Bilingual Gifted and Talented Students’ Expository Writing: Exploring Academic Language Features in English and Spanish

2020 ◽  
Vol 43 (4) ◽  
pp. 405-431
Author(s):  
Robin L. Danzak
Keyword(s):  
Gifted And Talented ◽  
Academic Language ◽  
Qualitative Assessment ◽  
Bilingual Students ◽  
Expository Writing ◽  
Lexical Diversity ◽  
English Writing ◽  
Sentence Level ◽  
Talented Students ◽  
Literacy Research

Bilingual students are underrepresented in gifted and talented (GT) programs, and language/literacy research on these students is scarce. This study examined academic language in expository writing of 65 GT students, including 32 bilinguals, in Grades 4–8. Outcomes at the word, phrase, sentence, and text levels were compared for bilinguals’ versus monolinguals’ English writing, and bilinguals’ English versus Spanish writing. In addition, two students’ texts were explored qualitatively. In English, bilinguals and monolinguals did not significantly differ on any measure. Bilinguals scored higher in English than Spanish on most traditional word- and sentence-level measures, were equal in lexical diversity, and varied at the phrase level. English and Spanish writing was similar in content and structure, suggesting transfer of text-level skills. The qualitative assessment highlighted diverse attempts at information condensing and author distance with varying success, again with similar outcomes at the text level.

Exploring Bullying: Fifth Graders’ Interpretations and Understandings

2020 ◽  
pp. 016235322097830
Author(s):  
Diane Barone ◽  
Rebecca Barone
Keyword(s):  
Mental Health ◽  
Gifted And Talented ◽  
Fifth Graders ◽  
Gifted Students ◽  
School Personnel ◽  
Fifth Grade ◽  
Descriptive Case Study ◽  
Fixed State ◽  
Talented Students

This study explored understandings shared by fifth-grade gifted students as they read the book Restart, which explores bullying. Students read, created representations, and discussed the text. Grounded by Langer’s stances of envisionment, this descriptive case study analyzed student representations and conversations. Each of the stances was represented with most responses being represented in Stances 1 (getting a sense of the text), 2 (interpreting text), and 4 (analyzing the text). In addition, most students viewed bullies and their behavior as being in a fixed state, which was tied to the perceived power a bully held. The results from this study have implications for teachers who work with gifted and talented students, counselors who work with students in mental health and resilience programs, and the collaboration of these school personnel.

Meeting the Unique Needs of Gifted Students Through an Arts-Integrated, Project-Based Learning Opportunity: The EncycloMEdia Project

2021 ◽  
Vol 44 (3) ◽  
pp. 151-170
Author(s):  
Dhara Baiden
Keyword(s):  
Critical Thinking ◽  
Gifted And Talented ◽  
Arts Integration ◽  
Writing Skills ◽  
Gifted Students ◽  
Subject Area ◽  
Project Based Learning ◽  
Learning Opportunity ◽  
Integrated Project ◽  
Talented Students

The “EncycloMEdia” project provides a stimulating project-based opportunity for gifted and talented students in the middle and upper grades. Its first component is an arts-integration piece in the form of an altered book. The second component is a cumulative assessment document containing students’ text-based analyses that correspond to the entries in the altered book. Both components of the project require students to develop valuable critical thinking and writing skills. This integrated, project-based unit can be modified to address any subject area. Detailed descriptions of the content, process, and product are included so educators can implement this idea with their own gifted students.

Guiding Our Gifted and Talented Students: One Nation’s Story

2001 ◽  
Vol 16 (1) ◽  
pp. 57-68
Author(s):  
Roger Moltzen ◽  
Tracy Riley ◽  
Don Mcalpine
Keyword(s):  
Gifted And Talented ◽  
Talented Students

Educational and socio-pedagogical factors for talent development in the school environment –analysis of survey

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Yonko Hristov ◽  
◽  
Tanya Misheva ◽  
◽  
Keyword(s):  
Comparative Analysis ◽  
Gifted And Talented ◽  
School Environment ◽  
Talent Development ◽  
Educational Resources ◽  
Gifted Children ◽  
Educational Design ◽  
Environment Analysis ◽  
Talented Students

The article examines some educational and socio-pedagogical factors for finding supporting and developing gifted and talented students on the basis of a comparative analysis prepared after a survey in two schools in Veliko Tarnovo. The research raises questions related to the need for in- depth socio-pedagogical work, special educational design additional pedagogical qualification and educational resources for gifted children in the Bulgarian school.

scholarly journals Career maturity among gifted and talented students in Malaysia

2018 ◽  
Vol 7 (2.10) ◽  
pp. 74
Author(s):  
Mohd Hakimie Zainal Abidin ◽  
Salleh Amat ◽  
Mhd Subhan ◽  
Mohd Izwan Mahmud ◽  
Sallehuddin Ali ◽  
...  
Keyword(s):  
Gifted And Talented ◽  
Family Income ◽  
Demographic Data ◽  
Career Maturity ◽  
School Setting ◽  
Boarding School ◽  
Guidance And Counseling ◽  
The Difference ◽  
Talented Students ◽  
Regular Students

Career maturity is one of the crucial element for students in the school setting. Career maturity is vital for students to discover their knowledge about their future professions. For gifted and talented students, they may advance from the regular students in discovering their future jobs. This study focusing on career maturity among gifted and talented students in Malaysia. The level of career maturity is measured by the researcher by using Career Maturity Inventory (CMI)-Revised 1995. This research involved 2500 respondents around Malaysia, focusing on boarding schools’ students. The descriptive statistical analysis is used to present the demographic data involving gender, the level of education, and family income of the respondents.  The main finding of this research indicates the difference in career maturity between respondents (gifted and talented students) and the regular students. The implications of this research are discussed especially in terms of guidance and counseling provision in boarding school. 

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