Curriculum in Gifted Education: The Core of the Enterprise

2020 ◽  
Vol 44 (1) ◽  
pp. 44-47
Author(s):  
Joyce VanTassel-Baska
Keyword(s):  
General Education ◽  
Gifted Education ◽  
Gifted Students ◽  
Gifted Programs ◽  
Differentiated Curriculum ◽  
The Core ◽  
Differentiated Strategies

This article examines these important questions related to differentiated curriculum: Should curriculum for the gifted be available for all learners? Would differentiated strategies that work with gifted students work for all learners? What are some promising directions in curriculum for gifted programs that have emerged from general education? These questions are examined along with important issues in the field of gifted education.

Providing Equity in Gifted Education in a Single-State Country

2021 ◽  
pp. 001698622110405
Author(s):  
Sema Tan
Keyword(s):  
Gifted Education ◽  
Teacher Candidates ◽  
Gifted Students ◽  
Equal Opportunities ◽  
Gifted Programs ◽  
Careful Planning ◽  
Entire Country ◽  
Single State ◽  
Delivery Options ◽  
Unequal Opportunities

Turkey adopts a single-state (centralized/unitary) system that results in following the same identification procedures and providing similar service delivery options for the entire country. At first glance, this might seem like a fair way to achieve equity within public school gifted programs. However, a close look at this system reveals several handicaps such as implementing the same teacher training program for all teacher candidates, ignoring the unequal opportunities provided in the most (İstanbul) and least (Şırnak) economically developed cities, and the accessibility of services delivered to gifted students. Turkey has paid much attention to the education of the gifted and taken several important steps for improvement in the last three decades. However, a need for bigger changes to achieve equity in gifted education is clear. With a careful planning and implementation, appropriate changes might pave the way for gifted students to access more equal opportunities to fulfill their potential.

Gifted Education and the Threat of Irrelevance

1996 ◽  
Vol 19 (2) ◽  
pp. 129-147 ◽  
Author(s):  
James H. Borland
Keyword(s):  
Gifted Education ◽  
Educational Philosophy ◽  
Critical Appraisal ◽  
Gifted Students ◽  
Theory And Practice ◽  
Gifted Programs ◽  
Major Topic ◽  
As If

In this paper, I argue that, when one subjects the field of gifted education to critical appraisal, the most important finding that emerges is a sense that the field is increasingly irrelevant in the educational scheme of things. At a time when education is a major topic in the discourse of the nation and when fundamental issues of educational philosophy and practice are being raised, our field has been largely marginal. Instead of asking the questions that are and ought to be basic to our field, we have left that task to others, contenting ourselves instead with defending gifted programs as if they were an end, not a means to an end. I develop this argument in the context of a number of fundamental questions that bear on the theory and practice of educating gifted students, questions that have, for the most part, been raised by individuals outside the field of gifted education.

scholarly journals ‘Music in Film’ for Gifted Students: The Effect of Differentiated Learning on Students’ Motivation

2021 ◽  
Vol 29 (4) ◽  
pp. 2709-2728
Author(s):  
Md Jais Ismail ◽  
Fung Chiat Loo ◽  
Azu Farhana Anuar
Keyword(s):  
General Education ◽  
Differentiated Instruction ◽  
Gifted Education ◽  
Gifted Students ◽  
Main Approach ◽  
Psychological Issues ◽  
Future Studies ◽  
Research Survey ◽  
Differentiated Learning ◽  
Instruction Approach

Music is not only an important subject in general education, but it particularly serves gifted students who face various psychological issues not encountered by their ‘normal’ peers. Nonetheless, it is found that not all schools are implementing proper music lessons due to the focus on STEM subjects. This paper provides an overview of developing music enrichment activities as an approach to meet gifted students’ needs. Differentiated instruction was used as the main approach to developing a comprehensive music enrichment activity, namely ‘Music in Film’, in which gifted students integrated music and computer skills in completing a given task. Furthermore, a research survey was conducted involving 36 gifted students. The MUSIC Inventory was used to measure their motivation and engagement towards the activity to measure the methods. Five domains—empowerment, usefulness, success, interest and caring—were measured on a 6-point Likert scale. Results revealed that all five domains were rated from moderate to high by the gifted students with a minimum 4.5 mean. Although it can be concluded that this enrichment activity is apt and effective for implementation in gifted education, future studies could look at participants with different backgrounds and demographics. It is hoped that this paper will contribute to designing more enrichment activities with a differentiated instruction approach as gifted students possess high potential in various talents that need to be nurtured.

scholarly journals Learning from the voices and life trajectories of our most able students: A listening guide analysis

2019 ◽  
Vol 36 (1) ◽  
pp. 26-49
Author(s):  
Harry Killas ◽  
C Owen Lo ◽  
Marion Porath ◽  
Yuen Sze Michelle Tan ◽  
Chia-Yen Hsieh ◽  
...  
Keyword(s):  
Gifted Education ◽  
Original Film ◽  
Qualitative Method ◽  
Early Adulthood ◽  
Gifted Students ◽  
Full Time ◽  
Listening Guide ◽  
Gifted Programs ◽  
Life Trajectories ◽  
The Listening Guide

The “Superkids,” a group of highly gifted students, were first portrayed in a 2004 documentary. In response to the question of what happened to these students after the original film, a second documentary has been produced. The sequel focused on these individual’s lives, their retrospective insights about gifted education, their educational and career choices, and their reflections on their early adulthood. Transcripts of filmed interviews were analyzed using The Listening Guide, a qualitative method for understanding and interpreting voices. The researchers further highlighted first-person voices that may not have been apparent in interviews. This information was used to identify contrapuntal voices among the participants that reflected their views on the meaning of giftedness and their experience of studying in full-time congregated gifted programs. These voices provided a foundation for understanding the variety of pathways to accomplishment, the meaning of the gifted label, and the purpose of education at large.

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.

University-based gifted programs for gifted and talented students in Hong Kong: Practice and evaluation

2020 ◽  
Vol 36 (2) ◽  
pp. 90-107
Author(s):  
Lai Kwan Chan ◽  
David W Chan ◽  
Xiaoyan Sun
Keyword(s):  
Hong Kong ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Course Design ◽  
Evaluation Research ◽  
Gifted Students ◽  
Gifted Programs ◽  
Enrichment Programs ◽  
Exchange Programs ◽  
Talented Students

The development and implementation of regular Spring, Summer, and Winter Gifted Enrichment Programs, Gifted Students Exchange Programs, and the Gifted Peer Mentoring Scheme provided by the Program for the Gifted and Talented (PGT) at the Chinese University of Hong Kong for gifted and talented students are briefly described. PGT also conducts research to advance the knowledge of gifted education and talent development and furthers the development of its gifted education provisions based on evidence-based information from research. Specifically, PGT does research on the assessment of giftedness and the special needs of local gifted and talented learners and conducts evaluation on gifted enrichment programs, course design and instruction, and students’ performance. The uniqueness of PGT, future directions in the development of university-based gifted programs, and program evaluation research in gifted education in Hong Kong are discussed.

General Education Teachers’ Perceptions of the Real Engagement in Active Problem Solving (REAPS) Model

2021 ◽  
Vol 30 (2) ◽  
Author(s):  
I-Chen Wu ◽  
◽  
Randy Pease ◽  
June Maker ◽  
◽  
...  
Keyword(s):  
Problem Solving ◽  
General Education ◽  
Gifted Students ◽  
General Education Teachers ◽  
Teacher Involvement ◽  
Extensive Experience ◽  
The Real ◽  
Teachers Perceptions ◽  
Core Theme ◽  
The Core

The purpose of this study was to explore general education teachers’ perceptions of their experiences while implementing the Real Engagement in Active Problem Solving (REAPS) model. REAPS is an evidence-based teaching model for challenging and engaging gifted students in a variety of settings. Twenty-three teachers answered 7 semi-structured questions. Using a general inductive approach, three coders with extensive experience in education analyzed the data by conducting independent parallel coding. The core theme, Student-Teacher Involvement in the Process of Discovery, was identified as the teachers' perceptions of the REAPS model. The responses were in three main categories: (a) Creating Meaningful Learning-Teaching Experiences, (b) Bridging the Knowing-Doing Gap, and (c) Increasing Learning Effectiveness. Each category included three to four identified subcategories to describe a specific phenomenon from teachers’ responses. Discussion included the core theme and its relationships with the categories and sub-categories. Ways to implement REAPS in classrooms and as a school-wide approach are discussed.

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.

Effective Curricular and Program Practices in Gifted Education and the Interface With General Education

1997 ◽  
Vol 20 (2) ◽  
pp. 138-154 ◽  
Author(s):  
Bruce M. Shore ◽  
Marcia A. B. Delcourt
Keyword(s):  
General Education ◽  
Education Program ◽  
Gifted Education ◽  
Gifted Students ◽  
Educational Practices ◽  
Curricular Practices ◽  
Recommended Practices ◽  
Additional Support

This article describes the results of a review of recommended practices in gifted education. Program and curricular practices are categorized into those that are clearly and uniquely appropriate for gifted students, practices requiring some additional support in order to be considered uniquely appropriate, defensible practices that are shared with general education, and some general educational practices for which there does not appear to be evidence to make a case for their uniqueness for the gifted. Implications for improving and clarifying the interface between gifted and general education are provided.

Sign in / Sign up

Export Citation Format

Share Document