Influencing Parents' Attitudes toward Gifted Education

1981 ◽  
Vol 48 (2) ◽  
pp. 140-142 ◽  
Author(s):  
F. Neil Mathews
Keyword(s):  
Parent Education ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Parental Attitudes ◽  
Gifted Students ◽  
Attitude Scale ◽  
Gifted Children ◽  
Parent Attitudes ◽  
Relative Level ◽  
Gifted And Talented Education

The relationships among parent awareness education, selected variables, and parental attitudes toward gifted children and programs serving them were examined. Parents of gifted and nongifted children were randomly assigned to one of two parent education meetings and invited to attend on the evening specified by group membership. Results indicated that parent attitudes, as measured by the Wiener Attitude Scale, varied significantly according to attendance or nonattendance at the meeting and were directly related to relative level of parents' intentions to support educational programs for gifted students. It is suggested that parent education meetings may be beneficial in encouraging support for and awareness of gifted and talented education.

Teachers' and Counsellors' Perspectives on Gifted Children and Gifted Education: New Zealand and Japan

2009 ◽  
Vol 25 (2) ◽  
pp. 187-193
Author(s):  
Aya Shibata ◽  
Dianne Forbes
Keyword(s):  
New Zealand ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Future Research ◽  
Gifted Children ◽  
Structured Interviews ◽  
Gifted And Talented Education ◽  
Cultural Concepts ◽  
School Counsellors ◽  
Comparative Case Studies

This article reports on the key findings of a recent study undertaken by Aya Shibata, exploring teachers' and counsellors' perceptions of gifted children and of gifted education policy in New Zealand and Japan. The study took the form of qualitative, comparative case studies, and involved semi-structured interviews with teachers and school counsellors in New Zealand and Japan. Key findings highlight a lack of official support for gifted education in Japan, while acknowledging the place of out-of-school, private programmes as a form of gifted education. The study offers insight into Japanese cultural concepts relevant to gifted and talented education, and suggests directions for future research.

Action Research and Practical Inquiry: Multicultural Content Integration in Gifted Education: Lessons from the Field

2002 ◽  
Vol 25 (3) ◽  
pp. 269-289 ◽  
Author(s):  
Margie K. Kitano ◽  
Katie S. Pedersen
Keyword(s):  
Action Research ◽  
Staff Development ◽  
Secondary Teachers ◽  
Gifted Education ◽  
Gifted Students ◽  
Gifted Children ◽  
Content Integration

This article describes the attempt of 2 staff-development practitioners to understand—through practical inquiry—elementary and secondary teachers' multicultural goals and implementation experiences with gifted students in a diverse district. An informal survey of teachers participating in an in-service course on gifted education suggested that many of these teachers had goals and experiences related to multicultural curricula for gifted children. Through the survey, teachers also identified obstacles they encountered in implementing multicultural activities and benefits they perceived. Teachers' stories describing their practice were gathered through observations, written reports, and videotapes. Findings offer several implications for guiding teachers' implementation of content related to diversity.

scholarly journals Mexican Teachers’ Knowledge about Gifted Children: Relation to Teacher Teaching Experience and Training

2020 ◽  
Vol 12 (11) ◽  
pp. 4474
Author(s):  
Pedro Antonio Sánchez-Escobedo ◽  
Angel Alberto Valdés-Cuervo ◽  
Guillermo Alfonso Contreras-Olivera ◽  
Fernanda Inéz García-Vázquez ◽  
María Fernanda Durón-Ramos
Keyword(s):  
Elementary School Teachers ◽  
Gifted Education ◽  
Gifted Students ◽  
Teaching Experience ◽  
Basic Knowledge ◽  
Gifted Children ◽  
Educational Strategies ◽  
Screening Criteria ◽  
Teachers Training ◽  
And Training

Gifted students are important for the development of knowledgeable societies. The present study examined Mexican elementary-school teachers’ knowledge about gifted students, specifically on screening criteria, educational strategies, and their social value. The relationships between teachers’ knowledge, teaching experience, and training in gifted education was analysed. A total of 1002 teachers (M age = 37.5, SD = 9.6 years old) from the 33 states of Mexico, 365 men and 510 females with 13.5 years of teaching experience, of whom 32% were trained in gifted education, completed an anonymous questionnaire. K-means cluster analysis revealed two clusters. Cluster 1 comprised teachers (61.2%) with poor knowledge, while Cluster 2 included teachers (38.8%) with basic knowledge and more teaching experience and training. Overall, the findings had implications for teachers’ training and educational policy.

Gifted Students' Attitudes and Perceptions of the Gifted Label, Special Programs, and Peer Relations

1997 ◽  
Vol 9 (1) ◽  
pp. 15-20 ◽  
Author(s):  
John F. Feldhusen ◽  
David Yun Dai
Keyword(s):  
Peer Relations ◽  
Gifted Education ◽  
Gifted Students ◽  
Educational Opportunities ◽  
Gifted Children ◽  
Summer Program ◽  
Social Growth ◽  
Perceptions And Attitudes ◽  
Special Programs ◽  
Students Attitudes

This study examined gifted students' perceptions and attitudes related to the “gifted” label and educational opportunities available to them. A questionnaire was administered to 305 students, ages 9–17, enrolled in a summer program for gifted children, Factor analysis of their responses yielded four factors: Acceptance of the Gifted Label, Perception of Ability as Incremental, Preference for Challenging Educational Opportunities, and Perceived Social Links to “Nongifted” Peers. A major finding was that gifted students hold a predominantly incremental view of their abilities. Results are discussed in terms of implications for students' academic and personal-social growth as well as a talent orientation for gifted education.

Getting the Dialogue Started

2019 ◽  
pp. 12-21
Author(s):  
Judith A. Bazler ◽  
Letitia Graybill ◽  
Alex Romagnoli
Keyword(s):  
Science Education ◽  
Teacher Preparation ◽  
Literature Review ◽  
Educational Research ◽  
Gifted And Talented ◽  
Teacher Educators ◽  
Gifted Students ◽  
Preparation Programs ◽  
Gifted And Talented Education ◽  
The University

This chapter provides a description of Gifted and Talented Education (GATE) teachers and supports that description through research and a professional discussion between two experienced educators at the university level. A brief literature review is first provided with an emphasis on how established research in the field of “gifted” students informs research on GATE teachers. The chapter then focuses on a professional discussion between two teacher educators who specialize in science education. During the discussion, which is interspersed and framed in educational research, the educators identify the elements of GATE teachers, analyze how GATE teachers are identified, and how to maintain GATE teachers during teacher preparation and as professionals in the field. Finally, implications for education preparation programs are provided.

Gifted and talented Asian children

1987 ◽  
Vol 8 (1) ◽  
pp. 9-13 ◽  
Author(s):  
Margie K. Kitano
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Child Rearing ◽  
Gifted Children ◽  
Cultural Characteristics ◽  
Asian Children ◽  
Creative Personality

Asian and Pacific American (APA) children constitute 4.4% of the identified gifted students. This article suggests general approaches for working with gifted APA students based on relevant cultural characteristics and definitions of giftedness. Child-rearing practices–which emphasize conformity, obedience, and correctness-mitigate against development of the creative personality. Techniques are suggested for developing the creative in APA gifted children.

Identifying Gifted-Disadvantaged Students: Issues Pertinent to System-Level Screening Procedures for the Identification of Gifted Children

1984 ◽  
Vol 2 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Philip Deschamp ◽  
Greg Robson
Keyword(s):  
Cultural Diversity ◽  
Gifted And Talented ◽  
Gifted Students ◽  
System Level ◽  
Disadvantaged Students ◽  
Gifted Children ◽  
Screening Procedures ◽  
Talented Students ◽  
Identification Of Gifted ◽  
Identification Procedures

At the beginning of 1980 a study was initiated to trial special provisions for gifted students from disadvantaged backgrounds. The stimulus for the study was a concern that schools in neighbourhoods with high cultural diversity and severe socioeconomic problems may have students who are very able but, because of cultural, social, language or other factors, their ability may not be recognized by their teachers and they might not be selected by the conventional methods of identifying gifted and talented students. An initial concern for the project was how to identify these children. At the beginning of the project several different ways of thinking about ‘gifted-disadvantaged’ students were considered and ways of identifying students within each concept were analysed. This paper describes four ways of conceptualizing ‘gifted-disadvantaged students’ and proposes identification procedures believed to be appropriate to each concept. Also considered are the implications of adopting these identification procedures as adjuncts to system-level screening procedures for the identification of gifted students.

Promise for the Future Gifted Education in Rural Communities

1995 ◽  
Vol 14 (2) ◽  
pp. 39-46 ◽  
Author(s):  
Shirley Aamidor ◽  
Howard H. Spicker
Keyword(s):  
Rural Communities ◽  
Computer Technology ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Gifted Children ◽  
Culturally Specific ◽  
School Corporations ◽  
Curriculum Intervention ◽  
Individual Assessment ◽  
Talented Students

In this article, the narrow, standardized criteria rural school corporations typically use to identify gifted and talented students are examined. The authors suggest that individual assessment be comprehensive and culturally specific. Particular procedures are recommended to assist in the identification of rural gifted children who are disadvantaged. Additionally, examples of appropriate curriculum intervention, specifically using the resources and talents of rural communities, are presented along with recommendations for using computer technology to link rural communities with other places and other people.

Looking Outward: Exploring the Intersections of Sociocultural Theory and Gifted Education

2005 ◽  
Vol 17 (1) ◽  
pp. 48-55 ◽  
Author(s):  
Kimberly McGlonn-Nelson
Keyword(s):  
Gifted And Talented ◽  
Gifted Education ◽  
Sociocultural Theory ◽  
New Teachers ◽  
Gifted Students ◽  
Educational Services ◽  
Talented Students ◽  
Interdisciplinary Theory

As scholars in the field of gifted education continue to explore ways of improving the educational services provided to gifted and talented students, attention must be paid to the infinite amount of potential that an interdisciplinary theory offers. To this end, the following essay explores the intersections of sociocultural theory and gifted education. More specifically, it extends sociocultural theory to the field of gifted education by proposing a new lens for not only expanding the responsibilities of the field in terms of its ability to properly identify gifted students, but also for educating new teachers of the gifted.

scholarly journals Possible result of extreme parenting: Power of helicopter parenting attitude to predict ego inflation

2020 ◽  
Vol 10 (2) ◽  
pp. 523-554
Author(s):  
Hasan Yılmaz
Keyword(s):  
Young Adults ◽  
Parent Education ◽  
Structural Equation ◽  
Parental Attitudes ◽  
Attitude Scale ◽  
Helicopter Parenting ◽  
Age Group ◽  
Parental Attitude ◽  
Family Counselling ◽  
Equation Modelling

The concept of helicopter parenting is used to describe a parental disposition that is excessively child-oriented, intrusive and limiting to child’s autonomy. It is characterized by parents being overly concerned about child's future, making great efforts to avoid possible negative outcomes, preferring to plan and handle child’s life and even executing child’s tasks in his/her place. The objective of this study is to establish the relation between helicopter parental attitudes and ego inflation. The Perceived Helicopter Parental Attitude Scale and Ego Inflation Scale were applied to 432 people with an age group of 24-34 years. Hypotheses of the study were tested using structural equation modelling after results related to the fit values and factor loads of the scales were determined to be appropriate and adequate. The study found that 42.80 percent of the change in the inflated ego reported in young adults can be explained by a helicopter maternal attitude (R2 = .43). Helicopter paternal attitude accounted for 22.10 percent of the change in the inflated ego observed in young adults (R2 = .22). It has, thus, been demonstrated that ego inflation is triggered by helicopter parental attitudes and helicopter attitudes of mothers are more successful in creating ego inflation than those of fathers. We hope that the findings of the present study can be used in parent education and family counselling practices.

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