Academic talent development programs: a best practices model

Gagné, Françoys

doi:10.1007/s12564-015-9366-9

Cited by 39 publications

(44 citation statements)

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“…En ellos, se observan diferencias estadísticamente significativas en la evaluación del inventario de inteligencias múltiples entre los momentos pretest y postest de las inteligencias llamadas emocionales (intrapersonal e interpersonal); en contraste, no se distinguen indicadores estadísticamente significativos con respecto a las otras inteligencias. Estos resultados del programa pueden explicarse desde la misma teoría DMGT (Gagné, 2015) en el sentido de que, para obtener competencias en diversas áreas (académicas, técnicas, ciencia y tecnología, artes, servicio social, administración-ventas, operaciones financieras, juegos y deportes-atletismo), se requiere no solo los catalizadores medioambientales e internos, sino también la potenciación del proceso de desarrollo en términos de inversión (tiempo, dinero y energía), que es donde el presente programa muestra sus falencias metodológicas, ya que este básicamente se estableció con la energía como máximo recurso y promoviendo las interacciones sociales como inputs.…”

Section: Discussionunclassified

Efectos de un programa educativo para el desarrollo del talento en niñas de zonas vulnerables del Perú

Capacyachi¹,

Isidro²,

Romero³

et al. 2020

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El objetivo de la investigación fue conocer si el programa TALENTVEFT tiene algún efecto en el desarrollo de las inteligencias múltiples en niños. El estudio corresponde al método experimental, nivel explicativo y a un diseño cuasiexperimental de corte longitudinal. Se contó con la participación de 182 estudiantes, divididos en dos grupos: el grupo experimental y el grupo control. El grupo experimental participó en 4 sesiones de una hora durante 4 semanas (de una sesión por semana). El grupo control no participó en ningún taller realizado. Ambos grupos fueron evaluados antes y después (pretest y postest) de la intervención con el inventario de inteligencias múltiples del profesor de Armstrong, adaptado por Prieto y Ballester (Álvarez, 2014). Los resultados arrojaron diferencias estadísticamente significativas entre ambos momentos de medición a nivel de inteligencia interpersonal (t = 7,752 / p = ,000) e intrapersonal (t = 7,416 / p = ,000). Esto nos permite sugerir la efectividad del programa y dejar abierta la posibilidad de su replicación, considerando además la fiabilidad y validez de sus instrumentos de evaluación.

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Section: Discussionunclassified

Efectos de un programa educativo para el desarrollo del talento en niñas de zonas vulnerables del Perú

Capacyachi¹,

Isidro²,

Romero³

et al. 2020

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“…The study of intelligence and the most talented ones goes back to the beginning of Scientific Psychology (Borges & Hernández-Jorge, 2006). This early interest was followed by a long researcher tradition (see for example Gagné, 2015;Renzulli & Reis, 2003;Tannenbaum 1986;Sternberg, 2000;Ziegler & Phillipson, 2012) still has not got a universal definition of high ability and either of the problems that can concern this student body (for more information consult Plucker & Callahan 2014;Subotnik, Olszewski-Kubilius, & Worrel, 2011).…”

Section: Introductionmentioning

confidence: 99%

Differences in Mechanisms of Social Interaction of Gifted Children Based on Peer Acceptance

2019

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Early relationships with equals are considered a relevant factor in people’s development. In order to study social interaction, Santoyo (1996, 2006) proposes the functional mechanisms of social effectiveness, social responsiveness, and reciprocity. To analyze and compare these mechanisms in the participants of the Comprehensive Program for High Abilities (CPHA) with the purpose of detecting possible differences between the students who are better considered by their equals and those who have less social acceptance. The sample was selected by a sociogram, and the social interaction was measured with the Observational Protocol for Interactions within the Classroom-OPINTEC, v.5 (Cadenas & Borges, 2016, 2017; Cadenas, Borges, & Falcón, 2013). The participants show effectiveness and correspondence, but they don’t show social reciprocity. No differences were observed between the most valued ones and the most rejected ones. Observation represents and appropriate methodology for the studying of social relations in natural settings in combination with other procedures. ResumenLas relaciones tempranas con los iguales se consideran un factor relevante en el desarrollo de las personas. Para el estudio de la interacción social, Santoyo (1996, 2006) propone los mecanismos funcionales de efectividad, correspondencia y reciprocidad social. Analizar y comparar los mecanismos que regulan la interacción social en alumnado participante del Programa Integral para Altas Capacidades (PIPAC) con el fin de detectar posibles diferencias entre aquellos mejor considerados por sus pares y los que presentan una menor aceptación social. La muestra se selecciona mediante el sociograma y la interacción social se mide a través del instrumento de observación Protocolo de Observación de Interacción en el Aula-PINTA, v.5 (Cadenas & Borges, 2016, 2017; Cadenas et al., 2013). Tanto los estudiantes focales más valorados como los más rechazados muestran patrones indicadores de presencia de efectividad y correspondencia social, pero no reciprocidad social. No se observaron diferencias entre ambos grupos. La observación representa una metodología adecuada para el estudio de relaciones sociales en ambientes naturales en combinación con otros procedimientos

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“…There is a tendency towards referring to children with potential who may display high levels of performance in at least one area as being gifted and talented, whereby the words are considered synonyms or as a catchphrase. In keeping with Gagné's theory, the concepts of gifted and talented are not interchangeable as giftedness corresponds with high potential, while talent implies high achievement (Gagné, 2015); principally, the terms are differentiated, as gifts are natural abilities, while talents are developed skills. Gifted children are inherently intrinsically motivated to master the domain in which they are highly able, "unless social and emotional factors interfere" (Winner, 2000, pp.…”

Section: Clarifying the Concept Of Giftednessmentioning

confidence: 93%

“…There is an overlap in 1. An outline of Gagné's Differentiated Model of Giftedness and Talent (Adapted from Gagné, 2015) Furthermore, it should be noted that according to Gagné's DMGT, being gifted does not imply an all-encompassing quality, permeating all facets of one's existence but rather a potential for performing at a high level in one or more areas of functioning when compared to others of the same age, experience or within a particular environment. For example, a gifted child may excel at school yet experience difficulty tying their shoelaces.…”

Section: Clarifying the Concept Of Giftednessmentioning

confidence: 99%

“…However, the pull-out type program may not be the most viable option; consequently, alternatives may need to be considered. Gagné (2015) in keeping with his DMGT model has proposed a talent development model which covers the entire formal schooling years, beginning with early entry for intellectually precocious children. Gifted children would follow a fulltime parallel, enriched pathway throughout school in which children themselves…”

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confidence: 99%

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The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

Wright-Scott¹

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Research suggests that social-emotional well-being (SEWB) is a fundamental building block for the healthy development of all children (Colangelo & Davis, 2003;Durlak, Dymnicki, Taylor, Weissberg & Schellinger, 2011;Peterson & Morris, 2010;Schonert-Reichl & Hymel, 2007;Shechtman & Silektor, 2012;Silverman & Golon, 2008). As such, educational policy within Australia calls for a whole school approach to meet the educational and social-emotional needs of all students (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).However, research comparing intellectually gifted children to their chronological age peers as well as their mental age peers note differences in functioning, but the results are inconsistent. Gifted children may behave similarly to either their chronological age or mental age peers in specific domains yet entirely differently to either in others (Lehman & Erdwins, 2004). In light of this inconclusiveness, it is difficult to determine whether gifted children are hindered or helped by their giftedness, and indeed individual differences are likely to be experienced by individual children.However, it can be concluded that gifted children as a group may experience unique social-emotional challenges related to their giftedness which could thwart their optimal development and require support from their parents and teachers in coping with stressors.Despite research that highlights the needs of gifted children, Australian empirical research has focused mainly on the cognitive needs of gifted primary school children and differentiation of the curriculum, as has the majority of international research (Cross, 2011;Kennedy, 1995;Lamont, 2012;Moon, Kelly, & Feldhusen, 1997;Tieso, 2007). However, as humans, we are both thinking and feeling beings; empirical research is therefore needed to explore the social-emotional needs of gifted primary school-aged children. Due to the limited contexts in which primary school-aged children find themselves, the unique social-emotional needs of gifted children are predominantly supported by parents and teachers (Wellisch, Brown, & Knight, 2012). As a result, this study explored the factors which influence a child's social-emotional well-being, and the social support parents and teachers provide to foster the social-emotional needs of gifted children both individually and iii through their partnership, through exploration of the perspectives of the parent, teacher, and gifted child.This study used a mixed methods approach, comprised of two phases, to achieve these outcomes. A sample of 76 parents, 32 primary school aged children, and 19 teachers participated in phase one. Children in this study were considered gifted if they had been assessed as such through psycho-educational assessment, were performing in the top 10% of similar age peers or were engaged in extension opportunities. Furthermore, gifted children who were underachieving were also considered. Parents and teachers within Australia completed a demographic form as well as the Strength...

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Academic talent development programs: a best practices model

Cited by 39 publications

References 38 publications

Efectos de un programa educativo para el desarrollo del talento en niñas de zonas vulnerables del Perú

Efectos de un programa educativo para el desarrollo del talento en niñas de zonas vulnerables del Perú

Differences in Mechanisms of Social Interaction of Gifted Children Based on Peer Acceptance

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

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