Impact of the mentoring relationship on the development of talented students – a narrative review

Vrabie, Tina; Crețu, Carmen

doi:10.35923/jes.2021.1.04

Cited by 2 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These characteristics have been considered as key elements in evidence-based practices that support high achieving students. In particular, these characteristics were observed at Roosevelt and have been acknowledged in the literature (see Johnsen & Clarenbach, 2017; Kaul et al, 2015; NAGC & CEC, 2013; Novak et al, 2020; Subotnik et al, 2021; Vrabie & Cretu, 2022). Further, this culture toward excellence was also affirmed in surveys from Roosevelt alumni at their 50-year reunion.…”

Section: Discussionsupporting

confidence: 57%

“…The schools also provided a range of choices of extracurricular activities, that intersected with students' lives in the community, to foster students' interests, personal growth, and development in various areas. All of these curricular practices are well-documented in the gifted literature and demonstrate significant impact on K-12 students' academic achievement and career choices across all ability groups (see Hodges et al, 2017;Plucker & Callahan, 2014;Subotnik et al, 2011;Vrabie & Cretu, 2022).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Hidden in Plain Sight: The Culture of Excellent Black High Schools in the Era of Jim Crow

Davis,

Horton,

Robinson

et al. 2023

Gifted Child Today

View full text Add to dashboard Cite

This article describes the cultural characteristics of four elite African American high schools, initiated prior to Brown v. Board of Education, that produced outstanding graduates. Positive school culture characteristics examined were leadership, faculty, curriculum and instruction, student qualities, the environment, and internal and external relationships. The authors posed questions investigating how educators and alumni of Gary, Indiana’s Theodore Roosevelt High School viewed the characteristics of its culture and how the culture compared to other elite African American high schools in the extant literature. Using surveys, archival information, and the research literature, the authors collected information describing the high school’s distinctive features. Comparing the results of Rooseveltwith the other exemplary high school cultures of Dunbar, Sumner, and Terrell, they reported these insights about their cultural characteristics: (a) high caliber and sustained leadership of individuals who cultivated positive school environments and created institutions that were a distinctive blend of school and community; (b) highly educated and qualified faculty members; (c) a rigorous and challenging curriculum emphasizing the preparation of students for higher education; (d) students who exhibited a strong sense of self-esteem, self-efficacy, and a rejection of the concept of inferiority; (e) a family-like environment that was welcoming, inclusive, and receptive to individuals from varied backgrounds that fostered a strong sense of pride and efficacy; and (f) a family climate experienced by internal and external stakeholders that created a sense of belonging and place.

show abstract

Section: Discussionsupporting

confidence: 57%

Section: Discussionmentioning

confidence: 99%

Hidden in Plain Sight: The Culture of Excellent Black High Schools in the Era of Jim Crow

Davis,

Horton,

Robinson

et al. 2023

Gifted Child Today

View full text Add to dashboard Cite

show abstract

“…From the studies of a series of mentoring programs designed especially for gifted and talented students, Vrabie T and Crețu C M (10) concluded that in the field of gifted education there is not an "extensive" mentoring program which should be considered suitable for each child or school; however mentoring programs shall take the form of research projects, various hands-on activities and innovative pedagogical practices. Based on a survey of students who had participated in a university-based gifted mentorship program in high school, Alhanaya M (11) in his study has recommended that mentoring programs for gifted students shall focus more on the student's interests and give them more time to expand his research scope.…”

Section: Mentoring and Innovative Science Mentoring Practicesmentioning

confidence: 99%

Innovative Science Practices for Mentoring Potentially Gifted Students in India

Tyagi¹

2022

IJST

View full text Add to dashboard Cite

Objectives: India's National Education Policy 2020 has a mandate to nurture the excellence of gifted students. Mentoring of gifted is the most important aspect of this program. This article reports innovative science pedagogical practices developed for mentoring potentially gifted students in the Indian educational school setup. Methods: For mentoring, DIMP (Developmental Identification and Mentoring Program) tools were used to identify the potentially gifted students from various parts of India. The students were from age group 11-15 years corresponding to class sixth to tenth. In workshop mode, more than ten mentoring sessions following innovative science practices were organized at the University of Delhi with around 50 participants in each session. These innovative science practices were also discussed with teachers during their orientation programs. Findings: Gifted students show unmatched interest and capabilities in a particular subject. These students can do wonders if their talent is discovered at an early stage and nurtured well. The pedagogical needs of gifted students are very different and have to be tackled differently. Mentoring such students is a challenging task. As the gifted children are keen observers, exceptionally curious, very focused and highly imaginative, their pedagogical needs cannot be met with regular and usually practised mentoring methods. This article reports four innovative science pedagogical practices implemented for mentoring potentially gifted students. These pedagogical innovations helped in generating academic interest and curiosity for new and independent learning among students. If every teacher during his tenure of teaching develops one or two or more such innovative pedagogical methodologies a compilation of these can act as a good resource for mentoring gifted students. Novelty: The innovative mentoring practices provided gifted students with the opportunities to reflect on their ideas, brush up on their analytical skills, strengthen their critical and creative thinking capacities, and demonstrate initiatives.

show abstract

Impact of the mentoring relationship on the development of talented students – a narrative review

Cited by 2 publications

References 0 publications

Hidden in Plain Sight: The Culture of Excellent Black High Schools in the Era of Jim Crow

Hidden in Plain Sight: The Culture of Excellent Black High Schools in the Era of Jim Crow

Innovative Science Practices for Mentoring Potentially Gifted Students in India

Contact Info

Product

Resources

About