Supplementary Materials for Academically Gifted English Students

1982 ◽  
Vol 5 (1) ◽  
pp. 67-73 ◽  
Author(s):  
Jean E. Brown
Keyword(s):  
High School ◽  
Gifted And Talented ◽  
Recent Trend ◽  
Social Awareness ◽  
Wide Range ◽  
Supplementary Material ◽  
Talented Students ◽  
Visual Materials ◽  
English Students ◽  
Academically Gifted

The recent trend to acknowledge and to meet the needs of gifted and talented students has created a new challenge for academic planners, as well as teachers. One manifestation of this challenge is to provide appropriate supplementary materials to meet the needs of these special students. In seeking stimulating supplementary materials, teachers often overlook the obvious, a varied periodical list, while concentrating on amassing a wide range of audio-visual materials. Each type of supplementary material has advantages in certain settings; however, in programs for academically gifted, carefully selected periodicals can be a vital addition. The following list of supplementary periodicals is designed as a guide for teachers of academically gifted English students in high school. The list is neither definitive, nor is it essential that any school include all of the periodicals in their collections. It does provide a variety of materials to nurture the intellectual growth and personal and social awareness of gifted English students.

The Call for Raising Standards: Promising Responses

2002 ◽  
Vol 25 (2) ◽  
pp. 57-61
Author(s):  
Lee Alvoid
Keyword(s):  
High School ◽  
Gifted And Talented ◽  
School Principal ◽  
High School Principal ◽  
The Status ◽  
Talented Students

What is the status of ambitious national recommendations designed to develop the talent of our brightest students? Have states, districts, and individual schools taken action? Are we much further along as a nation in raising the expectation level for gifted and talented students? As a former middle and high school principal, I have pictures of specific students in mind when I contemplate these answers. There has been progress, but not nearly enough has been accomplished.

A School-Based Programme for Gifted and Talented Students

1984 ◽  
Vol 2 (2) ◽  
pp. 134-137
Author(s):  
Malcolm Washbourne
Keyword(s):  
High School ◽  
Hypothesis Testing ◽  
Gifted And Talented ◽  
School Curriculum ◽  
Individual Learning ◽  
Senior High School ◽  
School Based ◽  
Talented Students

The paper describes curriculum extension projects in science in a senior high school. Individual extension projects are developed from the base of the school curriculum but extend into broader, more unusual areas according to the individual's particular interest. However, concentrating on extension into breadth also necessitates working in depth, and all work progresses on the basis of hypothesis testing and the development of the necessary skills needed to tackle the task. Pupils discuss their intended goals, draw up a plan of action and contract to complete the task. The overall aim of the teacher is to be a guide and to encourage the pupil to develop an autonomous and individual learning programme and style of working.

System Level Provision for the Gifted Child: a Western Australian Initiative

1988 ◽  
Vol 5 (2) ◽  
pp. 113-116
Author(s):  
Margaret Ashworth ◽  
Debra Osborn
Keyword(s):  
Great Britain ◽  
Western Australia ◽  
Gifted And Talented ◽  
The State ◽  
System Level ◽  
Gifted Child ◽  
Wide Range ◽  
Talented Students ◽  
Western Australian ◽  
Considerable Experience

Providing education for gifted and talented students presents its own administrative problems for education authorities. The State of Western Australia, with a population of 1.5 million and an area 10 times the size of Great Britain, has had considerable experience in tackling a wide range of education challenges. In the field of education of the gifted and talented the challenge has been taken up by PEAC. Every 10, 11 and 12 year old child attending a Government Primary School in the State of Western Australia has access to PEAC—the Primary Extension and Challenge Programme for intellectually talented students.

scholarly journals Keterujaan Luar Biasa dan Implikasinya Terhadap Pelajar Pintar dan Berbakat di Malaysia

2019 ◽  
Vol 20 (2) ◽  
pp. 115-130
Author(s):  
Amnah Zanariah Abd Razak ◽  
Sahlan Surat ◽  
Saemah Abd Rahman ◽  
Rosadah Abd Majid
Keyword(s):  
High School ◽  
High School Students ◽  
Gifted And Talented ◽  
The Self ◽  
School Students ◽  
Special Trait ◽  
Emotional Dimension ◽  
Self Development ◽  
Positive Disintegration ◽  
Talented Students

Overexcitabilities is a special trait in gifted and talented students but is rarely known to the general public. This overexcitabilities is one of the socioemotional issues faced by gifted and talented students. The concept of overexcitedness has come to be known in the field gifted and talented and has a great impact on the self-development and future of the students. A survey was conducted using the Overexcitability Survey (II) instrument to measure the overexcitabilities of these gifted and talented students. Previous researchers agree that the Overexcitability Survey (II) is also suitable to be used in identifying gifted and talented individuals. The Overexcitability Survey (II) has five sub constructs: emotional dimension, imagination, intellectual, psychomotor and sensory. The findings of the study among high school students (n = 40) in gifted and talented schools in Negeri Sembilan showed that gifted and talented students had the highest score for intellectual constructs (mean = 3.54) and followed by sensory (mean = 3.51), imagination (mean = 3.45), emotion (mean = 3.40) and psychomotor (mean = 3.40). This study also goes through the Positive Disintegration Theory by Dabrowski that gifted and talented students are able to excel and strive to overcome their weaknesses in order to succeed if they are able to adapt to the uniqueness of the over excitabilities. The knowledge of this over excitabilities is necessary to help the excellence of gifted and talented students. ABSTRAK Keterujaan luar biasa merupakan satu keistimewaan yang ada pada pelajar pintar dan berbakat namun jarang diketahui oleh masyarakat umum. Keterujaan luar biasa ini merupakan salah satu isu sosioemosi yang dihadapi oleh pelajar pintar berbakat. Konsep keterujaan luar biasa ini mula dikenali di dalam bidang pintar dan berbakat dan memberikan impak yang besar dalam perkembangan diri serta masa depan pelajar. Kajian tinjauan telah dilakukan menggunakan instrumen Soal Selidik Keterujan Luar Biasa (II) bagi mengukur keterujaan luar biasa pelajar pintar dan berbakat ini. Pengkaji-pengkaji yang lepas bersetuju bahawa Soal Selidik Keterujan Luar Biasa (II) ini juga sesuai untuk digunakan bagi mengenal pasti individu pintar dan berbakat. Soal Selidik Keterujan Luar Biasa (II) mempunyai lima sub konstruk iaitu dimensi emosi, imaginasi, intelektual, psikomotor dan sensori. Hasil dapatan kajian dalam kalangan pelajar sekolah menengah (n=40) di sekolah pintar dan berbakat di Negeri Sembilan ini menunjukkan pelajar pintar dan berbakat mendapat skor tertinggi yang signifikan bagi sub konstruk intelektual iaitu (min=3.54) dan diikuti sensori (min=3.51), imaginasi (min=3.45), emosi (min=3.40) dan psikomotor (min=3.40). Kajian ini juga melalui Teori Disintegrasi Positif oleh Dabrowski menunjukkan pelajar pintar dan berbakat mampu melonjak cemerlang dan berusaha mengatasi kelemahan diri untuk berjaya jika mereka mampu menyesuaikan diri dengan keunikan keterujaan luar biasa yang dianugerahkan. Pengetahuan tentang keterujaan luar biasa ini perlu bagi membantu kecemerlangan pelajar pintar dan berbakat.

Attributions for Success and Failure of Academically Gifted High School Students

1983 ◽  
Vol 53 (2) ◽  
pp. 597-598 ◽  
Author(s):  
Stephen Powers ◽  
Peggy Douglas
Keyword(s):  
High School Students ◽  
Academic Success ◽  
Attribution Theory ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Academic Failure ◽  
School Students ◽  
Talented Students ◽  
The University ◽  
Academically Gifted

The 24-item Multidimensional-Multiattributional Causality Scale: Achievement was administered to 74 academically gifted students enrolled in the University of Arizona's Precollege Program for Gifted and Talented Students. Attributions for academic success or failure to ability, effort, context, and luck were examined. Data supported predictions derived from attribution theory that academic success would be attributed to ability and effort, and academic failure would be attributed to lack of effort.

Ongoing Issues Surrounding RTI

2015 ◽  
pp. 268-283
Author(s):  
Wanda G. Chandler
Keyword(s):  
High School ◽  
Service Delivery ◽  
Gifted And Talented ◽  
School Personnel ◽  
Transition Services ◽  
Delivery Model ◽  
Educational Environments ◽  
Rti Model ◽  
Involved Parents ◽  
Talented Students

Despite federal and state mandates regarding the use of the Response to Intervention (RTI) service delivery model and its widespread adoption in school districts across the nation, many issues still surround the model and its implementation, particularly at the secondary level. This chapter focuses on some of the more prevalent issues, including the importance of determining whether the RTI model as a whole is effective within middle and high school educational environments, how much time students should spend within each tier, how the roles of certain school personnel have changed with the implementation of the RTI model, the importance of providing transition services for all struggling students within RTI, how involved parents should be in the RTI process, how assessments are conducted within the model, and how gifted and talented students fit into the model.

Career Education for Gifted and Talented Students: A Senior High School Model

1980 ◽  
Vol 46 (5) ◽  
pp. 404-405
Author(s):  
William R. Nash ◽  
Christopher Borman ◽  
Sharon Colson
Keyword(s):  
High School ◽  
Gifted And Talented ◽  
Career Education ◽  
Senior High School ◽  
School Model ◽  
Talented Students

Capturing the pupil voice of secondary gifted and talented students who had attended an enrichment programme in their infant school

2013 ◽  
Vol 30 (1) ◽  
pp. 33-46 ◽  
Author(s):  
Chris Houghton
Keyword(s):  
Gifted And Talented ◽  
Effective Teacher ◽  
Learning And Teaching ◽  
Teacher Student Relationships ◽  
Personalised Learning ◽  
Whole School ◽  
Teacher Student ◽  
Infant School ◽  
Wide Range ◽  
Talented Students

The study was conducted during the Easter holidays of 2010 at Rawmarsh City Learning Centre with 16 students from school years 8 to 11 who had participated, during their infant years, in a gifted and talented Key Stage One Enrichment Cluster. The students represented a wide range of backgrounds, and five were identified as being on the autistic spectrum. The Enrichment Cluster was known as original ways of learning through enrichment technology and socialisation (OWLETS). OWLETS aimed to address the lack of provision for exceptionally able young children, while supporting them in overcoming any weaknesses in relation to socialisation or engagement. The cluster design was inspired by Renzulli’s Schoolwide Enrichment Model. The study investigated the students’ perspective of key features of their experiences at OWLETS and throughout their subsequent education, examining their views on learning and teaching, and was facilitated by the production of a video with student voices spoken by avatars. Findings showed that those with additional special needs preferred primary school and described struggles in secondary; the other 11 students were more positive about secondary education than primary. All the students viewed opportunities for personalised learning and effective teacher–student relationships as key, and they suggested that children who demonstrate exceptional ability benefit from opportunities to socialise and work collaboratively with similarly gifted peers throughout all stages of education. The study indicated that Renzulli’s model, in this simple format, has the potential to enrich a whole-school approach, meeting the needs of all children including the exceptionally able.

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