Additional Challenges to Achieving Equity in Gifted and Talented Education

2022 ◽  
Vol 66 (2) ◽  
pp. 101-102
Author(s):  
Matthew C. Makel
Keyword(s):  
Gifted And Talented ◽  
Gifted And Talented Education

scholarly journals The HTR Model for Well-Being in Educating Community

2021 ◽  
Author(s):  
Elena Falaschi
Keyword(s):  
Gifted And Talented ◽  
Well Being ◽  
Educational Effectiveness ◽  
Specific Training ◽  
Gifted And Talented Education ◽  
High Potentials ◽  
Methodological Approaches ◽  
Teaching Learning ◽  
Very High ◽  
Human Potentials

With the aim of enhancing human capital by bringing out talents, this paper offers a theoretical model for innovating teaching/learning methodological approaches. The Humor Talent Resilience (HTR) Model for Well-Being in Educating Community recognizes Humor as a pedagogical device that jointly feeds both Talent and Resilience. This nourishment triggers a dynamic process between Talent and Resilience of reciprocal and constant interdependence, while developing a mutual positive contamination in continuous evolution. This process is itself a “generator of Well-Being” but it will be able to fully convey its educational effectiveness only if it is supported by an Educating Community. While aknowledging the enhancement of all human potentials, including the high or very high potentials, the pedagogy of Well-Being must assume the educational responsibility of offering teaching/learning contexts that allow all students to reach their highest level of development. Three open reflections are presented: the concepts of justice and equity of educational policies and practices aimed at respecting and enhancing all human potentials; the virtual educating (or dis-educating) community; the need for specific training for teachers and more opportunities for international discussion in the field of gifted and talented 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.

The SAGE Handbook of Gifted and Talented Education

2018 ◽  
Author(s):  
Belle Wallace ◽  
Dorothy A. Sisk ◽  
John Senior
Keyword(s):  
Gifted And Talented ◽  
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.

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