The education of academically gifted students in South Korea: Innovative approaches in shadow education

2020 ◽  
Vol 55 (3) ◽  
pp. 376-387
Author(s):  
Young Chun Kim ◽  
Jaeseong Jo ◽  
Jung‐Hoon Jung
Keyword(s):  
South Korea ◽  
Gifted Students ◽  
Shadow Education ◽  
Innovative Approaches ◽  
Academically Gifted

Identifying the missing link between shadow education and academic success: Features of private supplementary tutoring in South Korea

2020 ◽  
Vol 16 ◽  
pp. 60-82
Author(s):  
Young Chun Kim ◽  
Michael McVey ◽  
Jung-Hoon Jung
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
South Korea ◽  
Mastery Learning ◽  
Skills Training ◽  
Shadow Education ◽  
Contributing Factors ◽  
Subject Knowledge ◽  
South Korean ◽  
International Phenomenon

Shadow education or private supplementary tutoring has become an international phenomenon as increasing numbers of students seek help beyond traditional schooling for academic achievement. The positive relationship between students’ academic achievement and participation in shadow education has been previously reported. However, the manner in which shadow education practices can help students to gain and maintain higher academic achievement remains understudied. In response, this study explored the features of shadow education practices that may benefit the academic achievement of students, particularly those in South Korea but with relevance beyond the South Korean context. Using qualitative research methods, this study revealed that preview learning from/with private supplementary tutors, academic mastery learning of subject knowledge and skills, training skills for school exams, and solving students’ individual learning difficulties through intensive coaching are contributing factors to improving academic achievement.

Sports Participation among Academically Gifted Adolescents: Relationship to the Multidimensional Self-Concept

2007 ◽  
Vol 31 (1) ◽  
pp. 35-56 ◽  
Author(s):  
Anne N. Rinn ◽  
Steven R. Wininger
Keyword(s):  
Grade Level ◽  
Gifted Students ◽  
Sports Participation ◽  
Self Concept ◽  
Organized Sports ◽  
Physical Abilities ◽  
Gender Interactions ◽  
Gifted Adolescents ◽  
Academic Year ◽  
Academically Gifted

This study compares academically gifted students who engage in sports to academically gifted students who do not engage in sports on measures of the multidimensional self-concept. Participants include 264 gifted adolescents who had completed the 6th through 10th grade during the previous academic year. Sports participation was measured by asking participants whether or not they participated in organized sports. Multiple facets of self-concept were measured using the Self Description Questionnaire II (Marsh, 1990). Results indicate gifted adolescents who engage in sports have higher physical abilities self-concepts than those who do not engage in sports. No grade level or gender interactions were found. Conclusions and implications are discussed.

Secondary Programs for Gifted Students

1980 ◽  
Vol 4 (1) ◽  
pp. 30-42 ◽  
Author(s):  
Linda Silverman
Keyword(s):  
Secondary Students ◽  
Gifted Students ◽  
Regular Classroom ◽  
Special Schools ◽  
School Day ◽  
Innovative Approaches ◽  
Special Classes

More information exists on elementary programming for the gifted than on secondary programming. However, there are a multitude of creative ways of providing for the needs of gifted secondary students. These may be grouped into the following categories: acceleration, enrichment in the regular classroom, special classes, on-campus offerings outside the school day, off-campus options and special schools. Some programs use several of these arrangements concurrently. This article presents a compilation of the secondary provisions used throughout the country. Some of the more innovative approaches are discussed in greater detail. In addition, there are special sections devoted to program goals, considerations in identification, and rural programming.

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