Rethinking Giftedness and Gifted Education: A Direction Forward Based on Psychological Science

Subotnik, Rena F.; Olszewski‐Kubilius, Paula; Worrell, Frank C.

doi:10.1037/e665862012-001

Cited by 313 publications

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“…This helps lead to self-efficacy, selfdetermination and self-actualisation which are goals for all students. Highlighting the importance of transition periods at specific life intervals this indicates the need to prepare for transitions through choice making for the future (Subotnik, Olszewski-Kubilius, & Worrell, 2011). Protective factors are important in terms of resilience for all learners.…”

Section: Social Emotional Needs In Transitionmentioning

confidence: 99%

Transition and Students With Twice Exceptionality

Prior

2013

Australas. j. spec. educ.

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Twice exceptional is one of the terms used to describe students who have giftedness and a disability. This is a small heterogeneous population of individual learners who are underserved in special, gifted, and mainstream education settings. Despite the availability of research on transition for students with disabilities there is little research or literature available on transition for students who experience twice exceptionality (2E). This paper provides a review of the literature available on 2E, taking a lifespan perspective and a school transitions context for students experiencing 2E. Finally the synthesis of 2E and transition highlights a potential way forward in the research across special, gifted, mainstream and inclusive education to transform student profiling, identification and transition. Transition as a Multilayered and Discontinuous ProcessThere has been a shift in research over the last 20 years towards understanding transitions as multi-layered processes that involve multiple discontinuities (Petriwskyj, Thorpe & Tayler, 2005). Wider and more inclusive perspectives on transition allow us to be better informed on the variety of experiences over time for individual learners.Transitions can be understood as specific processes occurring during particular life course turning points. These processes are linked to changes in physical development, roles and relationships and require certain adjustments depending on the environment and the individual nature, culture and resilience of the person. This is the context for the following discussion on transition, students experiencing 2E and the expanding conceptualisations of giftedness and disability. Transition and Students WithTwice Exceptionality 2

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Section: Social Emotional Needs In Transitionmentioning

confidence: 99%

Transition and Students With Twice Exceptionality

Prior

2013

Australas. j. spec. educ.

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“…educations of the gifted have urged upon mainly is what the factors are that influence the emergence of giftedness performance (Subotnik, Olszewski-Kubilius & Worrell, 2011;Gagne, 2004;Simonton, 2001). Tannenbaum (1986) highlighted that the giftedness has cultural and social dimension specifies that while talking about the giftedness in societies.…”

Section: Introductionmentioning

confidence: 99%

A Comparison of the Self-regulated Skills in Science Learning of Gifted and Non-gifted Students

Tortop¹

2015

JEGYS

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The studies related to what skills are firstly needed to be gained in the gifted students' education are increasing gradually. The gifted individuals' being independent learners are desirable situation. Self-regulation skills are a set of abilities that help a person to control and monitor their own behavior, thoughts and changing flexibly them in accordance with the demands of the situation. When viewed from this aspect, it can be said that self-regulation skills should be gained in the educations of the gifted students. In this study, a Self-regulation Skills for Science Learning Scale (SSSLS) has been developed by researcher. Thanks to this scale, the self-regulation skills of the gifted students and non-gifted in learning science have been compared. The sample of the research has been determined in accordance with purposeful sampling method. Non-gifted students are the students who study in two schools determined according to typical sampling method in a province the socio-economic level of which in Turkey is medium-scale. The gifted students are those who enrolled in Science and Art Centre that gives education to the gifted students in the same province. 264 students have been determined at the level of 4th to 8th grade in the sample of the research. As the result of research findings, it has been determined that gifted students' self-regulation skills for science learning are higher than the non-gifted students. It has seen that there are significant differences between the self-regulation skills points of both groups in science learning (p<0.001).However, a significant difference hasn't been seen at the metacognitive skills dimension that is one of the sub-dimensions of the scale (p>0.05).The metacognitive skills contain very important skills (e.g. goal setting, monitoring, self-assessment, regulation) on the nurturing of talent. The students' not having differentiation in the scores of metacognitive skills can be indicator that available gifted education programs doesn't have the quality to develop these skills.

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“…In the last couple of years, different researchers and studies have not agreed about a single grading, intelligence test result or performance test as the means to study high ability (Renzulli & Gaesser, 2015;Subotnik, Olszewski-Kubilius & Worrell, 2011). In this regard, the article authors point at some recommendations for the identification of these students and the educational approach to their diversity.…”

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confidence: 99%

“…Ultimately, the authors propose that, in the process of identification, different procedures which include various sources of information and instruments adapted to the culture and linguistic competence of these individuals need to be utilized. All of this, because giftedness and talent, as pointed out by Subotnik et al (2011), reflect the values of a society, are manifested in the shape of outstanding, real achievements in specific commands and are the result of the coalescence of biological, pedagogical, psychological and psycho-social factors related, not only to the "normal" (for instance, a child with an exceptional technical ability if compared to his/her parents), but to the "extraordinary" (for example, an artist who revolutionizes the field of technology).…”

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New Horizons in the study of High Ability: Gifted and talented

Prieto

Ferrando

2016

AN PSICOL-SPAIN

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Título: Nuevos Horizontes en el estudio de la Alta Habilidad: Superdotación y Talento. Resumen: El siguiente trabajo sirve de introducción al número monográ-fico sobre superdotación y talento en la revista anales de psicología. En él se detalla el por qué de este número especial y se resumen las aportaciones de los distintos autores que tratan diversos temas. Desde la identificación, utilizando distintos procedimientos, la evaluación de la creatividad de dominio específico en ciencias, el estudio de la heterogeneidad de la población de altas habilidades, las medidas educativas de las que disponemos, y por último un estudio sobre las motivaciones académicas de estos alumnos. El trabajo concluye extrayendo unas conclusiones generales sobre lo que ha supuesto este monográfico y su aportación. Palabras clave: Superdotación y Talento, investigación, Diversidad. Abstract:The following piece of work serve as introduction to the monographic issue about giftedness and talented in the Annals of Psychology Journal. In it, the reasons to tackle this monographic are explained, and the contributions of authors are summarized. such contributions are diverse and swing from the identification process using different procedures, the assessment of domain specific creativity in sciences, the study of the heterogeneity within the group of high ability students, the educational measures available, and lastly and study about these students' academic motivations. The work concludes extracting some general conclusions about what this monographic has contribute and it's meaning.

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Rethinking Giftedness and Gifted Education: A Direction Forward Based on Psychological Science

Cited by 313 publications

References 0 publications

Transition and Students With Twice Exceptionality

Transition and Students With Twice Exceptionality

A Comparison of the Self-regulated Skills in Science Learning of Gifted and Non-gifted Students

New Horizons in the study of High Ability: Gifted and talented

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