scholarly journals Training Gifted and Talented Children in the Context of Evidence-Based Practice

2020 ◽  
Vol 1 (1) ◽  
pp. 34-46
Author(s):  
N.B. Shumakova
Keyword(s):  
High School Students ◽  
Academic Success ◽  
Gifted And Talented ◽  
Personal Development ◽  
Positive Impact ◽  
Gifted Students ◽  
Evidence Base ◽  
Maximum Effect ◽  
School Students ◽  
Talented Students

The article analyzes modern research on the effectiveness of the application of different teaching practices for gifted and talented students based on acceleration and enrichment strategies. The data of foreign studies on the size of the educational effect on academic success, social and personal development of gifted and talented students, depending on the applied strategies and training programs, as well as educational levels, are discussed. The positive influence of most forms of acceleration and enrichment on the academic success of gifted students can be considered proven, although the size of the effect is different for different forms and different levels of education. With regard to the socio-emotional and personal development of gifted students, the data on the positive impact is not so clear, while enrichment programs have an advantage, and the maximum effect size is shown for high school students. The problem of the lack of empirical data on the effectiveness of enriched programs for gifted students and most of all for gifted elementary school students has been identified. An example of the implementation of the enrichment strategy for gifted children of this educational level in domestic practice is presented — the program of creative interdisciplinary training “The gifted child”, which has a sufficient, although not complete, evidence base. Its wider implementation and distribution is associated with the problem of psychological and pedagogical training of teachers. The article presents.

Attributions for Success and Failure of Academically Gifted High School Students

1983 ◽  
Vol 53 (2) ◽  
pp. 597-598 ◽  
Author(s):  
Stephen Powers ◽  
Peggy Douglas
Keyword(s):  
High School Students ◽  
Academic Success ◽  
Attribution Theory ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Academic Failure ◽  
School Students ◽  
Talented Students ◽  
The University ◽  
Academically Gifted

The 24-item Multidimensional-Multiattributional Causality Scale: Achievement was administered to 74 academically gifted students enrolled in the University of Arizona's Precollege Program for Gifted and Talented Students. Attributions for academic success or failure to ability, effort, context, and luck were examined. Data supported predictions derived from attribution theory that academic success would be attributed to ability and effort, and academic failure would be attributed to lack of effort.

Computer-Based Mathematics and Physics for Gifted Students

1995 ◽  
Vol 39 (1) ◽  
pp. 7-13 ◽  
Author(s):  
Raymond Ravaglia ◽  
Patrick Suppes ◽  
Constance Stillinger ◽  
Theodore M. Alper
Keyword(s):  
High School ◽  
High School Students ◽  
Advanced Placement ◽  
Gifted And Talented ◽  
Gifted Students ◽  
School Students ◽  
Computer Based ◽  
Gifted Youth ◽  
Mathematics And Physics ◽  
Do So

Computer-based education makes it possible for gifted and talented middle school and early high school students to complete advanced courses in mathematics and physics several years before they would nocinally do so Since the fall of 1990, three such groups of students at the Education Program for Gifted Youth at Stanford University have taken courses at the advanced placement level and have done exceedingly well. This report details those results.

scholarly journals Gifted and talented students' perceptions of media literacy (Case of Elazığ Science and Art Center)

2012 ◽  
Vol 2 (4) ◽  
pp. 41-54 ◽  
Author(s):  
Mehmet Nuri Gömleksiz ◽  
Ayşe Ülkü Kan ◽  
Ümmühan Öner
Keyword(s):  
High School Students ◽  
Media Literacy ◽  
Web Sites ◽  
Gifted And Talented ◽  
Descriptive Analysis ◽  
School Students ◽  
Science And Art ◽  
Study Results ◽  
Talented Students ◽  
False News

Media literacy, which is defined as accessing, analyzing, evaluating and producing media messages in a variety of contexts, has gained importance as media covers every part of our daily life. Individuals are expected to be media literate as well as other kinds of literacy. In this context, the aim of this study is to explore opinions of Science and Art Center students in Elazığ toward media literacy. This is a qualitative study and case study design which is one of the qualitative research methods was adopted. Study group of this research includes 11 gifted and talented students (six female- five male) enrolled at Elazığ Science and Art Center. Data of the study were collected with an interview form including eight semi-structured questions. Totally 11 high school students were interviewed during study process. Descriptive analysis was utilized to analyze the data. Study results revealed that the students had information about media literacy. They mostly used internet, television and cell phones. The students indicated that they watched serials on television. Google is the most used search engine and they frequently use social forums. They complained about false news and harmful web-sites and indicated that they preferred reliable sites. They used social media to communicate with their friends. They demanded to be informed and to gain auto control to save themselves from the harmful sides of media.

scholarly journals Kebimbangan Sosial dalam Kalangan Pelajar Muslim Pintar dan Berbakat

2020 ◽  
Vol 23 (2) ◽  
pp. 89-97
Author(s):  
Amnah Zanariah ◽  
Amirah Zainun
Keyword(s):  
High School Students ◽  
Social Anxiety ◽  
Gifted And Talented ◽  
Descriptive Analysis ◽  
Support Staff ◽  
Anxiety Scale ◽  
School Students ◽  
Social Challenges ◽  
The Social ◽  
Talented Students

Kajian kuantitatif berbentuk tinjauan ini dijalankan bagi mengenal pasti tahap kebimbangan sosial di kalangan pelajar pintar dan berbakat di salah sebuah kolej pintar dan berbakat di Negeri Sembilan, Malaysia. Seramai 252 orang pelajar menengah rendah dipilih sebagai responden kajian bagi mewakili populasi pelajar pintar berbakat. Soal selidik kajian ini menggunakan soal selidik Skala kebimbangan sosial (Social anxiety scale) oleh La Greca dan Lopez (1998). Instrumen ini mempunyai nilai kesahan (reliability) yang tinggi iaitu dengan nilai pekali Alpha Cronbach .935. Data dianalisis menggunakan SPSS 23 menggunakan analisis deskriptif. Kajian ini menunjukkan bahawa tahap kebimbangan sosial pelajar pintar dan berbakat yang dikaji mempunyai tahap kebimbangan sosial yang tinggi (min=2.940). Usaha bagi membantu pelajar memahami dan mengurangkan kebimbangan sosial ini perlu dilakukan oleh pelajar sendiri, guru, staf sokongan, ibu bapa dan juga masyarakat bagi membantu golongan ini. Di akhir kajian ini, pengkaji mencadangkan pembangunan modul motivasi bagi membantu pelajar memahami serta dapat menyesuaikan diri dengan keunikan sosioemosi ini iaitu isu kebimbangan sosial dalam kalangan pelajar pintar dan berbakat muslim. This quantitative study was conducted to identify the level of social anxiety among gifted and talented students in one of the gifted and talented Institutions located in Negeri Sembilan, Malaysia. A total of 252 high school students were selected as respondents for this study to represent the gifted and talented students population. The questionnaires for measuring social anxiety used in this study is the Social Anxiety Scale for Adolescent (SAS-A) by La Greca and Lopez (1998). This instrument, with Cronbach's Alpha value of 0.935, is highly reliable. Analysis of data using SPSS 23 was done through descriptive analysis. This study showed that the level of social anxiety among the respondents were high (mean = 2.940). Measures to help students understand and alleviate these social challenges need to be taken by students, teachers, support staff, parents and the community in order to better help these groups. At the end of this study, the researcher proposes the development of motivational module to help students understand and adapt to the uniqueness of this socioemotional issue of social anxiety among Muslim gifted and talented students.

Fourth-grade gifted students participation in literature circles

2019 ◽  
Vol 35 (2) ◽  
pp. 121-135
Author(s):  
Diane Barone ◽  
Rebecca Barone
Keyword(s):  
Title I ◽  
Gifted And Talented ◽  
International Baccalaureate ◽  
Gifted Students ◽  
Literature Circles ◽  
Instructional Time ◽  
School Students ◽  
Mainstream Classrooms ◽  
And Mathematics ◽  
Talented Students

This qualitative, practitioner study explored how gifted students, who were not necessarily sophisticated readers, first participated in literature circles. The students were enrolled in a US Title I, magnet Science, Technology, Engineering, and Mathematics (STEM)/International Baccalaureate World Academy (IB) school. Students routinely participated in inquiry science activities, but rarely in literacy instruction in their mainstream classrooms. Their gifted and talented students (GATE) teacher provided an opportunity for them to participate in literature circles within their GATE instructional time. Students responded to their reading by writing, drawing, and discussing. Their earliest responses were closely tied to their reading. Later responses were inferential where they offered multiple interpretations.

scholarly journals Keterujaan Luar Biasa dan Implikasinya Terhadap Pelajar Pintar dan Berbakat di Malaysia

2019 ◽  
Vol 20 (2) ◽  
pp. 115-130
Author(s):  
Amnah Zanariah Abd Razak ◽  
Sahlan Surat ◽  
Saemah Abd Rahman ◽  
Rosadah Abd Majid
Keyword(s):  
High School ◽  
High School Students ◽  
Gifted And Talented ◽  
The Self ◽  
School Students ◽  
Special Trait ◽  
Emotional Dimension ◽  
Self Development ◽  
Positive Disintegration ◽  
Talented Students

Overexcitabilities is a special trait in gifted and talented students but is rarely known to the general public. This overexcitabilities is one of the socioemotional issues faced by gifted and talented students. The concept of overexcitedness has come to be known in the field gifted and talented and has a great impact on the self-development and future of the students. A survey was conducted using the Overexcitability Survey (II) instrument to measure the overexcitabilities of these gifted and talented students. Previous researchers agree that the Overexcitability Survey (II) is also suitable to be used in identifying gifted and talented individuals. The Overexcitability Survey (II) has five sub constructs: emotional dimension, imagination, intellectual, psychomotor and sensory. The findings of the study among high school students (n = 40) in gifted and talented schools in Negeri Sembilan showed that gifted and talented students had the highest score for intellectual constructs (mean = 3.54) and followed by sensory (mean = 3.51), imagination (mean = 3.45), emotion (mean = 3.40) and psychomotor (mean = 3.40). This study also goes through the Positive Disintegration Theory by Dabrowski that gifted and talented students are able to excel and strive to overcome their weaknesses in order to succeed if they are able to adapt to the uniqueness of the over excitabilities. The knowledge of this over excitabilities is necessary to help the excellence of gifted and talented students. ABSTRAK Keterujaan luar biasa merupakan satu keistimewaan yang ada pada pelajar pintar dan berbakat namun jarang diketahui oleh masyarakat umum. Keterujaan luar biasa ini merupakan salah satu isu sosioemosi yang dihadapi oleh pelajar pintar berbakat. Konsep keterujaan luar biasa ini mula dikenali di dalam bidang pintar dan berbakat dan memberikan impak yang besar dalam perkembangan diri serta masa depan pelajar. Kajian tinjauan telah dilakukan menggunakan instrumen Soal Selidik Keterujan Luar Biasa (II) bagi mengukur keterujaan luar biasa pelajar pintar dan berbakat ini. Pengkaji-pengkaji yang lepas bersetuju bahawa Soal Selidik Keterujan Luar Biasa (II) ini juga sesuai untuk digunakan bagi mengenal pasti individu pintar dan berbakat. Soal Selidik Keterujan Luar Biasa (II) mempunyai lima sub konstruk iaitu dimensi emosi, imaginasi, intelektual, psikomotor dan sensori. Hasil dapatan kajian dalam kalangan pelajar sekolah menengah (n=40) di sekolah pintar dan berbakat di Negeri Sembilan ini menunjukkan pelajar pintar dan berbakat mendapat skor tertinggi yang signifikan bagi sub konstruk intelektual iaitu (min=3.54) dan diikuti sensori (min=3.51), imaginasi (min=3.45), emosi (min=3.40) dan psikomotor (min=3.40). Kajian ini juga melalui Teori Disintegrasi Positif oleh Dabrowski menunjukkan pelajar pintar dan berbakat mampu melonjak cemerlang dan berusaha mengatasi kelemahan diri untuk berjaya jika mereka mampu menyesuaikan diri dengan keunikan keterujaan luar biasa yang dianugerahkan. Pengetahuan tentang keterujaan luar biasa ini perlu bagi membantu kecemerlangan pelajar pintar dan berbakat.

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 Motivation, Fortitude and Success: The Impact of Academic Efficacy and Academic Commitment on Academic Performance among Minority High School Students

2018 ◽  
Vol 1 (2) ◽  
pp. 93
Author(s):  
Christina Hughes ◽  
Carla Jones-Adams ◽  
David Branham Sr.
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Academic Success ◽  
Positive Impact ◽  
Academic Efficacy ◽  
School Students ◽  
Education Outcomes ◽  
The Impact ◽  
The Relationship

<em>The importance of understanding the elements of success in the education of minority high school students is immense. Recognizing the causes of academic success for these students allows educators to employ better educational and motivational strategies. It has been shown that academic efficacy and academic commitment have a positive impact on academic performance. However, the interaction and relationship between these two variables in having a positive effect on education outcomes among minority high school students is not clear. This paper looks at the relationship between academic efficacy and academic commitment on academic performance among minority high school students. The findings reveal that academic commitment is positively associated with academic performance. However, while academic efficacy has a positive impact on academic commitment the results show that academic efficacy has no direct impact on academic performance among the respondents.</em>

scholarly journals How high ability students perceived the practice of influential teachers

2009 ◽  
Author(s):  
Jenny Horsley
Keyword(s):  
Academic Success ◽  
New Zealand ◽  
Gifted And Talented ◽  
Effective Teachers ◽  
Educational Achievement ◽  
Reference Group ◽  
Gifted Students ◽  
School Students ◽  
Level 3 ◽  
High Ability Students

In 2005, acting on advice received from the Scholarship Reference Group, the New Zealand government introduced re-designed New Zealand Qualifications Authority Scholarship Awards. One goal of these awards was to help motivate students to strive to develop and display excellence. Distribution was aimed at approximately 3 percent of students studying at Level 3 National Certificate of Educational Achievement with this proportion consistent with the level many consider to be ‘gifted and talented’ learners. This article identifies secondary school students’ perceptions of those factors they perceive to have facilitated their success in New Zealand Qualifications Authority Scholarship. Results show that effective teachers of gifted students demonstrate personal and professional characteristics that facilitate high academic success.

scholarly journals One Song, Many Voices: Dementia and The Power of Music

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 775-775
Author(s):  
Debra Sheets ◽  
Stuart MacDonald ◽  
Andre Smith
Keyword(s):  
High School Students ◽  
Social Inclusion ◽  
Positive Impact ◽  
Social Connections ◽  
Social Connection ◽  
School Students ◽  
Choral Singing ◽  
Novel Approach ◽  
Care Partners

Abstract Choral singing is a novel approach to reduce dementia stigma and social isolation while offering participants a sense of purpose, joy and social connection. The pervasiveness of stigma surrounding dementia remains one of the biggest barriers to living life with dignity following a diagnosis (Alzheimer Society of Canada, 2018). This paper examines how a social inclusion model of dementia care involving an intergenerational choir for people living with dementia, their care partners and high school students can reduce stigma and foster social connections. Multiple methodologies are used to investigate the effects of choir participation on cognition, stress levels, social connections, stigma, and quality of life. Results demonstrate the positive impact of choir participation and indicate that this socially inclusive intervention offers an effective, non-pharmacological alternative for older adults living with dementia in the community. Discussion focuses on the importance of instituting meaningful and engaging dementia-friendly activities at the community level.

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