A Study on Educational Support Method for Gifted Students in an Alienated Areas through Analysis of Elementary Gifted Students’ Cultural Activities

2020 ◽  
Vol 20 (22) ◽  
pp. 931-949
Author(s):  
HeeJu Maeng
Keyword(s):  
Gifted Students ◽  
Educational Support ◽  
Cultural Activities ◽  
Elementary Gifted

Educational Support of Gifted Students in Innovative Education Conditions

10.12737/2127 ◽  
2013 ◽  
Vol 1 (3) ◽  
pp. 21-25 ◽  
Author(s):  
Фокина ◽  
Nina Fokina ◽  
Бощенко ◽  
Tatyana Boshchenko
Keyword(s):  
Computer Graphics ◽  
Program Implementation ◽  
Gifted Students ◽  
Innovative Activity ◽  
Educational Objective ◽  
Educational Support ◽  
Academic Competition ◽  
Thematic Plan ◽  
Innovative Education

A program related to educational support of gifted students’ activity is presented. Its educational objective and results related to mastering of various competences by participants have been revealed. The main criteria related to efficiency of educational support process which enable the student for optimum entry into innovative activity are defined. A content of program with structure and thematic plan is presented. Stages of main actions for program implementation in relation to conditions of students training for academic competition have been covered. Data of the necessary directions in research have been obtained. Work is focused on further search for effective methodical systems related to gifted students training in computer graphics

For The G/C/T Classroom: Finding The Right Resources: Research Activities

G/C/T ◽  
1983 ◽  
Vol 6 (5) ◽  
pp. 37-39 ◽  
Author(s):  
Richard Shade
Keyword(s):  
Gifted Students ◽  
Primary Source ◽  
Elementary Classroom ◽  
Gifted Program ◽  
Research Activities ◽  
Integral Component ◽  
Elementary Gifted ◽  
The Right ◽  
Source Of Information

Research has been and should continue to be an integral component of any gifted program. Of the three basic types of research (historical, descriptive, and experimental), the first two types are most often engaged by students in the elementary classroom. These two types of research usually involve an encyclopedia as a primary source of information. Unless students are given the opportunity to be exposed to the wide variety of resources at their disposal it is unlikely that they will discover them on their own. It is the purpose of this article to provide the teacher of elementary gifted students with five research activities that can help expose students to those different resources. The activities should take about one week to complete, except for the final one. The purpose of the activities should be explained to the students before beginning them.

scholarly journals Percepciones docentes hacia las altas capacidades intelectuales

2021 ◽  
Vol 24 (1) ◽  
Author(s):  
Alba García Barrera ◽  
Carlos Monge López ◽  
Patricia Gómez Hernández
Keyword(s):  
Teacher Education ◽  
Teacher Perception ◽  
High Capacity ◽  
Gifted Students ◽  
Survey Study ◽  
Support Needs ◽  
Specific Training ◽  
Educational Support ◽  
The Relationship ◽  
Formación Docente

Actualmente, los alumnos con altas capacidades intelectuales parecen no estar adecuadamente identificados ni atendidos en los centros educativos, lo cual se ve agravado por la deficiente formación del profesorado. El objetivo de esta investigación fue analizar la relación entre la formación docente y la experiencia en materia de altas capacidades con los conocimientos del profesorado en torno a este tipo de alumnos. Para ello se siguió un estudio por encuesta con docentes españoles de Educación Secundaria (n = 637), quienes cumplimentaron el Cuestionario de Percepción del Profesorado sobre el Alumnado con Altas Capacidades. Los resultados más destacados indicaron que el 57.35% de los participantes que habían recibido formación sobre necesidades específicas de apoyo educativo afirmó saber cuáles eran las principales necesidades de los alumnos con altas capacidades, mientras que de aquellos que no se habían formado previamente solamente contestó afirmativamente el 19.16% (ɸ = .391; sig. = .000). El 61.97% del profesorado que tenía experiencia previa en esta materia y 66.82% de aquellos que no la tenían señalaron que necesitan tener más formación específica al respecto (V = .263; sig. = .000). Los resultados de este estudio ponen de relieve la necesidad de mejorar la formación sobre este tema en la preparación inicial y continua del profesorado. Currently, gifted students seem not to be adequately identified or cared for in schools, being aggravated by poor teacher education. The aim of this research was to analyze the relationship between teacher education and high capacity experience with teachers’ knowledge about this type of students. For these reasons, a survey study was followed with Spanish teachers of Secondary Education (n = 637), who completed the Teacher Perception about Gifted Students Questionnaire. The most outstanding results indicated that 57.35% of the participants who had received training on specific educational support needs stated that they knew the main needs of gifted students, meanwhile those who had not previously trained only answered affirmatively the 19.16% (ɸ = .391; sig. = .000). 61.97% of teachers who had previous experience in this area and 66.82% of those who did not it indicated that they need to have more specific training in this regard (V = .263; sig. = .000). The results of this study highlight the need to improve training on this topic in the initial and continuous teacher education.

scholarly journals Gifted education: Perspectives and practices of school principals in Bahrain

2021 ◽  
Vol 10 (2) ◽  
pp. 576
Author(s):  
Osama Al-Mahdi ◽  
Abduyah Binte Yaakub ◽  
Abdelbaky Abouzeid
Keyword(s):  
School Improvement ◽  
Gifted Education ◽  
School Principals ◽  
Gifted Students ◽  
Three Dimensions ◽  
Quantitative Methodology ◽  
Educational Support ◽  
Interpretive Analysis ◽  
Comprehensive Knowledge ◽  
Principals Perceptions

<span lang="EN-US">Research on giftedness and gifted education has a rich history. Researchers have consistently pointed to the educational leadership perspectives on giftedness, and inequitable identification of policies and practices in gifted education. Research suggests there is a widening gap in the level of comprehensive knowledge in gifted education that is critical for school improvement. This paper examined school principals’ (n=29) perceptions regarding giftedness among Bahraini students. The study focuses on exploring the characteristics school principals attribute to giftedness in their schools, the methods employed by schools to identify gifted students from the school principals' perspectives, and the educational provisions school principals used to support gifted students in their school. The study also searches for any significant differences among school principals in their views on these three dimensions. The study employed quantitative methodology and the analysis of the research questionnaire included descriptive and interpretive analysis (ANOVA and T-test). The findings indicate that the school principals looked at giftedness mainly from an academic and school perspective. The results indicate some dissonance between what the principals’ perceptions on giftedness are and the educational support that they provided to the gifted students in their schools.</span>

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