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Authors:Robert J Sternberg Abstract: Gifted Education International, Ahead of Print. The field of giftedness—including educators, theorists, and researchers--needs to show more cognizance of a phenomenon that is rearing its ugly head in more and more visible ways, namely, dark giftedness. Dark giftedness is giftedness used for bad and even toxic ends. Being gifted provides little, if any protection against the dark deployment of the abilities, talents, and skills that lead one to be viewed as gifted. The field of giftedness needs to take responsibility for identifying dark giftedness and mitigating its effects, to the extent possible. It needs also to teach gifted young people to use their gifts for positive rather than negative ends. The field of giftedness cannot assume that this will happen automatically, or that by ignoring the world-pervasive problem of dark giftedness, the problem will somehow not, nevertheless, be part of its responsibility to understand and assuage. Citation: Gifted Education International PubDate: 2022-06-22T09:05:02Z DOI: 10.1177/02614294221110459
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Authors:Omar M Muammar Abstract: Gifted Education International, Ahead of Print. This study assessed the impact of Mawhiba-IAU (an innovative gifted summer program in Saudi Arabia to prepare gifted students to thrive in an innovation-based economy) on students’ achievement, soft skills, and satisfaction. The convenience sample consisted of three datasets of gifted students for the various research questions. A quasi-experimental design with pre- and post-assessments with no control group and a cross-sectional design was used to assess the impact of Mawhiba-IAU on students’ holistic development. Achievement tests, scales, and surveys were used for the assessment. In the series of t-tests, the difference between the pre- and post-assessments showed significant effects on students’ achievement, soft skills development, and satisfaction. Although there were several limitations, including the lack of a control group, the results showed that Mawhiba-IAU was highly effective for students’ holistic development. In 2018, Mawhiba-IAU became the only program to win Mawhiba’s first award. Citation: Gifted Education International PubDate: 2022-06-21T09:32:09Z DOI: 10.1177/02614294221110326
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Authors:Heejin Woo, Therese M Cumming, Susan C O’Neill Abstract: Gifted Education International, Ahead of Print. This study explores South Korean pre-service primary teachers’ attitudes towards gifted students and gifted education. Qualitative focus group interviews were conducted with 13 South Korean undergraduates who were in their final year of a primary education. Analysis of the interviews revealed that culture was a major factor that had affected the pre-service teachers’ attitudes towards gifted education. Even though the participants agreed with the necessity of gifted education to meet gifted students’ distinctive intellectual and emotional needs, they tended to have negative attitudes towards the gifted education in South Korea because of the highly competitive educational atmosphere. The South Korean pre-service teachers admitted that taking a gifted education course could be somewhat helpful but not enough. They suggested that there should be more elective gifted education course offerings and that the current compulsory special education courses should devote more time and space to gifted education. Citation: Gifted Education International PubDate: 2022-06-14T06:23:56Z DOI: 10.1177/02614294221108577
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Authors:Dante D. Dixson Abstract: Gifted Education International, Ahead of Print. This manuscript focuses on the various ways that the gifted label hinders the field of gifted and talented education (GATE) from progressing into a more inclusive and equitable field. Specifically, this manuscript outlines how (a) the social status that the gifted label confers is problematic for achieving equity within GATE, (b) how the gifted label impedes the ability of GATE programs to meet the real-time advanced academic needs of a more diverse group of students, and (c) how the gifted label encourages the perspective that gifted ability is general in nature (as opposed to domain-specific), which results in many students from underrepresented groups getting fewer opportunities to receive advanced academic services. Citation: Gifted Education International PubDate: 2022-01-31T01:46:19Z DOI: 10.1177/02614294211065217
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Authors:F. Richard Olenchak Abstract: Gifted Education International, Ahead of Print. The dialogues, debates, and even arguments resulting from misunderstanding, misinterpretation, and mishandling of programs and people associated with the term “giftedness” are longstanding. Despite many years of efforts to assuage concerns of equity and need—many of which are legitimized by research evidence, the terminology continues to be obscured by its lack of precision. Relying on a continuing comparison with Shakespeare’s Romeo and Juliet, this treatise explores the terminological conundrum of “giftedness” and offers what is hoped is a creative avenue for contemplating the field of gifted education and psychology. Culminating with a modest proposal to begin systematically ameliorating the many problems with the term “giftedness,” the essay is positioned as an action item rooted in evidence. Citation: Gifted Education International PubDate: 2022-01-26T04:52:06Z DOI: 10.1177/02614294211070352
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Authors:Aakash A. Chowkase Abstract: Gifted Education International, Ahead of Print. Most conceptions of giftedness overly focus on the gifted “individual” and leave out the social and global context in which the individual grows. However, human lives are intricately interconnected. An individual’s actions can have large effects on other individuals, societies, and nature. In this article, I argue a paradigm shift is needed in the way giftedness is construed today. I draw on the three C’s conception of giftedness in which gifted behaviors are seen as an interplay of competence in action, commitment to task, and concern for others. I discuss seven profiles of gifted behaviors: Profile 1—competent (high competence); Profile 2—committed (high commitment); Profile 3—concerned (high concern); Profile 4—indifferent expert (high competence and commitment); Profile 5—amateur altruist (high commitment and concern); Profile 6—uncommitted thinker (high competence and concern); and Profile 7—fully developing talent (high competence, commitment, and concern). Further, I discuss how this taxonomy can inform education and identification practices in gifted education. Citation: Gifted Education International PubDate: 2022-01-05T03:26:43Z DOI: 10.1177/02614294211064703
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Authors:Robert J. Sternberg First page: 161 Abstract: Gifted Education International, Ahead of Print. This article introduces the construct of personal talent curation. Personal talent curation is one’s assessment of one’s talents—of one’s strengths and weaknesses—but also the building of an adaptive match in life between those talents and both one’s career pursuits and one’s personal lifestyle. Sometimes, this match means pursuing a lifelong passion, but other times, it means giving up that passion or transforming it into a passion that works in the broader context of the life one seeks for oneself. For example, one may be an exceptionally talented musician, scientist, or artist, but the concomitants of a life building relentlessly on those talents—competition, professional jealousy, and continual critiques—just do not fit the kind of life one wishes to lead. In such cases, it may turn out that what in a profession or in society is viewed as a “failure” or a “derailment” may represent a personal adaptive success. Citation: Gifted Education International PubDate: 2022-03-25T01:49:25Z DOI: 10.1177/02614294221086505
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Authors:Samed Yenioğlu, Macid Ayhan Melekoğlu, Büşra Yılmaz Yenioğlu First page: 256 Abstract: Gifted Education International, Ahead of Print. Twice exceptional (2e) individuals are defined as exceptionally talented persons in one or more areas including academic skills, creativity, leadership, and visual arts accompanied by challenges in one or more areas such as reading, writing, and mathematics. This study aimed to present the views on the academic and social-emotional development of a gifted student with learning disabilities. This research was conducted as a case study by using qualitative research methods. The authors conducted semi-structured interviews with the mother, elementary school teacher, special education teacher, and the 2e student himself. The study concluded that the participants emphasized the adaptations that were made in schools for 2e students and the need for support from parents, peers, and teachers for 2e students as well as the necessity for cooperation between school and family. Citation: Gifted Education International PubDate: 2022-01-10T04:19:36Z DOI: 10.1177/02614294211064772
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Authors:Katie Lewis, Angela M. Novak First page: 309 Abstract: Gifted Education International, Ahead of Print. Children’s literature (KidLit) is an effective strategy for fostering a classroom culture which embraces cultural diversity and builds understanding amongst students; professional learning (PL) communities can use KidLit as the basis for their discussion. A common read provides an opportunity to enrich PL communities and allow teachers to build on a shared experience to foster discussion. The key to using KidLit is to gather carefully selected pieces which are well timed and strategically inserted. Viewing areas of everyday racism through the eyes of children is a highly effective way to address areas of multiculturalism. Literature provides an avenue to explore diversity through a safe means, opening participants’ minds to various points of view and challenging preconceived ideas. This article discusses the benefit of using KidLit in PL with teachers of the gifted, and shares a step-by-step implementation plan for building- or district-level PL. Citation: Gifted Education International PubDate: 2022-03-22T07:15:57Z DOI: 10.1177/02614294221078081
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Authors:Ziyad K. Ellala, Jamal H. Abu Attiyeh, Saeb K. Ellala, Abdoulaye Kaba First page: 329 Abstract: Gifted Education International, Ahead of Print. The current study aimed to identify the level of emotional intelligence of outstanding students at the College of Education, Al Ain University (AAU), the United Arab Emirates, and their counterparts at Princess Nourah University (PNU), in the Kingdom of Saudi Arabia. A sample of 77 students was selected from both universities, of whom 41 students (20 males vs. 21 females) were from AAU and 36 female students from PNU. The study adopted the Chapman Emotional Intelligence Scale, which consists of five dimensions: self-awareness, self-motivation, emotion regulation, relationship management, and emotional development. The results of the study showed that the level of emotional intelligence of outstanding students at both universities ranged from high to very high. Furthermore, there were statistically no significant differences in the level of emotional intelligence as a function of the university. Finally, recommendations have been given. Citation: Gifted Education International PubDate: 2022-03-21T02:10:41Z DOI: 10.1177/02614294221080809
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