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.
Questions related to Gifted Education
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?
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?
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.
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
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/
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.
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?
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?
Especially about teachers of gifted students.
Trajectory of gifted education research.
Why popularity of gifted education increase at developing countries nowadays?
What should be done firstly in these countries at gifted education?
They can be research articles or literature reviews. Thank you.
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?
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.
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.
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?
