bluuebunny/crossref_metadata_2025_split huggingface dataset:
Early Identification of Gifted Children is Crucial … But How Should We Go About It?
Authors: Fatouros Cherryl 
Published: January 2012

This review will critically analyse available literature dealing with the identification of gifted children in the preschool and infants school age groups. The areas to be discussed are: difficulties encountered when attempting to identify potential giftedness in very young children. the importance of early identification. identification methods that are currently available or in use. These will include the traditional method of a group ability test followed by individual intelligence testing; and also the case study method which encompasses several different types of information sources. which of these methods of identification are reliable and appropriate for use with very young children. a description of research that is still in its earliest stages but nevertheless showing promise for future use with preschool and infants school children.
Gifted Education Policy in Australia
Authors: Larsson Yvonne 
Published: January 2012

The tempo of activity on behalf of the gifted has risen dramatically in several Australian states since 1978. However, the most exciting, challenging and worthwhile innovations have occurred in Western Australia where recognition has been given to special programmes. But despite the success of these programmes and others, such as the accelerated secondary programme in operation at University High School in Victoria, most educational authorities prefer to adopt an ambivalent attitude which the concepts of egalitarianism and excellence conjure up in this country and on the spectre of elitism which continues to haunt Australian education. To overcome this ambivalence there needs to be a concerted attempt to change community attitudes to accept excellence in a variety of fields of endeavour, academic, musical, dance, dramatic and sporting. In the context of academic excellence, recognition must be given to the fact that gifted and talented children need content which is more abstract and challenging than what is available in the general curriculum. Programmes provided should be in accord with the most recent research and there needs to be widespread acceptance of the need for a variety of educational methods tailored to suit the talents of the individual. It is necessary to hold community liaison meetings to bring together parents, teachers, tertiary representatives and guidance officers to exchange ideas on fostering gifts and talents among children. It is also important for teachers to have the ongoing support of trained advisory staff, accessibility to counselling services for their students, and adequate resources to cope with the challenge of varied abilities and temperaments. And possibly most important of all is the need to have adequate teacher training both at the pre-service and in-service levels to equip teachers with the skills to recognize and cater for the various gifts and talents of the children placed in their care.
Shortcuts to Developing Giftedness in Children
Authors: Rice Marilyn 
Published: January 2012

Comparable themes have been described by significant thinkers and educators in the past and present regarding what gifted education at its best should be. The challenge of synthesizing these ideas and educating teachers so they can apply them is addressed here. This article describes a framework developed by the author to enable teachers to understand apply these ideas effectively and easily. The success of the effort is described in the reporting of two forty-minute workshops where the author presented her ideas to a group of twenty-five elementary classroom teachers.
Turning the Concept of “Enrichment” into Reality: A Co-operative Project Involving a School and its Educational Psychologist
Authors: Brown Elvie , Chiffers Andrew , Burden Robert 
Published: January 2012

This paper describes a unique intervention between a comprehensive school in a rural county of England and its consultant Educational Psychologist in attempting to provide an enrichment experience for identified able children about to enter school from the primary sector. 27 children were offered the opportunity of attending the comprehensive school for 1 week at the end of their primary school career. The focus of the week was on the problems they would face if transported to another world. A significant number of the secondary school teaching staff contributed a variety of problem solving activities centred upon this theme. Evaluation of the effect of the week's enrichment activities was carried out by inviting written comments from the pupils, their parents and the staff involved. The overwhelming nature of these responses was positive.
A Special School for the Gifted: Corollary of a Ten-Year Work in Brazil
Authors: Guenther Zenita Cunha 
Published: January 2012

The Gifted Education movement in Brazil has been continuously growing over the last ten years: beginning in the Fazenda doRosario, State of Minas Gerais, with a modest enrichment program, today it has reached the point of having a modern, well equipped Special Technical School for the Gifted, in Pojuca, State of Bahia. This is a residential school founded and sponsored solely by the José Carvalho Foundation, with the purpose of assisting gifted underprivileged youngsters, giving them an opportunity to develop their talents and intellectual capabilities, while aiming at inspiring them into a commitment to higher ideals and future action to initiate changes in our society. The identification and recruitment of students is done through a network of contacts covering several states in North Eastern Brazil, involving schools and other educationally significant organizations. The school follows a special enriched curriculum which also permits acceleration. It is organized into four dimensions: one comprising the disciplines and subject matter required by law; another developing educational programs connected to the residency; a third one oriented specially towards occupational training: and a fourth one which congregates optional enrichment projects. Follow up procedures include awarding college scholarship to all students who apply for them, besides other records and documentary measures.
Students Questioning Students (SQS): a Technique to Invite Students' Involvement
Authors: Engel Judith S. 
Published: January 2012

A most successful teaching strategy has been developed in my gifted/talented classes. Students question their peers about classwork, homework problems or aspects of the lesson, instead of doing the explaining themselves. Using the Students Questioning Students method (SOS), students stimulate their class-mates to think. Since students are involved in questioning, they become more attentive listeners to other students and to me during the lesson. Often the more capable students ask questions which reflect a high level of thinking skills. The students are taught strategies for asking questions and strategies for providing positive and specific feedback to their peers. With SQS, students have a piece of the action in learning. Their personalities emerge and the process is great fun! The students report that they wished SQS were used in all their classes at The Bronx High School of Science. SQS was a segment of the American Federation of Teachers program, “Teaching Children to Think,” in the series, “Inside Your Schools,” hosted by Steve Alien and shown on national TV in February, 1986. The entire series of programs for 1985–1986 was shown in the New York City area on educational TV in May, 1986. The presentation, which would be suitable for teachers of grades 7 through 12, has been given to the following professional organizations: Alliance for Invitational Education Association of Mathematics Teachers of New York State National Council of Teachers of Mathematics Summer Mathematics and Science Institute, Lehman College Sixth World Conference on Gifted and Talented Children The Ontario Association for Mathematics Education.
Developing Creative Thinking Through an Integrated Arts Programme for Talented Children
Authors: Eriksson Gillian I. 
Published: January 2012

The Schmerenbeck Multi-Racial Educational Centre provides extra-mural enrichment to challenge gifted and talented children. In terms of a broader concept of identification, the Centre differentiated a Creative Arts Programme for talented children which has been in operation since 1983. This aims to extend children beyond their technical competence to develop creative excellence; to encourage psychological growth in developing perceptual, cultural, social and self-awareness; to develop aesthetic judgement, critical thinking and self-evaluation; and to develop metacognitive processes. The design of the programme includes workshops in several art disciplines (fine art, dance, music, drama, writing, etc.); Integrative Courses (Communication, Study, Thinking, Research Skills); and Integrated Art (Creativity) workshops. This paper discusses the nature and development of creative thinking in relation to expression and communication in the arts based on the results of an evaluation study of an Integrated Arts Programme. In the Integrated Arts Workshops, professional artists and teachers are brought into contact with groups of talented children to give exposure, encourage participation and develop understanding of the nature of creative thinking as expressed through different art forms. Herein, a concept or idea, initiated by the children, is explored through sensory stimulation (developing perceptual skills); through creative problem-solving (developing cognitive processes); and through reflection (developing affective processes).
Third World Networking: Problems, Issues, and Practical Solutions
Authors: Harris Carole Ruth 
Published: January 2012

Emerging nations stand in greater need of valuable human resources than of measures aimed at the reduction of problems. Developing countries depend upon indigenous talent for lasting measures which ensure growth and independent functioning. The gifted, who provide a source for future growth and strength, for leadership, and for role models, are frequently neglected, providing a self-perpetuated cycle of dependency upon outside talent. A low cultural self-image, pervasive in sub-dominant societies, which contributes to the reluctance to support education for the gifted, can be effectively tempered by practical demonstrations of workable programs. Such programs as those demonstrated in Micronesia, avail themselves of existing resources and provide examples of effective implementation with concrete, visible results. The working programs could be replicated and expanded into a network and provide an arena for sustained effort, offering a viable solution for the problems of development of indigenous talent.
Identifying Giftedness in the Hearing Impaired: the Effectiveness of Four Nomination Forms
Authors: Yewchuk Carolyn , Bibby Mary Ann , Fraser Barbara 
Published: January 2012

The purpose of this study was to investigate the effectiveness of four nomination forms in identifying intellectually gifted, hearing-impaired children. All subjects in the study were between the ages of 5 and 20 years, had hearing losses greater than 70 decibels in the better ear, and were in attendance at the Alberta School for the Deaf. Group I consisted of students nominated as gifted by teachers; Group II, the comparison group, consisted of age-matched students who had not been nominated as gifted. The results demonstrated that 1) the nominated group (Group I) had a higher mean IQ percentile and a higher mean score on the nomination forms than Group II; 2) there was no relationship between IQ percentile and nomination form scores, and 3) all four nomination forms were significantly correlated for Group I, while three were correlated for Group II. Qualitative data gathered from teachers of the hearing-impaired indicated that perceived characteristics of giftedness in this population are essentially the same as those observed in hearing children except that gifted hearing children are likely to be working above grade level, whereas gifted hearing-impaired children are more apt to be working at grade level.
Intellectual Fostering of the More Gifted among Socially Disadvantaged Adolescents
Authors: Smilansky Moshe , Israelashvili Moshe 
Published: January 2012

A new reality in the southern areas of Tel-Aviv was created by negative social mobility. As a result, the variance in pupils' qualifications within each class, at high schools, was enlarged. One implication was that teachers' ability to advance pupils, who were able to reach a high level of knowledge, was weakened. The project for fostering the more gifted among socially disadvantaged adolescents has four main components: (1) Mastery of Mathematics and English at the basic level required by the university; (2) developing excellence in selected areas, as a means to enhance self-esteem and become acquainted with advanced subject matters; (3) peer group, to support social matriculation; and (4) developing capacity for critical thinking. Identification of the gifted is made by La. test, teacher's evaluations and reported self motivation. The main goal of the project is to encourage pupils' willingness and capacity to continue in academically oriented high schools and universities. Aside from dilemmas about creating and maintaining such project, preliminary results of evaluation research are reported.
Cognitive Structures of the Gifted: Theoretical Perspectives, Factor Analysis, Triarchic Theories of Intelligence, and Insight Issues
Authors: Shaughnessy Michael F. 
Published: January 2012

The thinking processes and the cognitive structures of the gifted have been tangentially examined by various theorists of varying perspectives. Piagetians have offered one posture, i.e., formal operations as defined by hypothesis testing; information processing theorists, another. The Triarchic theory of Sternberg examines selective encoding, selective combination and selective comparison. These factors lead to insight and/or the ability to deal with novelty, while past factor analytic theorists have examined verbal comprehension, perceptual organization and freedom from distractibility. Gardner's recent work has cited no less than six separate forms of intelligence. This paper examines these competing perspectives and attempts to provide a meta-analysis from which to view the cognitive structures of the gifted.
Gifted and Talented Education in China
Authors: Kwok Caroline , Kong Hong , Harris R. Carl 
Published: January 2012

The year 1977 was significant in the modern history of China because that year marked the dawning of a new era. For the previous 20 years, China had closed its doors to the outside world, but from 1977 onward, with a new Chairman, Deng Xiaoping, the country opened its doors again. With the opening came the call for modernization of the country. Under the slogan known as the Four Modernizations, the Chairman challenged the country to modernize in four areas: agriculture, industry, national defence and science and technology. In order to carry out this challenge, education became important again and the need to produce “rencai” or “people of abilities” to help with the modernization was critical. With this call for training contributing citizens to help build the country, there was a revival for gifted and talented education in various forms. This article will briefly introduce some of the work being done in gifted and talented (g/t) education in today's People's Republic of China and to offer some suggestions as to how the work in China can be expanded.
TASC: A Model for Curriculum Development
Authors: Adams Harvey B , Wallace Belle 
Published: January 2012

Much of the theoretical basis is derived from Vygotsky's theories i.e. that higher levels of human cognition are developed in the inter-personal context of cultural transmission. This has been amplified and systematized by Feuerstein and his colleagues, as the theory of structural cognitive modifiability. Also of relevance are many recent Information Processing theories of intelligence and cognitive development, in particular, Sternberg's Triarchic Theory of Intelligence and Borkowski's modification of Campione and Brown's theory of intelligence as comprising the architectural system (the biologically-genetically determined properties necessary for processing information) and the executive system (environmentally learned components that guide problem-solving—comprising knowledge-base, schemes or rules for thinking, control processes and meta-cognition). This paper amplifies the theoretical base, and then goes on to describe developments to date: the evolution from an intervention at Standard 8 level (Third Year of High School) aimed mainly at the meta-cognitive aspects of problem solving, into a broader programme for Standards 6–9 (First 4 Years of High school) which includes specific training in thinking skills and problem-solving together with curriculum development to include further training within the lessons of school subjects. The extended TASC programme, aims to develop in the pupils: certain attitudes towards learning (in all contexts, not only in school), e.g. an active approach to thinking and problem solving, avoidance of impulsivity, perseverence, development of internal locus control and positive self-image Basic Thinking Skills necessary for making sense of experience whether in or out of school, e.g. stable spatial and temporal elationships, ability to make comparisons and to categorize Tools for Effective Thinking and Problem-Solving Strategies Meta-cognition knowing how to and knowing when to use strateg ies. The extended TASC programme also aims to improve the effectiveness of teachers as facilitators of children's “learning to learn.” As far as the curriculum is concerned there are short and long term aims: The short term general aim is to modify existing syllabuses in order to maximise the achievement of the general aims for teachers and pupils. The long term aim is to reconstruct the curriculum and rewrite syllabuses in order to achieve the general aims for teachers and pupils.
The Changing Nature of Giftedness: an Examination of Various Strategies for Provision
Authors: Wallace Belle , Pierce Jenny 
Published: January 2012

This article is the first part of a two part paper. The first part discusses how the conception of giftedness has changed. The influences of home and school are briefly discussed and the characteristics of very able learners are explored in connection with what parents and teachers need to provide in the way of understanding and support. Part Two of the paper discusses various kinds of curriculum extension programmes discussing the underlying educational assumptions and feasibility of their implementation in a typical school system.
Provision of Education for the Gifted in the Orange Free State: a Unique System
Authors: Paulsen W.J. 
Published: January 2012

The Orange Free State system for gifted education provides for three levels, namely level 1 in the ordinary classroom, level 2 in part-time withdrawal classes and level 3 at the Education Centre. An important principle of the system is that all children, not only the gifted, should benefit from the system. For this, the importance of the training of all staff that are in any way responsible for gifted child education, is recognised. After level 1, certain norms are used to determine who of the children will be allowed to advance to level 2 and then another evaluation takes place to decide whom of these could advance to level 3. What makes the system rather unique is that the total provision is during school hours, even the level 3 provision at the Education Centre.
Locus of Control as an Important Factor in Teacher's Rating of Highly Able Children
Authors: Herskovits Mária , Gefferth Éva 
Published: January 2012

In our study on the identification of giftedness the role of intellectual and non-intellectual factors and their relation to each other are being investigated in the development of giftedness. We think that non-intellectual factors (positive personality traits, motivation, interest, etc.) do not predict giftedness in themselves but they are absolutely necessary in the actualisation of abilities. We presume that in some cases (“late-bloomers”, unequal development of intellectual, emotional and social factors) it is some personality characteristic that might play a decisive role in helping to foster the intellectual development. In this way the fact that the teacher notices some positive personality traits (strong internal control, responsibility, wide range of interests, strength of will etc.) and evaluates the child positively even if s/he does not really have good achievement, yet, can enhance the chance for later development.
Children Using Language: Can Computers Help?
Authors: Heaney Liam F. 
Published: January 2012

This article considers some of the ways in which computers and appropriate software can be used to encourage children to use language purposefully. It discusses the range of computer software that is available for Primary School children and suggests ways of incorporating such software into the various subject areas. While highlighting the valuable contribution that computers can make to the teaching and learning process in schools, the article stresses the need for the planned integration of computers and computer software into an overall curriculum strategy which has an evident cohesiveness and a continuity. The surest means by which children are enabled to master their mother tongue is by exploiting the process of discovery through language in all its uses. A Language for Life
Motivation, Self-Perception and Gifted Students
Authors: Hay Ian 
Published: January 2012

This review looks at the role of motivation and self-perception (self-esteem and self-concept) for children identified as gifted and talented. The aim is to first discuss some of the research findings and their implication for gifted and talented students. The second aim is to include some suggestions parents and teachers can consider to assist the development of positive motivation and self-perception within gifted and talented students. The paper argues that self-perception and motivation are improved when students work on tasks that have personal meaning, purpose and choice, in a learning environment that is orientated towards higher level thinking, problem solving and decision making. The non-cognitive variables of motivation and self-perception are significant issues in understanding the development of gifted and talented children as these affective variables help to explain why only some of the children with high ability are successful in achieving their potential. The historic trend in education and psychology has been to isolate the affective and cognitive variables that influence children's development, placing affect with personality and cognition with learning and memory (Beane, 1986; Wylie, 1987). Increasingly researchers and practitioners are now recognizing that the affective, non-cognitive variables associated with education are significant in influencing the outcome of learning and in understanding how children approach and master learning tasks (Ames, 1984, 1986; Bandura, 1986; Bloom, 1976; Delisle & Renzulli, 1982; Dweck, 1986; Hattie, 1992; Heckhausen, 1987; Markus & Wurf, 1987; McCombs, 1988; Sternberg, 1982; Vygotsky, 1978; Wittrock, 1988).
Are/Should Boys and Girls Gifted in Mathematics be Taught Together?
Authors: Marjoram Tom 
Published: January 2012

Boys and girls are nowadays taught mathematics together more frequently than in the past, a trend which is not always helpful to girls who in some cases still do better in maths and science in girls schools. However, in mixed schools, segregation for science and maths may carry negative messages. Enlightened and research-informed teaching approaches are beginning to improve the situation. Throughout history we find role models to show that girls are capable of the highest levels of mathematical achievement.