scholarly journals THE NECESSITY OF GIFTED EDUCATION IN GREEK SCHOOLS

2020 ◽  
Vol 6 (3) ◽  
Author(s):  
Eirini Papachristou
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Legal Framework ◽  
Gifted Children ◽  
Social And Emotional ◽  
High Intelligence ◽  
Wide Group ◽  
Teachers And Parents ◽  
Educational Treatment ◽  
Talented Students

Questions about gifted and talented students have from time to time concerned the scientific community, teachers and parents. It is widely accepted that additionally to high intelligence, characteristics such as creativity, but also social and emotional characteristics had to be taken into account in order to identify gifted students. Today the wide group of disabled people includes also gifted children or “high ability children”. In Greece the legal framework for gifted children is incomplete. It was not until 2003 and then 2008 that a low was passed, which states that people with special skills and talents could be given special educational treatment. However, this reference has never been applied. The role of a teacher in observing, recognizing and developing the giftedness and the talent of the students is particularly important. The aim of this article is to define the gifted, talented or “high abilities” students, to describe their positive and negative characteristics, as they emerge from the recent literature and finally to report the situation that has been formed in Greece as well as the steps that need to be taken. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0712/a.php" alt="Hit counter" /></p>

Identifying Gifted-Disadvantaged Students: Issues Pertinent to System-Level Screening Procedures for the Identification of Gifted Children

1984 ◽  
Vol 2 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Philip Deschamp ◽  
Greg Robson
Keyword(s):  
Cultural Diversity ◽  
Gifted And Talented ◽  
Gifted Students ◽  
System Level ◽  
Disadvantaged Students ◽  
Gifted Children ◽  
Screening Procedures ◽  
Talented Students ◽  
Identification Of Gifted ◽  
Identification Procedures

At the beginning of 1980 a study was initiated to trial special provisions for gifted students from disadvantaged backgrounds. The stimulus for the study was a concern that schools in neighbourhoods with high cultural diversity and severe socioeconomic problems may have students who are very able but, because of cultural, social, language or other factors, their ability may not be recognized by their teachers and they might not be selected by the conventional methods of identifying gifted and talented students. An initial concern for the project was how to identify these children. At the beginning of the project several different ways of thinking about ‘gifted-disadvantaged’ students were considered and ways of identifying students within each concept were analysed. This paper describes four ways of conceptualizing ‘gifted-disadvantaged students’ and proposes identification procedures believed to be appropriate to each concept. Also considered are the implications of adopting these identification procedures as adjuncts to system-level screening procedures for the identification of gifted students.

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.

Analyzing Teachers' Competencies in Regular Classroom Practice With Gifted Students in Slovenia

2019 ◽  
pp. 166-183
Author(s):  
Mojca Kukanja Gabrijelčič ◽  
Sonja Čotar Konrad
Keyword(s):  
Gifted And Talented ◽  
Classroom Practice ◽  
Gifted Students ◽  
Personal Characteristics ◽  
Educational Quality ◽  
Gifted Children ◽  
Self Assessment ◽  
Class Average ◽  
Research Questions ◽  
Talented Students

The highest level of educational quality can be achieved with teachers' awareness of their fundamental responsibilities in teaching gifted and talented students, knowing their capacities and characteristics and their different needs. The chapter presents research on teachers' self-assessment of their competencies, efficacy, and attitudes towards gifted students in Slovenia. Such students should have the opportunity to develop their skills not being limited by the class average. A selection of appropriate teaching personnel is needed to accomplish such achievement. The obtained results are presented in relation to three research questions and expose that teachers in Slovenia are usually inadequately informed on working approaches with gifted students; they tend to have low self-esteem in identifying children personal characteristics and commonly choose inappropriate teaching strategies. The study discusses different options that would allow teachers to ensure as best education for the gifted children.

scholarly journals Review of dissertation «The Relationship Between Identified Gifted and Talented Children and Their Parents» by Brian J. Welsh

2015 ◽  
Vol 4 (4) ◽  
pp. 55-67
Author(s):  
N.B. Florova
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Well Being ◽  
Educational Process ◽  
Gifted Children ◽  
Factors Affecting ◽  
Social And Emotional ◽  
Number Of Factors ◽  
Role Of Parents

This review points out that experts still do not clearly understand the perception of gifted children be their parents and the way the last build relations in the «parent-children " system. Parents of gifted children clearly need special family resources that might contribute to the progress of their children in future. Such resources are a key to the success of these children at the family level and are commonly - family habits, strategies, values, and ways of life. This study is phenomenological because it describes the qualitative parameters-internal mutual coupling of a certain number of factors in the system, «families with gifted children». It was held in families with gifted children of the middle school age, with the help of interviews and archival data. The author of the research studied the totality of the factors affecting the life experiences of the participants. It discovered that parents are the most powerful force in ensuring the successful training, socialization, emotional well-being of children. Such methods can be showcased on the educational process, in which gifted students are the potential leaders, researchers, physicians, and scientists. The author emphasizes that in the course of work on the topic he himself deeper realized the role of parents' experiences in educational, social and emotional formation of children. The basis for the concept of the study are the following determined groups of factors: a) emotional (positive and negative aspects and feeling), b) social, (academic achievements).

scholarly journals Identification and support of gifted children within the framework of school-university networks

2021 ◽  
Vol 11 (2) ◽  
pp. 7-31
Author(s):  
Marina Aleksandrovna Maznichenko ◽  
◽  
Nataliya Ivanovna Neskoromnykh ◽  
Oksana Pavlovna Sadilova ◽  
Snezhana Vladimirovna Brevnova ◽  
...  
Keyword(s):  
Gifted And Talented ◽  
Career Guidance ◽  
Gifted Students ◽  
Gifted Children ◽  
Teaching Staff ◽  
Supplementary Education ◽  
Regional Labor Market ◽  
Flagship University ◽  
University Partnership ◽  
Talented Students

Introduction. The article examines the potential of school-university partnership programmes for gifted and talented children. The purpose of this study is to determine the mechanisms for identifying and supporting gifted children by means school-university networks. Materials and Methods. To achieve this goal, the authors have reviewed a considerable amount of literature on giftedness, identification and support of gifted children with a focus on establishing school-university networks. A sample of leadership and teaching staff (n = 149) representing 44 municipalities of the Krasnodar Krai (Russian Federation) was surveyed in order to evaluate the effectiveness of identification, support and guidance of gifted students. The analysis of university websites was carried out in order to reveal the existing practices of partnerships with secondary and supplementary education settings aimed at identification and support of gifted children. To solve the revealed problems of gifted education, a model of school-university network encompassing the flagship university and secondary and supplementary education settings has been developed. Results. The study has revealed the following problems of provision for gifted and talented students: unrecognized special giftedness; underestimation of career guidance for gifted students; insufficient attention to social and emotional issues in the development of gifted children; lack of continuity in provision for gifted and talented individuals at different levels of education. The authors propose a model of the network between the flagship university and secondary education settings aimed at solving the above mentioned problems. The research findings include procedures of identifying and supporting gifted children by means of school-university partnership programmes for 9 domains of giftedness (academic (intellectual), technical, entrepreneurial, communicative, leadership, emotional, sports, artistic and vocational) in corresponding types of career-oriented activities (educational, research, scientific; technical design, business design, business communication, management, volunteering, sports, artistic creativity, production) using the facilities and human resources of the flagship university. Conclusions. The conclusion can be drawn that identification and support of gifted children and adolescents must be carried out in close connection with career guidance, taking into account the needs of the regional labor market. Building partnerships of the university, comprehensive secondary schools and supplementary education settings contribute to solving this problem.

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.

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.

scholarly journals The Relationship Between Social-Emotional Difficulties and Underachievement of Gifted Students

2014 ◽  
Vol 24 (2) ◽  
pp. 243-255 ◽  
Author(s):  
Sabrina Blaas
Keyword(s):  
Minority Group ◽  
Gifted Students ◽  
Emotional Difficulties ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Social And Emotional ◽  
Australian Council ◽  
High Intelligence ◽  
Community Environments ◽  
Talented Students

Gifted students are a diverse minority group with high intelligence and talent whose needs are often unrecognised and unmet. It is believed that this group of students, from a range of backgrounds, socio-economic statuses and abilities, may experience a range of social-emotional difficulties, including peer exclusion, isolation, stress, anxiety, depression and destructive perfectionism. Literature also reveals that gifted and talented students are underachieving at school. Many educators do not recognise or meet the needs of gifted students as there is a false perception that they can look after themselves (Neihard, Reis, Robinson, & Moon, 2002). As research indicates, there is a positive correlation between poor social-emotional development and scholastic underachievement in gifted students (Australian Council for Educational Research, 2010; Queensland Government, 2013). While this may be true, there is limited understanding of how these variables influence one another. Many researchers believe that social-emotional difficulties cause school underachievement, whereas others argue that school underachievement results in social and emotional problems. Furthermore, many researchers dispute these arguments altogether, and believe that these problems are a result of external factors, including family, school, and community environments. Given these contrasting viewpoints, critical investigation is necessary in order to develop a more conclusive understanding of this relationship. This article aims to critically analyse the scope of the current literature, and provides recommendations for further research, as this may result in better development of programs to further support the social-emotional and academic needs of gifted students.

Exploring Bullying: Fifth Graders’ Interpretations and Understandings

2020 ◽  
pp. 016235322097830
Author(s):  
Diane Barone ◽  
Rebecca Barone
Keyword(s):  
Mental Health ◽  
Gifted And Talented ◽  
Fifth Graders ◽  
Gifted Students ◽  
School Personnel ◽  
Fifth Grade ◽  
Descriptive Case Study ◽  
Fixed State ◽  
Talented Students

This study explored understandings shared by fifth-grade gifted students as they read the book Restart, which explores bullying. Students read, created representations, and discussed the text. Grounded by Langer’s stances of envisionment, this descriptive case study analyzed student representations and conversations. Each of the stances was represented with most responses being represented in Stances 1 (getting a sense of the text), 2 (interpreting text), and 4 (analyzing the text). In addition, most students viewed bullies and their behavior as being in a fixed state, which was tied to the perceived power a bully held. The results from this study have implications for teachers who work with gifted and talented students, counselors who work with students in mental health and resilience programs, and the collaboration of these school personnel.

Meeting the Unique Needs of Gifted Students Through an Arts-Integrated, Project-Based Learning Opportunity: The EncycloMEdia Project

2021 ◽  
Vol 44 (3) ◽  
pp. 151-170
Author(s):  
Dhara Baiden
Keyword(s):  
Critical Thinking ◽  
Gifted And Talented ◽  
Arts Integration ◽  
Writing Skills ◽  
Gifted Students ◽  
Subject Area ◽  
Project Based Learning ◽  
Learning Opportunity ◽  
Integrated Project ◽  
Talented Students

The “EncycloMEdia” project provides a stimulating project-based opportunity for gifted and talented students in the middle and upper grades. Its first component is an arts-integration piece in the form of an altered book. The second component is a cumulative assessment document containing students’ text-based analyses that correspond to the entries in the altered book. Both components of the project require students to develop valuable critical thinking and writing skills. This integrated, project-based unit can be modified to address any subject area. Detailed descriptions of the content, process, and product are included so educators can implement this idea with their own gifted students.

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