Applying a Christian perspective to educating gifted students through talent development framework

2021 ◽  
pp. 205699712110625
Author(s):  
Emily L Mofield ◽  
William EA Mofield
Keyword(s):  
Christian Education ◽  
Gifted Students ◽  
Authentic Learning ◽  
Talent Development ◽  
High Potential ◽  
Development Framework ◽  
Christian Perspective ◽  
Authentic Learning Experiences ◽  
Development Paradigm ◽  
Pedagogical Approaches

In this article, we examine conceptions of giftedness through a Christian perspective and through a talent development paradigm ( Subotnik et al., 2011 ). We intersect aims of Christian education with a developmental view of giftedness in order to inform pedagogical approaches in educating gifted/high-potential students. In applying the characteristics of Christian pedagogy of uniqueness, purpose, stewardship, and Christian character, teachers of the gifted can create contexts for students to explore authentic learning experiences in ways that develop specific strengths and talents for kingdom purposes.

Conceptions of Giftedness and Gifted Students

2019 ◽  
Author(s):  
Tracy L. Cross ◽  
Jennifer Riedl Cross
Keyword(s):  
Low Income ◽  
Gifted Education ◽  
Gifted Students ◽  
Talent Development ◽  
Educational Practice ◽  
Older Students ◽  
Societal Values ◽  
Environment Variables ◽  
Development Paradigm ◽  
Relevant Factors

Giftedness, the ability or potential to achieve at an exceptional (i.e., superior) level, is a social construction. The concept has undergone many shifts over the years, in response to societal values and trends. Educational researchers should know about the varied conceptions of giftedness, the definitions that have been used to identify students, and the implications of these for providing an appropriate and equitable education. The predominant conceptualization of giftedness has long been through an IQ-based model, initiated by the early work of Terman and Hollingworth, whose research focused on students who achieved the highest scores on standardized IQ tests. As more comprehensive models that include more relevant factors, in particular, intrapersonal and environment variables, have emerged, educational practice has been slow to respond. The problem of underrepresentation of students from diverse populations (e.g., African American, low-income, etc.) in gifted education services stems from the adoption of conceptions of giftedness that identify well-resourced and demographically advantaged students. Newer conceptions of giftedness acknowledge the developmental nature of giftedness. The talent development paradigm assumes that giftedness manifests as potential in young students and achievement in older students. Taking this approach requires schools to offer ample opportunity for exploration to students, who can show their potential and interest when exposed to various talent domains. Opportunities to practice and hone the skills of a domain are necessary for achievement to be expressed. One talent development model proposes that the objective of gifted education should be to produce eminence among those who participate. The challenge to schools is to create a versatile and effective conception of giftedness that can provide the services and opportunities that make it possible for all students to reach their potential, including those who can achieve at the highest level. The conception of giftedness that is adopted will determine how effectively they will meet this challenge.

Facilitating Student Learning in Accounting through Scaffolded Assessment

2015 ◽  
Vol 31 (1) ◽  
pp. 29-49 ◽  
Author(s):  
Anne Abraham ◽  
Hazel Jones
Keyword(s):  
Formative Assessment ◽  
Real World ◽  
Authentic Learning ◽  
Learning Design ◽  
Sociocultural Context ◽  
Design And Implementation ◽  
Qualitative Feedback ◽  
Technological Tools ◽  
Authentic Learning Experiences ◽  
Scaffolded Learning

ABSTRACT With the emergence of new sets of technological tools, university students are now offered more authentic learning experiences involving real-world, complex problems and their solutions. This focus on problem-based activities and case studies has produced a learning environment that is inherently multidisciplinary. This paper reports on the development of a scaffolded learning assignment with blended components applied in an accounting subject that was taught in a cross-disciplinary setting. The assignment was developed in a sociocultural context, based on a Vygotskian approach, and this paper details its design and development. The five stages of the assignment were carefully scaffolded and included elements of individual and group tasks, finishing with an individual reflection on the process. Formative assessment and associated feedback are important elements of the scaffolding and thus the paper reports both the design and implementation of the assignment, and provides qualitative feedback from students regarding how completing the assignment enhanced their learning in accounting. The paper concludes with suggestions for further applications for the learning design of the assignment.

Rancangan Undang-Undang (RUU) Pesantren Dan Pendidikan Keagamaan Dalam Perspektif Kristen (P. 69 dan P. 70)

2019 ◽  
Vol 1 (1) ◽  
pp. 23-30
Author(s):  
Raindy D. D. Prajitno
Keyword(s):  
Christian Education ◽  
Local Church ◽  
Central Government ◽  
Human Life ◽  
Sunday School ◽  
National Level ◽  
Development Program ◽  
Church Development ◽  
Christian Perspective ◽  
Qualitative Descriptive

Lately the phenomenon on religious issues is increasingly tapering. Starting from religious radicalism, pagan stigma to efforts to discredit the Christian faith. One of the issues arising in the year 2019 is about the draft law of Pesantren specifically chapters 69 and 70 governing the Catechization and Sunday School are classified as non-Formal Christian education. This is certainly making unrest in the Christian Kalang specifically the organization of the national level Church that is the fellowship of the Churches in Indonesia (PGI). That is why, the purpose of this research is to enact a Christian perspective on the draft law of Pesantren article 69 and 70. The method used by researchers is a qualitative descriptive or also called Neuroresearch method. This method is a study on the phenomenon of various areas of human life that is measured from the theological context of the exegesis of the biblical text as the Biblical foundation. Results and discussions presented that the Catechisation and Sunday School were part of a church citizen's coaching program that differed from non-Formal Christian education. That is why, the Ministry of Christianity as a representative of Christian society in Indonesia should provide insight and understanding of the local church development program to the central government. Thus, the local church must re-define the term of the church program different from non-Formal Christian education to the central government, the local church should be concerned and evaluating the Ministry of Children and local church can learn about Solidarity for fellow local Church of the synod. Abstrak Akhir-akhir ini fenomena tentang isu agama semakin meruncing. Dimulai dari radikalisme agama, stigma kafir hingga usaha-usaha untuk mendiskreditkan iman Kristen. Salah satu isu yang timbul di tahun 2019 ialah tentang Rancangan Undang-Undang Pesantren secara khusus pasal 69 dan 70 yang mengatur tentang Katekisasi dan Sekolah Minggu diklasifikasikan sebagai Pendidikan Kristen non Formal. Hal ini tentunya membuat keresahan di kalang orang Kristen secara khusus Organisasi Gereja Aras Nasional yaitu Persekutuan Gereja-Gereja di Indonesia (PGI). Itu sebabnya, tujuan dari penelitian ini adalah menelisik perspektif Kristen tentang Rancangan Undang-Undang Pesantren Pasal 69 dan 70 tersebut. Metode yang digunakan peneliti ialah kualitatif deskriptif atau yang disebut juga dengan metode neuroresearch. Metode ini merupakan studi tentang fenomena berbagai bidang kehidupan manusia yang diukur dari konstruk teologis hasil kajian eksegesis teks Alkitab sebagai dasar biblika. Hasil dan pembahasan memaparkan bahwa Katekisasi dan Sekolah Minggu merupakan bagian dari program Pembinaan Warga Gereja yang berbeda dengan Pendidikan Agama Kristen non Formal. Itu sebabnya, Kementerian Agama Kristen sebagai wakil masyarakat Kristiani di Indonesia seharusnya memberikan wawasan dan pengertian tentang program Pembinaan Warga Gereja Lokal kepada Pemerintah Pusat. Jadi, Gereja Lokal harus kembali memahamkan istilah program Gereja yang berbeda dengan Pendidikan Agama Kristen non Formal kepada pemerintah pusat, Gereja Lokal seyogyanya memperhatikan dan mengevaluasi pelayanan Anak dan Gereja Lokal dapat belajar tentang solidaritas bagi sesama Gereja Lokal yang berbeda Sinode.

Using a Literacy-Based Classroom Partnership to Prepare Teacher Candidates for the edTPA

2018 ◽  
pp. 1419-1441
Author(s):  
Jana Lynn Hunzicker ◽  
Cecile M. Arquette ◽  
Peter Olson ◽  
Douglas Atkins
Keyword(s):  
Teacher Candidates ◽  
Professional Development School ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Student Learning Outcomes ◽  
Second Grade ◽  
Teacher Performance Assessment ◽  
And Performance ◽  
Opening And Closing ◽  
Authentic Learning Experiences

This chapter chronicles the progression of one university's efforts to create authentic learning experiences and performance-based assessments for teacher candidates through an established school-university partnership. The chapter focuses on one particular professional development school (PDS) initiative: an ongoing classroom partnership between Bradley University's ETE 313: Methods of Literacy I course and kindergarten through second grade classrooms at neighboring Whittier Primary School. Opening and closing with vignettes illustrating Bradley's ETE 313/Whittier classroom partnership, the chapter presents detailed descriptions of two different professors' efforts to provide authentic learning experiences and prepare teacher candidates for state licensure, including successful completion of the Education Teacher Performance Assessment (edTPA), over four years' time. The chapter concludes with a discussion of the evolving classroom partnership in terms of student learning outcomes, the need for ongoing curricular modifications, and strategies for sustaining classroom partnerships.

Serving Gifted Students: A Talent Development Perspective

2021 ◽  
pp. 29-44
Author(s):  
Frank C. Worrell ◽  
Paula Olszewski-Kubilius ◽  
Rena F. Subotnik
Keyword(s):  
Gifted Students ◽  
Talent Development ◽  
Development Perspective

Implications of the Talent Development Framework for Curriculum Design

2021 ◽  
pp. 37-53
Author(s):  
Paula Olszewski-Kubilius ◽  
Eric Calvert
Keyword(s):  
Curriculum Design ◽  
Talent Development ◽  
Development Framework

Addressing Misconceptions About the Talent Development Framework and Implications for Policy

2021 ◽  
pp. 299-306
Author(s):  
Paula Olszewski-Kubilius ◽  
Frank C. Worrell ◽  
Rena F. Subotnik
Keyword(s):  
Talent Development ◽  
Development Framework

Educating Highly Able Students from an African Perspective

2017 ◽  
pp. 161-180 ◽  
Author(s):  
Constantine Ngara
Keyword(s):  
Southern Africa ◽  
Gifted Education ◽  
Process Model ◽  
Practical Wisdom ◽  
Gifted Students ◽  
Talent Development ◽  
Interactive Process ◽  
Indigenous Cultures ◽  
African Perspective ◽  
Highly Able

Basing on Cabral's (1973) legendary practical wisdom to return to the source, in the quest to broaden existing understanding of giftedness and improve the education of gifted students, the chapter examines indigenous conceptions of giftedness espoused in Bantu cultures of southern Africa. As informed by insights gleaned from research on Ndebele, Shona and Vhenda cultures' views of giftedness, indigenous cultures' views warrant attention as they promise to enrich the education of gifted students in amazing and intriguing ways. The chapter offers specific recommendations for educating highly able students including a Dynamic and Interactive Process Model of Talent development (DIPM) grounded in indigenous cultures of southern Africa currently generating interest in gifted education.

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