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:Hande Sensoy Briddick, William Chris Briddick Abstract: Gifted Education International, Ahead of Print. Gifted and talented youth in the US have been struggling for recognition and appropriate educational opportunities for decades. Periodically, we are reminded of their unique needs. Time and again, those needs seem to be disregarded, including their need for career related planning and programming. Narratives of gifted students can be negatively impacted, as a result of action or inaction by young people themselves or of others in their lives. Three distinct problem saturated plots can emerge requiring career counselors to provide specific intervention to ensure narrative development in congruence with the hopes, dreams and desires of youth. Career construction theory, with its emphasis on authorship and agency is most suitable for increasing agency of the youth stuck in these narratives. My Career Story a group or individual intervention, rooted in career construction theory, offers assistance to both students and counselors, as students work to develop their own preferred narratives. Citation: Gifted Education International PubDate: 2024-08-02T08:54:07Z DOI: 10.1177/02614294241268036
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:Tyler Clark, Hasan Akdeniz, Julia Link Roberts, Lynette Breedlove Abstract: Gifted Education International, Ahead of Print. This study explored factors impacting the decision for gifted females to pursue a career in computer science. The study used a phenomenological approach to delve into the experiences of ten gifted alumnae of The Gatton Academy of Mathematics and Science (Gatton), a residential STEM program, aiming to reveal nuanced insights into factors shaping their career development. Participants were selected based on their initial intentions to pursue careers other than CS before attending Gatton but changing to a CS focus afterward. Semi-structured interviews conducted via Zoom and coded using thematic analysis provided rich data on lived experiences and perspectives of participants. Findings shed light on the multifaceted factors influencing gifted women’s career intentions before attending Gatton, the transformative effects of the residential STEM program on their decisions to pursue CS careers, and the evolution of their perceptions of CS over time. Citation: Gifted Education International PubDate: 2024-08-02T03:13:27Z DOI: 10.1177/02614294241268310
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:Kevin R Kelly Abstract: Gifted Education International, Ahead of Print. This article proposes that researchers should seek to understand the value conflicts inherent in the career choices of gifted students. This study explored those conflicts using a narrative analysis based on the McAdams (1993) model of personal meaning-making. The subjects were two gifted female political leaders: Ellen Johnson Sirleaf and Jacinda Ardern. The findings showed that each leader enacted predominantly agentic motives in responding to political challenges and crises; communal motives were enacted as well, but with lower frequency. These results are discussed in relation to the conflicting values and motivations that extraordinarily talented students encounter in forming a cohesive life plan. Citation: Gifted Education International PubDate: 2024-08-02T03:00:47Z DOI: 10.1177/02614294241268167
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:Jacqueline J Peila-Shuster, Nicholas Vespia Abstract: Gifted Education International, Ahead of Print. In examining dominant discourses affecting their career development, this article explores the deconstruction and reconstruction of career narratives for gifted learners. Leveraging career construction theory and especially the associated intervention of deconstruction, this article emphasizes childhood career development with holistic approaches to develop gifted individuals’ narratives, and proposes practices to enhance their career adaptability. Furthermore, this article calls for reconceptualizing career success for gifted individuals to facilitate their ability to construct authentic and fulfilling career paths. Citation: Gifted Education International PubDate: 2024-08-02T01:56:07Z DOI: 10.1177/02614294241267988
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:Jacobus G Maree Abstract: Gifted Education International, Ahead of Print.
Citation: Gifted Education International PubDate: 2024-08-02T01:33:54Z DOI: 10.1177/02614294241270233
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:Paloma Merello Abstract: Gifted Education International, Ahead of Print. The study of giftedness and evolution toward talent development models have been approached mostly from an educational perspective. Talent potential development cannot be understood without comprehensively looking at all individuals’ facets. This work proposes a theory by which talent potential, considered by the conjunction of cognitive and non cognitive individual traits, is evolutionary and dynamical, and can be manifested into three different talent dimensions that represent contributions to social development, knowledge and individuals' psychological balance. The holistic approach allows for cross-cultural conceptions of talent, and more flexible and dynamic organizations of education, which entail the recovery of individuals' potential and provides opportunities in any development stage. The paper provides a framework with quasimathematical notation for its empirical application in research and talent management. Citation: Gifted Education International PubDate: 2024-07-20T06:19:25Z DOI: 10.1177/02614294241266244
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:Maureen Emily Kenny, Mary Beth Medvide, Pamela Gordon Abstract: Gifted Education International, Ahead of Print. Building on prior research documenting associations between youth purpose and academic, psychological and physical well-being, this study examined the contributions of workplace learning (WPL) to youth purpose and internal motivation among 281 youth of diverse racial and ethnic identities and economic status enrolled in two high school networks offering innovatively designed WPL. Sequential regression analyses revealed that the quality of WPL, defined by mentor support for training, learning opportunities, and youth autonomy, contributed positively to youth purpose and internal motivation, beyond the negative effects of perceived social and economic barriers. Findings are discussed through the perspectives of psychology of working, decent education, self-determination theory and career construction and suggest that WPL is a promising intervention for overcoming inequities in fostering youth talent and purpose, including personal goals, meaning and intentions for social contribution. Citation: Gifted Education International PubDate: 2024-07-20T05:18:57Z DOI: 10.1177/02614294241264398
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:Kobus Maree Abstract: Gifted Education International, Ahead of Print. This article reports on how intervention research based on integrative career counselling enhanced the existential experience of a gifted learner. The participant of this study was a purposively selected gifted 17-year-old girl learner in search of a career that would help her experience meaning, purpose, and hope in and through her career-life. An explanatory (QUALITATIVE-quantitative) research design was used together with qualitative career construction counselling-based methods. A new standardised test was used to generate quantitative data. Savickas’ guidelines for analysing career construction-elicited data were implemented to identify themes and subthemes in the outcomes. The intervention helped the participant decide on a career through which she could experience meaning, purpose, and hope in her career-life. Longitudinal research is needed to determine the medium- and long-term influence of the type of intervention discussed here with gifted learners in individual as well as group contexts across the diversity spectrum. Citation: Gifted Education International PubDate: 2024-05-25T11:52:06Z DOI: 10.1177/02614294241254914
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:Leeanne Hinch, Jennifer Riedl Cross, Tracy L. Cross, Colm O'Reilly, Serife Bilgic-Erdem Abstract: Gifted Education International, Ahead of Print. In this study, we aimed to analyze Irish educators' differentiation practices and their relationship to teachers' sense of efficacy. We examined teachers' (N = 470) reports of their curriculum modification practices and their provision of challenge or choice. When their students had mastered the required class work, more than half of teachers were willing to substitute assignments on a weekly or daily basis for both their average and gifted students. However, the frequency of differentiation was not high in practices that eliminate mastered curricular material or allow students to work at their own pace, which would allow gifted students to work at their ability level. More than 40% of teachers reported practicing these forms of differentiated instruction once a month or less frequently. Fifteen percent of teachers reported never engaging in these effective differentiation practices. Differentiation practice was positively correlated with teachers’ sense of efficacy, particularly for instructional strategies. Citation: Gifted Education International PubDate: 2024-05-10T03:28:02Z DOI: 10.1177/02614294241251576
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:David Rott, Marcus Kohnen, Christian Fischer Abstract: Gifted Education International, Ahead of Print. Critical thinking is internationally recognized as an important aspect of school education. Particularly in the United States, Scandinavian, and Asian countries, critical thinking is firmly anchored in school curricula. In this context, critical thinking is often aligned with critical thinking skills, which can be taught in structured programs and are comparable to strategies for self-regulated learning. Unlike in the United States, in German-speaking countries, critical thinking is a buzzword in pedagogical debates and is not firmly embedded in instructional contexts. There are desiderata for the entire educational system (theoretical, empirical, and school-practical). In the context of gifted education, development projects place a particular focus on the possibilities of design and investigation. Two projects will be presented, as well as exemplary implementation possibilities relevant to schools’ diagnostic and didactic processes. The projects will be related to each other, and research perspectives are given. Citation: Gifted Education International PubDate: 2024-05-02T07:04:41Z DOI: 10.1177/02614294241251577
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. Individuals are typically identified as gifted largely on the basis of competence in limited contexts, but their performance in the real world, both as children and adults, often lags far behind their competence. Thus, the identification of the individuals as “gifted,” however useful in theory, is much less useful in practice. This article explains some of the reasons why people identified as gifted by competence often fail in their performance. In this article, I propose a transformational, T-ACCEL model of giftedness. In this model, it is important not only to become an active concerned citizen and ethical leader, but also to do so in a way that makes the world a better place—that makes a positive, meaningful, and possibly enduring difference to the world, not just to one’s national, or ideological, ethnic, racial, religious, or other group. Citation: Gifted Education International PubDate: 2024-04-17T07:09:58Z DOI: 10.1177/02614294241246497
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:Gladys Ami Allotey, James Joseph Watters, Donna King, Jophus Anamuah-Mensah Abstract: Gifted Education International, Ahead of Print. This study delves into the cultural perspectives surrounding gifted education practices in Ghana, focusing on 10 junior high school classroom mathematics and science teachers. Data were gathered through semi-structured interviews and analysis of lesson plans. The results brought to light a notable gender disparity of female participation in Science, Technology, Engineering, and Mathematics (STEM)-intensive courses compared to males. Teachers’ beliefs concerning giftedness tended to be tacitly naive, rooted in traditional notions and influenced gifted students’ development. Spiritual and supernatural giftedness emerged, perceiving the gifted to possess mystical powers. Implications underscore the implementation of gifted education within teacher educational institutions. This, in turn, addresses the tacit opinions and knowledge gaps among educators regarding gifted education in Ghana. The study advocates for a holistic approach to nurturing giftedness that extends beyond conventional academic realms, ensuring a more inclusive and equitable educational landscape. Citation: Gifted Education International PubDate: 2024-04-17T06:44:56Z DOI: 10.1177/02614294241247631
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 Muammar Abstract: Gifted Education International, Ahead of Print. The study investigates the impact of three aspects of the residential summer enrichment program (RSEP) on gifted students' decision to recommend the program to friends. The research was conducted at a public university in Saudi Arabia, with 356 gifted students from grades nine to 11. The study used Confirmatory Factor Analysis and Structural Equation Modeling to examine the causal connections between these factors and students' intention to advocate for the RSEP. The findings show that students' satisfaction with logistics arrangement, soft-skills program, and science program significantly influences their intention to promote the program. The logistics arrangement had the highest unique contribution to this intention, followed by soft skills and science programs. The study suggests that RSEP can enhance motivation, participation, program quality, and provide valuable input for decision-makers in Saudi Arabia. Enrichment programs should prioritize creating a secure learning environment while considering individual well-being and growth. Citation: Gifted Education International PubDate: 2024-03-05T01:43:27Z DOI: 10.1177/02614294241237342
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. Gifted education should focus on gifting rather than on being gifted. That is, it should focus on what one offers from one’s gifts, not just on what gifts a person has, one way or another, accumulated. Gifted individuals should consider choosing careers that are a good fit to them, that enable them to give back, and that give them a sense of meaning in their life. They should be ready to move on if their career choice proves to be mistaken, or no longer to be a fit. They should avoid temptations brought on by outside pressures to choose careers that may be much less than fulfilling. In the end, what matters most is one’s passion and motivation for a career rather than grades, test scores, or external pressures. Citation: Gifted Education International PubDate: 2024-02-13T01:45:55Z DOI: 10.1177/02614294241233508
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
Hybrid journal (It can contain Open Access articles)
[1176 journals]
