A Qualitative Meta-Analysis of Research into the Underachievement of Gifted Boys

2020 ◽  
pp. 6-22
Keyword(s):  
Meta Analysis ◽  
Gifted Students ◽  
Research Literature ◽  
Gifted Children ◽  
Social Emotional ◽  
Academic Underachievement ◽  
Children And Young People ◽  
Emotional Factors ◽  
The Impact ◽  
Considerable Concern

Academic underachievement among children and young people is an area of considerable concern, and it is often linked to particular groups. Two groups that have attracted concern when it comes to underachievement are gifted children and boys. This study examines the intersection between the underachievement of these two groups by examining underachievement among intellectually gifted boys. A meta-analysis of the research literature concerning underachievement in gifted boys was conducted to identify factors that may be associated with this phenomenon. The findings suggest that underachievement in gifted boys may be primarily caused by social emotional factors, rather than by factors of their educational environment. It is noted that the factors relating to underachievement in gifted students have only been studied in a limited way, and this research addresses part of that gap. Further areas of study – in particular the impact of twice-exceptionality and of bullying on underachievement - are suggested for future study.

Representative and Non-Representative Items for Gifted Students on the Piers-Harris Children's Self-Concept Scale

1982 ◽  
Vol 51 (3) ◽  
pp. 787-790 ◽  
Author(s):  
K. Eliot Brown ◽  
Frances A. Karnes
Keyword(s):  
Gifted Students ◽  
The Self ◽  
Self Concept ◽  
Gifted Children ◽  
Social Emotional ◽  
Emotional Factors ◽  
External Influences ◽  
Primary Focus

Increased attention has been given to measures of self-concept in recent years. While the primary focus has been on global measures of self-concept, some attention to component social/emotional factors has been explored. In these endeavors there have been few investigations into the self-concepts of gifted children. This study analyzed responses on the Piers-Harris Children's Self-concept Scale which had the highest rate of concurrence on representative and non-representative items for a group of gifted students. These 169 gifted students generated internally and maintained positive self-concepts while being relatively immune to external influences.

scholarly journals A Meta-Analysis of the Effect of Phonological Awareness and/or Phonics Instruction on Word and Pseudo Word Reading of English as an L2

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110591
Author(s):  
Dennis Murphy Odo
Keyword(s):  
Word Reading ◽  
Meta Analysis ◽  
Research Literature ◽  
Future Research ◽  
Instructional Interventions ◽  
Phonics Instruction ◽  
L2 Reading ◽  
Beginning Learners ◽  
Phonics Intervention ◽  
The Impact

Despite considerable efforts made to understand the impact that instructional interventions have upon L2 reading development, we still lack a clear picture of the influence that PA and phonics instruction has upon reading in English as an L2. A search of the research literature published from 1990 to 2019 yielded 45 articles with 46 studies containing 3,841 participants in total. Effect sizes were recorded for the effect of various PA and/or phonics instructional interventions on word and pseudo word reading. Results demonstrated that L2 PA and phonics instruction has a moderate effect on L2 word reading ( g = 0.53) and a large effect on pseudo word reading ( g = 1.51). Moderator analyses revealed effects of a number of moderators including testing method, type of PA/phonics intervention, and context where the intervention occurred. Based upon these conclusions, policymakers and educators can provide beginning learners of English as an L2 with PA and phonics instruction that will enable them to read, understand and enjoy English better. Future research should also strive to adhere to more stringent standards of excellence in educational research.

scholarly journals A Review of the Use of ICT Techniques for Teaching Gifted Students

2021 ◽  
Vol 11 (4) ◽  
pp. 2358-2367
Author(s):  
Rabee Alqahtani ◽  
Mohammed Alqahtani
Keyword(s):  
Self Regulation ◽  
Gifted Students ◽  
Educational Interventions ◽  
School Level ◽  
Current Status ◽  
Gifted Children ◽  
The Impact ◽  
Appropriate Education ◽  
And Training ◽  
Practical Implications

The issue examined in this systematic review was the current status of research on the use of ICT techniques in the education of gifted children. After defining gifted children, the need for separate consideration of educating them and the appropriate method of educating them led to considering ICT as a promising method to teach them. The review found that some recent research has reported models of appropriate education using ICT. However, mere models are not going to achieve anything. Facilitation of ICT at the school level and training of teachers to teach gifted children using ICT is also important. As with any other case, factors and challenges determine the success of ICT use in educating gifted children. Early identification of gifted children, self-regulation and self-efficacy of gifted children to focus on the relevant topics, individualised programmes and lastly, the impact of the current Covid-19 pandemic have been discussed by the other papers that were reviewed. Overall, it can be deduced that ICT is indeed a useful avenue to teach gifted students, but it needs to be used in conjunction with other educational interventions/programs to ensure its effectiveness. These findings have practical implications for improving the education of gifted students.

Optimizing favorable outcomes when counseling the gifted: A best practices approach

2020 ◽  
pp. 026142942096991
Author(s):  
Steven I Pfeiffer
Keyword(s):  
Best Practices ◽  
Group Counseling ◽  
Progress Monitoring ◽  
Child Psychotherapy ◽  
Gifted Students ◽  
Research Literature ◽  
Clinical Psychologist ◽  
Gifted Children ◽  
Evidence Based ◽  
Strength Based

This article provides an integration of the empirical research literature on child psychotherapy and what the author has gleaned, first hand, in counseling work with gifted children and youth, and their families, over his 40-year career as a clinical psychologist. The article focuses on best practices in counseling gifted students in a way that optimizes favorable outcomes. The article has application for preventive and early intervention work, as well as for individual and group counseling efforts. Four principles of evidence-based counseling are emphasized, including the pre-eminence of a common factors’ perspective in work with gifted clients. The article highlights the value of progress monitoring and incorporating a strength-based focus, and provides a clinical case to illustrate counseling work with a troubled gifted adolescent guided by evidence-based practice.

The Expressed Needs of Parents of Gifted Children

1983 ◽  
Vol 1 (2) ◽  
pp. 80-83 ◽  
Author(s):  
E. J. Braggett ◽  
A. Ashman ◽  
J. Noble
Keyword(s):  
School System ◽  
Intellectual Ability ◽  
Gifted Children ◽  
Social Emotional ◽  
Normal Children ◽  
Emotional Factors ◽  
Wide Range ◽  
Children's Development ◽  
Children’S Development

In workshop situations, parents of gifted children sought assistance in three major areas. First, they desired to understand their children's development in terms of giftedness, intellectual ability, social-emotional factors and motivation. Second, they were anxious about school-related needs: allowing gifted children to proceed at their own pace and avoid the boredom of unchallenging work, teachers who felt threatened by outstanding children, and a parental desire to understand the school system and its organisation. Third, they searched for enrichment activities and resource materials over a wide range of interests. Overall they wanted reassurance that their youngsters, although gifted, were normal children.

Otitis Media and Language Development: A Meta-Analysis

2001 ◽  
Vol 10 (1) ◽  
pp. 65-80 ◽  
Author(s):  
Michael W. Casby
Keyword(s):  
Young Children ◽  
Language Development ◽  
Otitis Media ◽  
Negative Impact ◽  
Meta Analysis ◽  
Research Literature ◽  
Primary Research ◽  
Statistical Population ◽  
Research Participants ◽  
The Impact

A substantial contemporary research literature on the impact of otitis media with effusion (OME) on language development in young children currently exists. Compared to the reports of earlier retrospective research on the topic, the results of the more recent prospective studies may be viewed as less conclusive and more equivocal. Nonetheless, the negative impact of OME on young children’s language development appears to be a widely held belief. What is required now, in addition to the continuing primary research, and occasional qualitative/narrative reviews, is an objective quantitative analysis, synthesis, and evaluation of this research literature. The purpose of this project was to conduct such an examination employing the methodology of meta-analysis. The results of this meta-analysis of the contemporary primary research on OME and language development in young children show that the magnitude of the statistical population effect of OME is markedly low. Nevertheless, it should be acknowledged that the findings of low population effects in this meta-analysis may be related to certain vicissitudes of the primary research. Among these are failure to determine research participants’ hearing levels, other intrinsic and/or extrinsic individual differences among the research participants, as well as the sensitivity of language measures used.

scholarly journals Preparing teachers for interaction with gifted students

2021 ◽  
Vol 27 (4) ◽  
pp. 52-59
Author(s):  
D. A. Ezhov ◽  
N. V. Solovova
Keyword(s):  
Russian Federation ◽  
Gifted Students ◽  
Gifted Children ◽  
Ministry Of Education ◽  
Educational Strategies ◽  
Continuous Development ◽  
Pedagogical Strategies ◽  
Children And Young People ◽  
Professional Activities ◽  
The Russian Federation

In the article, the authors consider the problem of forming a teacher's readiness to interact with gifted students in their professional activities. The educational policy of Russia today is aimed at supporting gifted children and young people, which are becoming one of the priority tasks of the education system (The Сoncept of a National System for Identifying and Developing Young Talents, approved by the Ministry of Education of the Russian Federation by the President of the Russian Federation on April 3, 2012, № Pr-827). The main contradiction is the need to introduce pedagogical strategies of interaction with gifted students to implement the trajectory of their continuous development at all levels of education and the lack of a system for forming teachers ' readiness to interact with gifted students. The article presents a methodological justification of the developed system of forming a teacher's readiness to interact with gifted students, which includes three interrelated elements: methodological, substantive and procedural. It is proved that the system of forming the teacher's readiness to interact with gifted students in professional activities ensures their continuous development during the implementation of certain educational strategies.

scholarly journals Problems Affecting Gifted Children In Jordanian Schools

2012 ◽  
Vol 3 (4) ◽  
pp. 301-310
Author(s):  
Ibrahim Al Shihab
Keyword(s):  
Family Therapy ◽  
Personal Development ◽  
Mental Health Problems ◽  
Empirical Studies ◽  
Gifted Students ◽  
Gifted Children ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Social ◽  
Working Together

It is clear that there is a need for more attention to the social and emotional needs of the gifted students, as well as for increased attention to the affective needs of special populations of gifted students, such as underachievers, who are at risk for failure to achieve their potential. There is also a need for more empirical studies on the needs of these students, both in terms of preventative strategies such as affective curricula, and with regard to more intensive interventions such as individual, group, or family therapy. Good counseling models have been developed, but they need to be rigorously evaluated to determine the conditions under which they are most effective. In fact, researchers in the field of gifted education need to collaborate with researchers from affective fields such as personal and social psychology, counseling psychology, family therapy, and psychiatry, working together so the society can learn how to intervene most effectively with gifted individuals who have mental health problems and how to help all gifted persons achieve optimal social, emotional, and personal development.

“Nature’s child” and “the diplomat”

2018 ◽  
Vol 34 (3) ◽  
pp. 271-283
Author(s):  
Steve Haberlin
Keyword(s):  
Emotional Adjustment ◽  
Gifted Students ◽  
The Other ◽  
Gifted Children ◽  
Social Emotional ◽  
School Year ◽  
The Social ◽  
Fourth Grade Students ◽  
K 12

Scholars have expressed sustained interest in the social–emotional adjustment of gifted children, with conflicting views persisting: one that gifted students possess greater resiliency to environmental stress; the other that this population is more vulnerable. Capitalizing on the few case studies that examined adjustment among gifted students, the researcher conducted a cross-case study of two highly productive fourth-grade students at a K–12 public school. Data were collected throughout the course of a school year and included interviews with students and their parents. Findings included students’ relying on strengths to cope with their surroundings and periodically isolating themselves.

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