bluuebunny/crossref_metadata_2025 huggingface dataset:
Twilight Zone — an Experience with MR Children
Authors: Babra Indu , Maitra Krishna
Published: January 2012

Mental retardation (MR) is a cultural concept Ideological orientations and provisions available in a society for its members give rise to such concepts. That is why, in different eras we have different connotations like moron, imbecile, subnormal, idiot and retarded. The most recent attempt has been to propagate the phrase ‘developmentally handicapped’ for these children who are differently able. It has been a general myth that a retarded child cannot free herself from the mental barricade. But that is not at all true. There is considerable ignorance amongst the general public about the behaviour and special talents of these children whom society has always misunderstood and marginalised. Teachers and parents are also not free from negative attitudes towards these children.
Earthworms, Stamps and Butterfly Wings: Encouraging Children's Interests and Collections
Authors: McGreevy Ann
Published: January 2012

This article examines the importance of encouraging children's interests and the pursuit of collections and hobbies as strategies for developing talent and abilities. The author presents a review of selected research in the field and cites excerpts from eminent people's lives as examples of early interests/collections and eventual success. In addition, American children, ages 11 and 12, write to the author about their collections after an afternoon of sharing, and an American elementary school principal reflects on the role of her collection — nesting dolls.
An Evaluation of Gifted Pre-Schoolers in the Creative Thinking Program in South Korea
Authors: Jeon Kyung-Won
Published: January 2012

Controlled studies of the effectiveness of gifted preschoolers' programs are rate. An evaluative study of the Creative Thinking Program for the preschoolers in Kwang-Ju, South Korea, was carried out using a control group, pre-post measurement, and multiple outcome measures.

The purpose of this investigation was to find out whether the program focused on the creative thinking abilities will 1) develop and maintain the creative abilities through creative thinking activities 2) enhance the creative characteristics, and 3) enhance the intellectual functioning for the preschool gifted and average youngsters.

The program was focused on the creative thinking abilities for the 12 weeks. The subjects were 80 preschoolers. They were divided into four groups: Two groups of 40 preschoolers were experimental groups, the others were control groups. Then, the experimental groups of 40 preschoolers were consisted of high and average ability groups in terms of their intellectual abilities. The creative thinking activities were given to the 40 experimental subjects. No treatment was given to the control group. It was found that on a general test of cognitive ability and creative abilities of originality, imagination, and fluency, program participants exhibited significantly higher gains than did controls, and participants increased the creative attitudes of their kindergarten life more highly at the end of the program. The study lends support to the benefits of Creative Thinking Programs.
The Role of Motivation to the Academic Achievement of Gifted Secondary Students
Authors: Street Peter
Published: January 2012

A qualitative investigation was conducted to determine, in part, the role of motivation in academic achievement by gifted secondary students. By examining the function of both intrinsic and extrinsic motivation, it was possible to identify the impact of each on the achievement of academically gifted students from Year 7 to Year 9 in a number of schools in regional New South Wales. These included two secondary departments of central schools', two large coeducational secondary schools and a relatively small single sex girls' school Across all sites there was a number of motivational characteristics that remained constant in contributing to academic achievement while some characteristics were specific to individual schools.
Creative Leadership: A Study of Middle Managers, Senior Level Managers and CEOs
Authors: Sisk Dorothy A.
Published: January 2012

Today's world is confronted with an increasingly complex society, explosive technological change, growing social demands and ever decreasing material and natural resources (Waterman, 1987; Bennis, 1989; Lodge, 1990; Carnes, 1992; Talbot, 1992 and Smith, 1995). World leaders are realizing the importance of judiciously employing the unique talent and creative energy of their citizens to these problems and issues (Peters & Waterman, 1982; Deming, 1986; McCrone, 1993; Woodman, Sawyer and Griffin (1993); Ainsworth-Land (1997); Mumford and Simonton (1997); Tesluk, Tarr and Kleim (1997); Diets, 1994 and Manz and Sims, 1996). This article will focus on a research study of the behaviors of individuals who were identified as demonstrating leadership effectiveness in their organizations. Attention was given to the role of leaders in developing leadership in co-workers to increase effectiveness and effect change in organizations.
Secret Garden to Public Street. Is there a Third Way?
Authors: Brighouse Tim
Published: January 2012

This article outlines a collection of key thoughts. It has fault lines throughout hut is meant to contribute to the beginning of a change in the way we consider curriculum.

There is considerable and fundamental territory it does not attempt to cover. For example, I do not touch on the philosophical questions of whether the state has a role in prescribing curricular content and, if it does, the extent of that role. The title of the article was chosen to convey the sharp change which has taken place in the state's attitude to prescribing curricular content during the latter part of my working lifetime — indeed, the last twelve years. But it was also chosen to imply that I wanted to look forward in the light of changes in our society rather than backwards to some perhaps non-existent preferred ‘sgolden’ age.

So the purpose is to raise issues. But I must start by challenging the adequacy of the present “public street” of a curriculum as I have called it.

Before I do, one more disclaimer. I am primarily an administrator, not a curricular theorist for example. So this paper does not explore any of the issues it raises in depth. It is a start. So with those disclaimers...
World Class Arena: Providing an International Perspective on Assessing Gifted and Talented Students
Authors: Waldren Jon
Published: January 2012

When the UK Government introduced its national strategy for gifted and talented students in its policy document Excellence in Cities in March 1999 (DfEE, 1999), the Qualifications and Curriculum Authority (QCA) was given the remit to produce World Class Tests. These tests, in mathematics and problem solving, were to be developed to demonstrate World Class abilities in the top ten per cent of nine and 13 year olds in those subjects internationally. From the inception of the World Class Arena project, it was intended that strong international links would be forged in order to learn from, and contribute to, the teaching and learning of gifted and talented students.
The Elasticated Learner: Beyond Curriculum Learning Opportunities in a Local Education Authority
Authors: Huxtable Marie
Published: January 2012

After one Saturday workshop, Chris (an 11 year old) told me he was becoming an ‘elasticated learner’. This seems to succinctly sum up the purpose of education in general and the APEX (Able Pupils Extending Opportunities) out of hours sessions in particular, with the emphasis being not only on flexible, increased capacity but also on the ownership by the learner of the process. How can we help more young people to become ‘elasticated learners ‘; high ability learners willing and able to seek out and profit from learning experiences which will challenge and extend them, take them to new and uncharted territory and contribute to their educational voyage?

Good curriculum teaching and school improvement are essential, but not sole, components of provision to meet the needs of high ability pupils. Children need to gain the competence, confidence and motivation to develop and achieve their ambitions as adults to their own and society's benefits. To this end it is argued that varied out of hours learning opportunities need to be developed in a variety of venues. It is proposed that Renzulli's Enrichment Triad model is used to develop coherent provision with the Saturday Workshops and Summer Schools, which form part of the APEX (Able Pupils Extending Opportunities) Project in Bath and North East Somerset, given as examples.
Research Related to the Schoolwide Enrichment Triad Model
Authors: Reis Sally M. , Renzulli Joseph S.
Published: January 2012

This article summarizes research on various aspects of the Schoolwide Enrichment Triad Model and research on eight categorical components of the model carried out over the past 20 years will be presented. These components include: the effectiveness of the model, creative productivity, personal and social development, underserved populations, self-efficacy, SEM as a curricular framework, research relating to learning styles and curriculum compacting, and longitudinal research on the model.

Programs based on enrichment models and enrichment activities are the most commonly used approach in gifted education, however, enrichment approaches are not as well supported by research as are programs based on acceleration. Research on acceleration has provided strong support for the benefits of acceleration in the area of mathematics; and the objectivity of the variables being examined (e.g., math grades and math performance) has enabled researchers to use powerful quantitative research designs. Research on variables associated with enrichment, on the other hand, usually examine more complex student outcomes such as, escalation of the quality of student products, the influence of process-training activities on subsequent applications to real world problems, creativity, independence in work habits, and perhaps most important, love of learning and desire to continue to pursue creative productive work in the future.
The Use of Dynamic Testing to Reveal High Academic Potential and Underachievement 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, be 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 underachievement. 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’ underachievers and that it is possible to identify such underachievement through the dynamic testing process.
Can Inclusion Work for More Able Learners?
Authors: Smith Chris M. M.
Published: January 2012

Since the Warnock (DES, 1978) and Progress Reports (SED, 1978) policy and legislation in Scotland has been enacted in a bid to create a more inclusive educational system. Despite an evolving legal and policy framework, or indeed perhaps because of it, tensions exist in the system and the deficit nature of language and practice remains. In this context where do more able learners find themselves? This paper will examine the concept of inclusion and the legal and policy framework that currently exists in Scotland for evidence that the education of more able learners is encompassed by this inclusive approach.
The Master Teacher: Dodo or Dynamo?
Authors: Kerry Trevor
Published: January 2012

This paper is loosely based on the new text of which I am co-author (Kerry and Wilding 2004). Herein lies the first deliberate mistake! The title of the book does not match this paper. There is a reason for this: the publishers felt that our proposed title did not mesh sufficiently closely with government* dogma about teachers and teaching, and altered our version in the interest of increased potential sales! Nevertheless, in the paper I will continue to refer to Master Teachers (a phrase that, of course, encapsulates both genders).

In the paper I shall say nothing ‘cultured’ or ‘intellectual’. What I hope to do is to analyse some issues from the perspective of practical teaching in real classrooms, which is the purpose of the book.

In the Effective Classroom Teacher text my co-author and I challenge some of the government's thinking about teachers and teaching. We raise questions about: Whether a competence model of teacher education can ever be really effective Whether strict curriculum control in schools (National Curriculum) is possible, for example in the aftermath of the world wide web Whether similar straight-jacketing of the curriculum of teacher education, leading to the loss of studies such as the sociology of education, has had a detrimental effect on teacher understanding Whether the government control of qualifications is really desirable Whether pedagogy by good intention or the largely unsupported assertion of what makes ‘good practice’ is a satisfactory substitute for teacher investigation and action research into classroom practice What effects these narrow approaches to marketism in education, initial and in-service training of teachers, professional self-development, accountability and performance management will have on the long-term effectiveness of teachers.

What we have tried to do is to present an alternative scenario which uses the sustainable elements of current UK political policy, but adds to that package what is missing both from the valuable past and from the potential future.
Teaching Art Creatively
Authors: Howard Rob
Published: January 2012

The identification of Gifted and Talented children within this curriculum subject has always presented problems. Children who display ‘all-round’ talent across all the different aspects that make up this subject broadly referred to as ‘Art’ are rare, more often we discover individuals who have particular gifts and talents within the different aspects, that are related to specific media. These children surface and disappear, succeeding in coming up with the goods on occasions but not being able to necessarily sustain their output. Unfortunately, within many schools the existing Art curriculum focus leans towards the production of predetermined end pieces rather than the acquisition of skills and the experimentation and exploration of media. Children therefore have no foundation to build on and sadly, as children move through the educational system, opportunities for gathering this knowledge diminish along with time and breadth of choice, and the wonderful experiences instigated in the foundation stages can become dry and end product led.
A Reflective Conversation with David Henry Feldman
Authors: Laman Effie , Shaughnessy Michael F.
Published: January 2012

Professor David Henry Feldman is a recognised expert in child development at Tufts University. He has authored ten books and many manuscripts. The topics of his writing and research include: studies of cognitive development; developmental theory, creativity, intellectual development, developmental transitions, expertise, extreme giftedness and creativity, and educational and developmental theory. Professor Feldman was a Fulbright Fellow and recipient of the National Association of Gifted Children Distinguished Scholar of the Year Award. He participates in national media activities including appearances on NOVA, the Today Show, 48 Hours, In Search of Mind (PBS), Future Watch (CNN), and is a Member of the Office of Education Panel on National Policy for Gifted Education.

Professor Feldman maintains that throughout history, child geniuses have been treated with both fascination and skepticism as the public marvels over their remarkable accomplishments but simultaneously search for their shortcomings and failures. In this interview Professor Feldman shares his development of research and his concerns about the American educational system, based on a half-century of service to education.
Psychosocial Development of the Gifted: Implications for a Counseling Intervention for Gifted Students
Authors: Sisk Dorothy
Published: January 2012

Traditional approaches to the education of gifted children and youth have focused on cognitive dimensions, with a program emphasis of enriched and accelerated education, providing services in special classes, special schools, and in the regular classroom. In the current public school environment in the United States, considerable attention is being placed on raising standards and testing students. No piece of educational legislation in the past decade has stirred as much comment and controversy as the No Child Left Behind Act that includes a mandate for an extensive testing program across major subject areas (Gallagher, 2004). Academic success and cognitive development have become the focus of educational programs, especially for gifted students. Gifted students feel pressure to succeed; consequently, their emotional and social development is being neglected by the school (Fleith, 2001). This paper examines the critical importance of developing the emotional, social and personal self of the exceptional child who needs to understand the intensities and challenges of functioning fully as a gifted person. The paper includes a summary of the essential counseling interventions for Gifted students.
The Dynamic Synergy Between Mentoring, Nurturing and Counseling the Gifted
Authors: Shaughnessy Michael F.
Published: January 2012

This paper will review three aspects of helping gifted children and adolescents, and will draw together the dynamic interaction between the enabling strategies which contribute to the growth and development of gifted children.
Developing ‘Learning to Learn’ Skills Through Experiential Challenges
Authors: Davies Paul , Hymer Barry , Lawson Heather
Published: January 2012

A group of Year 6 pupils (aged 10–11 years) at Newbarns Primary School, Barrow-in-Furness (4 boys and 2 girls, all identified as highly able by their class-teacher) took part in a project using MTa PASS (2002) materials in order to help them develop their learning skills. The activities they undertook as part of this project were known to them as ‘challenges,’ and the main focus of the evaluation was to examine the extent to which pupils were applying the skills they had learned from these ‘challenges’ to their wider learning. MTa PASS materials are designed to help participants find out about their skills and abilities, develop constructive attitudes to learning, and improve their intra- and inter-personal skills. The package contains 17 different activities (many of which bear repetition), based around a set of constructional equipment. The activities are graded for degree of difficulty, but no specific sequence has to be followed. Collaborative small group work is central to all the activities, as is a significant plenary element, involving high levels of review and reflection.
A Model of Alternative Embedded Assessment in a Pull-Out Enrichment Program for the Gifted
Authors: Tal Revital Tali , Miedijensky Shirley
Published: January 2012

Commonly, pullout programs, which are the most common means of fostering gifted students in Israel, include only generic summative assessment of the students. The main goal of this study was to develop a model of alternative embedded assessment and to examine its influence on the learning process. A group of middle school students who participated in the ‘Brain Research’ program was engaged in project-based learning and implemented self, peer and expert-assessment in various stages of the project. The findings indicate that the students' perception of assessment expresses the cognitive as well as the affective aspects, which constitutes the assessment model, and that the embedded assessment encouraged the application of critical thinking, reflective thinking and inquiry skills and enhanced learning within a social context.
‘Good Research’ Conducted by Talented High School Students: The Case of Sci-Tech
Authors: Berman Abraham , Goldberg Felix , Koichu Boris
Published: January 2012

In this paper, we present SciTech, the summer international research program for talented high school students, organized in the Technion — Israel Institute of Technology [1] [1] The first author of this paper is proud of founding SciTech in 1992 when he was the head of the Harry and Lou Stern Family Science and Technology Youth Center at the Technion. Information on the various activities of the Youth Center aimed at promotion of excellence and interest in mathematics, science and technology of high school students can be found in the website of the Technion ( http://www.mechina.technion.ac.il/en/index.html ) . Our major thesis is that while taking part in scientific projects under supervision by the Technion research stuff, the high school participants in SciTech are given the opportunity to work as researchers, and not just as learners. We begin with a brief discussion of the term ‘good research.’ This is followed by a description of SciTech: we outline how students are accepted to the program and what they do in it. The main part of this paper is devoted to discussion of some, not necessarily the most successful, mathematical projects, which we had the pleasure to supervise. We conclude the paper with general observations concerning the projects, based on our experience as SciTech mentors.
Being a Learning Organisation: Humberside Training and Enteerprise Council, UK
Authors: Fryer Peter
Published: January 2012

This article is not written from a scientific or academic perspective, but as more of a story — of how we developed Humberside Training and Enterprise Council (TEC) into a learning organisation using the concepts of complex adaptive systems. A word of caution: no matter how many times I tell this story and no matter how many caveats I put on it, it always sounds as though we knew where we were going and that we had some grand plan for becoming a learning organisation. But we didn't, and for those of you who have experienced complexity you will know that we couldn't have, because complexity just doesn't work that way. So please read this as a journey with success and failures, great surges ahead, blind alleys and steps back, and no clear idea of where we were going.
Learning Mathematics in the Israeli Junior High School: The Gender Issue and beyond it Women and Mathematics Learning: A Feminist or an Economic Question?
Authors: David Hanna
Published: January 2012

One of the main reasons for social and economic gender inequity in our society is closely connected to the unsatisfactory level of math and science that girls choose to learn while in high school Not learning enough mathematics, physics, chemistry, and computer science limits the access of many girls to high prestige professions, whether mathematics-related, e.g. engineering, economics, or management, or not necessarily math-related, e.g. law or psychology.
Educational Practices on a Brazilian Gifted and Talented Program
Authors: Rodrigues Maia-Pinto Renata
Published: January 2012

The purpose of the study was to examine to what extent activities implemented at the educational program for the high ability and talented students at the Brazilian Federal District public schools, were in accordance with the adopted theoretical model. A second purpose was to investigate instructional climate in the resource rooms observed. Four resource classrooms, attended by 77 students, and their 11 teachers were observed. An observation checklist was used to check the educational practices implemented in the program. The results indicated that, in spite of the teachers' theoretical background on giftedness, difficulties were encountered by them to transfer this knowledge to real teaching practice, especially in the implementation of the model adopted in the program.
From Immobility to Realization: The Steps of a Path of Creation
Authors: Cupertino Christina , Bassi Gianetti Sonia Regina
Published: January 2012

This paper describes and analyses the life of a talented painter, following her path and metamorphosis. We talk about the life of E., who has a severe physical disability that has kept her tied to a hospital bed for 29 years, and how the discovery of her talent as a painter was important to change her existence and make it significant. Through a qualitative case study, we tried to understand how she lives daily and how she deals with both her disability and her talent. Supported by excerpts of Elaine's reports evidencing her changes, we share our reflections and those of the theoreticians who discuss identity, stigma and talent development.
Creativity and Barriers to its Expression in Online Education Courses
Authors: Valenzuela Vianna Claudia R. G. , Soriano de Alencar Eunice M. L.
Published: January 2012

The purpose of the study was to investigate the extent to which creativity is fostered in online education courses and the inhibiting elements to the promotion of suitable conditions to the e-students' creative development and expression. Fifty-two online education tutors completed a questionnaire with an open question and a checklist of barriers to the development and expression of student's creativity. Results indicated that, for the majority of respondents, creativity has being contemplated in online education courses in which they were involved. The most frequently reported barriers were focused in students' participation and behavior, such as lack of interest in course contents and difficulties in participating in online education courses. Lack of autonomy to conduct online tutorial practices, of enthusiasm towards online tutorial activity, poor quality of the instructional material and asynchronous communication were the least frequently pointed barriers.
Practical Giftedness
Authors: Sternberg Robert J.
Published: January 2012

Giftedness can be of many kinds. One of the most important but relatively neglected kinds is practical giftedness. Practical giftedness is distinct from schoolhouse or academic/analytical giftedness, on the one hand, and creative/productive giftedness, on the other. It is perhaps the most important kind of giftedness in adaptation to the everyday world. In this article, I describe what practical giftedness is and give examples of how to assess it.
The Research and Practice on the Education of Juvenile College Students' Mental Health
Authors: Li-juan Zhang , Xiao-ying Shen
Published: January 2012

This paper is concerned about the education of juvenile college students' mental health. Juvenile college students are those who are enrolled in university without taking the matriculation because of their superior intellectual capabilities, academic success and good performances in middle school In recent years, Xi'an Jiaotong University has carried out some researches on the education of juvenile college students' mental health. Through the researches, we have put forward some modes and approaches on how to carry on the education of their mental health aiming at their psychological illness. In order to cultivate more talented students with healthy mentality, we also set up a system of education on college students' mental health and reinforce the accelerated education on the juvenile college students. This paper is the summary and argumentation of the research and practice.
Perfectionism Among Chinese Gifted Students in Hong Kong: Relationships to Coping Strategies and Teacher Ratings
Authors: Chan David W.
Published: January 2012

Positive and negative perfectionism were assessed in a sample of 298 Chinese gifted students in Hong Kong. These students, regardless of gender and grade level, tended to endorse positive perfectionism more than negative perfectionism. Positive perfectionism was found to associate positively and significantly with teacher ratings on student social functioning and leadership, and negative perfectionism was found to associate negatively and significantly with teacher ratings on the same areas. These correlations suggested that teacher ratings on relevant student functioning could provide clues to the students' endorsement of positive or negative perfectionism. Positive and negative perfectionism were also predicted significantly by active coping strategies and passive coping strategies, respectively, suggesting that the endorsement of positive perfectionism might be promoted through enhancing the use of active coping approaches. Implications of the findings for future research on the complex relationships among positive and negative perfectionism, teacher ratings, and student coping strategies are discussed.
Are Children's Rights Global?
Authors: Sharp Ann Margaret
Published: January 2012

This story is one of ten short stories to be published as a P4C program in the education of the emotions in the near future by the IAPC at Montclair State University. It has several purposes as a philosophical story: To identify and compare emotions (anger, fear, anxiety, distress, unhappy, sad, care, embarrassed, surprise, vulnerable, love, longing for ideals); to try to explore the underlying belief of the emotion portrayed; to subject the underlying belief to inquiry to ascertain where the emotion is justified; to model communal dialogue regarding a philosophical issue; to explore philosophical concepts of personhood, friendship, tradition, intellectual virtue, sound judgment and children's rights.

These purposes will be explored in the accompanying manual, Emotions: The Other Side of Reason, via discussion plans, exercises and activities aimed at helping children inquire together and think for themselves about the issues. The author, Ann Margaret Sharp, can be contacted at sharpa@mailmontclair.edu
The Urban Student and Higher Education in the UK
Authors: Koshy Valsa , Casey Ron , Taylor Alexis
Published: January 2012

Increasing the take-up of University places by students from backgrounds of relative deprivation has become a major component of the education policy of the UK government. A four-year intervention programme designed to supplement the school-based education of a cohort of inner-city students was delivered by a University team. The content and delivery of the evaluated programme are reported. Data relating to changes in aspirations, attitudes and transformations of outlook, as well as some indicators of performance in national tests, are presented. Socio-economic parameters of relative deprivation, coupled with personality traits and cognitive factors, are evaluated so as to support the approach of the programme model and recommended it for national and international replication.
Creativity and Thinking skills in Mathematics: Using the TASC Wheel as the basis for talented pupils to create their own thinking frameworks
Authors: Faulkner Christopher
Published: January 2012

There is a brief discourse that offers a view of creativity as one that is accessible to all learners and can be experienced in any subject domain, including mathematics. The TASC Framework is presented as a tool that can be used to help facilitate creative thinking in mathematics. The TASC Wheel is used in a case study of 35 talented mathematicians aged 10–13, during which they modified the Wheel to suit their needs and to gain a sense of ownership of the mathematical thinking that takes place in solving problems.
An overview of an investigation into the Effects of using TASC Strategies in the Development of Children's Thinking and Problem-solving Skills in Science
Authors: Davies Helen-Marie
Published: January 2012

Following a whole school focus on the development of thinking skills through TASC and as part of my M.Ed degree, I carried out an Investigation into the ‘Effects of using TASC Strategies in the Development of Children's Thinking and Problem-solving Skills in Science’. Results of a questionnaire given to the children prior to my research showed that the children felt they learned best when they understood the relevance of their learning, when they felt capable of completing the task and when they could relate it to something else that they had done. Vygotsky (1978) stressed that children learn when they can make links with previous learning. This is because they can extend their conceptual mental map with new learning. The TASC Framework promotes this level of learning and for that reason I decided to introduce this Framework to the children in my class.
Who is the Best Teacher? Do Different Kinds of Students Have Different Preference?
Authors: Rosemarin Shoshana
Published: January 2012

As students have the closest relationship with teachers and are observers of teacher's methods and strategies on a daily basis, it is important to understand and value their views (Beishuizen et al., 2001). Yet, relatively few studies have surveyed the views of students regarding their perceptions of essential teacher attributes (Pang, 2000).

In a study conducted in Australia (Vialle, 2002), investigating the qualities of effective teachers from the perspective of gifted students, it was found that the personal / social qualities of the teachers were more highly valued than their intellectual qualities.

Similar results were found in studies conducted in the U.S.A (Abel & Karnes, 1994; Dorhout, 1983; Krumboltz & Farquhr, 1957; Lewis, 1982), while the Israeli study (Milgram, 1979) came to contrasting findings. In her study, Milgram added the dimension of teacher creativity. The subjects in that study demonstrated a strong preference for the intellectual qualities of the teacher above the other two dimensions. Yet, it is important to note, that while using the same instruments as Milgram did, Maddux (Maddux et al, 1985) found a preference of the personal I social characteristics of the teachers over the intellectual and creativity ones.

In a previous study (1998), Vialle used semi-structured interviews and found that gifted children, aged 5–6 years, regarded personal qualities as highly as academic ones. Understanding and helpfulness were rated as the key qualities in their ideal teacher. A sense of humor, creativity, and curiosity were highly valued as well as the ability to make the work interesting and structured.

The basic goal of the present study (conducted in Israel) is similar to that of Vialle's, yet it consists of a few independent variables: giftedness; religion; the quality of extraversion / introversion of the students (which was meant to explain the preference of the social qualities). As in the former studies, the gender and socioeconomic status were taken into account.
The Antecedents of Misdiagnosis: When Normal Behaviors of Gifted Children Are Misinterpreted As Pathological
Authors: Amend Edward R , Beljan Paul
Published: January 2012

A patient walks into the physician's office and presents with a unique set of symptoms. To the physician, this is an unknown illness—the symptom presentation is unusual, like nothing he has ever seen before. Despite a thorough search, there is no information about it in the medical journals, and he hadn't heard about anything like it in medical school. He consults with colleagues and finds they haven't seen this either. He wonders, ‘What is going on here?’ He realizes he is in uncharted territory and attempts to fit the patient's symptomatology into his existing knowledge, finally determining that it is close to Disorder X, but not completely. In the absence of information about the specific situation, the physician uses his current knowledge and framework to explain the situation as best he can.

Does this situation sound unusual? Is this something one might expect? When it comes to gifted children, this situation is often more the norm than the exception. Gifted children come with a set of characteristics that are often unknown to a typical medical or mental health professional because professionals receive little, if any, training about the characteristics, social/emotional development, or special needs of gifted individuals. When a gifted child presents to a professional who has no knowledge of gifted children, it is likely that the professional will fit the presenting behaviors or ‘symptoms’ into a framework with which he is familiar, perhaps saying that it looks like this disorder or that disorder, but has an unusual presentation that does not fit any diagnostic criteria completely. He may use the Not Otherwise Specified label for the condition, and it is unlikely that the professional will use giftedness as a frame to explain the behavior, due to lack of experience or knowledge about giftedness.

This paper explores and explains much of the inadvertent misdiagnosis of gifted individuals.
The Significance of Teacher's Characteristics As Perceived by Teachers and College Students
Authors: Rosemarin Shoshana
Published: January 2012

In the present study, the attitudes of teachers and students regarding different teachers' characteristics were investigated. The questionnaire, written by the investigator, consists of 25 statements and three open-ended questions. The statements relate to four categories: knowledge, didactic ability, personal characteristics, and sociability.

The sample consists of 140 students from the department of behavioral sciences, 31 teachers of gifted students, as well as 52 teaching regular classes.

The sample as a whole attributed great importance to expertise in the field and to didactic ability. The sample attributed slightly less significance to the ability to create a pleasant atmosphere in class, creativity, the ability to transform the student into an independent learner, the ability to individualize and differentiate the teaching, and flexibility.

In general, the students attributed less importance to all the categories. The teachers of gifted students attributed more significance to the personal characteristics of the teacher, while the teachers in the regular classes attrributed more to discipline.
Effective Reading Instruction for Gifted Readers
Authors: Miller Donalyn
Published: January 2012

Assigned as a sixth grade Language Arts teacher in both a homogenously grouped class of gifted students and a heterogeneously grouped class of gifted and high-achieving students, I have struggled to design a program of reading instruction that provides substantially different learning opportunities than what might be offered to gifted readers in a traditional, mixed-ability classroom. A cursory review of published curriculum for gifted readers yields little useful information due to the dated nature of the materials offered. It seems that limited progress has been made in the design or study of reading programs for the gifted since the early 1990's. In our current high-stakes testing world, the needs of gifted readers are rarely considered worthy of reading research efforts, and yet, these students deserve instruction that meets their unique demands.
A Study on the Relationship Between the Rhythm and Mathematics Skills of 5–6 year old Children
Authors: Mertoglu Ercan
Published: January 2012

This is a relational scan study aiming to question the relationship between rhythm skills which are the most fundamental element in musical development and mathematics ability. Also within the general aims of the study is to examine whether this relationship varies with respect to the personal characteristics of 5–6 year olds. It has been anticipated that children with high rhythm skills would also have high mathematics skills, and that the rhythm and mathematics skills of 5–6 year olds would vary by age and sex. The findings seem to corroborate this presupposition.

The scope and content of preschool education is crucially important in child development as preschool education directly affects children's future lives. It is for this reason that preschool activities should support all areas of child development.
Experiences and Concepts Related to Gifted Education and Talent Development in Switzerland
Authors: Mueller-Oppliger Victor
Published: January 2012

This article provides a summary of efforts and projects related to the provision of gifted students and talent development in Swiss schools and with partners in the German speaking Central Europe. In the first part, relevant activities about teacher education in Switzerland based on a cooperative arrangement with the University of Connecticut will be discussed — as will the international impact and influence of new professional and scientific networks in this specific field of the teacher education. The second part describes best practices from three different schools in different parts of Switzerland: an elementary school (KG - 6th) in Central Switzerland; a middle school (7 – 9) from East Switzerland; and a Gymnasium (High School; 11 –13) from Northwestern Switzerland.
Somewhat Like Sisyphus: Systematic Implementation of Problem Based Learning (PBL)
Authors: Gallagher Shelagh A. , Horak Anne
Published: January 2012

Remember Sisyphus? Having angered the gods he spends eternity rolling a boulder up a hill, but never reaching the top. Each time he approaches the summit, the boulder rolls back down and Sisyphus must start his upward climb again. Efforts to bring inquiry-based instruction to schools often feel like Sisyphus' endless labor—small shifts occur in a classroom here or there but somehow the broader landscape never seems to change.
Problem Based Learning Using Real-Time Data in Science Education for the Gifted
Authors: Jo Sonmi , Ku Ja-Ok
Published: January 2012

The authors designed ill-structured problems in which real-time data could be used to develop hypotheses and solutions, and used these problems with high school students who were identified as gifted in science. The purpose of the study was to investigate the impact of problem based learning (PBL) with high school students in a special school. At the high school for the gifted, 151 students participated. The results showed that students can develop problem solving ability, creativity, and self-regulation, if PBL using real-time data in science were applied consistently in classrooms. The level of interest in the task was high. This study showed a concrete application of PBL in science education for the gifted.
Semantic, Political and Moral Issues Connected with Giftedness
Authors: Marjoram Tom
Published: January 2012

Much research has been done on the identification and provision for gifted pupils in schools.

Although schools are more aware of and sympathetic to the needs of gifted pupils than they were and although a great variety of challenging classroom materials have been developed, certain issues remain unresolved.

The definition and terms used are still confusing and misunderstood; several have acquired pejorative overtones. Certain myths persist in the face of contrary evidence; views are too often polarized.

Ethical issues perplex sensitive bright children at an early age and there are also ethical problems associated with identification, special provision and segregation that require resolution.

The time has come for a sterner look at these issues and a careful stocktaking and review of all the work and progress to date.
Some Pupils’ Views on the Use of Computers in Schools
Authors: Simpson Dan
Published: January 2012

A report on interviews held with Oxford & Cambridge University applicants from some secondary schools within the Sheffield Local Education Authority. The views of such students on computers and computing are reported. In particular their views on the use of computers in schools and what they want as individuals from computing are expressed.
Provision for Gifted Children — Nene College's Approach
Authors: Moxham Joanna
Published: January 2012

The article deals with Nene College's involvement in projects concerned with Gifted Children. This involvement stems from Dr Eric Ogilvie's interest in the subject and it is manifested in four areas: the production of materials for Gifted Children; In-Service work with teachers; a unique Saturday Club; and various enrichment activities.

The unit produces packages of independent learning materials. One package, which has been widely sold, deals with ‘The Middle Ages’ and enables the pupil to work on his own. A new package on archaeology is now being produced.

The In-Service courses attempt to help teachers deal with Gifted Children in mixed ability classes. Identification, teaching strategies, the development of individual learning material and parent/child relationships are dealt with.

The Saturday Club is a unique project which meets fortnightly. There are no entrance qualifications as the activities perform this function. A wide range of subjects and activities have been used.

The Unit is also involved in various enrichment activities. A poetry day which resulted in a well-produced anthology was one successful session.

Finally, the College has a commitment to Gifted Children and hopes to continue to work effectively.
Talent in Music and Fine-Art
Authors: Freeman Joan
Published: January 2012

Talents in music or fine art are not unrelated to other abilities. The development of individual perception is influenced by the same continuing physical and mental experiences. In normal circumstances, the most important of these is probably the social environment, which includes parental attitudes and the provision of appropriate equipment. But from the age at which a child starts school, new experiences and expectancies should begin to operate. Unfortunately, for too many children the key word is still ‘should’.
Renzulli's Enrichment scheme for the Gifted: Educational Accommodation of the Gifted in the American Context
Authors: Jellen Hans G.
Published: January 2012

Renzulii's enrichment scheme for the gifted has been celebrated, spread, and adopted throughout the United States without questioning the conceptual and theoretical foundations of his entire ‘educational programming system.’ It is, therefore, the intent of the author (1) to critically examine Reis' and Renzulli's conceptually weak case for a broadened conception of giftedness; (b) to point out the severe theoretical short-comings of his enrichment triad; and (c) to make educators aware of the highly accommodating and misleading nature of Renzulli's ‘Revolving Door Identification Model (RDIM).’
Does Natural Endowment Fade?
Authors: Boyd Rae
Published: January 2012

Matilda, a verbally talented girl at 9 years 6 months was only above average at 12 years 9 months. An examination of her environment indicated three factors working against her: (1) peer pressures, (2) the inability of her parents to guide her leisure reading, and (3) teachers neglect of her reading. Luby likewise found that gifted teenagers in a gifted programme were more likely to be unsatisfactory if their parents were not well educated and teachers did not work to bridge the gap between the home and the school.
Creativity: Some Definitions: the Creative Personality; The Creative Process; the Creative Classroom
Authors: Wallace Belle
Published: January 2012

This paper attempts to explore, briefly, the divergence of thinking about the nature of creativity and the reative process. It is suggested that creativity involves thinking, intuition, feeling and sensing and that in order to achieve fulfilment, the highly creative personality needs a framework of elf-understanding, positive encouragement and acceptance in order to balance the rational and irrational components of the creative personality. Creativity is regarded as the reconciliation of conflict between detachment and commitment, passion and decorum, immediacy and referral, masculinity and femininity. The assessment and promotion of creative functioning are vital considerations for the teacher. The writer suggests ways in which the teacher can promote a classroom environment in which all children can flourish creatively and in which the highly creative child can more easily reconcile his/her differences within the peer group.