Gifted and Talented Program Development

2015 ◽  
Keyword(s):  
Program Development ◽  
Gifted And Talented ◽  
Gifted And Talented Program

Development and Validation of the German Test for (Highly) Intelligent Kids – T(H)INK

2013 ◽  
Vol 29 (3) ◽  
pp. 171-181 ◽  
Author(s):  
Tanja Gabriele Baudson ◽  
Franzis Preckel
Keyword(s):  
Primary School ◽  
Gifted And Talented ◽  
Convergent Validity ◽  
Intelligence Test ◽  
Primary School Children ◽  
Future Research ◽  
Confirmatory Factor Analyses ◽  
Normed Group ◽  
Gifted And Talented Program ◽  
Development And Validation

Background: Currently, no recently normed group intelligence test for primary school children is available in Germany to cover verbal, numerical, and figural reasoning abilities. Furthermore, no test for this age group is difficult enough to be able to differentiate especially at the upper end of the intelligence distribution. Aims: The Test for (Highly) Intelligent Kids – T(H)INK was developed to fill this gap. Methods: A total of 1,629 children from grades 1 to 3 of primary school took the 36-item test (one version per class level). Results: At all three class levels, the test proved sufficiently reliable (Cronbach’s α = .73–.80 for the full scale). Retest reliabilities after 1 year, assessed for a random subsample, ranged from .61 to .73. Factorial validity was established by exploratory and confirmatory factor analyses, with a g factor explaining 57.61–63.67% of the variance. Furthermore, convergent validity (correlations with a nonverbal intelligence test, teacher and parent ratings, grades, and the probability for the child to be nominated for a gifted and talented program) was satisfying, as was the predictive validity for average marks a year later. Discussion: Implications of the findings and ideas for future research and development of the test are discussed.

A gifted and talented program for migrant students

Roeper Review ◽  
1984 ◽  
Vol 6 (3) ◽  
pp. 147-149 ◽  
Author(s):  
Elizabeth Gratz ◽  
Jerry L. Pulley
Keyword(s):  
Gifted And Talented ◽  
Migrant Students ◽  
Gifted And Talented Program

Effectiveness of a Preschool Program for the Gifted and Talented

1984 ◽  
Vol 7 (3) ◽  
pp. 192-204 ◽  
Author(s):  
Gail E. Hanninen
Keyword(s):  
Learning Environment ◽  
Program Development ◽  
Gifted And Talented ◽  
Selection Process ◽  
Initial Step ◽  
Basic Principles ◽  
Preschool Program ◽  
Different Types ◽  
Areas Of Concern

Recognizing and developing a gifted preschooler's ability is an initial step in the growth of a child. The discussion of basic principles and evidence of effectiveness here addresses two major areas of concern in gifted preschool program development: identification and the learning environment. The data discussed were collected on children ages 3-5 who participated in two rural preschool gifted and gifted-handicapped classrooms in Montana. The findings indicate the need for the use of several different types of instruments in the selection process, and an emphasis on enrichment and flexibility in designing the learning environment.

LRP = IN (5PS/3ST) = SD/GTP a Formula for Staff Development for Programming for Gifted and Talented Students

1979 ◽  
Vol 3 (1) ◽  
pp. 52-60
Author(s):  
Gloria Downing ◽  
Anita Todd
Keyword(s):  
Staff Development ◽  
Program Development ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Gifted Student ◽  
Developmental Theories ◽  
Talented Students ◽  
Student Demands ◽  
Maintenance Selection ◽  
Selection Of

Excellence in the education of the gifted student demands an equally excellent education of the teachers of the gifted and of the supporting educational community. A long-range program of staff development must be an integral part of any process of program development and maintenance. In this change-agentry model, staff development activities are viewed within a framework of three program stages: awareness, implementation, and maintenance. Selection of inservice activities appropriate to each stage are based on the developmental theories of Bloom (cognitive) and Krathwohl (affective) and on Renzulli's Enrichment Triad Model for gifted students.

Double Perspective

G/C/T ◽  
1981 ◽  
Vol 4 (1) ◽  
pp. 57-61
Author(s):  
Gina Ginsberg-Riggs ◽  
Ann Weiner ◽  
Elizabeth Stimson
Keyword(s):  
Private Schools ◽  
Gifted And Talented ◽  
Behavior Problem ◽  
School Psychologist ◽  
The Other ◽  
Gifted Children ◽  
Public And Private ◽  
Gifted And Talented Program ◽  
The Right ◽  
Regular Classes

We have a nine year old boy with an IQ of 139 who does well in all his subjects. Two mornings a week he goes to the school's gifted and talented program which he likes very much. He knows all the work in his regular classes. It may challenge the other students, but it is boring for him. He has become somewhat of a behavior problem by making faces, dropping his books, teasing and calling out answers. The school suggested an evaluation to which we gladly agreed, hoping that they would realize that a more challenging curriculum would motivate him and stop his silly behavior. Imagine our upset when the school psychologist suggested therapy instead! We have not agreed to this because we feel that the right kind of education wilt correct his behavior. We have lost all faith in the school. Could G/C/T please publish a list of public and private schools for gifted children?

A Good Beginning for Parent Involvement

G/C/T ◽  
1981 ◽  
Vol 4 (1) ◽  
pp. 8-10
Author(s):  
Anne M. Perry ◽  
Jon Shoop
Keyword(s):  
Parent Involvement ◽  
School Districts ◽  
Parental Involvement ◽  
Interpersonal Relationships ◽  
Gifted And Talented ◽  
Community Members ◽  
Professional Educators ◽  
Total Community ◽  
Worthy Goal ◽  
Gifted And Talented Program

How can a school encourage meaningful parental involvement in its programs? Professional educators are sometimes justified in feeling that meetings which seek parent input will result, instead, in “gripe sessions.” School boards know the frustrating reality that community members with complaints are heard from far more often than those with compliments. To keep a positive attitude operating in the total community is a necessary and worthy goal for school districts to pursue. We had an idea which worked very well for our school district and might be useful to yours. This article describes how we organized and held a “Reflections for Living” workshop with parents of children who were participating in the school district's gifted and talented program. This type of workshop brought welcome perspective to adults by improving interpersonal relationships. It proved to be a good beginning for increased participation of the total community in the school's program. — A.M.P./J.S.

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