bluuebunny/crossref_metadata_2025_split huggingface dataset:
What's Wrong with Perfect? Clinical Perspectives on Perfectionism and Underachievement
Authors: Rimm Sylvia 
Published: January 2012

Good, better, best. Never let it rest, Til your good is better And your better best. This familiar rhyme from generations past was used by parents and teachers to motivate children. Children may, in fact, internalize its message towards reasonable excellence, or may interpret it in a manner that causes them to never feel good enough unless they're “the best”. Parents and teachers want children to strive for excellence. It is attainable and provides a sense of accomplishment. Excellence is advantageous whether it involves children's school grades, figure skating, music, art, gymnastics, written work, or almost any skill. Striving for perfection in an area of expertise can represent a healthy development of talent. However, when perfectionism becomes pervasive and compulsive, it goes beyond excellence. It leaves no room for error. It provides little satisfaction and much self-criticism because the results never feel good enough to the doer. Perfection is impossible for children who apply unrealizable high standards to too many activities, too frequently.
A Reflective Conversation with Cindy Lovell
Authors: Moore Tammy Lynne , Shaughnessy Michael F. 
Published: January 2012

Cindy Lovell is currently an Associate Professor of Education at Quincy University (IL) where she teaches foundations and methods courses and supervises interns. She founded the HATS (High Achieving Talented Students) Program at Stetson University, which she directed from 2000 to 2007. She now serves on the HATS advisory board. She is the editor for the TAG Progeny section of the Mensa Research Journal, a reviewer for Florida Reading Quarterly, and serves as Education Coordinator at the Mark Twain Boyhood Home & Museum in Hannibal, Missouri. Cindy is the author of two children's novels, Rachel Mason Hears the Sound (2005) and Not This Sunday (2007). She has authored several articles, which have appeared in journals such as the New Teacher Advocate and Mensa Research Journal. Her areas of expertise include Gifted Education, ESOL (English to Speakers of Other Languages), and Mark Twain. She has conducted numerous workshops on Creativity, Nature and Needs of the Gifted, Strategies for Identifying Gifted ESOL Students, Mark Twain, the HATS Program and BESTS Testing.
The Use of Dynamic Testing to Reveal High Academic Potential and Under-Achievement in a Culturally Different Population
Authors: Chaffey Graham W. , Bailey Stan B. 
Published: January 2012

The under-representation of children from culturally different and low SES backgrounds in programs for the gifted is widely recognised. The cause of this under-representation can, at least in part, he attributed to the inappropriateness of the identification methods used. This paper presents the findings of a major study which sought to determine the effectiveness of a specific dynamic testing method for identifying high academic potential in Australian Aboriginal children. The dynamic testing method used in the study involved a test—intervention—retest format where the intervention was designed to address predicted causes of under achievement. The results suggest that dynamic testing was an effective identification tool for the study children, revealing high academic potential in similar proportions to those in the instrument normative population. This study has implications for both gifted education and the education of culturally different children generally arising from the findings that many of the children were ‘invisible' under achievers and that it is possible to identify such underachievement through the dynamic testing process.
Ten Thousand Hours of Practice, Musical Aptitude and Inner Fire: Developing Musical Talent in Young People
Authors: Reis Sally M. 
Published: January 2012

Never in the course of the last century, has so little attention been paid to the development of talents and gifts in schools. Programs for talented children are being eliminated at an increasing and alarming rate, with minimal or no funds expended on this population in both our state and most other states in the country. Governments continue to appropriate the lion's share of their nation's education budget towards remedial education for children who currently achieve at the lowest levels, leaving little for children who achieve at the opposite end of the spectrum. In fact, the current federal education budget designates less than $10 million to talent development and gifted programs. In 2006, the U.S. Department of Education spent approximately $84 billion, and the only program addressing the education of talented and gifted youth received $9.6 million, one-hundredth of 1% of expenditures. In schools that do provide some level of support, existing programs are often part-time, providing children with limited opportunities to develop their talents. The vast majority of these programs focus on academics alone, with minimal (if any) attention paid to talented children who demonstrate musical or artistic abilities, or to those with strong potential that has not yet been honed. Simply put, most schools are not places where talents and gifts are developed. Most teachers do not consider the development of talents as part of their responsibility, while many parents do not know how or do not have the interest or the time to cultivate the gifts of their children. Parents who do find ways to develop the talents and gifts of their children often find that, in school, these gifts go unnoticed and unidentified. What does society lose from failing to encourage and develop musical gifts and talents? Whose responsibility is it anyway? How do we measure the loss to our society when children with the talent to compose or play at the highest levels are denied lessons or other opportunities to develop their potentials? How does our society make up for the loss of remarkably high potential and how many undiscovered performers and composers are unengaged and unmotivated in music classes today? In this paper, the process of the acquisition of musical talent development is discussed. Definitions of musical talent and genius are reviewed, as is the information we have regarding the development of musical talent at its highest level The ways in which parents, educators, and the community in general can contribute to the acquisition and development of differing levels of musical excellence is also summarized.
Gifted Students in the 21st Century: Using Vygotsky's Theory to Meet Their Literacy and Content Area Needs
Authors: Zambo Debby 
Published: January 2012

Teachers who work with gifted children in content area reading face challenges because they teach bright children in a new millennium. Today's gifted students have grown up with digital literacies that expand their capabilities and contribute to their individual needs. Unfortunately, when it comes to instruction, these literacies are often disregarded. Tasks given are not relevant or at an appropriate level, what Vygotsky termed the zone of proximal development. In this paper, Vygotsky's theory is posed as the way to nurture the literacy and content area needs of gifted students. To begin, an overview of Vygotsky's theory is presented. Then, the reader is taken into the life of a teacher facing inclusion tensions. The final section reveals how these tensions are eased and teaching revitalized with Vygotsky's theory and 21st century literacy skills.
Teaching the Mathematically Gifted
Authors: Leikin Roza 
Published: January 2012

In this paper I describe aspects that seem to be exclusive for teaching mathematically gifted/promising students. First, I discuss the qualities of the mathematically gifted mind and suggest the use of the construct of mathematical potential for that of mathematical giftedness with reference to school students. Second, I assume that high quality teaching of mathematics in any classroom should be directed at the construction of deep and robust mathematical knowledge, development of conceptual understanding, and the promotion of a positive attitude toward the subject. I argue that relative to a regular classroom, teaching mathematically gifted students (a) involves a higher (than regular) level of mathematical challenge, (b) requires from students a higher level of creative and critical thinking, (c) requires minor scaffolding, and (d) requires teacher sensitivity to the special needs of students, as well as greater attentiveness, flexibility, and reflectivity. To support these arguments, I present the voices of students and describe one mathematics lesson with mathematically promising students.
The evaluation of lecturers and students as perceived by both
Authors: Rosemarin Shoshana 
Published: January 2012

The goal of the study was to investigate the attitudes of lecturers (71 from various academic institutions in Israel) and students (138 from the University center in Ariel) regarding the process of evaluation of both — the lecturers and the students. The subjects responded to a questionnaire, composed by the investigator, consisting of two parts. The first one investigates the attitudes towards the evaluation of the lecturers and the second one — the attitudes towards the evaluation of the students. Both parts include five point scale questionnaires. In addition each part has an open ended question, asking the subjects to choose the five most preferable criteria for evaluating both — the lecturers and the students from lists of characteristics. Through the use of t2 and χ2 the responses of the lecturers and the students were compared. In general the students exhibit more agreement with most of the attitudes regarding the evaluation of the lecturer (those stating the relationships with the students). In contrast to the lecturers, the students assign great importance to the preparation for their future careers, while the lecturers, unlike the students, assign great importance to the development of thinking. No clear tendency is seen in the case of the attitudes towards the evaluation of the students. Though both the students and the lecturers don't assign to research skills the utmost importance, the lecturers assign to it significantly much more importance
Meeting the Needs of Exceptionally Able Children
Authors: Wallace Belle 
Published: January 2012

Part 1 Part 1 (Volume 1 No 2, 1983 (examined the major issues which underlie curriculum extension for very able pupils. While it is necessary to be concerned with appropriate methods, content and education processes for all children, exceptionally able children require a different pace, depth and breadth of learning experience. Part 2 Part 2 (Volume 2 No 1, 1983) examined the principles which should govern the preparation of curriculum extension materials and discussed the issues of school organization which allow curriculum extension to take place. Part 3 Part 3 presents practical guidelines for the devising of curriculum extension activities and gives examples of the principles put into practice at infant, junior and secondary levels.
Identifying Gifted-Disadvantaged Students: Issues Pertinent to System-Level Screening Procedures for the Identification of Gifted Children
Authors: Deschamp Philip , Robson Greg 
Published: January 2012

At the beginning of 1980 a study was initiated to trial special provisions for gifted students from disadvantaged backgrounds. The stimulus for the study was a concern that schools in neighbourhoods with high cultural diversity and severe socioeconomic problems may have students who are very able but, because of cultural, social, language or other factors, their ability may not be recognized by their teachers and they might not be selected by the conventional methods of identifying gifted and talented students. An initial concern for the project was how to identify these children. At the beginning of the project several different ways of thinking about ‘gifted-disadvantaged’ students were considered and ways of identifying students within each concept were analysed. This paper describes four ways of conceptualizing ‘gifted-disadvantaged students’ and proposes identification procedures believed to be appropriate to each concept. Also considered are the implications of adopting these identification procedures as adjuncts to system-level screening procedures for the identification of gifted students.
The International Baccalaureate, and Concurrent Enrollment
Authors: Cox June , Daniel Neil 
Published: January 2012

This is the third in a series of articles * Reprinted with kind permission of G/C/T. reporting on the Richardson Study, a national investigation of educational programs and practices designed for high ability students, including the gifted and talented. The first article treated continuous progress and non-graded schools. The second focused on Advanced Placement as a form of honors. Here we report on the International Baccalaureate Program as another form of honors, and on concurrent enrollment in high school and college. Concurrent enrollment can be regarded as a part-time early entrance to college. The various programs and approaches to meeting the needs of able learners are by no means mutually exclusive. It would be appropriate for a school or a district to incorporate a number of the options examined in this series in a comprehensive program for excellence in education. A non-graded elementary or middle school might well feed a secondary school offering Advanced Placement courses: some high schools combine their Advanced Placement and International Baccalaureate classes and allow the students to select the examinations they will take. The Richardson Study is based in part on a national survey sent in the spring of 1982 to over fifteen thousand schools and districts, public and private, throughout the nation. In addition, I explored the topics presented here by visiting schools and by inviting six persons to meet with the Richardson Study Committee to discuss the topics from their separate perspectives. Three are actively involved with the International Baccalaureate (IB), three equally committed to concurrent enrollment.
Mind and Inferiority: Reflections on ‘English’ as a University Discipline in a Black Context
Authors: Aitken Richard 
Published: January 2012

With the apparent liberalisation of laws controlling tertiary education in South Africa, and with the revolutionary challenges to the educational system in the black townships, university English departments have increasingly had to confront problems of identity and definition; the view of literature in educational institutions as the transmission of a received and inherited canonical tradition, a particular privileging of certain kinds of linguistic discourse over others, must be located within a specific social and political history. Unless the discipline embraces the problems of cultural relativism, it will be incapable of contributing to peoples' compassionate alertness to what South African is or might become. English needs to develop empirical methodologies whereby the corrosive implications of subordination might be addressed. The realm of symbolic and signifying practices (which English studies defines as its particular though not exclusive domain) needs to be seen as a site where contestation might happen, where exploration occurs of new and altered social relationships, perceptions of the self and others, and centrally to an awareness of black culture, the complex alternatives of private and public thought. English as a discipline needs greater reflexivity about its place in a multi-cultural, multi-racial society.
Programs for Gifted Children in Israel
Authors: Burg Blanka 
Published: January 2012

The education of the gifted in Israel is a part of the Israeli educational system. The object of the Department for the Gifted is to develop the potential of pupils who have been defined as “gifted”, for their own benefit as well as for the benefit of society. The task of the Dept. is to identify these pupils on a country wide scale, to develop teachers' sensitivity for the needs of special pupils in their classes and to prepare programs for classes and enrichment centers covering a wide range of academic interests. The concern of the Ministry is not only with pupils' intellectual development, but also with their emotional stability, moral values, attitudes and their motivation to contribute to society. The preferred policy at the Ministry is for pupils in special classes to remain in their educational setting until the matriculation examinations. For these pupils a class is a place in which they belong, where they identify with their friends and yet are not isolated from their peers in parallel classes. The programs for the gifted start in grade 3 or 4 and continue through grade 12 in special classes and morning groups. The enrichment afternoon programs are operated by universities, municipalities and two associations. In some universities the programs begin in grade five.
System Level Provision for the Gifted Child: a Western Australian Initiative
Authors: Ashworth Margaret , Osborn Debra 
Published: January 2012

Providing education for gifted and talented students presents its own administrative problems for education authorities. The State of Western Australia, with a population of 1.5 million and an area 10 times the size of Great Britain, has had considerable experience in tackling a wide range of education challenges. In the field of education of the gifted and talented the challenge has been taken up by PEAC. Every 10, 11 and 12 year old child attending a Government Primary School in the State of Western Australia has access to PEAC—the Primary Extension and Challenge Programme for intellectually talented students.
Brain Research: the Necessity for Separating Sites, Actions and Functions
Authors: Meeker Mary 
Published: January 2012

Some brain research concentrates solely on the study of sites and actions of brain functions but the writer argues that it is essential for research to investigate the functions also. Educators can offer measures of brain function such as the Structure of Intellect (S O I) and psychologists need information about the characteristics of brain functions if accurate diagnosis is to be made of learning abilities and disabilities. The writer stresses the importance of defining giftedness in far broader terms than the traditional psychometric measures of intelligence. She outlines the comprehensive range of brain functions incorporated by Guilford's theory of the Structure of Intellect and suggests that its most important use will be the partnership with brain research which itself needs a theory based test of brain functions.
Concerns and Issues Relating to the Education of Talented Girls (A New South Wales perspective)
Authors: Young Carmel 
Published: January 2012

This paper is not concerned with a description and analysis of programs for talented girls, rather the intention is to focus on a series of issues which affect the educational opportunities of all females and have implications for the success of talented girls. Few women in Australian society realise their intellectual and creative potential. The factors which prohibit this actualisation are common to the talented and ‘mainstreamer’. Until these problems of educational disadvantage are broached and appropriate strategies devised to ameliorate the malaise of female under-achievement in general, then the specific difficulties encountered by the talented female will remain unaddressed. Formal recognition at a National and State level of the special needs of girls is relatively recent. However, concern for the talented has a longer history, commencing in N.S.W. in the 1930's with the establishment of opportunity classes at a primary level, the setting up of selective single-sex high schools (1930–42) and ability streaming of students in comprehensive schools. Few of these early strategies to develop the potential and ensure the post-schooling success of girls were successful. Other factors were at work; gender stereotyping of roles, a sex differentiated curriculum and limitations placed on access to various career paths. Although initiatives are in place to counter these restrictions, many of these factors still inhibit girls from realising their talents and potential. These are the issues investigated in this paper with emphasis on the N.S.W. experience.
Mentoring the Creative Child, Adult and Prodigy: Current Knowledge, Systems and Research
Authors: Shaughnessy Michael F. 
Published: January 2012

The process of mentoring has been utilised in many fields. It has however, been most dominant in the realm of the creative arts. This paper explores the process of mentoring relative to the creative child, adult and prodigy. Our current information relative to this process will be examined as will current research. Needed areas of research are indicated for future mentors. Why don't you work with Michelangelo? Can't you study with da Vinci? Maybe Chaucer can help you? The previous questions all reflect infinite possibilities. The opportunity to learn from an established figure has, of course, reflected the epitome of the mentoring process. However, mentoring in the creative realm differs greatly from academic and corporate mentoring. This paper will explore mentoring relative to creative children and adults and overview the state of knowledge relative to the field. This author posits that there are very succinct differences in terms of mentoring the “creatives” as opposed to other proteges. These differences are often accentuated by the nature of the creative process and by the personalities involved. Further, developmental trends of artists, musicians and others may need to be considered. Finally, emotional agendas may also need to be addressed.
Gifted Education in China
Authors: Li Li , Delisle James R 
Published: January 2012

China has one-fifth of the world's population, with 350 million children under the age of fourteen—many of these children have specific gifts and talents, and Chinese educators have taken steps in the last decade to ensure appropriate educational opportunities for children with advanced abilities. This article describes specific options for gifted and talented children in China, provides a brief history of Chinese education, and addresses some concerns related to the implications of China's social policies on educational attainment.
Nueva Learning Center, Hillsborough, California, USA
Authors: Jensen Anabel , Martin Ghevy 
Published: January 2012

Education must prepare the individual to live a creative, humane and sensitive life. The Nueva Learning Center is dedicated to helping people educate themselves to think, feel and act. Nueva provides children with an environment in which they can discover their potential and strengthen their motivations for learning and living. A school should be a place where children learn at their own pace in ways that are meaningful to them; a place where children are free to learn what they want to know, as well as what we want them to know; a place where the thoughts, feelings and actions of individuals are integrated in a democratic climate. The success of the democratic process requires that individuals take responsibility for their decisions, accept the consequences of the choice they make and have confidence in their abilities. The Nueva Learning Center was established to provide the finest education for gifted and talented children and to serve as an educational development center for testing new ideas, exploring innovative teaching methods, developing relevant curricular materials, educating prospective and practising teachers, emphasizing interpersonal relationships and disseminating results of significant findings. Nueva's environment encourages experimentation and exploration by its staff without exploiting its students. Children are powerful consultants who show through their involvement and feedback what works … and what does not work.