Promoting Transformational Giftedness Through Service Learning

Desmet, Ophélie Allyssa

doi:10.1007/978-3-030-91618-3_7

Cited by 4 publications

(5 citation statements)

References 24 publications

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“…Further, participants associated increased social awareness with their interactions with guest speakers and exposure to rural experience. Therefore, our findings provide some support for experiential learning activities to promote gifted students' affective development (Desmet, 2022;Keen & Howard, 2002;Lee et al, 2007). In our study, guest speakers from diverse sectors interacted with campers about their work in the rural sector.…”

Section: Discussionsupporting

confidence: 60%

“…These camp activities may have enhanced students’ social awareness by giving them opportunities to socially interact with places and people in real contexts. Therefore, summer programs aiming to develop social awareness may benefit from planning for community engagement and service learning (Desmet, 2022; Desmet & Roberts, 2022), especially with people and places that reflect different realities than the campers’ regular life experiences.…”

Section: Discussionmentioning

confidence: 99%

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Affective Outcomes of a Summer Talent Development Program: What Do Students Say?

Chowkase,

Desmet,

Datar

et al. 2024

Journal for the Education of the Gifted

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This study explored the affective outcomes students perceived from participating in a summer program and the program components that contributed to participants’ perceived affective development. Participants were 55 middle school students (29 girls) with intellectual gifts who participated in a 4-day-long residential program conducted in a western state in India. Participants wrote descriptive reflections responding to a 16-item open-ended survey. Matrix coding was used to code affective outcomes and the associated program components. Thematic analyses of responses revealed five themes that depicted improvement in participants’ (a) confidence and courage, (b) self-awareness, (c) social awareness, (d) social skills, and (e) inspiration. Leadership workshops and group activities, rural experience, and camp structure were discussed most frequently in relation to specific affective outcomes. Findings indicated that a direct and well-planned affective intervention can provide opportunities for social and emotional learning. Implications for holistic talent development programming have been discussed.

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Section: Discussionsupporting

confidence: 60%

Section: Discussionmentioning

confidence: 99%

Affective Outcomes of a Summer Talent Development Program: What Do Students Say?

Chowkase,

Desmet,

Datar

et al. 2024

Journal for the Education of the Gifted

Self Cite

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“…It is also linked to the tasks that enable them to demonstrate their high leadership potential (Little & Kearney, 2021). Students work to exercise leadership abilities in a targeted manner by engaging in community-serving projects that address associated issues (Choi & Kaufman, 2021;Desmet, 2022;Lee et al, 2021). It is agreed agree that leadership, including its abilities for gifted students, such as the technical, human, cognitive and administrative abilities, are significant owing to their importance in formulating students' cognitive, psychological, and emotional personalities.…”

Section: Leadership Abilities and Talent Developmentmentioning

confidence: 99%

The Role of Teachers and Coordinators of Gifted Students’ in Developing their Students’ Leadership Abilities in High Schools

AL-naim¹,

Abunaser²,

AL-naim³

2023

IJLTER

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This study seeks to explore the reality of the role of teachers and coordinators of gifted students in developing their leadership abilities in Al-Ahsa high schools from the perspective of teachers, coordinators, and students. The descriptive analytical method was used whereby two questionnaires were distributed to a random sample of 78 high school gifted students and 53 teachers and coordinators at Al-Ahsa governorate during the academic year 2020-2021. Statistical means, standard deviations, and an independent t-test were used for the analysis of the data. Findings show that the role of teachers and coordinators in developing gifted students’ leadership abilities was at a high level from the teachers' and coordinators’ perspectives. From students’ perspective, it was high as well, however, with a lower average compared to that of teachers. There were statistically significant differences due to the gender variable in favour of male participants in the dimensions of technical and competitive leadership abilities. However, there were no statistically significant differences attributed to gender variables in human leadership and conceptual leadership abilities dimensions, nor in terms of the job title variable. Considering these findings, it is recommended the role of teachers and coordinators of gifted students is strengthened through specialized leadership training, and by giving more attention to the development of leadership abilities among females.

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“…Researchers have recommended DA for culturally and linguistically diverse students because gifted and talented identification procedures should consider the necessity of academic support for students from culturally and linguistically diverse populations [89]. Traditional cognitive-ability and achievement tests rely on previous educational experiences and, therefore, discriminate against those with limited access to educational experiences [90][91][92]. Similarly, students with disabilities are at a disadvantage while taking traditional static tests, which often do not accommodate special needs.…”

Section: Dynamic Assessmentmentioning

confidence: 99%

Underrepresented Students in Gifted and Talented Education: Using Positive Psychology to Identify and Serve

Arnstein,

Desmet,

Seward

et al. 2023

Education Sciences

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The representation gap in gifted and talented education poses a persistent challenge in educational systems worldwide. This theoretical manuscript presents the Bull’s Eye Model for Affective Development—Expansion (BEM-e) an innovative framework designed to address this gap. By incorporating elements from positive psychology, the BEM-e aims to identify and nurture traditionally underrepresented students who possess camouflaged gifted and talented abilities. Drawing upon the Engagement, Perseverance, Optimism, Connectedness, and Happiness model (EPOCH), along with measures of hope and metacognition, BEM-e provides a comprehensive approach to talent identification and service. The model emphasizes the holistic development of individuals by considering affective factors, engagement, perseverance, optimism, connectedness, happiness, hope, and metacognition. Additionally, dynamic assessment is integrated during the implementation of BEM-e modules, allowing for personalized and adaptive identification processes.

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Promoting Transformational Giftedness Through Service Learning

Cited by 4 publications

References 24 publications

Affective Outcomes of a Summer Talent Development Program: What Do Students Say?

Affective Outcomes of a Summer Talent Development Program: What Do Students Say?

The Role of Teachers and Coordinators of Gifted Students’ in Developing their Students’ Leadership Abilities in High Schools

Underrepresented Students in Gifted and Talented Education: Using Positive Psychology to Identify and Serve

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