A Multilevel Analysis of Gifted Korean American Students' Characteristics and School Context Effects on Learning Style Preferences

Lee, Mi-Soon; Siegle, Del

doi:10.1080/15332276.2009.11674858

Cited by 9 publications

(4 citation statements)

References 19 publications

(22 reference statements)

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“…Other learner characteristics that have also been associated with gifted students’ instructional preferences. These include age (Chan, 2001; Hlawaty, 2009; Honigsfeld, 2001), gender (Hlawaty, 2009; Honigsfeld, 2001; Li & Adamson, 1992; Li & Bourque, 1987; Ristow et al, 1985), and culture (Ewing & Yong, 1992, 1993; Honigsfeld, 2001; Lee & Siegle, 2008-2009; Yong & McIntyre, 1992). Variations in methods and analyses preclude efforts to derive crisp, comprehensive summary statements across these studies, leaving subsequent research to explain inconsistent findings in future studies.…”

Section: Learning Preferences and Styles Of Students Identified As Gimentioning

confidence: 99%

Deferential Differentiation

Kanevsky

2011

Gifted Child Quarterly

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Deferential differentiation occurs when the curriculum modification process defers to students' preferred ways of learning rather than relying on teachers' judgments. The preferences of 416 students identified as gifted (grades 3-8) for features of differentiated curriculum recommended for gifted students were compared with those of 230 students not identified as gifted. While thinking of their favorite school subject, they responded to the 110 items on the Possibilities for Learning survey. Most and least popular items are reported in nine thematic categories (pace, collaborative learning, choice, curriculum content, evaluation, open-ended activities, expert knowledge, teacher/student relationship, and sharing learning). Self-pacing, choice of topic, and choice of workmates were most popular with students in both groups. Compared with nonidentified students, more of the students identified as gifted wanted to learn about complex, extracurricular topics and authentic, sophisticated knowledge and interconnections among ideas; to work with others some of the time; and to choose the format of the products of their learning. More students identified as gifted also disliked waiting for the rest of the class and asking for help. Overall, the groups' preferences differed in degree rather than kind, and reflected cognitive abilities frequently cited as distinguishing characteristics of learners with high ability.

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Section: Learning Preferences and Styles Of Students Identified As Gimentioning

confidence: 99%

Deferential Differentiation

Kanevsky

2011

Gifted Child Quarterly

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“…There are also several Korean studies (e.g. Lee and Pfeiffer, 2006; Lee and Siegle, 2008). A behavioral rating inventory was developed in Japan (Sumida, 2010).…”

Section: Introductionmentioning

confidence: 99%

Developing a Saudi version of the new four scales for rating the behavioral characteristics of superior students

Bakheit

2013

Gifted Education International

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The scales for rating the behavioral characteristics of superior students (SRBCSS), which were developed by Renzulli and his colleagues, are considered the most widespread and the most important scales used in the identification of gifted and superior students. Recently, four new scales were added. The aim of this research was to examine the reliability and validity of the four new scales in the Saudi environment. The scales were administered in Riyadh city to 348 primary school children, and their validity was calculated in several ways: face validity, discriminative validity, construct validity, internal consistency, concurrent validity, and factorial validity. Reliability was calculated by Cronbach alpha and test-retest methods. Results showed that the scales have good psychometric characteristics, which render them suitable for use in the identification of the gifted in relevant scientific fields.

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“…In a study, Narimani et al (2013), entitled "Comparing five great personality factors and self-efficacy in gifted and normal students", they concluded that from the dimensions of personality, two components of neuroticism and conscientiousness among gifted and normal students has a significant difference. Lee & Siegle (2008) in a study titled multilevel analysis of talented Korean American students shows that gifted individuals have interests, choice and personality traits compared to ordinary human beings (intelligently). He quotes from Freud that education in the early stages of life is the cornerstone of personality traits.…”

Section: Empirical Background Of Researchmentioning

confidence: 99%

Investigating The Personality Traits of Gifted Adolescents

Kalashi

Shokrzadeh

Kamkari

2018

RREM

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Gifted issues are among cases that throughout history have been considered by different scholars. The statistical population of this study includes all adolescents of gifted girls of 14 to 18 year’s old who study in gifted schools in the academic year 2016-2017 in Tehran. According to the type of research and the statistical population, a convenience targeted sampling method was used for this research. The sample consisted of 120 people. In this research, for the evaluation of personality traits, the Minnesota Multiphasic Personality Inventory-Adolescent (MMPI –ARF) which has been validated and standardized by Kamkari and Shokrzadeh was used. In order to analyze the data, one-sample t-test was used with SPSS software. The results showed that according to the results and with emphasis on the amount of t obtained, there was a significant difference at the level of α = 0.01 between the theoretical mean with the empirical mean in scales; thought deficit and behavioral deficit, "clinical" scales, "Physical / cognitive and internalization" scales, with the exception of illness scales, gastrointestinal complaints, headache complaints, helplessness, disappointment and body image disturbance, "extraversion, interpersonal and interests" scales, and the scale of irresponsibility of gifted adolescents.

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A Multilevel Analysis of Gifted Korean American Students' Characteristics and School Context Effects on Learning Style Preferences

Cited by 9 publications

References 19 publications

Deferential Differentiation

Deferential Differentiation

Developing a Saudi version of the new four scales for rating the behavioral characteristics of superior students

Investigating The Personality Traits of Gifted Adolescents

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