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1.
A futuristic problem solving model for gifted/talented youngsters allows teachers to assist their students in learning about the future and becoming better problem solvers. Used effectively with 8–18 year old gifted children, the model requires the learner to write problem statements pertaining to future issues, create goals and objectives, conduct force field analyses, and forecast the probable consequences of problem solutions in regard to socioeconomic groups, politics, technological growth and natural resources, quality of life and environment, and international relations. 相似文献
2.
Joan Freeman 《High Ability Studies》1995,6(2):188-200
Creative thinking involves both emotion and personality, including enough confidence and courage to consider new approaches to problems, rather than hiding in the security of familiar and accepted ways of thinking. The conflict is between the need for emotional control for academic excellence and the need for a more free and open minded approach. Youngsters who were extremely successful academically were found to be creatively inhibited because of the narrow focus and pressure of their school education. The problem for teachers is to enable intellectually gifted pupils, who have the ability to achieve top grades in examinations, to keep a playful, creative approach to their work and general outlook. An environment in which the exceptionally able child can prosper all round must be balanced This implies enough time with other people to make good social relationships and develop interests outside study areas. 相似文献
3.
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
4.
Xin Ma 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,42(4):443-468
The Longitudinal Study of American Youth (LSAY) database was employed to examine the educational practice of early acceleration of students of mathematics on the development of their self-esteem across the entire secondary grade levels. Students were classified into three different academic categories (gifted, honors, and regular). Results indicated that, in terms of the development of their self-esteem, gifted students benefited from early acceleration, honors students neither benefited nor were harmed by early acceleration, and regular students were harmed by early acceleration. Early acceleration in mathematics promoted significant growth in self-esteem among gifted male students and among gifted, honors, and regular minority students. When students were accelerated, schools showed similar average growth in self-esteem among gifted students and regular students and a large effect of general support for mathematics on the average growth in self-esteem among honors students. 相似文献
5.
Xin Ma 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,48(6):443-468
The Longitudinal Study of American Youth (LSAY) database was employed to examine the educational practice of early acceleration of students of mathematics on the development of their self-esteem across the entire secondary grade levels. Students were classified into three different academic categories (gifted, honors, and regular). Results indicated that, in terms of the development of their self-esteem, gifted students benefited from early acceleration, honors students neither benefited nor were harmed by early acceleration, and regular students were harmed by early acceleration. Early acceleration in mathematics promoted significant growth in self-esteem among gifted male students and among gifted, honors, and regular minority students. When students were accelerated, schools showed similar average growth in self-esteem among gifted students and regular students and a large effect of general support for mathematics on the average growth in self-esteem among honors students. 相似文献
6.
Dante D. Dixson Paula Olszewski-Kubilius Rena F. Subotnik Frank C. Worrell 《Psychology in the schools》2020,57(10):1582-1595
In this article, we explore how school psychologists who adopt a talent development perspective can play a larger role in cultivating the talent of academically gifted students. Utilizing the talent development megamodel and Ackerman's model of expertise, we outline how school psychologists can consult with school administrators, teachers, and parents to meet the general and domain-specific academic needs of academically gifted students at home and in school. In addition, we discuss how school psychologists can leverage systems of assessment (e.g., universal screening, continued assessment) to identify academically gifted students across academic talent trajectories as well as provide students with multiple opportunities to exhibit their academic talents. We conclude by highlighting some diversity and multi-cultural considerations that school psychologists should keep in mind while developing academic talent, as well as a policy implication of school psychologists adopting a talent development approach to their work. 相似文献
7.
The Possibilities and Limitations of Gifted Education in Korea: A Look at the ISEP Science- Gifted Education Center 总被引：1，自引：0，他引：1
Ki-Soon Han 《Asia Pacific Education Review》2007,8(3):450-463
Education for gifted children is currently one of the hottest educational issues in Korea. Much money and effort are being invested in this area of education. Recent announcements by the Korean Ministry of Education state that all children should be educated to the level of which they are capable, and the current program for gifted students should be and will be extended. However, there is little attention paid to the actual substance of gifted education in Korea. What is happening in the name of gifted education? What is the meaning of giftedness and gifted education? How and in what respects can the gifted program be differentiated from general programs? What are the problems and concerns in serving gifted students? What are the effects of gifted programs? These are the main questions of the present qualitative study. For the purposes of this ethnographic study, the ISEP science gifted education center in Korea was observed for a six-month period, and 10 professors and 50 students at the ISEP were interviewed in depth. The results of the study are as follows. First of all, the ISEP science gifted education center provides differentiated learning environments and teaching methods. Second, through these differentiated learning experiences, students improve their thinking skills and creative problem solving abilities, as well as developing positive self-esteem. In addition, the formation of human net works, the special meaning of the ‘gifted’ label, and the acquisition of personal knowledge were seen to be some of the major educative possibilities on offer at the ISEP gifted education center. However, some professors’ low levels of motivation, the absence of individualized educational plans, bureaucratic management, weak student commitment to set tasks, and a lack of opportunity for students’ social activities were clearly limitations of the ISEP gifted education center. The results of this study will contribute to, specifically, the search for new ideas to improve the operation of gifted education as well as helping to surmount the hidden problems lurking beneath the surface of the current gifted education practices in Korea, and, more generally, to enhance our understanding of the diverse gifted educational practices in operation worldwide. 相似文献
8.
Shadow education contributes to the learning and academic careers of Korean students. It benefits, in particular, gifted students who are strongly motivated and who outperform their peers academically. In this study, we explored the innovative characteristics of shadow education curricula for gifted students in terms of curricular programmes, methods, and teaching-learning materials. Also, we explored how shadow education practices meet the academic abilities and needs of students. Informed by a literature review and qualitative research methods, the results reveal how common shadow education is; effects of shadow education; and innovative elements used in shadow education for gifted students in Korea. Overall, we found that shadow education plays a crucial role in gifted education; it is a necessary component for understanding academic excellence among students in Korea. The findings are helpful for teachers, curriculum developers, and policymakers as they explore how public schooling can help to support strongly motivated and academically advanced students. 相似文献
9.
Postsecondary American Sign Language (ASL) students are capable of teaching short lessons related to sign language and deaf culture to gifted students in elementary school. College students who work as interest-area mentors benefit gifted students while building their own academic discipline and professional skills. In Part 1 of a 2-part series of articles, the authors explain the unique needs shared by students in gifted education programs (GEPs), the concept of interest-area mentorship, and how mentors help meet the needs of gifted students in light of National Association for Gifted Children standards. Benefits for ASL students, gifted students, and GEP teachers are discussed. College instructors also benefit, because mentoring experiences help make mentors better students and professionals. Additionally, mentoring in gifted classes facilitates recruiting of the next generation of professionals. In this case, recruiting occurs with the best and brightest: gifted students. 相似文献
10.
Gillian Rejskind 《Roeper Review》2013,35(3):153-157
Creativity is an asset to any teacher, but it is crucial for teachers of gifted and talented students. Inventive and productive creativity are necessary to efficiently and effectively develop or modify programs and curricula. Expressive creativity is present in instructional interactions with students, and creative problem solving skills are needed to enhance students’ creativity. Implications for supporting and enhancing teachers’ creativity are considered. 相似文献
11.
Suzanna E. Henshon 《Roeper Review》2013,35(2):75-80
Numerous resources in book form, both fiction and nonfiction, are available to assist gifted youngsters in pursuing their interests. There are books to help students explore an identified interest with greater depth and breadth, as well as to stimulate new interests. For youngsters who are already in the process of an in‐depth investigation, there are references and indexes and how‐to‐do‐it books to give assistance in skills areas. The books reviewed in this article are identified in terms of a specific conceptual model for gifted education, the Enrichment Triad Model (Renzulli, 1977), but the materials could be used in any program which focuses on the encouragement and development of students’ interests. 相似文献
12.
Educators know that variables beyond abilities affect students’ performance in school and their interactions with their teachers. Thinking styles are such a variable. Thinking styles are preferred ways of thinking. They are not abilities but rather preferred ways of expressing these abilities. Both students and teachers vary in thinking styles, and in systematic ways. For example, teachers tend to match the stylistic pattern of the school, and students to match the stylistic pattern of their teachers. Teachers tend to overestimate the extent to which their students match their own styles, and also evaluate more favorably students whose styles match their own. Thus, teachers are more likely to identify as “gifted” not only high ability students, but those who match them stylistically.
13.
Dyslexia is a developmental disability affecting the acquisition of reading and writing skills, and its developmental nature makes longitudinal research of great importance. This study therefore investigated the cognitive-linguistic profiles of the typical-functioning dyslexics and high-functioning dyslexics with longitudinal cohorts of Chinese-speaking adolescents diagnosed with childhood dyslexia. These two dyslexic groups of fifty students (with 25 typical-functioning dyslexics) were assessed in Grade 2 (Time 1) and in Grade 8 (Time 2), whereas 25 typically developing controls were assessed at Time 2. Students were administered measures of phonological awareness, morphological skills, visual-orthographic knowledge, rapid naming, verbal working memory, and literacy skills. Results showed that, at Time 2, both dyslexic groups performed less well than the control group on most of the measures. Deficits in rapid naming were particularly salient in both dyslexic groups. Comparing the two dyslexic groups, the typical-functioning dyslexics had more multiple deficits than the high-functioning dyslexics. Findings highlight the importance of rapid naming deficits as potential universal causes of dyslexia and the utility of targeting visual-orthographic knowledge and morphological skills in supporting the development of dyslexic adolescents. 相似文献
14.
杨武 《贵州教育学院学报》2011,(2):74-77
信息社会,提高写作能力,已成为一种迫切的需要。以新课标为依据,学会多角度地观察生活、以真情实感为突破口、进一步提高＂综合运用多种表达方式＂的能力、培养学生的创造性思维、倡导学生＂有个性地表达、有创意地表达＂、在＂写作时代＂寻求动力和以提高教师的写作水平为抓手等有效策略,有助于提高高中学生的作文质量。 相似文献
15.
《中国学生发展核心素养》提出"全面发展的人"的培养目标,学科教师要在课程实施中落实学生核心素养的发展。基于核心素养的中学英语文学阅读教学实践从语言学习、认知发展、社会生活三方面促进学生的发展。在语言学习目标层面,学生在准确理解故事文本基础上,通过准确拼读、流利朗读、正确复述、互动讨论、创新表演、创意写作等系列活动,提高语言理解、赏析和创意表达能力;在认知发展层面,学生在语言交流活动中培养思维的逻辑性、批判性和创新性,掌握语言知识学习策略,提升分析和解决问题能力、元认知能力;在社会生活层面,学生通过一系列阅读、思考和创作分享活动,形成正确的人生观、价值观,培养自尊、自信、自强的良好品格,学会做人、做事,提高文明素养和社会责任感。 相似文献
16.
Dona Matthews Joanne Foster Deborah Gladstone Jeannette Schieck Judy Meiners 《Journal of educational and psychological consultation》2013,23(4):315-345
Educators concerned about gifted learners are moving toward an evidence-based perspective focusing on children with exceptionally advanced learning needs who require flexibly responsive educational attention. This article describes two system-wide implementation experiences, one in a mixed urban/rural public school board and the other in an urban board of affiliated parochial schools, designed to meet the educational needs of diversely competent students. The authors discuss the intersecting roles of consultants, teachers, administrators, and parents, and some creative applications they have implemented that illustrate a respect for (a) teachers' professionalism, (b) individual developmental diversity, and (c) context-specific opportunities and constraints. The authors discuss ways that this flexible collaborative approach to integrating consultative processes into board-wide practices addresses the diverse educational needs of gifted learners, and also encourages high-level outcomes in learners not formally identified as gifted. 相似文献
17.
Tracy C. Missett Amy Price Azano Carolyn M. Callahan Kimberly Landrum 《Exceptionality》2016,24(1):18-31
Twice-exceptional students show evidence of high academic performance or potential and also have a disability that impedes their ability to learn. Twice-exceptional students remain under-represented in gifted programs, and some researchers attribute such under-representation to the negative beliefs and low expectations about twice-exceptional students held by teachers. While researchers have begun to investigate the curricular models and instructional strategies that are effective for twice-exceptional students, little research addresses how teacher beliefs and expectations about student ability are reflected in the ways teachers implement such models and strategies for twice-exceptional students in gifted classrooms. Even less research addresses gifted students with emotional and behavioral disabilities. We used a case study of a third-grade teacher using a structured, model-based language arts curriculum to better understand how her expectations about a gifted student with an emotional disability influenced her instructional choices. Using observational and interview data, the case study approach allowed the researchers to personalize the experiences of this teacher and provided a context in which to examine the subtleties of teacher expectations when teaching a gifted student with an emotional disability. Implications for educational practice, particularly the need for comprehensive school-based support systems for students with emotional disabilities, are discussed. 相似文献
18.
It is often discussed whether dyslexics show a deviant pattern of reading and spelling development when compared to typically developing students, or whether they follow the same pattern as other students, only at markedly slower rate. The present cross-sectional study investigated phonological encoding skills in dyslexic Danish students. We compared dyslexic and non-dyslexic students from grades 3, 5, 7, and 9 and examined whether effects of item length were stronger in the dyslexic groups. Mixed between-within subjects analyses of variance revealed significant interactions between dyslexia status and item length as the dyslexics at all grade levels were more affected by item length than their non-dyslexic peers. A marked developmental delay was apparent as the dyslexic group from grade 9 performed on approximately the same level as the non-dyslexic group from grade 3. Although the overall difference between these two groups was not significant, a significant interaction between dyslexia status and item length remained because the grade 9 dyslexics were more affected by item length than the younger non-dyslexic students. This difference in error profiles suggests a difference in the developmental patterns of dyslexic vs. non-dyslexic students. 相似文献
19.
Christine Marvin 《Roeper Review》2013,35(1):25-33
Numerous projects funded by the Jacob K. Javits Gifted and Talented Students Education Act in 1989 contributed to answering important questions in the field of gifted education. However, little evaluation has examined how their findings are used or linked to current educational practices. This pilot‐study followed up on 18 students, identified as potentially gifted during the 1992 Javits‐sponsored Nebraska Project which used a teacher observation protocol. This follow‐up study examined the students' current status in gifted education programs, academic performance, and social/behavioral attributes, and the stability of the attributes associated with able/creative students over the past five‐year period. Results indicate a continued use of traditional identification practices in the school districts studied, and a presence of underachieving behaviors in students believed to be gifted during the Nebraska Project but not recognized as such currently by their school districts. The attributes associated with able/creative students in 1992, however, were found to be stable over the five year period. Results are discussed in light of the paradigm shift in gifted education practices and possible suggestions for reducing perpetual research‐practice gaps. 相似文献
20.
Phonological processing skills and deficits in adult dyslexics 总被引：13，自引：0，他引：13
This article presents 4 experiments aimed at defining the primary underlying phonological processing deficit(s) in adult dyslexia. 5 phonological processes, all involving spoken language, were studied: phoneme perception, phoneme awareness, lexical retrieval of phonology, articulatory speed, and phonetic coding in verbal short-term memory. 2 differently ascertained adult dyslexic groups, familial dyslexics (n = 15) and clinic dyslexics (n = 15), were the subjects in each experiment. These dyslexic groups were chosen because deficits that persist until adulthood and that are found in differently ascertained dyslexic groups are more likely to be primary. Each dyslexic group was compared to 2 control groups, chronological age (CA) controls who were similar in age and sex, and younger reading age (RA) controls who were similar in reading age and sex. The main finding was a clear deficit in phoneme awareness in both dyslexic groups, with each dyslexic group performing significantly worse than both CA and RA controls. Moreover, performance on the 2 phoneme awareness tasks together uniquely accounted for substantial variance in nonword reading. The clinic but not the familial dyslexics appeared to have an additional deficit in verbal short-term memory. No clear deficits were found in either dyslexic group in phoneme perception, lexical retrieval, or articulatory speed. 相似文献