Gifted and Talented Students’ Perceptions on their Schooling: A Survey Study

Kahveci, Nihat; Akgül, Savaş

doi:10.1080/15332276.2014.11678431

Cited by 7 publications

(5 citation statements)

References 10 publications

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“…In the third study, from Turkey, the picture was somewhat reversed when students were asked if they can work with their intellectual peers and if the lessons are according to their needs, interests, and knowledge. Here, approximately 60%–80% of the asked students said they received DI in five different subjects (Kahveci & Akgül, 2014).…”

Section: Resultsmentioning

confidence: 99%

“…Encouraging all students according to their individual skills and helping them realize their full potential is essential in the context of educational equity (General Assembly of the United Nations, 2019; Kultusministerkonferenz, 2009Kultusministerkonferenz, , 2015. High-achieving students are thereby described as a crucial resource for society and the world (Kahveci & Akgül, 2014;Ninkov, 2020). The current research synthesis investigated the promotion of high-achieving students inside mixed-ability classrooms.…”

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confidence: 99%

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Promoting High-Achieving Students Through Differentiated Instruction in Mixed-Ability Classrooms—A Systematic Review

Ziernwald

Hillmayr

Holzberger

2022

Journal of Advanced Academics

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Promoting high-achieving students plays an important role in the school context. Hence, one promising support measure within the mixed-ability classroom is differentiated instruction (DI). The current systematic review examined (1) the impact of DI on high-achieving students’ outcomes, (2) to what extent DI is used, (3) how useful teachers and high-achieving students perceive DI, and (4) which barriers and facilitators are encountered in DI’s implementation. Forty-nine studies from 2000 to 2019 were included. Differentiated instruction impacted high-achieving students’ academic achievement and motivational-affective characteristics predominantly positive. However, there was considerable heterogeneity between and within studies. Teachers typically did not use DI for high-achieving students proactively nor on a regular basis. However, teachers and high-achieving students perceived DI as valuable for encouraging high-achieving students. The barriers found might help to explain discrepancies between the extent of usage and the perceived utility, whereas the identified facilitators suggest how to overcome these barriers.

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

Promoting High-Achieving Students Through Differentiated Instruction in Mixed-Ability Classrooms—A Systematic Review

Ziernwald

Hillmayr

Holzberger

2022

Journal of Advanced Academics

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“…These centres aim to foster the development of students' abilities in their areas of interest and support their personal and social growth. The curriculum at SACs is specifically tailored to meet the unique needs of gifted students, offering engaging and challenging courses (e.g., Kahveci & Akgül, 2014). Admission to SACs is based on a competitive entrance exam that assesses students' academic abilities and potential.…”

Section: Participantsmentioning

confidence: 99%

Gifted Students’ Performance on Algorithmic, Conceptual, and Graphical Questions

Coştu

2023

JBSE

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Several studies compared three different types of questions (conceptual, algorithmic, and graphical) across various topics, however, few focused specifically on gifted students. This study addressed this gap. The aim of the study, hence, was to determine whether there were notable differences in gifted students’ performance in the three types of tests. The study involved 115 gifted students aged between 17 and 18 years old. They responded to the three different tests including 10 test items in each with the same content. Significant differences were observed in their performances between the conceptual versus algorithmic in favour of the conceptual test, the conceptual versus graphical in favour of the conceptual test, and the algorithmic versus graphical in favour of the algorithmic test. Moreover, the statistical analysis results revealed that the students performed markedly poorer performance on the graphical test in comparison to both the algorithmic and conceptual tests. These results suggest the need to enhance students' graphical skills to facilitate a better understanding of physics concepts. Proper steps should be taken to improve their proficiency in interpreting and analysing graphical representations. Keywords: algorithmic understanding, conceptual understanding, graphical understanding, gifted students, physics education

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“…Mokyklose veikla vykdoma nesistemingai, nėra pakankamai stebima, vertinama, remiama, o gabių mokinių potencialo realizacijos skatinimas nėra laikomas prioritetiniu tikslu (ŠMM, 2005;2009;. Daugelio šalių tyrėjai nurodo, kad bendrojo ugdymo mokyklose nėra atsižvelgiama į gabių mokinių ypatumus ir jų ugdymosi poreikius (Coleman et al, 2015;Gallagher et al, 1997;Heller, 2013a;Kahveci, Akgul, 2014;Matthews, Dai, 2014;Narkevičienė ir kt., 2002;Prior, 2011;Rollins, Cross, 2014). Retai naudojami ugdymo metodai, padedantys realizuoti gabių vaikų potencialą (Davidson, 2012;Heller, 1999;Hansen, Toso, 2007;Persson, 2010;Plucker, Callahan, 2014;Subotnik et al, 2011;Samardzija, Peterson, 2015;VanTassel-Baska, Stambaugh, 2005), o mokytojams trūksta lankstumo, klasės valdymo įgūdžių, nuorodų, kaip atpažinti gabiuosius, motyvacijos bei žinių juos ugdyti ir skatinti jų raidą (Bianco et al, 2011;David, 2011;Rosselli, Irvin, 2001;Shaunessy et al, 2006).…”

Section: įVadasunclassified

“…Retai naudojami ugdymo metodai, padedantys realizuoti gabių vaikų potencialą (Davidson, 2012;Heller, 1999;Hansen, Toso, 2007;Persson, 2010;Plucker, Callahan, 2014;Subotnik et al, 2011;Samardzija, Peterson, 2015;VanTassel-Baska, Stambaugh, 2005), o mokytojams trūksta lankstumo, klasės valdymo įgūdžių, nuorodų, kaip atpažinti gabiuosius, motyvacijos bei žinių juos ugdyti ir skatinti jų raidą (Bianco et al, 2011;David, 2011;Rosselli, Irvin, 2001;Shaunessy et al, 2006). Pastebima, kad ugdymo proceso organizavimo problemos neigiamai atsiliepia mokinių mokymosi patyrimui, todėl gabūs mokiniai dažniausiai jaučiasi nuobodžiaujantys ir nepatiriantys iššūkių, jiems mokytis yra per lengva, ta pati mokymo medžiaga kartojama po keletą kartų, mokymo tempas per lėtas, jiems dažnai reikia laukti kitų mokinių (Coleman et al, 2015;Davidson, 2012;Kahveci, Akgul, 2014;Prior, 2011;Plucker, Callahan, 2014;Rollins, Cross, 2014). Tokia situacija gali mažinti jų mokymosi motyvaciją, formuoti neigiamas nuostatas į mokyklą ir mokymąsi.…”

Section: įVadasunclassified

Gifted Girls’ Learning Experience in General Education

Undro¹,

Girdzijauskienė

2019

ActPaed

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The Munich Dynamic Ability-Achievement Model during the school period emphasizes the increasing impact of the school environment on the transformation of the ability (potential) of exceptional achievement, making it an integral part of the development of giftedness. However, the literature indicates that the identification and education of gifted children in Lithuania and abroad is often left to the personal discretion and initiative of teachers, parents or gifted students. In general education schools, gaps in teachers’ theoretical and practical training in gifted children education, as well as abilities to determine their academic and emotional needs, can be identified. Gifted are often seen as “awkward” students, and during adolescence they are faced with the need to choose between mimicking “normal teenage life” and being a “geek”. Gifted teens girls additionally feel pressured to conform to the “normal image of a girl” rather than displaying exceptional abilities and vigorously competing for achievement as “normal for the male image”. Teachers often think that boys can accomplish more than girls, so they need more reinforcement and encouragement. These factors pose a greater risk for gifted adolescent girls to be unrecognized, not properly promoted, and have not realized giftedness.A qualitative research strategy was used to reveal the authentic learning experience of gifted girls (teens) in general education schools. Six gifted girls from 13 years 10 months to 14 years 7 months, from three Vilnius schools, participated in the survey. The learning experience of gifted girls was revealed by three themes. They have shown that teachers’ attitudes that all students have equal learning needs, their obligation to help low achievers, and disbelief that gifted students need special education assistance had made gifted girls bored and waste time in the classroom. It was also revealed that the most commonly used methods of teacher training reflect a passive form of teaching that does not facilitate the process of acquiring knowledge. Finally, teacher indifference, high expectations, comparing students to gifted girls cause uncomfortable feelings, while teacher rigidity and insensitivity provoke conflict situations and reduce learning motivation. All of this, combined with inconsistent behaviour by applying different norms for themselves and students, widens the gap between “good” and “bad” students.

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Gifted and Talented Students’ Perceptions on their Schooling: A Survey Study

Cited by 7 publications

References 10 publications

Promoting High-Achieving Students Through Differentiated Instruction in Mixed-Ability Classrooms—A Systematic Review

Promoting High-Achieving Students Through Differentiated Instruction in Mixed-Ability Classrooms—A Systematic Review

Gifted Students’ Performance on Algorithmic, Conceptual, and Graphical Questions

Gifted Girls’ Learning Experience in General Education

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