The Role of Social Context in the Talent Development Process at the Higher Education Level

2019 ◽  
pp. 17-28 ◽  
Author(s):  
Katrina Eddles-Hirsch
Keyword(s):  
Coping Strategies ◽  
Learning Environments ◽  
Development Process ◽  
Gifted Students ◽  
Talent Development ◽  
Gifted Student ◽  
School Level ◽  
Small Scale ◽  
Tertiary Level ◽  
Social Coping

This small-scale study addresses the limited research available on the lifeworld experiences of gifted tertiary level students. Whilst there is a wealth of research on the experiences of gifted students at the primary and secondary school level, not much is known about the learning experiences of gifted undergraduates. This study seeks to give a voice to gifted undergraduates through a phenomenological framework, which is a methodology that allows the perceptions of the participant rather than that of outside researchers to take precedence. Four gifted graduates (2 male and 2 female) who attended a small, urban university in New South Wales and had achieved in the top 2% of their cohort were selected for this study. Participants described the types of learning environments that had supported their talent development such as mentorship and cross level classes, as well as types of social contexts that impeded the talent development process. Different types of social coping strategies were also uncovered. One interesting outcome of this study was the finding that many of the social coping strategies used by gifted students at the high school level were still in operation at the tertiary level. The implications of this study should help educators at the tertiary level better understand how to support the talent development process and develop optimal learning environments for their gifted student populations.

Design and Development of a Simulation for Testing the Effects of Instructional Gaming Characteristics on Learning of Basic Statistical Skills

2015 ◽  
Vol 7 (1) ◽  
pp. 38-57
Author(s):  
Elena Novak ◽  
Tristan E. Johnson
Keyword(s):  
Learning Environments ◽  
Game Design ◽  
Development Process ◽  
Lessons Learned ◽  
Small Scale ◽  
Instructional Interventions ◽  
Design And Development ◽  
Actual Learning ◽  
The Relationship ◽  
Practical Implications

Considerable resources have been invested in examining the game design principles that best foster learning. One way to understand what constitutes a well-designed instructional game is to examine the relationship between gaming characteristics and actual learning. This report discusses the lessons learned from the design and development process of instructional simulations that are enhanced by competition and storyline gaming characteristics and developed as instructional interventions for a study on the effects of gaming characteristics on learning effectiveness and engagement. The goal of the instructional simulations was to engage college students in learning the statistics concepts of standard deviation and the empirical rule. A pilot study followed by a small-scale experimental study were conducted to improve the value and effectiveness of these designed simulations. Based on these findings, specific practical implications are offered for designing actual learning environments that are enhanced by competition and storyline gaming elements.

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.

scholarly journals Adaptive coping strategies towards seasonal change impacts: Indonesian small-scale fisherman household

Heliyon ◽  
2021 ◽  
Vol 7 (4) ◽  
pp. e06919
Author(s):  
Edi Susilo ◽  
Pudji Purwanti ◽  
Mochammad Fattah ◽  
Vika Annisa Qurrata ◽  
Bagus Shandy Narmaditya
Keyword(s):  
Coping Strategies ◽  
Seasonal Change ◽  
Small Scale ◽  
Adaptive Coping

scholarly journals Factors That Promote/Inhibit Teaching Gifted Students in a Regular Class: Results from a Professional Development Program for Chemistry Teachers

2016 ◽  
Vol 2016 ◽  
pp. 1-11 ◽  
Author(s):  
Naama Benny ◽  
Ron Blonder
Keyword(s):  
Professional Development ◽  
Educational Administration ◽  
Chemistry Education ◽  
Science Classroom ◽  
Gifted Students ◽  
Development Program ◽  
School Principal ◽  
Gifted Student ◽  
Internal Factors ◽  
Chemistry Teachers

The current study aims at better understanding the factors that promote and hinder chemistry teachers in teaching a gifted student in their regular chemistry class. In addition, it provides evidence of ways that teachers perceive a professional development course dealing with a gifted student in a mixed-abilities science classroom. Eighty-four photonarratives were collected from 14 chemistry teachers that participated in the course about teaching a gifted student in a regular classroom (41 promoting, 43 hindering factors). Factors that concern chemistry education specifically as well as general practices were raised by the teachers. The teachers were asked to “take a picture” (namely, of an external object or person); they considered most of the factors to be internal factors that are dependent on themselves and therefore concluded that they have the power to influence them. The internal factors can be addressed in the PD course; however the external factors should be managed by the school principal and district educational administration.

Elements to Include in the Language Arts Curriculum for Gifted Students

1988 ◽  
Vol 11 (2) ◽  
pp. 62-78 ◽  
Author(s):  
John D. McNeil
Keyword(s):  
Language Arts ◽  
Learning Environments ◽  
Gifted Students ◽  
The Family ◽  
New Directions ◽  
Language Arts Curriculum ◽  
Structured Teaching ◽  
Arts Curriculum ◽  
Curriculum Trends

Recent studies have revealed themes of giftedness that have implications for the curriculum in the language arts. These themes include the desire to know and inquire, the uses of play and imagination, the thrust toward coherence, the motivational ambience of the family, and the value of varied apprenticeships. Correlatively, trends in the language arts curriculum reflect the growing influence of the constructivists' theory of learning with its emphasis on active generality of meaning by students. These curriculum trends are propitious for the gifted who excel in learning environments characterized by independent activity and filling in the gaps left by incomplete and less structured teaching. This paper describes how new directions in the language arts curriculum match the themes of giftedness and suggest how gifted students can be helped to share their images and meanings through the language arts.

An Investigation of Coping Strategies Adopted by Small-Scale Sugarcane Growers in Bungoma County, Kenya

2021 ◽  
Vol 3 (1) ◽  
pp. 89-102
Author(s):  
Protas Fwamba Khaemba ◽  
Philomena Muiruri ◽  
Thomas Kibutu
Keyword(s):  
Coping Strategies ◽  
Survey Design ◽  
Primary Data ◽  
Coefficient Of Determination ◽  
Farm Income ◽  
Small Scale ◽  
Sugarcane Farming ◽  
Income Generating Activities ◽  
Household Heads ◽  
By Products

This paper reports on one of the findings of a study undertaken to investigate the coping strategies used by small-scale sugarcane growers in Bungoma County, Kenya. A descriptive survey design was used. A multi-stage sampling procedure was employed in the selection of the divisions, villages, key respondents, and sugarcane farmers to be interviewed. Primary data were collected using questionnaires from 100 small-scale sugarcane growers’ household heads from Bumula Sub-County. Data were collected during the month of December 2016.  Qualitative data collected were analysed thematically. Quantitative data was analysed using regression in SPSS version 23 and Microsoft Excel. Results from small-scale sugarcane farmers in Bumula Sub-County revealed a declining farmers’ participation in sugarcane farming activities in the area. Coping strategies identified included off-farm income-generating activities, sale of sugarcane by-products and non-contracted cane farming. Significance test qualification was based on a percentage of adjusted R2 and within 0.3 to 0.7 ranges for Beta weight value.  The correlation coefficient (R-value) for the model was 0.362, indicating a moderately positive relationship between variables. The coefficient of determination (R2) was found to be 0.284 (28.4%). Adopted coping strategies accounted for 28.4% variability in the declining farmers’ participation in sugarcane farming. This result suggests the existence of other factors that explain the remaining 71.6% of the variation in the declining farmers’ participation. Farmers should enhance both on-farm and off-farm income-generating activities, sugarcane by-products value addition, and non-contracted cane farming in order to reverse the outcome and result in an enhanced farmers’ participation in sugarcane farming activities by 36.2%

scholarly journals The Counseling Needs of female Gifted Students in Asir Region According to the Vision of the Kingdom 2030: A Proposal Counseling plan for Gifted students

2019 ◽  
Vol 3 (7) ◽  
Author(s):  
Prof. Boshra Ismail Ahmed Arnaout - Dr. Fatima Yahya Hassan
Keyword(s):  
Standard Deviation ◽  
Middle Schools ◽  
Secondary Schools ◽  
Gifted Students ◽  
Social Needs ◽  
Gifted Student ◽  
Educational Counseling ◽  
Counseling Needs ◽  
Social Counseling ◽  
Asir Region

This study aimed to determine counseling needs of female gifted students in the Asir region, as well as to identify the differences in the level of needs among female gifted students due to the school stage, and develop a proposed counseling plan. The researchers selected a random sample of (339) female gifted students in middle and high school for the academic year 1439/1440 AH, who were classified as gifted according to the classification of the Ministry of Education in the Kingdom of Saudi Arabia, their ages ranging between (13-18) years. The number of female gifted students at Middle schools in the research sample were 163 students (48%) their ages ranged between 13-15 years with an average age of 13.97 year and a standard deviation of 0.765, but the number of female gifted students in the secondary schools of the study sample was (176) students (52%), their ages ranging between (16-18) years, with an average age of 17.06 year and a standard deviation of (0.886). The researchers applied the scale of counseling needs of gifted students(prepared by the researchers) on them. The results showed that the total score of counseling needs, educational counseling needs, psychological and social counseling needs of gifted students from the middle schools were high (76.895, 39.184, 37.716) respectively, and the total score of counseling needs, educational needs, psychological and social needs were also high among female gifted students at the secondary schools (77.364, 36.369, 40, 994) respectively. The results showed statistically significant differences at the level of (0.01) among the average scores of the educational counseling needs due to the school stage, the differences were in favor of female gifted students in the middle schools (t = 5.621), which was the highest educational counseling needs (t =7.923), while the differences in the total score of the counseling needs among middle and secondary schools female gifted students were not significant. score in the middle and secondary schools were not significant (t = 0.594). The results have been interpreted in light of the theoretical framework and previous studies. A number of recommendations and a counseling plan for gifted students at the middle and secondary schools have also been proposed as a guide for gifted student counselors.

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.

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