Purposeful Professional Development: Planning Positive Experiences for Teachers of the Gifted and Talented

2003 ◽  
Vol 26 (4) ◽  
pp. 34-64 ◽  
Author(s):  
Melinda Wycoff ◽  
William R. Nash ◽  
Joyce E. Juntune ◽  
Laura Mackay
Keyword(s):  
Professional Development ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Development Planning ◽  
Emotional Needs ◽  
Social And Emotional ◽  
The Social ◽  
Positive Experiences ◽  
Talented Students ◽  
And Training

Maximum academic achievement for gifted and talented students can only be accomplished when teachers are given the tools, support, and training needed to strengthen instructional skills and develop knowledge of the social and emotional needs of the students they serve (Feldhusen, 1997). Providing meaningful professional development to develop or enhance these skills is a challenge for administrators responsible for the planning and implementation of training experiences for teachers of gifted students.

scholarly journals Exploration of Challenges Among Gifted and Talented Children

2021 ◽  
Vol 6 (4) ◽  
pp. 242-251
Author(s):  
Abdul Rashid Abdul Aziz ◽  
Nor Hamizah Ab Razak ◽  
Rezki Perdani Sawai ◽  
Mohd Faizal Kasmani ◽  
Mohamad Isa Amat ◽  
...  
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Learning And Development ◽  
Peer Attitudes ◽  
Social And Emotional ◽  
The Social ◽  
Talented Students ◽  
Regular Classes ◽  
Difficult Subjects ◽  
Do So

Most gifted students love to study, work hard to complete cognitive tasks, and wanted to have more difficult subjects for enhancing their intellectual capability. However, they are unable to do so in their regular classes even in their special gifted group. Some of the challenges faced by gifted and talented students are teachers’ stigma, negative peer attitudes, difficulty understanding others, problems related to perfectionism, as well as impatience and intolerance. Thus, there is a dire need to cater the social and emotional issues of these students. Counselors may be unaware and unable to respond to these concerns because they are not well-trained to counsel this unique population. Therefore, this study aims to investigate the characteristics of gifted and talented students, challenges that they face and the need for counseling approaches to address all these issues to unleash the learning and development of gifted students.

Developing Relationships, Communication, and Identity

1998 ◽  
Vol 21 (5) ◽  
pp. 28-29 ◽  
Author(s):  
Tracy L. Cross
Keyword(s):  
Gifted Students ◽  
Emotional Needs ◽  
Average Ability ◽  
Social And Emotional ◽  
The Social

The following is the fourth in a series of columns on meeting the social and emotional needs of gifted students where I provide a number of ideas that teachers, parents, and counselors can consider as they work on behalf of gifted students. Many of the ideas are equally applicable to gifted students and students of average ability.

scholarly journals Why Acceleration is a Controversial Debate Among Educators?

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Nadire Gulcin Yildiz ◽  
Keyword(s):  
Gifted And Talented ◽  
Intervention Strategy ◽  
The Other ◽  
Emotional Needs ◽  
Social And Emotional ◽  
Other Hand ◽  
Grade Skipping ◽  
Talented Students ◽  
Beliefs And Attitudes

The concept of “acceleration” continues to pay subject to a number of controversial debates in education. Much of the controversy around the concept can be associated with the beliefs and attitudes of educators, which have little or no grounds in research (Vialle, Ashton, Carlon, & Rankin, 2001). While acceleration takes on many forms, educators often correlate the concept with radical acceleration or multiple grade skipping. Teachers oppose acceleration because they believe that students’ social and emotional needs come before their academic ones (Vialle, Ashton, Carlon, & Rankin, 2001). On the other hand, research on acceleration consistently indicates positive academic attainments for those who are accelerated (Assouline, Colangelo, VanTassel-Baska & Lupkowski-Shoplik, 2015; Benbow, 1992; Gross, 1992; Kulik & Kulik, 1991, 1992; Rogers, 2015; Swiatek, 1993). This paper aims to examine the reasons for the continuous gap between the effectiveness of research on acceleration and educators’ attitudes toward it; thus, I will be analyzing the factors that are believed to influence practitioners’ resistance toward using acceleration as an intervention strategy with gifted and talented students.

scholarly journals A Case Study Review on Social-Emotional Problems Affecting Gifted and Talented Students

2021 ◽  
Author(s):  
Nadire Gülçin Yıldız
Keyword(s):  
School Counselors ◽  
Gifted And Talented ◽  
Relevant Literature ◽  
Intervention Strategies ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Social ◽  
Emotional Issues ◽  
Talented Students

In recent times, studies focusing on the issue of gifted and talented students in Turkey have gained much traction. However, so far, these appear to have been limited in terms of the intervention strategies they offer. The question of how to respond to the social and emotional issues of gifted and talented students remains an issue, which is a source of debate, based on the experiences on the field and the directions offered by the latest studies. While giftedness is associated with positive thoughts and beliefs, these come a number of challenges that require closer examination. Consequently, the aim of this case study is to discuss the social-emotional issues experienced gifted and talented children, with regards to effective intervention programs which are often overlooked and not thoroughly examined. Determining the type of acceleration practice could be a very subjective decision and possible risk and resources should be analyzed in order to determine what is best for the child’s needs. As outlined by this case study, the proper identification of intervention strategies should respond to the problems experienced by students in the social and emotional realm. The review concludes with recommendations that could help school counselors, families and educators in assisting gifted and talented students, based on existing relevant literature.

Working on Behalf of Gifted Students

1998 ◽  
Vol 21 (3) ◽  
pp. 21-22 ◽  
Author(s):  
Tracy Cross
Keyword(s):  
Gifted Students ◽  
Emotional Needs ◽  
Social And Emotional ◽  
Professional Experiences ◽  
The Third ◽  
The Social

The following is the third column in a series on meeting the social and emotional needs of gifted students. In this series, I have provided a number of ideas that teachers, parents, and counselors can consider as they work on behalf of gifted students. Some of the ideas are reasonably well researched, while others are rooted in my professional experiences.

Certification and Endorsement in Gifted and Talented Education

2018 ◽  
pp. 1-18
Author(s):  
Jessica Cannaday
Keyword(s):  
Mental Health ◽  
Health Professional ◽  
Gifted And Talented ◽  
School Counselor ◽  
Emotional Needs ◽  
Social And Emotional ◽  
Gifted Learners ◽  
Gifted And Talented Education ◽  
The Social ◽  
Professional Perceptions

Although endorsement and certification in gifted was a prevalent topic in the 1970s and 1980s, certification and endorsement needs for gifted and talented education (GATE) teachers has not been discussed extensively in the recent literature. This chapter provides an updated look at endorsement and certification through a review of teacher, parent, student, school counselor, and mental health professional perceptions regarding training needs in gifted education. Thematically, identification and characteristics of the gifted, differentiation for gifted learners, and the social and emotional needs of the gifted are discussed, and recommendations are made regarding pre-service coursework.

scholarly journals Validity of Cognitive Behaviour Play Therapy Module (DBPT Module)

2021 ◽  
Vol 6 (3) ◽  
pp. 396-400
Author(s):  
Nor Hamizah Ab Razak ◽  
Abdul Rashid Abdul Aziz ◽  
Mohd Zaliridzal Zakaria
Keyword(s):  
Decision Making ◽  
Play Therapy ◽  
Gifted And Talented ◽  
Content Validity ◽  
Gifted Students ◽  
Cognitive Behavior ◽  
Social And Emotional ◽  
Cognitive Behaviour ◽  
Emotional Issues ◽  
Talented Students

Decision making and resilience are the most important element in addressing social and emotional issues among gifted and talented students (GTS). Therefore, Cognitive Behavior Play Therapy Module (CBPT Module) is conceived as an intervention to improve the decision-making skills and resilience among GTS. The purpose of this research is to assess the content validity of this module. The content validity of CBPT Module analyzed by five experts in the field of module construction, gifted students and play therapy. The findings indicated that the coefficient value of the content validity was .92 and based on the sub module and activities was .909.  The research proves that CBPT Module has a high content validity hence it is suitable to apply for the GTS that encloses an inadequate and mediate decision-making skills and resilience level.

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