bluuebunny/crossref_metadata_2025_split huggingface dataset:
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.
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.
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
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.
The Learning Characteristics of Gifted Literacy Disabled Students
Authors: Munro John 
Published: January 2012

Some gifted students have specific literacy learning disabilities in areas such as reading, writing and spelling. The present study uses a ‘differentiated models of giftedness and talent’ framework to examine the learning characteristics of these students. The students, 65 gifted primary school students in Melbourne, had a disability in literacy performance in at least one of reading prose accuracy, prose reading comprehension, or isolated word reading accuracy. Their phonemic awareness (segmentation and blending), and general ability using the WISC-III were assessed. As well, to provide an opportunity for the display of their gifted knowledge, tasks examining their ability to infer from what they had read for texts read accurately were used. Scores on the cognitive factors of the WISC-III identified three categories or ‘profiles’ of gifted knowledge: students gifted verbally, nonverbally and in both areas. The three profiles were associated with particular patterns in literacy knowledge. Comparison with matching cohorts of gifted students who were not literacy disabled (N = 60) and non-gifted students who had a literacy learning disability (N = 42) suggests that the literacy disability is attributed to lower use of analytic information processing strategies that influenced phonemic awareness knowledge and alphanumeric symbolic coding ability. It also showed that the gifted literacy disabled students could display their gifted knowledge during reading comprehension when provided with appropriate tasks. The implications of this study for the diagnosis and teaching of gifted literacy disabled students are discussed.
Preparation of Trainee Teachers for Teaching Able and Gifted Pupils in English Primary Schools: How Well Do Our ‘Standards’ Match Up?
Authors: Lambert Mike 
Published: January 2012

There are three incentives for developing this paper: In England there is a new (or rather a renewed) focus on the educational needs of school pupils of high ability We also have new standards and requirements in teacher education (‘initial teacher training’) Teacher training in England does not have a strong evidence base on which to plan development. Courses may benefit from strengthening such an evidence base. These factors have prompted this paper to examine some of the qualities and skills which, according to some key commentators, teachers need for effective teaching of able pupils within the ordinary classroom. It then compares these with the ‘competencies’ or standards which trainee teachers are required to achieve to become qualified teachers in England. It uses this comparison to propose some ways in which teacher training might be enhanced so that emerging teachers are better prepared to meet successfully the needs of able pupils in their mixed-ability classrooms.
Creating a New Vision of Learning Learning for Able, Gifted and Talented Pupils: What Issues Should Lie at of Educational Decisions?
Authors: West-Burnham John 
Published: January 2012

Any discussion about the nature learning in the future risks indulging in false optimism — seeking to describe Shangri-la. This is not the purpose of this discussion; rather it is to try to identify current knowledge and trends and extrapolate from them what our emerging understanding of education might lead to. We create the future, the decisions that we take now will determine the nature of schooling, educating and learning in the future. The historically dominant paradigm of learning as the product of teaching is being replaced by a recognition that teaching is a necessary, but not sufficient, condition for learning. We will focus on three areas where our understanding of the learning process is developing rapidly: the scientific basis of learning learning as a social relationship intelligence and learning.
Student-Text Interface in Gifted Children: Case Description
Authors: Jannai Milly Epstein 
Published: January 2012

The program I will present tries to enrich learning encounters of gifted children with literary texts. These encounters are assumed to combine emotional factors with cognitive ones connected to the production of knowledge and its organization. The proposal emphasizes the interaction between these factors through sharpening children's awareness of their involvement in the reading process. The current research proceeds from a general hypothesis that states that intensive and personalized care is needed in order to promote an appropriate balance of cognitive and affective/emotional traits in the gifted child's personality, and to reduce stress, uneven development, and lack of personal contentment, all of which are problems common to the talented. The approach presents the meeting between reader and text as a personal encounter that allows the young reader to fashion his own instruments of textual analysis, basing himself on affective experience and intellectual abilities related to the production and organization of knowledge. The process of reading itself, aside from adult support and aid, develops the reader's awareness of the motivational, attitudinal, intellectual and other factors involved in skilled reading, permitting him to transform personal and subjective foci of interest into more abstract and defined tools of text-analysis. The approach is organized around three foci, which emphasize different aspects of the text-reader interface: Reading materials are developed through expanding “core ideas” which reflect a personal focus of interest The role of the reader is stressed through the improvement of his awareness to his use of meta-cognition, insight and vital self-instruction. Adult involvement is particularly significant in planning the steps that will permit transforming a casual experience into a personal and meaningful life-experience. The most salient characteristic of this program is its holistic nature, and its commitment to the creative aspects involved in reading. In the long term, in addition to the design of tools for text analysis, the program encourages the development of different kind of awareness: 1) of cognitive styles, that influence learning styles and its results; 2) of the meta-components of thinking, and 3) of “occurrences” and random feelings that give color and nuances to cognitive components and serve as a motivational background when “meeting” the text.
The Training of Teachers of Gifted Students in Universities in Australia
Authors: Whitton Diana 
Published: January 2012

The training of teachers of gifted students is necessary for students to be afforded the most suitable forms of education in both mainstream and specialist classes. This paper examines the training of teachers in gifted education in Australia in light of the political structure of the country which impacts upon the options for learning for gifted students. Within the Commonwealth of Australia there are three levels of government which all have different responsibilities for the training of teachers and the education of students. The tertiary sector is governed by the Federal Government whilst the primary and secondary sectors are governed by the State/Territory Governments. This structure creates difficulties for the training of teachers of gifted students in particular that the state and territory teachers are not required to have formal qualifications in gifted education to be a teacher of gifted students despite gifted education being an educational priority. This paper examines the limited number of courses available to teachers on gifted education and the level they are taught.
Delving Ever Deeper: Gifted Students and Philosophy
Authors: Splitter Laurance J. 
Published: January 2012

This paper is a reflection on practice, specifically, the practice of introducing philosophy into the middle school grades at one of the United States’ most highly acclaimed public schools for the intellectually gifted, located in a large and highly diverse city on the East Coast. While the paper describes some salient features of the school and its philosophy program, it moves beyond mere description to ask what philosophy has to offer gifted students, and how the experience at this particular school and others like it, might have been, and might yet be, improved. One issue not taken up in the paper, other than descriptively, is the familiar conundrum of how — or even whether — giftedness is to be characterized in ways that sit comfortably with legitimate concerns about the nature of intelligence, the socio-political dimensions of culture and diversity, and the demands of equity and fairness which any democratic society worthy of the name must address. For what it's worth, I do not believe that there is any such thing as a “gifted program”, that is, a subject, or curriculum which belongs exclusively to gifted students, however they are to be identified. On the other hand, I am fearful for the future of a society which does not recognize and celebrate excellence of all kinds, and excellence in thinking, specifically. Gifted students may not deserve more attention than students generally; but they don't deserve less either. The school in question is typical in offering a broad assortment of subjects and programs which must compete for space in a crowded curriculum. In this context, the process of introducing one more subject has not been easy. Nevertheless, the experience has provided new insights into what many would take for granted — that young people who are classified, by whatever measure, as intellectually gifted, take to philosophy like ducks to water. In this paper, I reflect on these insights, supporting both the importance of giving gifted students access to philosophy, but also the broader thesis that philosophy offers something of great importance to all children and teachers.
Undervalued and Under-Served: The Gifted Disadvantaged
Authors: Westhuizen Carol van der 
Published: January 2012

It is a fallacy that the government does not value bright children because it wants to reduce every child to the lowest common denominator. Nothing could be further from the truth (Asmal, 2003: 4). The omission of gifted learners as a special education needs category from policy documents such as White Paper 6 (Department of Education, 2001) In South Africa is cause for concern. Although the White Paper acknowledges that certain learners may require intensive support to develop to their full potential and that learner differences should be respected, “whether due to age, gender, ethnicity, language, class, disability, HIV or other infectious diseases” (Department of Education, 2001: 16, 6) it makes no specific mention of gifted learners. Asmal (2003:4) stated that the success of the South African (SA) school system is dependent on providing for the “blossoming of the potential of all our children”, but not by isolating gifted learners, since they could “add great value to the potential of other children through collaboration”. Naledi Pandor, South Africa's minister of education recently explained: “We must promote the broadest possible view of inclusion, in the sense of social inclusion, which poses challenges for every school that has one or more children who are ‘different’ in some way. We must embrace and celebrate that difference” (2005:5).
Gifted and Talented: A Special Approach?
Authors: Evans Mark 
Published: January 2012

I have been Gifted and Talented coordinator in my current school for the past three years, following the completion of the Oxford Brookes training (UK). In that time I have developed my own awareness and beliefs of this exciting area of teaching while experimenting with different ideas with my classes. I have come to view G+T not as the exclusive, elitist form of differentiation that was its initial image, but rather as an essential way of teaching that, at its best, offers challenge for all children while developing essential skills for the future. ‘Top-down’ rather than ‘bottom-up’ teaching; high order thinking; quirky investigations; innovative and unexpected learning links; strategy and spatial awareness; creativity; philosophy; and awareness of learning styles - G+T represents the most crucial aspect of learning: fun. Empowered learners and inspiring teachers should be the cornerstone of 21st Century education. I offer my thoughts about what this means in the classroom.