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.

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.

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).

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.

Gifted Children with Handicapping Conditions: A New Frontier

1981 ◽  
Vol 48 (2) ◽  
pp. 106-114 ◽  
Author(s):  
Joanne R. Whitmore
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Education For All ◽  
Gifted Children ◽  
Full Potential ◽  
Handicapped Children ◽  
New Frontier ◽  
Exchange Information ◽  
Appropriate Education

Interest has been growing in identification and appropriate education of gifted students with handicapping conditions. Because the focus in educating gifted and talented handicapped children has been on problems rather than abilities and potential, such children have often not had an opportunity to demonstrate their gifts. With the implementation of the 1975 Education for All Handicapped Children Act (P.L. 94–142), professionals in the fields of education for gifted students and for handicapped students have had more chances to exchange information. Accurate means of identifying and developing giftedness must be employed as well as strategies for overcoming handicaps in order to allow gifted/handicapped individuals to realize their full potential.

scholarly journals THE NECESSITY OF GIFTED EDUCATION IN GREEK SCHOOLS

2020 ◽  
Vol 6 (3) ◽  
Author(s):  
Eirini Papachristou
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Legal Framework ◽  
Gifted Children ◽  
Social And Emotional ◽  
High Intelligence ◽  
Wide Group ◽  
Teachers And Parents ◽  
Educational Treatment ◽  
Talented Students

Questions about gifted and talented students have from time to time concerned the scientific community, teachers and parents. It is widely accepted that additionally to high intelligence, characteristics such as creativity, but also social and emotional characteristics had to be taken into account in order to identify gifted students. Today the wide group of disabled people includes also gifted children or “high ability children”. In Greece the legal framework for gifted children is incomplete. It was not until 2003 and then 2008 that a low was passed, which states that people with special skills and talents could be given special educational treatment. However, this reference has never been applied. The role of a teacher in observing, recognizing and developing the giftedness and the talent of the students is particularly important. The aim of this article is to define the gifted, talented or “high abilities” students, to describe their positive and negative characteristics, as they emerge from the recent literature and finally to report the situation that has been formed in Greece as well as the steps that need to be taken. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0712/a.php" alt="Hit counter" /></p>

scholarly journals On the Issue of Teachers’ Professional Training for Working with Gifted Children

2020 ◽  
Vol 17 (2) ◽  
pp. 97-105
Author(s):  
N.B. Shumakova
Keyword(s):  
Gifted And Talented ◽  
Professional Training ◽  
Weak Link ◽  
Gifted Students ◽  
Scientific Understanding ◽  
Professional Competencies ◽  
Gifted Children ◽  
Creative Potential ◽  
Effective Work ◽  
Primary Schoolchildren

The work is aimed at analyzing the problems of training psychological and pedagogical personnel for working with gifted children in our country and abroad. Three interrelated issues are discussed: 1) what professional competencies are necessary for effective work in the field of education of gifted and talented children, 2) which of them are absent in modern teachers, and 3) how to ensure their formation. A weak link in the preparation of teachers to work with gifted children is highlighted and deficit competencies are identified — a modern scientific understanding of the phenomenon of giftedness, its nature, a variety of manifestations and types, as well as the ability to identify (identify) gifted children, assess their creative potential. The necessity of searching for new, effective ways of “reorienting the dominant stereotypes” and the development of productive ideas of teachers about gifted students and ways of working with them is substantiated. The results of testing the training for the development of productive ideas about the creative manifestations of primary schoolchildren and adolescents and the teacher’s ability to identify the creative potential of students are presented, its effectiveness is shown.

The Influence of the Family Environment on the Development of Talent: A Literature Review

1987 ◽  
Vol 11 (1) ◽  
pp. 6-28 ◽  
Author(s):  
Paula Olszewski ◽  
Marilynn Kulieke ◽  
Thomas Buescher
Keyword(s):  
Family Environment ◽  
Gifted And Talented ◽  
Child Outcomes ◽  
Child Rearing ◽  
Gifted Children ◽  
Interaction Patterns ◽  
Family Climate ◽  
Creative Achievement ◽  
The Family

This paper reviews the literature on the families of gifted and talented individuals for purposes of determining the importance of several broad areas in the talent development process. These are the structural or demographic characteristics of the family, family climate or family environment, values espoused by parents, and values enacted by parents. Family climate variables are found to distinguish between individuals who evidence creative achievement versus those who evidence academic achievement. While structural and demographic variables may mirror psychological processes within the family that influence the role of gifted children and interaction patterns with family members, success may be the result of numerous forces. Further research linking the values of parents with child-rearing practices and later child outcomes is clearly indicated.

Sign in / Sign up

Export Citation Format

Share Document