Appropriate Programming for the Gifted: An Analysis of Gifted Elementary Students' Perceptions

1989 ◽  
Vol 12 (4) ◽  
pp. 277-292 ◽  
Author(s):  
Dorothy C. Armstrong
Keyword(s):  
Elementary Students ◽  
Knowledge Production ◽  
Task Force ◽  
Gifted Students ◽  
Sixth Grade ◽  
Gifted Programs ◽  
Pearson Product Moment Correlation ◽  
Gifted Program ◽  
Sixth Grade Students ◽  
Recommended Practices

The results of a study to determine whether sixth-grade students in three different gifted programs could depict models of their ideal gifted program in ways that were not limited by their experiences in these programs are described. The 57 subjects performed two Q-sorts using a set of 40 statements taken from the list of recommended practices generated by the Knowledge Production and Utilization Task Force of CEC-TAG. Eight factors emerged using the Pearson product moment correlation, four from each condition of instruction. All were different, with no significant correlations among them. In describing their ideal programs in ways that closely matched the program models which have been available since 1957, these gifted students appear to endorse those practices. The emergence of multiple ideal models, though, speaks to the importance of offering more than one type of gifted program, since none is ideal for all students.

scholarly journals Effects of Science Journaling on Elementary Students’ Affective Characteristics in Korea

2021 ◽  
Vol 13 (17) ◽  
pp. 9691
Author(s):  
Yehee Jeong ◽  
Hyoungbum Kim ◽  
Changhwan Lee
Keyword(s):  
Public Schools ◽  
Elementary Students ◽  
Gifted Students ◽  
Sixth Grade ◽  
Teaching Science ◽  
Science Journal ◽  
Affective Characteristics ◽  
Sixth Grade Students ◽  
Students Attitudes ◽  
Writing Science

This study investigated how keeping a journal related to issues and concepts in science influences sixth grade students’ affective characteristics, including cognition, interest, and attitude towards science. The development of these characteristics is related to students’ attitudes and interests in learning. Previous studies have primarily focused on the affective characteristics of gifted students, while only a few have focused on elementary students in public schools. We asked 34 grade six students in Korean public schools to keep a journal related to science and technology three times a week for 12 weeks (September–November 2018). The results show students’ perspectives on writing science journals from data, including questionnaires, interviews, and surveys. The results also suggest that keeping a science journal develops students’ affective characteristics related to science. Our findings will contribute to the development of better pedagogies for sustainability and resources for teaching science among elementary students.

The Effect on Mathematics Achievement and Attitude of Homogeneous and Heterogeneous Grouping of Gifted Sixth-Grade Students

1996 ◽  
Vol 8 (2) ◽  
pp. 65-73 ◽  
Author(s):  
Barbara Hunt
Keyword(s):  
Mathematics Achievement ◽  
Gifted Students ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Heterogeneous Grouping ◽  
Homogeneous Grouping ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Students Attitudes ◽  
Low Ability

The primary purpose of this study was to identify the effect on mathematics achievement and attitude of homogeneous and heterogeneous grouping of gifted sixth grade students. The secondary purpose was to find the effect on mathematics achievement and attitude of homogeneous and heterogeneous grouping on average- and low-ability students. There were 208 subjects in the study. The results indicated that there was a positive effect for achievement in mathematics for identified gifted sixth graders in homogeneous grouping when compared to gifted students in heterogeneous grouping using the TOMA (Test of Mathematical Abilities) – Computation Subtest. No statistically significant difference was found for mathematics achievement for average and low ability students based on grouping. Quantitative and qualitative results will be shared related to students' attitudes toward grouping.

Assessment in Gifted Education: A Review of the Literature From 2005 to 2016

2017 ◽  
Vol 28 (3) ◽  
pp. 163-203 ◽  
Author(s):  
Thuy Hong Cao ◽  
Jae Yup Jung ◽  
Jihyun Lee
Keyword(s):  
Gifted Education ◽  
Gifted Students ◽  
Future Research ◽  
Assessment Instruments ◽  
Gifted Programs ◽  
Gifted Identification ◽  
Research Attention ◽  
Gifted Program ◽  
Crucial Component ◽  
Gifted Education Programs

Assessment is a crucial component of gifted education. Not only does it facilitate the recognition of the potential and specific needs of gifted students, it also monitors the progress and growth of gifted students, and allows for the evaluation of gifted education programs. In the present review, we synthesize the literature on assessment in gifted education published in the period from 2005 to 2016. We suggest that gifted assessment research has witnessed notable advances, which are apparent in both the extensive range of assessment instruments/methods that now exist and the diverse ways in which assessment data are now used. Future research attention nevertheless appears to be necessary on the optimal approaches to (a) use multiple criteria in gifted identification, (b) address the disproportionate representation of disadvantaged groups in gifted programs, and (c) promote the development of guidelines for gifted program evaluation.

Formal Operations and Field Independence in a Heterogeneous Sample

1976 ◽  
Vol 42 (3) ◽  
pp. 981-982 ◽  
Author(s):  
Anton E. Lawson
Keyword(s):  
Correlation Coefficient ◽  
Sixth Grade ◽  
Field Independence ◽  
Formal Reasoning ◽  
Balance Beam ◽  
Pearson Product Moment Correlation ◽  
Heterogeneous Sample ◽  
Sixth Grade Students ◽  
Formal Operations

25 sixth grade students from diverse socioeconomic backgrounds were administered two Piagetian formal operational tasks (bending rods and balance beam) and a test of field independence. A Pearson product-moment correlation coefficient of .92 ( p < .001) was found between the two formal operational tasks. Correlations between the formal operational tasks and field independence were .81 and .77 ( p < .001) respectively. These values support the hypothesis of a unified stage of formal reasoning and also support the hypothesis that a degree of field independence is required for the development of formal stage reasoning.

An Exploratory Study of Self Concepts and Depression among the Gifted

1992 ◽  
Vol 8 (3) ◽  
pp. 136-138 ◽  
Author(s):  
John F. Feldhusen ◽  
Amy L. Nimlos-Hippen
Keyword(s):  
Gifted And Talented ◽  
Adolescent Depression ◽  
Gifted Students ◽  
Depression Scale ◽  
Sixth Grade ◽  
Self Concept ◽  
Full Time ◽  
Gifted Programs ◽  
Gifted And Talented Program ◽  
Main Effects

The purpose of this study was to determine the effects of gifted programs on self-concepts and depressive symptoms in gifted and talented program participants. The eighty-two fifth and sixth grade participants included students in special full-time classes for the gifted, students in pullout classes for the gifted, and students in regular classes. Instruments included two self-concept measures—the ME Scale and the Piers-Harris Children's Self-Concept Scale—and one depression measure, the Reynolds' Adolescent Depression Scale (RADS). Sixth grade gifted groups (pullout and selfcontained) scored higher on measures of self-concept than nongifted groups. No other main effects were found for either self-concept measure or for the depression scale (RADS).

scholarly journals School Integration Limits the Ability of Local Norms to Diversify Gifted Programs: A Mathematical Analysis with Implications Related to the Achievement Gap

2021 ◽  
Author(s):  
Russell T. Warne
Keyword(s):  
Mathematical Analysis ◽  
Gifted Education ◽  
National Level ◽  
Gifted Students ◽  
Limiting Factor ◽  
Gifted Programs ◽  
Gifted Program ◽  
Education Community ◽  
Local Norms ◽  
Building Level

Several experts within gifted education have advocated for the use of local norms when selecting students for gifted programs, instead of national-level norms. Local norms compare students to the peers in their school to identify gifted students and are believed to produce a more diverse gifted program. However, one limiting factor on the ability of local norms to diversify gifted programs has been almost completely overlooked in the gifted education community. Through a simplified example, I show in this article that local building-level norms are best at diversifying gifted programs when schools are highly segregated. Conversely, I also show that—when achievement gaps are present and a uniform admissions cutoff is applied—using building-level norms in highly integrated schools produce gifted programs that are highly segregated. In short, the use of building-level local norms trades one form of segregation for another. Implications and recommendations for gifted education and beyond are explored. A preprint version of this article is available at XXXX.

scholarly journals Quantitative Research on Gifted Students’ Scientific Epistemological Beliefs

2021 ◽  
pp. 252-268
Author(s):  
Ilker Ugulu
Keyword(s):  
Grade Level ◽  
Quantitative Research ◽  
Epistemological Beliefs ◽  
Gifted Students ◽  
Sixth Grade ◽  
Male Students ◽  
Study Group ◽  
Grade Levels ◽  
Sixth Grade Students ◽  
The Difference

This study explores the scientific epistemological beliefs of gifted students. It attempts to investigate gender, age and grade level-based differences in scientific epistemological beliefs. The study group comprised 120 gifted students (67 girls, 53 boys). To determine the scientific epistemological beliefs of these students, the Scientific Epistemological Beliefs Survey was employed. The results reveal that while the average scores of fifth and sixth-grade students were close to each other, the highest mean epistemological beliefs score was at the seventh and eighth-grade levels. Thus, there is a positive change in the scientific epistemological beliefs of gifted students who receive more science education. Statistically, the results showed that the difference between the epistemological beliefs scores of the female and male students was not statistically significant.

Moral Reasoning, Classroom Behavior, and the Intellectually Gifted

1983 ◽  
Vol 6 (2) ◽  
pp. 111-119 ◽  
Author(s):  
George G. Bear
Keyword(s):  
Moral Reasoning ◽  
Linear Relationship ◽  
Conduct Problems ◽  
Classroom Behavior ◽  
Gifted Students ◽  
Sixth Grade ◽  
Sixth Grade Students ◽  
Intellectually Gifted ◽  
Classroom Conduct

The present research compared the moral reasoning and classroom conduct of 14 intellectually gifted sixth grade students with 46 of their non-gifted peers. A linear relationship was found between moral reasoning and intelligence. The intellectually gifted students were found to be more advanced in their moral reasoning and to exhibit fewer conduct problems in the classroom. Although the conduct of the gifted students was found to be less variable than that of their non-gifted peers, their moral reasoning was equally as variable as that of their non-gifted peers. The results indicate that advanced moral reasoning and the relative absence of conduct problems are differential characteristics of the intellectually gifted.

scholarly journals The Performance of "Gifted" High School Students in University

2001 ◽  
Vol 31 (1) ◽  
pp. 121-139
Author(s):  
J. Paul Grayson
Keyword(s):  
High School ◽  
High School Students ◽  
Gifted Students ◽  
Gifted Programs ◽  
School Students ◽  
Problem Solving Skills ◽  
Gifted Program ◽  
School Programs ◽  
High School Programs ◽  
Regular Classes

In Ontario, school boards are required to provide opportunities so that "gifted" students (i.e., those with exceptional abilities) can obtain learning experiences that are beyond those offered in regular classes. This study follows graduates of regular and gifted programs over four years of studies at York University in Toronto. Overall, it is found that having participated in a gifted program in high school does not result in increased levels of achievement in university; however, graduates of gifted high school programs have slightly higher self-assessed thinking and reasoning and problem-solving skills and are marginally faster in credit completion than other students. These findings aside, it is difficult to argue that participation in a high school gifted program confers an advantage students once they get to university.

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