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1.
Enrichment for mathematically gifted students in the elementary school needs to extend beyond puzzles or busywork and support the development of mathematical power through a differentiated curriculum. This article describes a series of enrichment experiences that were designed to develop young gifted children's understanding of large numbers, which was central to their investigation of space travel. Although large numbers are not traditionally included in the mathematics curriculum for young children, the children in this group responded enthusiastically to the enrichment experiences. These experiences provided the children with an opportunity to understand the large numbers they encountered in science resource material and to develop their mathematical power. 相似文献
2.
Jesse R. Cukierkorn Frances A. Karnes Sandra J. Manning Heather Houston Kevin Besnoy 《Roeper Review》2013,35(4):271-276
Highlighting the unique educational needs of gifted and high ability preschoolers, this article guides the reader to consider the characteristics of young gifted children along with appropriate assessment practices in planning educational programming. A triarchic approach to programs and services for gifted preschoolers is outlined with major emphases on an integrated curriculum, ongoing evaluation, and parental involvement. Specific strategies including internet resources are described to guide practitioners in providing optimal learning environments for this distinctive student population. 相似文献
3.
Suzanna E. Henshon 《Roeper Review》2013,35(3):133-134
Case studies of two highly gifted preschoolers demonstrate the widely varying abilities of children at the highest ends of the intelligence scales. The article discusses pitfalls in providing programs for the highly gifted and warns that acceleration is not enough. The author suggests that three key components — assessment, flexible scheduling and counseling —are critical to the success of any program for children with advanced intellectual gifts. 相似文献
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5.
Sharon Dole 《Roeper Review》2013,35(2):91-96
This article examines the risk and resilience literature, focusing on the protective factors in the lives of both gifted individuals and those with learning disabilities. The intent of the research is to further our understanding of the constructs of risk and resilience and to discuss their implications for gifted children with learning disabilities. Recommendations are suggested for nurturing resilience in these students so that they may be successful in school and in life. 相似文献
6.
Robert J. Sternberg 《Roeper Review》2013,35(3):160-165
Different cultures have different conceptions of what it means to be gifted. But in identifying children as gifted, we often use only our own conception, ignoring the cultural context in which the children grew up. Such identification is inadequate and fails to do justice to the richness of the world's cultures. It also misses children who are gifted and may identify as gifted children those who are not. 相似文献
7.
Don Ambrose 《Roeper Review》2013,35(3):179-184
This article examines Broadley v. Board of Education of the City of Meriden (1994) wherein the Supreme Court of Connecticut held that the state constitutional right to a free public education does not afford gifted children the right to special education. Broadley is the focal point because it can serve as the fulcrum in the on‐going national debate on the future of gifted education’. After a review of the facts and reasoning in Broadley, the article discusses implications and recommendations to better inform educators, policy makers, and other stakeholders on the status of gifted education in light of the court's narrow‐sighted ruling. 相似文献
8.
Naomi Sankar‐DeLeeuw 《Roeper Review》2013,35(4):192-207
Early life experiences can powerfully impact attitudes toward learning and later achievements in education. The chances for optimal development of children with special needs, including the gifted and talented, can be enhanced with identification and intervention at an early age. Current research on the young gifted has overlooked the delineation of developmental characteristics and specific educational experiences applicable to this population. In an effort to bridge this gap in the literature, this paper will report on investigations into the lives of five gifted kindergarten students utilizing a case study methodology, which yielded themes relating to intellectual, achievement, social, affective, physical, aesthetic and creative domains. 相似文献
9.
Anne‐Marie Morrissey 《Roeper Review》2013,35(1):5-11
This article explores aspects of the life and character of electric guitarist Jimi Hendrix based on the review of literature on gifted achievers and Dabrowski's theory on developmental potential in the gifted. The influential environmental and personality factors in the development of Hendrix's musical gift, including the role played by imagination and autodidactism with reference to Vygotky's theory on play, are a primary focus. Issues raised include the value of different musical education forms as they relate to the varieties of musical expression, and the usefulness of motivational and creative attributes as indicators of gifted potential. 相似文献
10.
Educators of children with special needs are required by law to employ “child find” to identify children with disabilities in their communities. Similar efforts to locate gifted children are required in a few states, but the practice is not mandated at the federal level. A rationale for child find is provided, as well as the guidelines of child find regarding locating gifted children among the states requiring this practice. Examples of current child find resources are provided, as well as implications for future research. Agencies that may participate in locating potentially gifted children are provided, along with suggested strategies for initiating a child find plan. 相似文献
11.
The present study investigated the coping responses to two childhood stressors of fifth and sixth grade, gifted (n=52) and typical (n=55) children. The subjects were administered the Self‐Report Coping Scale for school and peer stressors (i.e., getting a lower grade than usual and having a fight with a friend). Teachers’ ratings of children's social and academic adjustment and academic potential were also obtained. Results indicated that gifted children endorsed problem‐solving strategies to a greater degree than typical children. Otherwise, gifted and typical children's reported coping strategies did not differ. Teachers’ ratings indicated better academic and social adjustment for gifted children. Future directions for the study of coping with stressors among gifted populations are addressed. 相似文献
12.
Although there are several reasons to predict that intellectually gifted children have different attitudes toward, experiences with, and opportunities for competition, the research literature on this topic is extremely limited. In this article, we review the literature and discuss an important distinction between task‐oriented competitive behavior, which is motivated by a desire to improve performance, and other‐referenced competitive behavior, which is motivated primarily by a desire to outdo an opponent. The implications of these competitive styles with regard to the academic achievement and social adjustment of gifted youngsters is explored and some suggestions for educators and parents are provided. 相似文献
13.
《Journal of School Choice》2013,7(4):13-25
Abstract State residential schools specializing in mathematics and science are schools of choice for gifted young people who are interested in pursuing careers in science, technology, engineering, and mathematics. Fourteen states have such schools supported by state funding. These schools offer educational opportunities for high school young people who are ready for more advanced learning opportunities than are available in their home high schools. These specialized schools provide learning environments for engaging in high-level study and research. This article highlights policies establishing these schools and that guided their implementation as schools of choice. 相似文献
14.
The word “acceleration” continues to generate controversy. Although the literature makes it clear that acceleration in its various guises is a positive intervention for many gifted students, educational practitioners in Australia continue to resist the evidence and campaign actively against allowing students to take this option. This article synthesizes 3 research projects conducted in New South Wales, Australia, exploring different forms of acceleration. The first project involved an investigation of the Early Entry policy for gifted children in one region of the state; the second reports on the experiences of students who skipped at least 1 grade; and the third examines a vertical programming system that allows students to accelerate within subjects at an academically selective high school. Based on these research studies, this article explores the issues that are at the center of the acceleration debate. 相似文献
15.
Jan Hamilton 《Roeper Review》2013,35(3):146-147
This article discusses the need for educators of the gifted to work with educators of the migrant child in order to identify those students who are both migrant and gifted. The Federal definition of migrant, migrant streams, and typical factors that handicap the migrant student are explained. The Migrant Student Record Transfer System is described as a vehicle for nominating and identifying potentially gifted students. 相似文献
16.
Ann G. Klein 《Roeper Review》2013,35(2):97-103
We are fond of stating that “what is valued and viewed as gifted in one culture may not be considered gifted in another culture.” This assertion appears in gifted education textbooks and in the writings of several scholars. However, beyond stating this assertion and providing a few examples to support it, scholars in gifted education, ourselves included, have not provided a substantive treatment of the concept of “culture” in their works. This void is addressed in this article where we share definitions and functions of culture, along with a theoretical model for understanding culture. The article ends with implications for gifted education. 相似文献
17.
Jerrell C. Cassady Kristie L. Speirs Neumeister Cheryll M. Adams Tracy L. Cross Felicia A. Dixon Rebecca L. Pierce 《Roeper Review》2013,35(3):139-146
This article presents a new classroom observation scale that was developed to examine the differential learning activities and experiences of gifted children educated in regular classroom settings. The Differentiated Classroom Observation Scale (DCOS) is presented in total, with clarification of the coding practices and strategies. Although the DCOS was developed to examine the impact of differentiated classroom practices for gifted children, it is expected that the scale could be used for observing the educational experiences of any identifiable group of children. Reflections on the benefits offered by the DCOS that are not available with existing measures are provided, and include (a) the ability to contrast the educational experiences of two groups of learners; (b) documentation of a variety of educational factors including pedagogy, student engagement, and level of cognitive activity; and (c) preservation of contextual factors for deeper investigation through a database‐driven record keeping system that maintains disaggregated data from a series of short observational segments. 相似文献
18.
《Australian Journal of Learning Difficulties》2013,18(2):79-88
Abstract This study investigated the teaching of gifted children in a Montessori school, with particular reference to gifted students with learning difficulties in writing. Within an action research context, the teachers participated in professional development in the education of gifted children and were provided with ongoing curriculum and resources support. The teachers made modifications to their gifted students’ programs after this professional development. Positive outcomes in aspects of writing, such as punctuation, spelling, sentence control and text organisation, as well as improved social outcomes, were achieved by the gifted students with writing difficulties. 相似文献
19.
Research on mentorships for gifted adolescents primarily has focused on the role mentors play in students’ academic success. Mentors’ contribution to gifted adolescents’ affective, social, and vocational development rarely has been addressed. This article identifies special needs and characteristics of gifted adolescents in these latter areas, and suggests how mentors can play a significant role in each, including the particular value of mentoring relationships for gifted adolescent females. Finally, educational implications are explored, as well as the need for empirical studies which examine the benefits derived by gifted and nongifted mentees from mentoring relationships. 相似文献
20.
Thomas S. Greenspon 《Roeper Review》2013,35(3):176-181
Recent articles on the gifted self are characterized by theoretical confusion and lack of definitional clarity. This article, anchored in current self psychology theory, defines the self experience as the person's subjective experience of organization and meaning, the maintenance of which is crucial to normal functioning. Interactions with others are a formative part of the self experience. Traits of giftedness, and the reactions of others to these, contribute to the gifted self experience. Social and emotional problems of giftedness, such as those that arise with asynchronous development and perfectionism, are based on a compromised sense of cohesion and unity of the self experience. 相似文献