Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:María Isabel Rodríguez-Fernández, Robert J Sternberg Abstract: Gifted Education International, Ahead of Print. The aim of this article is to review the importance of the question of life’s meaning, mainly for intellectually gifted, as well as suggesting possibilities for educational and therapeutic approaches with an integration between Dabrowski’s proposals and Frankl’s and Yalom’s existential psychotherapies for enhancing meaning. In particular, we suggest that a successful transition between childhood and adult giftedness depends upon the gifted individual’s finding meaning in their life and a sense of purpose through which to try to achieve it. The article is based on an integration of theory-based propositions, a review of existing research, and clinical observations. We conclude that it is important to integrate ideas about existential problems into education and psychotherapy for the gifted, increasing gifted individuals’ sense of meaning through development of human values, a eudaimonic life orientation, full expression of potential, generativity, harmony, self-compassion, and spirituality. Citation: Gifted Education International PubDate: 2023-07-15T04:50:08Z DOI: 10.1177/02614294231189923
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Ahmed M. Abdulla Alabbasi, Reem Al-Shehri, Fatima A. Aljasim, Selcuk Acar Abstract: Gifted Education International, Ahead of Print. Divergent thinking (DT) tests are sometimes used to select students for gifted programs. Studies on these tests, mostly conducted on non-gifted students, suggest that performance is influenced by the type of instruction given (standard vs. hybrid “be fluent AND original”) and time-on-task. The current study aimed to examine the effect of instructions and time-on-task on divergent thinking performance in gifted and non-gifted students in a 2 [gifted versus non-gifted] × 2 [standard versus hybrid instructions] design. The results showed that gifted students outperformed non-gifted students in fluency, while no significant difference was found between the two groups in originality. Creativity instructions improved both originality and fluency scores in verbal but not figural tests. As for time-on-task, gifted students took more time when completing DT tests as well as when they were given explicit instructions to “be creative.” Implications for gifted identification are discussed. Citation: Gifted Education International PubDate: 2023-05-03T10:53:13Z DOI: 10.1177/02614294231173783
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Mehmet Hilmi Sağlam, Talha Göktentürk, C. Owen Lo Abstract: Gifted Education International, Ahead of Print. This study aims to discover the best appropriate model to explain reading success of academically gifted students through the ecological model. Three models (i.e., Model 1, Model 2, and Model 3) were created by using three layers of the ecological model to investigate the ecological background of reading success. In line with the literature, seven explanatory factors were examined among the items in the student questionnaire of PISA 2018. Exploratory factor analysis to detect factors and confirmatory factor analysis to validate them were used respectively. Cronbach’s Alpha values of each factor (internal consistency) were also calculated. Structural equation modeling was performed to create a model explaining reading success. Afterward, indices of goodness-fit-criteria were examined. The findings indicated that there is a complex background for reading. All factors (i.e., perception of difficulties, perception of competence in reading, enjoyment of reading, teacher support, teacher feedback, value of school and disciplinary climate in the classroom) have a significant effect on reading. According to the results, Model 3 has the best model fit indices among other models. This model, having more complexity and interaction among latent variables, was found as the most comprehensive and appropriate model due to being coherent with the ecological model. Citation: Gifted Education International PubDate: 2023-04-12T04:52:51Z DOI: 10.1177/02614294231170265
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Robert J Sternberg, María Isabel Rodríguez-Fernández Abstract: Gifted Education International, Ahead of Print. Humanitarian giftedness is the deployment of one’s gifts and talents in a way that, at some level, benefits humanity. Humanitarian giftedness involves sharing one’s gifts with others in a way that makes the world a better place. It is not something people are born with—they develop it in the same way other forms of expertise are developed—through a deployment of abilities as developed by deliberate practice and a focus on giving rather than just receiving. Teachers and parents can develop humanitarian giftedness by being role models, by sharing stories of humanitarian giftedness, and by encouraging it in their students. They also must discourage use of gifts for ends that harm humanity. The road to more humanitarian deployment of gifts is not through tests and other assessments, but through the development of humanitarian gifts as a learned form of expertise—as gifts not from genes, but rather from the interaction of the person with the tasks they confront and the environmental contexts in which they live. Citation: Gifted Education International PubDate: 2023-03-27T09:51:00Z DOI: 10.1177/02614294231167749
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Anh Vinh Le, Hoang Phuong Hanh, Dien Bui Abstract: Gifted Education International, Ahead of Print. The story of Vietnam’s education together with its formulae for success and remaining issues have been much researched. However, there is a rather mysterious group of institutions in the country’s education system that is much less explored yet in close relation to its top ranking in international academic competitions: trường chuyên (specialization schools for the gifted, or in short, gifted schools). Through reviewing government legal documents and relevant reports, this article sketches the overview picture of various fundamental aspects of gifted education in Vietnam, including the evolution history, merits, limitations, and recommendations to improve the system quality. The contribution and shortcomings of this most prestigious group of schools will be examined given the prioritized investment from the Government, current societal context and demands in Vietnam and across the world, alongside most recent global movements in the educational domain. Citation: Gifted Education International PubDate: 2023-03-15T02:14:21Z DOI: 10.1177/02614294231163373
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Robert J Sternberg Abstract: Gifted Education International, Ahead of Print. Giftedness is typically thought of as an individual characteristic. But the development and labeling of an individual as “gifted” is always a collective process and takes place embedded within local, sociocultural, and temporal contexts. The view of giftedness as individual is deceptive and results in faulty practice, such as the bestowal of huge advantages in development and labeling upon children whose parents have more substantial financial and other resources. This article applies a pentagonal implicit theory of giftedness to the analysis of individual, collective, and contextual factors in development and labeling and concludes that giftedness should never be viewed merely as an individual characteristic. Doing so not only distorts reality but creates procedures that tend to pass identification and development of “giftedness” inequitably through successive generations of families by virtue of the families’ resources. Citation: Gifted Education International PubDate: 2023-02-11T11:04:51Z DOI: 10.1177/02614294231156986
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Robert J Sternberg Pages: 265 - 285 Abstract: Gifted Education International, Volume 39, Issue 3, Page 265-285, September 2023. 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 Issue No:Vol. 39, No. 3 (2022)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Omar M Muammar Pages: 286 - 302 Abstract: Gifted Education International, Volume 39, Issue 3, Page 286-302, September 2023. 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 Issue No:Vol. 39, No. 3 (2022)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Heejin Woo, Therese M Cumming, Susan C O’Neill Pages: 303 - 317 Abstract: Gifted Education International, Volume 39, Issue 3, Page 303-317, September 2023. 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 Issue No:Vol. 39, No. 3 (2022)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Gülnur Özbek, Seokhee Cho Pages: 318 - 336 Abstract: Gifted Education International, Volume 39, Issue 3, Page 318-336, September 2023. This study aimed to examine the relationship between mathematical modelling and reflective thinking and to examine the effects of employing mathematical modelling processes on perception of mathematical modelling competencies and reflective thinking skills for real-life problem solving of gifted students participating in Project Production and Management Program at Turkish Science and Art Centers. Correlational path analysis of 300 students data revealed that Mathematical modelling is a significant predictor of reflective thinking skills, and the constructed model was found to be of a good fit with excellent path coefficients. Experimental design with pre-post-maintenance-tests with comparison group was employed with 60 students purposefully selected chosen from the above regression study. Reflective thinking and mathematical modelling levels of experimental group students who employed mathematical modelling processes for Project Production and Management increased significantly more from pre- to post-tests, and the significant difference was found to be maintained. Citation: Gifted Education International PubDate: 2022-09-14T12:54:26Z DOI: 10.1177/02614294221118005 Issue No:Vol. 39, No. 3 (2022)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Annalissa V. Brodersen, Vonna L. Hemmler, Carolyn M. Callahan, D. Betsy McCoach Pages: 337 - 377 Abstract: Gifted Education International, Volume 39, Issue 3, Page 337-377, September 2023. Gifted education policies vary across the United States. Previous studies have demonstrated a disconnect between these policies at state and district levels, but alignment of school-level practices with state and/or district policies is unknown. To further examine these relationships, we examined via qualitative document analysis state and district-level gifted policies and district and school-level reported practices in two states’ gifted services. Although state and district policies reflected fairly close alignment with recommended practices, district and school reported practices reflected only partial alignment. We discuss implications of these findings for gifted programs and policy at the state and local levels. Citation: Gifted Education International PubDate: 2022-09-26T11:09:56Z DOI: 10.1177/02614294221129928 Issue No:Vol. 39, No. 3 (2022)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Sally Reis, Nicholas Gelbar, Joseph Madaus Pages: 378 - 400 Abstract: Gifted Education International, Volume 39, Issue 3, Page 378-400, September 2023. The number of students with ASD also identified as academically talented has been increasing over the last few decades. Unfortunately, little empirical research exists about this population of students. In this qualitative study, 40 college and university students with ASD who were identified as academically advanced and talented and enrolled in competitive colleges and universities were interviewed about academic experiences and teaching strategies that contributed to their success. Several findings related to specific strength-based teaching and support strategies perceived by participants as contributing to their academic success. These included identifying their academic talents; interest-based extracurricular activities based; specific challenge based honors and advanced classes in areas of interest and strength; opportunities for advanced, interest-based academic experiences; participation in residential programs during high school; strong and positive relationships with teachers and counselors; developing compensation strategies that can be applied to all of these areas; and overcoming anxiety while building social connections. Citation: Gifted Education International PubDate: 2022-10-08T11:50:48Z DOI: 10.1177/02614294221124197 Issue No:Vol. 39, No. 3 (2022)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Yen-Wei Chen, Chia-Chao Li, Michaela Gläser-Zikuda, Ching-Chih Kuo Pages: 401 - 425 Abstract: Gifted Education International, Volume 39, Issue 3, Page 401-425, September 2023. The current study conducted an online survey to understand the challenges and needs teachers face for identifying and nurturing students with twice exception. Among 896 respondent schools, 179 schools were reported to have 277 identified 2E students. The results indicated that schools with both gifted and disability classes/programs or services identified more 2E students than did schools without a special education program. Although increasing the awareness and knowledge of general education teachers is beneficial for the identification of 2E students, most of the respondents reported that they need gifted education teachers to get involved in developing students’ talents. Obvious opportunity gaps existed between schools with only disability education and with gifted and disability education. An effective support system with manpower and financial assistance from governments is also essential for closing opportunity gaps and meeting the needs of both learners and teachers. Citation: Gifted Education International PubDate: 2022-10-11T06:37:38Z DOI: 10.1177/02614294221133466 Issue No:Vol. 39, No. 3 (2022)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Robert J Sternberg Pages: 426 - 442 Abstract: Gifted Education International, Volume 39, Issue 3, Page 426-442, September 2023. Gifted students should be taught not only for knowledge and for intelligence-enhancing techniques, but also for wisdom. What the world needs most, but also most lacks, is wisdom in the gifted individuals who become leaders. Teaching for wisdom means helping students to look toward a common good; by balancing their own with others’, and with larger interests; over the long-as well as the short-term; through the infusion of positive ethical values; in order to adapt to, shape, and select environments. This essay deals with how wisdom might be entered into the curriculum for gifted students. Citation: Gifted Education International PubDate: 2022-11-03T02:35:49Z DOI: 10.1177/02614294221138457 Issue No:Vol. 39, No. 3 (2022)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Wei-Ren Chen Pages: 443 - 458 Abstract: Gifted Education International, Volume 39, Issue 3, Page 443-458, September 2023. Teacher concerns influence how teachers respond to education reform. The 12-Year Basic Education is a curriculum reform focusing on a competency-based curriculum and instruction in Taiwan. The aim of the current study was to investigate the stages and types of gifted education teachers’ concerns about competency-based instruction based on the Concerns-Based Adoption Model. A survey was administered to 274 gifted education teachers. The findings indicated that the gifted education teachers’ concern profiles were very similar. Teacher concerns fell into three relatively well-defined stages: the Information concern (stage 1), Refocusing (stage 6), and Personal (stage 2). In addition, teacher concerns were clustered into three types: (a) pursuing change agency with dialectical thinking; (b) looking for efficiency by managing resources; and (c) awareness of current situations but working individually. Each type consisted of its own characteristics and the developmental stages of concern. Recommendations for practice and future studies are also provided. Citation: Gifted Education International PubDate: 2022-11-30T02:08:11Z DOI: 10.1177/02614294221141990 Issue No:Vol. 39, No. 3 (2022)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Ahmet Bildiren, Tahsin Firat, Sevinç Z. Kavruk Pages: 459 - 481 Abstract: Gifted Education International, Volume 39, Issue 3, Page 459-481, September 2023. The purpose of the present case study was to conduct a detailed analysis of the developmental characteristics of a gifted child. WISC-R intelligence test was administered to a 7-year-old participant. The test result was 140 IQ. The early developmental characteristics of the participant were evaluated using parent-recorded videos over a 3-year period, from birth to 3 years of age. First, all video recordings were transcribed by the research team, then the accuracy and completeness of the transcriptions were verified. The results showed that the participant displayed early gifted developmental characteristics in fine motor skills, cognitive, language, social, and personal developmental domains. Citation: Gifted Education International PubDate: 2022-12-14T01:05:57Z DOI: 10.1177/02614294221146623 Issue No:Vol. 39, No. 3 (2022)
Hybrid journal (It can contain Open Access articles)
[1176 journals]
