Understanding and working with gifted learners: 'They're not bringing my brain out' (Book Review)

2021 ◽  
pp. 69-70
Author(s):  
Marie McGregor
Keyword(s):  
Professional Learning ◽  
Gifted Education ◽  
Gifted Students ◽  
Gifted Learners ◽  
Insight Into

Two questions that often plague teachers are ‘How can I identify gifted students?’ and ‘How can I best teach gifted students?’ Rosemary Cathcart addresses each of these questions in her book, Understanding and working with gifted learners. “They’re not bringing my brain out”. Cathcart has worked in gifted education since the early 1980s, and in 2005 established Responding to Exceptional Ability in Children (REACH) Education, a specialist education consultancy that offers professional learning for teachers. Understanding and working with gifted learners. “They’re not bringing my brain out” aims to provide anyone an insight into the gifted individual, and presents some practical strategies to identify and respond to the gifted learner.

A Conceptual Model of Four Types of Parent-School Interactions

1983 ◽  
Vol 5 (2) ◽  
pp. 120-126 ◽  
Author(s):  
Nicholas Colangelo ◽  
David F. Dettmann
Keyword(s):  
Conceptual Model ◽  
Gifted Education ◽  
Gifted Students ◽  
Educational Opportunities ◽  
Basic Issue ◽  
Insight Into

One of the most important issues in gifted education is the parent-school relationship. The most basic issue regarding this relationship concerns the role the school should take in providing special educational opportunities for gifted students. The authors present a model conceptualizing four types of interactions between parents and schools. These four types of interactions determine the underlying cooperation or conflict that is present between parents and schools. The model offers parents and schools insight into understanding the nature of their interactions concerning the role of the school in gifted education.

scholarly journals Perfectionism and Academic Self-Handicapped among Gifted Students: An Explanatory Model

2020 ◽  
Vol 9 (2) ◽  
pp. 195
Author(s):  
Ali M. Alodat ◽  
Moawyah M. Abu Ghazal ◽  
Firas A. Al-Hamouri
Keyword(s):  
Gifted Education ◽  
Mixed Method ◽  
Gifted Students ◽  
Explanatory Model ◽  
Group Discussions ◽  
Factors Associated ◽  
Gifted Learners ◽  
Educational Implications ◽  
The Relationship ◽  
Method Approach

This study aimed to examine the relationship between perfectionism and academic self-handicapping strategies among gifted students in Jordan. This study used a mixed-method approach to explore the relationship as well as exploring any other factors associated with using such strategies. The Revised Almost Perfect Scale (APS-R) and the Academic Self-Handicapping Strategies Scale were used to measure perfectionism and academic self-handicapping among 242 gifted students on a high school for gifted learners. Subsequently, the researchers conducted four focus group discussions with 23 gifted students to identify the factors that may lead those students to use self-handicapping strategies. The results showed that Self-handicapped students were 4.58 times more likely to be maladaptive perfectionists than non-self-handicapped students. The results also revealed a combination of environmental, personal, and cultural factors that contributed to the use of these strategies by gifted students. This study has proposed an explanatory model to illustrate the relationship between perfectionism, academic self-handicapping, and factors that might be related. Finally, this study provided a range of educational implications that can be used in the field of gifted education.

Good Teaching for One and All: Does Gifted Education Have an Instructional Identity?

1997 ◽  
Vol 20 (2) ◽  
pp. 155-174 ◽  
Author(s):  
Carol Ann Tomlinson
Keyword(s):  
Instructional Strategies ◽  
Gifted Education ◽  
Curriculum And Instruction ◽  
Gifted Students ◽  
Educational Practice ◽  
General Educators ◽  
Good Teaching ◽  
Advanced Learners ◽  
Gifted Learners ◽  
Alternate Model

Educators of the gifted rationalize offering special curricula for gifted learners based on (a) the nature of the learning environment established for these learners; (b) constructivist principles of content, process, and product; and/or (c) use of a range of instructional strategies associated with programs for gifted learners. General educators find such defenses for gifted education little more than an argument for “good education.” This essay proposes an alternate model of curriculum and instruction suited to advanced learners. Use of such a model should strengthen both educational practice and research focused on talent development in gifted students.

Using Case Studies to Develop Equity-Driven Professional Learning for Gifted Educators

2020 ◽  
Vol 43 (4) ◽  
pp. 239-251
Author(s):  
Katie D. Lewis ◽  
Angela Novak ◽  
Christine L. Weber
Keyword(s):  
Teacher Perceptions ◽  
Case Studies ◽  
Professional Learning ◽  
Culturally Diverse ◽  
Gifted Students ◽  
Gifted Learners ◽  
Seven Principles ◽  
Guiding Principles

Carefully crafted professional learning has the potential to positively impact teacher perceptions of culturally diverse gifted learners. Case studies provide an opportunity to objectively examine scenarios that teachers of gifted students may encounter in the classroom. Embedding the seven guiding principles of equity-driven professional learning in the discussion of a case study fosters change in teacher perceptions and beliefs. This article presents the benefits of using case studies in multicultural professional learning for gifted teachers overlaid with the seven principles of equity-driven professional learning; offers an example of a case study, a boy named Raul; and shares two examples of the case study in practice.

Reform and Gifted Black Students: Promising Practices in Kentucky

1994 ◽  
Vol 17 (3) ◽  
pp. 216-240
Author(s):  
Donna Y. Ford ◽  
J. John Harris
Keyword(s):  
Black Students ◽  
Educational Reform ◽  
Achievement Motivation ◽  
Gifted Education ◽  
Gifted Students ◽  
State Level ◽  
Dropping Out ◽  
Promising Practices ◽  
Reform Movements ◽  
Gifted Learners

Gifted education has had altogether too little voice in the educational reform discourse. All too often, educators and policymakers who do not work directly with the gifted assume that gifted learners require no special attention to their needs. Despite considerable evidence that such problems as underachievement, lack of achievement motivation, and dropping out of school occur often and even disproportionately among the gifted, educators and policymakers rarely address the needs of gifted students directly in the reform reports, particularly those of the 1980s. More recently, however, reform movements at the state level have adopted components that appear, albeit indirectly, to address the needs of gifted learners. Accordingly, this article highlights some of the promising components of educational reform currently underway in the Commonwealth of Kentucky and discusses their implication for gifted students in general, and gifted Black students in particular.

A National Survey of Current Legislative and Policy Trends in Gifted Education: Life after the National Excellence Report

1998 ◽  
Vol 21 (3) ◽  
pp. 352-371 ◽  
Author(s):  
Mary S. Landrum ◽  
Antonis Katsiyannis ◽  
Jan DeWaard
Keyword(s):  
National Survey ◽  
Gifted Education ◽  
Gifted Students ◽  
Educational Programs ◽  
Department Of Education ◽  
Educational Practices ◽  
Gifted Learners ◽  
Critical Issues ◽  
Policy Mandates ◽  
State Legislative

Recent reports on the existence and nature of educational programs for gifted learners have indicated that current educational practices in gifted education vary in both availability and quality. One such report, National Excellence: A Case for Developing America's Talent (U.S. Department of Education, U.S. DOE, 1993), identified critical issues and established 7 initiatives for the improvement of the education of gifted students. This study examined the nature and availability of state legislative and policy provisions for gifted students as well as state efforts to address the report's 7 initiatives. Results indicated that progress in state efforts on the 7 initiatives have been mixed, with significant gains in some areas contrasted by minimal or no progress in others. Gains in gifted education, however, occurred at the same time that legislation and policy mandates in gifted education decreased.

Book Review: Jolly, J.L., & Jarvis, J.M. (Eds). (2018). Exploring Gifted Education: Australian and New Zealand Perspectives. Melbourne, Australia: Routledge.

2020 ◽  
pp. 54-59
Keyword(s):  
New Zealand ◽  
Gifted Education ◽  
Research Agenda ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Central Thesis ◽  
Research Findings ◽  
Areas Of Concern

In this first edition book, editors Jolly and Jarvis have compiled a range of important, contemporary gifted education topics. Key areas of concern focus on evidence-based practices and research findings from Australia and New Zealand. Other contributors include 14 gifted education experts from leading Australian and New Zealand Universities and organisations. Exploring Gifted Education: Australian and New Zealand Perspectives, introduced by the editors, is well organised. Jolly and Jarvis’s central thesis in their introduction is to acknowledge the disparity between policy, funding and practice in Australia and New Zealand. Specifically, in relation to Australia, they note that a coordinated, national research agenda is absent, despite recommendations published by the Australian Senate Inquiry almost 20 years ago.

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.

Meeting the Needs of Gifted Learners Who Just Don’t ‘Fit’: Parent Perspectives

2019 ◽  
pp. 6-16
Author(s):  
Nadine Ballam ◽  
Anne Sturgess
Keyword(s):  
New Zealand ◽  
Gifted Education ◽  
Support Staff ◽  
Learning Approach ◽  
Full Time ◽  
Parent Perspectives ◽  
Structured Interviews ◽  
Gifted Learners ◽  
Initial Cohort ◽  
Data Informed

In February 2018, a full-time provider of gifted education opened in New Zealand with its initial cohort of children. This provider catered for learners from ages 1-15 years who did not ‘fit’ in mainstream education settings. This paper reports on a research project that focused on the effectiveness of the learning approach at this school in its inaugural year. Two sources of data informed this research, including semi-structured interviews with parents and learning and support staff, and an analysis of documents related to the philosophy, curriculum, and learning approach. This paper reports on benefits and limitations of the learning approach identified by the parent participants in the study.

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.

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