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1.
This article addresses the often‐observed sensitive nature displayed by gifted children and the effects this sensitivity can have on the child, particularly during the pre‐adolescent and the adolescent periods. This issue is explored through an analysis of the works and life experiences of Geoffrey, aged 9, a prolific writer since the age of 5 years. His exceptional sensitivity is clearly evident through his writings, and the effects this awareness and emotionality have on his life are manifested in accounts of his home and school experiences. Implications for the education of individuals like Geoffrey are discussed, placing emphasis on support of the child's heightened sensitivity rather than on curricula learned or talents exhibited. Special consideration is given to the middle school years when pre‐adolescent and adolescent behavior can significantly affect gifted individuals. 相似文献
2.
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
3.
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
4.
Steve Haberlin 《Roeper Review》2013,35(2):128-129
Word Class is a method of modifying a spelling curriculum to meet the academic needs of gifted learners. This strategy combines a self‐selected approach to spelling instruction with thinking skills. Word Class enables gifted learners to make choices about their learning and engage in creative, high level thinking. It also teaches thinking skills and provides gifted learners with more authentic thinking and writing experiences. 相似文献
5.
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
6.
Abstract New teachers have usually had little or no preparation for teaching the gifted students they will all encounter. Undergraduate education programs are crowded, and courses in special education do not usually focus on students who are academically advanced. The authors present ten suggestions for weaving information on gifted students into a variety of experiences, including other education courses, separate workshops or short courses, and opportunities outside the classroom. These suggestions can help prepare teachers for a type of diversity that is often overlooked. 相似文献
7.
Through qualitative interviews, the authors examined the experiences of six gifted high‐achieving university students to understand the factors that allowed the students to continue on their paths to success. The participants in this study revealed a number of issues that were central to their motivation upon arriving at the university. These issues included independence from family, fitting into a social network, the desire to overcome challenges in their lives, internal will, and a need to earn recognition. Our findings should help direct the development of special programs by university educators who are dedicated to meeting the needs of gifted college students. 相似文献
8.
Elizabeth Shaunessy Patricia Alvarez McHatton Claire Hughes Alejandro Brice Mary Ann Ratliff 《Roeper Review》2013,35(3):174-182
Eight gifted and eight general‐education students engaged in discussions regarding their observations of, experiences in, and recommendations for education. Six categories emerged through qualitative analysis of their conversations. These categories include: problem solving, task commitment, self‐perceptions, education, communication, and discrimination. Content within each category provides a glimpse into the students’ perceptions of their schooling experiences. The roles of ethnic identity development, identification with majority culture, adolescence, and gifted‐ness are examined and recommendations for future research are provided. 相似文献
9.
Lois J. Fish 《Roeper Review》2013,35(4):201-204
The health care provider functioning in an organized pre‐school setting can play a vital role in the early identification of the gifted child. Early recognition and intervention with the child and family is important in meeting the special needs as well as challenges the gifted child presents. The health professional can make a unique contribution in this area as well as being alert for the potential health problems the child may have. 相似文献
10.
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
11.
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
12.
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
13.
Given the lack of information in either the school counseling or the gifted education fields on how school counselors and educators of the gifted work together, research into how individuals from both professions collaborate to serve gifted students and their families becomes important. The purpose of this phenomenological qualitative study was to examine gifted teachers' and coordinators' experiences working with school counselors. Fourteen participants, serving in a variety of K–12 settings, engaged in interviews regarding their different experiences working with their school counselors. Five primary themes resulted from these participants' reported experiences, including educators'/counselors' training and preparation, meeting gifted students' needs through service delivery, school counselors' perceptions and beliefs, systemic barriers and facilitators of collaboration, and teacher and counselor collaborative efforts. These findings are discussed with regard to current literature on gifted education, school counseling, and professional collaboration. 相似文献
14.
Ya-Chun Chen Yi-Ting Pan Zuway-R Hong Xue-Fang Weng 《Research in Science & Technological Education》2020,38(2):185-207
ABSTRACTBackground: As inquiry-based instruction is not universally implemented in science classrooms, it is crucial to introduce instructional strategies through the use of contextualized learning activities to allow students with different background knowledge and abilities to learn the essential competencies of scientific inquiry and promote their emotional perception and engagement.Purpose: This study explores how essential scientific competencies of inquiry can be integrated into classroom teaching practices and investigates both typical and gifted secondary students’ emotional perception and engagement in learning activities.Sample: A case teacher along with 226 typical and 18 gifted students from a suburban secondary school at Taiwan participated in this study.Design and methods: After attending twelve 3-hour professional development workshops that focused on scientific inquiry teaching, the case teacher voluntarily developed and elaborated her own teaching activities through the discussions and feedback that she received from workshop participants and science educators. Quantitative and qualitative data were collected through activity worksheet, questionnaire, video camera, and tape recorders. Frequency distribution, Mann-Whitney U test, and discourse analysis were used for data analyses.Results: Case teacher’s teaching activities provide contextual investigations that allow students to practice making hypotheses, planning investigations, and presenting and evaluating findings. Students’ learning outcomes reveal that typical students can engage in inquiry-based learning with positive emotional perception as well as gifted students regardless of their ability level. Both gifted and typical students’ positive emotional perception of and active engagement in learning provide fresh insight into feasible instructions for teachers who are interested in inquiry-based teaching but have little available time to implement such instructions into their classrooms.Conclusions: The results of our work begin to address the critical issues of inquiry-based teaching by providing an exemplary teaching unit encompassing essential scientific competencies 相似文献
15.
《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
16.
Lora Rhodes 《Roeper Review》2013,35(3):108-110
Despite efforts to desegregate and promote equal opportunity, Black students have a minimal role in gifted programs. Efforts to improve this situation must begin with a focus on the individual student. Classroom teachers need assistance from gifted and talented coordinators with nomination procedures. Information regarding standardized tests, perceptions of low achievement, and the characteristics of Black achievers is essential for improving nomination. The second step to increasing minority participation in gifted programs is to implement a multi‐criteria assessment profile. Compiled by the gifted and talented coordinator with the continued assistance of the classroom teacher, this profile should include a case study documenting gifted characteristics, family background information, and peer evaluations. Standardized test scores may play a minor role. Successful identification of gifted Black students depends on a thorough examination of the individual. 相似文献
17.
Larry Geffen 《Roeper Review》2013,35(1):51-52
The objective of this study was to determine whether electrophysiologic techniques can be used to identify central auditory processing difficulties in low‐achieving gifted adolescents. The electrophysiologic measures utilized included the middle latency response and the P300 response. These measures were obtained from four groups: achieving‐gifted, low‐achieving gifted, learning disabled, and non‐gifted non‐disabled. It was found that P300 wave morphology was significantly poorer for the low‐achieving gifted group compared to the achieving gifted and the non‐gifted non‐disabled groups. There was no significant difference between the low‐achieving gifted group and the learning disabled group. 相似文献
18.
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
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.
Students learn new or difficult information most effectively when the classroom environment is compatible with their learning style preferences. Determining learning style preferences can be accomplished by administering the Learning Style Inventory (LSI). However, to understand compatibility with the classroom, an instrument that quantifies student perceptions of elements within the environment is essential. This paper describes development and field‐testing of such an instrument‐the Student Perception Inventory (SPI). The SPI was administered to 80 gifted middle school students and was found to provide useful student perception data. Information needed to improve learning environments for gifted learners, especially underachieving gifted students, was found when using the LSI in conjunction with the SPI. 相似文献