Case studies of gifted kindergarten children part II:<i>The parents and teachers</i>

Sankar‐DeLeeuw, Naomi

doi:10.1080/02783190709554392

Cited by 11 publications

(11 citation statements)

References 7 publications

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“…We eliminated studies that did not include U.S. parents or children (e.g., Dwairy, 2004; Landau & Weissler, 1993; Li, 1995; Morawska & Sanders, 2009; Morrissey & Brown, 2009; Patchett & Gauthier, 1991; Penney & Wilgosh, 2000; Sankar-DeLeeuw, 2007) because the intent in this review was to focus on parents and parenting in the cultural context of the United States. We also excluded studies whose participants were college students or adults, even though a few of these sought to generalize their findings to K-12 gifted learners.…”

Section: Methodsmentioning

confidence: 99%

A Critique of the Literature on Parenting Gifted Learners

Jolly

Matthews

2012

Journal for the Education of the Gifted

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Despite numerous calls for research on parents of gifted learners, researchers have given only cursory treatment to the topic. In this article, the authors review and synthesize 53 sources, published since 1983, on parents of gifted learners. Existing research on parents of gifted learners may be categorized into three thematic areas that include (a) parent influence, (b) parent perceptions of giftedness and ability, and (c) parent satisfaction with gifted programming. Theory-driven research is conspicuously absent from this body of work, and study designs emphasize self-report measures and lack control groups. The analysis of this literature reveals gaps in the research record and offers recommendations about where future research should be focused. These areas include attitudes, values, and expectations of families of underserved gifted children; relationships between parents and schools; parents' understanding of giftedness; parents of gifted underachievers; and how parents support and influence their children at home.

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Section: Methodsmentioning

confidence: 99%

A Critique of the Literature on Parenting Gifted Learners

Jolly

Matthews

2012

Journal for the Education of the Gifted

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“…Formal methods, such as IQ tests, give a numerical or quantitative measure of the level of the child's intellectual ability. An IQ score of 130 or above is usually accepted to show that a child is gifted (Ciha, Harris, Hoffman, & Potter, 1974;Lewis & Louis, 1992).Informal methods of identifying giftedness, including observations of children and questionnaires for parents and teachers based on research-based characteristics of giftedness, provide qualitative information on the wide range of ways that children show their advanced abilities (Hodge & Kemp, 2000;Sankar-Deleeuw, 2004, 2007. .It is clear from Table 1 that most of the reviewed studies compared the IQ scores of children to the characteristics that teachers and/or parents perceived in the children.…”

Section: The Importance Of Measuring Giftednessmentioning

confidence: 99%

“…Additionally, they provided a number of educational programs providing for the special needs of gifted children. Teachers in Hodge and Kemp's study had been trained in gifted education, unlike those in the Jacobs (1971), Ciha et al, (1974) and Sankar-DeLeeuw (2007) studies. Thus, the various measures used by both Sankar-DeLeeuw and Hodge and Kemp in their studies may contribute towards more reliable research in the area of parent and teacher perceptions of giftedness.…”

Section: Research Approachesmentioning

confidence: 99%

Beliefs and Perceptions about Young Gifted Children

AL-Mabrouk¹

2018

مجلة البحث العلمی فی الآداب

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“…The basic skills children acquire before beginning school have long-term influence on the level of performance once the children are in the classroom (Sankar-DeLeeuw, 2007) and researches from many countries have recognised the critical importance of learning during the preschool age (Broström & Wagner, 2003;Einarsdottir, 2011;Fabian & Dunlop, 2002).…”

Section: Introductionmentioning

confidence: 99%

The type of curriculum activities implemented in Jordanian preschools

Ahmad

Fayez

Al‐Zboon

2014

Early Child Development and Care

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This study aimed to ascertain the nature of curriculum activities in Jordanian preschools. Fifteen preschools participated in the study. Data were collected by observing the children in their daily routines, as well as analysing their writings and drawings. Data were translated from Arabic to English before analysing it. Four main categories were identified from the data analysis process: academic learning experiences; daily routine; types of activities; children's artefacts. Analyses revealed that preschool emphasised academic experiences rather than non-academic experiences, such as play time. Teachers focused on instructing children on the basics of reading, writing and math in addition to Islamic education. They considered the academic experiences most important for preparing children for success in school. Moreover, analysing the children's samples of writings and drawings, results revealed that most of the children's works was drawing. Writing was predominately in Arabic; however, children did use both languages simultaneously in their drawings and writings. The findings of this study can contribute to the existing literature about what curriculum activities exist in Jordanian preschools and add to the much needed early childhood research in Jordan.

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Case studies of gifted kindergarten children part II:The parents and teachers

Cited by 11 publications

References 7 publications

A Critique of the Literature on Parenting Gifted Learners

A Critique of the Literature on Parenting Gifted Learners

Beliefs and Perceptions about Young Gifted Children

The type of curriculum activities implemented in Jordanian preschools

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