Gifted education: changing conceptions, emphases and practice

Matthews, Dona J.; Dai, David Yun

doi:10.1080/09620214.2014.979578

Cited by 21 publications

(23 citation statements)

References 46 publications

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“…The challenge to adults is in how to teach children they are different, without making "differentness" such a fixed part of their identity that they are uncomfortable with themselves. Particularly in a world where "gifted" has many meanings that ebb and flow with time and place (Matthews & Dai, 2014), there is a danger in focusing on a child's situational identification as "gifted." As children are developing an identity, what is the effect of fostering the belief that they are different, when they may be similar to their age peers in, for example, physical development, interests, and personality?…”

Section: Avoiding a Spoiled Identitymentioning

confidence: 99%

A Cross-Cultural Study of the Social Experience of Giftedness

Cross¹,

Vaughn

Mammadov

et al. 2019

Roeper Review

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The phenomenon of social coping among students with gifts and talents (SWGT) is not well understood. In interviews with elementary-, middle-, and high-school aged SWGT (N = 90; 50% female) from the United States, United Kingdom, South Korea, Ireland, and France, the universality of awareness of visibility of their exceptional abilities, high expectations and pressure to achieve from adults and peers, and peer jealousy and rejection, was confirmed. In all countries, SWGT were concerned about peers' upward social comparison and the effects of their outperformance on peers' feelings. SWGT attempted to hide their abilities or conform to peers' behaviors. Prosocial helping behaviors were found among SWGT in nearly all age groups and a focus on the self was a useful coping strategy to students in all countries except France. Parallels are drawn between these findings and Goffman's (1963) stigma theory.

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Section: Avoiding a Spoiled Identitymentioning

confidence: 99%

A Cross-Cultural Study of the Social Experience of Giftedness

Cross¹,

Vaughn

Mammadov

et al. 2019

Roeper Review

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“…A shift towards more situated understandings of 'potential' and its development highlights the importance of the quality of the learning experiences afforded to individuals within different contexts (Barab and Plucker, 2002;Korp, 2011;Matthews and Yun Dai, 2014). Previous research also suggests that teachers tend to read 'potential' subjectively and that these readings are often classed (Dunne and Gazeley, 2008;Jonsson et al, 2012;Matthews and Yun Dai, 2014). This leads Callahan (2005, p.104) to emphasise the importance of adults' "willingness to re-structure thinking and behaviour".…”

Section: Imentioning

confidence: 99%

“…Some teachers found the selectivity engendered by the need to compile school registers of 'Gifted and Talented' young people in order to filter access to additional enrichment activities uncomfortable (Radnor et al, 2007;Casey and Koshy, 2012). These identifications were sometimes made on the basis of performance in one-off intelligence tests although the reliability of these is contested (Sternberg, 1998; Barab and Plucker, 2002;Callahan, 2005;Radnor et al 2007;Matthews and Yun Dai, 2014). While there was an expectation that these registers would fairly reflect each institutional context (DCSF, 2008, p.2) and reduce the intersection of social with educational disadvantage (Casey and Koshy, 2012) they were nevertheless critiqued for social bias (Callahan, 2005;Radnor et al, 2007;Gorard, 2008;Matthews and Yun Dai, 2014).…”

Section: Imentioning

confidence: 99%

Unpacking ‘disadvantage’ and ‘potential’ in the context of fair access policies in England

Gazeley

2018

Educational Review

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“…Taigi, vienas aiškus ir išmatuojamas gabumo kriterijus yra dideli intelektiniai gebėjimai, o kiti požymiai yra tik galimi ir atsiranda tik tam tikromis sąlygomis. Todėl į gabumus reikėtų žvelgti kaip į dinaminį konstruktą -pagrindinėms gabumų dimensijoms sąveikaujant su asmenybės, aplinkos ar kitomis charakteristikomis, gabumai gali būti plėtojami ir realizuojami (Davidson, 2009;Davidson, 2012;Heller, 1999;Jessurun et al, 2015;Matthews, Dai, 2014;Narkevičienė ir kt., 2002;Perleth, Wilde, 2009;Subotnik et al, 2011). Holistinis požiūris į gabumų raidą apibendrintas Miuncheno dinaminiame gebėjimų ir pasiekimų modelyje (Perleth, Heller, 2007), kuris ne vienos šalies mokslininkų empiriškai patvirtintas kaip naudingas, aiškinant gebėjimų transformacijos į pasiekimus mechanizmą (Heller, 2013a;Heller, 2013b;Perleth, Heller, 2007).…”

Section: įVadasunclassified

“…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

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 education: changing conceptions, emphases and practice

Cited by 21 publications

References 46 publications

A Cross-Cultural Study of the Social Experience of Giftedness

A Cross-Cultural Study of the Social Experience of Giftedness

Unpacking ‘disadvantage’ and ‘potential’ in the context of fair access policies in England

Gifted Girls’ Learning Experience in General Education

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