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.

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.

The Role of Technology in Providing Effective Gifted Education Services in Clustered Classrooms

2016 ◽  
pp. 550-568
Author(s):  
Geri Collins ◽  
Jeffrey Hall ◽  
Bridget Taylor
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Gifted Education ◽  
Lesson Plan ◽  
Gifted Students ◽  
Educational Opportunities ◽  
Problem Solving Skills ◽  
Content Areas ◽  
Education Services

The purpose of this chapter is to examine the rationale of clustered classrooms and to explore methods of using technology to enhance the educational outcomes of gifted students in clustered classrooms. The need for this training is great because clustered classrooms can help teachers overcome the problems associated with mixed-ability groupings, tight budgets, and accusations of elitism that often plague gifted education services (Brulles & Winebrenner, 2012). The chapter includes research-based strategies for facilitating clustered classrooms, provides ideas for incorporating technology across multiple content areas, identifies what exemplary student products should look like, and offers a sample lesson plan that can be adapted to cultivate problem-solving skills, critical thinking, and collaboration in a clustered classroom. By highlighting and examining these issues, the authors hope that more teachers will utilize the clustered classroom model, providing outstanding educational opportunities that can benefit all students.

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.

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.

A Conceptual Model of Four Types of Parent-School Interactions

1983 ◽  
Vol 5 (2) ◽  
pp. 120-126 ◽  
Author(s):  
Nicholas Colangelo ◽  
David F. Dettmann
Keyword(s):  
Conceptual Model ◽  
Gifted Education ◽  
Gifted Students ◽  
Educational Opportunities ◽  
Basic Issue ◽  
Insight Into

One of the most important issues in gifted education is the parent-school relationship. The most basic issue regarding this relationship concerns the role the school should take in providing special educational opportunities for gifted students. The authors present a model conceptualizing four types of interactions between parents and schools. These four types of interactions determine the underlying cooperation or conflict that is present between parents and schools. The model offers parents and schools insight into understanding the nature of their interactions concerning the role of the school in gifted education.

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.

Practitioners’ Conceptions of Academic Talent and Giftedness: Essential Factors in Deciding Classroom and School Composition

2009 ◽  
Vol 20 (3) ◽  
pp. 384-403 ◽  
Author(s):  
Stephen T. Schroth ◽  
Jason A. Helfer
Keyword(s):  
Gifted Education ◽  
School Administrators ◽  
Gifted Students ◽  
National Study ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
School Composition ◽  
Perceptions And Attitudes ◽  
Public School Educators ◽  
Regular Classroom Teachers

Experts have developed varying, and sometimes conflicting, conceptions of academic talent and giftedness. Classroom and school composition often are tied to these conceptions of academic talent and giftedness, and magnet and charter schools select certain students who best “fit” their particular conception of giftedness. Educators’ perceptions and attitudes regarding academic talent and giftedness thus impact what services are delivered to which students. Little is known about educators’ beliefs regarding conceptions of academic talent and giftedness. The current national study surveyed 900 public school educators, including regular classroom teachers, administrators, and gifted education specialists, regarding their definitions of academic talent and giftedness. The educators believed that all traditional and popular conceptions of academic talent and giftedness were valid, but they were less likely to support definitions involving talents in less-traditional areas. Educators accepted some of the more recently conceived, and more inclusive, conceptions of academic talent or giftedness. Such results are potentially valuable to school administrators, gifted education specialists, and regular classroom teachers who work with academically talented and gifted students, as well as to those who are concerned with the factors influencing school or classroom composition.

The Law concerning Public Education of Gifted Students

1987 ◽  
Vol 10 (4) ◽  
pp. 305-322 ◽  
Author(s):  
Perry A. Zirkel ◽  
Paul L. Stevens
Keyword(s):  
Gifted Education ◽  
National Level ◽  
Gifted Students ◽  
State Level ◽  
School Age Children ◽  
Publicly Funded ◽  
Comprehensive Overview ◽  
Legal Development ◽  
Special Programs ◽  
The Law

It is estimated that there are as many as 2.5-3.0 million school-age children in the nation who are gifted.1 The number of such children participating in special public educational programs is approximately 1.2 million.2 Definitions of giftedness and commitments to publicly funded special programs for gifted students vary widely. Reflecting our federal structure for education, some of the legal development have arisen on the national level but the primary scene of activity relating to the law of gifted education is at the state level. This article provides a comprehensive overview of the legal activity on the federal and state levels. This increasing activity has been largely neglected in legal books and periodicals to date.

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