Curriculum development ways in the organization of carrer development for talanted children

2021 ◽  
Vol 67 (06) ◽  
pp. 58-62
Author(s):  
İradə Xəlil qızı Zamanova ◽  
◽  
Telli Tarıyel qızı İbrahimova ◽  
Keyword(s):  
Public Schools ◽  
Curriculum Development ◽  
General Education ◽  
Key Words ◽  
Learning Outcomes ◽  
Gifted Education ◽  
Career Guidance ◽  
Gifted Students ◽  
Development Models ◽  
Career Skills

This paper analyzed different existing programs for gifted education in the general education and discusses the issues and challenges experienced into the classroom. The main aim of this article is to describe main challenges in implementing curriculum of students' career development in the general education. The article presents modern curriculum development models that builds students’ competences in different professions. The learning outcomes and new approaches in designing modern curriculum are explained. The experiment work has been implemented on developing students’ career skills during the secondary education. The proposed curriculum development models introduced and could serve as a guide in the development of a curriculum for gifted students in all public schools across the country. Key words: career guidance, talented children, curriculum, interests and needs

scholarly journals ‘Music in Film’ for Gifted Students: The Effect of Differentiated Learning on Students’ Motivation

2021 ◽  
Vol 29 (4) ◽  
pp. 2709-2728
Author(s):  
Md Jais Ismail ◽  
Fung Chiat Loo ◽  
Azu Farhana Anuar
Keyword(s):  
General Education ◽  
Differentiated Instruction ◽  
Gifted Education ◽  
Gifted Students ◽  
Main Approach ◽  
Psychological Issues ◽  
Future Studies ◽  
Research Survey ◽  
Differentiated Learning ◽  
Instruction Approach

Music is not only an important subject in general education, but it particularly serves gifted students who face various psychological issues not encountered by their ‘normal’ peers. Nonetheless, it is found that not all schools are implementing proper music lessons due to the focus on STEM subjects. This paper provides an overview of developing music enrichment activities as an approach to meet gifted students’ needs. Differentiated instruction was used as the main approach to developing a comprehensive music enrichment activity, namely ‘Music in Film’, in which gifted students integrated music and computer skills in completing a given task. Furthermore, a research survey was conducted involving 36 gifted students. The MUSIC Inventory was used to measure their motivation and engagement towards the activity to measure the methods. Five domains—empowerment, usefulness, success, interest and caring—were measured on a 6-point Likert scale. Results revealed that all five domains were rated from moderate to high by the gifted students with a minimum 4.5 mean. Although it can be concluded that this enrichment activity is apt and effective for implementation in gifted education, future studies could look at participants with different backgrounds and demographics. It is hoped that this paper will contribute to designing more enrichment activities with a differentiated instruction approach as gifted students possess high potential in various talents that need to be nurtured.

Gifted Education and the Spectre of Elitism

1986 ◽  
Vol 168 (1) ◽  
pp. 117-125 ◽  
Author(s):  
Aimee Howley
Keyword(s):  
Public Schools ◽  
Gifted Education ◽  
Social Stratification ◽  
Gifted Students ◽  
Ruling Class ◽  
Education Programs ◽  
Gifted Education Programs ◽  
Intellectual Climate ◽  
The Way ◽  
Current Practices

This paper explains current practices in gifted education as they relate to the schools' role in legitimating existing patterns of social stratification. It discusses the way in which the anti-intellectual climate of public schools fosters the provision of noncognitive instruction to the most cognitively apt students. In particular, the paper presents arguments to support the thesis that schools provide noncognitive instruction to gifted students in order to thwart their development as intellectuals. This phenomenon is especially germane considering the historical antagonism between intellectuals and the ruling class. Finally, the paper evaluates the extent to which gifted education programs are elitist. It suggests that noncognitive programs for the gifted are necessarily elitist whereas challenging cognitive programs for such students may in fact threaten the elitism of the ruling class.

Curriculum in Gifted Education: The Core of the Enterprise

2020 ◽  
Vol 44 (1) ◽  
pp. 44-47
Author(s):  
Joyce VanTassel-Baska
Keyword(s):  
General Education ◽  
Gifted Education ◽  
Gifted Students ◽  
Gifted Programs ◽  
Differentiated Curriculum ◽  
The Core ◽  
Differentiated Strategies

This article examines these important questions related to differentiated curriculum: Should curriculum for the gifted be available for all learners? Would differentiated strategies that work with gifted students work for all learners? What are some promising directions in curriculum for gifted programs that have emerged from general education? These questions are examined along with important issues in the field of gifted education.

Effective Curricular and Program Practices in Gifted Education and the Interface With General Education

1997 ◽  
Vol 20 (2) ◽  
pp. 138-154 ◽  
Author(s):  
Bruce M. Shore ◽  
Marcia A. B. Delcourt
Keyword(s):  
General Education ◽  
Education Program ◽  
Gifted Education ◽  
Gifted Students ◽  
Educational Practices ◽  
Curricular Practices ◽  
Recommended Practices ◽  
Additional Support

This article describes the results of a review of recommended practices in gifted education. Program and curricular practices are categorized into those that are clearly and uniquely appropriate for gifted students, practices requiring some additional support in order to be considered uniquely appropriate, defensible practices that are shared with general education, and some general educational practices for which there does not appear to be evidence to make a case for their uniqueness for the gifted. Implications for improving and clarifying the interface between gifted and general education are provided.

scholarly journals Gifted Education in Hong Kong: A School-Based Support Program Catering to Learner Diversity

2020 ◽  
Vol 3 (4) ◽  
pp. 632-658
Author(s):  
Ruby S. H. Cheung ◽  
Anna N. N. Hui ◽  
Alan C. K. Cheung
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Curriculum Development ◽  
Student Development ◽  
Gifted Education ◽  
Financial Support ◽  
Gifted Students ◽  
Parent Empowerment ◽  
School Based ◽  
Education In Hong Kong

Purpose: This study explores the contributions and effectiveness of the Jockey Club “Giftedness into Flourishing Talents” Project (Project GIFT) in supporting learner diversity in gifted education, including meeting the educational and psychological needs of highly capable and gifted students in Hong Kong. Design/Approach/Methods: This study investigates the effectiveness of Project GIFT in supporting the development of diversity in learning in 20 project schools. Through close cooperation with project schools, Project GIFT comprised six developmental areas: school development, curriculum development, teachers’ professional development, parent empowerment, student development, and financial support. To further assess the usefulness of the school-based support provided by Project GIFT, this study examines the implementation of school-based gifted education in two project schools based on the aforementioned components. Findings: This study reveals Project GIFT’s significant role in promoting school-based gifted education in Hong Kong schools. Indeed, it was the first cross-institutional and research-based educational program in gifted education that intervened at both Level 1 (whole class) and Level 2 (pullout) of the three-tiered policy stipulated by the Hong Kong Education Bureau. One of the few gifted education programs implemented in Asia, Project GIFT focused on six key components to specifically support high-ability and gifted students with diverse educational and affective needs. This study shows that Project GIFT significantly enhanced diversity in learning, its collaboration with two key schools resulting in the successful enhancement of school development, professional development, curriculum development, student development, parent empowerment, and financial support. Originality/Value: The article fills the research gap by examining the effectiveness of a school-based gifted education program focused on enriching and differentiating curricula for different regular and pull-out programs. In doing so, this article attests to the success of the program in addressing the educational and psychosocial needs of gifted students at local schools in Hong Kong.

scholarly journals Milwaukee Makes a Difference: Recognizing Gifted Students from Culturally and Linguistically Diverse Families

2021 ◽  
Vol 11 (10) ◽  
pp. 578
Author(s):  
Susan O’Brien ◽  
Mary Ruth Coleman ◽  
Dorothy L. Schuller ◽  
Martha A. López ◽  
German Díaz
Keyword(s):  
Public Schools ◽  
Low Income ◽  
Gifted Education ◽  
Gifted Students ◽  
Linguistically Diverse ◽  
The United States ◽  
External Support ◽  
Strength Based ◽  
Education Today ◽  
Low Income Families

Gifted education today faces a significant challenge in reaching equity as well as excellence. This is reflected in the disproportionate underrepresentation of children from Black, Hispanic, Native, and low-income families. This pattern of underrepresentation within programs for students with gifts and talents is pervasive and pernicious and impacts gifted education programming across all 50 states in the United States of America. This article describes the efforts of Milwaukee Public Schools, a large urban school district in Wisconsin, to address the need for both equity and excellence within their gifted education programming. The U~STRARS~PLUS model formed the foundation for changing the culture of the schools from “at risk” to “at potential”. Dedicated leadership and the combination of securing external support, developing internal trust, and building capacity across the district were critical to creating a strength-based focus within the schools. While the journey is not over, the authors hope that others can learn from Milwaukee’s experiences.

Learning outcomes and curriculum development in psychology in Australia

2008 ◽  
Author(s):  
P. Wilson ◽  
D. Bath ◽  
G. Hannan ◽  
F. Martin ◽  
G. Farrell ◽  
...  
Keyword(s):  
Curriculum Development ◽  
Learning Outcomes

A Comparison of the Learning Outcomes for a PBL-based Information Literacy Course in Three Different Innovative Teaching Environments

Libri ◽  
2020 ◽  
Vol 70 (3) ◽  
pp. 213-225 ◽  
Author(s):  
Naicheng Chang ◽  
Zhiqiang Wang ◽  
Sheila Hsuanyu Hsu
Keyword(s):  
General Education ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Ministry Of Education ◽  
Self Directed Learning ◽  
Innovative Teaching ◽  
Arcs Model ◽  
Online Study ◽  
Online Mode ◽  
Noticeable Improvement

AbstractThis study proposes an innovative blended flipped and online mode for PBL-flipped and PBL-online study, a PBL-blended format of instruction. The study determines whether different pedagogical strategies – PBL-flipped, PBL-online and PBL-blended – influence the validation results for the ARCS model and the PBL learning outcomes. The study population consists of 116 students who use the general education Information and Literacy Ethics digital materials for higher education produced by the Ministry of Education in Taiwan. The quantitative and qualitative results demonstrate that the paths in the ARCS model are all statistically significant for the three methods of instruction and there are no significant differences among the three methods of instruction in terms of class participation and learning scores. However, there is a very noticeable improvement in the PBL learning process in the aspects of reliable leadership and group collaboration learning in blended groups. Self-directed learning is also enhanced and negative learning attitudes are significantly reduced in blended groups. The study demonstrates that the proposed PBL-blended teaching mode is a more efficient and effective way of promoting PBL learning in information literacy courses.

Educational Paradigm Shifts and the Effects on Educating Gifted Students in the Netherlands and Flanders

2021 ◽  
pp. 016235322110014
Author(s):  
Eleonoor van Gerven
Keyword(s):  
The Netherlands ◽  
Social Constructivism ◽  
Gifted Education ◽  
Primary Schools ◽  
Theoretical Perspective ◽  
Gifted Students ◽  
Western Society ◽  
Paradigm Shifts ◽  
Inclusive Approach ◽  
Educational Paradigm

Currently, in Western society, five significant paradigm shifts can be distinguished affecting Dutch and Flemish gifted education: (a) an inclusive approach of education, (b) response to educational needs, (c) new perspectives on giftedness, (d) social constructivism, and (e) evidence-informed teaching. In this review article, the positioning of the education of gifted students in primary schools in the Netherlands and Flanders is explained within the context of these five significant paradigm shifts. There are frictions between what is, from a theoretical perspective, desirable optimally and what can currently be realized in Dutch and Flemish education. The process of change demonstrates a need for competent specialists in gifted education. Because basic teacher competencies for the Netherlands and Flanders are already prescribed by law, the construction of a competency matrix is recommended for specialists in gifted education that combines the general teaching competencies with competencies that apply specifically for gifted education.

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