bluuebunny/crossref_metadata_2025 huggingface dataset:
Standing Out: Young People's Participation in Volunteering and Campaigning
Authors: Roker Debi , Player Katie
Published: January 2012

“.. it was a strange feeling, like a connection with him.. someone I hadn't met and who didn't know me, but I might have had something to do with getting him released. When I read he'd been let out I felt different… it was like being on a whole different level of existence..” (16 year-old young woman, member of Amnesty International)

This paper aims to challenge the way in which we view young people. Young people in most countries of the world are viewed stereotypically, as alienated, apathetic, and self-centred. This paper will present research which demonstrates that this image is not correct. Rather, many young people today are involved in a wide range of exceptional activities, in volunteering, campaigning, and a wide range of community activities. The data presented is drawn from a study undertaken by the authors of 1,150 young people, aged 14–16, from a variety of backgrounds and living in different parts of the U.K. The research demonstrates that participation in pro-social and altruistic activities is enormously beneficial not only for society in general, but also for the young people themselves, leading to the development of a range of practical, personal, and social skills. Quantitative and qualitative data from the study will be presented to illustrate these points.
Secondary Schools for Academically Talented Youth
Authors: Feldhusen John F. , Boggess Jeremy
Published: January 2012

Many American high school students are bored with the slow pace and lack of intellectual challenge of the standard, inclusive, school curriculum (Feldhusen and Kroll, 1991; Feldhusen, Wood, Dai, 1997). With increased public funding and awareness in gifted education over the last three decades (U.S.O.E., 1993), there has been large growth in the number of secondary schools in the United States specializing in the education of academically talented youth (Feldhusen, 1995a; Kolloff, 1997; Stanley, 1991). These schools challenge the great inclusion movement of the last decade that groups students purely by age; they group students instead by readiness, achievements and/or ability.

How are students chosen for these schools? What is different about the curriculum and teaching methods? What advantages does a student get from attending these high powered schools? Can they motivate students to strive for higher level academic and professional achievement than regular schools? Are they able to med the social and extracurricular needs of their students in addition to their academic needs? These are questions for which we sought answers by visiting anumber of these schools, observing classes, talking to students and teachers, and reading the schools' descriptive literature.

While several reports have looked at single schools such as the Clarkson School (Kelly, 1985), the North Carolina School of Science and Mathematics (Eilber, 1987), the Advanced Academy of Georgia (Boothe & Sethna, 1996), and the Texas Academy of Mathematics and Science (Andersen, 1996; Stanley, 1996) and there is research looking at the admissions processes of residential schools (Jarwan & Feldhusen, 1994), little research has been done on the academic environment of secondary schools for the academically talented. We have made an effort to synthesize the scarce literature that is available on these American secondary schools as well as summarize our observations from school visits and the schools' literature.
The Future Problem Solving Program — Australia
Authors: Strangward Suzanne
Published: January 2012

Children today aw growing up in a world which is becoming a global community with international obligations. There aw responsibilities for the ecological sustainability of our planet, protection of its resources and an ability to face and solve global crises. The future Problem Solving Program (FPS) provides children with an avenue for the development of skills, knowledge, strategies and understandings to help empower them to deal with change. PPS is multi-faceted; it is a small group, school-based, creative, futuristic, structured, multi disciplinary, suitable for whole class or withdrawal groups, year-long, competitive or non competitive, suitable for years/grades 1 to 12, problem-finding and problem-solving, thinking skills curriculum activity.
Parent Identification of the Talents of Gifted Students
Authors: Jin Suk-un , Feldhusen John F
Published: January 2012

Is it sufficient for gifted youth and their parents and teachers to simply know that they are gifted? On the basis of identification that a child is gifted, can schools plan and provide educational programs and services that will meet the educational needs of gifted youth? Or is it necessary to know the specific talents and aptitudes of youth as a prelude to planning and providing effective services for them? Recent research by Bloom (1985), Csikszentmihalyi, Rathunde, and Whalen (1993), and Achter, Lubinski, and Benbow (1996) clearly suggests that specific talents should be identified and used as the basis for educational planning and services. Long-range career goal setting on the part of gifted youth should also grow out of youth's awareness of their own talent strengths and be linked to areas of expertise and/or creative achievement that are logical outgrowths of specific talents.
The Theory of Successful Intelligence
Authors: Sternberg Robert J.
Published: January 2012

This article describes the theory of successful intelligence and how it can be applied to gifted education. The article opens with an introduction to the issue of abilities in gifted education. It continues by discussing the inadequacy of notions of IQ or general ability for fully characterizing intellectual giftedness. Then it describes the theory of successful intelligence. Next it presents evidence in favor of the statistical validity and usefulness of the theory in gifted education. Finally it draws conclusions.
The Limits of Traditional Assessment and Identification of Gifted children in a Brazilian “Favela”
Authors: Cupertino Christina
Published: January 2012

This paper analyzes some of the difficulties occurred during the process, still in the beginning, of extending the activites of a successful program for middle-class gifted students to a favola (slum) population. It presents some preliminary results of a quantitative/qualitative research that focuses the problems related to the use (or misuse) of traditional evaluation procedures in the identification of poor gifted children. The main purpose of the research is to point out some aspects that should be carefully analyzed to avoid not only the simple transposition of assessment procedures from one context to other, but also its consequences, such as discrimination and prejudice.
Reforms/Innovations in the Teaching of Reading
Authors: Roldan Aurora H.
Published: January 2012

“Reforms and innovations in the teaching of reading” is an exciting and challenging topic. I have seen the development — or sadly sometimes the lack of development — of reading education in our country over the past four decades. And I have spent a good part of those years seeking to push this field in new and mare effective directions.

When we say “reforms and innovations in reading”, what immediately comes to mind? Many of us think of new materials, new tests, more seminars, maybe even new devices and gadgets. It is easy to think in such terms, since these are concrete, visible and tangible.

But how many of us have seeen new books, tests and devices come and go — and yet our students' reading levels remain wanting? What could the problem be?

As I see it, the problem is that such reforms and innovations merely address the externals, the surface of the situation. What is needed is something far more fundamental. Genuine reforms and innovations can only come with an underlying change of attitude, of philosophy in the teaching of reading. To borrow a term from the corporate world — what we need is a “paradigm shift”, a change of mindset. The article will examine what is meant by “paradigm shift”.
A Problem Solving Strategy for Gifted Learners in South Africa
Authors: Horst Helen v R van der
Published: January 2012

Many educators and parents in South Africa are concerned about the provision of appropriate educational opportunities for gifted learners. A policy of mainstream education for all learners, including gifted learners, has been accepted by the national Department of Education. In this article a strategy of problem solving in the teaching and learning of gifted learners is explored as a possible way of differentiating the curriculum in order to optimise learning for gifted learners. The TASC (Teaching Actively in a Social Context Model) and Renzulli's Enrichment Triad Model in which learners are required to solve authentic problems are cited as valuable teaching-learning programmes in this regard.
Counseling Gifted Students: Past Research, Future Directions
Authors: Sajjadi Seyed Hossein
Published: January 2012

This article discusses the evolution of research, and current issues dealing with counseling of gifted students. It also addresses the contributions of early and recent pioneers of the field including Terman, Hollingworth, and Goivan. Special problems of gifted students along with the future directions in counseling the ablest are introduced.
Obstacles to Personal Creativity among University Students
Authors: Soriano de Alencar Eunice M. L.
Published: January 2012

This study examined personal obstacles to creativity among 385 university students. The Obstacles to Personal Creativity Inventory was administered to this sample. This instrument focuses on several factors that may block the expression of personal creativity. The results showed that the highest mean was observed in the factor labeled Lack of Time/Opportunity, followed by Inhibition/Shyness. Significant differences in means values were observed among male and female, and private and public university students. The male students ' mean was higher in the factor labeled Lack of Motivation, while the Social Repression's mean was higher for female students. The private university students presented higher means in two clusters of obstacles: Inhibition/Shyness and Lack of Opportunity. The results point to several obstacles to personal creativity, which are common among university students. These obstacles should be known by those involved in education for them to help students to be less susceptible to obstacles that hinder their creativity.
Giftedness, Responsibility and Schools
Authors: Freeman Joan
Published: January 2012

Responsibility is used here to mean being in charge of one's own behaviour whether in self-regulation or in relationships with others, whether in action or by omission. It is described as a mixture of intellect and emotion which schools can positively develop, and is particularly pertinent to the gifted as potential opinion formers. It is related to the development of social cognition which starts from birth. The growth of children's responsibility is considered within the school social context, individual emotional development arid the effects of the teacher and style of teaching. Teaching for responsibility is encouraged, for which techniques of applied psychology are outlined.
Educating for Moral Development
Authors: Spreacker Angela
Published: January 2012

This paper will begin by examining some of the characteristics of a person who is morally well developed. Then, two of the commonly held theories of moral development of human beings will be discussed. Next, some of the possible moral problems of gifted adolescents will be examined, as well as some of the reasons why these problems may occur. Finally, ideas will be given as to what school personnel can do in order to help gifted adolescents develop their full potential.
Multiple Case Studies — on Korean Creatively Gifted Kindergarteners
Authors: Jeon Kyung-Won , Jeon Kyung-Nam
Published: January 2012

This qualitative research study focuses upon 5 highly creative kindergartners and 5 low creative kindergartners and presents the results of a descriptive study, examining the profile of highly creative kindergartners and parent child rearing styles. The data sources were the mother, father, teacher, and the kindergartener. Research methods or investigation include document analysis, tests, questionnaires, in-depth interviews.

The results from both parents (mothers and fathers) of high creative cases revealed that there is a consistency on child rearing style between mother and father. Agreement between mother and father was best for the level of achievement toward their child, values on creative education and process, permissive parenting style. The mothers of high creative cases provide rich home environments to foster creativity and encouragement, response to questions, and the level of educational expectation are high in comparison to those of low creative cases.

The findings reported here describe uniqueness and challenges for consideration by researchers as well as parents and teachers who wish to foster creativity for the kindergarteners.
DISCOVER: Assessing and Developing Problem Solving
Authors: Maker C. June
Published: January 2012

Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) is an on-going program of research and development that began in 1987. The primary goal of the project is to design better ways to assess and develop the problem solving abilities of children and youth. Stemming from my doctoral dissertation in which I identified problem solving as a key component in the achievements of successful scientists with disabilities, I (1993; 1978; 1981; Whitmore & Maker, 1985), have investigated problem solving in varied domains, with diverse populations in projects funded by the Javits Gifted and Talented Education Program and The Office of Bilingual Education and Minority Languages Affairs in the United States Department of Education. In this article, I will summarize the important ideas and the research completed, both published and unpublished.
Teaching the More Able: An Update
Authors: Montgomery Diane
Published: January 2012

This article is an update of the author's analysis in Educating the Able (1996) and teaching for critical thinking. It suggests the teaching needs for the talented are often different from the generally more able. This large group of more able children tend to underfunction on a wide scale unless they are given a cognitively challenging curriculum. An analysis of what this curriculum consists of is undertaken and examples offered to suggest what teachers in every classroom can do to promote the abilities of all children in an inclusive setting without being detrimental to any particular group. The techniques suggested are modest changes by using ‘cognitive process teaching methods’ within the ordinary school curriculum in order to provide a developmental form of differentiation. These offer more experience of autonomy for learners, more problem solving and creativity for them and their teachers. The methods do not take significantly more time overall than current more didactic methods but are based in the constructivist theory of learning and do lead to secure and deep learning which makes the need for revision obsolete.
Whispers of a “MOTHER”: our Reflections on Guiding the Gifted and Talented
Authors: Cheung Wai Ming , Tsang Hector W.H.
Published: January 2012

As education and rehabilitation researchers but laymen as parents of a gifted child, the authors put forward the “MOTHER” approach, a simplified version of Silverman's model (1993), and suggest strategies that may be used by parents of gifted children to guide their talented and gifted children. The intervention strategies include mentorship, opportunities, integrity, high state of moral development, emotional intelligence development, and responsibility. Illustrations of these strategies were made with reference to their own 7 year old son. Integration of the model with Chinese philosophy is also discussed.
GIFT
Authors: Whybra Julian
Published: January 2012

The GIFT organization is one of the foremost European agencies in the education of, and in provision for, the exceptionally able. Within the UK it has a national and growing international reputation. Its activities range from in-school enrichment and extension courses for school students aged 4–18, age-specific residential weekend courses, week-long Summer and Easter Schools both at home and abroad, masterclass day-courses in various UK centres, the production of resources for the exceptionally able, and teacher in-service training. Most recently it has extended its brief to run courses for gifted undergraduates and graduates.
The Evaluation of a Pullout Program for Gifted Children in Israel
Authors: Rosemarin Shoshana
Published: January 2012

In a study that was conducted in one of the pullout centers in Israel, questionnaires were given to the participants, their teachers in the program, and in their classes, the principals, their parents, and their friends. The questionnaires were focused on a few topics: the identification of the gifted; the level of involvement of he parents; the teaching styles in the program; the problems related to the separation from the schools, the relationships between the schools and the program, and the attitudes towards the program. The attitudes of the students, who wished to stay in the program, differed significantly from those of the students, who didn't wish to stay. The latter were found to be more sensitive. The parents criticized the identification process, while the principals wished to rely more on teachers’ recommendations. Teaching in the program was characterized by extensive creativity, a great level of activity, more depth, openness, and flexibility.
Gifted Education in the 21st Century
Authors: Gallagher James J
Published: January 2012

The beginning of the 21st Century has been marked by sizable shifts in our viewpoints on a number of factors that affect the education of gifted students. Such changes have been brought about by new knowledge, plus the reorganization of existing information. Five major dimensions can be noted; (1) Our view of the concept of intelligence, (2) Our view on who is gifted, (3) Our differentiation of curriculum for gifted students, (4) Our struggle over the competing values of equity vs. excellence in American education, and (5) the new easy access to the world's knowledge through technology, which makes life-long learning a possibility and changes the role of teacher and student.
Reflecting on a Conversation with Joe Renzulli: About Giftedness and Gifted Education
Authors: Knobel Ron , Shaughnessy Michael
Published: January 2012

The following article compiled by the writers records the main points of a reflective conversation with Professor Joe Renzulli. The compilers explore the key ideas which have fired and motivated Joe Renzulli's focussed and long term exploration with regard to the needs of pupils, teachers, parents and administrators in the field of ‘Gifted Education’.
Developing Thinking Skills: a Pedagogy Based on the Notion of Explanation
Authors: Dunne Richard
Published: January 2012

Courses in ‘thinking skills’ are being greeted with the same level of enthusiasm that once heralded the introduction of Nuffield Science, programmed learning, modem maths, Initial Teaching Alphabet, calculators, cooperative group work, real books, SMP maths, investigations, ‘advance organisers’ and much else. All of these have several things in common. They were accepted on the evidence of work with experimental groups that recorded better results than ‘control’ groups; the experimental studies were all conducted with enthusiasts doing the teaching: when the methods and materials were disseminated the de-facto programme differed markedly from the intended programme (it was in each case simplified). And they all fell into obscurity. The following article offers an explanation of why this could have happened.
Acceleration: Still an Option for the Gifted
Authors: Heinbokel Annette
Published: January 2012

Myths seldom die, and they even remain alive with some of the researchers in gifted education. Hany (2001) says that acceleration through grade skipping is an option only for those children whose development is accelerated in all areas, who are generally gifted and who are “socially stable”. He adds that grade skipping puts all the responsibility for support onto the parents and ensures six months of stress for the family. The following article explores this issue.
Spiritual Intelligence: The Tenth Intelligence that Integrates all other Intelligences
Authors: Sisk Dorothy
Published: January 2012

More and more people everywhere are becoming ready and concerned with the untapped potential of the mind and consciousness. Previously, particularly in education circles, if you talked about inner voices, outer signs, or a guiding presence, you would be discounted or put away; today being committed is fine. The materialism and individualism of Western culture have created an empty space in the lives of a lot of people and there is a growing need for spirituality; a search for community as a result of urbanization; and a search for identity in an increasingly depersonalized society. People have become more and more disenchanted with experts in every field; and they are beginning to trust their own inner authority to seek a purposeful path, to create their own vision, and to realize a sense of empowerment.
The Plowden Vision Revisited: Managing Curriculum for the 21stC
Authors: Kerry Trevor
Published: January 2012

This article re-assesses the contribution of the Plowden Report (1967) to primary education and educational thinking in general It is suggested that Plowden was decades ahead of its time, many of its suggestions for reform having been only recently, or still to be fully, implemented. The article examines the way in which the Report has been scape-goated by politicians for political ends. It suggests that the Report, which was seminal in identifying the need to educate able and less able pupils more flexibly and in picking up issues such as possible under-performance by boys, has much to contribute to present-day thinking on educational reform, especially in the field of values-led educational philosophies.
Developing Potential in the Early Years
Authors: Dowling Marion
Published: January 2012

I am delighted to have the opportunity to write about the issue of dealing with children who show exceptional potential from a very early age and I will focus my thoughts on the following main ideas:
Achieving Excellence?
Authors: Hudspeth Albert
Published: January 2012

I added a question mark to the title because I think that we should all be questioning what is being achieved in our school/college/university/place of work It also points an arrow at our heart and forces us to answer the question as to whether or not as individuals we are achieving excellence in our own performance. There is a difference between doing well and doing the best we can. Has any one of us ever achieved our full potential? I know I have not. To recognise that is important in itself

This is not an erudite piece of educational research, so do not look for the statistics or the charts, they are not there. This little piece has no conclusive results or professional breakthrough to offer. Rather it is a perambulation through nearly forty years in teaching and an attempt to distil some thoughts about helping gifted children achieve the excellence of which they are capable.
Leadership for Transformation
Authors: West-Burnham John
Published: January 2012

School improvement has been the dominant model for educational reform for many educational systems in recent years. It is still the most robust model in terms of its academic integrity, its capacity to inform policy making and its impact on professional practice in schools. The dominance of school improvement in largely explained by its consistent success. There is little doubt that it has had a significant impact on the comparative performance of schools and school systems. Evidence from a wide variety of national systems points to the demonstrable success of the model against a wide range of criteria. In essence, performance has improved, achievement has been raised and a range of related outcomes have been met. However, this success has always been subject to questioning when the criteria for success are changed from generic, system wide improvements to a focus on the achievement of the individual child. Whether it is the realisation of the potential of an outstandingly gifted young person or the maximisation of the life chances of a young person with profound learning difficulties the prevailing system does not always seem able to accommodate specific, personal needs.

What might be described as the ‘Improvement Movement’ has created an effective hegemony since the mid 1980s. The combination of an emphasis on measurable outcomes and the improvement of the internal processes of the school has created an orthodoxy which has been reinforced by models of accountability and the redefinition of the characteristics of effective teaching and management in schools. It is an hegemony because it is a highly integrated model with educational policy moving from an enabling function to being deterministic. One of the key characteristics of educational policy making by many governments has been the increasing specificity of regulations and guidelines. It could therefore be argued that the school system is approaching an optimum state — it is difficult to envisage what else might be done to improve its efficiency and effectiveness.

However, one characteristic of the school improvement strategy that is practised by governments is that it has not in any way questioned the fundamental premise of the nature of the school as an organisation or of the system of administering schools. There has been a tacit acceptance of the school as the optimum means of organising education. Indeed, education has come to be defined as the outcome of schooling. This notion will be questioned later in the following discussion.
Diagnosing and Treating Learning Disabilities in Gifted Children: A Neurodevelopmental Perspective
Authors: Kokot Shirley J.
Published: January 2012

Gifted pupils who have learning difficulties are at a great disadvantage in the school system. This article reviews the identification of learning disabled, gifted children and the long-standing problems facing the remediation of their difficulties. An outline is given of an approach that applies neuroscience to understanding and treating the root cause of learning disabilities. A case study of a child labelled as “dyslexic” is used as illustration.
Precocity and Acceleration
Authors: Feldhusen John F.
Published: January 2012

Precocious kids have the motivation and the ability to surge ahead of what is normative for their ages and grade levels. Many first and second graders learn to read at levels in the reading curriculum that are typical for third to fifth graders. Some surge ahead in math too hut not as many as get ahead in reading. To get ahead precocious kids need access to advanced material, and that is easier to do in reading than in math. Brief contact without formal instruction often is all precocious kids need to learn and master advanced material.
Gifted Children in Slovenia between Theory and Practice
Authors: Ferbežer Ivan
Published: January 2012

The base of literature for the analyses in this article are laws; expressions of official politics 'The White Book'; the conception of identification and work with the gifted; some empirical researches; training of teachers; educators and school guidance services; research project work of a group of elementary schools; characteristics of professional literature.

The method of analysing the contents is orientated especially to following research problems: Conception and terminology of giftedness; identification of gifted pupils; realisation of specific intellectual, educational, social, emotional needs of gifted pupils at home and in school; training of teachers, educators, school guidance services; gifted education in the light of acceleration, segregation and enrichment; the sensitivity of the public; politics with regard to the needs of gifted children, records and informational arrangement of data, scholarships; and what could be learnt from the Slovenian experience.
Excellence in English Cities: Gifted and Talented Education and the National Training Programme for ‘Gifted and Talented Co-ordinators’
Authors: Lowe Hilary
Published: January 2012

This article traces recent developments in a national strategy for the education of highly able pupils in England, focusing on the government's Excellence in Cities school improvement programme. This programme seeks to ensure that ‘gifted and talented’ pupils in designated state schools, many of which present particular educational challenges, are identified and provided with opportunities to fulfil their potential. The author describes the unique national programme of continuing professional development, designed and delivered by the Research Centre for Able Pupils at Oxford Brookes University, which underpins the Gifted and Talented Strand of Excellence in Cities.
A Qualitative Research on Early Entrance to the First Grade: Social, Emotional, and Academic Maladjustment
Authors: Jeon Kyung-Won , Lee Shin-Dong , Lee Kyung-Hwa
Published: January 2012

In the past in the Korean educational system, every student should follow the 6-3-3 educational system; therefore, enrichment types of programs can be provided for the children under these circumstances. However, from 1996, 5-year-old children can be admitted to the first grade on the basis of the birth date. The 5-year-old youngsters have been admitted to the first grade and they were observed by their teacher for two months to decide whether they will remain in the first grade or go back to the kindergarten. In screening youngsters, there was no solid and careful procedure for the early admission, consequently there were quite a few drop outs who were not well adjusted in the first grade. If the children have not been carefully screened, there might be a maladjustment problem.

For these reasons, many educators, parents, and teachers fear that early entrance to the first grade system is too stressful for preschoolers and deleterious to their healthy social, emotional, and academic adjustment. In fact, some of the early entrants went back to their kindergarten due to the maladjustment. However, there is no in-depth research on the drop-outs and their parents who suffered from psychological stress.

Some research had been conducted to study these maladjustments (Jeon, 1998; Lee et al, 1998). However, these studies were basically done by using questionnaires and did not dig out the nature of the maladjustment problems. Therefore, the purpose of the research discussed in this article is to describe and investigate the social, emotional, and academic maladjustment for those early entrants to the first grade educational system in Korea who drop-out early.

Exploratory and in-depth interviews were conducted to ascertain the maladjustment experiences for three 5-year-old children drop-outs.
Infusing Talent Development Strategies into the Regular School System in Nigeria: Enrichment Clusters as a Starting Point
Authors: Obidoa Mabel
Published: January 2012

Developing talents has been a great concern in education. New conceptions of intelligence are revolutionizing educational practices. Because giftedness can occur in certain people at certain times and under certain conditions, (Renzulli & Reis, 1985), it is necessary to extend the pedagogy for the gifted to regular classrooms. The enrichment cluster was chosen for this study for multiple reasons.

This study used qualitative case study design to investigate the use of enrichment clusters as a starting point to infuse talent development strategies into the school system in Nigeria. The sample was made up of 27 boys and 33 girls between the ages of 13 and 19 years in Senior Secondary School (grades 10 to 12) drawn from different socio-economic backgrounds but from educated parents. Their common denominator was their interest in the cluster topic — an essential ingredient in any pupil programme.

The study found that a lone enrichment specialist in a regular school without programmes for the gifted and talented can expose students to high-order thinking skills and high-end learning through the use of Renzulli's Type I, II & III enrichments in an enrichment cluster. Parents and members of the community were found to be very helpful in conducting the enrichment cluster. The possibility of these people being advocates for programmes for talent development and mentors is discussed. Based on the findings, recommendations were made for further research.
Teacher Nomination: German Version of the Scales for Rating the Behavioral Characteristics of Superior Students
Authors: Rogalla Marion
Published: January 2012

Teacher nomination is often used as one criterion of a multidimensional approach towards identifying students with high abilities. Multiple criteria can be useful to identify students for gifted programs who may be overlooked using traditional methods. The teacher rating scales discussed in this study have been extensively used in the United States and have been translated into twelve other languages for use in identification of talented students in other countries. The purpose of this study was to develop teacher-rating scales for schools in the German speaking part of Switzerland. Therefore, the Scales for Rating the Behavioral Characteristics of Superior Students revised (SRBCSS-R) were translated from English into German and data were collected from certified teachers in public schools in Switzerland. Factor analysis confirmed the original four-factor structure from the American SRBCSS-R with a comparative fit index (CFI) of .89 and a root mean square residual of .07. Alpha reliability coefficients ranged between a = .86 and a = .96, providing support for the internal consistency of the instrument. Use of these scales is recommended as one criterion for identifying students with high abilities in Swiss schools and the evaluation of its appropriateness for other German speaking schools is encouraged. As more schools implement the Schoolwide Enrichment Model, the use of the SRBCSS-R will become more widespread.
Gifted Education in New Zealand
Authors: Moltzen Roger
Published: January 2012

New Zealand has enjoyed a system of free and compulsory schooling for 126 years. During this period many aspects of the New Zealand education system have been recognised internationally as innovative and forward-thinking. Unfortunately, support for gifted and talented learners has not been one of these, and as a nation we have a somewhat unenviable record in this area. However, almost overnight this situation changed, and a series of new initiatives over the past six years have transformed the educational environment for the gifted and talented. The nature of these developments is interesting, as they reflect some of the unique features of the country and its education system; but what is also fascinating, is to reflect on why, after 120 years of ‘official’ neglect, it has been acceptable to target this area for special development.
Enrichment Programs for Nurturing Creativity of the Korean Gifted
Authors: Cho Seokhee , Kim Hongwon
Published: January 2012

Gifted education programs in Korea have been dominated by acceleration since 1980's. With the goal of nurturing creativity of the gifted who are expected to solve unprecedented problems in the future, enrichment programs have been developed. Creative problem solving ability was defined as an ability to produce new and useful ideas or solutions through dynamic interactions among motivation, knowledge and skills in general and specific areas, and critical and creative thinking. With enrichment programs, students' problem awareness is raised in the beginning, concepts and skills needed to carry out projects are taught, and then students are asked to carry out projects aiming for creative products. Through the experiences of the programs, students are expected to become autonomous learners. About 70 programs in Language Arts, Math, Social Studies, and Science for the gifted at the elementary and secondary schools have been developed, revised, and distributed to all the after-school special classes for the gifted. After participation in enrichment programs, gifted students responded that they enjoyed the enrichment programs and wanted to continue to participate in the program, if possible.
The Scottish Network for Able Children (SNAP): A National Initiative To Support Schools and Teachers
Authors: Smith Chris M. M.
Published: January 2012

Unlike many other countries throughout the world Scotland has firmly embedded the education of able pupils within an increasingly inclusive education system. The Scottish Network for Able Pupils (SNAP) is a national organization, supported by the Scottish Executive, with a remit to take forward the development of education for more able pupils within this inclusive framework. This paper outlines SNAP'S origins, principles and aims.
Local Initiatives in Scotland, UK
Authors: Smith Chris M. M. , Barnes S. , Thomson M. , MacKenzie T. , Cox J.
Published: January 2012

The Scottish Network for Able Pupils (SNAP) has been working closely with a number of local authorities in Scotland for some years. In partnership with these authorities we have established a network of Associate Tutors who coordinate and act as a focus for staff development, policy and provision at a local level. These tutors are part of an ongoing and collaborative programme of staff development with SNAP staff at the University of Glasgow. We are particularly proud of the work that this group has achieved and this article celebrates what has been developed thus far at a local level.
Young Able Children: Parent's Perspectives
Authors: Sutherland Margaret
Published: January 2012

There is much evidence to support the notion that pupils, teachers and parents must work together if we are to ensure challenging and appropriate learning opportunities for all. This paper explores the role of parents in the education of young more able children.

In particular it examines four areas of interest: Identification/liaison; Social or life skills; Areas of particular ability; and Resources and Support
Some Educational Implications For Spiritual Giftedness
Authors: Fraser Deborah
Published: January 2012

In an increasingly secular society, spirituality (rather than religion) is more pervasive than ever before yet the area seems to be amorphous and hotly contested. Even Gardner has declined to commit to spirituality (or more broadly, existentialism), as an intelligence. What therefore, does this mean for students who have heightened spiritual awareness and ability? How do we identify these students let alone, begin to enhance their spiritual development?

This paper contrasts the claims surrounding spiritual giftedness including a comparison of moral, cognitive and theological dimensions. An analysis of what appears to be common to spiritual experiences provides a useful framework for examining this intriguing yet controversial area. Some implications for gifted students are suggested with examples drawn from classroom research.
A Reflective Conversation With Barbara Clark
Authors: Haight Marilyn , Shaughnessy Michael F.
Published: January 2012

Dr Barbara Clark is a Professor Emeritus in the Charter College of Education at California State University, Los Angeles. Dr Clark is the author of the widely used text, ‘Growing Up Gifted’, now in its sixth edition (2002), published by Merrill/Prentice-Hall and ‘Optimizing Learning’ published by the same company in 1986. In addition, she has published many articles in a variety journals, serves as editor of ‘World Gifted’, and is a review editor for several journals including ‘The Gifted Education Communicator’, and ‘Gifted and Talented International’.

Dr Clark is the Immediate Past President of the World Council for Gifted and Talented Children, a Past President of the National Association for Gifted Children, and is on the board of Directors and a Past President of the California Association for the Gifted. She was named California State University, Los Angeles Outstanding Professor of 1978–1979 and nominated for California State Universities and College Trustees Award for Outstanding Professor in 1980-1981 and 1984–1985. Dr Clark received the World Council International Distinguished Service award in 2003.

Dr Clark has presented major addresses and workshops throughout the United States, Australia, Austria, Canada, England, Mexico, South Africa, the Netherlands, China, Kyrgyzstan, Taiwan, Hong Kong, Spain, Turkey, and Thailand. Her current interests are in the improvement of gifted education, the further development of Integrative Education, a model for optimizing learning that is based on brain/mind research, and research into intuitive intelligence.
A Reflective Conversation With Joan Freeman
Authors: Shaughnessy Michael F.
Published: January 2012

Joan Freeman has been studying gifted children and their families for more than 25 years. She has written numerous books and papers, and has been highly active in advocating for gifted children and gifted education. She is Founding President of the European Council for High Ability and has presented at conferences and other venues in most parts of the world. She is visiting Professor at Middlesex University, London, Senior Vice-President of the College of Teachers and a Fellow of the British Psychological Society. In this ‘interview’, partly culled from her book ‘Gifted Children Grown Up’ (2001) she responds to some salient questions regarding gifted children and their families.

Starting in 1974, Joan's continuing in-depth comparative study of the development of the labelled gifted compared with unlabelled gifted and other children has provided a much richer seam of information than, for example, a phoned-in or ticked questionnaire. Not least, because every word was audio-recorded, it has demonstrated the unreliability of memory as time goes by.

Recognised gifted children, aged 5 to 14, were compared with non-recognised but equally gifted children as well as with a random sample of children (N=210) in Britain. Each trio, matched for age, gender and population was the same school class, so holding educational experience constant. The whole sample was given a battery of tests, and they and their parents and teachers were interviewed in-depth in their homes and schools across the country. Now, in 2004, the work is in action again, searching out and questioning not only the sample, but their children too.
Recent Developments in Provision of Education for the Gifted & Talented (GT) in indonesia
Authors: Semiawan Conny
Published: January 2012

In Indonesia, there is an increased awareness that all children need to receive an education that takes into account their special characteristics as learners. Those who possess higher intellectual abilities and the potential for outstanding achievements in comparison with their classmates will receive a differentiated educational opportunity to be able to realise their potentials fully. Yet, those who don't possess those advanced skills, will be treated with an appropriate program in accordance with their particular needs.
A Curriculum of Opportunity: Developing Potential into Performance
Authors: Wallace Belle , Donnelly Verity
Published: January 2012

The following paper summarises the guidance document produced by ACCAC (Qualifications, Curriculum and Assessment Authority for Wales). The document provides guidance to schools on meeting the needs of more able pupils. The main points are outlined below, but the actual document abounds with case studies of good practice. The document was compiled by a Working Party representative of schools and advisers in conjunction with Belle Wallace and Johanna Raffan (NACE: National Association of Able Children in Education). The full document can be obtained from ACCAC Publications, PO Box 2129 Erdington Birmingham B24 8TH Fax 0121325 9052 or from the ACCAC website www.accac.org.uk

The Welsh Guidance Document is a celebration of a policy of Inclusion with Differentiation.

‘Let me first have the opportunity to discover what I can do — then give me the support and encouragement to develop the capacities I have, not only for myself but also in the service to others. I need to know that I can reach for the stars, but I need you to show me how.’
The Use of Curriculum Compacting and the Schoolwide Enrichment Model in China
Authors: Yang Wenzhong (Eric) , Reis Sally M.
Published: January 2012

The Schoolwide Enrichment Model: A How-to Guide for Educational Excellence (SEM) (Renzulli & Reis, 1997) was translated and published in China in 2000. The ideas proposed in this book have caused discussions to begin within the Chinese educational reform movement, because of the ideas offered by the American experiences of education and creative/productive giftedness. This article discusses ideas about educational reform before and after the publication of the SEM, such as the experimental use of curriculum compacting and enrichment replacement activities in China. It further describes and discusses a sample application of the Renzulli and Reis approach suggested in the Schoolwide Enrichment Model that might work in China and other international settings.

The best way to predict the future is to create it Joseph Renzulli
Cultural Conceptions of Giftedness: Australian Research on Aboriginal Perceptions
Authors: Vasilevska Sue
Published: January 2012

This paper will highlight significant Australian research in the largely ignored area of cultural conceptions of giftedness, but will focus on a snapshot of the interviews and surveys conducted with years 4, 5 and 6 Aboriginal students, their teachers and their communities. These interviews and surveys ask about their perceptions of giftedness and talent and their attitudes towards a selection of available gifted and talented provisions (Taylor, 1998).
Some Australian Findings about the Socio-Emotional Development of Gifted Pre-Schoolers
Authors: Farrent Sue , Grant Anne
Published: January 2012

Young gifted children are described in the literature as vulnerable in their social and emotional development (Roedell, 1986). However, little evidence-based research is available to guide teachers in understanding and planning for their socio-emotional needs and there appear to be difficulties in implementing some of the recommendations from the gifted education literature. In response to this situation two recent Australian studies, although independent, have focused on the social experiences of gifted preschoolers. One has been conducted across South Australian preschools and the other within a designated program for gifted preschoolers in a centre in Melbourne, Victoria. The findings suggest that while gifted children predominantly desired friendship, a number of factors, including age-restricted settings and asynchrony, complicated this process.

This paper will discuss these factors as well as the implications for the involvement of gifted preschoolers in typical early childhood settings.