scholarly journals Investigation of Lifelong Learning Tendencies and Self-Regulatory Learning Perceptions of Gifted Students

2020 ◽  
Author(s):  
Oğuzhan Nacaroğlu ◽  
Oktay Kızkapan ◽  
Tahsin Bozdağ
Keyword(s):  
Lifelong Learning ◽  
Gifted Students ◽  
Learning Perceptions ◽  
Self Regulatory Learning

Technology: An Essential Tool for Gifted & Talented Education

1993 ◽  
Vol 16 (4) ◽  
pp. 358-371 ◽  
Author(s):  
Thomas D. Morgan
Keyword(s):  
Educational Reform ◽  
Lifelong Learning ◽  
Science And Technology ◽  
Gifted Students ◽  
Technical Skills ◽  
Technological Society ◽  
Essential Tool ◽  
Use Of Technology ◽  
Constant Change ◽  
Technology Infusion

Productive citizens of the next century will possess the lifelong learning and technical skills required to deal with constant change resulting from a rapidly advancing technological society. Educational reform is needed to prepare students adequately for the challenges they will face in the future. At the Central Virginia Governor's School for Science and Technology, a variety of techniques have been developed during the last six years which infuse the use of technology throughout the curriculum. This article describes three technology infusion categories providing examples and rationale for using them with gifted students and offers suggestions for planning and implementing technology infusion programs.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

How to Teach Gifted Students: Practical Advice

PsycCRITIQUES ◽  
2006 ◽  
Vol 51 (12) ◽  
Author(s):  
Russell Eisenman
Keyword(s):  
Gifted Students ◽  
Practical Advice
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