The Pullout Program Day a Week School for Gifted Children: Effects on Social–Emotional and Academic Functioning

Meulen, Rachel T. van der; Bruggen, Corine O. van der; Spilt, Jantine L.; Verouden, Jaap; Berkhout, Maria; Bögels, Susan M.

doi:10.1007/s10566-013-9239-5

Cited by 25 publications

(26 citation statements)

References 67 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Similar to the research findings of van der Meulen et al (2014), children, and to a lesser degree parents, noted conduct difficulties in gifted children via the SDQ.…”

Section: A Need To Control Emotionssupporting

confidence: 77%

“…It has been shown by various researchers, including Hollingworth (1930), Kim (2016), Shernoff (2013) and van der Meulen et al (2014) that children achieving scores within the top 1% of IQ assessments (approx. IQ 135 and above) have differences not only in ability but also in the educational environment required to support optimal development.…”

Section: Researching the Vulnerable Gifted Childmentioning

confidence: 99%

“…The need for a good fit with one's environment has been reported in numerous studies (Cohen, Duncan, and Cohen, 1994;van der Meulen et al;Kim, 2016;Steenbergen-Hu & Moon, 2011). Cohen et al (1994) In an Australian study undertaken by Gallagher, Smith and Merrotsy (2011), related to gifted primary school children, teachers were shown to have favourable attitudes towards ability grouping and acceleration however they had concerns regarding implementation in that they associated social difficulties with acceleration and refrained from ability grouping based on egalitarianism.…”

Section: Researching the Vulnerable Gifted Childmentioning

confidence: 99%

See 2 more Smart Citations

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

Wright-Scott¹

View full text Add to dashboard Cite

Research suggests that social-emotional well-being (SEWB) is a fundamental building block for the healthy development of all children (Colangelo & Davis, 2003;Durlak, Dymnicki, Taylor, Weissberg & Schellinger, 2011;Peterson & Morris, 2010;Schonert-Reichl & Hymel, 2007;Shechtman & Silektor, 2012;Silverman & Golon, 2008). As such, educational policy within Australia calls for a whole school approach to meet the educational and social-emotional needs of all students (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).However, research comparing intellectually gifted children to their chronological age peers as well as their mental age peers note differences in functioning, but the results are inconsistent. Gifted children may behave similarly to either their chronological age or mental age peers in specific domains yet entirely differently to either in others (Lehman & Erdwins, 2004). In light of this inconclusiveness, it is difficult to determine whether gifted children are hindered or helped by their giftedness, and indeed individual differences are likely to be experienced by individual children.However, it can be concluded that gifted children as a group may experience unique social-emotional challenges related to their giftedness which could thwart their optimal development and require support from their parents and teachers in coping with stressors.Despite research that highlights the needs of gifted children, Australian empirical research has focused mainly on the cognitive needs of gifted primary school children and differentiation of the curriculum, as has the majority of international research (Cross, 2011;Kennedy, 1995;Lamont, 2012;Moon, Kelly, & Feldhusen, 1997;Tieso, 2007). However, as humans, we are both thinking and feeling beings; empirical research is therefore needed to explore the social-emotional needs of gifted primary school-aged children. Due to the limited contexts in which primary school-aged children find themselves, the unique social-emotional needs of gifted children are predominantly supported by parents and teachers (Wellisch, Brown, & Knight, 2012). As a result, this study explored the factors which influence a child's social-emotional well-being, and the social support parents and teachers provide to foster the social-emotional needs of gifted children both individually and iii through their partnership, through exploration of the perspectives of the parent, teacher, and gifted child.This study used a mixed methods approach, comprised of two phases, to achieve these outcomes. A sample of 76 parents, 32 primary school aged children, and 19 teachers participated in phase one. Children in this study were considered gifted if they had been assessed as such through psycho-educational assessment, were performing in the top 10% of similar age peers or were engaged in extension opportunities. Furthermore, gifted children who were underachieving were also considered. Parents and teachers within Australia completed a demographic form as well as the Strength...

show abstract

“…Similar to the research findings of van der Meulen et al (2014), children, and to a lesser degree parents, noted conduct difficulties in gifted children via the SDQ.…”

Section: A Need To Control Emotionssupporting

confidence: 77%

Section: Researching the Vulnerable Gifted Childmentioning

confidence: 99%

Section: Researching the Vulnerable Gifted Childmentioning

confidence: 99%

See 1 more Smart Citation

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

Wright-Scott¹

View full text Add to dashboard Cite

show abstract

“…One example of a model for curriculum designed to challenge identified gifted learners is the Challenge Leading to Engagement, Achievement, and Results (CLEAR) curriculum model (Azano, Tackett, Missett, & Callahan, 2017), based on five foundational elements: continual formative assessment, clear learning goals, data-driven learning experiences, authentic products, and rich curriculum (Callahan et al, 2015). The curriculum model incorporates elements from Tomlinson's (2001) philosophy of differentiation, Renzulli and Reis's (1985) Schoolwide Enrichment Model, and Kaplan's (2013) Depth and Complexity model. Because identified gifted learners spend a significant amount of time in classrooms being exposed to what they already know, the units are designed to increase challenge by increasing the depth and complexity of the concepts presented in the standard curriculum, incorporating more abstract content, relying on more open-ended problem-solving, and providing opportunity for application of higher-level critical thinking skills (Callahan et al, 2015).…”

Section: Curriculummentioning

confidence: 99%

Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools

El-Abd

Callahan

Azano

2019

Journal of Advanced Academics

View full text Add to dashboard Cite

The present study investigated predictive factors of literacy achievement in third-grade students identified as gifted in rural schools. The sample consisted of 180 identified students in a total of eight districts, three of which were randomly assigned to the treatment condition and five of which were randomly assigned to the control condition. Students in the treatment condition received instruction with a place-based folklore unit of the Challenge Leading to Engagement, Achievement, and Results (CLEAR) curriculum, a language arts based curriculum designed to challenge gifted learners, in addition to an intervention promoting an incremental mind-set. Results of the present study indicated that prior achievement, mind-set, and gender were all statistically and practically significant predictors of literacy achievement for students identified as gifted in rural areas. A stronger incremental mind-set was associated with lower literacy achievement scores. Practical implications and recommendations, as well as limitations and directions for further research, were discussed.

show abstract

“…ve (f) sınıf dışı destek programları(van der Meulen, van der Bruggen, Spilt, Verouden, Berkhout & Bögels, 2014) sıralanabilir. Ek olarak, zorlayıcı ve dâhil edici şekilde düzenlenen dersbazlı müdahale örnekleri de mevcuttur (örn.…”

unclassified

Üstün Zekâlılarda Beklenmedik Düşük Başarı (BDB): Özellikler, Etken Faktörler ve Müdahale

Bıçakcı

Baloğlu

2021

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

View full text Add to dashboard Cite

Beklenmedik düşük başarı (BDB), beklenen ile gözlenen performans arasındaki fark olarak tanımlanmaktadır. Bu çalışmanın amacı, üstün zekâlılarda BDB'yi ele alarak, kavramla ilişkili tanımları, ölçütleri ve güncel araştırmaları incelemektir. Araştırma, konu hakkında sistematik bir literatür taraması sonrası hazırlanan bir derlemedir. BDB'ye etki eden faktörler arasında, ailevi (ev-içi), kişisel ve okul ile ilgili faktörler ana etkenler olarak öne çıkmaktadır. BDB'ye yönelik müdahalelerde, mentörlük, aile danışmanlığı ve öğretmen desteği gibi uygulamalar literatürde öne çıkmaktadır. BDB'ye yönelik müdahale araştırmalarına önem verilmesi, birey hakkında farklı bilgi kaynaklarına başvurarak, karma yöntemlerle ve bireyi bütüncül olarak ele alan araştırmalara olan ihtiyaç bu çalışma sonucunda ulaşılan göstergelerdir.

show abstract

The Pullout Program Day a Week School for Gifted Children: Effects on Social–Emotional and Academic Functioning

Cited by 25 publications

References 67 publications

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools

Üstün Zekâlılarda Beklenmedik Düşük Başarı (BDB): Özellikler, Etken Faktörler ve Müdahale

Contact Info

Product

Resources

About