Educational Practices on a Brazilian Gifted and Talented Program

2006 ◽  
Vol 21 (1) ◽  
pp. 32-43 ◽  
Author(s):  
Renata Rodrigues Maia-Pinto
Keyword(s):  
Gifted And Talented ◽  
Educational Practices ◽  
Gifted And Talented Program

Development and Validation of the German Test for (Highly) Intelligent Kids – T(H)INK

2013 ◽  
Vol 29 (3) ◽  
pp. 171-181 ◽  
Author(s):  
Tanja Gabriele Baudson ◽  
Franzis Preckel
Keyword(s):  
Primary School ◽  
Gifted And Talented ◽  
Convergent Validity ◽  
Intelligence Test ◽  
Primary School Children ◽  
Future Research ◽  
Confirmatory Factor Analyses ◽  
Normed Group ◽  
Gifted And Talented Program ◽  
Development And Validation

Background: Currently, no recently normed group intelligence test for primary school children is available in Germany to cover verbal, numerical, and figural reasoning abilities. Furthermore, no test for this age group is difficult enough to be able to differentiate especially at the upper end of the intelligence distribution. Aims: The Test for (Highly) Intelligent Kids – T(H)INK was developed to fill this gap. Methods: A total of 1,629 children from grades 1 to 3 of primary school took the 36-item test (one version per class level). Results: At all three class levels, the test proved sufficiently reliable (Cronbach’s α = .73–.80 for the full scale). Retest reliabilities after 1 year, assessed for a random subsample, ranged from .61 to .73. Factorial validity was established by exploratory and confirmatory factor analyses, with a g factor explaining 57.61–63.67% of the variance. Furthermore, convergent validity (correlations with a nonverbal intelligence test, teacher and parent ratings, grades, and the probability for the child to be nominated for a gifted and talented program) was satisfying, as was the predictive validity for average marks a year later. Discussion: Implications of the findings and ideas for future research and development of the test are discussed.

A gifted and talented program for migrant students

Roeper Review ◽  
1984 ◽  
Vol 6 (3) ◽  
pp. 147-149 ◽  
Author(s):  
Elizabeth Gratz ◽  
Jerry L. Pulley
Keyword(s):  
Gifted And Talented ◽  
Migrant Students ◽  
Gifted And Talented Program

Double Perspective

G/C/T ◽  
1981 ◽  
Vol 4 (1) ◽  
pp. 57-61
Author(s):  
Gina Ginsberg-Riggs ◽  
Ann Weiner ◽  
Elizabeth Stimson
Keyword(s):  
Private Schools ◽  
Gifted And Talented ◽  
Behavior Problem ◽  
School Psychologist ◽  
The Other ◽  
Gifted Children ◽  
Public And Private ◽  
Gifted And Talented Program ◽  
The Right ◽  
Regular Classes

We have a nine year old boy with an IQ of 139 who does well in all his subjects. Two mornings a week he goes to the school's gifted and talented program which he likes very much. He knows all the work in his regular classes. It may challenge the other students, but it is boring for him. He has become somewhat of a behavior problem by making faces, dropping his books, teasing and calling out answers. The school suggested an evaluation to which we gladly agreed, hoping that they would realize that a more challenging curriculum would motivate him and stop his silly behavior. Imagine our upset when the school psychologist suggested therapy instead! We have not agreed to this because we feel that the right kind of education wilt correct his behavior. We have lost all faith in the school. Could G/C/T please publish a list of public and private schools for gifted children?

A Good Beginning for Parent Involvement

G/C/T ◽  
1981 ◽  
Vol 4 (1) ◽  
pp. 8-10
Author(s):  
Anne M. Perry ◽  
Jon Shoop
Keyword(s):  
Parent Involvement ◽  
School Districts ◽  
Parental Involvement ◽  
Interpersonal Relationships ◽  
Gifted And Talented ◽  
Community Members ◽  
Professional Educators ◽  
Total Community ◽  
Worthy Goal ◽  
Gifted And Talented Program

How can a school encourage meaningful parental involvement in its programs? Professional educators are sometimes justified in feeling that meetings which seek parent input will result, instead, in “gripe sessions.” School boards know the frustrating reality that community members with complaints are heard from far more often than those with compliments. To keep a positive attitude operating in the total community is a necessary and worthy goal for school districts to pursue. We had an idea which worked very well for our school district and might be useful to yours. This article describes how we organized and held a “Reflections for Living” workshop with parents of children who were participating in the school district's gifted and talented program. This type of workshop brought welcome perspective to adults by improving interpersonal relationships. It proved to be a good beginning for increased participation of the total community in the school's program. — A.M.P./J.S.

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).

Sign in / Sign up

Export Citation Format

Share Document