Learning preferences: A comparison of gifted and above‐average middle grades students in small schools

Ristow, Robert S.; Edeburn, Carl E.; Ristow, Gwen L.

doi:10.1080/02783198509552951

Cited by 12 publications

(15 citation statements)

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“…These results corresponded to research showing that gifted students typically preferred simulations, projects, and teaching games to non-gifted students (Dunn & Griggs, 1985;Ristow et al, 1986;Stewart, 1981). Gifted Korean American students' preference for flexibility and independence also reflects their desired for opportunities for self-determination and selfselection of learning experiences.…”

Section: Discussionsupporting

confidence: 67%

Section: Introductionmentioning

confidence: 99%

“…For example, gifted students tend to demonstrate independence, internal locus of control, persistence, perceptual strengths, nonconformity, task commitment, and high selfmotivation (Dunn & Griggs, 1985). Gifted students have been found to prefer independent study and discussion while non-gifted peers prefer lectures and class projects (Ristow, Edeburn, & Ristow, 1986;Stewart, 1981;Wasson, 1981).A student's socialization into a value system will reward some styles more than others. Rewarding students for using preferred styles on tasks is likely to lead to a greater display of the rewarded styles (Sternberg & Grigorenko, 1997).…”

mentioning

confidence: 99%

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World Council for Gifted and Talented Children

Klassen¹

2009

Encyclopedia of Giftedness, Creativity, and Talent

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This study set out to investigate which career path a group of intellectually gifted individuals chose, if any. How did they actually like their work, and what were the reasons for satisfaction or dissatisfaction with their chosen career? In all, 287 Mensa members (216 men and 71 women) constituted the research group. Their average age was 34.4 years (SD = 8.8) and all had obtained IQ scores equal to or higher than the 98 th percentile. The study was designed as a survey operationalized as an Internet-based questionnaire using the SPSS Dimensions software. A shortened version of the Work and Life Attitudes Survey (Warr, Cook & Wall, 1979) was included as part of the questionnaire. Quantitative data were analyzed as dispersions within the research group whereas qualitative data were content-analyzed using the so-called VSAIEEDC Model. Results show that participants tended to pursue careers mainly in Technology, Science and Social Work and to a lesser degree in Practical and Aesthetic work. Work satisfaction for all these fields was shown to be average. However, for individuals choosing to start their own company and, or assume leading managerial positions, satisfaction with work and career is very high. This article focuses on possible reasons for differences between subgroups in the sample and discusses a possible way forward to improve work satisfaction for intellectually gifted individuals at work, where needed.Keywords: Giftedness, Social Fit, Human Resource Management, Mismanagement, Intellectual Capital.Introduction Research (e.g., Schlosser, 2001; Yewchuk, Äystö & Schlosser, 2001) and literature more or less anecdotal in nature (e.g., Lewis, 1997) focuses increasing amounts of time and effort explaining success or the lack thereof, not only in the field of high ability studies but perhaps even more so in general management and human resource studies. Prompting such research is, of course, a desire to find factors, which, a) could more or less predict success or expertise, and b) are assumed to facilitate or even cause it (van der Heijden, 2000).However, while the somewhat nebulous meaning of "success" is not necessarily tied to giftedness, it is more often associated with marketability (Adler, 1985; Hamlen, 1991). As such it is not unusual to argue that developing gifted education and special provision for the gifted and talented population is important for success or alternatively continued societal welfare and development (e.g., Wilms, 1986).Singapore researchers Teo and Quah (1999) make the following observation:The Gifted Education Program (GEP) in Singapore has been in existence … [since 1984] … for more than a decade. But few of its graduates have made exceptional contributions to self or the nation; a nation with hardly any natural resources and which relies a great deal on its human resources for surviving in a competitive world. (p. 24, with author's clarification in brackets)It would seem the equation between desired success and giftedness is not simple and straightforward, even ...

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Section: Discussionsupporting

confidence: 67%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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World Council for Gifted and Talented Children

Klassen¹

2009

Encyclopedia of Giftedness, Creativity, and Talent

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“…Gifted students have been found to prefer independent study and discussion while. non-gifted peers prefer lectures and class projects (Ristow, Edeburn, & Ristow, 1986;Stewart, 1981;Wasson, 1981).…”

Section: Introductionmentioning

confidence: 98%

A Multilevel Analysis of Gifted Korean American Students' Characteristics and School Context Effects on Learning Style Preferences

Lee

Siegle

2009

Gifted and Talented International

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This study examined school factors related to the learning style preferences of~ifted Korean American students. The Learning Styles Inventory-III (LSf, Renzulli;Rizza, & Smith, 2002) and the Ethnic Orientation Scale (£05) were administered to 407 Korean American students in 30 schools. A Hierarchical Linear Model (HLM) with student and school-level variables indicated differences in learning style preferences between gifted Korean American and non-qifted Korean American students on preferences for direct instruction, technology, simulations, projects, and games. School context mediated these learning style differences between students' giftedness and learning styles. Learning is based on students' experiences, culture, gender, genetic codes, and neurological wiring (Tomlinson, 1999). Students may have preferred ways of taking in, processing, internalizing, and retaining information and skills. These are typically referred to as students' learning styles (Dunn & Milgram, 1993). Students' learning styles can dictate how they approach and process tasks. Understanding how students learn is important in planning instructions to assist them to achieve their fullest potential.

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“…Previous researchers have focused their attention on such matters as the learning styles of gifted in rural areas (Ristow, Edeburn & Ristow, 1985), as well as selfconcept differences of gifted students in rural areas (Jeon and Ristow, 1987). However, while these projects have attempted to assess the differences between gifted males and females, none have actually attempted to assess the perceptions of the teachers of these gifted students, particularly girls.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Teachers and Coordinators of the Gifted toward Characteristic Behaviors of Gifted Females in Rural Schools

Jeon¹,

Ristow

1992

Gifted Education International

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The purpose of this study was to assess the perceptions of teachers of the gifted toward their students, particularly gifted girls. The characteristics reported in the literature were condensed to the 25 most common characteristics. From these 25 characteristics, a survey was developed which asked teachers and coordinators of the gifted programs in South Dakota to respond to each item. The results indicated that teachers and coordinators tend to view gifted females as: self-confident, having non-traditional career plans, experiencing a deeper sense of satisfaction from their talents, having a greater interest in science and math, worrying about success and failure equally, and as being more global in their problem-solving than their male intellectual peers.

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Learning preferences: A comparison of gifted and above‐average middle grades students in small schools

Cited by 12 publications

References 4 publications

World Council for Gifted and Talented Children

World Council for Gifted and Talented Children

A Multilevel Analysis of Gifted Korean American Students' Characteristics and School Context Effects on Learning Style Preferences

Perceptions of Teachers and Coordinators of the Gifted toward Characteristic Behaviors of Gifted Females in Rural Schools

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