Science topic

Gifted Education - Science topic

Gifted education (also known as Gifted and Talented Education (GATE), Talented and Gifted (TAG), or G/T) is a broad term for special practices, procedures and theories used in the education of children who have been identified as gifted or talented. There is no standard global definition of what a gifted student is.
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Hello,
I am a grad student at Arizona State University earning my degree in Learning & Curriculum in Gifted Education. I am enrolled in Introduction to Research and Evaluation. The major assignment in this course is to write a Research Proposal with Literature Review. We are currently discussing the differences in Research and Evaluation.
As a 5th grade teacher, I believe that research is a process to gain knowledge and information, whereas evaluation assesses the success of a program, organization, etc.
What is your educational role, and how do you differentiate between Research and Evaluation?
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I see no practical difference. However, evaluation typically identifies a single causal path from treatment to effect. Tools like random assignment, instrumental variables, regression discontinuity, and difference-in-differences are especially useful. “Research” may do the same, but often it takes a broader perspective where causal paths are entangled. Good research is often exploratory, but good evaluation always attempts to establish causality.
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I believe that the most intelligent strategy is to integrate this type of very creative persons in the research groups. Many researches have a high level of fear when they interact with gifted students or other gifted professors. This is completely absurd. The persons are different in their capacities and talents. Gifted persons can be very creative in certain areas such as mathematical analysis and not in social aspects for example. Gifted persons show tendency towards severe intellectual frustration, are chaotic in the methods of working, research in very different lines, show a low tolerance to stress, hypersensitivity, a bad adaptation to rigid academic hierarchies, etc... However, the gifted persons can help to integrate different specialties, are highly creative, with high productivity, work hard if they are motivated, are flexible and adaptable to different circumstances, etc.. . In a research group it is necessary to group the different aptitudes and characteristics of researchers. I believe that certain Universities are losing a huge amount of possibilities by mobbing against the gifted individuals. Obviously this is not good for the institutions and the society. Also, this can be a problem of discrimination with bad consequences for gifted researchers and their families. My main question is: Why this is permitted by certain institutions? Are there psychological or sociological studies that analyze these questions and their effects on educational organizations and the whole system?
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Dears Professors Jess Gregory and Daniel Patón, I agree with both of you.
Academic mobbing should not exist.
I found interesting the following publication:
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We used in our center Virtual Worlds like Secondlife for presentation, networking, sharing and global virtual exchange. Now I would like to know how we could use Virtual Reality to help gifted children? If you have experience in one of these topics, please let me know.
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I’ll share the top 10 free virtual field trips for gifted children:
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I have been preparing and gathering information for a literature review on instructional strategies in the area of reading for gifted learners. Many journals I have come across reflect and discuss the importance of grouping, acceleration, and differentiated curriculum/instruction. I agree that these are vital in the growth and learning of gifted learners. I am curious if there are any other strategies that are also beneficial to gifted learners and providing accelerated reading opportunities?
Thank you,
Serena
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I agree with Stephen Reich when he says that the best way to advance a great reader is to provide a variety of reading materials in subject domain areas.
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My colleagues and I issue a journal "Social Phenomena". It is an nonprofit independent platform for scholars who support the open science movement and wish to share their knowledge with others. The mission of our journal is to help authors share their ideas with the Russian-speaking scientific audience. We translate all articles into Russian and publish them for free in open access. We also do not charge authors any fees because we believe that there is no place for commerce in science.
The theme of the next issue is "Giftedness: the conditions and factors". We welcome all authors from various branches of science who are interested in this topic and want to make their research open to fellow Russian scholars.
The additional info is in the attached file and here http://journal.socialphenomena.org/en/
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Very interesting
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Gifted Education Policy research.
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Thank you for drawing my attention to this document Konstantinos Karampelas . I can most definitely use that. Obviously there are many variables to the effective implementation of GE policy, empirical definitions of giftedness being just one.
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Our daily work for gifted children worldwide needs more networking and cooperation. If you are a researcher in Gifted Education, Creativity, Technology,...please let me know.
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have a look at our reserach group on applied creativity
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I'm interested in finding out connections between abilities to learn EFL and intellectual giftedness. I'd like to compare achievments in learning EFL with other school subjects of primary school children. I've met many people who did not appear to posses high intellectual abilities, but they were very quick and efficient to learn foreign languages (in native environment though). I'd like to know whether there is a connection of intelectual giftedness and foreign language acquisition, or the ability to learn a foreign language is independent of intellect. Do you know about any research connecting the general abilities of learners with foreign language learning?
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Dobry den!
The ability to learn a foreign language is most easily predicted by measures (tests) of language learning aptitude. The research shows that, as might be expected, language aptitude and intelligence seem to be overlapping but also independent constructs. Considering both are measured using psychometric tests, it is not that surprising that they seem to be related. However, your observations that good language learners do not have to be particularly good at other subjects, although normally they are. A key area of overlap here is verbal intelligence, which seems to measure the ability of learners to profit from instruction, ie they more readily understand the words of those instructing them, be they a teacher or textbook, etc.
I've attached some links to some seminal papers looking at the link between intelligence and language aptitude and hope they help.
Some other references worth following up are:
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
Sasaki, M. (1996). Second language proficiency, foreign language aptitude, and Intelligence: Quantitative and qualitative analyses. New York: Peter Lang.
Sternberg, R. J. (2002). The theory of successful intelligence and its implications for language-aptitude testing. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 13–43). Amsterdam: John Benjamins.
Hope that helps!
PS Say hi to Profesorka Hartanska for me! 
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Teacher education for gifted students (especially branch teachers) has different models. Some of teachers have only bachelor degree, some of have master or PhD, some of have certificate about gifted education or etc. What is your opinion about this issue? How can be teached gifted students' teachers? 
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Perhaps there are programmes designed specifically to enhance the skills of those teaching gifted learners in some countries, but I am not aware of one where I work. Having said this, it seems to me that the central principle must be the simple concept of differentiation. Differentiation invites us to design strategies for meeting the needs of all our learners. Of course, some will be gifted, some will be of average ability while others might be of lower ability. The key is toi ensure that our lessons target all of these potential learners in our class. The questions to ask include: are all my learners engaging with my lesson? Do all learners have outcomes set for them which reflect their ability levels and are these outcomes being achieved? are our resources and strategies designed to bring out the best in all our learners regardless of their 'talents'/ability levels?. It seems to me that if appropriate outcomes are set for gifted learners and if these outcomes are achieved, then we would have acknowledged and taken care of both gited and other learners in our classes.
Having said this, perhaps your focus is on settings where streaming is taking to the extreme with gifted learners grouped together. I personally do not subscribe to that practice and, therefore, not the best person to offer advice in this regard.
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Especially about teachers of gifted students.
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Is your research related to self-efficacy?  There are just few. Perhaps the reference sections of the ff. can help:
Maleki, Roohollah. "A COMPARATIVE STUDY OF THE ATTRIBUTION FOR FAILURE OF ENGLISH MAJORS STUDENTS VERSUS THAT OF THEIR INSTRUCTORS."
Chan, Wai-man, and 陳惠敏. "Chinese teachers' judgment of academic achievement and social behaviors." PhD diss., The University of Hong Kong (Pokfulam, Hong Kong), 2006.
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Trajectory of gifted education research.
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I agree it should be more investigated and also carry out more intervencione early in school.
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Why popularity of gifted education increase at developing countries nowadays?
What should be done firstly in these countries at gifted education?
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We are happy to inform that JEGYS have accepted Index Copernicus.(publishing index)
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They can be research articles or literature reviews. Thank you.
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@Ian thank you but already tried scholar for both :)
@ Majed ı know that paper thanks a lot!
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Thanks in advance.
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from the perspective of a developing country it becomes important for the economy to invest and nurture the country's human resources. While it is quite evident that gifted children form an important social capital, who can contribute towards the development of the country in different endeavors. Planning for separate educational provisions is equally important for nurturing these talented children, however at the same time having separate educational provisions should not be consider as an elitist initiative as well.
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I am working on a project on the school refusing behaviors of gifted children. Do you know any theories or past research on this aspect?
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Peak performance for smart kids: Strategies and tips for ensuring school success. Neihart, Maureen. Waco, TX, US: Prufrock Press, 2008.
Peak Performance for Smart Kids provides success strategies, activities, tools, real-life examples, and checklists for parents to employ to help their kids achieve to their highest potential. Even the most talented child will not succeed if he or she has not developed the mental, psychological, and emotional skills to face the heavy demands of high performance. Maureen Neihart, a psychologist and leading authority on talent development in children, examines seven mental habits of successful kids, providing practical approaches for developing them in talented children of all ages in this easy-to-read guide for parents and teachers. By working with parents to complete the activities included in this book, high-ability kids will learn to manage stress and anxiety, set and achieve goals, use mental rehearsal to improve performance, manage their moods and emotions, practice optimistic thinking, and resolve their frustrations of needing to belong while needing to achieve. With its research-based strategies and unique approach to maximizing potential, this is a book from which every parent of smart kids can benefit!
perhaps this interests you?
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Gifted education trajectory
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Dear Friend Professor Hashem
Your comment is important. Human or person (individual) is important for society. In Ottoman, the importance come from goverment, but nowadays come from individual (liberalism). Why?
"Nature abhors a vacuum" this principle is working...
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I am conducting field research into the lives of children with disabilities and giftedness. I am particularly interested in the lived-experiences of these children and theirs and others perceptions of the apparent paradox between being intelligent and also having a disability.
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These are both on labelling but might be of use:
Boyle, C. (2014). Labelling in special education: Where do the benefits lie? In A. Holliman (Ed.) The Routledge International Companion to Educational Psychology (pp. 213-221). London: Routledge.
Lauchlan, F., & Boyle C. (2007). Is the use of labels in special education helpful? Support For Learning, 22(1), 36-42. DOI: 10.1111/j.1467-9604.2007.00443.x
Good luck with your work,
Chris
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I teach gifted and talented students and I provide enrichment for a K-4 elementary school. I am interested in what is valued in creativity assessments.
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There are a number of tests, depending on what you want (e.g., creative potential or creative performance). See creativitytestingservices.com
We use special tests below age 6. They are comparable to the TTCT but allow for hands-on experience. This provides us with reliable information about creative potential, including fluency, flexibility, and originality. The web site above also has parental and teachers' rating forms for young children. You have quite a few options.
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The type of grouping in enrichment programs for gifted students affects scholastic and affective outcomes. Students in separate class grouping achieve better results when compared to other types of grouping such as within-class. The question that comes to mind is whether the type of grouping also have an effect on the way students learn how to think?
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Welcome to the Gifted Education forum. Feel free to share your creativity with us.
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Usha:
Your origin does not matter. What matters is your intelligence. Having strong communication skills is indicative of possible high intelligence. So far you did not demosntrate this skill.