Is Competition an Effective Classroom Tool for the Gifted Student?

1998 ◽  
Vol 21 (3) ◽  
pp. 28-31 ◽  
Author(s):  
Carolyn Cropper
Keyword(s):  
Gifted Student

Radical Subject Acceleration for Gifted Students: One School's Response

2019 ◽  
pp. 29-46
Author(s):  
Kaye Chalwell ◽  
Therese Cumming
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Subject Area ◽  
Lessons Learned ◽  
Gifted Student ◽  
Learning Needs ◽  
Mathematically Gifted ◽  
Support Students ◽  
Insight Into

Radical subject acceleration, or moving students through a subject area faster than is typical, including skipping grades, is a widely accepted approach to support students who are gifted and talented. This is done in order to match the student’s cognitive level and learning needs. This case study explored radical subject acceleration for gifted students by focusing on one school’s response to the learning needs of a ten year old mathematically gifted student. It provides insight into the challenges, accommodations and approach to radical subject acceleration in an Australian school. It explored the processes and decisions made to ensure that a gifted student’s learning needs were met and identified salient issues for radical subject acceleration. Lessons learned from this case study may be helpful for schools considering radical acceleration.

scholarly journals Factors That Promote/Inhibit Teaching Gifted Students in a Regular Class: Results from a Professional Development Program for Chemistry Teachers

2016 ◽  
Vol 2016 ◽  
pp. 1-11 ◽  
Author(s):  
Naama Benny ◽  
Ron Blonder
Keyword(s):  
Professional Development ◽  
Educational Administration ◽  
Chemistry Education ◽  
Science Classroom ◽  
Gifted Students ◽  
Development Program ◽  
School Principal ◽  
Gifted Student ◽  
Internal Factors ◽  
Chemistry Teachers

The current study aims at better understanding the factors that promote and hinder chemistry teachers in teaching a gifted student in their regular chemistry class. In addition, it provides evidence of ways that teachers perceive a professional development course dealing with a gifted student in a mixed-abilities science classroom. Eighty-four photonarratives were collected from 14 chemistry teachers that participated in the course about teaching a gifted student in a regular classroom (41 promoting, 43 hindering factors). Factors that concern chemistry education specifically as well as general practices were raised by the teachers. The teachers were asked to “take a picture” (namely, of an external object or person); they considered most of the factors to be internal factors that are dependent on themselves and therefore concluded that they have the power to influence them. The internal factors can be addressed in the PD course; however the external factors should be managed by the school principal and district educational administration.

The gifted student. An annotated Bibliography

1979 ◽  
Vol 8 (4) ◽  
pp. 364-364
Author(s):  
Ray Benton
Keyword(s):  
Annotated Bibliography ◽  
Gifted Student

scholarly journals THE GIFTED STUDENT AND RESEARCH

Science ◽  
1922 ◽  
Vol 56 (1458) ◽  
pp. 641-648 ◽  
Author(s):  
C. E. Seashore
Keyword(s):  
Gifted Student

scholarly journals The Counseling Needs of female Gifted Students in Asir Region According to the Vision of the Kingdom 2030: A Proposal Counseling plan for Gifted students

2019 ◽  
Vol 3 (7) ◽  
Author(s):  
Prof. Boshra Ismail Ahmed Arnaout - Dr. Fatima Yahya Hassan
Keyword(s):  
Standard Deviation ◽  
Middle Schools ◽  
Secondary Schools ◽  
Gifted Students ◽  
Social Needs ◽  
Gifted Student ◽  
Educational Counseling ◽  
Counseling Needs ◽  
Social Counseling ◽  
Asir Region

This study aimed to determine counseling needs of female gifted students in the Asir region, as well as to identify the differences in the level of needs among female gifted students due to the school stage, and develop a proposed counseling plan. The researchers selected a random sample of (339) female gifted students in middle and high school for the academic year 1439/1440 AH, who were classified as gifted according to the classification of the Ministry of Education in the Kingdom of Saudi Arabia, their ages ranging between (13-18) years. The number of female gifted students at Middle schools in the research sample were 163 students (48%) their ages ranged between 13-15 years with an average age of 13.97 year and a standard deviation of 0.765, but the number of female gifted students in the secondary schools of the study sample was (176) students (52%), their ages ranging between (16-18) years, with an average age of 17.06 year and a standard deviation of (0.886). The researchers applied the scale of counseling needs of gifted students(prepared by the researchers) on them. The results showed that the total score of counseling needs, educational counseling needs, psychological and social counseling needs of gifted students from the middle schools were high (76.895, 39.184, 37.716) respectively, and the total score of counseling needs, educational needs, psychological and social needs were also high among female gifted students at the secondary schools (77.364, 36.369, 40, 994) respectively. The results showed statistically significant differences at the level of (0.01) among the average scores of the educational counseling needs due to the school stage, the differences were in favor of female gifted students in the middle schools (t = 5.621), which was the highest educational counseling needs (t =7.923), while the differences in the total score of the counseling needs among middle and secondary schools female gifted students were not significant. score in the middle and secondary schools were not significant (t = 0.594). The results have been interpreted in light of the theoretical framework and previous studies. A number of recommendations and a counseling plan for gifted students at the middle and secondary schools have also been proposed as a guide for gifted student counselors.

scholarly journals Methodological basis of training of musically gifted student

ScienceRise ◽  
2015 ◽  
Vol 12 (5 (17)) ◽  
pp. 13
Author(s):  
Ірина Іванівна Полубоярина
Keyword(s):  
Gifted Student ◽  
Methodological Basis

Inquiry: A Teaching Approach for Gifted Visually Impaired Learners

2009 ◽  
Vol 25 (2) ◽  
pp. 172-187 ◽  
Author(s):  
Deborah L. Rooks ◽  
C. June Maker
Keyword(s):  
Visually Impaired ◽  
Inquiry Learning ◽  
Visual Impairments ◽  
Gifted Students ◽  
Natural World ◽  
Gifted Student ◽  
Gifted Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Visually Impaired Students

Inquiry is a dynamic approach to learning and teaching that involves a process of experiencing the natural world. As they pose questions about the information, learners conduct research for genuine reasons, make new discoveries, and test their discoveries to generate new knowledge and understanding. Inquiry is an approach that fits the learning needs of both visually impaired students and students who are gifted, and is especially important for gifted students with visual impairments. We introduce readers to inquiry approaches, review the theoretical framework, outline the characteristics of inquiry learning, explain how these approaches are important to use with gifted children with visual impairments, provide examples, summarize research on the effectiveness of inquiry learning, give an example of science teaching using an inquiry learning model in a regular classroom setting, and show how this lesson could be an effective way to involve and challenge a gifted student with a visual impairment.

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