bluuebunny/crossref_metadata_2025 huggingface dataset:
An Optimal Model for Decision-Making by Individuals
Authors: Kaniel Shlomo
Published: January 2012

This paper presents a detailed optimal model of a metacognitive decision-making process for individuals. With the aid of an organizing diagram, the various stages of decision-making are presented: gathering and organizing information prior to problem definition; definition of the problem; gathering and organizing information in the light of the definition; planning the solution's implementation, and feedback. The process involves two systems. One, which is supportive, includes mental imagery, self-talk, regulation of processing, management of time and resources, and precision. The second system oversees the process through monitoring and control. The model's advantages are expressed in four areas: high probability of correct decisions, over time; reduction of grave errors; creation of new strategies; and facilitation of positive transfer to new tasks and situations. The paper proposes several future directions: expanding the theory to include group processes and affective and motivational factors, validation of the model through empirical and qualitative studies, and application of the model in instruction, learning and various other fields.
The Importance of Metacognition in the Literacy Development of Young Gifted and Talented Children
Authors: Williams Mary
Published: January 2012

Drawing on a research project that set out to identify variables that children, considered as gifted and talented use to extend and develop their literacy (Williams and Rask, 2000), this article concentrates on one finding, namely, that these children possessed some metacognitive awareness of how they were learning. Importantly, this had impacted on their progress in literacy in a positive way. Other findings replicated much of what is already known about the significance of preschool home influences through play on the emergence of literacy. Data was collected during interviews with gifted and talented Year One children (six children in the sample: 4 boys and 2 girls) their parents and teachers. These five and six year olds had some understanding of how they were learning and knew why it is important to be literate. It is concluded, therefore, that there should be a metacognitive element to all literacy lessons, even in Key Stage One, and that this might have a bearing on raising literacy standards for all children — not just those who are gifted and talented — in the future.
What Does Musical Talent Look Like to You? And What is the Role of the School and its Partners in Developing Talent?
Authors: Williams Frankie
Published: January 2012

Off all the gifts with which individuals may be endowed none emerges earlier than musical talent (Gardner 1993).

This short article is written to ask you to address the title question. What does musical talent look like to you? And I hope you might be motivated to send me some short case studies or vignettes of individuals whom you consider or have considered to be musically talented. I have used a large number of examples citing boys in this article as it is suggested that more girls than boys are studying music at present.
Development of Mathematical Creative Problem Solving Ability Test for Identification of the Gifted in Math
Authors: Kim Hongwon , Cho* Seokhee , Ahn Doechee
Published: January 2012

To identify the mathematically gifted, Mathematical Creative Problem Solving Ability Test (MCPSAT) was developed. The test was developed for 2 years. In the first year, mathematical creative problem solving ability was conceptualized through literature review. Exemplary items were developed and pilot tested. In the second year, the actual test was constructed and standardized. National and local norms were constructed. Statistical analyses verified that the MCPSAT was valid and reliable to be used in identification of the mathematically gifted. Types of problems, specific criteria for scoring and statistical analyses for verification on goodness of tests are described in this paper.
Policy Issues Related to Curriculum Development and Implementation for Gifted Education in Science in Korea
Authors: Seo Hae-Ae , Cho Seokhee , Kim Hongwon , Jung Hyunchul
Published: January 2012

The article examines admission policy issues related to curriculum development and implementation for the gifted education in science at special high schools in Korea. High school admission policies provided a means to identify and select a population of the scientifically gifted with certain characteristics and gave major directions for curriculum development while university admission policies had significant influences on curriculum implementation in special high schools. The admission policies for science high schools in Korea selected a homogeneous group of high achievers in all subject areas while special high schools for the gifted tended to select a heterogeneous group of the scientifically gifted in various areas of science including physics, chemistry, biology, earth science or information technology. University admission policies seemed to function as a parameter to achieve successful curriculum implementation.
The Irish Centre For Talented Youth
Authors: Gilheany Sheila
Published: January 2012

The Irish Centre for Talented Youth is a national centre for exceptionally able young people and provides services for them, their parents and teachers. This article describes some of the work of the centre since 1993, including, Saturday, summer and correspondence courses for over 2500 children annually.
Gifted Education in a Democracy: Refuting the Critics
Authors: Jewell Paul
Published: January 2012

Gifted education practitioners care about the needs of individual children. They strive to promote cognitive, moral and social development, and celebrate the fulfilment of human potential. In a democracy, educators struggle to provide for the differing needs of individual students. The Australian democracy is similar to other democracies in this respect. Recently, the Australian Senate conducted an inquiry on ‘The Education of Gifted Children’ (2001). The Senates concern to balance individual fulfilment with inclusive practices is echoed by the OECD report ‘Understanding the Brain’ (2002).

Yet gifted education in Australia still has vocal, even vituperative critics. They describe gifted education as elitist, unjust, undemocratic, and even intentionally eugenic. These are serious charges, and demand a response.

Such critics, it must be said, do not understand democracy. The very nature of democracy requires an acknowledgment of individual differences in its citizens, and respect for individuality. In contrast, the critics confuse equality with identity, and demand that justice requires identical treatment for all. This error is avoided in gifted education, which addresses the satisfaction of individual educational needs and the recognition of individual potential.

This paper provides arguments that support the role of gifted education in societies that cherish fairness, freedom and fulfilment.
Investigating the Role and Experiences of Gifted and Talented Coordinators
Authors: Gruppetta Maree
Published: January 2012

In the majority of Australian schools the responsibility for gifted education has been designated to the appointed Gifted and Talented Coordinator. Despite this responsibility few studies have concentrated on these Coordinators. The main aim of this qualitative case study was to investigate the role and experiences of Gifted and Talented Co-ordinators, specifically those in Priority Funding Schools Program (PFSP) schools in a socio-economically disadvantaged area of Western Sydney, New South Wales (NSW). This paper reports on a single aspect of an in-depth qualitative case study investigating the role and experiences of Gifted and Talented Coordinators in these Australian schools. The findings indicate the impact of teacher expectations on students disadvantaged by residence in lower socioeconomic areas contributes to a ‘deficit view’ of student abilities by educators. The ramifications for identifying gifted and/or talented students are profound.
Teacher as Counselor: Enhancing the Social, Emotional, and Career Development of Gifted and Talented Students in the Classroom
Authors: Greene Meredith J.
Published: January 2012

Two of the guiding principles of gifted program standards are that gifted learners must be provided differentiated guidance efforts and affective curriculum (Nevitt, 2001), yet many gifted and talented students are receiving inadequate social, emotional, and career counseling. There are many reasons for this, including a shortage of personnel trained in working with gifted students, emphasis on academic achievement and tests scores, and the belief that gifted students can manage on their own. In many schools, guidance or counseling of students is the sole domain of professional counselors; however, most school counselors do not have training in gifted education and because they are burdened with large caseloads, administrative duties (i.e., scheduling), and crisis counseling, they often must function in a triage mode, attending to only the most serious problems with little time left for anything else.
The Relationship Between Master Music Teachers and Master Students: Counseling Concerns
Authors: Syrjala Minna , Saarela Heli , Lehtonen Kimmo
Published: January 2012

The relationship between the music instructor and the pupil has only been superficially examined. As advanced students in music become even more talented and sophisticated, they need increasingly greater amounts of individual attention from accomplished musicians and instructors. As students hone and sharpen their skills, they need increasing amounts of attention, supervision and nurturing from their master teachers. This paper explores the quality of such a relationship and other specific concerns such as the need for counseling, mentoring and consultation.
Dyslexic and Gifted: Are the Two really Compatible? And How Can these Learners be Nurtured?
Authors: Peer Lindsay , Tresman Susan
Published: January 2012

For many years people questioned the very existence of dyslexia. Comments muttered under the breath implying that middle class parents were using the word ‘dyslexia’ as an excuse for poor performance were not uncommon. The thought that a child could realistically be both dyslexic and gifted was inconceivable! As for those who were from non-white backgrounds - dyslexia was simply not considered a possibility! At a SCAA conference (late 1990s) on English as an Additional Language, issues relating to dyslexia and to high I.Q. were not explicitly included when debating and defining future government policy on language and literacy acquisition for this large minority of learners.

Today, attitudes and understanding have moved on. There is much research in areas of science, health and education which proves both the existence of the condition and offers a way forward through effective practice. As a result of this, Government policies and practice have changed in many parts of the world and the place of the dyslexic learner is now recognised. Practitioners and psychologists know that learners can be gifted in certain aspects of their thinking and learning whilst still struggling to put pen to paper.
Five Gifted Boys in one Classroom: A Case-Study
Authors: David Hanna
Published: January 2012

This is a seven-year study of five gifted Israeli boys aged between three and a half to four and a half years old. Described are the regular classroom enrichment program in which three of them participated from third grade onward, and their other activities (e.g. sports, chess, etc.). Physical, psychological, educational, and familial details are also provided. Details are provided of the boys' social standing, and the relationships among the boys. Educational problems such as underachievement, boredom, and lack of challenge are discussed. Among the recommendations suggested are paying special attention to firstborn gifted boys who are socially at risk, and more frequent application of acceleration strategies.
The Effects of a Pull-out Enrichment Project on academically able 9- to 10-year olds: The Pate's Curriculum Enrichment Project
Authors: Davison Laura , Coates David , Johnson Sharon
Published: January 2012

This paper provides an overview of a pull-out enrichment project in Cheltenham targeted at academically able 9- to 10- year old (Year Five) children. The structure and curriculum of the project are detailed and the ways in which children have benefited from participation are discussed in the light of an evaluation of the programme, as are the drawbacks. The benefits of key aspects of the project are highlighted for schools that might be interested in setting up similar programmes.
The Torn Learning Sprockets: Stars in the Ascendant
Authors: Maree J. G.
Published: January 2012

In this article we report on research-in-progress. A number of bright black youths are currently studying at the University of Pretoria, thriving in a project that seeks to address the challenges faced by so many children from South Africa who daily face adverse conditions in their struggle to gain education so that they can earn a decent living and contribute to the development of the country. Our article contemplates the multilayered challenges at a South African university signified by diversity. Our hope is to contribute to the current debate on developing a counselling mode giving recognition to social groups belonging to the middle and low ends of society's power structure — especially as played out in the domain of education and psychology.
Motivational Orientations and Cognitive Abilities: An Empirical Investigation in Primary School
Authors: Stoeger Heidrun , Ziegler Albert
Published: January 2012

In an empirical investigation with fourth grade students, the correlation between motivational orientation and cognitive abilities was placed under examination. Outcome variables were performance, confidence in one's own abilities and anxiety. Cognitive abilities and learning goal orientation both correlated positively with favorable expressions of the outcome variables. Performance goals, however, proved to be maladaptive in our study. From a theoretical perspective we find two points to be of basic importance: First, although almost all conceptions of gifiedness accord high motivation levels a great deal of importance for achievement of excellence, motivation itself is conceived in rather simplistic terms. Our study confirmed that high motivation can also be detrimental and that the exact form of motivation is consequential Second, it could be demonstrated that motivation and cognitive abilities interact. This implies that findings made in motivation research can not be simply transferred to the gifted. From a pedagogic perspective, a learning goal orientation seems worth encouraging, while, in contrast to opinions often expressed in the literature, an approach goal orientation seems to be affiliated with hazards for the learning processes of gifted individuals.
Children and Philosophy: Is This Possible?
Authors: Echeverria Eugenio
Published: January 2012

In this paper I will talk about philosophy within the context of the work I have done with children and teachers during the past 25 years using (mainly but not exclusively) the materials created by Matthew Lipman at the University of Montclair, in New Jersey. These materials have been translated and adapted for their use with Latin American children.
Here Comes Philosophy Man: Philosophising the Primary School Curriculum
Authors: Staricoff Marcelo
Published: January 2012

‘Here comes philosophy man’ shouted a very excited Year 1 child as I approached his classroom for their weekly philosophy sessions. This is one of the greatest accolades that I ever received and is the inspiration behind the approach described in this article.
Classics Curriculum: A Focus to Differentiated Curriculum
Authors: Kaplan Sandra N.
Published: January 2012

A layered approach to differentiate curriculum is discussed as an example of accommodating a range of goals including core, differentiated, classic, individualized, theme and generalization. Each layer represents a specific goal. This article examines how the layered approach to differentiated curriculum provides educators options to acknowledge multiple goals that respond to the abilities, needs and interests of gifted students. The importance of inclusion of a classics layer in a differentiated curriculum is discussed and illustrated.
Differentiating Curriculum for Gifted Students by Providing Accelerated Options
Authors: Cupertino Christina
Published: January 2012

This article describes the role of a psychoeducational intervention, the Creativity Workshop as an example of differentiation involving — the identification of abilities and their appropriation by youth enrolled in a social program in the suburbs of São Paulo, Brazil It describes the way the Creativity Workshop can be introduced in educational programs for low income youth. The results obtained in one workshop program, include its role in deepening reflections on the conditions impairing recognition and actualization of the abilities of the participants, who are involved with basic survival issues, physical and emotional In activities promoting free expression and the deepening of self-knowledge and interpersonal relationships, in a challenging and accepting environment, the 20 youngsters participating in this project had the opportunity to discover their potential, and redesign their future.
Inspiring Teachers to Discern and Enrich Gifted Learners in a Disadvantaged Environment
Authors: Olivier Tilla , Wood Lesley
Published: January 2012

This article provides a platform for our voices, and the voices of the teachers with whom we are interacting, to be heard via our critical reflections on a project undertaken to assist teachers to discern gifted learners in a disadvantaged environment in the jurisdiction area of Port Elizabeth (now Nelson Mandela Bay). The article outlines how we systematically reflected on our work, forming educative relationships both with the teachers and one another, in order to generate our own living educational theories of practice. We tell the story of how we elicited critical awareness, both within ourselves and the teachers, and facilitated the development of competencies and confidence to deal with the specific challenges these educators face in their teaching.
A Reflective Conversation with Patrick Suppes: A Philosopher Scientist
Authors: Kennedy Cindy Kleyn , Shaughnessy Michael F.
Published: January 2012

Dr. Patrick Suppes, Lucie Stern Emeritus Professor of Philosophy at Stanford, is a remarkable gentleman of many interests, truly a philosopher-scientist. He is a Fellow of the American Association for the Advancement of Science (1962); the American Psychological Association (1964); and the American Academy of Arts and Sciences (1968). Dr. Suppes is also a member of the National Academy of Education (1965), and the National Academy of Sciences (1978), as well as a member of the American Philosophical Society (1991).

Dr. Suppes has received the American Psychological Association's Distinguished Scientific Contribution Award, Columbia University Teachers College Medal for Distinguished Service (1978) and was awarded the National Medal of Science (1990) by President George H. W. Bush. In 2003, Dr. Suppes was laureate of the Lakatos Award for his contributions to the philosophy of science.

He has published extensively in philosophy and the social sciences, in particular, psychology as well as education. He is a past president of the Pacific Division, American Philosophical Association (1972–73); the American Educational Research Association (1973–74); the National Academy of Education (1973–77), and International Union of History and Philosophy of Science (1975, 1978).

Patrick Suppes has made significant contributions to the philosophy of science, the theory of measurement, foundations of quantum mechanics, psychology, decision theory, and educational technology. He went to Stanford in 1952 where he continues to work today.
Much ado about nothing: on the achievements of Israeli students in the mathematics TIMSS-2003 examinations
Authors: David Hanna
Published: January 2012

When the results of the Timms-2003 examinations had been released for publication it had become obvious that Israel was facing a major challenge regarding mathematical education. The decline in mathematical attainment in Israel started back in the 80s, but until the 1999 Timms results, placing Israel well under the international means, no serious consideration as to how to change the situation had been taken by the education system. In 2003 the results of the mathematics and science examinations seemed to be somewhat improved, but the 3-face problem had nonetheless remained more or less the same. I will hereby specify why the improvement in the mean international achievements had been just a “cosmetic“, facial, by under-covering the statistics behind the sample and showing that when many more third-world countries “join the club“ the relative position of the older members looks artificially better.
Using TASC to Structure a Maths Investigation
Authors: Willmoth Andrew
Published: January 2012

I've used this investigation with Year 2, children (aged 7 years) with active support and intervention, across the Key Stage 2 (aged 8 to 11 years) and with many staff groups to illustrate the value of using TASC to promote learning in Maths. Multiplication Tables are a very important tool (a lot of other activities in Maths depend on our knowledge of our tables), but are often taught in an unimaginative, passive or rote-learning way. The problem with this can be that previous knowledge is rewarded rather than today's learning.

Although, at heart, this problem involves a simple multiplication table, pupils will get far more from it than they would a rote-learning tables activity (and they will practise their tables as well!) The idea is not new (I borrowed it from somewhere, perhaps the Numeracy Strategy Additional Materials), but it is a terrific one for promoting thinking and transferable problem-solving skills.
The Wonders of Back Seat Teaching
Authors: Skellon Shawn
Published: January 2012

This article describes a practical curriculum intervention programme based on the Thinking Actively in a Social Context Framework (TASC). Learners have created their own learning pathways resulting in amazing improvements in student attention, motivation and self-initiated enquiry.
The Relationship Between Preschool Teachers' Professional Ethical Behavior Perceptions, Moral Judgment Levels and Attitudes to Teaching
Authors: Oktay Ayla , Ramazan Oya , Sakin Ahmet
Published: January 2012

Morality is the stance and attitude that makes a social human being; the display of behaviors such as praise, criticism, tolerance and intolerance, confirmation and rejection; the taking of sides by stating what one finds good or bad, right or wrong, instead of staying indifferent to what other people say and do (Pieper, 1999).

Moral development needs to be taught at schools from the personality-shaping years of preschool so as to raise individuals with a strong sense of morality. Teachers are as important as families in children's moral development. Although parents may play a crucial role in child development within the family environment, once children start school, teachers take the primary importance in children's lives. As pointed out by Dewey (1995), telling preschool children to behave morally has very little contribution towards the development of moral behavior. Therefore, it is of utmost importance that teachers involved in morality education act as models for children by displaying ethical and moral behavior.

As a discipline, morality is the collection of ethical codes reflected in practical everyday life; they constitute the value system guiding a society's behaviors, attitudes and beliefs. In their studies, Oser (1991) and Terhart (1998) state that teachers' professional quality depend on the development of cognitive, moral and practical domains, and that these three together define teacher competencies. Therefore, it is not enough for teacher education programs to improve teachers in only one domain; moral judgment levels and teaching attitudes play a determining role in the identification of teacher ethical behaviors. Starting from this, the present study investigates the relationship between preschool teachers' professional ethical behavior perceptions, moral judgment levels and teaching attitudes.

The sample includes 464 randomly selected preschool teachers working in 10 different regions of Istanbul. Three different measurement tools were used: Preschool Teacher Ethical Behaviors Scale, Moral Judgment Test, and Teaching Attitudes Scale. The results seem to imply that a linear relationship exists between the variable of ‘preschool teachers’ ethical behavior perceptions’ and the variables of ‘moral judgment level’, ‘democratic attitude’, ‘autocratic attitude’ and ‘apathetic attitude’. Put differently, preschool teachers' perceptions about ethical behaviors are predicted by moral judgment level, democratic attitude, autocratic attitude and apathetic attitude.
A Comparison Of the Cognitive Development of 3–6 year-old Children who Receive Family-Supported Preschool Education, Institutional Education and no Education
Authors: Zembat Rengin , Kuday Fatma Servet
Published: January 2012

This study aims to examine the effects of Family Supported Preschool Education programs on the development of preschool children. By measuring the effects of family-supported preschool education on cognitive development, this study helps support alternative methods of making preschool education more widespread.

The study uses the experimental model. The cognitive development of 3–6 year-old preschool children who did not undergo any education, who received institutional education, and family-supported education was compared against the Marmara Development Inventory. The first two groups were not given any special treatment, while the group receiving family-supported education was given cognitive education by the researcher through one-to-one support. The effectiveness of this program was investigated.

The study group comprised a total of 173 children aged between 3 and 6 years and residing in Gaziantep between the academic years 2005–2007. Among these children, 56 did not receive any preschool education, 58 were attending an official preschool affiliated to the Ministry of Education, and 59 were receiving family-supported preschool education.

The results from this two-year study were analysed by using the SPSS 11,0 package program. The results showed that family-supported education contributed to children's cognitive development in all age groups (36–48 months, 49–60 months, 61–72 months). It was also found that not having received any preschool education, having a mother who received education in child development, and the income level of the family are all variables which affect cognitive development. On the other hand, parental education levels, parental jobs, sex of the children, and the number of siblings were found to be not effective in children's cognitive development. In sum, family-supported education was found to be effective.
Practical Illustrations of Global Awareness Activities in New Zealand Schools
Authors: White Sonia
Published: January 2012

This article describes some of the ways that schools in New Zealand promote global awareness and active service for the betterment of others, locally, nationally, and globally. New Zealand culture has a tradition of reaching out, and while most activities are not limited to gifted students, there is an expectation that the best and brightest students will take a leadership role and become actively engaged in issues that they ethically or morally hold dear. Many of the opportunities provided are co-curricular activities, but special programs have a role in the social-emotional development of our gifted students.
Teachers' Responses to the Gifted and Talented Policy in the UK: A Review of the Landscape
Authors: Koshy Valsa , Pinheiro-Torres Catrin , Casey Ron
Published: January 2012

The study reported in this paper explores how primary school teachers in England are responding to the gifted and talented initiative, introduced by the UK government a decade ago. A survey carried out with a national sample of primary school teachers showed that an increasing proportion of teachers, compared with a survey carried out in 1996, were identifying their gifted and talented children. There was also an increase in the number of schools which have policies for gifted and talented education. However, the survey also indicated a number of issues which need addressing if the initiative is to achieve its objective of providing the best possible educational opportunities for children. For example, it was found that a significant number of practitioners were not aware of the existence of the National Quality Standards for gifted and talented education, provided by the UK government in 2007, and the subject- specific criteria provided by the UK's Curriculum Authority for identification and provision have been largely ignored. The process of identifying gifted and talented children seems haphazard and based on pragmatic considerations. Analysis of teachers' responses also revealed a range of views and theoretical positioning held by them, which may have implications for classroom practice.
How to Transform Theoretical Knowledge of Mathematics, Science, and Engineering to Solve Real-Life Problems: A Pragmatic Approach for School Age Students
Authors: Muammar Omar M.
Published: January 2012

In this article, I presented a pragmatic approach for transforming theoretical knowledge of mathematics, sciences, engineering to solve real-life problems. The article is based on 10 years of experience in developing summer enrichment programs for gifted students in Saudi Arabia. These programs were hosted by major institutions and sponsored by King Abdullaziz & his Companions Foundation for Giftedness & Creativity. Top gifted students from grades 4 to 11 were enrolled in these programs and were taught by experts in various science domains. The model of the summer programs was an integration of several types of learning opportunities and various levels of enrichment to help gifted students: (a) develop their latent potential to the maximum level, (b) develop their critical and creative thinking skills, and (c) apply science principles to solve real-life problems. Examples of programs outcomes and solutions to real-life problems were highlighted.
Identifying more able Pupils in Secondary Schools
Authors: Postlethwaite Keith , Denton Cliff
Published: January 2012

This paper describes part of a recent piece of research into the identification of pupils who have high potential for performance in specific areas of the academic curriculum in secondary schools. We discuss the relationship of this work to the broader definitions of giftedness which are now of considerable interest, and to the existing studies of identification, which tend to concentrate on high IQ children. We outline a test based method of identifying the pupils who have high potential in a specific subject, and report on the extend of the agreement between identification based on such a test procedure, and that based on teachers' judgements. Finally we draw out some implications of the findings for the way in which identification and provision should inter-relate.
Building Materials for Gifted Children
Authors: Foster Leslie
Published: January 2012

Leslie Foster describes how groups of teachers in Croydon, England, work in collaboration to produce extension materials for exceptionally able primary pupils. The aim is to produce classroom projects with differentiated tasks to cater for the varying interests and abilities of pupils. Preparation is shared and ideas discussed in regular workshops and pupils and teachers evaluate the projects in practice in the classroom.
The Ideal Science Lesson
Authors: Endean Lou
Published: January 2012

Every summer Nene College School of Sciences organises a one week Science Enrichment Course for 13 year old children who are talented in Science. This paper describes how the course was set up by a working party of keen science teachers, who although they feel that the needs of the most able should be met within the normal school, with increasing pressures and decreasing resources, this task is a formidable one. The paper describes the methodology for testing the children and includes a summary of the test results which indicate that talented children in Science are very demanding on both resources and teachers' time and consequently they are not challenged nearly enough. Children had forthright comments to make about science education and it is a refreshing change to record what children feel and think.
The Problems of the Highly Gifted in Argentina
Authors: de Paz Hilda Carabajal
Published: January 2012

In 1979, Argentina officially recognised the need for a study of the problems of the highly-gifted child. This took the form of a study of the bibliography on this subject, the formulation of a scheme for detecting such cases, and a tentative teaching approach. Creativity is seen as an essential component of giftedness and family counselling is considered of paramount importance. The needs of the gifted are perceived as an aspect of special education with the emphasis on providing for those needs within the normal school.
Meeting the Creative Mood Half Way
Authors: Willings David , Bruce Cindy
Published: January 2012

This paper discusses the creative process and the conditions which are necessary for the liberation of creative ideas. Professor Willings' research, which is summarised here, suggests that each creative individual needs an essentially personal environment, stimulus and conditions of working in order to be able to function creatively. Each creative person, however, needs to be helped, through counselling, to identify for himself/herself the idiosyncratic optimum conditions he/she needs so that these can be deliberately fostered to facilitate creative functioning.
Gifted/Learning Disabled Children: an Overview
Authors: Yewchuk Carolyn R.
Published: January 2012

Because of their contradictory characteristics, arising from superiority or excellence in some areas of functioning and inferiority or failure in others, the gifted/learning disabled are doubly at risk socially, psychologically and educationally. They face immense difficulties regarding general acceptance of their existence, accurate identification of their strengths and weaknesses, and educational programming relevant to their special needs. Beginning with a brief historical perspective on the separate disciplines of giftedness and learning disability, this article goes on to examine the characteristics of different subgroups of the gifted/learning disabled and factors relative to their recognition and identification, and concludes with some general guidelines for their education.
Do Very Able Pupils in Science have Special Needs?
Authors: Screen Peter
Published: January 2012

This paper outlines some of the findings of the ESTEAM project (Enrichment Science and Technology for Exceptionally Able and Motivated Pupils) which takes place regularly at Warwick University, Coventry, U.K. The writer argues for special courses during which pupils of exceptional ability can work for extended periods of time on real science/technology problems. The pupils' need for challenge can be met and they can communicate at a meaningful level with their intellectual and chronological peers.
Sex Differences in Science and Mathematics for More Able Pupils
Authors: Harvey Jim , Goldstein Sherma
Published: January 2012

In this work 244 more able first year boys and girls in mixed comprehensive schools were tested with a variety of science and mathematics knowledge and attitude tests. It was shown that significant sex difference effects only emerged on those tests not used in schools. This supports the general school view that no sex difference effects are apparent until option choices are made in the third year. Suggestions for possible solutions to the problems of girls opting out of the physical sciences are given.
Action for the Gifted: A Comparative Perspective
Authors: Larsson Yvonne
Published: January 2012

This article briefly surveys the attitudes towards gifted education in the United States, Canada and Australia with particular emphasis on the latter. In general, Australia favours the development of provision for gifted pupils within the existing comprehensive education system. In recent national conferences specific attention has been given to emphasising the need for: 1) the identification of the particular needs of gifted pupils, 2) curriculum development and implementation and 3) resource support material. The writer emphasises, however, that research must be backed by appropriate legislation and funding to implement research recommendation.
Case Study: the Gifted Child with Learning Problems
Authors: Adams Ruth R.
Published: January 2012

This case study explores the needs of a gifted child in the third grade who was having school problems and, who, despite his high intelligence, was threatened with retention in his grade. It also explores the feelings of rejection of this child and resultant parental concern. Testing procedures are discussed and programmatic suggestions are outlined. Finally, the question of emotional aspects of creativity and giftedness are discussed in the context of a parent group that was established as a result of this child's problems.
The Essentials of a Forward-Looking Teacher Education Programme
Authors: Anwukah Tony Gozie
Published: January 2012

This paper proposes an experimental model for Teacher Education that is field oriented. An effort is made in the paper to envisage and recommend a teacher education programme that conducts all of the professional training that an intern or student teacher needs (in theory and methods of instruction) on site or in pre-identified schools. For this purpose, the paper recommends university/college operated schools (primary/secondary) as most ideal particularly if such a programme is worked. out with participatory input by serving teachers in the field. Such a teacher education programme as proposed would ensure the preparation of a cadre of classroom teachers needed for the last quarter of the 20th century.
Gifted Education: a View from the Third World
Authors: Yoder John H.
Published: January 2012

The concept of giftedness is new in Third World countries where basic education is a primary concern. John Yoder analyses the issues which face Botswana over the question such as the justification of concern for a gifted minority when the majority lack even basic literacy and numeracy, against the need to develop leaders in all areas of society who could be the innovators, developers and makers of equal opportunities for all people in Botswana.
Better Late than Never — Able Youths and Adults
Authors: Marjoram Tom
Published: January 2012

Not all able people are identified in childhood and the writer argues for the need of a flexible education system which offers lifelong opportunities for challenge and fulfilment. He suggests that the definition of giftedness be widened to embrace the top 10% of the population and that education should be concerned to ensure that Youth Services, Open Learning and Flexistudy opportunities are available throughout a person's life. The paper discusses several examples of such opportunities.
Educational Provision for Gifted Children
Authors: Maltby Florence
Published: January 2012

Educational provision for a group of 39 gifted pupils in one L.E.A. in S.E. England is discussed. The difficulties of differential grouping, acceleration and enrichment are explored together with the additional problem of the variety of teachers' interpretation of the three types of provision. The writer stresses the importance of developing teacher skills and understanding of an individualized curriculum within the necessary organizational structure.
Three-Dimensional Learning at Camp Mind's Eye
Authors: Bryant Rita
Published: January 2012

The article outlines the philosophy which guides the planning of creative, residential summer camps in Texas, U.S.A. The aim of the camps is to provide a protected environment in which young people and their teachers are able to take risks and reach high levels of innovative productivity beyond the attainment of a single individual.
Assessment and Development of Potential of High School Pupils in the Third World Context of Kwa Zulu/Natal
Authors: Wallace Belle , Adams Harvey B
Published: January 2012

Part One of this series of articles outlines the current educational situation in the Third World context of Kwazulu/Natal. It highlights the problems caused by inadequate school buildings, low school attendance, lack of adequately trained teachers and, not surprisingly, the consequent general low school achievement of pupils. To compound these already debilitating factors, pupils learn in their second language (English) and the curriculum is Western oriented. However, the writers argue that even if the material conditions were improved, the teachers' qualifications upgraded and the curriculum made more relevant, there are other factors concerning the pupils themselves which inhibit their learning. Part two analyses some of the causes of underachievement.

Certain types of social environment are not conducive to cognitive development to an extent sufficient for the learner to derive optimal benefit from schooling. (Vygotsky, 1978, Brushlinsky 1979, Feuerstein, 1979). These social conditions which include poverty, disrupted family life and fragmented cultural heritage are common causes of under-achievement. A direct and primary cause of pupils' under-achievement (which is distinct from hereditary or organic factors) derives from a lack of relevant and appropriate mediated learning experiences which are necessary for school-based learning.

Mediation refers to the intentional selection and interpretation of the child's experiences by an adult who helps the child to build the cognitive “scaffolding” and gradually enables him/her to make sense of the world and to gain mastery and independence in learning. The child builds on mastered concepts, the higher concepts extending and transforming the lower. It is not a question of whether the child receives mediation or not because obviously in any home environment mediation is taking place between adult and child, but whether the child receives the kind of mediation which provides the cognitive scaffolding necessary for certain kinds of learning, in this instance, formal school learning.
The Assessment and Development of Potential of High School Pupils in the Third World Context of Kwa-Zulu/Natal
Authors: Adams Harvey B. , Wallace Belle
Published: January 2012

Part III of this series of articles describes an approach to the teaching of Thinking and Problem-Solving, presenting a rationale and framework for a pilot course designed for pupils of 15+ years. The course is entitled TASC: Thinking and Action in a Social Context and is derived from Vygotsky's seminal work which argues that the development of higher levels of thinking is dependent on social transaction. In addition Feuerstein's theory of cognitive modifiability and the concept of mediated learning experiences together with Sternberg's theory of intelligence as information processing and problem-solving have provided major influences.
The Creative Mind
Authors: Willings David
Published: January 2012

To document all the qualities which make up the creative mind would be a project deserving a Litt.D. This article documents some of the qualities which can be brought out by sensitive teaching. It is a myth that creativity will surge anyway. Some of the problems which can, and very often do, inhibit the creative process are also discussed.
“We, Products of the Inert Curriculum” Gifted?
Authors: Moutlana Irene
Published: January 2012

This paper discusses the alienation caused by the imposition of a Western influenced Social Studies curriculum on pupils of the Third World. Moreover, the curriculum presents African history from a biased colonial viewpoint. Consequently young Africans are deprived of their own cultural heritage. In addition, the study of history is fact-filled and demands passive acceptance and rote learning. Seldom, if ever, are pupils asked to analyse, debate or question. Since these activities reveal students of high ability, how can teachers begin to identify pupils who are exceptionally able in Social Studies?
Developing and Criticizing Peace Making Proposals: a Peace Education Procedure for Gifted Children
Authors: Kirman Joseph M.
Published: January 2012

The article is aimed at focusing the abilities of the very able on the process of keeping the peace. The article outlines a classroom strategy geared to current events that moves beyond description and analysis into the area of creative problem-solving.
An Exceptional Success: a Case Study of a Gifted Young Woman
Authors: Leroux Janice A.
Published: January 2012

Research with gifted adolescents indicates that they are highly sensitive to societal pressures. Case studies often focus on deviant or unstable adolescents. This study of one Canadian adolescent female provides perceptions and descriptive insights of her sense of achievement, coping mechanisms, career aspirations and ego functioning. Her optimism and hope provide a refreshing description of adolescence.
The Challenge of Gifted Education in Brazil
Authors: Novaes Mira M. Helena
Published: January 2012

Brazil is having to contend with a diversity of aims in education in its effort to promote education of the gifted. The arguments for egalitarianism in education or elitism are used by both proponents and opponents amongst administrators, teachers and parents. This diverse country is striving to achieve some measure of consensus with regard to issues of definition, identification and curriculum extension. The writer, however, stresses the importance of the element of Creativity in both the identification of special talent and in the nurturing of that talent.
Conversation with Emma
Authors: Wallace Belle
Published: January 2012

Too often educators, and parents too, assume that very able students if they are achieving well at school and in extramural activities are also developing well in the emotional and social domain. "Conversation with Emma" reveals some of the deep problems and anxieties some pupils may have and emphasises the need for counselling and support.
Information Processing in Intellectually Highly Gifted Children by Solving Mathematical Tasks
Authors: Overtoom-Corsmit Ruth , Dekker Rijkje , Span Pieter
Published: January 2012

This paper describes a research project which examined the methods of mathematical problem-solving used by highly gifted children and average children. The research methodology is outlined and the writers suggest the possibility of specific teaching of advanced mathematical problem-solving skills to pupils of average ability.
The Care and Fostering of the Gifted and Super Gifted: an Update on Assagioli's Thoughts—28 Years Later
Authors: du Pent de Bie Alexis I.
Published: January 2012

The writer compares the views of Roberto Assagioli, the major founder of the Psychosynthesis Foundation, with those of several current writers in Gifted Education. Many writers, today, are urging educators to realize the importance of providing rich sensory experiential learning particularly for young children. There is increasing emphasis on the need to develop pupils' intuition, aesthetic sensitivity, and powers of philosophical and ethical analysis. These aims coincide with those of Assagioli who advocated an education which paid attention to the holistic development of the child—the integrated growth of body, mind and spirit.
A Schools Science Exhibition
Authors: Gray Derek J.
Published: January 2012

The preparation of school Science Fair Projects provides a medium to assess the qualities of ‘good’ teaching practice described by Campbell (1986) and to examine these qualities in the context of Renzulli's three task levels (1977). It would seem that the preparation of an exhibit fulfils both Campbell's criteria and Renzulli's task descriptors.