper reviews approaches to the development of talents and creativity using surveys communicated in the 1975-2005 period at world, European and regional scientific conferences on gifted children and youth. Methods of studying and treating the gifted over the past three decades were analyzed on the basis of data available in records, proceedings of papers and other publications of the mentioned conferences as well as of personal findings of the present paper’s authors who participated in some of those conferences. In addition to identifying the subjects that captured attention of researchers and practitioners in a certain period of time, an attempt was made to describe trends in studying them and those likely ones for future work. The results indicate that the most frequent subjects under study were problems facing conception and definition of giftedness, talents and creativity, instruments for identifying gifted individuals, and manners of providing adequate education for them. Over time there was an increase in the number of studies related to identifying specific personality traits of a gifted individual and his environment, critical for his development and achievement. It is noticeable that interest in gifted children and youth is growing all the time, involving not only researchers and teachers but parents, the gifted themselves and other important social groups and institutions. It is concluded that encouraging talents and creativity in youth is a challenge to contemporary world, which will determine its future.

A 35-year comparison of children labelled as gifted, unlabelled as gifted and average-ability

Directory of Open Access Journals (Sweden)

Joan Freeman

2014-09-01

Full Text Available http://dx.doi.org/10.5902/1984686X14273Why are some children seen as gifted while others of identical ability are not?  To find out why and what the consequences might be, in 1974 I began in England with 70 children labelled as gifted.  Each one was matched for age, sex and socio-economic level with two comparison children in the same school class. The first comparison child had an identical gift, and the second taken at random.  Investigation was by a battery of tests and deep questioning of pupils, teachers and parents in their schools and homes which went on for 35 years. A major significant difference was that those labelled gifted had significantly more emotional problems than either the unlabelled but identically gifted or the random controls.  The vital aspects of success for the entire sample, whether gifted or not, have been hard work, emotional support and a positive personal outlook.  But in general, the higher the individual’s intelligence the better their chances in life. 

5 CFR 2601.301 - Accounting of gifts.

Science.gov (United States)

2010-01-01

... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Accounting of gifts. 2601.301 Section... IMPLEMENTATION OF OFFICE OF GOVERNMENT ETHICS STATUTORY GIFT ACCEPTANCE AUTHORITY Accounting Requirements § 2601.301 Accounting of gifts. (a) The Administration Division shall ensure that gifts are properly...

Rethinking Giftedness and Talent in Sport

Science.gov (United States)

Tranckle, Peter; Cushion, Christopher J.

2006-01-01

The purpose of this paper is to understand how gifts are discovered and talents developed within sport. The current literature is critically discussed, highlighting contributions and gaps in current knowledge. Due to issues concerning terminology and the nature versus nurture debate, research on talent faces challenges relating to continuity and…

Is Your Gifted Child Ready for Online Learning?

Science.gov (United States)

Potts, Jessica Alison; Potts, Skip

2017-01-01

Virtual classrooms, which have grown at an unprecedented rate in recent years, represent a unique opportunity for gifted students who do not have appropriate educational options in their brick-and-mortar schools. Students who are engaged in online learning have access to flexible, high quality curricula and can be grouped with their intellectual…

Nurturing young gifted and talented children: Teachers generating ...

African Journals Online (AJOL)

The project was funded by the Department of Education and Skills as part of the government's gifted and talented programme in the United Kingdom (UK). Two specific outcomes of the project are presented in this article. The project helped to develop teachers' understanding of both the identification of and provision for ...

Females of a gift-giving spider do not trade sex for food gifts: a consequence of male deception?

Science.gov (United States)

Pandulli-Alonso, Irene; Quaglia, Agustín; Albo, Maria J

2017-05-15

Polyandry is commonly maintained by direct benefits in gift-giving species, so females may remate as an adaptive foraging strategy. However, the assumption of a direct benefit fades in mating systems where male gift-giving behaviour has evolved from offering nutritive to worthless (non-nutritive) items. In the spider Paratrechalea ornata, 70% of gifts in nature are worthless. We therefore predicted female receptivity to be independent of hunger in this species. We exposed poorly-fed and well-fed females to multiple males offering nutritive gifts and well-fed females to males offering worthless gifts. Though the treatments strongly affected fecundity, females of all groups had similar number of matings. This confirms that female receptivity is independent of their nutritional state, i.e. polyandry does not prevail as a foraging strategy. In the spider Pisaura mirabilis, in which the majority (62%) of gifts in nature are nutritive, female receptivity depends on hunger. We therefore propose that the dependence of female receptivity on hunger state may have evolved in species with predominantly nutritive gifts but is absent in species with predominantly worthless gifts.

Research on Personality and Affective Dispositions of Gifted Children: The Israeli Scene

Science.gov (United States)

Zeidner, Moshe; Shani-Zinovich, Inbal

2013-01-01

This paper reviews empirical research related to the personality and affective characteristics of gifted students in the Israeli educational context. The educational backdrop for the research is described and group differences in personality, emotional intelligence, self-identity, and mental health are discussed. Conclusions include a number of…

To Accept or Refuse Patient's Gift in Money? and How? - Case Report with Review.

Science.gov (United States)

Kos, Vesna

2016-11-01

This report describes a (rare) situation when a patient's first gift to a young doctor was in money. This happened in very specific circumstances - in a refugee camp during the War in Croatia. The data are taken from a large study on gifts, conducted on a representative sample of Croatian general practitioners (GPs), N = 265, from 2358 in total. Pro and contra factors are discussed, considering tradition and customs, but also a lack of knowledge of young doctors in handling gifts in general. The intention of this report is primarily educative, with review of (scarce) literature, and recommendations, where the generally accepted rules might have exceptions.

Geosciences Information for Teachers (GIFT) Workshops held in Conjunction with Alexander von Humboldt (AvH) EGU Conferences

Science.gov (United States)

Laj, Carlo; Cifelli, Francesca

2015-04-01

The Alexander von Humboldt Conference Series of the European Geosciences Union are a series of meetings held outside of Europe, in particular in South America, Africa or Asia, on selected topics of geosciences with a socio-economic impact for regions on these continents, jointly organised with the scientists and their institutes and the institutions of these regions. Given the increasing success of the GIFT workshops held in conjunction with the General Assemblies, since 2010 EGU has also developed a series of GIFT workshops held in conjunction with AvH conferences. Associated GIFT workshops were held in Merida, Yucatan, on the theme of Climate Change, Natural Hazards and Societies (March 2010), then in Penang, Malaysia (June 2011) on the theme of Ocean Acidification, in November 2012 in Cusco (Peru) on the theme of Natural Disasters, Global Change and the Preservation of World Heritage Sites, finally in Istanbul (March 2014) on "High Impact Natural Hazards Related to the Euro-Mediterranean Region. The next GIFT workshop is already planned for October 2015 in Adis Ababa (Ethiopia) on the theme "Water". In each case, the GIFT workshop was held on the last two days of the AvH conference and reunited 40-45 teachers from the nation where the AvH was held. Keynote speakers from AvH were speakers to the GIFT workshops which also included hands-on activities animated by sciences educators. These GIFT workshops represented the first workshops specifically aimed at teachers held in the country, and therefore represents a significant Earth Sciences contribution to secondary education in non European countries.

ACTOG - AUTOCAD TO GIFTS TRANSLATOR

Science.gov (United States)

Jones, A.

1994-01-01

The AutoCad TO Gifts Translator program, ACTOG, was developed to facilitate quick generation of small finite element models using the CASA/Gifts finite element modeling program. ACTOG reads the geometric data of a drawing from the Data Exchange File (DXF) used in AutoCAD and other PC based drafting programs. The geometric entities recognized by ACTOG include POINTs, LINEs, ARCs, SOLIDs, 3DLINEs and 3DFACEs. From this information ACTOG creates a GIFTS SRC file which can then be read into the GIFTS preprocessor BULKM or can be modified and read into EDITM to create a finite element model. The GIFTS commands created include KPOINTs, SLINEs, CARCs, GRID3s and GRID4s. The SRC file can be used as is (using the default parameters) or edited for any number of uses. It is assumed that the user has at least a working knowledge of AutoCAD and GIFTS. ACTOG was written in Microsoft QuickBasic (Version 2.0). The program was developed for the IBM PC and has been implemented on an IBM PC compatible under DOS 3.21. ACTOG was developed in 1988.

An Extravagant Gift From a Grateful Patient.

Science.gov (United States)

Sharma, Akshay; Johnson, Liza-Marie; Caruso Brown, Amy; Unguru, Yoram; Lantos, John D

2018-05-04

Gift giving is psychologically and culturally complex. In any context, a gift can have multiple meanings. In the context of the doctor-patient relationship, the giving of gifts and decisions about whether to accept gifts raise complex ethical issues. In this essay, a number of pediatric oncologists discuss the ethical considerations that should guide physicians as they decide how to respond to an extravagant gift from a family. Copyright © 2018 by the American Academy of Pediatrics.

Using Mini-Grants as a Resource to Enrich Gifted Programs.

Science.gov (United States)

Adderholdt-Elliott, Miriam; And Others

1990-01-01

Guidelines are offered for accessing local grant and foundation monies to fund special and innovative activities in gifted education programs. Descriptions of six projects funded by grants from local foundations demonstrate the variety of projects that can be funded. (JDD)

5 CFR 2634.304 - Gifts and reimbursements.

Science.gov (United States)

2010-01-01

... manners: (1) If the gift has been newly purchased or is readily available in the market, the value shall... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Gifts and reimbursements. 2634.304....304 Gifts and reimbursements. (a) Gifts. Except as indicated in § 2634.308(b), each financial...

Who's buying lunch: are gifts to surgeons from industry bad for patients?

Science.gov (United States)

Grant, David C; Iserson, Kenneth V

2005-11-01

Why does gifting exist in the medical marketplace? It provides a sales advantage in a competitive marketplace by establishing crucial relationships with the patients' fiduciary: the physician and surgeon. Do gifts to physicians from industry harm patients? One can cite mountains of indirect evidence that they do, and maybe in the case of recalled devices and drugs there are actual corpses, but these examples are retrospective and it is impossible to prove that removing detailing eliminates the harm. Banning gifts to surgeons would not completely fix the ethical problem of pharmaceutical and device marketing. Gifts are important because they buy access and foster relationships, but inherent bias in research and the medical literature makes it very difficult to remain objective. It is a race, and education has not kept pace with advertising; only 10% of 575 internal medicine physicians thought they had had sufficient training during medical school and residency regarding professional interaction with sales representatives. Would banning gifts help at all? Would enforcing an unpopular ethical code protect patients? There might be a small improvement, but not as significant as eliminating representatives and product samples altogether. This is not likely to happen without an enormous fight against the wealthiest industry in America. The solution is education. To borrow industry's argument, physicians and surgeons are ethical creatures with capacity for judgment and integrity. They need to understand and believe the magnitude of the problem. Detailing exists because there is a market for it, empowering surgeons with ethical training reduces the demand for goodies, and at some point the popular choice will be to buy their own lunch. Business ethics are not medical ethics. Industry is behaving exactly as it must to maximize profits. Although it is painful for some surgeons, surgical residencies, and professional organizations to envision a future with diminished corporate

Metacognitive Awareness and Math Anxiety in Gifted Students

Science.gov (United States)

Saricam, Hakan; Ogurlu, Üzeyir

2015-01-01

The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students' metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students…

Changing General Education Classroom Practices To Adapt for Gifted Students.

Science.gov (United States)

Johnsen, Susan K.; Haensly, Patricia A.; Ryser, Gail R.; Ford, Randal F.

2002-01-01

A study involving 1 urban site and 5 rural sites investigated the effectiveness of the Mustard Seed Project in training teachers to differentiate curricula for gifted students. The majority of the teachers (n=74) at each site made changes. Participants cited staff-development activities, leadership, mentoring, resources, and project support as…

Metacognitive awareness and math anxiety in gifted students

Directory of Open Access Journals (Sweden)

Hakan Sarıcam

2015-12-01

Full Text Available The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary School Students and The Metacognitive Awareness Inventory for Children were used. For analysing the data, Spearman correlation analysis, the Mann Whitney U test, and linear regression analysis were used. According to the findings: firstly, gifted students’ metacognitive awareness scores were higher than those of non-gifted students. On the other hand, non-gifted students’ maths anxiety levels were higher than those of gifted students. Secondly, there was negative correlation between metacognitive awareness and math anxiety. Finally, the findings of linear regression analysis indicated that metacognitive awareness is explained by 48% total variance of maths anxiety in gifted students.

Analysis of personality characteristics of intellectually gifted students, causing difficulties in their process of preschool and school education

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Ermakov S.S.

2016-09-01

Full Text Available Talented and intellectually gifted students often have difficulties in emotional and personal spheres in their learning process at school. Social maladjustment, emotional instability, increased anxiety and a number of other problems in the development of the personal sphere are common to students with a conventional development of intellectual abilities, but in the case of gifted students they are more frequent and intensive. If these problems are ignored by school teachers, psychologists and parents of gifted students, they can lead to a decrease in the ability of these children and even to a certain delay in the development of their academic abilities. The article provides an overview of contemporary foreign works aimed at identification and analysis of personal problems in gifted students. It describes different types of gifted students, their psychological characteristics that must be considered in the process of organizing their schooling with the aim of support to and development of their learning skills.

Coping with the Qualities of Giftedness

Science.gov (United States)

Overzier, Peter; Nauta, Noks

2014-01-01

There are many group training sessions to train people in effective behaviour. The authors are experienced in the development and execution of such courses for small groups of gifted adults. As literature on this theme is scarce, the authors will share their experiences. First, the theoretical model used in the training course is explained. Then,…

The Performative Gift: A Feminist Materialist Conceptual Model

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Jörgen Skågeby

2013-09-01

Full Text Available Gifting (or gift-giving is a particularly interesting form of communication that envelops both material and social dimensions. Objects are transformed into gifts through particular socio-material practices. While these practices are, of course, interesting in themselves, this paper will take a step back and revisit attempts to define and theorize the gift as a concept. In a time when the gift economy is often called upon as a potential candidate for more “participatory alternatives to capitalist totality”, particularly in relation to theorizing of labour on and through the Internet, theories of gifting provide an important foundation for discussing the boundaries of alternative futures and economies. So far, little effort has been taken to advance gift theory into a new materialist or posthumanist thinking. In an attempt to take that first step, this paper provides two contributions. First, it highlights how feminist theorizing of the gift comprises interesting forerunners in a new materialist conception of the gift. Second, it explores the analytical traction that can be gained from interlocking theories of the gift, feminist materialism and digital media, the result being a conceptual model that addresses the gift as a form of virtual-digital-material communication.

The Role of Social Context in Gifted and Talented Education.

Science.gov (United States)

Fetterman, David

1999-01-01

The dichotomy between individualism and conformity, the myth that gifted children will make it on their own, and the fallacy of equating equal opportunity with equal potential, ability, and results has fostered a climate in which simplistic thinking, ambivalence, and neglect is prevalent. Awareness of this larger social context can allow for new…

Black males' self-perceptions of academic ability and gifted potential in advanced science classes

Science.gov (United States)

Rascoe, Barbara; Monroe Atwater, Mary

2005-10-01

The purpose of this research effort was to examine Black male students' self-perceptions of academic ability and gifted potential in science. The purposeful sample consisted of nine Black males between the ages of 14 and 18 years. Four categories of self-perceptions of academic ability and gifted potential emerged from the data. These included: (a) gifted high achievers; (b) gifted could do better high achievers; (c) gifted could do better situational nonachievers; and (d) gifted could do better underachievers. Science teachers' influences that referenced participants' academic achievement pointed to validation. Participants' perceptions regarding how science teachers' influenced their academic performance focused on science teachers' content knowledge. Power dynamics germane to Black male participants' value or worth that directed their efforts in science learning environments are discussed. Implications are posited for science teaching, science education programs, and future research. This research endeavor was based on two premises. The first premise is that Black males' self-perceptions of academic ability affect their science academic achievement. The second premise is that, given parental, peer, and community influences, science teachers have considerable influence on students' self-perceptions of academic ability. However, the focus of this research was not on parental influences, peer influences, or any potential influences that participants' communities may have on their academic achievement.

Psychological Autopsy Provides Insight into Gifted Adolescent Suicide.

Science.gov (United States)

Cross, Tracy

1996-01-01

This article highlights findings of a study on the suicides of three academically talented male adolescents. Results of the psychological autopsies are reported in terms of commonalities with adolescent suicide in the general population; commonalities among the three cases related to their giftedness; and themes emerging across the cases,…

Social Coping and Self-Concept among Young Gifted Students in Ireland and the United States: A Cross-Cultural Study

Science.gov (United States)

Cross, Jennifer Riedl; O'Reilly, Colm; Kim, Mihyeon; Mammadov, Sakhavat; Cross, Tracy L.

2015-01-01

Social coping and self-concept were explored among Irish (n = 115) and American (n = 134) grades 3-8 students. Denying one's giftedness or the impact it has on peer relationships were associated with poor self-concept in both samples. Among Irish students, denying giftedness was associated with more positive self-concept when paired with a high…

Acceleration, rythms and school trajectory: developing acamemic talent

Directory of Open Access Journals (Sweden)

Zenita C. Guenther

2009-12-01

Full Text Available The distribution of the school work into a serial sequence of interlocked years install negative conditions to learning, and everyday living, for students with intellectual ability and level of achievement higher than their peer group. Acceleration is a way to advance these students through school curriculum is less time than required, without submitting them to the minimum age limits established by school systems. The big conundrum is that although it is one of the most studied themes is both, Education and Gifted Education, the results of such research do not have an impact in the educational practice, still marked by strong resistance within the school milieu. This article discuss acceleration as a measure to develop academic talent, also the expression of intelligence as an ability domain most and perhaps better studied, in the area of giftedness and talent.

Personality and Perceptions of the Gifted.

Science.gov (United States)

Karamessinis, Nicholas P.

1980-01-01

The article reviews the recent literature on the personality attributes and self-perceptions of the gifted, and the attitudes and perceptions held about them. Among the conclusions are that the gifted appear to have higher self-esteem than others, and that gifted students are more popular with their peers than others. (Author/DLS)

7 CFR 905.140 - Gift packages.

Science.gov (United States)

2010-01-01

... 7 Agriculture 8 2010-01-01 2010-01-01 false Gift packages. 905.140 Section 905.140 Agriculture... TANGELOS GROWN IN FLORIDA Rules and Regulations Non-Regulated Fruit § 905.140 Gift packages. Any handler..., ship any varieties for the following purpose and types of shipment: (a) To any person gift packages...

How Programming Can Make a Difference for Gifted Students--A Multi-Methods Model.

Science.gov (United States)

Hall, Eleanor G.

A multimethod model of educating gifted and talented students was based on graduate students' study of 14 eminent self actualized individuals. Common environmental elements of these individuals were found in parent background, birth order, relationship with family, education, task commitment, personality traits, and interests. The model was…

19 CFR 10.152 - Bona-fide gifts.

Science.gov (United States)

2010-04-01

... 19 Customs Duties 1 2010-04-01 2010-04-01 false Bona-fide gifts. 10.152 Section 10.152 Customs... and Bona Fide Gifts § 10.152 Bona-fide gifts. Subject to the conditions in § 10.153 of this part, the port director shall pass free of duty and tax any article sent as a bona-fide gift from a person in a...

Learning motivation and giftedness in sociocultural diverse Latin America and the Caribbean societies

Directory of Open Access Journals (Sweden)

Sheyla Blumen

2015-03-01

Full Text Available This theoretical review aims to integrate state-of-the-art learning motivation theoretical concepts within the context of gifted and talent development models for native children living in Latin America and the Caribbean sociocultural diverse societies. Motivation as a determinant factor and a promoter of gifted achievement is analyzed. Also the relation between motivation, outstanding performance and underachievement is discussed and tendencies found in social-emotional development of the gifted linked to motivation are explored. Final remarks are given on the significant role of motivation in the achievement of gifted and talented children living under diverse socio-cultural influences that bias their performance on standardized measures. Recommendations highlight the importance of further research, in order to reach a convergence of theoretical and practical elements needed to promote Latin American children's talent.

Hidden persuaders: Do small gifts lubricate business negotiations?

OpenAIRE

Maréchal, Michel André; Thöni, Christian

2016-01-01

Gift-giving customs are ubiquitous in social, political, and business life. Legal regulation and industry guidelines for gifts are often based on the assumption that large gifts have the potential to influence behavior and create conflicts of interest, but small gifts do not. However, scientific evidence on the impact of small gifts on business relationships is scarce. We conducted a controlled field experiment in collaboration with sales agents of a multinational consumer products company to...

Simple and Complex Gift Exchange in the Laboratory

NARCIS (Netherlands)

van der Heijden, E.C.M.; Nelissen, J.H.M.; Potters, J.J.M.; Verbon, H.A.A.

1999-01-01

We examine an experimental gift exchange game in which the players can improve upon the unique no-gifts equilibrium through cooperative gift giving. The main feature of the study is that there are two different types of gift exchange, which we call simple and complex exchange, respectively. Complex

Moving as a gift: relocation in older adulthood.

Science.gov (United States)

Perry, Tam E

2014-12-01

While discussions of accessibility, mobility and activities of daily living frame relocation studies, in older adulthood, the paper explores the emotional motivation of gift giving as a rationale for moving. This ethnographic study investigates the processes of household disbandment and decision-making of older adults in the Midwestern United States relocating in post-Global Financial Crisis contexts. In this study, relationships are created and sustained through the process of moving, linking older adults (n=81), their kin (n=49), and professionals (n=46) in the Midwestern United States. Using Marcel Mauss' The Gift (1925/1990) as a theoretical lens, relocation in older adulthood is conceptualized as a gift in two ways: to one's partner, and one's kin. Partners may consider gift-giving in terms of the act of moving to appease and honor their partner. Kin who were not moving themselves were also recipients of the gift of moving. These gifts enchain others in relationships of reciprocity. However these gifts, like all gifts, are not without costs or danger, so this paper examines some of the challenges that emerge along with gift-giving. Copyright © 2014 Elsevier Inc. All rights reserved.

The Actiotope Model of Giftedness: Its Relationship with Motivation, and the Prediction of Academic Achievement among Turkish Students

Science.gov (United States)

Leana-Tascilar, Marilena Z.

2015-01-01

The Actiotope Model of Giftedness (AMG) focuses on person-environment interactions instead of on the personality traits associated with actions. Motivation is a combination of intrinsic and extrinsic forces that are fundamental to the production of actions. Therefore, the resources provided by the environment or person are important for the…

41 CFR 109-50.4801 - Equipment Gift Agreement.

Science.gov (United States)

2010-07-01

... 41 Public Contracts and Property Management 3 2010-07-01 2010-07-01 false Equipment Gift Agreement... 50-SPECIAL DOE DISPOSAL AUTHORITIES 50.48-Exhibits § 109-50.4801 Equipment Gift Agreement. (a) The following Equipment Gift Agreement format will be used to provide gifts of excess and/or surplus equipment...

The Gift of Literature

Directory of Open Access Journals (Sweden)

Todor Hristov

2015-01-01

Full Text Available The traumatic question “what has Bulgarian literature given to the world” acquired particular intensity in periods of crisis such as the Balkan Wars, and after 1989 and the subsequent Bulgarian EU accession. It is generally accepted that the value that Bulgarian literature transmits to the world lies in the identity it represented. The goal of the paper is to show that Bulgarian literature was constituted as a gift responding to the gift of world literature, yet ever unable to repay the debt incurred by its initial gift, and trying to alleviate its indebtedness by means of a specific language of exchange. Hristov believes that studying the literature on the value of Bulgarian literature will demonstrate that the notions of identity, recognition, value, translation, national and world literature have been inscribed in a scriptural economy blending gift and exchange in a peculiar way. He hopes that this economy emerged as a modification of the scriptural economy in which the notion of world literature had been embedded, and that it has been globalised into a universal literary economy.

Is It Good to Be Gifted? The Social Construction of the Gifted Child

Science.gov (United States)

O'Connor, Jane

2012-01-01

There is growing evidence that children labelled as academically gifted are subjected to negative attitudes from others and that this impacts on their self-esteem and motivation to succeed. Through an analysis of British newspaper stories about gifted children, this article explores the socially constructed nature of the concept of the "gifted…

Comparisons and Analyses of Gifted Students' Characteristics and Learning Methods

Science.gov (United States)

Lu, Jiamei; Li, Daqi; Stevens, Carla; Ye, Renmin

2017-01-01

Using PISA 2009, an international education database, this study compares gifted and talented (GT) students in three groups with normal (non-GT) students by examining student characteristics, reading, schooling, learning methods, and use of strategies for understanding and memorizing. Results indicate that the GT and non-GT gender distributions…

Metacognitive awareness and math anxiety in gifted students

OpenAIRE

Hakan Sarıcam; Üzeyir Ogurlu

2015-01-01

The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary S...

26 CFR 25.2702-6 - Reduction in taxable gifts.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 14 2010-04-01 2010-04-01 false Reduction in taxable gifts. 25.2702-6 Section... AND GIFT TAXES GIFT TAX; GIFTS MADE AFTER DECEMBER 31, 1954 Special Valuation Rules § 25.2702-6 Reduction in taxable gifts. (a) Transfers of retained interests in trust—(1) Inter vivos transfers. If an...

Public Pre-K and Test Taking for the NYC Gifted-and-Talented Programs: Forging a Path to Equity

Science.gov (United States)

Lu, Ying; Weinberg, Sharon L.

2016-01-01

The New York City Department of Education (NYC DOE) gifted-and-talented programs aim to support all students of exceptional learning potential within the public school system. Using proprietary data made available to us by the NYC DOE, we show, however, that substantial disparities exist in the rates of gifted-and-talented admission test taking,…

AutoCAD-To-GIFTS Translator Program

Science.gov (United States)

Jones, Andrew

1989-01-01

AutoCAD-to-GIFTS translator program, ACTOG, developed to facilitate quick generation of small finite-element models using CASA/GIFTS finite-element modeling program. Reads geometric data of drawing from Data Exchange File (DXF) used in AutoCAD and other PC-based drafting programs. Geometric entities recognized by ACTOG include points, lines, arcs, solids, three-dimensional lines, and three-dimensional faces. From this information, ACTOG creates GIFTS SRC file, which then reads into GIFTS preprocessor BULKM or modified and reads into EDITM to create finite-element model. SRC file used as is or edited for any number of uses. Written in Microsoft Quick-Basic (Version 2.0).

Social-emotional characteristics of gifted accelerated and non-accelerated students in the Netherlands.

Science.gov (United States)

Hoogeveen, Lianne; van Hell, Janet G; Verhoeven, Ludo

2012-12-01

suggestion in the data that accelerated students are more socially competent than non-accelerated students. The findings in this study can reassure those parents and teachers who worry about the social-emotional consequences of acceleration in school: If a student is gifted, acceleration seems to be a sound and, in many cases, appropriate measure in gifted education. ©2011 The British Psychological Society.

13 CFR 106.500 - What is SBA's Gift authority?

Science.gov (United States)

2010-01-01

... 13 Business Credit and Assistance 1 2010-01-01 2010-01-01 false What is SBA's Gift authority? 106... AND NON-FEE BASED SBA-SPONSORED ACTIVITIES AND GIFTS Gifts § 106.500 What is SBA's Gift authority? This section covers SBA's Gift acceptance authority under sections 4(g), 8(b)(1)(G), 5(b)(9) and 7(k)(2...

Are There More Gifted People Than Would Be Expected in a Normal Distribution? An Investigation of the Overabundance Hypothesis

Science.gov (United States)

Warne, Russell T.; Godwin, Lindsey R.; Smith, Kyle V.

2013-01-01

Among some gifted education researchers, advocates, and practitioners, it is sometimes believed that there is a larger number of gifted people in the general population than would be predicted from a normal distribution (e.g., Gallagher, 2008; N. M. Robinson, Zigler, & Gallagher, 2000; Silverman, 1995, 2009), a belief that we termed the…

Teacher Nomination of "Mathematically Gifted Children with Specific Learning Difficulties" at Three State Schools in Jordan

Science.gov (United States)

Al-Hroub, Anies; Whitebread, David

2008-01-01

In this article, Anies Al-Hroub, assistant professor of educational psychology and special educational needs at the American University of Beirut in Lebanon, and David Whitebread, senior lecturer in psychology and education in the University of Cambridge Faculty of Education, discuss the identification, by teachers, of children who are gifted in…

UNDERSTANDING SELF-GIFT CONSUMER BEHAVIOUR IN INDIA

OpenAIRE

Arora, Gautam

2007-01-01

Self-gift is a particularly complex class of self-directed consumption or self-indulgence that is hedonistic, special, symbolic, justified and context bound. A self-gift is what it represents to the individual and can be any product, service or experience. It challenges the very fundamental notion of gift giving as a dyadic enterprise and involves a plethora of varied emotions. Research from various studies has suggested that self-gift behaviour may be fairly common in Western society. This e...

Intellectually Gifted Rural-to-Urban Migrant Children's Attention

Science.gov (United States)

Zhang, Hui; He, Yunfeng; Tao, Ting; Shi, Jian-Nong

2016-01-01

The term "intellectually gifted rural-to-urban migrant children" refers to intellectually gifted children who are in migration from rural to urban areas. We compared performances on seven attention tasks among intellectually gifted (n = 26) and average (n = 30) rural-to-urban migrant and intellectually gifted urban children (n = 31). Our…

Student Perceptions of Chemistry Laboratory Learning Environments, Student-Teacher Interactions and Attitudes in Secondary School Gifted Education Classes in Singapore

Science.gov (United States)

Lang, Quek Choon; Wong, Angela F. L.; Fraser, Barry J.

2005-09-01

This study investigated the chemistry laboratory classroom environment, teacher-student interactions and student attitudes towards chemistry among 497 gifted and non-gifted secondary-school students in Singapore. The data were collected using the 35-item Chemistry Laboratory Environment Inventory (CLEI), the 48-item Questionnaire on Teacher Interaction (QTI) and the 30-item Questionnaire on Chemistry-Related Attitudes (QOCRA). Results supported the validity and reliability of the CLEI and QTI for this sample. Stream (gifted versus non-gifted) and gender differences were found in actual and preferred chemistry laboratory classroom environments and teacher-student interactions. Some statistically significant associations of modest magnitude were found between students' attitudes towards chemistry and both the laboratory classroom environment and the interpersonal behaviour of chemistry teachers. Suggestions for improving chemistry laboratory classroom environments and the teacher-student interactions for gifted students are provided.

26 CFR 25.2701-3 - Determination of amount of gift.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 14 2010-04-01 2010-04-01 false Determination of amount of gift. 25.2701-3... AND GIFT TAXES GIFT TAX; GIFTS MADE AFTER DECEMBER 31, 1954 Special Valuation Rules § 25.2701-3 Determination of amount of gift. (a) Overview—(1) In general. The amount of the gift resulting from any transfer...

26 CFR 25.6324-1 - Special lien for gift tax.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 14 2010-04-01 2010-04-01 false Special lien for gift tax. 25.6324-1 Section 25... GIFT TAXES GIFT TAX; GIFTS MADE AFTER DECEMBER 31, 1954 Procedure and Administration § 25.6324-1 Special lien for gift tax. For regulations concerning the special lien for the gift tax, see § 301.6324-1...

Federal Tax Implications of Charitable Gift Annuities

Science.gov (United States)

Teitell, Conrad

1975-01-01

Surveys the federal tax implications of "immediate" charitable gift annuities (annuity payments beginning within one year of transfer) and "deferred payment" charitable gift annuities (beginning at a specified date), both of which enable individuals to make a charitable gift, retain a form of life income, and achieve federal…

7 CFR 906.41 - Gift fruit shipments.

Science.gov (United States)

2010-01-01

... 7 Agriculture 8 2010-01-01 2010-01-01 false Gift fruit shipments. 906.41 Section 906.41... LOWER RIO GRANDE VALLEY IN TEXAS Order Regulating Handling Regulation § 906.41 Gift fruit shipments. The handling to any person of gift packages of fruit individually addressed to such person, in quantities...

The Limpopo Project: Empirical support for the concept of emotional–social giftedness

Directory of Open Access Journals (Sweden)

Kobus Maree

2011-10-01

Full Text Available In this article, I report on a project that commenced in 2003. A number of gifted black youths were recruited to study at the University of Pretoria in a project that sought to address the challenges faced by so many children from South Africa who daily face adverse conditions in their struggle to gain education so that they can earn a living and contribute to the development of the country. I reflect on the multifaceted challenges at a South African university signified by diversity and attempt to determine the role of emotional–social intelligence in the success of students who persevered despite many odds. My hope is to contribute to the current debate about developing a counselling mode giving recognition to social groups belonging to the middle and lower ends of society’s power structure – especially as played out in the realm of education and psychology.

Is Being Gifted Always an Advantage? Peer Relations and Self-Concept of Gifted Students

Science.gov (United States)

Košir, Katja; Horvat, Marina; Aram, Urška; Jurinec, Nina

2016-01-01

The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different…

Gifts and exchanges problems, frustrations, and triumphs

CERN Document Server

Katz, Linda S; Denning, Catherine

2013-01-01

This important book explores the many questions challenging librarians who work with gifts and exchanges (G&E) as part of their daily responsibilities. Too often, because of shrinking library budgets, library gifts are considered burdensome and unprofitable drains on both financial and personnel resources. However, Gifts and Exchanges: Problems, Frustrations, . . . and Triumphs gives you solutions that will allow you to embrace your library's gifts as rewards. In this book, you will discover the latest ways of disposing unwanted materials, planning and holding book sales and auctions, and oper

The gifted underachiever in school: A student who has a problem or a 'rebel' making problems?

Directory of Open Access Journals (Sweden)

Jovanović Vitomir

2010-01-01

Full Text Available The main goal of this research was to study the correlates of school underachievement and to sketch the possible profile of the gifted underachiever. The study was conducted on a sample of high school students in Belgrade (N = 434. The subjects were administered a battery of ability tests and asked to self-estimate their intelligence. On the basis of ability test and school achievement data, the subjects were classified into three groups: gifted underachievers (N1 = 26, gifted students (N2 = 81, and others (N3 = 332. The results of ANOVAs indicate that these three groups differ significantly on the dimensions of Attitudes towards school: academic self-perception, attitudes toward teachers, assessment goals, and motivation and self-regulation. Also, significant between-group differences emerge on the following dimensions of self-concept: assessment of ability, assessment of achievement, and academic self-confidence. These dimensions show the highest correlation with the canonical function that efficiently discriminates between underachievers and gifted students (canonical correlation coefficient = .70, performance of classification = 91.6%. Students who do not realize their potential in school, although they consider themselves to be equally intelligent as gifted students, do not draw their confidence and self-esteem from academic achievement. Gifted underachievers evaluate educational goals as less important and are not motivated to make an effort in school. Also, they are likely to come into conflict with teachers in order to challenge their authority. These results suggest that being an underachiever is a 'choice of will', rather than the unwilling result of difficulties in the environment, psychological problems or underdeveloped meta-cognitive skills, but an alternative interpretation is also plausible. The roots of this hypothetical choice are examined with reference to the educational system and its possible effects of 'normalization'.

Reexamining Gifted Underachievement and Dropout through the Lens of Student Engagement

Science.gov (United States)

Landis, Rebecca N.; Reschly, Amy L.

2013-01-01

The issue of high school dropout has long concerned policy makers, educational professionals, and the general public. In the gifted literature, this concern is no less pressing. Student engagement is becoming an increasingly discussed construct for conceptualizing the dropout phenomenon and designing appropriate interventions to prevent this…

38 CFR 38.603 - Gifts and donations.

Science.gov (United States)

2010-07-01

... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Gifts and donations. 38...) NATIONAL CEMETERIES OF THE DEPARTMENT OF VETERANS AFFAIRS § 38.603 Gifts and donations. (a) Gifts and donations will be accepted only after it has been determined that the donor has a clear understanding that...

19 CFR 145.32 - Bona-fide gifts.

Science.gov (United States)

2010-04-01

... 19 Customs Duties 2 2010-04-01 2010-04-01 false Bona-fide gifts. 145.32 Section 145.32 Customs... (CONTINUED) MAIL IMPORTATIONS Special Classes of Merchandise § 145.32 Bona-fide gifts. The port director... as bona-fide gifts from persons in foreign countries to persons in the United States having an...

MIFT: GIFT Combinatorial Geometry Input to VCS Code

Science.gov (United States)

1977-03-01

r-w w-^ H ^ß0318is CQ BRL °RCUMr REPORT NO. 1967 —-S: ... MIFT: GIFT COMBINATORIAL GEOMETRY INPUT TO VCS CODE Albert E...TITLE (and Subtitle) MIFT: GIFT Combinatorial Geometry Input to VCS Code S. TYPE OF REPORT & PERIOD COVERED FINAL 6. PERFORMING ORG. REPORT NUMBER...Vehicle Code System (VCS) called MORSE was modified to accept the GIFT combinatorial geometry package. GIFT , as opposed to the geometry package

Identifying the Gifted Child Humorist.

Science.gov (United States)

Fern, Tami L.

1991-01-01

This study attempted to identify gifted child humorists among 1,204 children in grades 3-6. Final identification of 13 gifted child humorists was determined through application of such criteria as funniness, originality, and exemplary performance or product. The influence of intelligence, development, social factors, sex differences, family…

Giving Gifts with a Purpose.

Science.gov (United States)

Dillon, Douglas E.

1987-01-01

Gifts can link class discussions to the real world while involving children in reading, travel, or a search for information. They make children more receptive to the teacher, school in general, and ultimately to the subject. Ways to find cheap or free gifts for students are discussed. (MT)

Mentorship in Grades 5 through 12 Gifted Vocal Music Programs: Learners' and Educators' Perceptions of Mentorship

Science.gov (United States)

Brown, Jimmy Lee

2017-01-01

Although the implementation of effective instructional practice is paramount to the academic success of gifted music programs in kindergarten through twelfth grade (K-12), many learners in gifted music programs lack critical thinking skills, self-directed learning, a learner-centered paradigm, and learner-mentor relationship during instruction.…

Space Odyssey Gift Shop

Science.gov (United States)

2000-01-01

The Space Odyssey Gift Shop located in StenniSphere at the John C. Stennis Space Center in Hancock County, Miss., offers every visitor the opportunity to go home with 'the right stuff' from his or her StenniSphere visit. The gift shop is located just inside the front doors to StenniSphere and offers a wide range of space-related apparel, memorabilia, toys, books, mission patches and more.

33 CFR 17.01-10 - Authority to receive gifts.

Science.gov (United States)

2010-07-01

... 33 Navigation and Navigable Waters 1 2010-07-01 2010-07-01 false Authority to receive gifts. 17.01... GENERAL UNITED STATES COAST GUARD GENERAL GIFT FUND General Provisions § 17.01-10 Authority to receive gifts. (a) The Commandant, United States Coast Guard, may accept, receive, hold, or administer gifts...

5 CFR 2635.205 - Proper disposition of prohibited gifts.

Science.gov (United States)

2010-01-01

... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Proper disposition of prohibited gifts... STANDARDS OF ETHICAL CONDUCT FOR EMPLOYEES OF THE EXECUTIVE BRANCH Gifts From Outside Sources § 2635.205 Proper disposition of prohibited gifts. (a) An employee who has received a gift that cannot be accepted...

Reporting Deferred Gifts: CASE-NACUBO Guidelines Ensure Consistency.

Science.gov (United States)

Ridenour, James F.; Munger, Peter L.

1983-01-01

Three methods for reporting the value of a deferred gift are described: the tax method, net realizable value, and fair market value. Three major categories of deferred gifts are identified: pooled income funds, charitable remainder trusts, and charitable gift annuities. (MLW)

An altar in honor of the anatomical gift.

Science.gov (United States)

Kooloos, Jan G M; Bolt, Sophie; van der Straaten, Joop; Ruiter, Dirk J

2010-01-01

On All Saints Day 2009 a monument for body donors was unveiled by the Department of Anatomy, at the Radboud University Nijmegen Medical Centre (RUNMC). Although body donation to medical science contributes substantially to the quality of medical education, the ceremony was only the first time that the RUNMC publicly reciprocated the anatomical gift. By means of the monument the department of Anatomy endeavors to express gratitude for the gift of body donors and raise awareness among students to value the gift and treat donor bodies with the proper respect. Furthermore, the large attendance of bereaved at the unveiling ceremony, revealed another equally important meaning of the monument, which is the significance of the monument to the donor kin. The wish of a body donor has large implications for the way bereaved can take leave of the donor; there is limited time to bade the deceased farewell, the body will not be available for a funeral, and the donor kin stay behind empty handed without even a grave or ashes. Therefore the monument can be meaningful by facilitating the bereaved with a place of commemoration. The design of the monument anticipates on these multiple meanings and symbolisms by placing an old marble dissection table in the shape of an altar and fixing a bronze sculpture of a phoenix as symbol of imperishableness.

Culture, Ethics, Scripts, and Gifts.

Science.gov (United States)

Messerschmitt, Dorothy; Hafernik, Johnnie Johnson; Vandrick, Stephanie

1997-01-01

Discusses gift-giving patterns in different cultures, particularly in relation to teacher-student interactions in English-as-a-Second-Language (ESL) instruction. Situations in which gift-giving can raise ethical questions and how to teach culturally diverse students about this issue are highlighted. Script theory provides a theoretical basis for…

Gifted-Child Pedagogy: Meaningful Chimera?

Science.gov (United States)

Coleman, Laurence J.

2003-01-01

This article explores the concept of gifted-child pedagogy (GCP) and consequences of adopting a GCP model. It argues that use of the term GCP can create a faux reality that GCP exists and that teachers who do not have this particular pedagogy cannot help gifted children. (Contains 7 references.) (CR)

The Place of Special / Gifted Children in the Universal Basic ...

African Journals Online (AJOL)

This paper examined the fact that many special/gifted children are left to roam the street without any form of education. The schools have no place for such children, because even the normal children have not been properly catered for as regards spaces. The UBE is intended to ensure, that all children irrespective of their ...

Impact of Closed-Loop Gift Card Promotions By Businesses

Directory of Open Access Journals (Sweden)

Kathryn W. Ernstberger

2013-07-01

Full Text Available At their inception, gift cards were sold by businesses to customers to give as gifts to others. More recently, gift cards are beingused strategically by businesses to manage and transform their relationships with customers. Of particular interest here is the closed-loop gift card that can only be redeemed at the business whose name is on it. This analysis discusses the impact of closed-loop gift card promotions and evaluates the impact of these promotions ontotal spending, lift and redemption rates.

26 CFR 25.2523(a)-1 - Gift to spouse; in general.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 14 2010-04-01 2010-04-01 false Gift to spouse; in general. 25.2523(a)-1...) ESTATE AND GIFT TAXES GIFT TAX; GIFTS MADE AFTER DECEMBER 31, 1954 Deductions § 25.2523(a)-1 Gift to spouse; in general. (a) In general. In determining the amount of taxable gifts for the calendar quarter...

Rocks, Rain, and Climate: a GIFT Workshop for Teachers in Brazil

Science.gov (United States)

Passow, M. J.; Krusche, N.; Carneiro, C. D.

2010-12-01

Classroom teachers and university professors from two continents joined to learn about “Rocks, Rain, and Climate” in the GIFT (Geophysical Information For Teachers) Workshop at the Meeting of the Americas, held in Foz de Iguaçu (Iguassu Falls), Brazil, 8 - 9 August 2010. GIFT workshops have long been part of the AGU Fall Meetings, but among “the pioneers” from this program were the first GIFT in South America and the first GIFT presented in Portuguese and English. Its success will provide a model for future teacher-professor-researcher professional development in Brazil. The two-day course opened with overviews of the “Geology and Relief of South America” from C.D.R. Carneiro and the “Weather and Climate in South America” from Michelle R. Reboita (Federal University of Itajubá/UNIFEI). M.J. Passow organized a discussion about the “Challenges to Teaching about Climate Change,” followed by an exchange among the participants about their teaching experiences. The first day ended with a presentation by Antonio Carlos Alves Carvalho (Ministry of Education) about governmental initiatives to enhance distance learning and educational technology across the country to provide greater access to quality resources for all students and teachers. On the second day, Rachel Albrecht (Center for Weather Forecasting and Climate Studies of the National Space Research Institute/CPTEC-INPE) described her research using Tropical Rainfall Measuring Mission (TRMM)satellite precipitation data. M.J. Passow explained additional classroom applications of satellite data for studying precipitation and other patterns in the Tropics. C.D.R. Carneiro then discussed current research into “Weathering, Rocks, and the Carbon Cycle.” In the final session, Maria Assunção Faus da Silva Dias (University of São Paulo/USP)explained creation and educational uses of mathematical models to study the evolution of climate, especially as it relates to the hydrologic cycle. Participants

12 CFR 264b.4 - Gifts of minimal value.

Science.gov (United States)

2010-01-01

... RULES REGARDING FOREIGN GIFTS AND DECORATIONS § 264b.4 Gifts of minimal value. (a) Board employees may... occur on the same day. (b) Board employees may determine at the time a gift is offered whether it is of... for valuation. (c) Disagreements over whether a gift is of minimal value will be resolved by an...

PSYCHO-PEDAGOGICAL SUPPORT OF GIFTED STUDENTS IN THE INTERNET-ENVIRONMENT

Directory of Open Access Journals (Sweden)

Kseniia A. Androsovych

2017-06-01

Full Text Available On the basis of a Pilot study author highlighted the problem groups of the factors affecting the performance of competitive research projects by students. These groups of factors conventionally are divided into: physical (health, well-being, fatigue; psychological (negative emotions, feelings, anxiety; social (communication with the manager, communication with peers, responsibility, greater load; scientific and methodical (limitation of resources, literature, scientific guidelines regulations; others (lack of time, technical design of the research. This article states that gifted students need more close interaction among themselves and with their scientific mentors; they have a certain psychological difficulties and seek help of specialist, but do not realize this desire in social life. The author proves the necessity and feasibility of establishing an interactive network centre to provide psychological and educational support for gifted students.

Sobredotação e arte: Factores Influentes na Expressão Plástica de Alunos Sobredotados

Directory of Open Access Journals (Sweden)

Marcela Pinho

2010-10-01

Full Text Available A problemática da educação dos sobredotados tem motivado as mais diversas reflexões e pesquisas conducentes a uma maior consciencialização das especificidades destes alunos e, por conseguinte, a uma actuação mais ajustada dos professores e demais agentes educativos. A sobredotação e a expressão plástica constituem o núcleo de estudo do trabalho que divulgamos neste artigo, onde se assumem os seguintes objectivos: (i identificar as características da criatividade e os sinais de motivação que se revelam na expressão plástica de crianças/jovens sobredotados; (ii apontar os principais factores influentes na produção plástica dos alunos sobredotados que, neste domínio, evidenciam criatividade e motivação. The issue of gifted education has motivated many different reflections and research leading to greater awareness of the specificities of these students and, therefore, a more adjusted performance of teachers and other educational agents. Giftedness and plastic expression are the core of work study disclosed that this article, where the following objectives are: (i to identify the characteristics of creativity and the motivation signs revealed in the plastic expression of gifted children/youngsters; (ii to recognize the main influencing factors in the plastic production of gifted students that, in this area, show creativity and motivation.

Society and High Skills: contributions and prospects

Directory of Open Access Journals (Sweden)

Thais Aline Casseb da Silva

2010-12-01

Full Text Available The intention of this research is to investigate and understand the importance of investing in high-skilled individual and how the family influences that context. For this, we seek the concepts of intelligence and high ability / giftedness to determine the characteristics of this individual and also to demonstrate through a literature and society and the family influence the behavior of a gifted person.

Development of a Culture Specific Critical Thinking Ability Test and Using It as a Supportive Diagnostic Test for Giftedness

Science.gov (United States)

Köksal, Mustafa Serdar

2016-01-01

The purposes of this study were to develop a culture specific critical thinking ability test for 6, 7, and 8. grade students in Turkey and to use it as an assessment instrument for giftedness. For these purposes, item pool involving 22 items was formed by writing items focusing on the current and common events presented in (Turkish) media from…

High Reading Skills Mask Dyslexia in Gifted Children

Science.gov (United States)

van Viersen, Sietske; Kroesbergen, Evelyn H.; Slot, Esther M.; de Bree, Elise H.

2016-01-01

This study investigated how gifted children with dyslexia might be able to mask literacy problems and the role of possible compensatory mechanisms. The sample consisted of 121 Dutch primary school children that were divided over four groups (typically developing [TD] children, children with dyslexia, gifted children, gifted children with…

CERN Holiday Gift Guide

CERN Multimedia

2013-01-01

Do you have last-minute gifts to get? Stuck for ideas? The CERN Shop and the ATLAS and CMS secretariats have some wonderfully unique gifts and stocking-fillers for sale this year - perfect for the physics fanatics in your life. Let's take a look...   1. CERN Notebook, 10 CHF - 2. CERN Pop-up book, 30 CHF - 3. USB Stick 8GB, 25 CHF - 4. CERN Tumbler, 12 CHF 5. ATLAS 3D Viewer, 5 CHF - 6. ATLAS Puzzle, 15 CHF - 7. CMS Umbrella, 25 CHF   These gifts are all available at the CERN Shop, with the exception of the ATLAS 3D Viewer and the CMS umbrella, which are only available from the respective secretariats. Don’t forget! If you’re from CERN, you still have time to take advantage of a 10% off discount at the CERN shop. Offer ends 20 December.

Psychosocial Profile of Gifted Adolescents Attending a Public High School

Science.gov (United States)

Ordaz-Villegas, Gabriela; Acle-Tomasini, Guadalupe

2012-01-01

Introduction: The current models in the study of giftedness such as the Triadic Interdependence define it as a favorable outcome of the interaction between intrinsic (intellectual capacity, creativity and motivation) and extrinsic (family, peers, and school) factors. Based on this, the purpose of this study was to identify and establish a profile…

Gambling-Related Attitudes and Behaviors in Adolescents Having Received Instant (Scratch) Lottery Tickets as Gifts

Science.gov (United States)

Kundu, Priya V.; Pilver, Corey E.; Desai, Rani A.; Steinberg, Marvin A.; Rugle, Loreen; Krishnan-Sarin, Suchitra; Potenza, Marc N.

2012-01-01

Objective Instant (scratch) lottery ticket gambling is popular among adolescents. Prior research has not determined whether adolescents’ gambling behavior and attitudes toward gambling are influenced by the receipt of scratch lottery tickets as gifts. Method Cross-sectional survey data from 2,002 Connecticut high school students with past-year gambling were analyzed using bivariate approaches and logistic regression analyses. Interactions between gambling-problem severity and lottery-gift status were examined in relation to multiple outcomes. Results Adolescents who received a scratch lottery ticket as a gift compared with those who did not were more likely to report features of problem gambling, buy scratch lottery tickets for themselves, and buy and receive other types of lottery tickets; they were also less likely to report parental disapproval of gambling and to see gambling prevention efforts as important. Later (≥15 years) age-at-gambling-onset was inversely linked to gambling-problem severity in the lottery gift group (odds ratio [OR] = .38) but not in the nongift group (OR = .91), yielding a significant severity by gift status interaction. Other academic, health, and gambling-related correlates of gambling-problem severity were similar in the gift and nongift groups. Conclusions For adolescents, the receipt of scratch lottery tickets as gifts during childhood or adolescence was associated with risky/problematic gambling and with gambling-related attitudes, behaviors, and views suggesting greater gambling acceptability. The extent to which the receipt of scratch lottery tickets may promote gambling behaviors and the development of gambling problems warrants consideration. Education, prevention, and treatment strategies should incorporate findings relating to receipt of gambling products by underage individuals. PMID:23299004

11 CFR 7.20 - Gifts, entertainment, and favors.

Science.gov (United States)

2010-01-01

... 11 Federal Elections 1 2010-01-01 2010-01-01 false Gifts, entertainment, and favors. 7.20 Section... of Special Commission Employees § 7.20 Gifts, entertainment, and favors. Except as provided at 11 CFR... a gift, gratuity, loan, entertainment, or favor for himself or herself, or for another person...

78 FR 39020 - Market Test on Gift Cards

Science.gov (United States)

2013-06-28

... POSTAL REGULATORY COMMISSION [Docket No. MT2011-2; Order No. 1755] Market Test on Gift Cards... Service filing requesting a temporary extension of a market test on gift cards. This notice informs the... INFORMATION: On June 18, 2013, the United States Postal Service moved to temporarily extend its Gift Card...

Gifted and Non-Gifted Lebanese Adolescents: Gender Differences in Self-Concept, Self-Esteem and Depression

Science.gov (United States)

Sarouphim, Ketty M.

2011-01-01

The purpose of this study was to investigate gender differences in self-concept, self-esteem, and depression among gifted (n = 68) and non-gifted (n = 174) adolescents in Lebanon. Participants were 242 adolescents (110 males and 132 females), with a mean age of 13.9 years. Four measures were used: DISCOVER assessment, Piers-Harris 2 self-concept…

76 FR 3180 - Market Test of Gift Cards

Science.gov (United States)

2011-01-19

... are very similar to money orders. Id. at 7. The Postal Service asserts that gift cards purchased from... POSTAL REGULATORY COMMISSION [Docket No. MT2011-2; Order No. 647] Market Test of Gift Cards AGENCY... Service proposal to conduct a 2-year market test involving the sale of gift cards. This document describes...

43 CFR 19.7 - Private contributions and gifts.

Science.gov (United States)

2010-10-01

... 43 Public Lands: Interior 1 2010-10-01 2010-10-01 false Private contributions and gifts. 19.7... National Wilderness Preservation System § 19.7 Private contributions and gifts. (a) The Secretary is... contributions and gifts to be used to further the purposes of the act. The Secretary, under the authorization of...

7 CFR 927.121 - Pears for gift purposes.

Science.gov (United States)

2010-01-01

... 7 Agriculture 8 2010-01-01 2010-01-01 false Pears for gift purposes. 927.121 Section 927.121... WASHINGTON Rules and Regulations Exemptions and Safeguards § 927.121 Pears for gift purposes. There are exempted from the provisions of the order any and all pears which, in individual gift packages, are shipped...

Are Teachers Biased When Nominating Students for Gifted Services? Evidence from Kazakhstan

Science.gov (United States)

Hernández-Torrano, Daniel; Tursunbayeva, Xeniya

2016-01-01

The purpose of this experimental, vignette study was to analyze whether certain demographic characteristics of students (i.e. gender, ethnicity, and socioeconomic status) influence secondary education teachers in referring students for gifted services in Kazakhstan. A sample of 132 teachers were randomly assigned to one of eight profiles…

The Alchemy of College Philanthropy: What Dynamics Inspire the Transformational Gift?

Science.gov (United States)

Gallagher, Geraldine

2014-01-01

Modest inquiry exists to elucidate why donors make large contributions to community colleges. Of every charitable dollar donated to education, two-year colleges receive 2 to 4 cents. This grounded theory study included 30 major donors to 23 colleges in 18 states. The questions were comprehensive: why donors and how donors make major gifts;…

The Needs of the Highly Able and the Needs of Society: A Multidisciplinary Analysis of Talent Differentiation and Its Significance to Gifted Education and Issues of Societal Inequality

Science.gov (United States)

Persson, Roland S.

2014-01-01

Does gifted education affect societal inequality, and does societal inequality suppress and/or distort the development of high ability? Drawing from several academic disciplines and current political discourse, a differentiated use of terms used to describe the highly able is explored in this article. A social evolutionary framework is proposed as…

Poverty, Academic Achievement, and Giftedness: A Literature Review

Science.gov (United States)

Olszewski-Kubilius, Paula; Corwith, Susan

2018-01-01

In this article, we review research on poverty, both poverty rates and the effects of poverty on academic achievement more generally and on the identification and services for low-income gifted children specifically. This review sets the stage for further discussion of the research findings on identification practices including the efficacy of…

26 CFR 1.672(f)-4 - Recharacterization of purported gifts.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 8 2010-04-01 2010-04-01 false Recharacterization of purported gifts. 1.672(f...)-4 Recharacterization of purported gifts. (a) In general—(1) Purported gifts from partnerships... purported gift or bequest (as defined in paragraph (d) of this section) from a partnership, the purported...

Guiding the Gifted Reader. ERIC Digest #E481.

Science.gov (United States)

Halsted, Judith Wynn

This digest offers guidelines in providing challenging reading opportunities for gifted students. Research findings concerning the characteristics of the gifted child as reader (e.g., they read earlier, better and more) are noted. Specific needs of gifted learners can be met by: using literature as a supplement to the readings in basal texts;…

Gifted Education Database (GED: Information Management and Online Teacher Recommendation System / Üstün Yetenekliler Eğitimi Veri Bankası: Bilgi Yönetimi ve Online Öğretmen Değerlendirme Sistemi

Directory of Open Access Journals (Sweden)

Yewon Suh

2016-12-01

Full Text Available The purpose of the study is to explore the content and significance of the Gifted Education Database (GED, a Korean information service system for gifted education. The GED functions as: 1 an information management system and 2 a teacher recommendation system. The information management system collects and provides data in terms of statistics on institutions, teachers, and students, teaching and learning materials, and notifications. The teacher recommendation system helps teachers to recommend students through an on-line system. It also assists in the student selection process by providing users a step-by-step interface specifically designed for each stage. Overall, as a comprehensive collective information system in gifted education, the GED supports policy making on providing appropriate educational experiences for the outstanding individuals, particularly those with disadvantaged socio-cultural background by providing reliable data at the national level. At the user level, it increases data accessibility and provides customized services for people concerned with gifted education. As a result, the GED connects information and people and is a driving force for national growth. Key Words: gifted education, database for gifted, Korean Information System Öz Bu çalışmanın amacı Kore’de üstün yetenekliler eğitimi bilgi servisi olan Üstün Yetenekliler Veri Tabanını (GED açıklayarak önemini ortaya koymaktır. GED’in iki işlevi vardır; 1 bilgi yönetim sistemi ve 2 öğretmen öneri sistemi. Bilgi yönetim sistemi olarak kurumlar, öğretmenler, öğrenciler, öğrenme ve öğretme materyalleri hakkında bilgiler ve duyurular toplanarak istatistikler halinde sunulur. Öğ- retmen öneri sistemi, online bir sistemle öğ- retmenlerin öğrencileri aday göstermelerine yardımcı olur. Ayrıca sistem, öğrenci seçme sürecinde kullanıcılara her aşama için özel olarak tasarlanmış bir ara-yüz ile adım adım yard

26 CFR 301.6019-1 - Gift tax returns.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 18 2010-04-01 2010-04-01 false Gift tax returns. 301.6019-1 Section 301.6019-1... ADMINISTRATION PROCEDURE AND ADMINISTRATION Information and Returns Returns and Records § 301.6019-1 Gift tax returns. For provisions relating to requirement of gift tax returns, see §§ 25.6019-1 to 25.6019-4...

Fishy Gifts: Bribing with Shame and Guilt

OpenAIRE

Ong, David

2008-01-01

Gifts are often used where the institutions of contracting do not exist, or are underdeveloped, as in emerging markets, or otherwise unenforceable, as with illicit transactions in developed markets. The following is an analysis of gifts in the context of belief preferences with unobservable reciprocation. I show that if recipients are heterogeneously shame and guilt averse, the beliefs implied by a gift can induce a self-fulfilling reputation through their interaction. In particular, I show h...

Consultation in the Gifted-Education Arena: Old Wine in a New Skin

Science.gov (United States)

Worrell, Frank C.

2007-01-01

In this commentary, I provide a brief overview of definitions and types of consultation, as well as a discussion of the distinction between consultation and collaboration. I then apply the information from this review to the four articles on consulting about gifted and talented students. Using Caplan's framework, I argue that these papers contain…

Fine-art gifted pupils in art classes

OpenAIRE

Vogrin, Oto

2011-01-01

Fine arts gift is an inborn quality yet the potential can easily be wasted if not developed. The development of a child’s gift is affected by his/her surroundings and conditions, adapted to an individual’s needs. Among the individual capabilities of fine arts gifted student our special attention goes to the ones which an individual uses to assimilate his/her experience and reactions to it, to visual memory, manual skills and aesthetic intelligence. They all enable us to determine aesthetic va...

29 CFR 778.212 - Gifts, Christmas and special occasion bonuses.

Science.gov (United States)

2010-07-01

... 29 Labor 3 2010-07-01 2010-07-01 false Gifts, Christmas and special occasion bonuses. 778.212... COMPENSATION Payments That May Be Excluded From the âRegular Rateâ Bonuses § 778.212 Gifts, Christmas and... “regular rate” shall not be deemed to include “sums paid as gifts; payments in the nature of gifts made at...

An Act of GRACE? What Do Contemporary Understandings in Psychology Have to Contribute to the Future of Gifted Education?

Science.gov (United States)

Hymer, Barry J.

2013-01-01

Drawing on a variety of research domains and traditions, this article presents a contemporary and evidence-led model for understanding the development of gifts and talents. In so doing and arguing largely--but not exclusively--from within the stance of social-constructivism, it is suggested that accounts of gift-development that emphasise the role…

Biosamples as gifts? How participants in biobanking projects talk about donation.

Science.gov (United States)

Locock, Louise; Boylan, Anne-Marie R

2016-08-01

In the UK, altruism has featured explicitly as an underpinning principle for biobanking. However, conceptualizing donation as altruistic downplays the role of reciprocity and personal or family benefit. To investigate how biosample donors talk about their donation and whether they regard samples as 'gifts'. In this qualitative study, 21 people, both healthy volunteers and people with health conditions, who had been invited to give biosamples took part in semi-structured narrative interviews. The data were transcribed verbatim and thematically analysed. The term 'gift' was considered appropriate by some, but it also evoked puzzlement, especially in relation to 'waste' material (e.g. urine or tumour samples). Whilst 'giving' or 'donating' were commonly mentioned, the noun 'gift' signified something more special and deliberate. Analysis suggested biosamples could be interpreted as gifts in several different ways, including unreserved gift; reciprocal gift; collective gift; unwanted/low-value gift; and gift as an exaggeration. Although people describe a network of exchange consistent with anthropological understandings of gift relationships, lay (and biomedical) understandings of the term 'gift' may differ from anthropological definitions. For donors (and researchers), value is attached to the information derived from the sample, rather than the sample itself. Consequently, when asking people for biosamples, we should avoid using the term 'gift'. Acknowledging the value of participation and the information the sample holds may mean more to potential donors. © 2015 The Authors. Health Expectations Published by John Wiley & Sons Ltd.

Special Classes for Gifted Students? Absolutely!

Science.gov (United States)

Burton-Szabo, Sally

1996-01-01

This article makes a case for special classes for gifted students and answers objections to special classes raised by the middle school movement and the cooperative learning movement. A sample "Celebration of Me" unit taught to gifted seventh graders which involved poetry, literature, personal development, art, music, and physical fitness is…

The notion of gift-giving and organ donation.

Science.gov (United States)

Gerrand, Nicole

1994-04-01

The analogy between gift-giving and organ donation was first suggested at the beginning of the transplantation era, when policy makers and legislators were promoting voluntary organ donation as the preferred procurement procedure. It was believed that the practice of gift-giving had some features which were also thought to be necessary to ensure that an organ procurement procedure would be morally acceptable, namely voluntarism and altruism. Twenty-five years later, the analogy between gift-giving and organ donation is still being made in the literature and used in organ donation awareness campaigns. In this paper I want to challenge this analogy. By examining a range of circumstances in which gift-giving occurs, I argue that the significant differences between the various types of gift-giving and organ donation makes any analogy between the two very general and superficial, and I suggest that a more appropriate analogy can be found elsewhere.

Review of dissertation «The Relationship Between Identified Gifted and Talented Children and Their Parents» by Brian J. Welsh

Directory of Open Access Journals (Sweden)

Florova N.B.

2016-01-01

Full Text Available This review points out that experts still do not clearly understand the perception of gifted children be their parents and the way the last build relations in the «parent-children " system. Parents of gifted children clearly need special family resources that might contribute to the progress of their children in future. Such resources are a key to the success of these children at the family level and are commonly - family habits, strategies, values, and ways of life. This study is phenomenological because it describes the qualitative parameters-internal mutual coupling of a certain number of factors in the system, «families with gifted children». It was held in families with gifted children of the middle school age, with the help of interviews and archival data. The author of the research studied the totality of the factors affecting the life experiences of the participants. It discovered that parents are the most powerful force in ensuring the successful training, socialization, emotional well-being of children. Such methods can be showcased on the educational process, in which gifted students are the potential leaders, researchers, physicians, and scientists. The author emphasizes that in the course of work on the topic he himself deeper realized the role of parents' experiences in educational, social and emotional formation of children. The basis for the concept of the study are the following determined groups of factors: a emotional (positive and negative aspects and feeling, b social, (academic achievements

The Interest Issues of Gifted Children

Science.gov (United States)

Bildiren, Ahmet

2018-01-01

Gifted and talented children show differences in many respects compared to normal developing children. It is expected that these differences may also arise in daily life of all these children. In this research, it is aimed to investigate that whether the responses of three wishes questions of the gifted and talented and normal developing children…

The influence of relationship beliefs on gift giving

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Rai Dipankar

2017-12-01

Full Text Available People have fundamental beliefs about what constitutes a good relationship, known as implicit theories of relationship, where some people have destiny beliefs whereas others have growth beliefs. People with destiny beliefs believe that potential partners are meant either for each other or not, whereas people with growth beliefs believe that successful relationships are cultivated and developed. This research shows that different implicit theories of relationship influence consumers’ gift choice to their significant others. We demonstrate, through two studies, that consumers with destiny beliefs prefer giving gifts that are more feasible in nature, whereas consumers with growth beliefs prefer giving gifts that are more desirable in nature. We show that this effect is mediated by desirability-feasibility considerations. Specifically, consumers with destiny beliefs focus on feasibility considerations, which leads them to choose a highly feasible gift. Conversely, consumers with growth beliefs focus on desirability considerations, which leads them to choose a highly desirable gift. We also discuss the theoretical and managerial implications of our research.

22 CFR 1203.735-214 - Transmitting communications and gifts.

Science.gov (United States)

2010-04-01

... 22 Foreign Relations 2 2010-04-01 2010-04-01 true Transmitting communications and gifts. 1203.735....735-214 Transmitting communications and gifts. (a) Correspondence. In corresponding with anyone other... it to be clearly in the public interest to do so. (c) Gifts. An employee shall not act as an agent...

The Process of Identifying Gifted Children in Elementary Education: Teachers' Evaluations of Creativity

Science.gov (United States)

Garcia-Ros, Rafael; Talaya, Isabel; Perez-Gonzalez, Francisco

2012-01-01

This study describes the importance of creativity in the identification of gifted elementary-aged children and presents the process of validating a scale for rating the creativity of the students through the teachers' responses. The results show the instrument's unifactorial structure, satisfactory levels of internal consistency, as well as…

Identification of Gifted African American Primary Grade Students through Leadership, Creativity, and Academic Performance in Curriculum Material Making and Peer-Teaching: A Case Study

Science.gov (United States)

Zhbanova, Ksenia S.; Rule, Audrey C.; Stichter, Mary K.

2015-01-01

Research into identification of gifted early childhood students of minority groups through classroom activities is lacking. A focus in the United States on students with learning challenges and a lack of awareness of educators concerning the needs of early childhood gifted students are important causes of this situation. The current case study…

Attention deficit hyperactivity disorder and intellectual giftedness: a study of symptom frequency and minor physical anomalies

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Daniel Minahim

2015-12-01

Full Text Available Objective: To evaluate the presence of symptoms of attention deficit and hyperactivity disorder (ADHD in intellectually gifted adults and children. Methods: Two cross-sectional studies were performed in children and adults whose intelligence quotient (IQ had been previously evaluated using Raven’s Progressive Matrices (RPM test. Seventy-seven adults displaying IQ scores above the 98th percentile were assessed using the Adult Self-Report Scale (ASRS-18 for signs of ADHD and a modified Waldrop scale for minor physical anomalies (MPAs. Thirty-nine children (grades 1-5 exhibiting IQ scores above the 99th percentile, as well as an equally matched control group, were assessed for ADHD by teachers using the Swanson, Nolan and Pelham IV Rating Scale (SNAP-IV as used in the NIMH Collaborative Multisite Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder (MTA-SNAP-IV. Results: In gifted adults, the frequency of ADHD-positive cases was 37.8%, and the total MPA score was significantly associated with ADHD (p < 0.001. In children, the ADHD-positive case frequency was 15.38% in the gifted group and 7.69% in the control group (odds ratio [OR] = 2.18, p = 0.288. Conclusions: The high frequency of ADHD symptoms observed, both in gifted adults and in gifted (and non-gifted children, further supports the validity of this diagnosis in this population. Furthermore, the significant association between MPAs and ADHD suggests that a neurodevelopmental condition underlies these symptoms.

Difficulties of Turkish Science Gifted Teachers: Institutions of Science and Art Centers.

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Mehmet Küçük

2005-05-01

Full Text Available The purpose of this study is to determine the fundamental problems of science gifted teachers (SG/Ts who teach Turkish gifted children (G/C and compare it with the international milieu. Turkish G/C are taught in different educational contexts named “Science and Art Centers” (SACs in which better opportunities are presented for them. In this project, field observations were done at three of the SACs in Turkey - in Bayburt, Sinop, and Trabzon - and, semi-structured interviews were conducted with each of ten SG/Ts who work in these centers by one of the researchers. Data analysis showed that SG/Ts do not perceive their duties holistically and feel they need help with measurement and assessment techniques, modern learning theories, planning and implementation of a research project, questioning techniques and using laboratory-based methods for G/C. Moving from the research data, it is suggested that in service education courses, which include the above issues, should be organized for the SG/Ts and they should be encouraged to use an action research approach in teaching G/C in SACs.

Project Promise: A Long-Term Follow-Up of Low-Income Gifted Students Who Participated in a Summer Enrichment Program

Science.gov (United States)

Kaul, Corina R.; Johnsen, Susan K.; Saxon, Terrill F.; Witte, Mary M.

2016-01-01

"Overlooked gems" is the term used in gifted education to describe high-potential, low-income students who are unable to excel because of significant barriers in their homes, environments, and educational systems. To address these barriers, educators have offered enrichment and other types of talent development programs to this at-risk…

Examining the Fears of Gifted Children

Science.gov (United States)

Tippey, Jacalyn G.; Burnham, Joy J.

2009-01-01

Few studies have considered the fears of gifted children. Using the American Fear Survey Schedule for Children (FSSC-AM; Burnham, 1995), a modified version of the Australian Fear Survey Schedule for Children-II (Gullone & King, 1992, 1993), this study focused on the fears of 287 gifted children ages 7-10. This study is a first step in…

Sports That Work for Gifted Children

Science.gov (United States)

Lutostanski, Scott

2018-01-01

Finding an enjoyable, exciting, and engaging activity for gifted students can be a challenging balancing act. While parents want their children to become active and involved, they may face setbacks as they try to find the right fit, with some gifted children grappling with poor fine and gross motor abilities. While a high percentage of gifted…

Práticas pedagógicas reprodutoras de desigualdades: a subrepresentação de meninas entre alunos superdotados Educational practices leading to the reproduction of inequality: the underrepresentation of girls among gifted students

Directory of Open Access Journals (Sweden)

Ana Paula Poças Zambelli dos Reis

2011-08-01

perceived by means of prejudice and stereotypes. This is the case of a state educational system in Brazil, where we detected a clear underrepresentation of girls in a program for gifted pupils. The research project aimed to analyze the criteria used for identifying and recommending pupils to enroll in such a program. Based on specifically processed statistics, the researchers selected the geographical area where underrepresentation reached its highest level. Then they conducted semi-structured interviews with schoolteachers as well as with teachers and psychologists of the Program. After that, each participant filled out a checklist of "typical" features and/or behaviours found in gifted girls and boys. Results revealed that schoolteachers underestimated girls' abilities and skills in the process of selection and recommendation for the program. According to interviews, their own negative image of woman partially affects this bias against female pupils. Nevertheless, the Program's teachers and psychologists had a much better understanding on gender inequalities and giftedness, compatible with specialized literature. Therefore, the underrepresentation of girls was a result of a largely biased, subjective selection process and recommendation at schools. As a consequence, teachers need adequate preparation if the educational system maintains the program.

Gender-fair assessment of young gifted students' scientific thinking skills

Science.gov (United States)

Dori, Y. J.; Zohar, A.; Fischer-Shachor, D.; Kohan-Mass, J.; Carmi, M.

2018-04-01

This paper describes an Israeli national-level research examining the extent to which admissions of elementary school students to the gifted programmes based on standardised tests are gender-fair. In the research, the gifted students consisted of 275 boys, 128 girls, and additional 80 girls who were admitted to the gifted programme through affirmative action (AA). To assess these young students' scientific thinking skills, also referred to as science practices, open-ended questions of case-based questionnaires were developed. The investigated scientific thinking skills were question posing, explanation, graphing, inquiry, and metacognition. Analysis of the students' responses revealed that gifted girls who entered the programmes through AA performed at the same level as the other gifted students. We found significant differences between the three research groups in question posing and graphing skills. We suggest increasing gender-fairness by revising the standard national testing system to include case-based narratives followed by open-ended questions that assess gifted students' scientific thinking skills. This may diminish the gender inequity expressed by the different number of girls and boys accepted to the gifted programmes. We show that open-ended tools for analysing students' scientific thinking might better serve both research and practice by identifying gifted girls and boys equally well.

GIFT: an HEP project for file transfer

International Nuclear Information System (INIS)

Ferrer, M.L.; Mirabelli, G.; Valente, E.

1986-01-01

Started in autumn 1983, GIFT (General Internetwork File Transfer) is a collaboration among several HEP centers, including CERN, Frascati, Oslo, Oxford, RAL and Rome. The collaboration was initially set up with the aim of studying the feasibility of a software system to allow direct file exchange between computers which do not share a common Virtual File Protocol. After the completion of this first phase, an implementation phase started and, since March 1985, an experimental service based on this system has been running at CERN between DECnet, CERNET and the UK Coloured Book protocols. The authors present the motivations that, together with previous gateway experiences, led to the definition of GIFT specifications and to the implementation of the GIFT Kernel system. The position of GIFT in the overall development framework of the networking facilities needed by large international collaborations within the HEP community is explained. (Auth.)

Dialogues between Boaventura de Sousa Santos, Special Education and Curriculum

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Alexandro Braga Vieira

2018-03-01

Full Text Available This study aims to bring together special education and the production by Boaventura de Sousa Santos. It seeks to understand how the author’s theories contributed to the education of children with disabilities, pervasive developmental disorders, and high-potential/giftedness in regular schools. We analyze major concepts of the author’s thoughts and how they can be approached regarding premises of special education from the perspective of school inclusion. Also, we present an experiment of continuing education carried out with elementary education teachers to rethink the implication of school curricula for special education students.

Worthless donations: male deception and female counter play in a nuptial gift-giving spider.

Science.gov (United States)

Albo, Maria J; Winther, Gudrun; Tuni, Cristina; Toft, Søren; Bilde, Trine

2011-11-14

In nuptial gift-giving species, benefits of acquiring a mate may select for male deception by donation of worthless gifts. We investigated the effect of worthless gifts on mating success in the spider Pisaura mirabilis. Males usually offer an insect prey wrapped in silk; however, worthless gifts containing inedible items are reported. We tested male mating success in the following experimental groups: protein enriched fly gift (PG), regular fly gift (FG), worthless gift (WG), or no gift (NG). Males that offered worthless gifts acquired similar mating success as males offering nutritional gifts, while males with no gift experienced reduced mating success. The results suggest that strong selection on the nuptial gift-giving trait facilitates male deception by donation of worthless gifts. Females terminated matings faster when males offered worthless donations; this demonstrate a cost of deception for the males as shorter matings lead to reduced sperm transfer and thus give the deceiving males a disadvantage in sperm competition. We propose that the gift wrapping trait allows males to exploit female foraging preference by disguising the gift content thus deceiving females into mating without acquiring direct benefits. Female preference for a genuine prey gift combined with control over mating duration, however, counteracts the male deception.