bluuebunny/crossref_metadata_2025 huggingface dataset:
Voicing Perceptions of Risk and Protective Factors In Coping In A Hiv&Aids Landscapes Reflecting on Capacity for Adaptiveness
Authors: Ebersöhn Liesel
Published: January 2012

The purpose of this article is to locate children's own voices within the discourse of ‘disadvantaged children’. I commence by proposing that foregrounding vulnerable children's knowledge of protective factors may enable resiliency in similar scenarios. After that, from a positive psychology framework, I explicate the conceptual framework integrating constructs from resilience theory, featuring protective factors in a systemic model. Next I describe the action research design of a partnership study 1 1 A South African Department of Education and UNICEF partnership study to enable child-friendly environments in schools. in 78 schools in an impoverished rural province -focusing on the computer-based random sampling of 10 percent of the participants (n=2391), the development, piloting and translation of a mixed method questionnaire and the framework analysis of collected data. Then I introduce the emerged themes in terms of protective factors, locating most protection in the (disadvantaged) community, with the child as the central system negotiating adaptation. Subsequently I interpret the themes from my conceptual framework. I submit that the presence of cumulative protection will most probably enhance personal capacity. I also surmise that health-promoting schools may function as replacement safe spaces when safe family systems are lacking, whereas at-risk schools may aggravate the experience and consequences of unsafe family systems. I suggest that perceived capacity in the community system be built on to further support vulnerable children to be resilient. I conclude by suggesting some strategies for future research and intervention endeavours.
Responses of South African Science Talent Quest Students to the Question “Why Am I Doing a Research Project for Expo 2005?”
Authors: Rochford Kevin
Published: January 2012

This study asked the question “Why am I doing a research project for Expo 2005?” The sample of respondents comprised 155 aspirant young scientists and technologists who exhibited their projects in the 2005 Cape Town Science Talent Quest (Expo) competition for schools. They commenced their participation in the Expo judging session by responding to eleven literature-derived reasons or motivations for commencing research investigations. These items were presented in a hikert-scale format, and included a novel source of motivation framed uniquely in the local South African context. Subsequently, open-ended questions and interviews were conducted in more depth with selected students who offered amplified responses and explanations. It was found that the Expo students gave higher ratings to reasons that were intrinsic (such as personal interest, skills development, personal challenge and ambition) than to reasons that were externally controlled (such as emulating somebody else's example, or meeting other people's expectations). The students' self-reported levels of enjoyment of their research projects correlated highest with the strength of their commitment to enhancing social emancipation in South Africa through their chosen research projects.
Should Perfectionism be a Characteristic of Giftedness?
Authors: Mendaglio Sal
Published: January 2012

There is a belief in the field of gifted education expressed in nonempirical literature that perfectionism is a characteristic of gifted individuals. This article argues that perfectionism as currently conceptualized and measured should not be included as a characteristic of giftedness. Lack of research support and a preponderance of evidence associating perfectionism with psychopathology form the basis for the position.
What's Wrong with Perfect? Clinical Perspectives on Perfectionism and Underachievement
Authors: Rimm Sylvia
Published: January 2012

Good, better, best. Never let it rest, Til your good is better And your better best.

This familiar rhyme from generations past was used by parents and teachers to motivate children. Children may, in fact, internalize its message towards reasonable excellence, or may interpret it in a manner that causes them to never feel good enough unless they're “the best”. Parents and teachers want children to strive for excellence. It is attainable and provides a sense of accomplishment. Excellence is advantageous whether it involves children's school grades, figure skating, music, art, gymnastics, written work, or almost any skill. Striving for perfection in an area of expertise can represent a healthy development of talent. However, when perfectionism becomes pervasive and compulsive, it goes beyond excellence. It leaves no room for error. It provides little satisfaction and much self-criticism because the results never feel good enough to the doer. Perfection is impossible for children who apply unrealizable high standards to too many activities, too frequently.
Let's Go Visiting: Learning Judgment-Making in a Classroom Community of Inquiry
Authors: Sharp Ann Margaret
Published: January 2012

It is a serious mistake — a very poor judgment — to think that one can think in terms of what is good for others who are different from oneself without knowing what they think and believe is good for them. Contemporary history has taught us this lesson the hard way — in the loss of so many lives in unnecessary wars. Learning what others think is good for them is accessible only through dialogue. One has to spend time with, talk to, and listen attentively to others to understand how they see things, what they consider valuable, desirable, and why they think the way they do. In the absence of knowing how concrete others would tell their stories of a particular situation, and how they see you with your perspective, your cultural baggage, it is impossible to understand what is good for another individual — much less whole nations.
Meeting the Needs of Artistically Talented Students Who Reside in Real and Virtual, Rural Communities in the United States
Authors: Clark Gilbert , Manifold Marjorie , Zimmerman Enid
Published: January 2012

In response to a lack of attention to developing the abilities of talented art students who reside in rural communities, three art educators present a discussion of community-based art education as a strategy for addressing the needs of these students. They consider a variety of artistically talented student populations who reside in geographically rural communities. Some reside in real, rural communities and some may participate in virtual, global communities. A federally funded project in the United States is reported that focused on the identification, art curricula, and assessment procedures for artistically talented students in local, community-based art education programs. In addition, they describe a university-supported study in the United States that focuses on students who share their artwork online in virtual communities. Resources within real and virtual communities are suggested that can support the interests and development of artistically talented art students.
Improving the Quality of G&T Nominations: Tackling Creativity
Authors: Balchin Tom
Published: January 2012

This paper considers some of the problems that occur when school teachers wish to convey the standard of individual students' creative outcomes to G&T co-ordinators, but lack specific assessment tools to record and transmit evidence. This demand was highlighted by a survey of the views of 800 G&T coordinators in 2005. The development of a new tool is disclosed, with which subject teachers can consensually assess the creativity of products with a high degree of reliability. Some formative results from its trialling revealed significantly high correlations of agreement (ranging from r=.89 to r=.95) over seven essential criteria, even when the different processes, climates and students themselves were unknown to the judging panels. The tool's effectiveness as part of a Creative Feedback Package (CFP) for teachers, tasked with nominating the gifted, is evaluated.
A Reflective Conversation with Cindy Lovell
Authors: Moore Tammy Lynne , Shaughnessy Michael F.
Published: January 2012

Cindy Lovell is currently an Associate Professor of Education at Quincy University (IL) where she teaches foundations and methods courses and supervises interns. She founded the HATS (High Achieving Talented Students) Program at Stetson University, which she directed from 2000 to 2007. She now serves on the HATS advisory board.

She is the editor for the TAG Progeny section of the Mensa Research Journal, a reviewer for Florida Reading Quarterly, and serves as Education Coordinator at the Mark Twain Boyhood Home & Museum in Hannibal, Missouri.

Cindy is the author of two children's novels, Rachel Mason Hears the Sound (2005) and Not This Sunday (2007). She has authored several articles, which have appeared in journals such as the New Teacher Advocate and Mensa Research Journal.

Her areas of expertise include Gifted Education, ESOL (English to Speakers of Other Languages), and Mark Twain. She has conducted numerous workshops on Creativity, Nature and Needs of the Gifted, Strategies for Identifying Gifted ESOL Students, Mark Twain, the HATS Program and BESTS Testing.
The Use of Dynamic Testing to Reveal High Academic Potential and Under-Achievement in a Culturally Different Population
Authors: Chaffey Graham W. , Bailey Stan B.
Published: January 2012

The under-representation of children from culturally different and low SES backgrounds in programs for the gifted is widely recognised. The cause of this under-representation can, at least in part, he attributed to the inappropriateness of the identification methods used. This paper presents the findings of a major study which sought to determine the effectiveness of a specific dynamic testing method for identifying high academic potential in Australian Aboriginal children.

The dynamic testing method used in the study involved a test—intervention—retest format where the intervention was designed to address predicted causes of under achievement. The results suggest that dynamic testing was an effective identification tool for the study children, revealing high academic potential in similar proportions to those in the instrument normative population.

This study has implications for both gifted education and the education of culturally different children generally arising from the findings that many of the children were ‘invisible' under achievers and that it is possible to identify such underachievement through the dynamic testing process.
The Time is Now!
Authors: Mounter Joy
Published: January 2012

Joy Mounter outlines the learning journey through which she and her six-year-old learners dynamically fuse the roles of teachers and learners as they collaboratively developed and discussed the TASC Framework as a Tool for Thinking. Joy discusses the deep perceptions of these young learners as they reflect on their own learning.
TASC at Tollgate Junior School, East Sussex, UK
Authors: Holyoake Louise
Published: January 2012

This case study traces the development of the use of the TASC Framework, not only as a Framework for fostering Independent learning through developing problem-solving and thinking skills for learners, but also as a process whereby staff could identify their own area for development and their own focus for support and monitoring.
Early learning: the Tree-Reach Research Project In KwaZulu Natal, South Africa
Authors: Evans Debby
Published: January 2012

Debby Evans, founder of ‘Keys to Learning’, is presently involved in partnering with TREE (Training and Resources in Early Education) in an exciting and innovative curriculum design and training programme for the TREE- REACH RESEARCH PROJECT (School of Development, University of KwaZulu /Natal (KZN), Durban Campus. She was asked to devise a component for TREE's HIV/AIDS elective which specifically teaches thinking skills and problem-solving strategies, and to integrate this with their course ‘Supporting children and adults living with HIV/AIDS'. According to the Final Study ProtocohTREE-REACH Project, the main aim of the intervention will be to resource community Early Child Development (ECD) practitioners with the skills and contacts necessary to identify orphans and vulnerable children up to the age of 7 years in their environment, to train the practitioners to assess the children's needs, and to set up ongoing and sustainable support for the children.
Each child participates in the success
Authors: Persons Marijke
Published: January 2012

For the last five years, Marijke Persons has used the TASC-model on ‘het Kiemveld’, a primary school in Den Dungen, the Netherlands. Starting in group 4, highly and more gifted children are educated twice a week using the TASC model And successfully. Time flies by and the children are enthusiastic because they can decide for themselves what they are going to do. This article is about the experiences of Marijke and her young pupils.
Purposeful, Creative Problem Solving
Authors: Lakey Jo
Published: January 2012

Jo Lakey, Primary Adviser, describes how TASC (Thinking Actively in a Social Context) provided a reflective framework for auditing, refining and enhancing approaches to developing problem-solving and thinking skills across Bexley Local Authority, UK.
Non-formal Curriculum for Out-of-School Advanced Learners
Authors: Maitra Krishna , Shama Jyoti
Published: January 2012

The authors, based on their field experiences, developed a model and its implication for out-of-school advanced learners. The model is unique since it can be used in any country, but particularly in a developing country where many children do not yet receive formal education. The model aims to enable children to explore and understand their natural environment to the fullest extent. Children will learn and work as part of their village community.
A Rising Tide...Meeting the Needs of More Able and Talented Leaners in Years
Authors: Donnelly Verity , Scott Val
Published: January 2012

The Welsh Assembly Government aims to develop Wales as a Learning Country in which all children and young people are given opportunities and encouragement to maximise their potential.
Gifted and Talented in Northern Ireland
Authors: Ryan David
Published: January 2012

The following paper presents a summary of the developments of Gifted Education in Northern Ireland, UK. The research survey indicates that a significant gap exists between best practice in the international and England contexts and the paucity of work within Northern Ireland. The research undertaken has identified a wide range of best practice models and areas of development through recommendations. The Department of Education must take a lead in this area as this is the key player in terms of commissioning developmental work.
Gifted Students with Asperger Syndrome
Authors: Horn Beverly
Published: January 2012

The number of students with Autism Spectrum Disorders in the United States, including Asperger Syndrome, has risen sharply in the last several years. More students with Asperger Syndrome are appearing in gifted classrooms, yet most teachers of the gifted have little or no knowledge or experience with this special group of students, and are often at a loss as to how to meet their educational, emotional, and social needs. From the limited literature on the topic that is available, it is clear that the ideal classroom structure recommended for gifted students is not appropriate for students with Asperger Syndrome. What can the teacher of the gifted do to meet the needs of these students in her classroom? Literature is reviewed and definitions, characteristics, theories, and classroom recommendations are presented.
Ten Thousand Hours of Practice, Musical Aptitude and Inner Fire: Developing Musical Talent in Young People
Authors: Reis Sally M.
Published: January 2012

Never in the course of the last century, has so little attention been paid to the development of talents and gifts in schools. Programs for talented children are being eliminated at an increasing and alarming rate, with minimal or no funds expended on this population in both our state and most other states in the country. Governments continue to appropriate the lion's share of their nation's education budget towards remedial education for children who currently achieve at the lowest levels, leaving little for children who achieve at the opposite end of the spectrum. In fact, the current federal education budget designates less than $10 million to talent development and gifted programs. In 2006, the U.S. Department of Education spent approximately $84 billion, and the only program addressing the education of talented and gifted youth received $9.6 million, one-hundredth of 1% of expenditures.

In schools that do provide some level of support, existing programs are often part-time, providing children with limited opportunities to develop their talents. The vast majority of these programs focus on academics alone, with minimal (if any) attention paid to talented children who demonstrate musical or artistic abilities, or to those with strong potential that has not yet been honed. Simply put, most schools are not places where talents and gifts are developed. Most teachers do not consider the development of talents as part of their responsibility, while many parents do not know how or do not have the interest or the time to cultivate the gifts of their children. Parents who do find ways to develop the talents and gifts of their children often find that, in school, these gifts go unnoticed and unidentified.

What does society lose from failing to encourage and develop musical gifts and talents? Whose responsibility is it anyway? How do we measure the loss to our society when children with the talent to compose or play at the highest levels are denied lessons or other opportunities to develop their potentials? How does our society make up for the loss of remarkably high potential and how many undiscovered performers and composers are unengaged and unmotivated in music classes today?

In this paper, the process of the acquisition of musical talent development is discussed. Definitions of musical talent and genius are reviewed, as is the information we have regarding the development of musical talent at its highest level The ways in which parents, educators, and the community in general can contribute to the acquisition and development of differing levels of musical excellence is also summarized.
Gifted Students in the 21st Century: Using Vygotsky's Theory to Meet Their Literacy and Content Area Needs
Authors: Zambo Debby
Published: January 2012

Teachers who work with gifted children in content area reading face challenges because they teach bright children in a new millennium. Today's gifted students have grown up with digital literacies that expand their capabilities and contribute to their individual needs. Unfortunately, when it comes to instruction, these literacies are often disregarded. Tasks given are not relevant or at an appropriate level, what Vygotsky termed the zone of proximal development.

In this paper, Vygotsky's theory is posed as the way to nurture the literacy and content area needs of gifted students. To begin, an overview of Vygotsky's theory is presented. Then, the reader is taken into the life of a teacher facing inclusion tensions. The final section reveals how these tensions are eased and teaching revitalized with Vygotsky's theory and 21st century literacy skills.
An Innovation Project — Development of P4C and Thinking Skills
Authors: Minchin Fiona
Published: January 2012

This report focuses on the need to develop teaching methods that enable students to become totally immersed in their own education. At an early age, the students whom we teach asked questions. These questions were vast in their nature and persistent; the never-ending ‘Why?’. But at some point in their early schooling experience, we stem the flow of our students' desire to question, providing them, instead, with a teacher designed curriculum. This project looks at how we can involve the students again in designing their own schemes of work and co-constructing their own learning in conjunction with their teachers.
A Study on the Trainee Teachers' Self Assessment in Physical Education Teaching Skills and its Effect on their Academic Achievement
Authors: Inan Mehmet
Published: January 2012

Self-assessment is described as the students' decision about their own development and study according to some criteria. The sample group consists of 170 students of the 3rd graders of the Primary School Teachers Training Department. The data collection tools are a “Self-Assessment Checklist” and the students' academic grades of the related course. The student teachers seem to perceive that they need some development in all skill areas except “the communication skills”. The female subjects have more positive perception about their competency compared to males. As a result of the research, it has been determined that except contributing to the quality of the teaching, self-assessment has no effect on the “product”, in other words “class achievement”.
Behavioral Problems in Turkish Preschool-Age Children
Authors: Ural Ozana , Kanhkihcer Pinar
Published: January 2012

To diagnose behavioral problems in preschool children, and to look for an appropriate solution, is vital to prevent the problem from becoming permanent and insoluble. Teachers, working in preschool education institutions, need some instruments to diagnose behavioral problems of their students in order to help them and their parents. In this study, a scale ‘Preschool Behavior Questionnaire’ (Behar, 1976), was adapted into Turkish as ‘Okul Oncesi Davranis Sorunlari Tarama Olcegi’. The scale, considered valid and reliable, was applied to 654 children in the age group of 3–6 by 56 preschool teachers. This scale consists of 30 items and 3 factors. According to the results, the most frequently encountered problem among the young children appears to be “aggressive” behavior, and these behavioral problems vary with gender, age and socio-economic environment. To look for a shared solution with the parents after evaluating preschool children through various methods and instruments was thought to be appropriate.
Teacher Views About Intuition and Estimation as Ways of Informal Mathematics
Authors: Güven Yıldız
Published: January 2012

The main purpose of this research was to investigate what kindergarten and primary teachers think about intuition and estimation as a way of mathematics knowing in educational settings. Most of the teachers believed that they should encourage children to do intuitional thinking and estimations in kindergarten and primary settings. However, more grade 6–8 mathematics teachers believe that they should not encourage children to do intuitional thinking and estimations in kindergarten level and primary level than preschool and grade 1–5 classroom teachers. Fewer grade 6–8 mathematics teachers indicated that they got children to ‘always or often’ make estimations than kindergarten and grade 1–5 classroom teachers. Also, more kindergarten teachers believed that there was no difference according to gender in both intuitional and estimational skills. Teachers who perceived themselves as ‘quite practical’ were the ones who encouraged children to do intuitional thinking and estimations ‘always or often’.
A Comparison of Concept Development and Human Figure Drawings of Children who Receive Preschool Education vs Those Who do Not
Authors: Balat Gulden Uyanik
Published: January 2012

This study evaluated from a developmental point of view the basic concept knowledge and human figure drawings of children who did and did not attend preschool. A total of 118 children who received preschool education and 147 children who did not do so participated in the study. The mean age of children was 75.4 months. Their concept knowledge was evaluated by using the Boehm Test of Basic Concepts (Boehm-3) and their human figure drawings were evaluated by using Koppitz's developmental scoring criteria. Consequently, a meaningful difference was found between the basic concept knowledge of children who attended preschool (p<.05) and those who did not, however no such difference was found in their human figure drawings (p>.05). In addition to these, the study also examined the correlation between children's basic concept scores and their developmental human figure drawing scores (children who went preschoolers r= 0.156, p>.05, children who did not attend preschoolers r= 0.40, p>.05).
Three Rings, Three Enrichment Activities, Three Decades Earlier
Authors: Gubbins E. Jean
Published: January 2012

Three decades ago, Dr. Joseph S. Renzulli reflected on the state of the art in gifted and talented programs. His work in schools and his evaluation of existing programs made it patently clear it was time to review existing definitions of gifted and talented students and to develop defensible programs for the gifted and talented. The result was the creation of the Enrichment Triad Model which offered a new conception of giftedness and outlined three types of enrichment activities to engage students in challenging learning opportunities as described in the journeys of three students.
Where the Rubber Meets the Road: A Principal's Perspective on the Schoolwide Enrichment Model
Authors: Friedman Nora
Published: January 2012

This article provides a principal's perspective on how the Schoolwide Enrichment Model (SEM) has the power to change a school in amazing ways! The faculty and staff, the parents, and the students will perform beyond expectation when embarking on the SEM's enriched approach to learning and teaching. The model will become the catalyst for producing the type of results that guarantees students become proficient in the curriculum to which they are exposed. Schools will become places where learning is enjoyable and teaching is accomplished in an atmosphere of collaboration and collegiality, with continuous academic improvement for the students and top-quality professional development for the faculty.
Diving In and Exploring Curricular Frameworks: The New Zealand Marine Studies Centre Programme
Authors: Riley Tracy , MacIntyre Bill , Bicknell Brenda , Cutler Steve
Published: January 2012

The New Zealand Marine Studies Centre has developed a programme for secondary gifted and talented students offering hands-on science in the real world. These programmes are designed to include elements of the Enrichment Triad Model (ETM), specifically the three types of enrichment, and, to a lesser degree, some aspects of the Schoolwide Enrichment Model (SEM). By applying the principles of the curricular models to the real-world context of marine studies, gifted and talented students are encouraged to know, think, act, and feel like a scientist working with a team. The transferability of the principles of enrichment teaching and learning in different settings, for different populations of students, and across different delivery models requires continual evaluation and dissemination.
Young Creative Producers: Twenty-Five Years Later
Authors: Westberg Karen L.
Published: January 2012

This retrospective study examines the lives of students twenty-five years after they participated in an elementary gifted program based on The Revolving Door Identification Model (Kenzulli, Reis, and Smith, 1981). The purpose of the multiple case-study research was to investigate the relationship between students' early interests and their subsequent vocations and avocations as young adults. Five themes emerged from the investigation, including a correlation between students' early and subsequent interests. The results from the study provide support for an enrichment model that develops the talent of young people.
From Quantitative Results to Qualitative Meaning: A Look at Renzulli Learning Through the Eyes of Students, Teachers, and Administrators at Oak Hills Elementary School and Inman Middle School
Authors: Field Gara B.
Published: January 2012

This article summarizes an experimental study that investigated the use of Renzulli Learning on oral reading fluency, reading comprehension, science achievement, and social studies achievement among 383 elementary and middle schools students. The Renzulli Learning System is an online educational learning system and profiler designed to match student interests, learning styles, and expression styles with highly challenging enrichment resources. Students were randomly assigned to use Renzulli Learning for 2–3 hours each week for 16-weeks, and those students who participated demonstrated significantly higher growth in reading comprehension, oral reading fluency, and social studies achievement than control group students who did not participate in Renzulli Learning.
Unite People by Global Awareness Through Wisdom for the Gifted
Authors: Kaaij Truus van der , Mink Frank de
Published: January 2012

Mankind will unite harmoniously if there is a focus on brotherhood in the economic domain by sharing; if there is equality in the judicial domain, since under the law and stars we are all equal; and if there is freedom of the mind in domains such as media, science, and religion. Why is wisdom a priority for the gifted? Society crucially depends on how well the next generation of gifted students is educated. The most important and most difficult objective will be to aim not just toward academic accomplishment, but on developing wisdom. First, it is essential to help gifted students build recognition of their intellectual limits i.e. humility, and a consciousness and commitment to meeting one's obligations, together with an advanced knowledge of history. Murray (2007) said that those with superior intelligence need to learn to be wise.
Responsible Createlligence as Competence for the Future: an Integrative Approach
Authors: Urban Klaus K.
Published: January 2012

Education for creativity is a key issue for human and humane progress in the future. In order to illustrate the complexity of creativity as the highest form of intelligence Urban's Components Model of Creativity is shortly referred to and explained. Finally the components model is expanded into a capacious four-stage model structure framed and hold by an environmental, ecological scaffold. It seems necessary to conceptualise Responsible Createlligence as future competence embedded in such a comprehensive model in order not to limit creative education to a mere technical training or to ignore and neglect important personality aspects as well as societally bound conditions and influences, which affect responsible creative and intelligent thinking and acting as well as education (not only) for the gifted.
Community Service Self-Efficacy and Summer Service-Learning: Comparative Analyses Among Academically Talented Youth
Authors: Stewart Trae , Bai Haiyan
Published: January 2012

This article presents findings from a pre-lpost-comparative study of the levels of community service self-efficacy of academically-talented adolescents enrolled in a summer academic camp. Students required to complete community service activities as part of their social science-based community service-learning class are compared to students in humanities and science courses, which did not include a civic education component. Findings revealed significant overtime changes in community service self-efficacy scores for students who participated in the service-learning program as compared to those who did not complete a service-learning experience.
Teaching the Mathematically Gifted
Authors: Leikin Roza
Published: January 2012

In this paper I describe aspects that seem to be exclusive for teaching mathematically gifted/promising students. First, I discuss the qualities of the mathematically gifted mind and suggest the use of the construct of mathematical potential for that of mathematical giftedness with reference to school students. Second, I assume that high quality teaching of mathematics in any classroom should be directed at the construction of deep and robust mathematical knowledge, development of conceptual understanding, and the promotion of a positive attitude toward the subject.

I argue that relative to a regular classroom, teaching mathematically gifted students (a) involves a higher (than regular) level of mathematical challenge, (b) requires from students a higher level of creative and critical thinking, (c) requires minor scaffolding, and (d) requires teacher sensitivity to the special needs of students, as well as greater attentiveness, flexibility, and reflectivity. To support these arguments, I present the voices of students and describe one mathematics lesson with mathematically promising students.
The evaluation of lecturers and students as perceived by both
Authors: Rosemarin Shoshana
Published: January 2012

The goal of the study was to investigate the attitudes of lecturers (71 from various academic institutions in Israel) and students (138 from the University center in Ariel) regarding the process of evaluation of both — the lecturers and the students.

The subjects responded to a questionnaire, composed by the investigator, consisting of two parts. The first one investigates the attitudes towards the evaluation of the lecturers and the second one — the attitudes towards the evaluation of the students. Both parts include five point scale questionnaires. In addition each part has an open ended question, asking the subjects to choose the five most preferable criteria for evaluating both — the lecturers and the students from lists of characteristics.

Through the use of t2 and χ2 the responses of the lecturers and the students were compared. In general the students exhibit more agreement with most of the attitudes regarding the evaluation of the lecturer (those stating the relationships with the students). In contrast to the lecturers, the students assign great importance to the preparation for their future careers, while the lecturers, unlike the students, assign great importance to the development of thinking.

No clear tendency is seen in the case of the attitudes towards the evaluation of the students. Though both the students and the lecturers don't assign to research skills the utmost importance, the lecturers assign to it significantly much more importance
The Use of Concept Maps in Facilitating Problem Solving in Earth Science
Authors: Zimmerman Robert , Maker C. June , Gomez-Arizaga Maria Paz , Pease Randy
Published: January 2012

Concept maps were used as a tool to solve problems in earth science and as a way to help students organize their ideas as a part of a three-part model, Real Engagement in Active Problem Solving (REAPS). Concept maps also were used to augment the National Science Foundation's (NSF) program — Full Option Science System (FOSS) for 3rd grade elementary students. We used two methods of assessment, Ruiz-Primo et al. (1997) and Novak & Gowin (1984). The results of the pre-post concept map assessment demonstrated that the students increased their content knowledge. Both the Novak and Ruiz-Primo methods showed an increase in accuracy of relationships and complexity of understanding of earth materials pre to post instruction. We also showed that the REAPS model enhanced the teacher's ability to teach the FOSS Earth Materials Unit and at the same time meet the Arizona State Standards in science and other non-science standards such as art, through model building. We concluded that to facilitate the use of concept maps in the classroom, teachers need more training and a simplified scoring system so they can easily score their students' progress when doing concept maps. From the practical point of view, we consider that more training and incorporation of practical activities is needed to prepare the students for concept mapping. Further research is needed to examine these possibilities.
Creative Storytelling: Evaluating Problem Solving in Children's Invented Stories
Authors: Mohamed Ahmed , Maker C. June
Published: January 2012

One of the most important functions of storytelling is to help individuals solve problems that can be of significance in their daily lives. The purpose of this study was to discover new criteria to use when assessing the quality of children's invented stories as examples of their linguistic problem solving ability. Three children's stories, told during a Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) Assessment and analyzed by trained observers, were re-analyzed using the high point micro analysis (Labov, 1972; Peterson & McCabe, 1983) and the Narrative Assessment Profile (Stubbs, 1983). Teachers and other observers, who assigned ratings to children's work focused on certain linguistic conventions, and because of this focus, missed other important qualities of stories. A new list of characteristics, including such traits as using “openers and closers”, using adverbs and quantifiers, and varied linguistic forms was proposed. This list of characteristics can be helpful to teachers who assess the quality of children's invented stories as well as observers who assess students' linguistic problem solving during the DISCOVER Assessment debriefing sessions.
Curriculum Compacting: An Essential Strategy for Working with Gifted Students
Authors: Renzulli Joseph S. , Smith Linda H. , Reis Sally M.
Published: January 2012

Most exceptionally able children spend far too much time practising skills already mastered and repeating tasks or doing assignments which they have already covered. Joseph Renzulli proposes that, to avoid this reputation, teachers should initially ascertain, by pre-testing, what skills exceptional children already have and in what curriculum areas they are already knowledgeable and experienced. This means that teachers have to know what their aims and objectives are in, for example, mathematics, reading, science, etc. Then a pupil's learning programme can be developed from his/her level of competence and knowledge. He calls this process of assessment prior to planning ‘Compacting’. The time thus ‘saved’ by omitting unnecessary practice or repetition can then be spent on extension activities.
Teacher-Pupil and Teacher-Gifted Pupil Interaction in First and Middle Schools
Authors: Maltby Florence A.
Published: January 2012

This paper is a description of part of a larger project (note 1). The total study examined perceptions of gifted children by their classroom peers and teachers as well as their interactions in the normal classroom. Thirty-nine children labelled as gifted by thirteen first and middle schools in one LEA (Local Education Authority) were involved. The children were in twenty-four different classroo.ms, and were observed for approximately one week each. The present paper focuses on the interactions that occurred between the teachers and the gifted children as compared with the other children in the classroom (note 2).
Gifted Soviet Children
Authors: Dunstan John
Published: January 2012

Provision for Soviet children of high ability, including the gifted, comprises five types of special schools and also facilities attended by the children in their own time. In ‘mass' schools too, enrichment is furnished by extracurricular clubs and intracurricular options, and occasionally there are special classes. Ability grouping within the ordinary class is legitimate but probably not widespread. Identification for special schools is effected by talent-scouting, referral, competitions and sometimes tests, but there seems to be little specific teacher-training. Special schooling, though well-established, is limited and somewhat controversial. In recent times, discussion has centred on distribution, selection and character education, but has become increasingly muted.
Teaching the Teachers of the Gifted
Authors: Montgomery Diana
Published: January 2012

Suggestions for curriculum development with teachers on In-Service courses are presented and emphasise the value of Process approaches to teaching and learning with gifted pupils. These suggestions are based upon trials with children, students and teachers in ordinary classrooms over a period of several years. The model of teaching presented emphasises the development of pupils' ability to think efficiently and communicate those thoughts succinctly in the context of the usual subject contents. The process approach is found to be particularly motivating and necessary for gifted pupils to prevent them from under functioning, for it offers them ‘Cognitive Stretch’.
Micros for Learning: an Enrichment Course for 9 year olds
Authors: Govier Heather
Published: January 2012

In May 1982 a three day enrichment course for primary pupils was held in The London Borough of Croydon. The principal objective was to introduce pupils to microcomputers and allow them to take advantage of the rich opportunities which the computer presents for problem solving and hypothesis testing. The undoubted success of the course has resulted in further courses being planned for 1983.
Mathematical Activities for Motivated Pupils
Authors: Cofman Judita
Published: January 2012

In the course of the last years Judita Cofman has conducted mathematical activities for pupils aged 9 to 18, in various circumstances: during normal teaching lessons, in school clubs, at week-end courses, through competitions of home work projects, on residential courses, and through correspondence as editor of “Hypotenuse”, a mathematics journal for secondary school students. In this article she describes some of her experiences at work.
Meeting the Needs of Exceptionally Able Children
Authors: Wallace Belle
Published: January 2012

Part 1 Part 1 (Volume 1 No 2, 1983 (examined the major issues which underlie curriculum extension for very able pupils. While it is necessary to be concerned with appropriate methods, content and education processes for all children, exceptionally able children require a different pace, depth and breadth of learning experience.

Part 2 Part 2 (Volume 2 No 1, 1983) examined the principles which should govern the preparation of curriculum extension materials and discussed the issues of school organization which allow curriculum extension to take place.

Part 3 Part 3 presents practical guidelines for the devising of curriculum extension activities and gives examples of the principles put into practice at infant, junior and secondary levels.
Evaluating Programs for the Gifted: Four Questions About the Larger Issues
Authors: Renzulli Joseph S.
Published: January 2012

This paper discusses four major issues concerning the evaluation of programmes for the gifted. 1 The need to evaluate gifted programmes so that planning, development and accountability form a natural sequence of educational objectives. 2 Decisions for change and improvement can only be made in the light of sound evaluation and this evaluation must consider the practical as well as the educational issues. 3 Evaluation should be diagnostic and specific to a particular programme. 4 It must be recognised that the evaluation of gifted programmes requires awareness of the problems associated with assessing ‘higher level’ objectives; the unsuitability of conventionally standardized tests and the practical demand on time, money and trained personnel.
Identifying Gifted-Disadvantaged Students: Issues Pertinent to System-Level Screening Procedures for the Identification of Gifted Children
Authors: Deschamp Philip , Robson Greg
Published: January 2012

At the beginning of 1980 a study was initiated to trial special provisions for gifted students from disadvantaged backgrounds. The stimulus for the study was a concern that schools in neighbourhoods with high cultural diversity and severe socioeconomic problems may have students who are very able but, because of cultural, social, language or other factors, their ability may not be recognized by their teachers and they might not be selected by the conventional methods of identifying gifted and talented students.

An initial concern for the project was how to identify these children. At the beginning of the project several different ways of thinking about ‘gifted-disadvantaged’ students were considered and ways of identifying students within each concept were analysed. This paper describes four ways of conceptualizing ‘gifted-disadvantaged students’ and proposes identification procedures believed to be appropriate to each concept. Also considered are the implications of adopting these identification procedures as adjuncts to system-level screening procedures for the identification of gifted students.
Mentoring Gifted Talented Creative Students on an Initial Student Teaching Practicum: Guidelines and Benefits
Authors: Gray William A.
Published: January 2012

The paper describes two Mentor-Assisted Enrichment Projects which have endeavoured to promote cognitive and affective learning outcomes in terms of Bloom's and Krathwohl's Taxonomies. The emphasis is on a practical and inexpensive method of providing enrichment by helping in a systematic way the expertise already available in both the school and the wider community. Guidelines for implementing the Mentor scheme are outlined in the ‘Four-Phase Mentoring Model’ and the ‘Helping Relationships Model.’
Computer Programming with Infants and Juniors
Authors: Hind Jim
Published: January 2012

Microcomputers are becoming increasingly common pieces of school equipment, giving rise to much discussion about the most effective way to use them as a teaching aid. This article argues that even extremely young children can be taught to program the machines right from their very first contact with them. A teaching strategy is proposed, having more in common with the teaching of language than with the more traditional didactic-reinforcement cycle commonly employed in the text books.
Advanced Placement: An Exemplary Honors Model
Authors: Cox June
Published: January 2012

This article, examining honors and Advanced Placement Courses, is the second in a series reporting on the Richardson Study, a national investigation of the educational opportunities available to able learners, being conducted by the Sid W. Richardson Foundation in Fort Worth, Texas. In addition to conducting a national survey and visiting schools throughout the country, I gathered information for the article by inviting six people actively involved with honors and Advanced Placement (AP) courses to meet with my committee and me to discuss these options from their respective vantage points. Working with us in Fort Worth on September 21 and 22, 1982 were Jewell Bindrup, Director of Gifted/Talented Programs for the Utah Department of Education; Steven Brown, Director of Academic Enrichment Programs for the Madison Elementary School District in Phoenix, Arizona; Robert Crawford, Director of College Counseling at Phillips Academy in Andover, Massachusetts; Dennis Day, teacher at Highland Park High School in Dallas, Texas; Marie Laine, teacher at O.D. Wyatt High School in Fort Worth, Texas; and Irwin Spear, Professor of Biological Science at the University of Texas at Austin. We sought diversity in selecting the programs for consideration. O. D. Wyatt High School in Fort Worth, with a student population of over 80% black, bears little resemblance to the high school in affluent Highland Park and even less to schools like Andover that ‘train the country's elite in the prep tradition, providing top education for top dollar’ (Williams, et. al., 1981). The Utah Development of Education represents a statewide effort to implement AP programs; the University of Texas, Austin, is engaged in training teachers in AP methods and curricula; and the Madison Elementary School District in Phoenix is developing a Junior AP program — a project that may become a part of the College Board's official program. Ideas and information flowed freely during two days of spirited discussions. This article reflects many of the thoughts shared and the recommendations generated.