bluuebunny/crossref_metadata_2025 huggingface dataset:
A Review of Some Recent Issues in the Education of the More Able
Authors: Kerry Trevor
Published: January 2012

This article surveys some of the recurrent themes relating to able students as they have appeared in the education Press (UK) mainly during the last three years. The emerging themes include the debates about various forms of ability grouping, about the relative performance of boys and girls, the value of examinations, and the organisational strategies for teaching and learning that schools adopt. What emerges is a multiplicity of conflicting evidence, and the sense that politicians are nudging the educational system in specific directions whether the research evidence supports their doctrines or not. Notable is a lack of concern with pedagogy, though there is rather more with the structures of teaching and learning.
Impact of an Enrichment Program on Intelligence, by Sex, Among Low SES Population in Israel
Authors: Landau Erika , Weissler Kineret , Golod Gail
Published: January 2012

This study is based on data collected in an enrichment program for gifted students of lower socio-economic background (forty boys and forty girls from fourth through eighth grade). Its goals were to examine our work: whether there would be an increase in intelligence from the pre- to the post-test in all the participants; how girt-participants fared in comparison with boys and whether special attention to avoid sexism would bring girls who began with a lower intelligence to show the greatest improvement of all.
Fanning the Aesthetic Flame: Learning for Life
Authors: Bennetts Christine
Published: January 2012

Selected findings are presented from a doctoral study (Bennetts 1998) into traditional mentor relationships in the lives of 35 creative people, including painters, poets, writers, sculptors, dancers and actors. The study used a hermeneutic (interpretive) approach which demands that meanings are constructed through negotiation with participants, and accepts that these meanings are themselves processual, shifting and developing through reflection long after the inquiry ends. Mentor alliances from childhood to adulthood and across personal and professional development were examined. The role of the mentor is described within in the nebulous concept of ‘career’ in the creative arts, and summaries are provided of effective mentoring at each stage of life. Findings show that the mentoring process remains the same at whatever age mentoring occurs; that mentors can help latent creativity to flourish at any age; and that those who have experienced mentor relationships go on to be mentors themselves.
Post-modern Career Counselling to a Gifted Black Youth: A Case Study
Authors: Maree J.G. , Bester S.E. , Lubbe C. , Beck G.
Published: January 2012

It has become critically imperative that career counselling be made accessible to the majority of the South African population. At the same time it has to continue to address the needs and diversity of individual learners. This article attempts to illustrate the potential and flexibility of a post-modern model for career counselling. Career counselling from a post-modern perspective requires reconsidering the traditional modern approach of the 20th century. Increasing disillusionment with modernism because of unfulfilled dreams and ideals have resulted in a change of approach to career counselling that corresponds with the post-modern discourse. The change of focus has been one from ‘matching to the ‘empowerment’ of clients, not only to make career choices, but also to accept primary responsibility for these decisions. The needs of the client come first with the sole view of empowering him/her to make his/her own decisions about the future. A narrative approach is adopted by which the client creates hislher own life story, with a view to creating an ideal story as close to the ideal as possible. This model, which progresses through three phases, inter alia, comprises a consultative process of career counselling to all learners, irrespective of race, gender, age or culture. The article is highlighted by the presentation of a case study in which the proposed model for post-modern career counselling is put into practice by administering counselling to a gifted black child.
Adolescent Females and Body Image: Eating Disorders and Educational Implications
Authors: Leroux Janice A. , Cuffaro Maria Assunta
Published: January 2012

Research on females and body image points to the complex relationships among many factors. There is a dynamic interaction among culture, society, school networks and parents that impacts on the development of eating disorders infernales. What is the relationship of these factors to the psychological makeup of adolescent females with high academic ability?

This paper will provide an overview of the internal and external predisposing factors that signal potential eating disorders infernales. It will outline the psychology of high ability females which places them at greater risk for the development of an eating disorder. It will provide recommendations for parents and teachers who want to recognize and help adolescent females deal with a potentially life-threatening illness.
The Talent Development Process: What We Know and What We Don't Know
Authors: Van Tassel-Baska Joyce
Published: January 2012

This paper addresses the current knowledge base on the talent development process and suggests new directions for continued research and development in that area. It presents our current understandings about talent development both from a conceptual and operational vantage point. It also links the research bases of creativity and talent development, suggesting that interventions with students would be similar with each construct.
Providing for Under-Achieving Students Using Renzulli's type III Enrichment Activities
Authors: Warwick Ian
Published: January 2012

Identification through Provision—just pleasant words or a force for change? A Curriculum of Opportunity—what does it begin to look like? The Culture of Blame-how can schools redress the balance? Authentic Learning-does it have a place in the National Curriculum? Educational Research-can it really help with provision? Renzulli's Enrichment Model-is it appropriate for underachievers?
Able Thinkers Learning
Authors: Bentley Richard
Published: January 2012

This article is about able children learning — and thinking, and learning to think. Issues relating to the learning experiences of able children emerge initially from a brief consideration of work collected from primary classrooms. They are then developed by reference to children's work on a structured programme designed to support aspects of thinking associated with decision making. In particular this addresses notions of metacognition and transfer, and stresses the importance of a ‘thinking climate’.
Issues Involved in the Evaluation of Gifted Programmes
Authors: Ali A. Sidiq
Published: January 2012

It is the purpose of this paper to identify some of the pertinent issues involved in evaluating gifted programmes. To be more effective, the context of this paper will be set in the gifted programme delivered by the Peel District Board of Education in Ontario, Canada. Peel is Canada's largest public school board with some 110,000 students. A prospective evaluator of such a programme would have to know how well their method is working and in light of the evaluation, look at other programme options as a point of interest. However, it is not the intent of this paper to be an evaluation of the aforementioned programme. It is at best an outline of the thought process an evaluator would undertake prior to planning an evaluation of the programme.
Social Giftedness: Evolution of the Concept and its Application for Everyday Life
Authors: Pyryt Michael C , Romney David M
Published: January 2012

The purpose of this paper is to highlight important milestones in the development of conceptions of social giftedness in the general psychology and education literature as well as literature specific to gifted education. Based on Thorndike's (1920) conception of social intelligence, the paper focuses on the “ability to act wisely in human relations.” The paper addresses conceptual and methodological issues that have affected the study of the construct of social giftedness. The article provides a framework for understanding and enhancing social giftedness.
Emotional Literacy Training for Educators: Developing the Whole Person — Linking Hearts and Minds in all Learners
Authors: Morris Elizabeth
Published: January 2012

During the twenty two years I have run my counselling and psychotherapy practice and conducted regular training sessions on emotional competency development, the most predominant issue I have come across is a lack of self-esteem. Of all the people I have seen in that time as individual clients, in therapeutic groups or as training course participants, at least 90% said that they felt that lack of self-esteem had contributed significantly to their experiencing a poorer quality of life and had stopped them taking up good opportunities that came their way because they undervalued or under estimated themselves so much. This sparked my interest in the subject, not least because it was an area where I struggled too in my early days. Feeling ‘valuable, worthy and wonderful’ most of the time was a state I could only dream of in those days! I had a sense that it was a key to experiencing afar better quality of life. The following article summarizes my journey.
Developing an Extension Programme in Mathematics
Authors: Leaper David
Published: January 2012

This article describes how primary children can play with and extend mathematical concepts when they are given the opportunity to do so, but importantly, when they are guided with appropriate leading questions which scaffold their explorations. Another important factor is that able mathematicians need time to explore in depth, rather than rushing through mathematical concepts in a superficial way.
Effective Teaching of Able Pupils in the Primary School: The Findings of the Oxfordshire Effective Teachers of Able Pupils Project
Authors: Eyre Deborah , Coates David , Fizpatrick Mary , Higgins Chris , McClure Lynne , Wilson Helen , Chamberlin Rosemary
Published: January 2012

Providing effective challenge for able pupils is a problematic area f'or many schools. In 1998, an unpublished OFS'TED report, submitted to the House of Commons Education and Employment Select Committee, identified it as a key issue in 20% of primary schools and a significant number of secondary schools. In the following year, the Select Committee's report ‘Highly Able Children’ established mat many teachers were unsure ahout how to provide challenge for able pupils. It was noted, however, that good practice and expertise did exist ma minority of schools and that much could be learnt from them. The purpose of The Oxfordshire Effective Teachers of Able Pupils Project was to identify some of the teachers who were thought to be creating effective challenge and to examine their practice, with a view to identifying successful strategies. The project, funded by the National Primary Trust, had two main aims.
High Thinking Processes (HTP): Elements of Curricula and Teaching Able-Learners
Authors: Kaniel Shlomo
Published: January 2012

Acquiring High Thinking Processes (HTP) seems to be the solution for greater challenge in the present and for preparing able learners to the technological dynamic future. In dealing with this, the article is divided into two main chapters: a) HTP as a goal (what to teach) b) the different elements needed to accomplish this (how to do it), a) The components of HTP as a goal are: control and enhancement of long term memory and working memory; automatization and regulation of processing speed; flexibility; openness to information; developing strategies of listening, speaking, reading and writing; inference and reasoning processes; decision making using metacognition; positive transfer; description and justification of mental processes; mental image; independent learner and using HTP for values like tolerance, b) There are four main elements to develop such a goal: 1) well organized and justified curricula with appropriate tasks, 2) metacognitive teaching that emphasizes processes, integration, feedback, differential instruction and efficiency, 3) challenging environment, learning communities and advanced technology, 4) training teachers for HTP expertise.
Thinking Skills in the Early Years
Authors: Bayley Ros
Published: January 2012

The importance of early experiences

The more we learn about how the brain works, the more we realise just how important high quality early years practice really is. Whilst all children are born thinking, the degree to which that thinking develops is heavily dependent on early experiences.

A growing body of research indicates that it is during the first five or six years of life that half of the brain's nerve cells are connected. A baby may be born with millions of brain cells but they cannot become usable intelligence until they are connected, and these connections are made most effectively in response to a rich, nurturing, stimulating environment. What is also becoming increasingly clear, is that potential that is not realised within these vital early years may be lost forever. The early years form the foundation upon which all future learning will be based, and it is easy to see why the House of Commons Select Committee Enquiry into Early Years Education made the following recommendation:

‘We recommend that the advances in knowledge about brain development should be kept under examination by the DfEE-funded researchers in the education field so that Early Years policy is kept up to date and consistent with the available scientific evidence.’ (DfEE 2001)

Early experiences really do matter and it is essential that, as children enter early education they encounter developmentally appropriate experiences. Currently there is a wide continuum of practice and experiences can be extremely diverse.

At one end of the continuum children enter settings where adults encourage their thinking and promote their independence and autonomy. At the other end they work under the direction of adults who do much of their thinking for them resulting in what might be termed ‘learned helplessness’. There are many variables in between.

We must continue to work to ensure that all children benefit from high quality practice. To fail to place sufficient emphasis on the quality of early experiences is to fail our children.
Emotional Intelligence and Achievement: Redefining Giftedness?
Authors: Maree Jacobus G. , Ebersöhn Liesel
Published: January 2012

Many researchers still consider measured intelligence as the most significant predictor for academic and life success, despite the fact that research time and again confirms that proven academic achievement is a far better predictor of academic achievement than a mere IQ score. This article examines the possible meaning of the construct “emotional intelligence”. The term is used to explain individual differences associated with life success; differences that are not sufficiently measured with traditional intelligence measuring instruments. Emotional intelligence includes social deftness, emotional stability, compassion and integrity. It is defined by Goleman, Salovey and Mayer, Bar-On and others as the ability to motivate oneself, to persist in the face of frustrations; to control impulse and delay gratification; to regulate one's moods, to keep distress from interfering with the ability to think; to empathize, to hope, to perform, to be creative. Two case studies are discussed in an attempt to facilitate a contribution to the understanding of some of the reasons for the often-found gap between a person's potential and his or her actual achievement.
Wisdom and Education
Authors: Sternberg Robert J.
Published: January 2012

This article describes a balance theory of wisdom and some of its applications to education. The article opens with a consideration of some great modern world figures, and argues that what has distinguished them is their wisdom. The article next discusses what wisdom is, both from the standpoint of the dictionary and from the standpoint of the balance theory of wisdom. The article continues with an explication of the theory and its basic ideas. According to the balance theory, wisdom is the application of successful intelligence to the balancing of intrapersonal, interpersonal, and extrapersonal interests; over the short- and long-terms; by adapting to, shaping, and selecting environments; in order to achieve a common good. This common good is in turn determined through the application of values. The article continues with a discussion of how wisdom can be measured, and then suggests some principles for teaching wisdom. It concludes that teaching for wisdom may be one of the most important kinds of teaching teachers can provide.
The Modifiability of Analytical and Musical Abilities as a Function of Exposure to Instrumental Enrichment (IE)
Authors: Rosemarin Shoshana
Published: January 2012

In the present study, the modifiability of both visual and auditory modalities of analytical perception was studied, as a result of mediation through IE in a teachers' college. The experimental group consisted of students specializing in special education. The two control groups consisted of students specializing in general teaching and in special education. The training period lasted 3 months. Prior to and after the 3 month training period in which only the experimental group was given IE all the groups were tested for their analytical and musical abilities (pitch, tonal memory, chords, and rhythmic memory). The modifiability of the experimental group in their analytical ability was significantly greater than the control groups. The most significant change in the musical abilities of the experimental group occurred with regard to chord analysis. A significant correlation was found between the visual and some of the auditory abilities.
The Torn Learning Sprockets: Judge This Film by Its Sequel
Authors: Maree J.G. , Molepo J.M.
Published: January 2012

The metaphor of a film, which is being shown to the reader, is employed here to highlight the dire educational and domestic situation in Limpopo, where, in 2001–2002, the authors embarked on a project with the initial aim of establishing whether it is possible, through working with teachers and learners, to help learners attain better achievements. Soon after the project had commenced, we began to realise how appalling learners' domestic backgrounds were. According to conservative estimates, 80% of all children in rural areas live with other caretakers, for instance grandmothers and aunties. Learner support material is almost non-existent Classrooms resemble broken-down shacks. Sporting facilities are almost non-existent. Sanitary amenities are nightmarish.

Our primary research question has now become: How can anyone facilitate not only scholastic achievement, but indeed the government's intended AIDS/HIV prevention programme and the life orientation programme in primary and secondary schools (intended to be a key element in its fight against the pandemic) in South Africa? How is it possible to facilitate lifeskills acquisition in domestic circumstances such as those prevailing in Limpopo? How can we seriously consider ‘Ubuntu’ (humaneness, sharing, compassion) when children are living in these circumstances?
Academies of Inquiry and Talent Development at the Middle and High School Levels
Authors: 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, unhabits, and perhaps most important, love of learning and desire to continue to pursue creative productive work in the future.
Competencies of Teachers of Gifted Learners: The Hong Kong Student Perspective
Authors: Yuen Mantak
Published: January 2012

The study investigated competencies of teachers of gifted learners as perceived by Chinese students in Hong Kong secondary schools. The Chinese version of the gifted teacher competencies questionnaire (Hultgren, 1981; Nelson & Prindle, 1992) was administered to 457 senior secondary school students. While all 23 competencies in the questionnaire were rated as “essential” by the students, “skills in promoting higher level cognitive thinking abilities and questioning techniques”, “knowledge of nature and needs of gifted students”, “knowledge of special affective and cognitive needs of the gifted underachiever”, “ability to develop creative problem solving skills”, “knowledge of affective/psychohgical needs of the gifted students”, “extension and enrichment of subject area” were perceived as the six “most essential” competencies for teachers of gifted learners. “Ability to develop creative problem solving skills” and “knowledge of special affective and cognitive needs of the gifted under achievers” were rated significantly “more essential” by students who perceived themselves as gifted persons than other students. The discussion of preparation of teachers for meeting the gifted learners' needs in regular classrooms and beyond is relevant to educators, guidance professionals, and policy-makers in Hong Kong and other parts of the world
Education of Gifted and Talented Children: What's Going on in China
Authors: Yang Wenzhong (Eric)
Published: January 2012

Currently, in China there are about 240 million children aged 14 or under; therefore, there should be approximately 7 million gifted and talented children in China according to Chinese definition and identification of giftedness. Special education for such huge numbers of gifted children is challenging and significant. This paper trace the history of gifted education in China and discusses current education in general. Specifically, the paper describes the Chinese conceptions of gifted and talented children, identification procedures, current gifted programs, and existing problems. The future of Chinese gifted education is also discussed.
A Reflective Conversation with Carol Dweck
Authors: Veronikas Susan , Shaughnessy Michael F.
Published: January 2012

Carol S. Dweck is the William B. Ransford Professor of Psychology at Columbia University. She is a leading researcher in the area of motivation, having pioneered the study of how self-beliefs and goals influence learning and academic achievement. Her recent books include “Motivation and Self-regulation Across the Life Span” (with Jutta Heckhausen) and “Self-Theories: Their Role in Motivation, Personality, and Development,” which has been translated into several languages. Her work is in most major text books, has been presented on 20/20 and the Today Show, and has been featured prominently in such publications as the New Yorker, Time Magazine, the New York Times, and the Washington Post. In recognition of her contributions, she was recently elected to the American Academy of Arts and Sciences.
Our Greatest Natural Resource: Gifted Education in Australia
Authors: McCann Maria
Published: January 2012

In Australia, the identification of gifted individuals and the provision of an education which is appropriate to their abilities is a relatively recent phenomenon. The first national focus on the special needs of gifted students took place just over 20 years ago when educators and researchers gathered at the first Australian Conference in Melbourne in 1983 and the national body, the Australian Association for the Education of the Gifted and Talented (AAEGT), was formed two years later at the second national conference in Brisbane.

A reflection on Australia's progress in Gifted Education reveals that the years through the mid 1980's and 1990's witnessed the establishment of policies and programs for gifted students which were probably second to no other country in diversity and quality. There was a marked increase in specialized provision for gifted students, many teachers in schools participated in professional development in gifted education, and undergraduate and postgraduate training, including full degrees in gifted education, began to expand within the universities. Some of these Australian initiatives are highlighted in this edition of the Gifted Education International. However, as the 1990s came to an end, many programs began to close down. Indeed some Australian States which had showcased the most advanced and creative policies and programs, were the ones which reduced or abolished them. Alarm at the change of mood in Australia was voiced by one of the most respected leaders in gifted education, and a former President of the AAEGT, Professor Eddie Braggett, when he observed that, as the new millennium dawned:

it is clear that there is current national concern at the closing down of some of the excellent State and Territory initiated programs … it is obvious that gifted and talented education is facing increasing difficulties in a number of States and Territories .. In their desire to reduce costs and streamline services, State Departments and Ministries of Education often collapse sections and scale back specialised services … I have genuine fears for gifted and talented students in some States as staff of Gifted and Talented Divisions are returned to schools or reincorporated into general divisions
Gifted Indigenous Programs: Unmasking Potential in Minority Cultures
Authors: Cooper Suzanne
Published: January 2012

Throughout Australia and North America gifted indigenous/minority students are under-represented in gifted programs. There is a paucity of research in this area, particularly in Australia. What research has been conducted confirms that globally, attitudes towards the identification of Indigenous and minority students need to be further challenged. Overall a more concerted effort is required by all educational systems in having practitioners understand the needs of the gifted and the identification and significant features of culturally inclusive provision. A Churchill Fellowship study, undertaken by the author of this paper, has revealed that a transformative agenda for meeting the needs of the gifted indigenous student is required. Some successful practice both in America and Australia provide a foundation for this transformative agenda. The Moorditji Kulungar (‘bright children’) program in Western Australia, which is outlined in this paper, is a start.
Counselling the Gifted and Talented
Authors: Freeman Joan
Published: January 2012

The gifted and talented can be expected to be emotionally at least as well balanced as any others. In fact, most are well equipped to face the world, to cope with expectations and threats, as well as being particularly sensitive to interpretation and prediction of the feelings and behaviour of other people. But because of their exceptionality they do face special challenges, and so to help them a counsellor must recognise and understand these and the effects they can have. Personality and experience affect everyone's reactions to challenge. Some rise to them, seeing them merely as hurdles, while others succumb with poor adjustment, low self-concept and anxiety, all of which can put a break on school success and creativity. Informed, skilled and sympathetic counselling can be effective in helping the most able to become well adjusted adults.
How Do Gifted Girls Perceive the Meaning of Life?
Authors: Tirri Kirsi , Ubani Martin
Published: January 2012

This paper explores gifted girls' perceptions on the meaning of life. Ninety-five gifted sixth-grade students completed tests on moral reasoning (DIT) and spiritual sensitivity. Two illustrative cases of girls who had either high or low scores in the tests are presented with phenomenological analysis of their perceptions on the meaning of life. The cases of Jean and Susan show that students with similar academic profiles can have very different world-views and orientations in life. These differences are reflected in their spiritual sensitivity and moral judgment. Furthermore, the world-views can guide gifted girls in their career choices more than their academic strengths. The main challenge to teachers and counsellors is to guide gifted girls to make career choices that make them happy. The counsellors need to show gifted girls that their professional choices can suit their personal life orientations. In this process educators should be aware of the world-views of gifted girls.
The Renaissance of Learning
Authors: Yapp Chris
Published: January 2012

We are living in an era of rapid and disruptive changes in many aspects of our lives. Rapid developments in Information and Communications Technologies, ICTs give modern society a capacity no previous generation could aspire to. Do we therefore believe that ‘history is bunk?’ Back in the early 1990s when talk of the information superhighway and the Information Society arose, there was much talk about this being the new or next Industrial Revolution I sat through many presentations and read many articles which tried to draw a parallel between the capabilities of ICT and in particular the internet with the steam engine, spinning jenny and the production line amongst others. For me it didn't feel the correct analogy. In truth, part of this is personal. In revolutions, there are many victims and after the revolution, you shoot the revolutionaries. Standing where I was, that felt deeply uncomfortable. My thinking on the Renaissance as a potential model started in 1996.
The Analytical Aspect of Musical and Numerical Memory
Authors: Rosemarin Shoshana , Cohen Dalia
Published: January 2012

The purpose of the study is to investigate the analytical aspect of musical and numerical memory, while comparing the memory of familiar schema (in music) or logical patterns (in mathematics) with those that are not so. Adult musicians from Western and Arabic cultures responded to musical patterns, based on various kinds of schemata of both cultures, as well as to series of numbers, based on mathematical formulas (including randomly arranged series).

It was found that the musical memory depended on both the level of musical training and the culture from which the music stemmed. The more trained subjects were able to analyze the patterns, and even to correct them according to the familiar schemata.

The two groups differed in their numerical memory: while the western subjects used analytical strategies in order to memorize the patterns, the Arabic subjects used merely technical strategies. Moreover, while the western subjects memorized the mathematical patterns (based on schemata) more easily than the randomly arranged patterns, there was no difference between the memorization of the two among the Arabic subjects. This could be related to the difference between the cultures in this aspect.
Actualizing Mathematical Promise: Possible contributing factors
Authors: Koshy Valsa , Casey Ron
Published: January 2012

The study reported in this paper is intended to highlight some factors which may contribute to the fulfillment of mathematical talent with special reference to pupils aged 10–11 within inner-city schools. The findings are based on the authors' experience of setting up and evaluating a Mathematics Enrichment Programme (MEP) over a period of 2 years. The context of this study, funded by the Department of Education and Skills within the Excellence in Cities initiative, is the on-going efforts of the British government to identify gifted pupils and make effective provision for them. The findings reported in this study draw on the data collected over the 2-year period through the involvement of 11 Local Education Authorities within inner-city areas. A number of components, which may enhance provision for mathematically talented pupils, are identified and should have significance for a wider audience. The terms ‘mathematically promising’, ‘gifted’ and ‘able’ are used interchangeably to refer to children who demonstrate a special aptitude for mathematics.
Praise in Gifted Education: Analyses on the Basis of the Actiotope Model of Giftednesss
Authors: Stoeger Heidrun , Ziegler Albert
Published: January 2012

In contrast to alternative theories of giftedness, the Actiotope Model of Giftedness focuses on actions. Praise presents an excellent opportunity to encourage and reinforce the appearance of new or more effective actions. However, several investigations have shown that, in practice, the opportunities which arise to grant praise are not fully taken advantage of, and that praise is often given in inappropriate, dysfunctional manners. Frequent consequences of this are detrimental influences on the development of gifted individuals. In this contribution we will first, on the basis of the Actiotope Model of Giftedness, offer theoretical background information pertaining to the praise of gifted individuals. Afterward, practical advice will be proposed, and the most frequent errors made in the practice of praise will be addressed in conjunction with alternative actions.
The Role of Counselling in Programmes for Gifted Disadvantaged Students
Authors: Akhurst Jacqui
Published: January 2012

This article reflects on the provision of counselling for gifted disadvantaged students, which has been embedded into two access programmes on the Pietermaritzburg campus of the University of KwaZulu Natal Students who would not normally gain entry into degree studies are selected to these programmes from hundreds of applicants, and from the inception of the programmes, counselling has been an integral part of the curriculum. Because all students on the programmes are from disadvantaged backgrounds, they face many challenges to their mental health, particularly in adjusting to the university environment. The types of problems faced by the students and the variety of counselling interventions provided are described. The counsellors' roles and experiences of the work are outlined, and the students' responses are noted. The broader potential applications of counselling in the education of the gifted are then discussed, with particular reference to calls to widen participation in Higher Education.
Children's Conception of Giftedness — An Implicit Theory
Authors: Gosain Yukti , Maitra Krishna
Published: January 2012

Subjective views are gaining respect as we are increasingly becoming objective in evaluating our subjective views (Runco, 1990). One of the most informative approaches for the study of the subjective views involves ‘implicit theories’. The work by Sternberg and his associates (1982) is particularly convincing because it demonstrates that implicit theories influence actual behavior. Implicit theories are defined as an individual's basic assumption about him/herself and the rest of the world. These theories thus help create a meaning system by providing a framework to guide our goals (Dweck, 1995). These are theories that exist in the minds of individuals and need to be discussed rather than invented because they already exist in some form in people's heads (Sternberg, 1998, pp608). Thus these theories arise from the individual's personal experiences and are mainly mediated by the individual's socio-cultural environment (Runco, 1990). A child's implicit theory is supposed to consist of loose generalizations and explanations that describe the relationships among concepts within a domain of knowledge. While implicit theories are not easy for a child to articulate, they guide the child's thoughts, deductions and behaviors (Guenther, 1998). Research on implicit theories is not to evaluate the correctness of children's beliefs but to understand their construction of reality. Research studies done in this area with children have produced significant results. Gross's (2001) study is particularly worth mentioning. This study investigated issues pertaining to giftedness in a group of children from year 3 through 7. The study found out that children's conception of giftedness is developmental and strongly influenced by age.
A Reflective Conversation with Eunice M. L. Soriano de Alencar: Programa de Mestrado em Educacao Universidade Catolica de Brasilia
Authors: Shaughnessy Michael F.
Published: January 2012

Eunice Soriano de Alencar, PhD, is Professor of Education at the Catholic University of Brasilia, Brazil. Over the last 30 years, she has carried out research projects and published several books and many articles, especially on giftedness and creativity. She is an ex-President of the Brazilian Association for the Gifted, and Vice-President of the Ibero-American Federation of the World Council for the Gifted and Talented. She is on the editorial board of several journals in Brazil and abroad and is an honorary member of the Brazilian Council for Giftedness.
Development of Gifted Behaviors: A Study with Families of Socioeconomically Disadvantaged Environments
Authors: Chagas Jane Farias , Fleith Denise de Souza
Published: January 2012

This study investigated characteristics related to the development of gifted behaviors in families with or without gifted children from socioeconomically disadvantaged environments. The sample was constituted of 14 gifted students and their parents, 14 non-gifted and their parents, 4 educational managers, 4 teachers and 2 psychologists. The data were collected through semi-structured interviews and a questionnaire. The interviews were analyzed through content analysis. The results indicated that: (a) Participants perceived giftedness as a set of factors related to superior cognitive and academic abilities, besides affective and innate characteristics; (b) gifted students occupied special family position: first-born or only-child; (c) more than half of the students presented a gap between the age and grade; (d) gifted students were involved in more activities during their free time when compared to their non-gifted peers.
Family Processes and Development of Giftedness
Authors: Aspesi Cristiana de Campos , Fleith Denise de Souza
Published: January 2012

This study investigated the family processes as a context to the development of giftedness, considering giftedness as a multidimensional phenomenon. Twelve preschool children attending the gifted program held by the Federal District public educational network and their parents (12 mothers and 9 fathers) participated in the study. The bioecological approach was adopted as the theoretical-methodological reference. The children were observed by behavioral scale at school (SRBCSS-R). Their parents answered an inventory on parental attitudes (PAAT), a questionnaire and were interviewed. Quantitative and qualitative procedures were used to analyze the data. Results indicate that there are physical, psychological and support networks incentives in the family environment. The study proposes that gifted children families have a main role in the development of giftedness so they need support services.
Ismart: A Catalyst for Low Income Young Talents in Brazil
Authors: Guimarães Camila
Published: January 2012

The article outlines three projects for low income academic gifted students, implemented by Maria Telles Social Institute, in São Paulo, Brazil The selection process and students' academic achievement progress are also described.
Assessing Gifted Children with the Kaufman Assessment Battery for Children — Second Edition (KABC-II)
Authors: Lichtenberger Elizabeth O. , Volker Martin A. , Kaufman Alan S. , Kaufman Nadeen L.
Published: January 2012

The Kaufman Assessment Battery for Children-Second Edition (KABC-II; Kaufman & Kaufman, 2004a) is an individually administered intelligence test for children ages 3 to 18. The theory-based test was designed for use in a wide variety of clinical, psychoeducational, and neuropsychological situations, including the assessment of the intellectually gifted. This article provides a context for assessing intellectually gifted children with the KABC-II. General definitional issues in the assessment of gifted children are reviewed, followed by specific conceptions of intellectual giftedness, and details of appropriate assessment procedures. With this foundation of general information on giftedness, the KABC-II's structure, scales, and psychometric properties are described; finally the benefits and limitations of using the KABC-II for assessing gifted children are explored and a comprehensive case study is provided.
Use of Dynamic Assessment with Gifted Students
Authors: Lidz Carol S. , Elliott Julian G.
Published: January 2012

This article discusses the application of dynamic assessment with gifted students. We define dynamic assessment in terms of its inclusion of intervention and feedback during the course of assessment, as well as the focus of the model on the students' use of cognitive and metacognitive strategies and responsiveness to the interventions provided during the course of the assessment. Dynamic approaches vary on a continuum of flexible clinical applications to more rigorous psychometric approaches. They also differ in relation to the nature and timing of the interventions, as well as the content domains tapped. Finally, we review the history of the use of dynamic assessment with gifted students. This use demonstrates the utility of this approach for the purpose of determination of eligibility for gifted programs, which has been particularly relevant for students from culturally diverse backgrounds. Dynamic assessment has been usefully applied for classification purposes in the cases of both students with mental retardation as well as those who are gifted.
Factorial Analysis on Non-Intellectual Tests for Gifted Students
Authors: Yan Kong , Mönks Franz J. , Bergen Theo , Peters Willy , Leeuwe Jan van
Published: January 2012

Factorial Analysis is an important method of multivariate statistical analysis, describing the variance and covariance relations between many variables by using a few linear combinations, which can help (1) simplify the data; (2) reveal the relations between variables. This thesis makes a factorial analysis on the raw data results of the non-intellectual tests given to gifted students of Grade 94 and Grade 96 shortly after their arriving at university. A psychological explanation of the common factor is given. This study helps us to know what are the non-intellectual factors that have a great impact on the academic performance of the gifted student, providing a theoretical way for identification, selection and education of gifted students. The results show that competition awareness and self-control ability play a prior role among the nonintellectual factors.
Gifted Education in Tianyi High School of Jiangsu Province: The Pursuit and Practice
Authors: Maode Sheng , Xu Qin
Published: January 2012

Gifted education in China started from Western Han Dynasty (202 B.C.). Modern gifted education in high schools began with the establishment of highly able classes at China Science and Technology University. Tianyi High School of Jiangsu Province, located in Wuxi, one of the famous cities of China, has practised gifted education since 1980 and it has lasted for 23 years till now. For the past twenty years, Tianyi High School has explored the basic theoretical foundations and practical procedures for gifted education and undertaken some new experimentation in this field.
Normative Dialogue Types in Philosophy for Children
Authors: Gregory Maughn Rollins
Published: January 2012

Douglas Walton's taxonomy of dialogue types facilitates a normative analysis of different types of dialogue practiced in Philosophy for Children. The overarching goal of a dialogue in Philosophy for Children is for the participants to arrive at reasonable philosophical judgments. This goal determines the types and uses of dialogue appropriate to P4C, including five of Walton's types—negotiation, information-seeking, persuasion, inquiry and deliberation. P4C practice would be enhanced if participants and facilitators gave attention to the norms of the various types of dialogue they engaged in.
Dear Teacher, Where are We Going?
Authors: Ord Will
Published: January 2012

This article is offered in a Socratic spirit: it hopes to raise questions, provoke thought, and springs from the healthy ignorance of its author. It does not claim to represent the views of SAPERE. Finally, it aim to:raise questions about ‘raising questions’, and the purpose of education in the 21st Centurysuggest ‘wiser education’ as a useful reflection tooloffer Philosophy for Children as a practical starting point for ‘wise classroom practice’.
Education of the Emotions in the Classroom Community of Inquiry
Authors: Sharp Ann-Margaret
Published: January 2012

In this paper I would like to show how the transformation of traditional classrooms into classrooms of communities of inquiry can bring about not only better thinking on the part of students but also a growth in emotional maturity. The classroom community of inquiry fosters the growth of three kinds of thinking: critical creative and caring. Although equally important, caring thinking is crucial in making possible the democratic dialogue essential to communal inquiry. It focuses on the building of solidarity and the preservation of values and relationships. It enables the child to deal with the relationship of self to other, learning how one can put one's ego in perspective in light of the other's views, interests and concerns. Caring thinking attends to the feelings of students as well as their thinking. It aims at preserving, cherishing and celebrating that which they value and fostering the courage to let go of that which no longer serves the growth of the self in relation to the other. It consists in the sharpening of numerous skills of translation involved in the understanding of different world views and the making of new meanings. It relies on communication, translation, empathy, compassion, under-standing and dialogue. When it is embedded in communal dialogical inquiry, it constitutes an education of the emotions, a necessary constituent of global intelligence. Caring thinking aims to foster relational consciousness, dialogue, understanding and inquiry while at the same time helping children to tend to the reasonableness of their emotions in given contexts.
Differentiating for the Needs of More Able Children: Some Issues and Solutions
Authors: Montgomery Diane
Published: January 2012

Differentiation in the UK has moved from a theme in special education to a concern for all mainstream teachers. This article examines differentiation, and discusses differentiation in practice under two main headings: structured or systems approaches and integral approaches. Issues and principles faced by gifted education are addressed and a framework for training teachers and learners for the development of autonomous and personalized learning is provided.
A Reflective Review of Bono's Work: Singer and Poet
Authors: Danielian Jeffrey S.
Published: January 2012

Throughout the years, many scholars have attempted to define creativity and its manifestations. The goal of this article is not to extend the definition, but rather to identify aspects of creativity and relate them to the life of Bono, a rock star and social activist. Bono is not only recognized as a musically talented artist, but has proven to be ceaselessly creative in his efforts to aid humanity. By using the skills he acquired as a songwriter, singer, and band member, he changed the ideological perspectives of world leaders, with the goal of ending poverty and health crises in third world countries. The poems throughout this issue are examples of Bono's concern with issues of injustice and inhumanity.