Parent Engagement in Identifying and Serving Diverse Gifted Students: What Is the Role of Leadership?

2021 ◽  
pp. 1932202X2110218
Author(s):  
Rachel U. Mun ◽  
Miriam D. Ezzani ◽  
Glorry Yeung
Keyword(s):  
Gifted And Talented ◽  
Parent Engagement ◽  
Critical Role ◽  
Gifted Students ◽  
Educational Leaders ◽  
Vital Role ◽  
Gifted Children ◽  
District Leaders ◽  
Twice Exceptional ◽  
K 12

Parents play a vital role in identifying and cultivating talent for diverse gifted children but their experiences with schools and educational leaders are rarely studied. To examine parent perspectives on identifying and serving diverse gifted students, we conducted six focus groups with 39 parents of K-12 children from culturally, linguistically, and economically diverse backgrounds (CLED), and/or identified as twice exceptional (2E). Thematic analysis and its six-phase approach was used to analyze data. We found (a) that the majority of parents advocated for their gifted and talented children, (b) a lack of consistent and comprehensive strategies by educational leaders to promote parent engagement, (c) disproportionate communication from district leaders rendered engagement efforts less effective, (d) GT identification remained problematic to some parents, and (e) front line educators served a critical role in the bilateral relationship between school and family. Implications are discussed for researchers and educational leaders.

Gifted and talented Asian children

1987 ◽  
Vol 8 (1) ◽  
pp. 9-13 ◽  
Author(s):  
Margie K. Kitano
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Child Rearing ◽  
Gifted Children ◽  
Cultural Characteristics ◽  
Asian Children ◽  
Creative Personality

Asian and Pacific American (APA) children constitute 4.4% of the identified gifted students. This article suggests general approaches for working with gifted APA students based on relevant cultural characteristics and definitions of giftedness. Child-rearing practices–which emphasize conformity, obedience, and correctness-mitigate against development of the creative personality. Techniques are suggested for developing the creative in APA gifted children.

Identifying Gifted-Disadvantaged Students: Issues Pertinent to System-Level Screening Procedures for the Identification of Gifted Children

1984 ◽  
Vol 2 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Philip Deschamp ◽  
Greg Robson
Keyword(s):  
Cultural Diversity ◽  
Gifted And Talented ◽  
Gifted Students ◽  
System Level ◽  
Disadvantaged Students ◽  
Gifted Children ◽  
Screening Procedures ◽  
Talented Students ◽  
Identification Of Gifted ◽  
Identification Procedures

At the beginning of 1980 a study was initiated to trial special provisions for gifted students from disadvantaged backgrounds. The stimulus for the study was a concern that schools in neighbourhoods with high cultural diversity and severe socioeconomic problems may have students who are very able but, because of cultural, social, language or other factors, their ability may not be recognized by their teachers and they might not be selected by the conventional methods of identifying gifted and talented students. An initial concern for the project was how to identify these children. At the beginning of the project several different ways of thinking about ‘gifted-disadvantaged’ students were considered and ways of identifying students within each concept were analysed. This paper describes four ways of conceptualizing ‘gifted-disadvantaged students’ and proposes identification procedures believed to be appropriate to each concept. Also considered are the implications of adopting these identification procedures as adjuncts to system-level screening procedures for the identification of gifted students.

scholarly journals Twice-Exceptional Gifted Students: Needs, Challenges, and Questions to Ponder

2019 ◽  
Author(s):  
Khlood K Alshareef
Keyword(s):  
Teaching Strategies ◽  
Gifted And Talented ◽  
Test Scores ◽  
Physical Disabilities ◽  
Gifted Students ◽  
Learning Performance ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Learning Abilities ◽  
Conceptual Paper

Gifted students are usually known as students who have exceptional cognitive and learning abilities. This can be made clear through their learning performance or test scores. However, there are other students who have been identified as gifted and talented, yet have some learning and /or physical disabilities, and these are called twice-exceptional students. Identifying this population of gifted students is usually problematic because their disabilities and difficulties may mask their abilities and vice versa. It has been suggested that twice-exceptional students’ skills and abilities cannot be improved simply by working harder. Instead, these students need teachers to understand their strengths and weaknesses, use teaching strategies that fit their disabilities and serve their needs, and include their parents and educators in their learning process. Thus, this conceptual paper provides an extensive overview of the needs, challenges, and teaching strategies related to twice-exceptional students.

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.

Analyzing Teachers' Competencies in Regular Classroom Practice With Gifted Students in Slovenia

2019 ◽  
pp. 166-183
Author(s):  
Mojca Kukanja Gabrijelčič ◽  
Sonja Čotar Konrad
Keyword(s):  
Gifted And Talented ◽  
Classroom Practice ◽  
Gifted Students ◽  
Personal Characteristics ◽  
Educational Quality ◽  
Gifted Children ◽  
Self Assessment ◽  
Class Average ◽  
Research Questions ◽  
Talented Students

The highest level of educational quality can be achieved with teachers' awareness of their fundamental responsibilities in teaching gifted and talented students, knowing their capacities and characteristics and their different needs. The chapter presents research on teachers' self-assessment of their competencies, efficacy, and attitudes towards gifted students in Slovenia. Such students should have the opportunity to develop their skills not being limited by the class average. A selection of appropriate teaching personnel is needed to accomplish such achievement. The obtained results are presented in relation to three research questions and expose that teachers in Slovenia are usually inadequately informed on working approaches with gifted students; they tend to have low self-esteem in identifying children personal characteristics and commonly choose inappropriate teaching strategies. The study discusses different options that would allow teachers to ensure as best education for the gifted children.

“Nature’s child” and “the diplomat”

2018 ◽  
Vol 34 (3) ◽  
pp. 271-283
Author(s):  
Steve Haberlin
Keyword(s):  
Emotional Adjustment ◽  
Gifted Students ◽  
The Other ◽  
Gifted Children ◽  
Social Emotional ◽  
School Year ◽  
The Social ◽  
Fourth Grade Students ◽  
K 12

Scholars have expressed sustained interest in the social–emotional adjustment of gifted children, with conflicting views persisting: one that gifted students possess greater resiliency to environmental stress; the other that this population is more vulnerable. Capitalizing on the few case studies that examined adjustment among gifted students, the researcher conducted a cross-case study of two highly productive fourth-grade students at a K–12 public school. Data were collected throughout the course of a school year and included interviews with students and their parents. Findings included students’ relying on strengths to cope with their surroundings and periodically isolating themselves.

scholarly journals Review of dissertation «The Relationship Between Identified Gifted and Talented Children and Their Parents» by Brian J. Welsh

2015 ◽  
Vol 4 (4) ◽  
pp. 55-67
Author(s):  
N.B. Florova
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Well Being ◽  
Educational Process ◽  
Gifted Children ◽  
Factors Affecting ◽  
Social And Emotional ◽  
Number Of Factors ◽  
Role Of Parents

This review points out that experts still do not clearly understand the perception of gifted children be their parents and the way the last build relations in the «parent-children " system. Parents of gifted children clearly need special family resources that might contribute to the progress of their children in future. Such resources are a key to the success of these children at the family level and are commonly - family habits, strategies, values, and ways of life. This study is phenomenological because it describes the qualitative parameters-internal mutual coupling of a certain number of factors in the system, «families with gifted children». It was held in families with gifted children of the middle school age, with the help of interviews and archival data. The author of the research studied the totality of the factors affecting the life experiences of the participants. It discovered that parents are the most powerful force in ensuring the successful training, socialization, emotional well-being of children. Such methods can be showcased on the educational process, in which gifted students are the potential leaders, researchers, physicians, and scientists. The author emphasizes that in the course of work on the topic he himself deeper realized the role of parents' experiences in educational, social and emotional formation of children. The basis for the concept of the study are the following determined groups of factors: a) emotional (positive and negative aspects and feeling), b) social, (academic achievements).

Legal Update of Gifted Education

2016 ◽  
Vol 39 (4) ◽  
pp. 315-337 ◽  
Author(s):  
Perry A. Zirkel
Keyword(s):  
Civil Rights ◽  
Gifted Students ◽  
State Level ◽  
Case Law ◽  
Type Model ◽  
Twice Exceptional ◽  
Free Appropriate Public Education ◽  
Disabilities Education Act ◽  
Education Act ◽  
K 12

This update of the legislation/regulations and case law specific to pre-K–12 gifted students since a cluster of publications in 2004–2005 primarily focuses on the “gifted alone” category, with only secondary attention to twice-exceptional and other students in the “gifted plus” category. For the gifted-alone category, the legislation and regulations during the most recent 11 years continue to be at the state level, rather than federal level, with a net change amounting to moderate strengthening, primarily in terms of the group, rather than Individuals With Disabilities Education Act (IDEA)–type, model. The corresponding case law remains very limited in both frequency and pro-plaintiff outcomes, with most of the cases arising in Pennsylvania. The gifted-plus category accounts for far more litigation, fueled by the intersecting federal civil rights laws that are pivotal in these cases. Yet, their outcomes, for a variety of issues that extend well beyond eligibility and free appropriate public education, have also reflected a pro-district skew.

scholarly journals Features of professional self-determination of gifted schoolchildren in the conditions of additional education

2021 ◽  
Vol 2 (11) ◽  
pp. 111-119
Author(s):  
Irina N. Grushetskaya ◽  
Keyword(s):  
High School Students ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Self Determination ◽  
Professional Activity ◽  
Gifted Children ◽  
School Students ◽  
Professional Self ◽  
Additional Education

The current situation in the education system requires a revision of the content of work with such a non-standard category as gifted children. Many scientists are aware of the importance of gifted and talented children as the future scientific elite and the engine of the country's progress. Most studies identify a number of difficulties in the social development of the gifted, including the difficulties of communicating with peers and adults, the complexity of personal self-determination, and often the difficulty of professional self-determination. In this regard, the study of issues of professional selfdetermination is seen as an urgent problem that requires psychological and pedagogical consideration. As practice shows, most organizations of additional education have successful and interesting experience in working with gifted children, who later turn out to be prize-winners and winners of the olympic and competitive movement. In 2019– 2020 we conducted a study in which 156 students of senior school age took part. With the help of a questionnaire, we studied and identified the features of professional selfdetermination of gifted high school students in the conditions of additional education organizations in the city of Kostroma (Multi-subject school for the gifted) and St. Petersburg (Academy of talents). In addition, we have revealed some influence of the chosen programs of additional education on the professional choice of young people. The results of the study have shown that additional education plays an important role in the professional self-determination of gifted students, and there is a certain relationship between the profile of future professional activity and the choice of a particular association in organizing additional education.

scholarly journals Identification and support of gifted children within the framework of school-university networks

2021 ◽  
Vol 11 (2) ◽  
pp. 7-31
Author(s):  
Marina Aleksandrovna Maznichenko ◽  
◽  
Nataliya Ivanovna Neskoromnykh ◽  
Oksana Pavlovna Sadilova ◽  
Snezhana Vladimirovna Brevnova ◽  
...  
Keyword(s):  
Gifted And Talented ◽  
Career Guidance ◽  
Gifted Students ◽  
Gifted Children ◽  
Teaching Staff ◽  
Supplementary Education ◽  
Regional Labor Market ◽  
Flagship University ◽  
University Partnership ◽  
Talented Students

Introduction. The article examines the potential of school-university partnership programmes for gifted and talented children. The purpose of this study is to determine the mechanisms for identifying and supporting gifted children by means school-university networks. Materials and Methods. To achieve this goal, the authors have reviewed a considerable amount of literature on giftedness, identification and support of gifted children with a focus on establishing school-university networks. A sample of leadership and teaching staff (n = 149) representing 44 municipalities of the Krasnodar Krai (Russian Federation) was surveyed in order to evaluate the effectiveness of identification, support and guidance of gifted students. The analysis of university websites was carried out in order to reveal the existing practices of partnerships with secondary and supplementary education settings aimed at identification and support of gifted children. To solve the revealed problems of gifted education, a model of school-university network encompassing the flagship university and secondary and supplementary education settings has been developed. Results. The study has revealed the following problems of provision for gifted and talented students: unrecognized special giftedness; underestimation of career guidance for gifted students; insufficient attention to social and emotional issues in the development of gifted children; lack of continuity in provision for gifted and talented individuals at different levels of education. The authors propose a model of the network between the flagship university and secondary education settings aimed at solving the above mentioned problems. The research findings include procedures of identifying and supporting gifted children by means of school-university partnership programmes for 9 domains of giftedness (academic (intellectual), technical, entrepreneurial, communicative, leadership, emotional, sports, artistic and vocational) in corresponding types of career-oriented activities (educational, research, scientific; technical design, business design, business communication, management, volunteering, sports, artistic creativity, production) using the facilities and human resources of the flagship university. Conclusions. The conclusion can be drawn that identification and support of gifted children and adolescents must be carried out in close connection with career guidance, taking into account the needs of the regional labor market. Building partnerships of the university, comprehensive secondary schools and supplementary education settings contribute to solving this problem.

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