Full Time Gifted Child Education in a Boys Only Elementary School

1988 ◽  
Vol 5 (3) ◽  
pp. 173-178
Author(s):  
Ken Alston
Keyword(s):  
Elementary School ◽  
Social Relationships ◽  
Gifted Students ◽  
Educational Experience ◽  
Full Time ◽  
Gifted Child ◽  
Child Education

The needs of gifted students demand alternative forms of educational experience. This article surveys the results when mere lip service to a concept was turned into a reality. The article presents both the positive and negative perspectives of aspects of the programme, including acceleration, the lack of formal examinations and the development of social relationships.

Teaching gifted students in elementary school

2018 ◽  
Vol 567 (2) ◽  
pp. 20-27
Author(s):  
Magda Jaskulska
Keyword(s):  
Elementary School ◽  
Education System ◽  
Gifted Students ◽  
Gifted Children ◽  
Human Being ◽  
Gifted Child ◽  
Unique Potential

Every human being comes into this world with his or her unique potential. That is why the importance of individualization in education is emphasized so strongly — especially inteaching gifted children. Yet, to begin with, how to define a gifted child? What does it mean? Facing the challenges of the education system, are teachers able to identify gifted students in their classrooms? Can they plan their work so that it simultaneously develops gifted students' abilities and supports them in other areas? The research undertaken attempts to answer these and other questions.

Identification of Young Gifted Students

1992 ◽  
Vol 15 (2) ◽  
pp. 134-144 ◽  
Author(s):  
Beverly D. Shaklee
Keyword(s):  
Young Children ◽  
Economically Disadvantaged ◽  
Developmentally Appropriate ◽  
Gifted Students ◽  
Gifted Children ◽  
Accurate Assessment ◽  
Gifted Child ◽  
Traditional Assessment ◽  
Child Education ◽  
Critical Issues

Among the critical issues in gifted child education which have emerged from the 1980s is the failure to appropriately identify and adequately program for primary gifted children. This paper examines the problems embedded in the accurate assessment of exceptional potential in populations of young children from minority and/or economically disadvantaged settings. Assessment issues are examined in the light of recent research on developmentally appropriate evaluation of young children. Historical and current practices are reviewed and descriptions of two innovative approaches to non-traditional assessment of young children are provided.

Double Perspective

G/C/T ◽  
1981 ◽  
Vol 4 (2) ◽  
pp. 71-74
Author(s):  
Gina Ginsberg-Riggs ◽  
Ann Weiner
Keyword(s):  
United States ◽  
Elementary School ◽  
Nursery School ◽  
The United States ◽  
Gifted Children ◽  
Full Potential ◽  
Full Time ◽  
Gifted Child ◽  
Public Elementary School ◽  
Intellectually Gifted

I don't know what to do with my eight year old daughter. We are getting tired of waiting until “next year” in school for her to get the extra attention she needs to learn something she does not already know. She has been reading since she was almost four and is prepared to discuss - argue! - any subject. When a child in nursery school teaches herself to say the alphabet backwards - something I still cannot do - you know something is ticking in that brain. Is it giftedness? Please help. Our six year old daughter, Mandy, has been identified as an intellectually gifted child. Educators at our public elementary school have recommended we enroll Mandy in a full-time program for gifted children so that she might realize her full potential. If you know of any such program in any part of the United States, please let us know. We are willing to move to an area that has such a program.

Full-Time Ability Grouping of Gifted Students

2013 ◽  
Vol 58 (1) ◽  
pp. 51-68 ◽  
Author(s):  
Katharina Vogl ◽  
Franzis Preckel
Keyword(s):  
Ability Grouping ◽  
Gifted Students ◽  
Full Time

Gifted-Child Education in the New Millenium

1997 ◽  
Vol 61 (3) ◽  
pp. 212-219 ◽  
Author(s):  
Beverly Shaklee
Keyword(s):  
Gifted Child ◽  
Child Education

scholarly journals Association between social support and quality of life of relative caregivers of elderly dependents

2015 ◽  
Vol 20 (5) ◽  
pp. 1321-1330 ◽  
Author(s):  
Karla Ferraz dos Anjos ◽  
Rita Narriman Silva de Oliveira Boery ◽  
Rafael Pereira ◽  
Larissa Chaves Pedreira ◽  
Alba Benemérita Alves Vilela ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Social Support ◽  
Social Relationships ◽  
Family Health ◽  
Cross Sectional Study ◽  
Full Time ◽  
Cross Sectional ◽  
Relative Caregivers ◽  
The Social

Objective: to ascertain the association between the social support and the quality of life of relative caregivers of elderly dependents at home.Method: a cross-sectional study conducted with 58 relative caregivers of elderly dependents, registered in the Family Health Strategy. Data were collected from the Katz instrument, sociodemographic, Zarit Burden Interview, WHOQOL-bref, and analyzed using descriptive statistics and multiple linear regression.Results: the majority of caregivers were women, who took care full-time and presented moderate to severe burden. Most caregivers are satisfied with their social relationships and the social support received. It is found that the burden and the time of care correlated with the social relationships domain, which is associated with social support, and consequently, reduced quality of life.Conclusion: social support for caregivers is important to prevent health implications, burden, biopsychosocial stress, and provide favorable conditions for quality of life, by allowing greater freedom to develop their daily activities.

Styles of Leadership Training

G/C/T ◽  
1978 ◽  
Vol 1 (5) ◽  
pp. 9-12 ◽  
Author(s):  
A. Harry Passow
Keyword(s):  
United States ◽  
Gifted And Talented ◽  
Leadership Training ◽  
The United States ◽  
Gifted Child ◽  
Child Education ◽  
Definition Of

The United States Office of Education includes leadership in its comprehensive definition of giftedness. In this address, Dr. Passow discusses the concept of leadership in general and then shares with the reader his ideas on the specifics of developing leaders in the area of gifted child education. Originally presented at the Office of Gifted and Talented (U.S.O.E.) sponsored Institute on Leadership Training and the Gifted, Chicago, Illinois, June 3, 1978, Styles of Leadership Training is reproduced here for G/C/T's readers.

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