scholarly journals The Opinions of Gifted Students about Leadership Training

2017 ◽  
Vol 4 (2) ◽  
pp. 41 ◽  
Author(s):  
Uzeyir Ogurlu ◽  
Mehmet Naci Sevim
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Focus Group ◽  
Leadership Training ◽  
Qualitative Content Analysis ◽  
Gifted Students ◽  
Leadership Education ◽  
School Students ◽  
Science And Art ◽  
Gifted Middle School Students

The aim of this research was to identify gifted middle school students’ opinions and suggestions about leadership and leadership education. For this purpose, 65 gifted middle school students who have been attending the Science and Art Center were interviewed by using the focus group. The gifted students were asked open-ended questions about leadership and leadership training. Qualitative content analysis was employed. The results of the focus group interviews showed that majority of gifted students did not want to be a leader in the future because of some reasons including lack of self-confidence and avoiding taking responsibility. But the majority believed that leadership could be improved through training and wanted to participate in leadership training in schools. The participants suggested some various ways for leadership improvement of students in the schools such as teamwork or giving responsibilities.

Drawing out understanding

2015 ◽  
Vol 33 (3) ◽  
pp. 197-209
Author(s):  
Jennifer Eiserman ◽  
Heather Lai ◽  
Chelsea Rushton
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Personality Development ◽  
School Context ◽  
Gifted Students ◽  
School Students ◽  
Ongoing Research ◽  
Interdisciplinary Approaches ◽  
Positive Disintegration ◽  
Gifted Middle School Students

Dabrowski recognized that the creative process is important in the personality development of the gifted and talented. Given the intrinsically creative nature of learning in an arts- infused context, we hypothesize that interdisciplinary approaches to curriculum address the unique needs of the gifted. First, we will summarize Dabrowski’s theory of positive disintegration, providing a theoretical context to discuss an ongoing research project that engages gifted students in arts-based learning. We then briefly describe the implications of positive disintegration in the middle school context, and how art education can support this process. Finally, we describe how two arts integrated projects addressed the process of positive disintegration. In 2013, University of Calgary students in ART 307, “Applied concepts in art with children ages 6-12,” worked with gifted middle school students on an integrated art–social studies–science project called “When Fisher went to Skyland.” In this project, one class of Grade 6 students explored Iroquois culture and sky science through printmaking. In 2014, four classes of Grade 5 students worked with ART 307 students to enhance their understanding of electricity and magnetism through explorations using theatre games, creative movement and animation. We suggest that engaging gifted middle school students in the arts can be a means to facilitate alternative learning methodologies in all subject areas, and provide necessary support in personality development.

Openness to experience and overexcitabilities in a sample of highly gifted middle school students

2021 ◽  
pp. 026142942110532
Author(s):  
Shelagh Gallagher
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Big Five ◽  
Gifted Students ◽  
Openness To Experience ◽  
Cutoff Score ◽  
School Students ◽  
Big Five Model ◽  
Gifted Middle School Students ◽  
Neuroticism Scale

A sample of 108 highly gifted middle school students participated in a study of the relationships between Big Five factors and overexcitabilities. Students completed the NEO-FFI and Overexcitabilities Questionnaire-II (OEQ-II). A cutoff score applied to the OEQ-II created a threshold for overexcitability, ensuring only extreme responses. Analysis groups were based on the number of OEs students possessed based on the cutoff score. An analysis of variance assessed differences in students’ NEO-FFI scores according to the number of OEs they reported. Students with three or more overexcitabilities had significantly higher scores on NEO-FFI openness to experience than students with fewer overexcitabilities. Gifted females had significantly higher scores on NEO-FFI neuroticism scale than gifted males. The results hold implications for understanding the academic and social-emotional needs of highly gifted students and justify use of the Big Five model and overexcitabilities together to further understand the relationship between intelligence, personality, and giftedness.

STAR Experimental Geometry: Working with Mathematically Gifted Middle School Students

1990 ◽  
Vol 83 (5) ◽  
pp. 351-357
Author(s):  
Gary Talsma ◽  
Jim Hersberger
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Gifted Students ◽  
Instructional Approaches ◽  
School Students ◽  
Mathematically Gifted ◽  
Covered Area ◽  
Gifted Middle School Students ◽  
Experimental Geometry

Issues concerning the proper mathematics content for gifted students have been addressed by many researchers, including Harpel (1983), Hersberger and Wheatley (1980), Stanley (1980), Wavrik (1980), and Wheatley (1983). One area of agreement is that geometry is an essential and insufficiently covered area of mathematics content for gifted students. In this article, we describe a course for mathematically gifted middle school students, including the instructional approaches used, along with some exemplary materials.

Communicating about bullying: Examining disclosure among gifted students

2019 ◽  
Vol 35 (2) ◽  
pp. 110-120
Author(s):  
Rachel Leah Jumper
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
General Education ◽  
Gifted Students ◽  
Specific Area ◽  
The Body ◽  
Gifted Children ◽  
School Students ◽  
General Education Students ◽  
Being Bullied

Although research on bullying has grown in scope in recent years, research specifically focused on gifted children’s experiences with bullying has been more limited. Studies of gifted children and bullying do exist, but the body of research in this specific area is not large. This article asserts that there are differences in the ways that gifted and nongifted middle school students communicate about bullying. This article examines quantitative differences in the ways middle school students who self-identify as gifted, and their peers who do not self-identify as gifted, disclose information about bullying. Data were collected from 343 middle school students at five different schools using the Olweus Bully/Victim Questionnaire. The study found that gifted students were more likely than general education students to disclose to their peers that they were being bullied but were not more likely than other children to communicate about bullying to their teachers or parents. These findings have important implications for schools and families as adults may underestimate bullying among the gifted. Additionally, these findings add to the literature supporting intervention programs that incorporate peer bystanders and add information to how we understand the importance of peers for gifted children.

Epistemological Differences Between Gifted and Typically Developing Middle School Students

2019 ◽  
Vol 42 (2) ◽  
pp. 164-184
Author(s):  
Shelagh A. Gallagher
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Grade Level ◽  
Gifted Students ◽  
Developmental Differences ◽  
Typically Developing ◽  
Learning Context ◽  
School Students ◽  
Substantial Impact ◽  
Personal Epistemologies

Students’ personal epistemologies, or their beliefs about knowledge and knowing, have a substantial impact on learning, affecting their responses to curriculum, strategy selection, and psychosocial variables. Changes in epistemological reasoning occur similarly to other stage-based developmental schemes, with qualitative shifts in worldviews at each stage. Some research suggests that gifted students tend to develop higher levels of epistemological reasoning earlier than same-aged typically developing peers. The current study extends research in developmental differences to middle school students. A total of 189 sixth-, seventh-, and eighth-grade gifted or typical students completed the Learning Context Questionnaire. An analysis of variance was conducted to determine differences by Gifted Status and Grade Level. Results of the analysis revealed significant differences between gifted and typical students, with modest effect size, at each grade level. The discussion includes implications for understanding giftedness and related need for rich inquiry-based learning environments.

scholarly journals Ortaokul Öğrencilerinin Epistemolojik İnançlarının Keşfedilmesinde Öğrenci Merkezli Bir Yaklaşım: Çiz-Yaz-Anlat Tekniği / A Student-Centered Approach to Explore Middle School Students’ Epistemological Beliefs: Draw-Write-Tell Technique

2018 ◽  
Vol 7 (3) ◽  
pp. 566 ◽  
Author(s):  
Servet Üztemur ◽  
Erkan Dinç
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Focus Group ◽  
Epistemological Beliefs ◽  
Sampling Technique ◽  
Word Knowledge ◽  
Focus Group Interviews ◽  
School Students ◽  
Group Interviews ◽  
Research Students

<p><strong>Abstract </strong></p><p>The purpose of this research is to explore the epistemological beliefs of middle school students by means of draw-write-tell technique which is formed from three phases. Designed as a qualitative phenomenological research, this study employs 96 students (51 female, 45 male) selected by convenience sampling technique. The participants were attending various grade levels of a state secondary school in Yunusemre district of Manisa province in 2017-2018 academic year. In the first stage of the research, students were asked to pencil draw five things reminding or representing them the word “knowledge”. In the second stage, each student was asked to select one drawing amongst five, which best meets the concept of “knowledge” according to her/his personal opinion and which is identified with “knowledge” the most and write down why she/he chose this one. In the third stage, a total of 12 different focus group interviews were conducted with 53 volunteering students amongst the ones having participated in the earlier research stages. The data obtained from the first stage was thematically analyzed, while the remaining data was analyzed phenomenologically. Research findings show that most of the students see the authorities and the objects out there as sources of knowledge. In the processes of knowledge acquisition, they also perceive themselves as passive recipients of any given knowledge. It is observed that it is possible to measure the epistemological beliefs of the students for the source of knowledge through the drawings and the accuracy and justification of knowledge through the written materials and focus group interviews. Research results show that draw-write-tell technique is a new approach useful and practical in measuring the epistemological beliefs of middle school students.</p><p><strong>Öz</strong></p><p>Bu araştırmanın amacı ortaokul öğrencilerinin epistemolojik inançlarını üç aşamadan oluşan çiz-yaz-anlat tekniğiyle keşfetmektir. Nitel araştırma temelinde fenomenoloji modeline göre desenlenen araştırmanın çalışma grubunu 2017-2018 öğretim yılında Manisa ili Yunusemre ilçesindeki bir devlet ortaokulunun kolay ulaşılabilir durum örneklemesi yöntemiyle her sınıf seviyesinden seçilmiş 96 öğrenci (51 kız, 45 erkek) oluşturmaktadır. Araştırmanın birinci aşamasında öğrencilere bilgi deyince akıllarına gelen beş farklı çizim (karakalem) yapmaları istenmiştir. İkinci aşamada öğrencilere bu beş çizim içerisinden kişisel görüşlerine göre bilgi kavramını en çok karşılayan ve bilgi ile en çok özdeşleşen bir tanesini seçip bu çizimi niçin seçtiklerini yazmaları istenmiştir. Üçüncü aşamada katılımcılar içerisinden gönüllülük esasına göre belirlenen 53 öğrenciyle toplam 12 odak grup görüşmesi yapılarak öğrencilerin yazdıkları metinleri daha ayrıntılı bir şekilde ifade etmeleri sağlanmıştır. Birinci aşamadan elde edilen veriler içerik olarak; ikinci ve üçüncü aşamada elde edilen veriler ise fenomenolojik olarak analiz edilmiştir. Araştırma bulguları; öğrencilerin büyük bir kısmının uzmanlar ve dış dünyadaki nesneleri bilginin kaynağı olarak gördüklerini ve bilgi edinme sürecinde kendilerini birer pasif bilgi alıcısı olarak algıladıklarını göstermiştir. Çizimler aracılığıyla öğrencilerin bilginin kaynağına yönelik; yazılı metinler ve odak grup görüşmeleriyle de bilginin kesinliği ve doğrulanması boyutuna yönelik epistemolojik inançlarının tespit edilebildiği görülmüştür. Araştırma sonuçları; yeni bir yaklaşım olan çiz-yaz-anlat tekniğinin ortaokul öğrencilerinin epistemolojik inançlarının ölçülmesinde faydalı ve kullanışlı olduğunu göstermiştir.</p>

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