Comparisons and analyses of gifted students’ characteristics and learning methods

Abstract

Using PISA 2009, an international education database, this study compares gifted and talented (GT) students in three groups with normal (non-GT) students by examining student characteristics, reading, schooling, learning methods, and use of strategies for understanding and memorizing. Results indicate that the GT and non-GT gender distributions show differences; GT groups’ reading time, reading material types, and level of interests are higher than or different from non-GT, but their use of library is not. Furthermore, teacher–student relationships of GT groups are better than those of non-GT, but their attitudes toward school show no differences. Results of t-tests reveal that two learning methods are employed significantly more often by GT than by non-GT, but a third method is used less by GT students.

Profoundly Gifted Students’ Perceptions of Virtual Classrooms

“…Along with homogeneous grouping, another possible benefit is that characteristics and learning preferences of the gifted allow them to use the possibilities of virtual classrooms effectively and efficiently. Generally, gifted students display preferences for new and challenging material, opportunities to work independently in their area of talent, various forms of acceleration and differentiation, and opportunities to work with like-minded peers (Gross, 2002, 2004; Lu, Li, Stevens, & Ye, 2017; Rogers, 2007). Each of these traits speaks to the need for individualization in gifted education, but taken independently, these characteristics have observable and exciting applications in the virtual world.…”

Screening for Giftedness Using a Reading Curriculum Based Measure

“…Limitations for the current study include a limited scope as a measure of academic giftedness. As mentioned, above average academic achievement is a widely accepted standard of giftedness (Lu et al, 2015); however, in this study only reading achievement as measured by the MIR:R and TCAP is examined, leaving out other academic areas. Additionally, the sample may not allow for generalization.…”

“…States often use grade point average or state-mandated testing as measures of student academic performance and eligibility for gifted services and advanced coursework (Hodges et al, 2018). Superior academic performance is a common variable that is used to identify gifted learners (Lu et al, 2015). National talent identification programs typically require early administration of norm-referenced tests, such as SAT and ACT, as the primary criterion for gifted identification, specifically based on academic achievement (Lee, et al, 2008).…”