Educational and socio-pedagogical factors for talent development in the school environment –analysis of survey

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Yonko Hristov ◽  
◽  
Tanya Misheva ◽  
◽  
Keyword(s):  
Comparative Analysis ◽  
Gifted And Talented ◽  
School Environment ◽  
Talent Development ◽  
Educational Resources ◽  
Gifted Children ◽  
Educational Design ◽  
Environment Analysis ◽  
Talented Students

The article examines some educational and socio-pedagogical factors for finding supporting and developing gifted and talented students on the basis of a comparative analysis prepared after a survey in two schools in Veliko Tarnovo. The research raises questions related to the need for in- depth socio-pedagogical work, special educational design additional pedagogical qualification and educational resources for gifted children in the Bulgarian school.

1982 Directory of Summer Options for the Gifted and Talented

G/C/T ◽  
1982 ◽  
Vol 5 (2) ◽  
pp. 51-61
Author(s):  
Smith Goodrum
Keyword(s):  
Gifted And Talented ◽  
Summer Programs ◽  
Gifted Children ◽  
Summer Activities ◽  
Talented Students

The following directory of options for gifted and talented students for the summer of 1982 represents a response to a questionnaire circulated to all previous participants and newly identified programs. The Directory does not constitute an endorsement by G/C/T or the author. I hope, however, that the directory will serve both administrators and parents to achieve an appropriate match between program offerings and the particular talents of the student. Summer programs are proving to be very beneficial to many gifted children. I would encourage anyone interested in beginning a program to contact the Directors in the listing for program ideas and resources. An additional survey will be reported soon which provides a cumulative descriptive profile of the various summer activities. Anyone interested in participating should contact the author at Mars Hill College. All participants will be listed in the references for the report. Anyone wishing to participate in a future directory or with ideas as to how the directory can be more beneficial please contact the Editor of G/C/T or the author. — S.G.

Identifying Gifted-Disadvantaged Students: Issues Pertinent to System-Level Screening Procedures for the Identification of Gifted Children

1984 ◽  
Vol 2 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Philip Deschamp ◽  
Greg Robson
Keyword(s):  
Cultural Diversity ◽  
Gifted And Talented ◽  
Gifted Students ◽  
System Level ◽  
Disadvantaged Students ◽  
Gifted Children ◽  
Screening Procedures ◽  
Talented Students ◽  
Identification Of Gifted ◽  
Identification Procedures

At the beginning of 1980 a study was initiated to trial special provisions for gifted students from disadvantaged backgrounds. The stimulus for the study was a concern that schools in neighbourhoods with high cultural diversity and severe socioeconomic problems may have students who are very able but, because of cultural, social, language or other factors, their ability may not be recognized by their teachers and they might not be selected by the conventional methods of identifying gifted and talented students. An initial concern for the project was how to identify these children. At the beginning of the project several different ways of thinking about ‘gifted-disadvantaged’ students were considered and ways of identifying students within each concept were analysed. This paper describes four ways of conceptualizing ‘gifted-disadvantaged students’ and proposes identification procedures believed to be appropriate to each concept. Also considered are the implications of adopting these identification procedures as adjuncts to system-level screening procedures for the identification of gifted students.

Promise for the Future Gifted Education in Rural Communities

1995 ◽  
Vol 14 (2) ◽  
pp. 39-46 ◽  
Author(s):  
Shirley Aamidor ◽  
Howard H. Spicker
Keyword(s):  
Rural Communities ◽  
Computer Technology ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Gifted Children ◽  
Culturally Specific ◽  
School Corporations ◽  
Curriculum Intervention ◽  
Individual Assessment ◽  
Talented Students

In this article, the narrow, standardized criteria rural school corporations typically use to identify gifted and talented students are examined. The authors suggest that individual assessment be comprehensive and culturally specific. Particular procedures are recommended to assist in the identification of rural gifted children who are disadvantaged. Additionally, examples of appropriate curriculum intervention, specifically using the resources and talents of rural communities, are presented along with recommendations for using computer technology to link rural communities with other places and other people.

Analyzing Teachers' Competencies in Regular Classroom Practice With Gifted Students in Slovenia

2019 ◽  
pp. 166-183
Author(s):  
Mojca Kukanja Gabrijelčič ◽  
Sonja Čotar Konrad
Keyword(s):  
Gifted And Talented ◽  
Classroom Practice ◽  
Gifted Students ◽  
Personal Characteristics ◽  
Educational Quality ◽  
Gifted Children ◽  
Self Assessment ◽  
Class Average ◽  
Research Questions ◽  
Talented Students

The highest level of educational quality can be achieved with teachers' awareness of their fundamental responsibilities in teaching gifted and talented students, knowing their capacities and characteristics and their different needs. The chapter presents research on teachers' self-assessment of their competencies, efficacy, and attitudes towards gifted students in Slovenia. Such students should have the opportunity to develop their skills not being limited by the class average. A selection of appropriate teaching personnel is needed to accomplish such achievement. The obtained results are presented in relation to three research questions and expose that teachers in Slovenia are usually inadequately informed on working approaches with gifted students; they tend to have low self-esteem in identifying children personal characteristics and commonly choose inappropriate teaching strategies. The study discusses different options that would allow teachers to ensure as best education for the gifted children.

Cyberbullying among gifted children

2012 ◽  
Vol 28 (1) ◽  
pp. 112-126 ◽  
Author(s):  
Brent W. Smith ◽  
Allison G. Dempsey ◽  
Susan E. Jackson ◽  
F. Richard Olenchak ◽  
John Gaa
Keyword(s):  
Young People ◽  
Peer Victimization ◽  
Gifted And Talented ◽  
Gifted Children ◽  
Use Of Technology ◽  
Technological Tools ◽  
Talented Students

Peer victimization, or bullying, is a phenomenon that has received increasing global attention, and the use of technology, or cyberbullying, to bring about acts of bullying has certainly increased as access to various technological tools has escalated. While it is unclear whether this attention is a function of actual increases in cyberbullying or is simply a function of the fact that the same boom in technological access also enables more rapid reporting of such incidents, the reality remains the same: a number of young people use cyberspace as a means for attacking peers. An examination of the literature pertaining to cyberbullying serves as a backdrop for considering cyberbullying and its particular effects on gifted and talented students, and a call for increasing research efforts in this arena is issued.

scholarly journals Counselling services for gifted students in Malaysia: A qualitative exploration

2018 ◽  
Vol 7 (2.10) ◽  
pp. 66 ◽  
Author(s):  
Abu Yazid Abu Bakar ◽  
Zulkarnin Zakaria
Keyword(s):  
Best Practices ◽  
Gifted And Talented ◽  
School Environment ◽  
Gifted Students ◽  
Education Programme ◽  
Counselling Service ◽  
Counselling Services ◽  
Depth Interview ◽  
Talented Students ◽  
Qualitative Exploration

This research is conducted to study in detail issues regarding the perception and experience of local gifted and talented students towards guidance and counselling service in their school environment. Research sample includes 30 students from the first and second cohort in a ‘lab’ school that provides a special-need education programme for the gifted and talented students. This qualitative study combines focus group and in-depth interview as data collection method, and the data is analysed in detail using NVivo version 10.0.  Findings show that the issues affecting the local gifted and talented students are related to their career and academic pathway as well as psychosocial being. Their uncertainties have encouraged them to seek for guidance and counselling services. Findings also indicate that the students’ perception and experience on the guidance and counselling service in general are made of both positive and negative reactions.  The overall findings are discussed in the context of suggestions for best practices and differentiated school counselling services that cater towards local gifted and talented student’s population.  

State Policies and Equal Opportunity: The Example of Gifted Education

2004 ◽  
Vol 26 (1) ◽  
pp. 39-64 ◽  
Author(s):  
Bruce D. Baker ◽  
Reva Friedman-Nimz
Keyword(s):  
Low Income ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Equal Opportunity ◽  
State Policies ◽  
State Aid ◽  
Gifted Children ◽  
Low Income Students ◽  
Using Data ◽  
Talented Students

This study explores the relationship between state policies, including state mandates and state aid allocations, and the distribution of educational opportunities. Specifically, we analyze the availability of and participation rates in programs for gifted and talented students using data from the Common Core of Data 1993–94 and the Schools and Staffing Survey 1993–94. Analyses herein suggest that program mandates and funding may be effective tools for increasing the distribution of opportunities for gifted children. However, models of both aid distribution and opportunity distribution indicate a tendency of states more significantly involved in gifted education, as indicated by mandates and funding, to promote regressive distributions of opportunities (greater availability in schools with fewer low-income students) through regressive distributions of aid (higher levels of aid to districts with fewer children in poverty). More specific case analyses, however, reveal that some states like Virginia may be taking steps to promote more neutral distributions of opportunities through more progressive allocations of state aid.

scholarly journals Identification and support of gifted children within the framework of school-university networks

2021 ◽  
Vol 11 (2) ◽  
pp. 7-31
Author(s):  
Marina Aleksandrovna Maznichenko ◽  
◽  
Nataliya Ivanovna Neskoromnykh ◽  
Oksana Pavlovna Sadilova ◽  
Snezhana Vladimirovna Brevnova ◽  
...  
Keyword(s):  
Gifted And Talented ◽  
Career Guidance ◽  
Gifted Students ◽  
Gifted Children ◽  
Teaching Staff ◽  
Supplementary Education ◽  
Regional Labor Market ◽  
Flagship University ◽  
University Partnership ◽  
Talented Students

Introduction. The article examines the potential of school-university partnership programmes for gifted and talented children. The purpose of this study is to determine the mechanisms for identifying and supporting gifted children by means school-university networks. Materials and Methods. To achieve this goal, the authors have reviewed a considerable amount of literature on giftedness, identification and support of gifted children with a focus on establishing school-university networks. A sample of leadership and teaching staff (n = 149) representing 44 municipalities of the Krasnodar Krai (Russian Federation) was surveyed in order to evaluate the effectiveness of identification, support and guidance of gifted students. The analysis of university websites was carried out in order to reveal the existing practices of partnerships with secondary and supplementary education settings aimed at identification and support of gifted children. To solve the revealed problems of gifted education, a model of school-university network encompassing the flagship university and secondary and supplementary education settings has been developed. Results. The study has revealed the following problems of provision for gifted and talented students: unrecognized special giftedness; underestimation of career guidance for gifted students; insufficient attention to social and emotional issues in the development of gifted children; lack of continuity in provision for gifted and talented individuals at different levels of education. The authors propose a model of the network between the flagship university and secondary education settings aimed at solving the above mentioned problems. The research findings include procedures of identifying and supporting gifted children by means of school-university partnership programmes for 9 domains of giftedness (academic (intellectual), technical, entrepreneurial, communicative, leadership, emotional, sports, artistic and vocational) in corresponding types of career-oriented activities (educational, research, scientific; technical design, business design, business communication, management, volunteering, sports, artistic creativity, production) using the facilities and human resources of the flagship university. Conclusions. The conclusion can be drawn that identification and support of gifted children and adolescents must be carried out in close connection with career guidance, taking into account the needs of the regional labor market. Building partnerships of the university, comprehensive secondary schools and supplementary education settings contribute to solving this problem.

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