Gifted and Talented International最新文献

{"title":"South Korean pre-service primary school teachers’ opinions about acceleration for gifted students","authors":"Heejin Woo, Therese M. Cumming, S. O’Neill","doi":"10.1080/15332276.2022.2097965","DOIUrl":"https://doi.org/10.1080/15332276.2022.2097965","url":null,"abstract":"ABSTRACT This study explored South Korean pre-service primary school teachers’ attitudes toward acceleration for gifted students. Researchers employed surveys, focus groups, and a review of literature in this mixed methods study. In total, 481 South Korean pre-service primary teachers participated in the survey and 13 out of the 481 survey participants joined the focus-group interviews afterward. Results of the survey analysis suggested that South Korean pre-service teachers showed slightly negative attitudes toward acceleration. In the follow-up focus group interviews, most of the participants had negative attitudes toward acceleration and related their attitudes to the competitive educational atmosphere in South Korea and possible detrimental social and emotional effects. They illustrated these concerns by citing the story of a famous figure in South Korea who had experienced a radical academic acceleration and experienced very poor outcomes. Recommendations are provided for university teaching programs and future study exploring how to best support gifted students.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"37 1","pages":"152 - 162"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49170794","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}

{"title":"Teachers’ perspective on gifted students with extraordinary learning potential in Norway: A descriptive study with primary and secondary teachers","authors":"Astrid Lenvik, L. Jones, Elisabeth Hesjedal","doi":"10.1080/15332276.2022.2138796","DOIUrl":"https://doi.org/10.1080/15332276.2022.2138796","url":null,"abstract":"ABSTRACT In countries with no clear policy regarding gifted students, teachers are vital. Norway is such a case. Teachers might have stereotypical views and need knowledge about gifted students to facilitate them appropriately. This article aims to give descriptive insights into teachers’ views and perceptions of students with extraordinary learning potential (gifted) in Norway. To examine this, we used a survey of primary and secondary school teachers (N = 339), exploring teachers’ self-evaluated need for knowledge, how teachers evaluate different characteristics, and the teachers’ open-ended descriptions. We also report descriptive statistics from the survey. The results indicate that the Norwegian teachers wanted more knowledge about gifted students; they reported positive characteristics like performing well and being hardworking and intelligent but also being bored and, to some degree, displaying disruptive behavior. Here, 74% of the teachers reported they had experiences with teaching gifted students. One implication is including giftedness as a topic in teacher education. Our study points to important areas for further research – for example, more in-depth research with Norwegian teachers on their view and characterization of gifted students.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"37 1","pages":"163 - 172"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45798202","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}

{"title":"Qualitative and quantitative development of the High Functioning ASD Screener (HFAS)","authors":"M. Foley‐Nicpon, M. Candler, Erica L. Behrens, Zachary Sussman, O. Gaasedelen, C. Wienkes","doi":"10.1080/15332276.2022.2124390","DOIUrl":"https://doi.org/10.1080/15332276.2022.2124390","url":null,"abstract":"ABSTRACT ASD manifests in children throughout the ability spectrum, though screening tools may not adequately identify high-ability youth who would benefit from a comprehensive identification evaluation; thus, the impetus for developing The High Functioning ASD Screener (HFAS). Information from content area expert interviews determined the 93-item pilot form administered to high ability youth (ages 5 years, 11 months to 18 years, 2 months) with ASD (n = 15), average ability students (n = 10), and high ability students (n = 23). ANOVAs identified items that differentiated the three groups and/or were most endorsed by the high ability/ASD group, resulting in the 36-item HFAS. Preliminary receiver operating characteristic curves indicate the scale is excellent at classification.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"37 1","pages":"86 - 96"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48727166","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}

{"title":"The relation between teachers’ background and school type and their perceptions of the gifted and gifted education","authors":"Maya Antoun","doi":"10.1080/15332276.2022.2083533","DOIUrl":"https://doi.org/10.1080/15332276.2022.2083533","url":null,"abstract":"ABSTRACT Teachers’perceptions of their students affect the way they provide opportunities and support for learning. Given that Lebanon has no specific policy or formal school practices for gifted students, it is important to understand what factors might affect education provision to such students. In this study, I investigated perceptions of Lebanese primary school teachers in relation to gifted/highly able students and their education and sought to determine what factors affected these perceptions. I utilized qualitative and quantitative methods in the gathering of data from 281 teachers across three Lebanese governorates. Of the 281 teachers who completed the questionnaire, 12 also participated in the qualitative component, which involved individual semi-structured interviews. The findings suggest how the broader socio-economic cultural context within Lebanon appears to have influenced teachers’ perceptions and the choices made regarding the gifted education provision in classrooms.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"37 1","pages":"134 - 151"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49206391","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}

{"title":"Metacognitive awareness as a predictor of social emotional learning skills in gifted and talented students","authors":"Zeynep Yazgı Yanık, Nüket Afat","doi":"10.1080/15332276.2022.2053316","DOIUrl":"https://doi.org/10.1080/15332276.2022.2053316","url":null,"abstract":"ABSTRACT The study aims to determine the relationship between metacognitive awareness and social emotional learning skills among gifted and talented students and to determine the effect of metacognitive awareness on social emotional learning skills in line with the relationship detected. It was also aimed to determine whether these concepts differ according to demographic variables. The research design is correlational research. The population consisted of 6th, 7th and 8th grade gifted and talented students in Istanbul, Turkey. The sample group consisted of 367 gifted and talented secondary school students obtained via a purposive sampling method. The Metacognitive Awareness Scale, the Social Emotional Learning Skills Scale, and a personal information form were used for the data collection purposes. Results show that there is a high level, significant positive relationship between metacognitive awareness and social emotional learning skills. In addition, metacognitive awareness significantly predicts social emotional learning skills. Several factors including spending little time on screen, having a mother with a high education level, and high perception of school success resulted in a difference in metacognitive awareness and social emotional learning skills for gifted and talented students. Significant implications for policy, practice, and research are discussed.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"37 1","pages":"109 - 118"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44826775","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}

{"title":"Editorial","authors":"L. Kronborg, M. Foley‐Nicpon","doi":"10.1080/15332276.2022.2157979","DOIUrl":"https://doi.org/10.1080/15332276.2022.2157979","url":null,"abstract":"For this final issue for 2022 of Gifted and Talented International we have a diverse range of research from various international scholars that focuses on different issues which affect the development of gifted and talented students. The research comes from different educational contexts including the United States of America, Vietnam, Netherlands, Lebanon, Turkey, South Korea, and Norway. The first research article by Foley-Nicpon, Candler, Behrens, Sussman, Gaasedelen and Wienkes reported on their development of a 36item High Functioning ASD Screener. Researchers conducted content area expert interviews that underpinned the 93 item pilot form, which was administered to groups of high ability students with ASD, average ability students, and high ability students. ANOVAs identified items that differentiated the three groups and/or were most endorsed by the high ability/ASD group to develop the final item pool. Nelson, Tran, Reichenberg, and Vu examined life satisfaction of gifted adults in their mid-twenties who graduated ten years previously from a gifted program in Vietnam. The researchers used the Flanagan’s Quality of Life Scale (QoLS) as their research instrument. Participants indicated high life satisfaction consistently across five identified domains: Physical and material well-being, Relations with other people, Social, community, and civic activities, Personal development and fulfillment, and Recreation. A qualitative study by Veldman-de Jonge and Jen explored the facilitating or hindering factors in making education, personal life, and career decisions among 10 gifted and talented women aged 18–62 from the Netherlands. When making career choices, these Dutch gifted women reported they valued intrinsic motivation, differentiation, and the quality of their work. Antoun employed qualitative and quantitative methods to study the relation between primary school teachers’ background and school type across three governorates in Lebanon. Antoun examined Lebanese teachers’ perceptions of gifted and talented youth and their gifted education experiences through disseminating a questionnaire and conducting semi-structured interviews. Findings suggested that the broader socio-economic cultural context within Lebanon influenced teachers’ perceptions and choices of gifted education provisions made in their classrooms. A study by Yazgi Yanik and Afat aimed to determine the relationship between metacognitive awareness and social-emotional learning skills among gifted and talented students in grades 6, 7 and 8 in Istanbul, Turkey. Results showed that little time on screens, having a highly educated mother, and high perception of school success resulted in a difference in metacognitive awareness and social emotional learning skills among the gifted and talented students. South Korean pre-service primary school teachers’ attitudes about acceleration for gifted students were examined by Woo, Cumming, and O’ Neill. In this mixed-methods study, researchers us","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"37 1","pages":"83 - 85"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49564007","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}

{"title":"Choices gifted women made in education, personal life, and career: A qualitative study in the Netherlands","authors":"Ingeborg Veldman- de Jonge, Enyi Jen","doi":"10.1080/15332276.2022.2075293","DOIUrl":"https://doi.org/10.1080/15332276.2022.2075293","url":null,"abstract":"ABSTRACT From a developmental perspective, gifted girls could benefit from the life experience shared by gifted women about what influenced them to make life choices. This study focuses on Dutch gifted women to explore what were facilitating or hindering factors in making those decisions in education, personal life, and career. Interviews with 10 participants, from ages 18 to 62, provided in-depth descriptions of participants’ personal experiences. They clearly stated what they wanted to achieve and how, whether it was in school, career, or in personal life. Overall, this study is in line with previous research. When making career choices, gifted women valued intrinsic motivation, differentiation, and the quality of the work. When they made choices, significant adults, a supportive partner, and active behaviours in seeking guidance were helping factors whereas the feeling of being different, lack of suitable education, and others’ judgment were hindering factors. Some implications are also given.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"37 1","pages":"119 - 133"},"PeriodicalIF":0.0,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43176775","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}

{"title":"An evaluation of quality of life for former gifted program participants in Vietnam","authors":"R. M. Nelson, C. Tran, Ray E. Reichenberg, Phu Vu","doi":"10.1080/15332276.2022.2049020","DOIUrl":"https://doi.org/10.1080/15332276.2022.2049020","url":null,"abstract":"ABSTRACT This study examined life satisfaction of former gifted students who graduated from a gifted program in Vietnam 10 years ago. The authors surveyed adults in their mid- to late-20s to discover whether being identified as gifted during their high school years impacted their quality of life as adults. The research instrument that was used for this study was Flanagan’s Quality of Life Scale (QoLS) translated into Vietnamese. The findings indicated that former gifted students achieved a high satisfaction of their life, and consistently across five domains: Physical and Material Well-being, Relations with other People, Social, Community, and Civic Activities, Personal Development and Fulfillment, and Recreation. There were no significant differences in terms of STEM and non-STEM professionals as well as gender. Implications of the cross-cultural validity of the QoLS and other QoL instruments used in a Vietnamese-speaking population are also discussed.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"37 1","pages":"97 - 108"},"PeriodicalIF":0.0,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44189674","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}

{"title":"Not any gifted is an expert in mathematics and not any expert in mathematics is gifted","authors":"Nurit Paz-Baruch, M. Leikin, R. Leikin","doi":"10.1080/15332276.2021.2010244","DOIUrl":"https://doi.org/10.1080/15332276.2021.2010244","url":null,"abstract":"ABSTRACT Mathematical giftedness (MG) is an intriguing phenomenon, the nature of which has yet to be sufficiently explored. This study goes a step further in understanding how MG is related to expertise in mathematics (EM) and general giftedness (G). Cognitive testing was conducted among 197 high school students with different levels of G and of EM. Based on our previous studies, we perceive MG as a combination of G and EM. Exploratory factor analysis of test results revealed five main cognitive factors: visual-serial processing (VSP); arithmetic abilities (AA); pattern recognition (PR); auditory working memory (AWM); visual-spatial working memory (VSWM); and Structural equation modeling (SEM) based on the factor analysis revealed clear differences in the role of cognitive abilities as predictors of EM, G, and MG. The study demonstrates that visual components are especially important for the development of EM and that G students are less dependent on their visual cognitive processing. Based on the study results, we argue that EM, G, and MG, which are often considered equivalent characteristics, are interrelated but different in nature. The paper presents a research-based justification that not any gifted is an expert in mathematics and not any expert in mathematics is gifted.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"37 1","pages":"25 - 41"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44260649","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}

{"title":"Gifted education of Syrian refugee students in Jordan: SWOT factors (strengths, weaknesses, opportunities, and threats)","authors":"A. Alodat, Marcia Gentry","doi":"10.1080/15332276.2021.2013143","DOIUrl":"https://doi.org/10.1080/15332276.2021.2013143","url":null,"abstract":"ABSTRACT Aiming to evaluate the gifted education services provided to Syrian refugee students, this study used a qualitative analysis approach to identify strengths, weaknesses, opportunities, and threats factors (SWOT) that affect practices and services in the field. A thematic analysis method was used to analyze qualitative data collected from official websites, educational laws, international reports, research studies, and interviews with four participants. Identified themes were distributed into four main categories that represent the areas of SWOT. This study revealed that the refugee gifted education system in Jordan is affected by internal and external factors. Attention to these factors could strengthen gifted refugee education by addressing identification procedures and providing professional development and counseling services. On the other hand, the gifted education system could exploit the inclusion principle opportunities to reduce the threats by overcoming financial and logistics limitations. Finally, this study proposes a developmental model for use to reform the refugee gifted education system.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"16 1","pages":"42 - 55"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41306842","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}