Perceptions of Great Leaders Held by Gifted Youth

Karnes, Frances A.; Riley, Tracy; McGinnis, J. Christopher

doi:10.1177/107621759601900408

Cited by 8 publications

(5 citation statements)

References 4 publications

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“…For example, in a comparative survey of youth perceptions of leadership in 1989 and 1994, the latter group reflected contemporary media and public perceptions of decline in trustworthy public servants as leaders. Youth echoed adults in their emphasis on accountability and attention to career positions (including professional political roles) as primary sites of leadership (Karnes & McGinnis, 1995;Karnes, Riley, & McGinnis, 1996;Meriweather & Karnes, 1989). Survey respondents reflected little of their own direct experiences with leadership.…”

Section: Youth Leadership In Placementioning

confidence: 99%

“…Numerous programs to develop leadership in youth derive largely from adult models of leaders and operate as supplemental to academic classes for gifted and talented students on the assumption that talents for leadership come along with academic prowess. Summer programs in gifted studies and special courses stressing group dynamics, communication skills, and problem solving are often available for gifted and talented students (Karnes, Riley, & McGinnis, 1996). Yet, in most cases, identification, assessment and program evaluation do not sit firmly within grounded theories of youth leadership or understandings of how developmental processes might be characterized, particularly across contexts of cultural practices.…”

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confidence: 99%

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Leadership Giftedness: Models Revisited

Roach

Wyman

Brookes

et al. 1999

Gifted Child Quarterly

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Following a reviews of adult models of leadership and of leadership programs for young people that are derived from adult theories of leadership, we report results from a decade-long study in under-served and at-risk communities of young people identified and promoted as leaders within out-of-school youth organizations. This work reveals how emerging youth leadership differs from established measures and leadership theories drawn from adults. Views and enactments of leadership among the young focus on how leadership happens, not all who leaders are as power figures, skillful managers, or individuals bearing specific traits. These perspectives from youth carry strong links to recent work in cognitive psychology and organizational sociology that maintains the key importance of adaptation, engagement with situation, and distribution of knowledge and roles.

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Section: Youth Leadership In Placementioning

confidence: 99%

mentioning

confidence: 99%

Leadership Giftedness: Models Revisited

Roach

Wyman

Brookes

et al. 1999

Gifted Child Quarterly

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“…In order to improve leadership skills of students, the ones with leadership potential should be identified (Hensel, 1991). Gifted students' leadership potential cannot be recognized or they can be misguided if they are not supplied with proper leadership training (Karnes & Riley, 1996). Lindsay (1988) states that though leadership is a hot topic in gifted education, it is highly neglected.…”

Section: Introductionmentioning

confidence: 99%

Active and Democratic Citizenship Education and its Challenges in Social Studies Classrooms

Ersoy¹

2014

EJER

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Problem Statement: Turkey's passive and task-oriented approach to citizenship education, which has endured since the Ottoman Empire period, has begun to change into more active and democratic citizenship education since Turkey joined the European Union. Identifying the practical problems as well as describing the challenges when practicing the Social Studies curriculum will contribute to citizenship education and its development, both in Turkey and in similar countries. Purpose of Study:The purpose of the present study is to explore the active and democratic citizenship education procedures in Social Studies course in Turkey and to determine the challenges encountered in active citizenship education. Methodology:The study was conducted using a holistic, multiple-case study design. Data were collected through interviews, classroom observations and documents. In this study, extreme or deviant case sampling was used. The study was conducted in two schools: a state school with a low socioeconomic background and a private school with high socioeconomic background. A total of six volunteer teachers and 30 students from both of the schools participated in the study. Findings:The study found that the citizenship perceptions, political views and educational backgrounds of the teachers had an effect on the citizenship education in their lessons. Furthermore, the age, maturity level, gender and social environment of the students had an effect on implementing citizenship education. Also, the test-centered educational system, traditional school organizations and culture, and the relevant legislations and regulations limited the ability of teachers to handle

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Section: Introductionmentioning

confidence: 99%