scholarly journals Gifted Girls’ Learning Experience in General Education

2019 ◽  
Vol 43 ◽  
pp. 57-70
Author(s):  
Evelina Undro ◽  
Sigita Girdzijauskienė
Keyword(s):  
General Education ◽  
School Environment ◽  
Learning Experience ◽  
Gifted Students ◽  
Research Strategy ◽  
Gifted Children ◽  
Learning Needs ◽  
Practical Training ◽  
Male Image ◽  
Gifted Girls

The Munich Dynamic Ability-Achievement Model during the school period emphasizes the increasing impact of the school environment on the transformation of the ability (potential) of exceptional achievement, making it an integral part of the development of giftedness. However, the literature indicates that the identification and education of gifted children in Lithuania and abroad is often left to the personal discretion and initiative of teachers, parents or gifted students. In general education schools, gaps in teachers’ theoretical and practical training in gifted children education, as well as abilities to determine their academic and emotional needs, can be identified. Gifted are often seen as “awkward” students, and during adolescence they are faced with the need to choose between mimicking “normal teenage life” and being a “geek”. Gifted teens girls additionally feel pressured to conform to the “normal image of a girl” rather than displaying exceptional abilities and vigorously competing for achievement as “normal for the male image”. Teachers often think that boys can accomplish more than girls, so they need more reinforcement and encouragement. These factors pose a greater risk for gifted adolescent girls to be unrecognized, not properly promoted, and have not realized giftedness.A qualitative research strategy was used to reveal the authentic learning experience of gifted girls (teens) in general education schools. Six gifted girls from 13 years 10 months to 14 years 7 months, from three Vilnius schools, participated in the survey. The learning experience of gifted girls was revealed by three themes. They have shown that teachers’ attitudes that all students have equal learning needs, their obligation to help low achievers, and disbelief that gifted students need special education assistance had made gifted girls bored and waste time in the classroom. It was also revealed that the most commonly used methods of teacher training reflect a passive form of teaching that does not facilitate the process of acquiring knowledge. Finally, teacher indifference, high expectations, comparing students to gifted girls cause uncomfortable feelings, while teacher rigidity and insensitivity provoke conflict situations and reduce learning motivation. All of this, combined with inconsistent behaviour by applying different norms for themselves and students, widens the gap between “good” and “bad” students.

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.

Communicating about bullying: Examining disclosure among gifted students

2019 ◽  
Vol 35 (2) ◽  
pp. 110-120
Author(s):  
Rachel Leah Jumper
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
General Education ◽  
Gifted Students ◽  
Specific Area ◽  
The Body ◽  
Gifted Children ◽  
School Students ◽  
General Education Students ◽  
Being Bullied

Although research on bullying has grown in scope in recent years, research specifically focused on gifted children’s experiences with bullying has been more limited. Studies of gifted children and bullying do exist, but the body of research in this specific area is not large. This article asserts that there are differences in the ways that gifted and nongifted middle school students communicate about bullying. This article examines quantitative differences in the ways middle school students who self-identify as gifted, and their peers who do not self-identify as gifted, disclose information about bullying. Data were collected from 343 middle school students at five different schools using the Olweus Bully/Victim Questionnaire. The study found that gifted students were more likely than general education students to disclose to their peers that they were being bullied but were not more likely than other children to communicate about bullying to their teachers or parents. These findings have important implications for schools and families as adults may underestimate bullying among the gifted. Additionally, these findings add to the literature supporting intervention programs that incorporate peer bystanders and add information to how we understand the importance of peers for gifted children.

Psychosocial Development of the Gifted: Implications for a Counseling Intervention for Gifted Students

2005 ◽  
Vol 19 (3) ◽  
pp. 213-225
Author(s):  
Dorothy Sisk
Keyword(s):  
No Child Left Behind ◽  
Academic Success ◽  
Psychosocial Development ◽  
School Environment ◽  
Gifted Students ◽  
The United States ◽  
Gifted Children ◽  
Special Schools ◽  
Counseling Intervention ◽  
Counseling Interventions

Traditional approaches to the education of gifted children and youth have focused on cognitive dimensions, with a program emphasis of enriched and accelerated education, providing services in special classes, special schools, and in the regular classroom. In the current public school environment in the United States, considerable attention is being placed on raising standards and testing students. No piece of educational legislation in the past decade has stirred as much comment and controversy as the No Child Left Behind Act that includes a mandate for an extensive testing program across major subject areas (Gallagher, 2004). Academic success and cognitive development have become the focus of educational programs, especially for gifted students. Gifted students feel pressure to succeed; consequently, their emotional and social development is being neglected by the school (Fleith, 2001). This paper examines the critical importance of developing the emotional, social and personal self of the exceptional child who needs to understand the intensities and challenges of functioning fully as a gifted person. The paper includes a summary of the essential counseling interventions for Gifted students.

scholarly journals THE COOPERATION BETWEEN FAMILY AND SCHOOL AS AN IMPORTANT ASPECT IN THE DEVELOPMENT OF GIFTED CHILDREN

2019 ◽  
Vol 7 (4) ◽  
pp. 422-426
Author(s):  
Gulnara Faritovna Gali ◽  
Anastasiya Viktorovna Fakhrutdinova ◽  
Gulsina Yakupovna Grevtsova ◽  
Ilshatovich Gali
Keyword(s):  
Decision Making ◽  
School Environment ◽  
Primary Schools ◽  
Common Ground ◽  
Professional Competence ◽  
Gifted Students ◽  
Individual Characteristics ◽  
Gifted Children ◽  
Wide Range ◽  
Foreign Governments

Purpose of the Study: One of the important features of effective pedagogical school is the close cooperation of parents and teachers in the gifted students’ educationworldwide. Cooperation represents a joint action and negotiation, which is aimed at finding solutions, and a new, common ground. Cooperation between schools and parents may be traditional and partnership-oriented. In what way it will be achieved and placed, depends on the legal regulations, school environment, professional competence and individual characteristics of teachers, sociodemographic, and psychosocial characteristics of the parents. The study aims to determine the teacher functions in cooperation between the family and school. Methodology: The leading approaches to the study of this problem are: the method of historical and logical analysis of regulatory documents of foreign governments and research papers by leading scientists dealing with gifted education issues and the method of analysis, comparison, synthesis and generalization of innovative foreign, and domestic pedagogical experience. Results: The paper is based on the assumption that parents do not participate in decision-making at the school and that the cooperation between family and school in primary schools is still traditional. The results showed that parents are not involved in decision-making at the school, and the cooperation between family and school is still traditional and that is mainly related to parent meetings and informative conversations, without involvement of the partnership. Implication: The authors focus on the specifics of working with gifted students’ parents, as well as on the analysis of the problems of gifted students’ education in different countries. The studies confirm that the task of parents and teachers working with gifted students is to create the necessary conditions and environment in which the gifted students could successfully develop and learn to overcome various difficulties. Novelty: Materials of the article can be useful for professors, teachers, students, and a wide range of readers interested in the problems of gifted students' education.

Gifted Education in the Australian Context

2018 ◽  
Vol 41 (2) ◽  
pp. 81-88 ◽  
Author(s):  
Rosalind L. Walsh ◽  
Jennifer L. Jolly
Keyword(s):  
Education Research ◽  
Teacher Attitudes ◽  
Gifted Education ◽  
National Curriculum ◽  
Gifted Students ◽  
Research Literature ◽  
Gifted Children ◽  
Assessment Program ◽  
Federal Mandate ◽  
Gifted Girls

The context in which gifted education operates in Australia provides for differing levels of identification and services. Lacking a federal mandate or funding, states and territories are responsible for addressing the needs of gifted students. Australia contributes to the gifted education research literature, focusing on acceleration, gifted girls, and teacher attitudes. The impacts of a relatively new national curriculum and assessment program have yet to be assessed in terms of their impact on gifted children. This article includes an overview of the policies, models, and barriers facing gifted education in Australia.

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

CONTENT OF TEACHING THE ELEMENTS OF ARTIFICIAL INTELLIGENCE IN A SCHOOL INFORMATICS COURSE

2020 ◽  
pp. 3-10
Author(s):  
I. V. Levchenko
Keyword(s):  
Artificial Intelligence ◽  
General Education ◽  
Extracurricular Activities ◽  
Information Technologies ◽  
Learning Experience ◽  
9Th Grade ◽  
Modern Information ◽  
Further Development ◽  
Form Variant ◽  
Theoretical Foundations

The article considers the feasibility of integrating artificial intelligence technologies into school education and identifies a problem in identifying didactic elements in the field of artificial intelligence, which must be mastered in a school informatics course. The purpose of the article is to propose variant of the content of teaching the elements of artificial intelligence for the general education of schoolchildren as part of the curricular and extracurricular activities in informatics. An analysis of the psychological, pedagogical and scientific-methodical literature in the field of artificial intelligence made it possible to identify the appropriateness of teaching schoolchildren the elements of artificial intelligence in the framework of a comprehensive informatics course, as the theoretical foundations of modern information technologies. Summarizing and systematizing the learning experience of schoolchildren in the field of artificial intelligence made it possible to form variant of the content of teaching the elements of artificial intelligence, which can be implemented in a compulsory informatics course for 9th grade, as well as in elective classes. The results of the study are the theoretical basis for the further development of the components of the methodological system of teaching the elements of artificial intelligence in a school informatics course. The research materials may be useful to specialists in the field of teaching informatics and to informatics teachers.

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.

Dialogic Teaching and Translanguaging in Deaf Education

2018 ◽  
Author(s):  
Ruth Swanwick
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Deaf Education ◽  
Deaf Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Diverse Learning ◽  
Language Context ◽  
Pedagogical Framework

This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.

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.

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