Educating Gifted Children in Turkey: A Retrospective Analysis and the Current State

2021 ◽  
pp. 105678792110503
Author(s):  
Ahmet Bildiren ◽  
Mahmut Çitil
Keyword(s):  
Literature Review ◽  
Gifted Education ◽  
Historical Perspective ◽  
Relevant Literature ◽  
Gifted Students ◽  
Gifted Children ◽  
Current State ◽  
The Republic ◽  
Resource Rooms ◽  
Current Practices

The purpose of this study was to examine the education of gifted children in Turkey during 1923–2020 from an historical perspective and to evaluate the current practices in gifted education. Drawing from the literature review, we first report on the policies and the legal and corporate advancements implemented in the field of gifted education since the Declaration of the Republic. Subsequently, current practices in Turkey, including Science and Arts Centres, high schools for gifted students, and resource rooms, are evaluated. The results of a review of the relevant literature are discussed in the light of the current situation. In conclusion, it is understood that coherent and consistent policies in the field of gifted education have been developed more strongly in Turkey during the last 30 years, corporate advancements have also increased during this period, and scientific studies have gained an upward enhancement during the last 20 years. Despite all these advancements, it is concluded that current practices have still various deficiencies and should continue to be developed.

Action Research and Practical Inquiry: Multicultural Content Integration in Gifted Education: Lessons from the Field

2002 ◽  
Vol 25 (3) ◽  
pp. 269-289 ◽  
Author(s):  
Margie K. Kitano ◽  
Katie S. Pedersen
Keyword(s):  
Action Research ◽  
Staff Development ◽  
Secondary Teachers ◽  
Gifted Education ◽  
Gifted Students ◽  
Gifted Children ◽  
Content Integration

This article describes the attempt of 2 staff-development practitioners to understand—through practical inquiry—elementary and secondary teachers' multicultural goals and implementation experiences with gifted students in a diverse district. An informal survey of teachers participating in an in-service course on gifted education suggested that many of these teachers had goals and experiences related to multicultural curricula for gifted children. Through the survey, teachers also identified obstacles they encountered in implementing multicultural activities and benefits they perceived. Teachers' stories describing their practice were gathered through observations, written reports, and videotapes. Findings offer several implications for guiding teachers' implementation of content related to diversity.

scholarly journals Mexican Teachers’ Knowledge about Gifted Children: Relation to Teacher Teaching Experience and Training

2020 ◽  
Vol 12 (11) ◽  
pp. 4474
Author(s):  
Pedro Antonio Sánchez-Escobedo ◽  
Angel Alberto Valdés-Cuervo ◽  
Guillermo Alfonso Contreras-Olivera ◽  
Fernanda Inéz García-Vázquez ◽  
María Fernanda Durón-Ramos
Keyword(s):  
Elementary School Teachers ◽  
Gifted Education ◽  
Gifted Students ◽  
Teaching Experience ◽  
Basic Knowledge ◽  
Gifted Children ◽  
Educational Strategies ◽  
Screening Criteria ◽  
Teachers Training ◽  
And Training

Gifted students are important for the development of knowledgeable societies. The present study examined Mexican elementary-school teachers’ knowledge about gifted students, specifically on screening criteria, educational strategies, and their social value. The relationships between teachers’ knowledge, teaching experience, and training in gifted education was analysed. A total of 1002 teachers (M age = 37.5, SD = 9.6 years old) from the 33 states of Mexico, 365 men and 510 females with 13.5 years of teaching experience, of whom 32% were trained in gifted education, completed an anonymous questionnaire. K-means cluster analysis revealed two clusters. Cluster 1 comprised teachers (61.2%) with poor knowledge, while Cluster 2 included teachers (38.8%) with basic knowledge and more teaching experience and training. Overall, the findings had implications for teachers’ training and educational policy.

Gifted Students' Attitudes and Perceptions of the Gifted Label, Special Programs, and Peer Relations

1997 ◽  
Vol 9 (1) ◽  
pp. 15-20 ◽  
Author(s):  
John F. Feldhusen ◽  
David Yun Dai
Keyword(s):  
Peer Relations ◽  
Gifted Education ◽  
Gifted Students ◽  
Educational Opportunities ◽  
Gifted Children ◽  
Summer Program ◽  
Social Growth ◽  
Perceptions And Attitudes ◽  
Special Programs ◽  
Students Attitudes

This study examined gifted students' perceptions and attitudes related to the “gifted” label and educational opportunities available to them. A questionnaire was administered to 305 students, ages 9–17, enrolled in a summer program for gifted children, Factor analysis of their responses yielded four factors: Acceptance of the Gifted Label, Perception of Ability as Incremental, Preference for Challenging Educational Opportunities, and Perceived Social Links to “Nongifted” Peers. A major finding was that gifted students hold a predominantly incremental view of their abilities. Results are discussed in terms of implications for students' academic and personal-social growth as well as a talent orientation for gifted education.

Gifted Education and the Spectre of Elitism

1986 ◽  
Vol 168 (1) ◽  
pp. 117-125 ◽  
Author(s):  
Aimee Howley
Keyword(s):  
Public Schools ◽  
Gifted Education ◽  
Social Stratification ◽  
Gifted Students ◽  
Ruling Class ◽  
Education Programs ◽  
Gifted Education Programs ◽  
Intellectual Climate ◽  
The Way ◽  
Current Practices

This paper explains current practices in gifted education as they relate to the schools' role in legitimating existing patterns of social stratification. It discusses the way in which the anti-intellectual climate of public schools fosters the provision of noncognitive instruction to the most cognitively apt students. In particular, the paper presents arguments to support the thesis that schools provide noncognitive instruction to gifted students in order to thwart their development as intellectuals. This phenomenon is especially germane considering the historical antagonism between intellectuals and the ruling class. Finally, the paper evaluates the extent to which gifted education programs are elitist. It suggests that noncognitive programs for the gifted are necessarily elitist whereas challenging cognitive programs for such students may in fact threaten the elitism of the ruling class.

scholarly journals Teachers’ Views about the Teacher Training Program for Gifted Education

2018 ◽  
Vol 7 (4) ◽  
pp. 262
Author(s):  
Aysin Kaplan Sayi
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Teaching Methods ◽  
Gifted Education ◽  
Gifted Students ◽  
Experimental Models ◽  
Gifted Children ◽  
Data Collection Tool ◽  
Special Group ◽  
Teacher Training Program

Gifted children are a special group within the scope of the special education so it is needed to be used by a number of special techniques and teaching methods. However, most teachers do not receive any training about gifted students. This situation-teachers lack of necessary education- can cause gifted students to underachieve or quit the school. The number and variety of professional tranings on gifted students is rather limited. In the study, a teacher training program which aimed to provide teachers experience about the applications on gifted education “Teacher Training Program for Gifted Education” were presented to teachers and teacher views were gathered about the program. Therefore, in order to identify teachers' views on the strengths and limitations of the Teacher Training Program for Gifted Education” constitutes the aim of this study. The research was carried out on 71 teachers in a semi-experimental design on one single group from the experimental models. As data collection tool, a questionnaire consisting of 16 likert type and four quasi-structured in total 20 questions was used developed by the researcher. Accordingly, the participants had a positive opinion with all parts of the training; program, the qualifications of the instructors related to the field, the pedagogical qualifications of the instructors, course progress and testing/assessment. They emphasized the duration of the program and application as the limitiations of the program so they suggest longer duration, branch based training and more applications opportunity.

scholarly journals S.T.E.M.: Inquiry-Based Learning and Gifted Education

2020 ◽  
pp. 1-5
Author(s):  
Kefalis Chrysovalantis ◽  
Kefalis Chrysovalantis ◽  
Athanasios Drigas
Keyword(s):  
Gifted Education ◽  
Teaching Method ◽  
Gifted Students ◽  
Learning Preferences ◽  
Gifted Children ◽  
Inquiry Based Learning ◽  
The Relationship

The aim of this paper is to investigate the relationship between the education of gifted students and S.T.E.M. activities. More specifically, we investigated whether the characteristics of inquiry-based learning (the teaching method that is mainly used in S.T.E.M. education), such as collaboration, exchange of views, complexity, etc. are compatible with the needs and learning preferences of gifted students. Then we explored applications of such activities and their results in gifted education. According to our results, the characteristics of inquiry-based learning are compatible with the preferences of gifted students, while the results of the application of S.T.E.M. activities in the education of gifted children are effective.

Influencing Parents' Attitudes toward Gifted Education

1981 ◽  
Vol 48 (2) ◽  
pp. 140-142 ◽  
Author(s):  
F. Neil Mathews
Keyword(s):  
Parent Education ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Parental Attitudes ◽  
Gifted Students ◽  
Attitude Scale ◽  
Gifted Children ◽  
Parent Attitudes ◽  
Relative Level ◽  
Gifted And Talented Education

The relationships among parent awareness education, selected variables, and parental attitudes toward gifted children and programs serving them were examined. Parents of gifted and nongifted children were randomly assigned to one of two parent education meetings and invited to attend on the evening specified by group membership. Results indicated that parent attitudes, as measured by the Wiener Attitude Scale, varied significantly according to attendance or nonattendance at the meeting and were directly related to relative level of parents' intentions to support educational programs for gifted students. It is suggested that parent education meetings may be beneficial in encouraging support for and awareness of gifted and talented education.

scholarly journals Examination of the Relationship between Giftedness and ADHD Symptoms during Educational Processes

2017 ◽  
Vol 4 (7) ◽  
pp. 52-57
Author(s):  
Aida Sahmurov ◽  
Ugur Aylak ◽  
Hesna Bedirhanbeyoglu ◽  
Isıl Okan Gulen
Keyword(s):  
High School Students ◽  
Attention Deficit Disorder ◽  
Rating Scale ◽  
Relevant Literature ◽  
Gifted Students ◽  
Gifted Children ◽  
Adhd Symptoms ◽  
School Students ◽  
Educational Processes ◽  
Special Programs

When compared to their peers, gifted children have more advanced skills in terms of intelligence, creativity, and leadership. Those gifted children need to be supported by special programs that will improve their skills. When the relevant literature is analyzed, it is seen that several symptoms of gifted children are also the symptoms of the children who have Attention Deficit Disorder with Hyperactivity (ADHD). Thus, the possibility of occurrence of confusion between these two during the diagnosis is indicated. Still, there are some findings which show that a child who has ADHD can be a gifted child; and yet children having ADHD would not use their talents in an efficient way. For this reason, they need to be supported with special services. From this standpoint, the aim of this study is to determine the gifted students and revealing the relation between mentioned talents and ADHD. In connection with this, during the research on high school students, The Multiple Intelligences Developmental Assessment Scale is used for determination of the superior talents; and to determine whether the students have any symptoms of ADHD or not Wender Utah Rating Scale is used. The data collected from the analysis suggested that there is a connection between mathematical intelligence and ADHD symptoms. Keywords: Gifted Children, ADHD, Education, Mathematical Intelligence, Multiple Intelligence

Poverty, Academic Achievement, and Giftedness: A Literature Review

2017 ◽  
Vol 62 (1) ◽  
pp. 37-55 ◽  
Author(s):  
Paula Olszewski-Kubilius ◽  
Susan Corwith
Keyword(s):  
Academic Achievement ◽  
Literature Review ◽  
Low Income ◽  
Gifted Students ◽  
Talent Development ◽  
Future Research ◽  
Gifted Children ◽  
Research Findings ◽  
Students In Poverty ◽  
Identification Practices

In this article, we review research on poverty, both poverty rates and the effects of poverty on academic achievement more generally and on the identification and services for low-income gifted children specifically. This review sets the stage for further discussion of the research findings on identification practices including the efficacy of various approaches to increase the identification of gifted students in poverty. We then review research on the effectiveness of programs designed specifically to identify students with potential and support them through talent development services. Finally, we conclude the literature review with recommendations for future research.

scholarly journals Psychological perspectives on gifted education – selected problems

2015 ◽  
Vol 46 (4) ◽  
pp. 624-632
Author(s):  
Andrzej Sękowski ◽  
Beata Łubianka
Keyword(s):  
Children And Adolescents ◽  
Present Article ◽  
Gifted Education ◽  
Gifted Students ◽  
Point Of View ◽  
Gifted Children ◽  
Educational Support ◽  
Daily Work ◽  
Psychological Literature ◽  
Contemporary Research

Abstract The present article reviews the psychological literature on selected problems of gifted education. It discusses issues which are particularly important from the point of view of the skills and tools used by psychologists, educational specialists, teachers and tutors in their daily work with gifted children and adolescents. The problems described include diagnosis of giftedness in education, types of educational support provided to the gifted, and the requirements placed on teachers of gifted students. A particular emphasis is put on the contemporary research-related and practical challenges faced by gifted support specialists in schools.

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