Is there still a need for gifted education? An examination of current research

Implementing theory in the design of a professional development course for honors teachers: A Teacher’s Road to Excellence

“…Teachers educating gifted and talented students, as, for example, in honors education, express a need for training (Reis & Renzulli, 2010). It is important to meet this need because, as National Collegiate Honors Council stated, the key to a successful honors program is not the intelligence of the student or the subject matter of the course but the attitude and approach of the instructor (NCHC, 2012).…”

Honoursdidactiek in een leergang voor honoursdocenten

“…Honoursdocenten zijn zeer gemotiveerd voor onderwijs en voor het begrijpen van de behoeften van hun studenten, ze willen zich extra inspannen voor hen, hebben een reflectieve houding, willen zichzelf academisch uitdagen, zijn flexibel en creatief in hun onderwijspraktijk. Volgens Reis & Renzulli (2010) bevat een definitie van begaafde studenten de componenten intelligentie, creativiteit en motivatie. Scager (2013) verdeelt deze componenten in zes factoren van getalenteerde studenten: intelligentie, creatief denken, openstaan voor ervaringen, doorzettingsvermogen, de wil om te leren, en de behoefte om te excelleren.…”

Towards the Achievement of a Unified, Uniform and Socially-Just 'Gifted Education Policy Acceptable on a Global Scale

“…However the reality is, majority of young people who are identified as gifted continue to represent the culture of major populations; and at the same time, the economically disadvantaged and diverse student population are continuously underrepresented in gifted education programs. These students are not only neglected, but many of them will not even realize their potential without some type of intervention (Reis & Renzulli, 2010). The fact of the matter is, majority of the gifted students who dropped out of school participated in few extracurricular activities than it was expected, and they were particularly from the families of low socio-economic backgrounds and/or represented the radical minority groups whose parents had poor educational backgrounds.…”

“…The fact of the matter is, majority of the gifted students who dropped out of school participated in few extracurricular activities than it was expected, and they were particularly from the families of low socio-economic backgrounds and/or represented the radical minority groups whose parents had poor educational backgrounds. Thus a lack of challenge and differentiation are major causes of many gifted students who drop out or underachieve (Reis & Renzulli, 2010). There is a likelihood that many gifted children amongst the bulk students who are from the disadvantaged backgrounds can be missed out because of the proven link between their disadvantaged position and poor achievement in education.…”