The Role of Teacher in Discovering Artistically Gifted Students between Reality and Promise

2019 ◽  
Vol 7 (2) ◽  
pp. 1-16
Keyword(s):  
Gifted Students ◽  
Artistically Gifted

scholarly journals The Effect of Teacher-Student Relationships for the Self-Regulated Learning among Gifted Students

2018 ◽  
Author(s):  
NUR - EVA
Keyword(s):  
Gifted Students ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Self Regulated Learning ◽  
Teacher Student ◽  
Effective Training ◽  
Regulated Learning ◽  
Teacher Students ◽  
Science Subject

The purpose of this study was to determine the contribution of teacher-student relationships for self-regulated learning among gifted students in science subject. Self-regulated learning is formed of cognitive and social processes. Gifted students have the cognitive ability is very high. Cognitive processes of self-regulated learning are activity planning, monitoring, and regulating behaviors. The role of teacher help gifted students to learn effective training and as a model in the application of effective self-regulated learning. The method used is quantitative. Data were analyzed with regression analysis. Results showed significant the contribution of teacher-students relationships for self-regulated learning on gifted students in science subject.

scholarly journals Characteristics and dynamics of the family of talented adolescents

2012 ◽  
Vol 17 (1) ◽  
pp. 15-23 ◽  
Author(s):  
Jane Farias Chagas Ferreira ◽  
Denise de Sousa Fleith
Keyword(s):  
Information Needs ◽  
Leisure Activities ◽  
Gifted Students ◽  
Talent Development ◽  
Family Characteristics ◽  
Use Of Time ◽  
Wide Range ◽  
The Family ◽  
Relevant Role

The purpose of this study was to describe family characteristics and dynamics of talented adolescents. Forty-two adolescents between 12 and 18 years old who attended a program for gifted students and their family participated in the data collection. A family characteristics questionnaire and the Parent Success Indicator Inventory, children's and parents' versions were used as instruments. The results indicated that more than half of the families with talented adolescents had a traditional figure: spouses with children born of their own conjugal union. These families prioritized education and the development of their children's talents. The family dynamics involved a wide range of routine and leisure activities, among which stand out those related to the rest, to school, watching television and movies and visiting relatives. Parents evaluated their parental performance in a more positive way when comparing to the adolescents considering all the categories measured by the PSI: communication, use of time, teaching, frustration, satisfaction, and information needs. The results of this study highlight the relevant role of the family regarding talent development.

scholarly journals The Role of Faculty in the Retention of African American Gifted students in STEM programs in HBCUs

2020 ◽  
Author(s):  
Carmen Villa ◽  
Felecia Nave ◽  
Sherri Frizell ◽  
Mary Alfred ◽  
Fred Bonner
Keyword(s):  
African American ◽  
Gifted Students ◽  
Stem Programs

scholarly journals Relation between the Personal and Social Factors and the Interacting Role of Science Gifted Students in Social Co-construction of Scientific Model Class

2012 ◽  
Vol 22 (2) ◽  
pp. 265-290
Author(s):  
Hee-Won Yu ◽  
Hyun-Jung Cha ◽  
Min-Suk Kim ◽  
Dong-Cheol Ham ◽  
Heui-Baik Kim ◽  
...  
Keyword(s):  
Social Factors ◽  
Gifted Students ◽  
Scientific Model ◽  
Model Class

scholarly journals Developmental Histories Facilitating the Emergence of Creative Scientific Expertise: The Role of Developed Cognitive Talents, Education, and Social and Cultural Contexts

2021 ◽  
Vol 12 ◽  
Author(s):  
Jonathan Wai ◽  
Matt I. Brown
Keyword(s):  
Cognitive Abilities ◽  
Spatial Reasoning ◽  
Thought Experiment ◽  
Gifted Students ◽  
Cognitive Mechanisms ◽  
Cultural Contexts ◽  
Creative Solutions ◽  
The Social ◽  
Bifactor Modeling

Understanding how individual and contextual factors collectively contribute to the developmental histories that facilitate the emergence of creative expertise in science is improved by considering the contribution of the broad structure of developed cognitive abilities to creativity, prospective research on the high achieving or gifted students who may choose careers in and end up as creative scientists later in life, as well as retrospective studies of established creative scientists themselves and what their educational histories reveal. We first review and elaborate on these connections as documented in research which explore the development of talent, including cognitive mechanisms that include math and spatial reasoning and science related educational opportunities. We propose a research thought experiment that utilizes the multi-trait, multi-method matrix, and bifactor modeling to help understand the true overlap between measurement structures of cognitive and creative aptitudes. Then we explore the social and cultural contexts that may facilitate and/or hinder creative solutions in science through the lens of how these ecosystems influence talent development for gifted students and also the production of elite scientists. Based on this review, some policies will be suggested that may enhance the development of scientific creativity and broader societal innovation and expand the pipeline to include and fully develop the talents of disadvantaged students and provide nurturing environments to improve the likelihood of the emergence of scientific creative expertise.

The Role of Technology in Providing Effective Gifted Education Services in Clustered Classrooms

2016 ◽  
pp. 550-568
Author(s):  
Geri Collins ◽  
Jeffrey Hall ◽  
Bridget Taylor
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Gifted Education ◽  
Lesson Plan ◽  
Gifted Students ◽  
Educational Opportunities ◽  
Problem Solving Skills ◽  
Content Areas ◽  
Education Services

The purpose of this chapter is to examine the rationale of clustered classrooms and to explore methods of using technology to enhance the educational outcomes of gifted students in clustered classrooms. The need for this training is great because clustered classrooms can help teachers overcome the problems associated with mixed-ability groupings, tight budgets, and accusations of elitism that often plague gifted education services (Brulles & Winebrenner, 2012). The chapter includes research-based strategies for facilitating clustered classrooms, provides ideas for incorporating technology across multiple content areas, identifies what exemplary student products should look like, and offers a sample lesson plan that can be adapted to cultivate problem-solving skills, critical thinking, and collaboration in a clustered classroom. By highlighting and examining these issues, the authors hope that more teachers will utilize the clustered classroom model, providing outstanding educational opportunities that can benefit all students.

Gifted Program Evaluation: Catalyst for Change or Keeper of the Culture

2019 ◽  
Vol 42 (4) ◽  
pp. 196-204
Author(s):  
Janice I. Robbins
Keyword(s):  
Program Evaluation ◽  
Gifted Education ◽  
Evaluation Studies ◽  
Gifted Students ◽  
Evaluation Process ◽  
Gifted Program ◽  
Program Evaluations ◽  
Stakeholder Groups ◽  
Educational Role

This article presents a view of barriers to effective gifted program evaluation resulting from ineffective tools for measuring growth in gifted students and the human barriers confounding the evaluation process. The role of advocacy in the design, implementation, and utilization of evaluation studies is examined. Long held beliefs and biases related to gifted education are recognized as influencing program evaluations. The recognition of the strengths and challenges inherent in the educational role of specific stakeholder groups is presented. Suggestions for developing an emerging cadre of advocates for gifted education are detailed.

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