Being Smart about Gifted Education: A Guidebook for Educators and Parents

Matthews, Dona J.; Foster, Joanne; Yamin, Taisir Subhi; Neber, Heinz; Linke, Sandra K.; Vidergor, Hava E.

doi:10.1080/15332276.2010.11673565

Cited by 19 publications

(26 citation statements)

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“…We further recommended that programs remain open to children who evidence giftedness at a later point, and to use multiple criteria, such as achievement and motivation, to help "provide clues" as to who may emerge as superior and gifted at a subsequent point (A. W. Gottfried et al, 1994, p. 178). Matthews and Foster (2005) are consistent with these recommendations in advancing their "Mastery" approach in which they propose that identification timing should be ongoing as needed and that measures other than IQ are used. The view of ongoing assessment has implications for parent advocacy because parents may need to take the lead on pursuing ongoing assessment for their children.…”

Section: Implications Concerning the Early Identification Of Intellecmentioning

confidence: 55%

Issues in early prediction and identification of intellectual giftedness.

Gottfried¹,

Gottfried²,

Guerin³

2009

The Development of Giftedness and Talent Across the Life Span.

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This chapter comprises three sections: (a) commentary on the Colombo, Shaddy, Blaga, Anderson, and Kannass chapter titled "High Cognitive Ability in Infancy and Early Childhood" (chap. 2, this volume); (b) consideration of issues concerning early prediction of gifted intelligence; and (c) discussion of implications regarding early identification of intellectual giftedness. COMMENTARY ON "HIGH COGNITIVE ABILITY IN INFANCY AND EARLY CHILDHOOD" Early prediction and detection of high intellectual ability has long been of interest to developmental psychologists and educators. As early as 1940, Thomdike (1940), in his Psychological Bulletin article titled " 'Constancy' of the IQ," reviewed the predictive value of infant and preschool tests and concluded that they are of limited value in predicting school-age intelligence test performance. Subsequent reviews throughout the century have continued to corroborate this general conclusion (e.g., Colombo, 1993; McCall, Hogarty,

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Section: Implications Concerning the Early Identification Of Intellecmentioning

confidence: 55%

Issues in early prediction and identification of intellectual giftedness.

Gottfried¹,

Gottfried²,

Guerin³

2009

The Development of Giftedness and Talent Across the Life Span.

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“…Accordingly, scholars and educationalists have increasingly noted the need for differentiation—that is, “the process of making educational expectations match individual students’ different learning needs” (Matthews & Foster, 2009, p. 112). An effective implementation of differentiated curriculum, instruction, and assessment would foster support for all students in regular, mixed-ability classrooms (Tomlinson, 2001; Tomlinson et al, 2003).…”

Section: Catering To Learner Diversity Through Differentiationmentioning

confidence: 99%

Gifted Education in Hong Kong: A School-Based Support Program Catering to Learner Diversity

Cheung

Hui

Cheung

2020

ECNU Review of Education

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Purpose: This study explores the contributions and effectiveness of the Jockey Club “Giftedness into Flourishing Talents” Project (Project GIFT) in supporting learner diversity in gifted education, including meeting the educational and psychological needs of highly capable and gifted students in Hong Kong. Design/Approach/Methods: This study investigates the effectiveness of Project GIFT in supporting the development of diversity in learning in 20 project schools. Through close cooperation with project schools, Project GIFT comprised six developmental areas: school development, curriculum development, teachers’ professional development, parent empowerment, student development, and financial support. To further assess the usefulness of the school-based support provided by Project GIFT, this study examines the implementation of school-based gifted education in two project schools based on the aforementioned components. Findings: This study reveals Project GIFT’s significant role in promoting school-based gifted education in Hong Kong schools. Indeed, it was the first cross-institutional and research-based educational program in gifted education that intervened at both Level 1 (whole class) and Level 2 (pullout) of the three-tiered policy stipulated by the Hong Kong Education Bureau. One of the few gifted education programs implemented in Asia, Project GIFT focused on six key components to specifically support high-ability and gifted students with diverse educational and affective needs. This study shows that Project GIFT significantly enhanced diversity in learning, its collaboration with two key schools resulting in the successful enhancement of school development, professional development, curriculum development, student development, parent empowerment, and financial support. Originality/Value: The article fills the research gap by examining the effectiveness of a school-based gifted education program focused on enriching and differentiating curricula for different regular and pull-out programs. In doing so, this article attests to the success of the program in addressing the educational and psychosocial needs of gifted students at local schools in Hong Kong.

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“…Bu yüzden fen öğretiminde bilimsel süreç becerilerinin sürece dahil edildiği, öğrencilere problem çözme, eleştirel düşünme, karar verme, yaratma gibi üst basamaklara ulaşma ve bu basamaklarda etkili olma olanağı veren farklılaştırılmış fen öğretim programlarına gerek duyulmaktadır (Temiz, 2001). Bu farklılaştırılmış öğretim süreç için, öğretim ortamının da öğrencilerin fikirlerindeki farklılıkları kabul eden, esnek görevler sunan, dinleme, odaklanma ve yeniden düşünme için zaman ve fırsat veren, öğrencilerin sorularını ciddiye alan ve yaratıcılık için risk almayı cesaretlendiren sınıf ortamı olarak yapılandırılması gerekmektedir (Matthews & Foster, 2005).…”

Section: Sonuç Ve öNeri̇lerunclassified

Üstün Zekalı ve Yetenekli Öğrenciler İçin Fen Bilimleri Eğitiminde Farklılaştırmanın Gerekliliği

Erdoğan¹

2014

JEYSG

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İnceleme Makalesi Üstün Zekalı ve Yetenekli Öğrenciler İçin Fen Bilimleri Eğitiminde Farklılaştırmanın Gerekliliği ÖZET: Üstün zekalı ve yetenekli öğrencilerin tanılanması, yetenek gelişimleri ve eğitimleri son dönemde üzerinde titizlikle çalışılan konular olmuştur. Bununla birlikte üstün zekalı ve yetenekli öğrencilerin potansiyellerine, yetenek gelişimlerinin desteklenmesine, sosyal ve duygusal ihtiyaçlarına cevap verebilecek nitelikte, etkili müfredatların geliştirilmesi de oldukça önemlidir. Üstün zekalı ve yetenekli öğrencilerin fen bilimlerine doğuştan getirdikleri ilgileri vardır çünkü fen onların doğal merak ve hayal güçlerini harekete geçirir. Üstün zekalı ve yetenekli öğrenciler, sahip oldukları potansiyelleri ve fene yönelik özel ilgileri de göz önüne alındığında bilimi bir yaşam tarzı haline getirecek ve bilime yaratıcı katkılar sağlayacak öncelikli bireyler olarak kabul edilmektedirler. Fiziksel, zihinsel, duygusal ve sosyal açıdan farklılıklar yaşayan bu bireylerin öğretim faaliyetlerinin de farklılaştırılması gerekliliği gerçeği yadsınamaz. Bu bağlamda mevcut çalışmanın amacı, üstün zekalı ve yetenekli öğrencilere doğuştan merak ve ilgi getirdikleri Fen Bilimleri dersi öğretiminin neden farklılaştırması gerektiğinin ortaya koyulmasıdır. Bu bağlamda çalışma alan yazın taraması şeklinde yürütülmüş ve sonuç olarak üstün zekalı ve yetenekli öğrencilerin yaşıtlarına oranla fen bilimlerine yönelik ilgi, motivasyon, kavrayış ve sorgulama açısından farklı özelliklere sahip olduğu ortaya koyulmuştur. Üstün zekalı ve yetenekli öğrencilerin sahip olduğu bu özelliklere dayalı olarak da Fen Bilimleri öğretiminin üstün zekalı ve yetenekli öğrenciler için farklılaştırması gerektiği sonucuna varılmıştır. Anahtar Kelimeler: Fen bilimleri, üstün zekalı ve yetenekliler, program farklılaştırma.

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Being Smart about Gifted Education: A Guidebook for Educators and Parents

Cited by 19 publications

References 0 publications

Issues in early prediction and identification of intellectual giftedness.

Issues in early prediction and identification of intellectual giftedness.

Gifted Education in Hong Kong: A School-Based Support Program Catering to Learner Diversity

Üstün Zekalı ve Yetenekli Öğrenciler İçin Fen Bilimleri Eğitiminde Farklılaştırmanın Gerekliliği

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