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Gifted Education International最新文献

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Equitable identification of gifted students with the relationship of religiosity and ethical sensitivity level of teachers 资优学生的公平认同与教师宗教信仰与伦理敏感水平的关系
Gifted Education International Pub Date : 2022-10-17 DOI: 10.1177/02614294221132957
Hyeseong Lee, M. A. Wilkins, Ann O'Brien
{"title":"Equitable identification of gifted students with the relationship of religiosity and ethical sensitivity level of teachers","authors":"Hyeseong Lee, M. A. Wilkins, Ann O'Brien","doi":"10.1177/02614294221132957","DOIUrl":"https://doi.org/10.1177/02614294221132957","url":null,"abstract":"As teachers are the gatekeepers in identification procedure, it is crucial to understand how teachers’ openness and beliefs may affect the equitable identification. To be specific, we focused on how teachers’ level of religious beliefs and ethical sensitivity impact notions of fairness in the identification of gifted students, particularly those from traditionally underrepresented groups. Study participants were 46 teachers who attended a Midwestern Catholic University in the U.S. Based on the results measuring teachers’ religiosity, ethical sensitivity, and equitable identification index from vignettes, we found that there were no statistically significant score differences of religiosity and ethics level of teachers when they were divided into two groups, one showing equitable identification versus the other comparatively not. However, the majority of teachers (70%) fairly identified students regardless of their religiosity, ethical sensitivity, school experiences, confidence level serving gifted students, and current academic status when the vignettes had different students’ race and family income status information.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125287023","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
An Online Survey on Challenges and Needs for Identifying and Nurturing Twice Exceptional Learners 识别和培养双重卓越学习者的挑战和需求的在线调查
Gifted Education International Pub Date : 2022-10-11 DOI: 10.1177/02614294221133466
Y. Chen, Chia-Chao Li, M. Gläser-Zikuda, C. Kuo
{"title":"An Online Survey on Challenges and Needs for Identifying and Nurturing Twice Exceptional Learners","authors":"Y. Chen, Chia-Chao Li, M. Gläser-Zikuda, C. Kuo","doi":"10.1177/02614294221133466","DOIUrl":"https://doi.org/10.1177/02614294221133466","url":null,"abstract":"The current study conducted an online survey to understand the challenges and needs teachers face for identifying and nurturing students with twice exception. Among 896 respondent schools, 179 schools were reported to have 277 identified 2E students. The results indicated that schools with both gifted and disability classes/programs or services identified more 2E students than did schools without a special education program. Although increasing the awareness and knowledge of general education teachers is beneficial for the identification of 2E students, most of the respondents reported that they need gifted education teachers to get involved in developing students’ talents. Obvious opportunity gaps existed between schools with only disability education and with gifted and disability education. An effective support system with manpower and financial assistance from governments is also essential for closing opportunity gaps and meeting the needs of both learners and teachers.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"83 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113961420","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: 2
Pathways to academic success: specific strength-based teaching and support strategies for twice exceptional high school students with autism spectrum disorder 学业成功之路:特殊的基于力量的教学和支持策略对患有自闭症谱系障碍的两度优异高中生
Gifted Education International Pub Date : 2022-10-08 DOI: 10.1177/02614294221124197
Sally Reis, Nicholas W. Gelbar, Joseph W. Madaus
{"title":"Pathways to academic success: specific strength-based teaching and support strategies for twice exceptional high school students with autism spectrum disorder","authors":"Sally Reis, Nicholas W. Gelbar, Joseph W. Madaus","doi":"10.1177/02614294221124197","DOIUrl":"https://doi.org/10.1177/02614294221124197","url":null,"abstract":"The number of students with ASD also identified as academically talented has been increasing over the last few decades. Unfortunately, little empirical research exists about this population of students. In this qualitative study, 40 college and university students with ASD who were identified as academically advanced and talented and enrolled in competitive colleges and universities were interviewed about academic experiences and teaching strategies that contributed to their success. Several findings related to specific strength-based teaching and support strategies perceived by participants as contributing to their academic success. These included identifying their academic talents; interest-based extracurricular activities based; specific challenge based honors and advanced classes in areas of interest and strength; opportunities for advanced, interest-based academic experiences; participation in residential programs during high school; strong and positive relationships with teachers and counselors; developing compensation strategies that can be applied to all of these areas; and overcoming anxiety while building social connections.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124179839","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
Giftedness, ethics, and humanism 天赋、道德和人文主义
Gifted Education International Pub Date : 2022-09-28 DOI: 10.1177/02614294221130868
S. Pihlström
{"title":"Giftedness, ethics, and humanism","authors":"S. Pihlström","doi":"10.1177/02614294221130868","DOIUrl":"https://doi.org/10.1177/02614294221130868","url":null,"abstract":"This paper examines giftedness and gifted education from the point of view of humanistic ethical critique. While religious worldviews may conceptualize individual talent as something that human beings have received (as a “gift”) from God or (more generally) from a divine world-order, secular humanism may also implicitly presuppose a quasi-theological understanding of giftedness as something for which we might be expected to maintain a proper attitude of gratitude. Drawing on humanistic sources ranging from Hannah Arendt’s concept of natality, Richard Rorty’s pragmatist challenge to the idea of human “answerability” to the world, and Primo Levi’s ethical criticism (in the context of his Holocaust writings) of the notion of providence, the paper argues that developing an appropriate stance toward whatever gifts and talents individuals may have is a matter of continuous ethical self-reflection that needs to be incorporated in gifted education.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122456392","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
Concordance of Gifted Education Policy and Practices at the State, District, and Local Levels 国家、地区和地方各级资优教育政策和实践的一致性
Gifted Education International Pub Date : 2022-09-26 DOI: 10.1177/02614294221129928
Annalissa V. Brodersen, Vonna L. Hemmler, C. Callahan, D. McCoach
{"title":"Concordance of Gifted Education Policy and Practices at the State, District, and Local Levels","authors":"Annalissa V. Brodersen, Vonna L. Hemmler, C. Callahan, D. McCoach","doi":"10.1177/02614294221129928","DOIUrl":"https://doi.org/10.1177/02614294221129928","url":null,"abstract":"Gifted education policies vary across the United States. Previous studies have demonstrated a disconnect between these policies at state and district levels, but alignment of school-level practices with state and/or district policies is unknown. To further examine these relationships, we examined via qualitative document analysis state and district-level gifted policies and district and school-level reported practices in two states’ gifted services. Although state and district policies reflected fairly close alignment with recommended practices, district and school reported practices reflected only partial alignment. We discuss implications of these findings for gifted programs and policy at the state and local levels.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132300519","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
Cultivating intellectual abilities and talents: The ‘forgotten’ Catholic contribution 培养智力和才能:天主教“被遗忘”的贡献
Gifted Education International Pub Date : 2022-09-22 DOI: 10.1177/02614294221129360
A. Gellel, Rosienne Camilleri
{"title":"Cultivating intellectual abilities and talents: The ‘forgotten’ Catholic contribution","authors":"A. Gellel, Rosienne Camilleri","doi":"10.1177/02614294221129360","DOIUrl":"https://doi.org/10.1177/02614294221129360","url":null,"abstract":"The notion of the human person, together with the importance that the Catholic community has, since its inception, given to the educational enterprise, has led various authors, including Augustine, Abelard, and Aquinas, among others, to reflect on the meaning of intellect and talents and their effects on education. Yet such reflections were never standalone considerations but rather built in dialogue, and at times in confrontation, with the classics and secular treatises of the time. After outlining how the Catholic community conceptualizes the human person, this paper will touch upon the concepts of talent as developed and dealt with during the 12th century. The latter period has been chosen on the basis of the developments in pedagogical thought and practices. The paper aims to critically analyse the notion of ‘ingenium’ (understood as talents, innate abilities) against the main philosophical and pedagogical thought that has animated Catholic educational practices.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129542136","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
Spirituality and giftedness 灵性和天赋
Gifted Education International Pub Date : 2022-09-20 DOI: 10.1177/02614294221129394
K. Tirri
{"title":"Spirituality and giftedness","authors":"K. Tirri","doi":"10.1177/02614294221129394","DOIUrl":"https://doi.org/10.1177/02614294221129394","url":null,"abstract":"Spirituality is an important domain in the holistic education of gifted students. The definition of transformational giftedness makes it possible to emphasize spiritual domain in student development. Spirituality provides possibilities to reflect on the values and meanings of life that could provide purpose for gifted students in their studies and for their future lives. The concepts of religion and spirituality are defined, and their different roles clarified in the context of education. Spiritual sensitivity is introduced as a human capacity that can be measured scientifically with the spiritual sensitivity questionnaire instrument. Research findings among young generation and gifted students indicate that mystery-sensing, contemplation, and search for meaning in life are important aspects in spirituality of our generation.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130407514","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: 4
Christian excellence in history. From heroic saints to educated experts (1500–1800) 基督教在历史上的卓越。从英雄圣人到博学专家(1500-1800)
Gifted Education International Pub Date : 2022-09-15 DOI: 10.1177/02614294221128106
R. Saarinen
{"title":"Christian excellence in history. From heroic saints to educated experts (1500–1800)","authors":"R. Saarinen","doi":"10.1177/02614294221128106","DOIUrl":"https://doi.org/10.1177/02614294221128106","url":null,"abstract":"The article deals with the understanding of religious talent or religious excellence in the Early Modern Period. Three subtypes are identified as follows: (1) Political Heroism and the Sacred, (2) Countercultural Moral Excellence, (3) Extraordinary Emotions. It is further argued that these subtypes are to a great extent replaced with the idea of an educated expert in the modern period. In the end, the study of emotional intelligence is mentioned as a hypothetically fruitful way to understand these phenomena in behavioral sciences.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122209583","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 and Islamic educational philosophy: A neat convergence 资优教育与伊斯兰教教育哲学:完美的融合
Gifted Education International Pub Date : 2022-09-14 DOI: 10.1177/02614294221125555
T. Lovat
{"title":"Gifted education and Islamic educational philosophy: A neat convergence","authors":"T. Lovat","doi":"10.1177/02614294221125555","DOIUrl":"https://doi.org/10.1177/02614294221125555","url":null,"abstract":"The issue of underserved or less visible sub-groups has been the subject of recent research in gifted education. It is a relevant item when considering gifted education germane to Islam and Islamic educational philosophy. This article will focus on the unusual convergence of these two fields of research by exploring distinctive features of Islamic education, ancient and modern, that reflect contemporary perspectives on gifted education.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125630837","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
Effects of mathematical modelling based project production and management program on gifted students’ mathematical modelling and reflective thinking for real-life problem solving 基于数学建模的项目制作与管理方案对资优学生数学建模与现实问题解决反思思维的影响
Gifted Education International Pub Date : 2022-09-14 DOI: 10.1177/02614294221118005
Gülnur Özbek, Seokhee Cho
{"title":"Effects of mathematical modelling based project production and management program on gifted students’ mathematical modelling and reflective thinking for real-life problem solving","authors":"Gülnur Özbek, Seokhee Cho","doi":"10.1177/02614294221118005","DOIUrl":"https://doi.org/10.1177/02614294221118005","url":null,"abstract":"This study aimed to examine the relationship between mathematical modelling and reflective thinking and to examine the effects of employing mathematical modelling processes on perception of mathematical modelling competencies and reflective thinking skills for real-life problem solving of gifted students participating in Project Production and Management Program at Turkish Science and Art Centers. Correlational path analysis of 300 students data revealed that Mathematical modelling is a significant predictor of reflective thinking skills, and the constructed model was found to be of a good fit with excellent path coefficients. Experimental design with pre-post-maintenance-tests with comparison group was employed with 60 students purposefully selected chosen from the above regression study. Reflective thinking and mathematical modelling levels of experimental group students who employed mathematical modelling processes for Project Production and Management increased significantly more from pre- to post-tests, and the significant difference was found to be maintained.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127050137","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
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