scholarly journals Giftedness among School Children: A Review

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Kiran N C ◽  
C. G. Venkatesha Murthy
Keyword(s):  
School Children ◽  
Gifted Children ◽  
Gifted Programs ◽  
Ring Model ◽  
Academic Task ◽  
Task Commitment

The present paper has attempted to present a review of issues concerning the education of the gifted children. It has presented concerns and the essence of different models of giftedness and raised issues about the assessment of giftedness. It also has proposed different components of academic task commitment, derived from Renzulli’s Three Ring Model and defined them apart from identifying different components they have. It has also presented the gifted programs in India which is an assorted attempt. It has identified gaps and proposed agenda for the imminent future.

Equitable Access, Locale, Funding, and the Alignment to Performance Ratings in Texas Gifted Programs

2021 ◽  
Vol 44 (1) ◽  
pp. 3-30
Author(s):  
Jaret Hodges ◽  
Kacey Crutchfield ◽  
Lindsay Ellis Lee
Keyword(s):  
Program Evaluation ◽  
Hispanic Students ◽  
Proportional Representation ◽  
Performance Ratings ◽  
Future Research ◽  
Gifted Children ◽  
Gifted Programs ◽  
Gifted Program ◽  
Self Assessments ◽  
Talented Students

Self-assessments utilizing designated, objective standards are critical in program evaluation. Although 2013–2014 Texas policy mandated districts self-assess their gifted programs using the community and student engagement performance rating system, little is known about how districts determined their self-assessment ratings. Following gifted program evaluation guidelines from the Texas State Plan for Gifted/Talented Students and the National Association for Gifted Children Pre-K–Grade 12 Gifted Programming Standards, researchers used logistic ordered regression to examine Texas districts’ 2014–2015 locale, proportional representation, and budgetary allotments in relation to gifted program self-assessed performance ratings. Results indicate proportional representation of Black and Hispanic students in gifted programs did not influence school district self-assessed ratings. On the contrary, locale, proportion of Black and Hispanic students to the overall district population, and budget allocation did relate to self-assessed ratings of gifted programs. Future research directions and implications for the use of self-assessments within gifted program evaluation are discussed.

scholarly journals Signs of Critical Reflection in Mathematical Experiential Learning Contexts

Pedagogika ◽  
2017 ◽  
Vol 127 (3) ◽  
pp. 54-69
Author(s):  
Vaiva Grabauskienė ◽  
Oksana Mockaitytė-Rastenienė
Keyword(s):  
Primary School ◽  
Undergraduate Students ◽  
School Children ◽  
Critical Reflection ◽  
Mathematical Reasoning ◽  
Primary School Children ◽  
Gifted Children ◽  
Audio Recordings ◽  
Adults And Children ◽  
The Difference

In this article, we analyzed reflections of undergraduate students of Primary school education and also the reflections of gifted primary school children. The reflections were collected in those two subsamples separately, while learning Math in experiential way. For the suitability to observe critical reorganization of mathematical images, the scaling as a subject was chosen. The process of learning in adults has a feature to encompass the critical reflection approach for the problem solving. The aim of our study was to shed light on differences and similarities between adults and gifted primary school children in mathematical reasoning. We used the following methods: case study; observation; audio recordings; and qualitative analysis (i. e. content analysis). In whole study, 13 undergraduate students and 16 gifted children from III–IV grades took a part. The results indicate that the main insights in the mathematical content were made while comparing measurements of different dimensions. The similarities between adults and children were found in how critical reorganization of mathematical images was done. The difference occurred in the extent of reasoning abstraction. Gifted children already at primary school years were able to formulate logical explanations into mathematical rules. However, for the children to make critical reflections, the experiential basis (practice) is obligatory. In contrast, adults used abstract reasoning even in experiential (practical) situations.

Primary Gifted Programs

G/C/T ◽  
1982 ◽  
Vol 5 (2) ◽  
pp. 8-9
Author(s):  
Harry W. Morgan
Keyword(s):  
Gifted Students ◽  
Gifted Children ◽  
Gifted Programs ◽  
Individual Needs ◽  
The Individual

“Why is it that there are so few primary children in gifted programs?” Or would it be better to ask, “Why is it that there are so few primary programs for gifted children?” We need to identify gifted children at early ages and deal with their unique abilities, if we are to enhance these abilities. If we fail to do this, we may observe a degeneration in the gifted child's desire for learning. It is our obligation as educators to provide for the individual needs of all of our students and that includes our gifted students. — H.W.M.

Developmental Patterns in Problem Solving and Divergent Thinking Abilities in Gifted Elementary School Children

1978 ◽  
Vol 1 (2) ◽  
pp. 37-48 ◽  
Author(s):  
Sylvia Rosenfield ◽  
John C. Houtz
Keyword(s):  
Problem Solving ◽  
School Children ◽  
Elementary School Children ◽  
Divergent Thinking ◽  
Sixth Graders ◽  
Thinking Skills ◽  
Individual Variability ◽  
Gifted Children ◽  
Problem Solving Skills ◽  
Developmental Patterns

Development of problem solving and divergent thinking skills in intellectually gifted children was examined through administration of experimental tasks to 233 second through sixth graders. Different patterns of development were observed: problem solving skills grew steadily from the second through the sixth grades; divergent thinking increased from second through fourth, with no significant increase thereafter. Of potentially greater importance was the fact that children in fifth and sixth grades demonstrated more intra-individual variability across tasks than children in the earlier grades. Implications for curricula to include more divergent thinking tasks were discussed.

scholarly journals Designing Digital Educational Environment for the Individualization of Learning and the Development of Gifted Children

2020 ◽  
Vol 10 (2) ◽  
pp. 70-75
Author(s):  
Viktoriya Solomatina
Keyword(s):  
Primary School ◽  
Conceptual Framework ◽  
School Children ◽  
Educational Environment ◽  
Educational Process ◽  
Primary School Children ◽  
Gifted Children ◽  
Project Method ◽  
E Learning ◽  
Empirical Material

The article presents the authors’ project of designing a digital educational environment for the actualization and development of creative giftedness in primary school children by means of a network of project activities. The educational environment was designed within the conceptual framework proposed by E. D. Patarakin and based on his idea of using network interactions to support the project method. This approach enables a transition from the concept of "educational environment" to the concept of “educational ecosystem". The model of an ecological system is used in the article to analyze the contemporary educational environment. The empirical material presented in the paper can be implemented in developing new forms of interaction between educational process participants in the context of e-learning.

Math Instructional Practices within Preschool/Kindergarten Gifted Programs

1993 ◽  
Vol 17 (1) ◽  
pp. 41-52 ◽  
Author(s):  
Elizabeth Wadlington ◽  
Jeanne M. Burns
Keyword(s):  
Early Childhood ◽  
Instructional Practices ◽  
The United States ◽  
Gifted Children ◽  
Math Instruction ◽  
Gifted Programs ◽  
Learning Centers ◽  
Older Students ◽  
Early Childhood Programs ◽  
Math Practices

Math instructional practices/materials utilized by teachers in early childhood programs for gifted three-, four-, and five-years have been discussed in this article. Information was collected for a study that examined specific math practices utilized by teachers in gifted preschool/kindergarten programs within the United States. Results indicated that most respondents used unstructured activities (e.g., discovery learning, learning centers) in small groups when providing math instruction. Although the teachers exposed the gifted children to concepts generally introduced to older students; they most frequently taught concepts found in traditional early childhood programs. Children were infrequently exposed to concepts/materials pertaining to time and measurement even though research has indicated that young gifted children often possess advanced capabilities in these areas.

scholarly journals Content and Language Integrated Learning (CLIL) for gifted children: Music and English

2020 ◽  
pp. 154-158
Author(s):  
I. P. Selezneva ◽  
V. V. Vlasova
Keyword(s):  
Creative Process ◽  
Interdisciplinary Approach ◽  
Gifted Children ◽  
Integrated Learning ◽  
Ring Model

In the article is considered the formation of an educational milieu for teaching gifted children by introducing elements of Content and Language Integrated Learning into the educational milieu on the example of an integrated lesson in Music and English. The article analyzes the "Three-ring model of giftedness" by J. Renzulli and its modification carried out by J. F. Feldhusen and K. Heller; the "theory of investment" in the creative process by R. Sternberg. As a part of the research, a Music and English lesson for students of the 2nd grade on the topic "New year" was developed using elements of the method of Content and Language Integrated Learning (CLIL), including musical and rhythmic exercises, chanting, dance, game activities. The authors of the article conclude that an interdisciplinary approach to building a creative educational milieu for teaching gifted children is effective, which contributes to expanding the range of the students’ individual opportunities.

scholarly journals Psychological and Pedagogical Support as a Condition for the Successful Development of Gifted Primary School Pupils

2020 ◽  
Author(s):  
Karine Yurevna Breshkovskaya ◽  
Anna Vladimirovna Morozova
Keyword(s):  
Primary School ◽  
School Children ◽  
Personal Development ◽  
Primary School Children ◽  
Gifted Children ◽  
Social Emotional ◽  
Successful Development ◽  
Scientific Analysis ◽  
Primary School Pupils ◽  
Psychological Features

A scientific analysis on the problem of gifted children is presented, and both positive and negative age-psychological features of gifted primary school children are thoroughly characterized. Psychological and pedagogical support aimed at identifying and taking into account characteristics for a specific age, peculiarities of child’s intellectual and personal development is considered an effective method of pedagogical activity in the work with gifted children. A meaningful characteristic of psychological and pedagogical work with children in each problematic sphere is given. Among them: motivational, social, emotional, will and cognitive spheres.

Sign in / Sign up

Export Citation Format

Share Document