Me: A Self-Concept Scale, Revised Norms

The purpose of this study was to determine the effects of gifted programs on self-concepts and depressive symptoms in gifted and talented program participants. The eighty-two fifth and sixth grade participants included students in special full-time classes for the gifted, students in pullout classes for the gifted, and students in regular classes. Instruments included two self-concept measures—the ME Scale and the Piers-Harris Children's Self-Concept Scale—and one depression measure, the Reynolds' Adolescent Depression Scale (RADS). Sixth grade gifted groups (pullout and selfcontained) scored higher on measures of self-concept than nongifted groups. No other main effects were found for either self-concept measure or for the depression scale (RADS).

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Gifted, Streamed and Mixed-Ability Programs for Gifted Students: Impact on Self-Concept, Motivation, and Achievement

Australian Journal of Education ◽

10.1177/000494410004400106 ◽

2000 ◽

Vol 44 (1) ◽

pp. 51-75 ◽

Cited By ~ 31

Author(s):

Rhonda G. Craven ◽

Herbert W. Marsh ◽

Murray Print

Keyword(s):

Gifted And Talented ◽

Test Scores ◽

Gifted Students ◽

Achievement Tests ◽

Achievement Test ◽

Self Concept ◽

Motivational Orientations ◽

School Year ◽

Concept Theory ◽

Better Than

Gifted and talented (GAT) students in a new regional selective GAT program were compared with GAT students in mixed ability and streamed classes. Outcomes were academic and non-academic self-concepts, motivation orientations, and achievement tests administered at the start and end of the school year. Selective GAT students' gains were not significantly better than comparison GAT student's gains on any outcome. Selective GAT students' scores were significantly more negative for all facets of academic self-concepts, for all but one of the facets of non-academic self-concept, and for four of six motivational orientations, but did not differ from the comparison GAT students on achievement test scores. Comparisons of students in mixed ability and streamed settings were nonsignificant for 16 of 18 outcomes. The results did not support the intended outcomes of the selective GAT program in relation to academic self-concept and motivational orientations but were consistent with previous self-concept theory and research.

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Radical Subject Acceleration for Gifted Students: One School's Response

Australasian Journal of Gifted Education ◽

10.21505/ajge.2019.0014 ◽

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.

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Exploring Bullying: Fifth Graders’ Interpretations and Understandings

journal for the education of the gifted ◽

10.1177/0162353220978302 ◽

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.

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

Gifted Child Today ◽

10.1177/10762175211008516 ◽

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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Peran Pemahaman Karakteristik Siswa Cerdas Istimewa Berbakat Istimewa (Cibi) dalam Merencanakan Proses Belajar yang Efektif dan Sesuai Kebutuhan Siswa

Humaniora ◽

10.21512/humaniora.v2i1.3002 ◽

2011 ◽

Vol 2 (1) ◽

pp. 269

Author(s):

Dwi Kencana Wulan

Keyword(s):

Learning Process ◽

Gifted And Talented ◽

Group Discussion ◽

Gifted Students ◽

Thinking Skills ◽

Accelerated Program ◽

Effective Learning ◽

Emotional Aspects ◽

Talented Students ◽

Different Characteristics

This study focused on the importance of the process to understand the characteristics of Gifted and talented students (CIBI) with special needs, in planning and implementing effective learning process that will be able to facilitate the development of student’s ability optimally. The reseach samples are teachers of acceleration class in one of government senior high school (X) in Bekasi West Java. Data collection was done through the method of Focus Group Discussion (FGD) and interviews. The data indicate, in general, teachers have learned hat gifted and talented students have different characteristics in thinking skills than other students have in general. However, this has not been followed by the planning and delivering an appropriate learning process that met the gifted students’ needs. It appears that an accelerated program for gifted students only facilitates the development of cognitive aspect and accelerates the delivery of appropriate curriculum materials provided, while the socio-emotional aspects of students have given less attention.

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A Career in Teaching: Comparing Views of Gifted and Talented Adolescents

Journal of Secondary Gifted Education ◽

10.1177/1932202x9700900104 ◽

1997 ◽

Vol 9 (1) ◽

pp. 21-27 ◽

Cited By ~ 8

Author(s):

Neelam Kher-Durlabhji ◽

Lorna J. Lacina-Gifford ◽

Richard C. Carter ◽

Lynn K. Lalande

Keyword(s):

Career Counseling ◽

Gifted And Talented ◽

Gifted Students ◽

Eighth Graders ◽

Teaching Profession ◽

Teacher Preparation Programs ◽

Preparation Programs ◽

Regular Students ◽

Gifted Adolescents ◽

Significant Adults

A key determinant of the quality of teachers graduating from teacher preparation programs is the applicant pool in these programs. Research suggests that gifted students are discouraged from entering the teaching profession. The views of gifted adolescents toward the teaching profession compared to other professions, and the perceived level of support from significant adults for choosing the teaching profession, were analyzed in this study. The views of gifted adolescents were obtained to aid in the design of structured career counseling programs for this population. Survey data to address the above objectives were obtained from three groups of gifted seventh and eighth graders and compared to “regular” students' responses. Top ranked occupations for the gifted groups were scientist or doctor. The regular students' top choices were doctor and lawyer with a scientist ranked low. All groups rated sales and teaching the lowest. A majority of the students indicated that significant adults would encourage or strongly encourage their choice of the teaching profession.

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Getting the Dialogue Started

Identifying, Describing, and Developing Teachers Who Are Gifted and Talented - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-5879-8.ch002 ◽

2019 ◽

pp. 12-21

Author(s):

Judith A. Bazler ◽

Letitia Graybill ◽

Alex Romagnoli

Keyword(s):

Science Education ◽

Teacher Preparation ◽

Literature Review ◽

Educational Research ◽

Gifted And Talented ◽

Teacher Educators ◽

Gifted Students ◽

Preparation Programs ◽

Gifted And Talented Education ◽

The University

This chapter provides a description of Gifted and Talented Education (GATE) teachers and supports that description through research and a professional discussion between two experienced educators at the university level. A brief literature review is first provided with an emphasis on how established research in the field of “gifted” students informs research on GATE teachers. The chapter then focuses on a professional discussion between two teacher educators who specialize in science education. During the discussion, which is interspersed and framed in educational research, the educators identify the elements of GATE teachers, analyze how GATE teachers are identified, and how to maintain GATE teachers during teacher preparation and as professionals in the field. Finally, implications for education preparation programs are provided.

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Educating Highly Able Students from an African Perspective

Handbook of Research on Social, Cultural, and Educational Considerations of Indigenous Knowledge in Developing Countries - Advances in Knowledge Acquisition, Transfer, and Management ◽

10.4018/978-1-5225-0838-0.ch009 ◽

2017 ◽

pp. 161-180 ◽

Cited By ~ 1

Author(s):

Constantine Ngara

Keyword(s):

Southern Africa ◽

Gifted Education ◽

Process Model ◽

Practical Wisdom ◽

Gifted Students ◽

Talent Development ◽

Interactive Process ◽

Indigenous Cultures ◽

African Perspective ◽

Highly Able

Basing on Cabral's (1973) legendary practical wisdom to return to the source, in the quest to broaden existing understanding of giftedness and improve the education of gifted students, the chapter examines indigenous conceptions of giftedness espoused in Bantu cultures of southern Africa. As informed by insights gleaned from research on Ndebele, Shona and Vhenda cultures' views of giftedness, indigenous cultures' views warrant attention as they promise to enrich the education of gifted students in amazing and intriguing ways. The chapter offers specific recommendations for educating highly able students including a Dynamic and Interactive Process Model of Talent development (DIPM) grounded in indigenous cultures of southern Africa currently generating interest in gifted education.

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