Self-Perceived Strengths in Leadership Abilities between Suburban and Rural Gifted Students Using the Leadership Strengths Indicator

1993 ◽  
Vol 73 (2) ◽  
pp. 687-690 ◽  
Author(s):  
Trudy Abel ◽  
Frances A. Karnes
Keyword(s):  
High School ◽  
High School Students ◽  
Leadership Training ◽  
Gifted Students ◽  
School Students ◽  
Leadership Potential ◽  
Perceived Leadership

In a comparison made between 49 rural and 98 suburban gifted high school students no significant differences in self-perceived leadership potential were found; however, leadership training was recommended for both groups as their scores could probably be increased.

Computer-Based Mathematics and Physics for Gifted Students

1995 ◽  
Vol 39 (1) ◽  
pp. 7-13 ◽  
Author(s):  
Raymond Ravaglia ◽  
Patrick Suppes ◽  
Constance Stillinger ◽  
Theodore M. Alper
Keyword(s):  
High School ◽  
High School Students ◽  
Advanced Placement ◽  
Gifted And Talented ◽  
Gifted Students ◽  
School Students ◽  
Computer Based ◽  
Gifted Youth ◽  
Mathematics And Physics ◽  
Do So

Computer-based education makes it possible for gifted and talented middle school and early high school students to complete advanced courses in mathematics and physics several years before they would nocinally do so Since the fall of 1990, three such groups of students at the Education Program for Gifted Youth at Stanford University have taken courses at the advanced placement level and have done exceedingly well. This report details those results.

scholarly journals Applying Content and Language Integrated Learning Approach in Designing Chemistry Lesson Plan for High School Students

2019 ◽  
Author(s):  
Hoang Thu Ha ◽  
Ha Minh Nguyet
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching Method ◽  
Lesson Plan ◽  
Gifted Students ◽  
Teaching Science ◽  
Integrated Learning ◽  
School Students ◽  
Application Potential ◽  
Teaching Learning

Recently, teaching - learning Science subjects in English has become an urgent need of Vietnamese Education. Although piloted in high schools for gifted students and high-qualified schools with experienced teachers and good students, teaching Science subjects in English still faces many obstacles for many reasons. Among them, finding an appropriate teaching method may be the biggest challenge. The students who are good at Science subjects often does not feel confident about English. Whilst, those who are proficient in foreign language are usually afraid of science subjects and have not yet built up speciallized vocabulary about science. In this context, teaching Science subjects using Content and Language Integrated Learning (CLIL) approach shows high application potential due to the ability to balance both factors - Science knowledge and English simultaneously in a lesson. This study introduces the characteristics of CLIL approach and proposes the steps for preparing CLIL lesson plan. Also included is the analysis of the results of the Pedagogical experiment in High school of Education and Science.

A Leadership Profile of Secondary Gifted Students

1983 ◽  
Vol 53 (3_suppl) ◽  
pp. 1259-1262 ◽  
Author(s):  
Jane C. Chauvin ◽  
Frances A. Karnes
Keyword(s):  
High School ◽  
High School Students ◽  
Gifted Students ◽  
Full Scale ◽  
Self Control ◽  
Personality Factor ◽  
Personality Questionnaire ◽  
School Students ◽  
Self Sufficiency ◽  
Personality Factor Questionnaire

The present study was undertaken to ascertain the leadership profile of secondary gifted students. Characteristics of leadership were based on earlier findings for adults who responded to the 16 Personality Factor Questionnaire. The High School Personality Questionnaire, an instrument based on the 16 PF, but normed for high school students, was administered to 181 secondary gifted students, all of whom had Full Scale IQs of at least 130. Comparing their profiles with those of adult leaders showed the gifted students scored higher on Factors B, intelligence; F, enthusiasm; and Q2, self-sufficiency. They scored lower on Factors G, conscientiousness and Q3, self-control.

scholarly journals Identification of saprahan values as formers of gifted students empathy in high school students in pontianak

2018 ◽  
Vol 3 (1) ◽  
pp. 15
Author(s):  
Hastiani Hastiani ◽  
Rezki Hariko
Keyword(s):  
High School ◽  
High School Students ◽  
Social Skills ◽  
School Counselors ◽  
Gifted Students ◽  
Counseling Services ◽  
Guidance And Counseling ◽  
School Students

Gifted students tend to have too perfectionistic social skills, want others to be in accordance with the desired logic, comfortable interacting with students with homogeneous characteristics. This tendency can be modified by school counselors through the integration of the values of Saprahan local wisdom into guidance and counseling services. The values contained in Saprahan are used as the formation of students' empathy skills. Thus, gifted students have concern for other colleagues, can interact well with students of various characters, accept the shortcomings of other friends, embrace and help other friends, be polite in communicating, and not demean other friends.

Intensive Learning Experience: Development of STEM Mentorship Program for High School Gifted Students

2021 ◽  
Vol 44 (4) ◽  
pp. 228-235
Author(s):  
Mihyeon Kim
Keyword(s):  
High School ◽  
High School Students ◽  
Career Guidance ◽  
Learning Experience ◽  
Gifted Students ◽  
School Students ◽  
Mentorship Program ◽  
Academic Knowledge ◽  
Developmental Relationship ◽  
The Right

Positive mentoring experiences for high school students with high academic ability who want more in-depth academic knowledge and real job expectations can contribute to individualized career guidance within the mentor’s profession. This study examined a governor’s school program that is designed as a residential mentorship program for high school students with high academic performance in the areas of engineering and marine science. Evaluation from mentors, mentees, and parents was collected after completing the program. Throughout the evaluations, we learned four lessons to develop a successful mentorship program. Setting goals and expectations, building effective communication, developing the right human resources and training, and building a developmental relationship were important elements to be considered for the development of the mentorship program.

Experiences of High-Ability High School Students

2015 ◽  
Vol 38 (4) ◽  
pp. 428-446 ◽  
Author(s):  
Carrie Schmitt ◽  
Vella Goebel
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Experiences ◽  
Gifted Students ◽  
High Ability ◽  
School Students ◽  
Social And Emotional ◽  
Composition Course ◽  
12Th Grade ◽  
High Ability Students

This study attempted to answer the question, “To what extent do 12th-grade high-ability students feel that their past educational experiences, particularly in high school, have challenged their academic abilities?” Much research has been conducted in the field of gifted education about the identification, social and emotional characteristics, and educational needs of gifted students. However, little research has focused on how students themselves feel about the rigor and value of their educational experiences. This case study involved three high school seniors identified as high ability and enrolled in an Advanced Placement Language and Composition course in Indiana. Learning how these students feel about their experiences should help inform educators’ decisions regarding programming options, instructional methods, and differentiation strategies for high-ability students in Indiana.

Scores on Self-Actualization for Gifted Junior High School Students

1996 ◽  
Vol 79 (1) ◽  
pp. 59-64 ◽  
Author(s):  
Joan D. Lewis
Keyword(s):  
High School ◽  
Gender Differences ◽  
High School Students ◽  
Junior High School ◽  
Gifted Students ◽  
Junior High School Students ◽  
School Students ◽  
Personal Orientation Inventory ◽  
Self Actualization ◽  
Personal Orientation

Self-actualization scores of 47 gifted students in Grades 7 and 8 were assessed using the Reflections of Self by Youth (ROSY), the Maslowian Scale, and the Personal Orientation Inventory. No gender differences were observed. Students in Grade 7 scored significantly higher on the ROSY students in Grade 8 scored significantly higher on the Maslowian Scale Psychological subscale and Total score. Scores on the Maslowian Scale Fundamentals and Self-actualization subscales and Personal Orientation Inventory were not different for any group. Correlations among the three measures of self-actualization are presented.

Giftedness and Psychological Type

1997 ◽  
Vol 9 (2) ◽  
pp. 57-67 ◽  
Author(s):  
John Hawkins
Keyword(s):  
High School ◽  
High School Students ◽  
Gifted Students ◽  
Magnet School ◽  
Myers Briggs Type Indicator ◽  
Academically Talented ◽  
School Students ◽  
Psychological Types ◽  
Type Indicator ◽  
Magnet High School

This article examines the psychological types as measured by the Myers-Briggs Type Indicator (MBTI) of students admitted to a public, residential, magnet high school for academically talented and gifted juniors and seniors. These students are compared to two groups of gifted adolescents and two groups of traditional high school students. The magnet school students are significantly like the gifted students and significantly unlike the traditional students. Gifted students seem to have a particular MBTI type distribution. Discussion focused on the implications of this finding to the education of the magnet school students and other gifted students.

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