scholarly journals COMPETENCE APPROACH IN REALIZATION OF STRATEGIES OF SPEED-UP STUDIES FOR WORK WITH THE GIFTED CHILDREN: AMERICAN REALITIES AND UKRAINIAN PROSPECTS

1970 ◽  
Vol 13 (5) ◽  
Author(s):  
Petro O. Tadeiev
Keyword(s):  
Gifted Education ◽  
Gifted Children ◽  
Education Teacher ◽  
Speed Up ◽  
Accelerated Education ◽  
Children Education

The article deals with teachers’ readiness to accelerated education strategies realization for gifted children education in the frames of competences’ approach. The structure and content of key and specific competences of gifted education teacher in acceleration programes have been determined.

scholarly journals Teacher Training Programs for Gifted Education with Focus on Sustainability

2016 ◽  
Vol 18 (2) ◽  
pp. 66-74 ◽  
Author(s):  
Eva Reid ◽  
Božena Horváthová
Keyword(s):  
Teacher Training ◽  
Gifted Education ◽  
Training Programs ◽  
National Curriculum ◽  
Gifted Children ◽  
Ministry Of Education ◽  
Topical Issue ◽  
Education Teacher ◽  
The World ◽  
Teacher Training Programs

Abstract Scholars, psychologists, and teachers from around the world have been dealing with the topic of giftedness for many years. Also in Slovakia, development of giftedness is a highly topical issue and gifted education has earned its place in the current curricular documents issued by the Ministry of Education. The national curriculum specifies education objectives, teaching plans, requirements for personnel, organizational and material-technological requirements for gifted education. However, the personnel requirements are problematic not only in Slovakia, but also in other countries. Most attention is paid to identification and development of gifted children, but very little consideration is given to the training of teachers for gifted children. The lack of justifying teacher training does not guarantee sustainability of gifted education. The aim of this paper is to map and describe gifted education, teacher training programs and qualifications for teachers of intellectually gifted pupils in Slovakia, Austria, Belgium and Finland. These countries were chosen because of very different perceptions of the gifted education and teacher training. These systems are compared and a proposal for sustainable teacher training is offered.

Action Research and Practical Inquiry: Multicultural Content Integration in Gifted Education: Lessons from the Field

2002 ◽  
Vol 25 (3) ◽  
pp. 269-289 ◽  
Author(s):  
Margie K. Kitano ◽  
Katie S. Pedersen
Keyword(s):  
Action Research ◽  
Staff Development ◽  
Secondary Teachers ◽  
Gifted Education ◽  
Gifted Students ◽  
Gifted Children ◽  
Content Integration

This article describes the attempt of 2 staff-development practitioners to understand—through practical inquiry—elementary and secondary teachers' multicultural goals and implementation experiences with gifted students in a diverse district. An informal survey of teachers participating in an in-service course on gifted education suggested that many of these teachers had goals and experiences related to multicultural curricula for gifted children. Through the survey, teachers also identified obstacles they encountered in implementing multicultural activities and benefits they perceived. Teachers' stories describing their practice were gathered through observations, written reports, and videotapes. Findings offer several implications for guiding teachers' implementation of content related to diversity.

scholarly journals Mexican Teachers’ Knowledge about Gifted Children: Relation to Teacher Teaching Experience and Training

2020 ◽  
Vol 12 (11) ◽  
pp. 4474
Author(s):  
Pedro Antonio Sánchez-Escobedo ◽  
Angel Alberto Valdés-Cuervo ◽  
Guillermo Alfonso Contreras-Olivera ◽  
Fernanda Inéz García-Vázquez ◽  
María Fernanda Durón-Ramos
Keyword(s):  
Elementary School Teachers ◽  
Gifted Education ◽  
Gifted Students ◽  
Teaching Experience ◽  
Basic Knowledge ◽  
Gifted Children ◽  
Educational Strategies ◽  
Screening Criteria ◽  
Teachers Training ◽  
And Training

Gifted students are important for the development of knowledgeable societies. The present study examined Mexican elementary-school teachers’ knowledge about gifted students, specifically on screening criteria, educational strategies, and their social value. The relationships between teachers’ knowledge, teaching experience, and training in gifted education was analysed. A total of 1002 teachers (M age = 37.5, SD = 9.6 years old) from the 33 states of Mexico, 365 men and 510 females with 13.5 years of teaching experience, of whom 32% were trained in gifted education, completed an anonymous questionnaire. K-means cluster analysis revealed two clusters. Cluster 1 comprised teachers (61.2%) with poor knowledge, while Cluster 2 included teachers (38.8%) with basic knowledge and more teaching experience and training. Overall, the findings had implications for teachers’ training and educational policy.

Gifted Students' Attitudes and Perceptions of the Gifted Label, Special Programs, and Peer Relations

1997 ◽  
Vol 9 (1) ◽  
pp. 15-20 ◽  
Author(s):  
John F. Feldhusen ◽  
David Yun Dai
Keyword(s):  
Peer Relations ◽  
Gifted Education ◽  
Gifted Students ◽  
Educational Opportunities ◽  
Gifted Children ◽  
Summer Program ◽  
Social Growth ◽  
Perceptions And Attitudes ◽  
Special Programs ◽  
Students Attitudes

This study examined gifted students' perceptions and attitudes related to the “gifted” label and educational opportunities available to them. A questionnaire was administered to 305 students, ages 9–17, enrolled in a summer program for gifted children, Factor analysis of their responses yielded four factors: Acceptance of the Gifted Label, Perception of Ability as Incremental, Preference for Challenging Educational Opportunities, and Perceived Social Links to “Nongifted” Peers. A major finding was that gifted students hold a predominantly incremental view of their abilities. Results are discussed in terms of implications for students' academic and personal-social growth as well as a talent orientation for gifted education.

Through the Eyes of Their Teachers: Stereotypes of Gifted Pupils

1979 ◽  
Vol 2 (4) ◽  
pp. 220-224 ◽  
Author(s):  
Peggy A. House
Keyword(s):  
Gifted Education ◽  
Strong Tendency ◽  
Gifted Children ◽  
Master's Program ◽  
Gifted Child ◽  
Gifted Girls

Teachers of the gifted enrolled in a master's program in gifted education responded to instruments designed to elicit their attitudes toward gifted children. Prior to the program their perceptions of “the typical gifted child” and “the most gifted individual whom I have taught” were highly similar. After the program, similar ratings of “the typical gifted child” and a specific pupil with whom they worked during the summer practicum were much more diverse, suggesting that they were tending to a clearer perception of individuals. They did, however, show several trends which tended to indicate the existence of certain stereotypes. In particular, there was a strong tendency to describe gifted girls in a considerably more favorable manner than gifted boys. Older pupils also tended to be described more unfavorably than younger ones (under 12 years).

No Child Left Behind: Gifted Children and School Counselors

2006 ◽  
Vol 10 (1) ◽  
pp. 2156759X0601000
Author(s):  
Marcia Gentry
Keyword(s):  
At Risk ◽  
Public Schools ◽  
No Child Left Behind ◽  
Children And Adolescents ◽  
School Counselors ◽  
Gifted Education ◽  
Gifted Children ◽  
Left Behind ◽  
At Risk Children ◽  
Educational Climate

A gifted-education researcher discusses the potential effects of No Child Left Behind on gifted children and adolescents as well as implications for those who counsel such children in public schools. With the primary purpose of stimulating thought, discussion, and action, she addresses the marginalization of gifted and other at-risk children in the current educational climate and provides recommendations for school counselors.

Teachers' and Counsellors' Perspectives on Gifted Children and Gifted Education: New Zealand and Japan

2009 ◽  
Vol 25 (2) ◽  
pp. 187-193
Author(s):  
Aya Shibata ◽  
Dianne Forbes
Keyword(s):  
New Zealand ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Future Research ◽  
Gifted Children ◽  
Structured Interviews ◽  
Gifted And Talented Education ◽  
Cultural Concepts ◽  
School Counsellors ◽  
Comparative Case Studies

This article reports on the key findings of a recent study undertaken by Aya Shibata, exploring teachers' and counsellors' perceptions of gifted children and of gifted education policy in New Zealand and Japan. The study took the form of qualitative, comparative case studies, and involved semi-structured interviews with teachers and school counsellors in New Zealand and Japan. Key findings highlight a lack of official support for gifted education in Japan, while acknowledging the place of out-of-school, private programmes as a form of gifted education. The study offers insight into Japanese cultural concepts relevant to gifted and talented education, and suggests directions for future research.

Designing Curriculum for Parents of Gifted Children

1992 ◽  
Vol 15 (2) ◽  
pp. 182-200 ◽  
Author(s):  
Robert Strom ◽  
Aileen Johnson ◽  
Shirley Strom ◽  
Paris Strom
Keyword(s):  
Child Development ◽  
Low Income ◽  
Gifted Education ◽  
Primary Grade ◽  
Gifted Children ◽  
Summer Institute ◽  
Hispanic Parents ◽  
Education Programs ◽  
Differentiated Curriculum ◽  
Gifted Education Programs

Gifted education programs typically underrepresent children from minority and low income backgrounds. Uncommon screening measures were used to identify an equity sample of 68 potentially gifted youngsters who would participate in a summer institute. The instruction offered these preschool and primary grade students was complimented by a learning component for their parents. A common and differentiated curriculum was developed for Anglo and Hispanic parents based on their expressed expectations regarding child development. Findings show that schools can serve communities better when opportunities for growth are provided to parents as well as their children.

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