Affective Curriculum for Gifted Students in Malaysia: A Recommendation

2014 ◽  
Vol 2 (2) ◽  
pp. 11-11 ◽  
Author(s):  
Brendan CH'NG
Keyword(s):  
Gifted Students ◽  
Affective Curriculum

Discussion Groups as a Component of Affective Curriculum for Gifted Students

2021 ◽  
pp. 289-320
Author(s):  
Jean Sunde Peterson ◽  
George Betts ◽  
Terry Bradley
Keyword(s):  
Gifted Students ◽  
Discussion Groups ◽  
Affective Curriculum

Teacher as Counselor: Enhancing the Social, Emotional, and Career Development of Gifted and Talented Students in the Classroom

2005 ◽  
Vol 19 (3) ◽  
pp. 226-235
Author(s):  
Meredith J. Greene
Keyword(s):  
School Counselors ◽  
Career Counseling ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Social Emotional ◽  
Gifted Learners ◽  
Gifted Program ◽  
The Social ◽  
Affective Curriculum ◽  
Talented Students

Two of the guiding principles of gifted program standards are that gifted learners must be provided differentiated guidance efforts and affective curriculum (Nevitt, 2001), yet many gifted and talented students are receiving inadequate social, emotional, and career counseling. There are many reasons for this, including a shortage of personnel trained in working with gifted students, emphasis on academic achievement and tests scores, and the belief that gifted students can manage on their own. In many schools, guidance or counseling of students is the sole domain of professional counselors; however, most school counselors do not have training in gifted education and because they are burdened with large caseloads, administrative duties (i.e., scheduling), and crisis counseling, they often must function in a triage mode, attending to only the most serious problems with little time left for anything else.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

How to Teach Gifted Students: Practical Advice

PsycCRITIQUES ◽  
2006 ◽  
Vol 51 (12) ◽  
Author(s):  
Russell Eisenman
Keyword(s):  
Gifted Students ◽  
Practical Advice

Importance of ICT in Education for Gifted Students

2013 ◽  
Vol 1 (2) ◽  
pp. 211-219
Author(s):  
Supreet Kaur ◽  
Meenu .
Keyword(s):  
Gifted Students ◽  
Ict In Education
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