Gifted and Talented International最新文献_第6页

Gifted but equal? Parents’ perspectives on sibling relationships in families with gifted and non-gifted children 天赋异禀但平等？父母对天才儿童和非天才儿童家庭兄弟姐妹关系的看法

Gifted and Talented International Pub Date : 2020-01-02 DOI: 10.1080/15332276.2020.1760742

Nava Ben Artzey

引用次数: 2

GTI editorial – July 2020 GTI社论- 2020年7月

Gifted and Talented International Pub Date : 2020-01-02 DOI: 10.1080/15332276.2020.1802173

L. Kronborg, M. Foley‐Nicpon

引用次数: 1

Investigating Lebanese primary school teachers’ perceptions of gifted and highly able students 调查黎巴嫩小学教师对天才和高能力学生的看法

Gifted and Talented International Pub Date : 2020-01-02 DOI: 10.1080/15332276.2020.1783398

Maya Antoun, L. Kronborg, M. Plunkett

{"title":"Investigating Lebanese primary school teachers’ perceptions of gifted and highly able students","authors":"Maya Antoun, L. Kronborg, M. Plunkett","doi":"10.1080/15332276.2020.1783398","DOIUrl":"https://doi.org/10.1080/15332276.2020.1783398","url":null,"abstract":"ABSTRACT This article outlines findings of a study that investigated perceptions of Lebanese primary school teachers in relation to gifted/highly able students. While there are no specific policy or formal school practices for gifted students in Lebanon, education is nonetheless highly regarded. The aim of the study was to determine whether there were cultural differences in the way giftedness in students was perceived and supported by teachers at the primary school level in comparison to Western conceptualizations and provisions. A study utilizing qualitative and quantitative methods underpinned the gathering of data from 281 teachers across three governorates of Lebanon. Of the 281 teachers who completed the survey, 12 also participated in the qualitative component, which involved individual semistructured interviews. Findings suggested a generally positive attitude by teachers but also an acknowledgment of limited awareness of evidence based on Western understandings and practices associated with gifted education. The resultant data provided insights regarding the implementation of effective teacher education and concomitant support to improve identification.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"35 1","pages":"39 - 57"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2020.1783398","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41953553","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: 13

The sleep and mental health of gifted children: A prospective, longitudinal, community cohort study 天才儿童的睡眠与心理健康:一项前瞻性、纵向、社区队列研究

Gifted and Talented International Pub Date : 2020-01-02 DOI: 10.1080/15332276.2020.1758977

F. Cook, Danielle Hippmann, E. Omerovic

{"title":"The sleep and mental health of gifted children: A prospective, longitudinal, community cohort study","authors":"F. Cook, Danielle Hippmann, E. Omerovic","doi":"10.1080/15332276.2020.1758977","DOIUrl":"https://doi.org/10.1080/15332276.2020.1758977","url":null,"abstract":"ABSTRACT Prior research provides mixed findings on the prevalence of sleep problems and mental health difficulties experienced by gifted children, with findings largely based on studies of small clinical samples. In a large, prospective, longitudinal, community cohort, the current study aimed to examine parent report of child sleep problems at ages 1, 2, 3 and 11, and child mental health difficulties at ages 5, 7 and 11 years, in gifted (IQ ≥ 120; n = 192) compared to non-gifted children (IQ < 120; n = 1015). Parents completed questionnaires about their child’s sleep and mental health difficulties, and children’s intelligence was assessed at age 7. There were no significant differences between gifted and non-gifted children on prevalence of sleep problems at any age. Gifted children had significantly fewer symptoms of mental health difficulties than non-gifted children at multiple time points and showed 66% reduced odds for having mental health difficulties in the clinical range at 11 years of age. This study found no evidence that gifted children experience more sleep problems or more mental health difficulties than their peers during childhood.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"35 1","pages":"16 - 26"},"PeriodicalIF":0.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2020.1758977","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45695354","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: 9

Integrating creativity into career interventions for twice-exceptional students in the United States: A review of recent literature 将创造力融入美国双优学生的职业干预:近期文献综述

Gifted and Talented International Pub Date : 2019-07-03 DOI: 10.1080/15332276.2019.1704667

Ching-Lan Rosaline Lin, M. Foley‐Nicpon

引用次数: 2

Discovering the creativity of written works: the keywords study 发现书面作品的创造性：关键词研究

Gifted and Talented International Pub Date : 2019-07-03 DOI: 10.1080/15332276.2019.1690955

Burak Turkman, M. Runco

{"title":"Discovering the creativity of written works: the keywords study","authors":"Burak Turkman, M. Runco","doi":"10.1080/15332276.2019.1690955","DOIUrl":"https://doi.org/10.1080/15332276.2019.1690955","url":null,"abstract":"ABSTRACT This study investigated how creativity reveals itself in written language and showed that creative ideas can be identified in written works by discovering words and phrases (keywords) that are used to introduce new ideas. Additionally, this study sought to find a solution to alleviate creativity’s laborious scoring procedure. The sample included undergraduate level students from a large state university in the Southeastern United States majoring in various fields and the study utilized expert judges using the Consensual Assessment Technique. This keywords study found specific words and phrases that are used with regularity when people introduce a new idea. The study provided an understanding of how creativity is expressed in written works and the keywords were tested by using different sources of writing and transcribed speeches. Expert judges and resulting statistical analyses indicated that specific keywords successfully identified original ideas in written language samples. The findings of this keywords study brought an original and objective method to finding what words or phrases introduce original ideas.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"34 1","pages":"19 - 29"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2019.1690955","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42549607","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: 8

Fostering creativity using robotics among gifted primary school students 利用机器人培养资优小学生的创造力

Gifted and Talented International Pub Date : 2019-07-03 DOI: 10.1080/15332276.2020.1711545

Um Albaneen Yusuf Jamali

引用次数: 6

Raising the bar for mathematically gifted students through creativity-based mathematics instruction 通过基于创造力的数学教学提高数学天才学生的标准

Gifted and Talented International Pub Date : 2019-07-03 DOI: 10.1080/15332276.2019.1690954

Joseph S. Kozlowski, S. Chamberlin

{"title":"Raising the bar for mathematically gifted students through creativity-based mathematics instruction","authors":"Joseph S. Kozlowski, S. Chamberlin","doi":"10.1080/15332276.2019.1690954","DOIUrl":"https://doi.org/10.1080/15332276.2019.1690954","url":null,"abstract":"ABSTRACT Student ability to demonstrate mathematical creativity positively affects their mathematical learning. Further, creativity-based mathematical instruction (CBMI) may enhance divergent thinking and precipitate a highly creative mathematical learning environment . In this literature review and discussion, it is posited that CBMI has distinctively beneficial influences on mathematically gifted students’ learning processes and products. With CBMI, a value is placed on creative output, which differs from dispositions generated in algorithmically based classrooms, which may arrest creative or divergent thought. Procedure-based teacher instruction abates mathematically gifted students’ creative possibilities and restricts their thinking potential. By placing unnecessary constraints on mathematical thought, teachers restrict mathematically gifted students’ ability to produce divergent thoughts that may lead to creative products. Contemporary interpretations of giftedness include creativity as a characteristic, and therefore should be considered in mathematical learning episodes. By incorporating CBMI and promoting a mathematical environment in which creativity is valued, mathematics classrooms are raising the learning ceiling for mathematically gifted students. CBMI allows students to explore concepts and construct understanding conceptually and creatively.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"34 1","pages":"79 - 90"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2019.1690954","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41914677","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 relationship between mathematical creativity and intelligence: a study on gifted and general education students 数学创造力与智力的关系——以资优生和通识生为研究对象

Gifted and Talented International Pub Date : 2019-07-03 DOI: 10.1080/15332276.2019.1693311

Nihat Gürel Kahveci, Savas Akgul

{"title":"The relationship between mathematical creativity and intelligence: a study on gifted and general education students","authors":"Nihat Gürel Kahveci, Savas Akgul","doi":"10.1080/15332276.2019.1693311","DOIUrl":"https://doi.org/10.1080/15332276.2019.1693311","url":null,"abstract":"ABSTRACT Numerous studies have been conducted on the interaction between creativity and intelligence; however, the results of these studies are not consistent. This study aims to understand this interaction by examining the mathematical creativity of gifted and general education students. The sample was collected in Turkey and consists of 176 gifted students, who were selected through intelligence quotient tests and studied in 11 Science and Art Centers (institutions where students identified as gifted receive additional education), and 176 general education students from five schools, who were included in the procedures of the Ministry of National Education to identify gifted students, for the accurate selection of students not identified as gifted. Both groups composed of middle (i.e., junior high and secondary) school students from grades 5th to 8th. The study conducted a survey and used the Mathematical Creativity Scale (MCS) to determine the mathematical creativity of students. The study revealed a statistically significant difference between gifted and general education students in terms of fluency, flexibility, originality, and creativity in Mathematics.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"34 1","pages":"59 - 70"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2019.1693311","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42151313","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: 9

The effects of models and instructions on children’s divergent thinking 模式与教学对儿童发散性思维的影响

Gifted and Talented International Pub Date : 2019-07-03 DOI: 10.1080/15332276.2019.1693312

L. Bloom, Kristy Doss, Cameron Sastre, Todd H. Martin

{"title":"The effects of models and instructions on children’s divergent thinking","authors":"L. Bloom, Kristy Doss, Cameron Sastre, Todd H. Martin","doi":"10.1080/15332276.2019.1693312","DOIUrl":"https://doi.org/10.1080/15332276.2019.1693312","url":null,"abstract":"ABSTRACT The purpose of this research was to determine the effects of explicit instructions on children’s divergent and creative thinking. Fifty-two children were assigned to one of four groups. Two of the groups were presented a problem with a model and instructions for solving the problem first and then presented problems with no instructions/model. The other two groups had a task with no instructions/model first and then were presented problems and provided instructions and a model for solving the problems. Data were collected from video-tapes of the activities, artifacts of the participants’ solutions to the tasks, participant notes, and interviews of children regarding how they approached the tasks. For one of the problems, there was a wide range of materials available to all groups. Participants produced a wide range of products that demonstrated divergent idea generation with no difference in quality or quantity of ideas between groups though there were more mimics of the model in the model/instructions group. For the second and third problems, materials were limited. Children in the model/instruction group generated solutions that in part mimicked that of the model but also included novel solutions. The group with model/instructions had more success completing the challenge.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"34 1","pages":"44 - 58"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2019.1693312","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46731093","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