The Expressed Needs of Parents of Gifted Children

Braggett, E. J.; Ashman, A. F.; Noble, Julie

doi:10.1177/026142948300100208

Cited by 7 publications

(3 citation statements)

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“…A review of the literature on parentschool involvement in the education of gifted children (Dettman & Colangelo, 1980) described a continuum from a passive trusting approach (frequently leading to dissatisfaction) to assertiveness that could damage relationships with the school. In the Australian context, Braggett, Ashman, and Noble (1983) reported both good and difficult parent-school relationships but did not quantify the proportions of each, whereas 83% of parents felt pushy when meeting with teachers about their child's educational needs in Alsop's study.…”

Section: Journal For the Education Of The Gifted 166mentioning

confidence: 94%

Recognition of Giftedness in the Early Years of School: Perspectives of Teachers, Parents, and Children

Hodge

Kemp

2006

Journal for the Education of the Gifted

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although teacher underestimation of ability can have a detrimental effect on children's achievement and motivation, the accuracy of australian teachers in identifying intellectual giftedness in young children has not been investigated. this study followed 14 children, identified as potentially gifted while preschoolers, for up to 3 of their early years of school, collecting questionnaire data from 26 teachers and the parents, as well as interview and norm-referenced test data from the children. teachers rated more highly the children whose test scores were more consistently in the gifted range, but more than half of the children were underestimated by at least 1 teacher, especially where nonverbal ability was higher than verbal ability. Strengths in reading were more readily recognized than strengths in spelling and mathematics. child attitudes and behaviors, as well as some mutual parent-teacher distrust, may have contributed to teacher underestimation. implications for practice and further research are discussed.

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Section: Journal For the Education Of The Gifted 166mentioning

confidence: 94%

Recognition of Giftedness in the Early Years of School: Perspectives of Teachers, Parents, and Children

Hodge

Kemp

2006

Journal for the Education of the Gifted

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“…Fosterer competency comprises partnership, parental attitude, and empathy. Fostering is the most important skill parents must have (Braggett et al, 1983; Shklarski, 2019; Silverman, 1997). Teachers spend much time with gifted children at school and can provide high-quality professional learning only for them.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Parents of science-gifted students, who are competent themselves, tend to solve complex problems such as the issues related to school maladjustment and career guidance through a cooperative system involving the teachers and school staff. By doing so, these parents supported their children's school life and tried to resolve urgent problems by participating in various activities outside school despite having to incur additional expenses (Braggett et al, 1983; Choi & Choi, 2012).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Development of a Scale to Measure the Parental Competency of Science-Gifted Students in South Korea

Kim,

Ryoo,

Lee

2023

Journal of Advanced Academics

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This study aimed to develop and validate a scale of parental competency of science-gifted students in South Korea. The parental competency of science-gifted students is constructed in three dimensions (Learner, Fosterer, Scientist) from the literature review. We in-depth-interviewed science-gifted students and parents to discover the competency behavior indicators. To confirm the content validity, 15 experts in Korea conducted a Delphi method. We were determined lifelong learning, information utilization as the sub-elements of learner, partnership, parenting attitude, empathy of fosterer, and science capability, responsibility in science, and career preparation of scientist. As a result, we developed the initial instrument with 45 items. To validate the instrument, we carried out an online survey with 512 parents. Finally, 23 items of the measurement instrument for parental competency underwent development with three dimensions and eight sub-dimensions. This study provides a reliable instrument for parental competency and contributes to its enhancement for science-gifted students.

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Un Programa de Aprendizaje Autorregulado para Personas de Altas Capacidades Mediante el Uso de Herramientas Telemáticas

Jorge

Rosal

2017

EJREP

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ResumenPoseer altas capacidades intelectuales no resulta una garantía de éxito académico. De hecho, se suele informar en la literatura especializada de problemas de retraso escolar, así como de hiperactividad y problemas atencionales en el alumnado de altas capacidades. Ello hace que sea relevante diseñar programas que ayuden a la obtención de éxito académico. Se presenta aquí un programa virtual, Navegando en el aprendizaje, basado en estrategias de aprendizaje y aprendizaje autorregulado, dirigido a alumnado superdotado, con la finalidad de prevenir problemas académicos, contribuyendo a mejorar sus destrezas para el estudio y el rendimiento. La perspectiva de las dificultades mencionadas nos ha llevado a elaborar un programa, con carácter preventivo, que aúna estrategias de aprendizaje con aprendizaje autorregulado, impartido de forma virtual. Pasamos a continuación a plantear las justificaciones del modelo de programa realizado. Estrategias de aprendizajeExisten diferentes factores en el alumnado que influyen en el rendimiento académico.Según la teoría de la potencia cognitiva de Hernández y García (1991), completada por García (1998), existen diferentes aspectos que se relacionan con el rendimiento académico (véase gráfica número 1). Los autores señalan que las variables más alejadas de la base de la pirámide son los aspectos que menos se relacionan con el rendimiento académico, tales como el factor 'G' de la inteligencia o las aptitudes mentales primarias (atención, memoria, etc.), mientras lo más cercano a la base de la pirámide son los aspectos más relacionados con el rendimiento, esto es, los contenidos escolares. En un nivel intermedio se sitúan las estrategias de aprendizaje, que son las habilidades que utilizan los estudiantes para aprender dichos contenidos curriculares.

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The Expressed Needs of Parents of Gifted Children

Cited by 7 publications

References 0 publications

Recognition of Giftedness in the Early Years of School: Perspectives of Teachers, Parents, and Children

Recognition of Giftedness in the Early Years of School: Perspectives of Teachers, Parents, and Children

Development of a Scale to Measure the Parental Competency of Science-Gifted Students in South Korea

Un Programa de Aprendizaje Autorregulado para Personas de Altas Capacidades Mediante el Uso de Herramientas Telemáticas

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