Examining the Four Components of Morality within the Senior Secondary English Curricula at a Gifted and Talented School

2020 ◽  
pp. 30-46
Keyword(s):  
Moral Development ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Gifted Students ◽  
Development Theory ◽  
Limited Extent ◽  
Secondary English ◽  
Four Component Model ◽  
The World ◽  
Senior Secondary

Moral development in gifted education is an issue of imperative importance due to the potential of gifted students to change the world. In consideration of this issue and the lack of research on the topic, this study examined the extent to which moral development was present within the senior secondary English curricula at an academically selective gifted and talented school. Due to multiple criticisms of the Stages of Moral Development theory, which is commonly used in educational research on morality, this study was guided by an alternative framework - Rest's Four Component Model of Morality. The findings of the study indicated that moral development was reflected only to a limited extent within the English curricula offered at the academically selective gifted and talented school.

Looking Outward: Exploring the Intersections of Sociocultural Theory and Gifted Education

2005 ◽  
Vol 17 (1) ◽  
pp. 48-55 ◽  
Author(s):  
Kimberly McGlonn-Nelson
Keyword(s):  
Gifted And Talented ◽  
Gifted Education ◽  
Sociocultural Theory ◽  
New Teachers ◽  
Gifted Students ◽  
Educational Services ◽  
Talented Students ◽  
Interdisciplinary Theory

As scholars in the field of gifted education continue to explore ways of improving the educational services provided to gifted and talented students, attention must be paid to the infinite amount of potential that an interdisciplinary theory offers. To this end, the following essay explores the intersections of sociocultural theory and gifted education. More specifically, it extends sociocultural theory to the field of gifted education by proposing a new lens for not only expanding the responsibilities of the field in terms of its ability to properly identify gifted students, but also for educating new teachers of the gifted.

Rethinking how we identify “gifted” students

2020 ◽  
Vol 102 (4) ◽  
pp. 8-13 ◽  
Author(s):  
Scott J. Peters ◽  
James Carter ◽  
Jonathan A. Plucker
Keyword(s):  
Best Practices ◽  
21St Century ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Gifted Students ◽  
Personalized Learning ◽  
Student Population ◽  
Talented Student ◽  
Student Identification ◽  
Talented Students

In the 21st century, what does a defensible, equitable model of gifted and talented student identification look like? For too long, gifted education’s reason for being has been unclear, and the students it has served have been from too narrow a segment of the student population. With renewed attention to equity and personalized learning, gifted education should exist as one pathway through which students can have their needs met. Scott Peters, James Carter, and Jonathan Plucker outline several best practices in identifying gifted and talented students that, if implemented, would better align with the goal of gifted education, while also improving equity.

Parenting the Gifted: Developing Your Child's Talent in the Real World: Dealing with the Juxtaposition between Ideal and Actual Gifted Education

2007 ◽  
Vol 30 (4) ◽  
pp. 50-55 ◽  
Author(s):  
Jennifer Riedl Cross
Keyword(s):  
Real World ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Web Site ◽  
Gifted Children ◽  
Gifted Child ◽  
The Real ◽  
The World

Is there a best way to parent your gifted child? This is what most parents of gifted children want to know as they enter the world of gifted literature. When I worked briefly for a Web site answering parents' questions as a gifted and talented “expert,” the question I received most frequently in one form or another was, “What should I be doing for my gifted child?” As a parent of four gifted children, this is my question, too.

Influencing Parents' Attitudes toward Gifted Education

1981 ◽  
Vol 48 (2) ◽  
pp. 140-142 ◽  
Author(s):  
F. Neil Mathews
Keyword(s):  
Parent Education ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Parental Attitudes ◽  
Gifted Students ◽  
Attitude Scale ◽  
Gifted Children ◽  
Parent Attitudes ◽  
Relative Level ◽  
Gifted And Talented Education

The relationships among parent awareness education, selected variables, and parental attitudes toward gifted children and programs serving them were examined. Parents of gifted and nongifted children were randomly assigned to one of two parent education meetings and invited to attend on the evening specified by group membership. Results indicated that parent attitudes, as measured by the Wiener Attitude Scale, varied significantly according to attendance or nonattendance at the meeting and were directly related to relative level of parents' intentions to support educational programs for gifted students. It is suggested that parent education meetings may be beneficial in encouraging support for and awareness of gifted and talented education.

Provisions for Gifted and Talented Students in Queensland Rural and Remote High Schools

2020 ◽  
pp. 5-16
Keyword(s):  
High Schools ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Gifted Students ◽  
Document Analysis ◽  
Rural And Remote ◽  
Remote Areas ◽  
Support Measures ◽  
Rural And Remote Areas ◽  
Talented Students

This study investigated the provisions and other support measures available to gifted students in rural and remote Queensland high schools through a systematic website and document analysis. The aims of the study were to identify those provisions and measures being implemented for identified gifted students in rural and remote Queensland high schools, to identify the provisions and supportive measures that are being implemented most often, and the attitudes in rural and remote Queensland high schools toward provisions and supportive measures for gifted education. One of the recommendations of the study is the need for further in-depth research on provisions and supportive measures for gifted students living in rural and remote areas of Queensland.

University-based gifted programs for gifted and talented students in Hong Kong: Practice and evaluation

2020 ◽  
Vol 36 (2) ◽  
pp. 90-107
Author(s):  
Lai Kwan Chan ◽  
David W Chan ◽  
Xiaoyan Sun
Keyword(s):  
Hong Kong ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Course Design ◽  
Evaluation Research ◽  
Gifted Students ◽  
Gifted Programs ◽  
Enrichment Programs ◽  
Exchange Programs ◽  
Talented Students

The development and implementation of regular Spring, Summer, and Winter Gifted Enrichment Programs, Gifted Students Exchange Programs, and the Gifted Peer Mentoring Scheme provided by the Program for the Gifted and Talented (PGT) at the Chinese University of Hong Kong for gifted and talented students are briefly described. PGT also conducts research to advance the knowledge of gifted education and talent development and furthers the development of its gifted education provisions based on evidence-based information from research. Specifically, PGT does research on the assessment of giftedness and the special needs of local gifted and talented learners and conducts evaluation on gifted enrichment programs, course design and instruction, and students’ performance. The uniqueness of PGT, future directions in the development of university-based gifted programs, and program evaluation research in gifted education in Hong Kong are discussed.

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.

How the State Education Agencies Addressed Gifted Education in the Title II Sections of Their ESSA State Plans

2018 ◽  
Vol 41 (3) ◽  
pp. 159-167 ◽  
Author(s):  
Corina R. Kaul ◽  
Brenda K. Davis
Keyword(s):  
Professional Development ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Effective Instruction ◽  
Gifted Learners ◽  
State Education ◽  
Multiple Groups ◽  
State Plan ◽  
Every Student Succeeds Act ◽  
The U.S

In 2015, the U.S. Congress passed the Every Student Succeeds Act (ESSA) that included provisions to support gifted and talented learners. The U.S. Department of Education’s Consolidated State Plan template only required states to directly address the inclusion of gifted education under Title II, Part A: Supporting Effective Instruction (Section 2101(d)(2)(J)). We examined the inclusion of gifted education in the Title II section of all 52 submitted ESSA plans. Of the approved plans, 16 states explicitly addressed how educators would be supported in identifying and providing gifted learners with effective instruction, and 15 states generally described educator support to meet the needs of multiple groups of students (including gifted). Three of the approved state plans did not mention support for gifted education in their Title II responses. Gifted education stakeholders must be familiar with their state’s plan and understand how Title II can fund professional development for gifted education.

Exploring Bullying: Fifth Graders’ Interpretations and Understandings

2020 ◽  
pp. 016235322097830
Author(s):  
Diane Barone ◽  
Rebecca Barone
Keyword(s):  
Mental Health ◽  
Gifted And Talented ◽  
Fifth Graders ◽  
Gifted Students ◽  
School Personnel ◽  
Fifth Grade ◽  
Descriptive Case Study ◽  
Fixed State ◽  
Talented Students

This study explored understandings shared by fifth-grade gifted students as they read the book Restart, which explores bullying. Students read, created representations, and discussed the text. Grounded by Langer’s stances of envisionment, this descriptive case study analyzed student representations and conversations. Each of the stances was represented with most responses being represented in Stances 1 (getting a sense of the text), 2 (interpreting text), and 4 (analyzing the text). In addition, most students viewed bullies and their behavior as being in a fixed state, which was tied to the perceived power a bully held. The results from this study have implications for teachers who work with gifted and talented students, counselors who work with students in mental health and resilience programs, and the collaboration of these school personnel.

Meeting the Unique Needs of Gifted Students Through an Arts-Integrated, Project-Based Learning Opportunity: The EncycloMEdia Project

2021 ◽  
Vol 44 (3) ◽  
pp. 151-170
Author(s):  
Dhara Baiden
Keyword(s):  
Critical Thinking ◽  
Gifted And Talented ◽  
Arts Integration ◽  
Writing Skills ◽  
Gifted Students ◽  
Subject Area ◽  
Project Based Learning ◽  
Learning Opportunity ◽  
Integrated Project ◽  
Talented Students

The “EncycloMEdia” project provides a stimulating project-based opportunity for gifted and talented students in the middle and upper grades. Its first component is an arts-integration piece in the form of an altered book. The second component is a cumulative assessment document containing students’ text-based analyses that correspond to the entries in the altered book. Both components of the project require students to develop valuable critical thinking and writing skills. This integrated, project-based unit can be modified to address any subject area. Detailed descriptions of the content, process, and product are included so educators can implement this idea with their own gifted students.

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