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Gifted education in Vietnam: Contribution and limitations 越南资优教育:贡献与局限
Gifted Education International Pub Date : 2023-03-15 DOI: 10.1177/02614294231163373
Anh-Vinh Le, Hoang Phuong Hanh, D. Bui
{"title":"Gifted education in Vietnam: Contribution and limitations","authors":"Anh-Vinh Le, Hoang Phuong Hanh, D. Bui","doi":"10.1177/02614294231163373","DOIUrl":"https://doi.org/10.1177/02614294231163373","url":null,"abstract":"The story of Vietnam’s education together with its formulae for success and remaining issues have been much researched. However, there is a rather mysterious group of institutions in the country’s education system that is much less explored yet in close relation to its top ranking in international academic competitions: trường chuyên (specialization schools for the gifted, or in short, gifted schools). Through reviewing government legal documents and relevant reports, this article sketches the overview picture of various fundamental aspects of gifted education in Vietnam, including the evolution history, merits, limitations, and recommendations to improve the system quality. The contribution and shortcomings of this most prestigious group of schools will be examined given the prioritized investment from the Government, current societal context and demands in Vietnam and across the world, alongside most recent global movements in the educational domain.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121215669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
STEM sense of belonging for 12-13 year-old talent search participants: Does gender matter? 12-13岁才艺搜索参与者的STEM归属感:性别重要吗?
Gifted Education International Pub Date : 2023-03-08 DOI: 10.1177/02614294231162723
Monica C. Meadows, A. Robinson
{"title":"STEM sense of belonging for 12-13 year-old talent search participants: Does gender matter?","authors":"Monica C. Meadows, A. Robinson","doi":"10.1177/02614294231162723","DOIUrl":"https://doi.org/10.1177/02614294231162723","url":null,"abstract":"Gaps in STEM performance have narrowed over the last 50 years (Leaper et al., 2012; National Science Foundation, 2013). Nonetheless, disparities remain in many STEM fields – with the largest occurring in the physical sciences, computer science, and engineering (UNESCO., 2012). Although gender gaps in science and math performance have been closing, gaps in STEM self-concept and aspirations continue. We investigated academically advanced 12–13 year-old students’ sense of belonging to STEM disciplines and examined the relationship among STEM sense of belonging, STEM classroom/peer climate, amount of STEM exposure, and the strength of self-identification with STEM. Although previous research established that features of the STEM classroom/peer climate can promote as well as detract from underrepresented students’ interest and retention in STEM (Riegle-Crumb et al., 2006; Roberts et al., 2018; Stake & Nickens, 2005), less is known about constructs that underlie STEM sense of belonging. Our results indicated no significant difference in STEM sense of belonging between academically advanced females and males. However, there is a statistically significant interaction between gender and self-identification with STEM. Key predictors of STEM sense of belonging identified by our regression model include classroom/peer climate and STEM self-identification.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133116488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Individual, collective, and contextual aspects in the identification of giftedness 识别天赋的个人、集体和背景方面
Gifted Education International Pub Date : 2023-02-11 DOI: 10.1177/02614294231156986
R. Sternberg
{"title":"Individual, collective, and contextual aspects in the identification of giftedness","authors":"R. Sternberg","doi":"10.1177/02614294231156986","DOIUrl":"https://doi.org/10.1177/02614294231156986","url":null,"abstract":"Giftedness is typically thought of as an individual characteristic. But the development and labeling of an individual as “gifted” is always a collective process and takes place embedded within local, sociocultural, and temporal contexts. The view of giftedness as individual is deceptive and results in faulty practice, such as the bestowal of huge advantages in development and labeling upon children whose parents have more substantial financial and other resources. This article applies a pentagonal implicit theory of giftedness to the analysis of individual, collective, and contextual factors in development and labeling and concludes that giftedness should never be viewed merely as an individual characteristic. Doing so not only distorts reality but creates procedures that tend to pass identification and development of “giftedness” inequitably through successive generations of families by virtue of the families’ resources.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129560552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Developing scientific, transformational, eloquent, artistic, mathematical, mechanical, emotional, relational, and social talents through problem solving: A conceptual, practical, evidence-based analysis 通过解决问题来发展科学的、转化的、雄辩的、艺术的、数学的、机械的、情感的、关系的和社会的才能:一个概念性的、实践性的、基于证据的分析
Gifted Education International Pub Date : 2023-02-06 DOI: 10.1177/02614294231153519
C. Maker, R. Pease, R. Zimmerman
{"title":"Developing scientific, transformational, eloquent, artistic, mathematical, mechanical, emotional, relational, and social talents through problem solving: A conceptual, practical, evidence-based analysis","authors":"C. Maker, R. Pease, R. Zimmerman","doi":"10.1177/02614294231153519","DOIUrl":"https://doi.org/10.1177/02614294231153519","url":null,"abstract":"Building on the definition of steamers (a tasty hot milk-infused drink), we defined STEAMMERS as “a blend of diverse talents, going beyond domain-specific to domain-integrated abilities. Like steamers, they have a rich and colorful ‘flavor’!” They are passionate about solving problems they and others face by honoring and blending diverse perspectives and disciplines. Gifted children and young people have the potential to become STEAMMERS, making outstanding contributions to themselves, their communities, and their world. The underlying principle is to design learning experiences beyond traditional conceptions of STEM, STEAM, and other similar combinations of disciplines in ways that uncover, ignite, cultivate, and extend these potentials. Using Real Engagement in Active Problem Solving (REAPS), an evidence-based teaching model, enables educators to recognize, cultivate, and extend the talents of the STEAMMERS we need for our future. Here, we present our new concept, describe practices, and give evidence showing how it accomplishes these purposes.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121482734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Creative problem-solving ability does not occur by chance: Examining the dynamic system model of creative problem solving ability 创造性解决问题的能力不是偶然产生的:创造性解决问题能力的动态系统模型检验
Gifted Education International Pub Date : 2023-01-02 DOI: 10.1177/02614294221149478
Chia-Yi Lin
{"title":"Creative problem-solving ability does not occur by chance: Examining the dynamic system model of creative problem solving ability","authors":"Chia-Yi Lin","doi":"10.1177/02614294221149478","DOIUrl":"https://doi.org/10.1177/02614294221149478","url":null,"abstract":"This study examined Cho’s dynamic system model of creative problem-solving ability in a sample of 112 gifted and non-gifted students. The cluster analysis and t-test results indicated that students should be categorized into high and low performance groups. Students who scored three points or more across all attributes also had a higher likelihood of possessing better mathematical creative problem-solving abilities. Furthermore, significant differences were found in the two groups’ scores on the Creative Problem Solving Attributes Inventory and Mathematical Creative Problem Solving Ability Test. The environment attribute was the only one on which the two groups did not differ significantly; this may be the result of education fever in Asian societies. Finally, the results of this study not only indicated that creativity does not rely on a single factor but that a well-balanced environment is imperative to nurturing creativity.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128239362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Developmental characteristics of a 0- to 3-year-old gifted child based on video analysis 基于视频分析的0- 3岁天才儿童的发展特征
Gifted Education International Pub Date : 2022-12-13 DOI: 10.1177/02614294221146623
Ahmet Bildiren, Tahsin Fırat, S. Z. Kavruk
{"title":"Developmental characteristics of a 0- to 3-year-old gifted child based on video analysis","authors":"Ahmet Bildiren, Tahsin Fırat, S. Z. Kavruk","doi":"10.1177/02614294221146623","DOIUrl":"https://doi.org/10.1177/02614294221146623","url":null,"abstract":"The purpose of the present case study was to conduct a detailed analysis of the developmental characteristics of a gifted child. WISC-R intelligence test was administered to a 7-year-old participant. The test result was 140 IQ. The early developmental characteristics of the participant were evaluated using parent-recorded videos over a 3-year period, from birth to 3 years of age. First, all video recordings were transcribed by the research team, then the accuracy and completeness of the transcriptions were verified. The results showed that the participant displayed early gifted developmental characteristics in fine motor skills, cognitive, language, social, and personal developmental domains.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125752826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A multi-case study of accelerated trajectories of science talent development: Matthew effects re-examined 科技人才加速发展轨迹的多案例研究:马修效应的再检验
Gifted Education International Pub Date : 2022-12-13 DOI: 10.1177/02614294221146368
D. Dai, Xian Li
{"title":"A multi-case study of accelerated trajectories of science talent development: Matthew effects re-examined","authors":"D. Dai, Xian Li","doi":"10.1177/02614294221146368","DOIUrl":"https://doi.org/10.1177/02614294221146368","url":null,"abstract":"Matthew effect (“the rich get richer”) has been a research topic for decades. It refers to a cumulative advantage, social or individual, in talent development as well as performance or productivity, typically unfolding longitudinally. The present study builds on a previous qualitative study as an attempt to fully understand developmental underpinnings of an accelerated science career, with a focus on developmental changes as potential explanations for the observed Matthew effects. In contrast to traditional theoretical explanations that resort to either social or individual advantages, the present study, in light of Evolving Complexity Theory (ECT), uncovered developmental changes as potentially responsible for a distinct accelerated career trajectory and the apparently unfolding Matthew effects. Implications of the findings in terms of understanding the role of evolving individuality for talent development are discussed.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131101682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Editorial to the special issue on contributions of religions and worldviews to conceptions of giftedness 关于宗教和世界观对天赋观念的贡献的特刊社论
Gifted Education International Pub Date : 2022-12-07 DOI: 10.1177/02614294221145297
K. Tirri
{"title":"Editorial to the special issue on contributions of religions and worldviews to conceptions of giftedness","authors":"K. Tirri","doi":"10.1177/02614294221145297","DOIUrl":"https://doi.org/10.1177/02614294221145297","url":null,"abstract":"","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133272848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Gifted Education Teachers’ Concerns about Competency-Based Instruction 资优教育教师对能力本位教学的关注
Gifted Education International Pub Date : 2022-11-30 DOI: 10.1177/02614294221141990
Wei-Ren Chen
{"title":"Gifted Education Teachers’ Concerns about Competency-Based Instruction","authors":"Wei-Ren Chen","doi":"10.1177/02614294221141990","DOIUrl":"https://doi.org/10.1177/02614294221141990","url":null,"abstract":"Teacher concerns influence how teachers respond to education reform. The 12-Year Basic Education is a curriculum reform focusing on a competency-based curriculum and instruction in Taiwan. The aim of the current study was to investigate the stages and types of gifted education teachers’ concerns about competency-based instruction based on the Concerns-Based Adoption Model. A survey was administered to 274 gifted education teachers. The findings indicated that the gifted education teachers’ concern profiles were very similar. Teacher concerns fell into three relatively well-defined stages: the Information concern (stage 1), Refocusing (stage 6), and Personal (stage 2). In addition, teacher concerns were clustered into three types: (a) pursuing change agency with dialectical thinking; (b) looking for efficiency by managing resources; and (c) awareness of current situations but working individually. Each type consisted of its own characteristics and the developmental stages of concern. Recommendations for practice and future studies are also provided.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121864176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The educational intervention gifted children need most: To become wise, not just smart 天才儿童最需要的教育干预:变得聪明，而不仅仅是聪明
Gifted Education International Pub Date : 2022-11-02 DOI: 10.1177/02614294221138457
R. Sternberg
{"title":"The educational intervention gifted children need most: To become wise, not just smart","authors":"R. Sternberg","doi":"10.1177/02614294221138457","DOIUrl":"https://doi.org/10.1177/02614294221138457","url":null,"abstract":"Gifted students should be taught not only for knowledge and for intelligence-enhancing techniques, but also for wisdom. What the world needs most, but also most lacks, is wisdom in the gifted individuals who become leaders. Teaching for wisdom means helping students to look toward a common good; by balancing their own with others’, and with larger interests; over the long-as well as the short-term; through the infusion of positive ethical values; in order to adapt to, shape, and select environments. This essay deals with how wisdom might be entered into the curriculum for gifted students.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131277930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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