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1.
Kathleen C. P. Buckley 《Roeper Review》2013,35(3):215-216
A survey was sent to parents of children enrolled in two public and three private school programs for the gifted to ascertain their educational philosophical positions and conceptions of giftedness. In general, the results showed that the parents preferred an eclectic, child‐centered instructional approach. Their conception of gifted intelligence was broad and complex, integrating many aspects of creativity, motivation, and mental power (IQ). 相似文献
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The ability to recognise the characteristics of giftedness and talentedness in children is a critical skill in the identification effort especially as the literature is replete with varying notions of what it means to be gifted and talented. The present paper reviews several definitions of giftedness and concludes that any definition that should guide identification activities must emphasise the multidimensional nature of the concept. The characteristics of gifted children are enumerated and stated in a manner that parents and teachers who have the earliest responsibilities in the identification process may have observable behavioural indices to inform referral. Finally, the paper identifies some of the practical issues in the identification of the gifted and talented. 相似文献
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本文以心理学领域的相关研究结论,首先解释了天才表现的参照系、行为内容和绩效水平;然后分析了天才的内在特殊能力与独特的认知加工过程,以及天才的情感特征与人格特质;最后讨论了天才发展中自然成长与有意训练、常规发展与认知跳跃这两类关系。对天才的深入探索,有助于纠正传统关于“天才”的错误认识,形成科学的天才观和人才观,有效指导人才培养及相应的教育实践工作。 相似文献
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Kristin M. Perrone Stephen L. Wright Tracy M. Ksiazak Amy L. Crane Aarika Vannatter 《Roeper Review》2013,35(2):127-139
The purpose of this study was to learn about gifted adults' experiences in advanced classes and attitudes about advanced classes or gifted programs for their children. Participants were 88 adults (33 men and 55 women) who have been participating in a longitudinal study of academically talented individuals since their high-school graduation in 1988. Participants responded to open-ended questions via mailed surveys. Eighty-five percent of participants described their academic experiences in advanced classes as positive, whereas slightly fewer participants (59%) described their interpersonal experiences in advanced classes as positive. Seventy-five percent of participants with children described signs of giftedness in their children, and 88% of participants indicated that they would support advanced placement for their children if it were recommended by the school. Implications of the findings were discussed and directions for future research were provided. 相似文献
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Adriano Pagnin 《High Ability Studies》1995,6(2):128-136
Three factors have traditionally prompted a large section of the population to oppose the idea of special support for the development of excellence: the view that intellectual giftedness depends on innate dispositions and can manifest itself under any educational and environmental conditions; the feeling of injustice connected with the perceived superiority of gifted people; the perception of special education for the gifted as a threat to ordinary people and/or to democracy. In contrast, more recent perception of the faults of an educational orientation inspired by the above prejudices and a decline in egalitarian ideology have combined to open new perspectives on better educational support for the gifted, although agreement on the means of support is often lacking. There is a strong connection between the underlying principles of a democratic society and the conditions which foster giftedness and creativity. However, the development of creativity and giftedness should not entail the separation of the gifted from others during the school years, because such separation would damage both social development in general and the specific moral development of the gifted, and would prevent acceptance of the gifted by others and by society. 相似文献
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Ellen D. Fiedler 《Roeper Review》2016,38(4):246-251
Annemarie Roeper’s timeless perspectives were demonstrated throughout her long and productive life. Her prolific writings and speeches continue to influence our understanding of giftedness at all ages and stages of life, and the time I spent with her had a profound and meaningful effect on my work. Annemarie incorporated her inner view of giftedness into her definition, her collaboration with her husband George in developing the Roeper Philosophy and Roeper School, her global perspectives, and her qualitative assessment approach to understanding children and identifying those who are gifted. Direct involvement with Annemarie has been especially influential in my thinking about gifted adults, including educators and parents. The quality of agelessness that Annemarie demonstrated in the later years of her life also has been instrumental in helping me and others develop greater understanding of giftedness across the life span. 相似文献
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Sonja Laine 《High Ability Studies》2010,21(1):63-76
The purpose of this paper is to present the results of research in which the Finnish public discussion of giftedness and gifted children, and conceptions of giftedness and gifted children presented in it, were examined. The research was conducted by analyzing articles from the Finnish newspaper Helsingin Sanomat and the teachers’ periodical Opettaja, using the content analysis method. The results show that giftedness is seen as multidimensional, and both intrapersonal and environmental contributions are recognized as essential in talent development. The conceptions of gifted children were quite diverse, and gifted children’s possible problems were frequently discussed. Moreover, misunderstandings were revealed as well as areas that have not been adequately addressed. 相似文献
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Carla Vreys Gilles Ndanjo Ndungbogun Tessa Kieboom Kathleen Venderickx 《High Ability Studies》2018,29(1):3-22
Lack of knowledge of effective educational interventions for gifted children is a pressing problem in Belgian schools. Most preschool and primary school teachers enter the profession without any training in the best practices for gifted children. This results in many misconceptions about giftedness and gifted education and a diversity of well-intentioned but ineffective interventions in the classroom. In response to the request for help from many schools, the Belgian expertise center “Exentra” designed a professional training program for in-service teachers with the aim to increase teachers’ understanding of the characteristics and needs of gifted pupils, and help teachers develop the necessary confidence and skills to effectively teach the gifted in regular, mixed-ability classes. This study shows that the Exentra training is effective in changing teachers’ beliefs about gifted education and enhancing teachers’ knowledge, abilities, and self-esteem to effectively modify the curriculum for the more capable pupils in the classroom. 相似文献
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Allison Roda 《Peabody Journal of Education》2013,88(4):430-449
A substantial body of research has shown how white, middle-class parents in urban school districts use school choice as a tool to pursue educational advantages for their children. The purpose of this qualitative research was to examine the debate over neighborhood schools and school choice among a diverse group of parents in a gentrifying, yet highly diverse New York City neighborhood that I call “Prospect Point.” My central focus was studying a parent advocacy group that supports neighborhood schools. Findings show that about one third of families living in Prospect Point choose to send their children to charter or gifted and talented (G&T) schools located outside of the neighborhood. Given this outflow of parents and resources via school choice, most of the gentrifier parents in the sample who opted in to the local schools viewed their choice as a politically charged decision, and they credited the parent advocacy group as having influenced it. As a group, they rejected the consumer model of school choice, which they believed put the local schools at a disadvantage and was the norm for their racial/ethnic and socioeconomic demographic. Opt-in parents in this context recognized their privilege, and their children’s privilege, in the school-choice process and actively sought to diminish it through their choice to opt in. This research has important implications for the transformative role that parent mobilization can play in the future of diverse, high-quality public education and our democratic society. 相似文献
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This study investigates whether gifted children differ from non‐gifted regarding the possession and use of toys and whether gifted are less affected by traditional gender roles in these two variables. The parents of 286 fourth‐grade elementary school students (151 intellectually gifteds [IQ >= 130] and 135 children of average intelligence) responded to a list of 30 toy groups. It was assessed (a) which toys are present in the household and (b) how often they are used by the child. The analysis revealed that only the use of toys typical for boys displayed a mildly significant effect for giftedness. Dramatic gender effects were found: with the exception of the use of athletic equipment and group games, both groups exhibited gender‐specific toy possession and toy use to an equal degree. 相似文献
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Barbara Louis Rena F. Subotnik Polly Smith Breland Michael Lewis 《Educational Psychology Review》2000,12(3):295-314
Admission to gifted programs involves identification, which entails theories of intelligence. Unfortunately, limited resources and space availability often take precedence over theory and educational philosophy in the admission process. Three selective gifted programs are used as examples of how theories of intelligence, driven by individual program philosophies, can be used as bases of admission within the practical limitations of each. The Cisco A. Carter Gifted Early Education Program identifies inner-city preschoolers for both general intelligence and specific skills. The Julliard Pre-College Program selects participants based on a specific skill. Hunter College Elementary School screens for general intellectual giftedness. Issues such as age of identification, underrepresented populations, and gifted children with diverse abilities and needs also are addressed. 相似文献
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Eleanore Fisher 《Roeper Review》2013,35(3):49-51
Research demonstrates that the label “gifted” has different meanings for different groups of parents, but most parents find it difficult to separate the label from the entity of giftedness. 相似文献
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从特质、鉴别以及干预等方面综述了国内外注意力缺陷多动障碍超常儿童的研究进展.描述ADHD儿童与超常儿童共存的特质,对ADHD超常儿童与一般超常儿童和ADHD儿童进行比较;介绍智力测验、行为观察和创造力测验等多种鉴别方法,通过不同方法对多种能力进行评估可提高鉴别准确性;对ADHD超常儿童进行教育干预,既要通过药物和行为治疗,弥补其缺陷,更要设计合理的超常教育方案,促进其潜能的实现. 相似文献
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Researchers in the field of gifted education are becoming increasingly aware that a variety of research approaches can make contributions to research on giftedness. This paper describes task analysis, a research methodology derived from counseling process research. Task analysis appears to be a useful research approach for building theoretical models of how therapeutic and educational interventions can facilitate positive changes in gifted children. The paper traces the historical development of task analysis methodology, describes the steps involved in conducting a rational‐empirical task analysis of change processes, and provides an example of how task analysis methodology might be applied to investigations of change processes in the field of gifted education. 相似文献
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Barbara Clark 《Peabody Journal of Education》2013,88(3-4):81-100
The myth that children are born gifted and therefore can make it on their own is the belief that most affects the perceptions of the public regarding the gifted student and, too often, the actions of educators. From such a belief comes much of the antagonism toward providing differentiated learning experiences for gifted students and the notion that excellence and equity are separate and contradictory concepts. As a result, the limits to support for gifted learners reflect a lack of accurate knowledge, not a lack of commitment to children. Members of society and even educators still hold beliefs and attitudes that result in actions that are often damaging to the optimal growth of bright children. Data relevant to these beliefs suggest a view that is more in keeping with current biological and genetic research. It is this perception—the interactive and dynamic development of intelligent—that provides the basis for this article. The issues of equity, democratic ideals, and human rights must be reemphasized as they relate to gifted learners. To make a positive difference in what all human beings can be and how much of their potential they can develop and enjoy, we must start by dispelling the limiting ideologies society now holds. There is a need for schools that value uniqueness and talent in all children and that respect and nurture giftedness wherever it is found. By an understanding and use of the data now available this challenge can be met. 相似文献
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David Yun Dai 《Psychology in the schools》2020,57(10):1514-1527
The history of giftedness pertains to historical changes regarding how giftedness is conceptualized and defined, and how it serves the practical purpose of identifying gifted children and providing them an appropriate education. The past century has witnessed debates and controversies about what constitutes this elusive human quality we deem “gifted.” Overall, it has undergone significant changes from monolithic, static to more pluralistic, dynamic conceptions. The first part of this article delineates historical changes in the past 100 years in our understanding of the nature and development of giftedness, followed by the second part on the changing ways we define, assess, and identify gifted children or gifted potential for intervention purposes. The final part of this article depicts a broad trend toward expanding gifted education to a wider range of students, with the understanding that gifts and talents are widely distributed in student populations, and the deliberate cultivation of human potential should not be confined to a selected few. 相似文献
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Jessica K. Ottwein 《Psychology in the schools》2020,57(6):937-945
As culturally, linguistically, and economically diverse students continue to be underrepresented in gifted programs, the beliefs that frame teacher perceptions of giftedness remain an important area of focus. Literature indicates that a lack of gifted-specific coursework in teacher preparation programs may sustain ill-formed preconceptions regarding giftedness, leading new teachers to rely on bias and stereotypic thinking when nominating students for gifted identification. Furthermore, deficit thinking and colorblind racial attitudes may interfere with the implementation of culture-fair identification practices and the implementation of multicultural pedagogy meant to elicit unique strengths and engage culturally diverse students. This article explores these barriers to equitable programming and concludes with broad recommendations for school psychologists in advocating for traditionally underrepresented gifted students. 相似文献
20.
One of the principle reasons responsible for the fact that nurturing the gifted and talented in Germany has (once again) advanced to a pedagogic concern in the 1990’s lies in the dichotomy of equality and excellence. Are these two pedagogic goals actually incompatible, as often maintained in open discussions? After a long period of oscillation between these two poles, in the age of information a new emphasis has increasingly been placed on excellence. “It becomes more and more important for bright students to be using their abilities to stimulate this new era with economic and political productivity. But this will not happen if the current ‘laissez faire’ approach to gifted students continues into the next decade”(Gallagher, 2000, p. 691). Following a short definition of giftedness and related conceptions, arguments for gifted education stemming from the areas of learning psychology and instructional psychology will be discussed. The central problems concerning identification and programming will then be addressed in greater detail. Hypotheses will be developed, on the basis of the ATI model that gifted students need creative, stimulating learning environments. Various approaches will be presented here and discussed in the context of TIMSS and PISA. The second part of the article will deal with guidance and counseling issues with respect to the special needs of gifted children and adolescents and their social contact persons (peers, parents, teachers). In conclusion, German program evaluation, studies in the fields of gifted education, counseling and nurturing giftedness and talent will be presented. The outcomes of these studies and their consequences for improvements for the quality of gifted and talented education and counseling in Germany will be discussed. Excellence is one of the most important educational-psychological challenges of the new century. 相似文献