Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672833_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: John F. Feldhusen Author-X-Name-First: John F. Author-X-Name-Last: Feldhusen Title: The Editor Speaks Journal: Gifted and Talented International Pages: 4-4 Issue: 1 Volume: 11 Year: 1996 Month: 3 X-DOI: 10.1080/15332276.1996.11672833 File-URL: http://hdl.handle.net/10.1080/15332276.1996.11672833 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:11:y:1996:i:1:p:4-4 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672834_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Françoys Gagné Author-X-Name-First: Françoys Author-X-Name-Last: Gagné Author-Name: François Neveu Author-X-Name-First: François Author-X-Name-Last: Neveu Author-Name: Lise Simara Author-X-Name-First: Lise Author-X-Name-Last: Simara Author-Name: Francois St. Pére Author-X-Name-First: Francois St. Author-X-Name-Last: Pére Title: How a Search for Multitalented Individuals Challenged the Concept Itself Abstract: This article focuses on individuals with multiple talents. Based on Gagné’s (1993) differentiated model of gifiedness and talent, a selection procedure was devised to assemble a sample of multitalented adolescents for in-depth interviews on the development of their talents. The description of this operation leads to a series of reflections on the nature and operationalization of the concept of multitalent. Among other things, we ask (1) if aptitudes or gifts should be considered in assessing the presence of multitalent, (2) if past talents should be included in the profile, and (3) if closely related abilities should both be included (e.g., excelling in two sports). These reflections demonstrate that constructs which look so simple and straightforward when used in everyday language become suddenly much more complex when we have to define and operationalize them in the context of scientific inquiry. Journal: Gifted and Talented International Pages: 5-11 Issue: 1 Volume: 11 Year: 1996 Month: 3 X-DOI: 10.1080/15332276.1996.11672834 File-URL: http://hdl.handle.net/10.1080/15332276.1996.11672834 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:11:y:1996:i:1:p:5-11 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672835_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Neil Carrington Author-X-Name-First: Neil Author-X-Name-Last: Carrington Title: I’m Gifted, Is That OK? The Social Rules of Being Gifted in Australia Abstract: This study obtained new empirical evidence on adolescent attitudes towards academic brilliance and identified some possible influences on these attitudes. The study is a systematic replication of a study by Tannenbaum (1962) and examines the effect of different cultural settings and time frames. Adolescent attitudes towards two types of high school students, one brilliant and the other average were compared. In addition, an examination was made as to whether different attitudes to each type of student are affected by ability characteristics, or by certain other personal attributes such as academic effort in school and athletic-mindedness. The three-way analysis of variance yielded statistically significant results. These results indicate a strong interactive effect and thus, how the attributes are blended becomes the determinant rather than the attribute itself. Journal: Gifted and Talented International Pages: 12-16 Issue: 1 Volume: 11 Year: 1996 Month: 3 X-DOI: 10.1080/15332276.1996.11672835 File-URL: http://hdl.handle.net/10.1080/15332276.1996.11672835 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:11:y:1996:i:1:p:12-16 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672836_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Janice A. Leroux Author-X-Name-First: Janice A. Author-X-Name-Last: Leroux Author-Name: Nava Butler-Por Author-X-Name-First: Nava Author-X-Name-Last: Butler-Por Title: Keeping Faith in Ourselves: A Comparative Study of Canadian and Israeli Women’s Perceptions of Their Achievement Abstract: Lengthy questionnaires were completed by 27 successful women in Canada and 27 successful women in Israel. This paper constitutes part of a cross-cultural comparative research which studied the perceptions of women who have achieved recognized excellence in academic, legal, political, industrial, and artistic domains in Canada and Israel. Significant factors which contributed to and facilitated the realization of their career aspirations are discussed. Patterns of career growth indicated the importance of mentors in the work place, personal satisfaction in contributing to the welfare of others, and intrinsic pressures to continue to strive for excellence. Journal: Gifted and Talented International Pages: 17-22 Issue: 1 Volume: 11 Year: 1996 Month: 3 X-DOI: 10.1080/15332276.1996.11672836 File-URL: http://hdl.handle.net/10.1080/15332276.1996.11672836 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:11:y:1996:i:1:p:17-22 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672837_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Aurora H. Roldan Author-X-Name-First: Aurora H. Author-X-Name-Last: Roldan Title: Creativity: The Key to Unlocking Potential for Giftedness Abstract: The author reviewed research on creative thinking and the teaching of creativity and argues that traditional school practices neglect and inhibit creative thinking of students. She goes on to describe her own projects in the Philippines that are designed to develop creative thinking across the life span. Journal: Gifted and Talented International Pages: 23-30 Issue: 1 Volume: 11 Year: 1996 Month: 3 X-DOI: 10.1080/15332276.1996.11672837 File-URL: http://hdl.handle.net/10.1080/15332276.1996.11672837 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:11:y:1996:i:1:p:23-30 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672838_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Susan R. Karovitch Author-X-Name-First: Susan R. Author-X-Name-Last: Karovitch Author-Name: Bruce M. Shore Author-X-Name-First: Bruce M. Author-X-Name-Last: Shore Author-Name: Marcia A. B. Delcourt Author-X-Name-First: Marcia A. B. Author-X-Name-Last: Delcourt Title: Gifted and Nongifted Students’ Reasons for Leaving French-Immersion Programs Abstract: This study investigated gifted and nongifted students’ reasons for dropping out of second-language immersion programs, in this instance, in French. In contrast to some earlier findings, gifted students were less likely to withdraw from French-immersion programs than nongifted students. The gifled students who left French immersion were more likely to switch into enriched or accelerated programs. The nongified were more likely to switch into regular programs taught in English. While immersion provides effective second-language teaching and is acknowledged as more challenging or difficult than the regular English program, it appears to provide insufficient opportunity for success and positive feedback to average-ability students, and it does not provide the needed challenge commensurate with identified giftedness. Journal: Gifted and Talented International Pages: 31-34 Issue: 1 Volume: 11 Year: 1996 Month: 3 X-DOI: 10.1080/15332276.1996.11672838 File-URL: http://hdl.handle.net/10.1080/15332276.1996.11672838 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:11:y:1996:i:1:p:31-34 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672839_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Catherine Clark Author-X-Name-First: Catherine Author-X-Name-Last: Clark Title: Working with Able Learners in Regular Classrooms in the United Kingdom Abstract: This paper provides a concise historical and current account of the context of the able learner in the United Kingdom and describes a small scale research and development project in the North East of England in which teachers in the ordinaiy classroom setting attempted, with some success, to improve their practices in relation to able learners. Journal: Gifted and Talented International Pages: 34-38 Issue: 1 Volume: 11 Year: 1996 Month: 3 X-DOI: 10.1080/15332276.1996.11672839 File-URL: http://hdl.handle.net/10.1080/15332276.1996.11672839 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:11:y:1996:i:1:p:34-38 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672840_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Leopold Kratochwil Author-X-Name-First: Leopold Author-X-Name-Last: Kratochwil Title: The School as an Opportunity for the Directed Advancement of Giftedness Journal: Gifted and Talented International Pages: 39-48 Issue: 1 Volume: 11 Year: 1996 Month: 3 X-DOI: 10.1080/15332276.1996.11672840 File-URL: http://hdl.handle.net/10.1080/15332276.1996.11672840 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:11:y:1996:i:1:p:39-48 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672841_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: James Alvino Author-X-Name-First: James Author-X-Name-Last: Alvino Title: Keys to Parenting the Gifted Child Journal: Gifted and Talented International Pages: 49-49 Issue: 1 Volume: 11 Year: 1996 Month: 3 X-DOI: 10.1080/15332276.1996.11672841 File-URL: http://hdl.handle.net/10.1080/15332276.1996.11672841 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:11:y:1996:i:1:p:49-49 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672842_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Bruce Shertzer Author-X-Name-First: Bruce Author-X-Name-Last: Shertzer Title: Talk with Teens about Feelings, Family, Relationships, and the Future Journal: Gifted and Talented International Pages: 49-50 Issue: 1 Volume: 11 Year: 1996 Month: 3 X-DOI: 10.1080/15332276.1996.11672842 File-URL: http://hdl.handle.net/10.1080/15332276.1996.11672842 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:11:y:1996:i:1:p:49-50 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672843_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Margo A. Mastropieri Author-X-Name-First: Margo A. Author-X-Name-Last: Mastropieri Author-Name: Doreen J. Kim Author-X-Name-First: Doreen J. Author-X-Name-Last: Kim Title: When Your Child Has LD: A Survival Guide for Parents Journal: Gifted and Talented International Pages: 50-51 Issue: 1 Volume: 11 Year: 1996 Month: 3 X-DOI: 10.1080/15332276.1996.11672843 File-URL: http://hdl.handle.net/10.1080/15332276.1996.11672843 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:11:y:1996:i:1:p:50-51 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672844_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ban Eng Goh Author-X-Name-First: Ban Eng Author-X-Name-Last: Goh Title: Education of the Gifted and Talented Journal: Gifted and Talented International Pages: 51-51 Issue: 1 Volume: 11 Year: 1996 Month: 3 X-DOI: 10.1080/15332276.1996.11672844 File-URL: http://hdl.handle.net/10.1080/15332276.1996.11672844 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:11:y:1996:i:1:p:51-51 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672845_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: The Editor Speaks Journal: Gifted and Talented International Pages: 55-55 Issue: 2 Volume: 11 Year: 1996 Month: 9 X-DOI: 10.1080/15332276.1996.11672845 File-URL: http://hdl.handle.net/10.1080/15332276.1996.11672845 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:11:y:1996:i:2:p:55-55 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672846_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ernst A. Hany Author-X-Name-First: Ernst A. Author-X-Name-Last: Hany Author-Name: Kurt A. Heller Author-X-Name-First: Kurt A. Author-X-Name-Last: Heller Title: The Development of Problem Solving Capacities in the Domain of Technics: Results from a Cross-Cultural Longitudinal Study Abstract: A longitudinal study with three yearly points of measurement was carried out in order to investigate the individual basis of creative achievement in the technical domain. This cross-cultural investigation included elected parallel samples of German and Chinese high school students in grades five and seven with subsamples of male and female subjects of high intelligence and average intelligence. The test battery included several scales for measuring convergent and divergent aspects of reasoning and knowledge. Cultural differences in convergent (favoring the Chinese sample) and divergent reasoning (favoring the Germans) were found. Highly intelligent subjects scored higher than subjects of average intelligence in most scales. Age and sex-specific trends in the development of abilities and activities related to technical creativity were observed in both cultures with gender differences being more pronounced in Germany. Cultural differences in the conceptions of creativity as well as further implications for cross-cultural studies are discussed. Journal: Gifted and Talented International Pages: 56-64 Issue: 2 Volume: 11 Year: 1996 Month: 9 X-DOI: 10.1080/15332276.1996.11672846 File-URL: http://hdl.handle.net/10.1080/15332276.1996.11672846 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:11:y:1996:i:2:p:56-64 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672847_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Carole K. Holahan Author-X-Name-First: Carole K. Author-X-Name-Last: Holahan Title: Lifetime Achievement among the Terman Gifted Women Abstract: This article presents an overview of work conducted by the author on the women in the Terman Study of the Gifted. The paper summarizes research on the determinants of lifetime achievement for the Terman women, including a consideration of personality, goals, and historical context. In addition, research is presented on the later-life functioning of the Terman women, with a focus on variations among the women according to achievement pattern. Finally, the women’s later-life reflections about their achievement are presented through a discussion of choices they would make differently. This work is presented from a life-span developmental perspective (Baltes, 1987), based on an assumption that there are multiple interacting influences on individual development, including both normative and non-normative influences, as well as influences of historical context. Journal: Gifted and Talented International Pages: 65-71 Issue: 2 Volume: 11 Year: 1996 Month: 9 X-DOI: 10.1080/15332276.1996.11672847 File-URL: http://hdl.handle.net/10.1080/15332276.1996.11672847 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:11:y:1996:i:2:p:65-71 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672848_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ken W. McCluskey Author-X-Name-First: Ken W. Author-X-Name-Last: McCluskey Author-Name: Philip A. Baker Author-X-Name-First: Philip A. Author-X-Name-Last: Baker Author-Name: K. Jane Massey Author-X-Name-First: K. Jane Author-X-Name-Last: Massey Title: A Twenty-Four Year Longitudinal Look at Early Entrance to Kindergarten Abstract: For twenty-four years, the Lord Selkirk School Divison (Selkirk, Manitoba, Canada) has had a policy whereby some students are accepted for early entrance into kindergarten. A longitudinal study was undertaken to evaluate the performance of these early entrance students over the years. Educators’ratings indicated that 41% fared exceptionally well in school, 39% performed solidly, and 20% did poorly. Journal: Gifted and Talented International Pages: 72-75 Issue: 2 Volume: 11 Year: 1996 Month: 9 X-DOI: 10.1080/15332276.1996.11672848 File-URL: http://hdl.handle.net/10.1080/15332276.1996.11672848 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:11:y:1996:i:2:p:72-75 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672849_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Helga Joswig Author-X-Name-First: Helga Author-X-Name-Last: Joswig Author-Name: Anke Tuchow Author-X-Name-First: Anke Author-X-Name-Last: Tuchow Title: On the Social Self-Concept of Exceptionally Gifted Pupils Abstract: Deusinger (1986) defines self concept as the “outlook of the individual in the sense of attitude to himself” including cognitive processes as well as emotions and actions of the individual, a multidimensional concept related to the different areas of the personality. This paper compares similarities and differences of the social self-concept between gifted pupils and non-gifted pupils. There were 67 exceptionally gifted pupils, and 103 non-gifted pupils as a comparison group. Results indicate that gifted pupils are neither socially conspicuous nor outsiders. Nevertheless their personality in social areas differs from that of non-gifted children. Journal: Gifted and Talented International Pages: 76-79 Issue: 2 Volume: 11 Year: 1996 Month: 9 X-DOI: 10.1080/15332276.1996.11672849 File-URL: http://hdl.handle.net/10.1080/15332276.1996.11672849 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:11:y:1996:i:2:p:76-79 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672850_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Xi Zhao Author-X-Name-First: Xi Author-X-Name-Last: Zhao Title: Recollections of a Gifted Program in China Abstract: A Chinese student, now in her early 20s’ and studying in the United States, looks back on a gifted program she enrolled in eleven years ago. After a brief introduction to the origin and nature of the program, she recollects three aspects of her life in the program (academic, social, and emotional), and reaches the conclusion that despite some regrets about the academic life and shortcomings of the social and emotional life, the program was beneficial, and memorable. Journal: Gifted and Talented International Pages: 80-83 Issue: 2 Volume: 11 Year: 1996 Month: 9 X-DOI: 10.1080/15332276.1996.11672850 File-URL: http://hdl.handle.net/10.1080/15332276.1996.11672850 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:11:y:1996:i:2:p:80-83 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672851_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: David Yun Dai Author-X-Name-First: David Yun Author-X-Name-Last: Dai Author-Name: John F. Feldhusen Author-X-Name-First: John F. Author-X-Name-Last: Feldhusen Title: Goal Orientations of Gifted Students Abstract: This study examined gifted students’ goal orientations using Dweck’s learning/performance goals and Harter’s intrinsic/extrinsic orientations as theoretical frameworks. Participants were 189 students, ages 9-17, who attended a summer program for gifted children. Four constructs were assessed: Self-Confidence or Perceived Competence, Incremental vs. Entity Views of Intelligence, Perceived Peer and Teacher Expectations, and Performance Orientations (Challenge Avoidance and Ego Involvement). These gifted students generally have positive motivational characteristics. Patterns of relationships found among these variables supported Harter’s and Dweck’ contentions and indicated the importance of both high self-perception of intellectual ability (ability beliefs) and an incremental view of intelligence (effort beliefs). Journal: Gifted and Talented International Pages: 84-88 Issue: 2 Volume: 11 Year: 1996 Month: 9 X-DOI: 10.1080/15332276.1996.11672851 File-URL: http://hdl.handle.net/10.1080/15332276.1996.11672851 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:11:y:1996:i:2:p:84-88 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672852_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: sidney M. Moon Author-X-Name-First: sidney M. Author-X-Name-Last: Moon Title: Beyond the classroom: Why school reform has failed and what parents need to do Journal: Gifted and Talented International Pages: 89-90 Issue: 2 Volume: 11 Year: 1996 Month: 9 X-DOI: 10.1080/15332276.1996.11672852 File-URL: http://hdl.handle.net/10.1080/15332276.1996.11672852 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:11:y:1996:i:2:p:89-90 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672853_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ashok k. Srivastava Author-X-Name-First: Ashok k. Author-X-Name-Last: Srivastava Title: Talent Search in the Third World: The Phenomenon of Calculated Ambiguity Journal: Gifted and Talented International Pages: 90-91 Issue: 2 Volume: 11 Year: 1996 Month: 9 X-DOI: 10.1080/15332276.1996.11672853 File-URL: http://hdl.handle.net/10.1080/15332276.1996.11672853 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:11:y:1996:i:2:p:90-91 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672854_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ala Samarapungavan Author-X-Name-First: Ala Author-X-Name-Last: Samarapungavan Title: TASC: Thinking Actively in a Social Context. Journal: Gifted and Talented International Pages: 91-92 Issue: 2 Volume: 11 Year: 1996 Month: 9 X-DOI: 10.1080/15332276.1996.11672854 File-URL: http://hdl.handle.net/10.1080/15332276.1996.11672854 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:11:y:1996:i:2:p:91-92 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672855_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Zenita Cunha Guenther Author-X-Name-First: Zenita Cunha Author-X-Name-Last: Guenther Title: Special Education of The Ministry of Education, Province of British Columbia Journal: Gifted and Talented International Pages: 92-92 Issue: 2 Volume: 11 Year: 1996 Month: 9 X-DOI: 10.1080/15332276.1996.11672855 File-URL: http://hdl.handle.net/10.1080/15332276.1996.11672855 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:11:y:1996:i:2:p:92-92 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672856_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Jan Adams-Byers Author-X-Name-First: Jan Author-X-Name-Last: Adams-Byers Title: Driven to Distraction Journal: Gifted and Talented International Pages: 92-94 Issue: 2 Volume: 11 Year: 1996 Month: 9 X-DOI: 10.1080/15332276.1996.11672856 File-URL: http://hdl.handle.net/10.1080/15332276.1996.11672856 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:11:y:1996:i:2:p:92-94 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672857_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: John F. Feldhusen Author-X-Name-First: John F. Author-X-Name-Last: Feldhusen Title: Farewell Message Journal: Gifted and Talented International Pages: 2-2 Issue: 1 Volume: 12 Year: 1997 Month: 1 X-DOI: 10.1080/15332276.1997.11672857 File-URL: http://hdl.handle.net/10.1080/15332276.1997.11672857 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:12:y:1997:i:1:p:2-2 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672858_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Albert H. Hastorf Author-X-Name-First: Albert H. Author-X-Name-Last: Hastorf Title: Lewis Terman’s Longitudinal Study of the Intellectually Gifted: Early Research, Recent Investigations and the Future Abstract: This article, written by the current Director of the Terman Study at Stanford University, provides a chronicle of the past, present, and future of Lewis Terman’s historic longitudinal study of giftedness, “Genetic Studies of Genius, ”and a compilation of information pertaining to the project. The early history of the major work done by Terman and his associates is described, as well as the contributions accomplished by his successors, the Sears’s, who have made the project’s cumulative data available in several locations to qualified researchers. The maintenance of the Terman Archive is discussed, including studies in progress and planned future research utilizing the project’s databank. Journal: Gifted and Talented International Pages: 3-7 Issue: 1 Volume: 12 Year: 1997 Month: 1 X-DOI: 10.1080/15332276.1997.11672858 File-URL: http://hdl.handle.net/10.1080/15332276.1997.11672858 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:12:y:1997:i:1:p:3-7 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672859_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Arthur Cropley Author-X-Name-First: Arthur Author-X-Name-Last: Cropley Title: Creativity: A Bundle of Paradoxes Abstract: Creativity can be understood in terms of products, psychological processes, personality characteristics, and social conditions. However, statements in the relevant literature frequently contain apparent contradictions, such as the necessity for both divergent and convergent thinking. These lead to the “paradoxes” of creativity: in cognition, in the role of luck and chance, paradoxical aspects of “creative” products, in the role of society, in personality, and in motivation. An extended stage model offers insights into the way in which such contradictions can logically exist side by side, and implies that research on creativity and programs for fostering it need to define more precisely the phases on which they are focusing. Journal: Gifted and Talented International Pages: 8-14 Issue: 1 Volume: 12 Year: 1997 Month: 1 X-DOI: 10.1080/15332276.1997.11672859 File-URL: http://hdl.handle.net/10.1080/15332276.1997.11672859 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:12:y:1997:i:1:p:8-14 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672860_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Erik Westby Author-X-Name-First: Erik Author-X-Name-Last: Westby Title: Do Teachers Value Creativity? Abstract: Do teachers value or dislike creativity in children’s behavior? Some research suggests that the characteristics associated with creativity may be disruptive and not appreciated in the classroom. In a study by Westby and Dawson (1995), teachers’ ratings of their favorite students were negatively correlated with the characteristics associated with creativity while ratings of their least favorite students were positively correlated with the characteristics associated with creativity. Teachers also tend to view creativity as a verbal process while not recognizing its figural component (Dawson, D’Andrea, Affinito, Westby, in press). It appears that creative children need to possess "desirable" characteristics for teachers to consider them creative. Possible reactions by the creative student to such teacher attitudes, as well as areas in need of further research, are discussed. Journal: Gifted and Talented International Pages: 15-17 Issue: 1 Volume: 12 Year: 1997 Month: 1 X-DOI: 10.1080/15332276.1997.11672860 File-URL: http://hdl.handle.net/10.1080/15332276.1997.11672860 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:12:y:1997:i:1:p:15-17 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672861_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ellen Winner Author-X-Name-First: Ellen Author-X-Name-Last: Winner Title: Giftedness vs. Creativity in the Visual Arts Abstract: The concepts of giftedness and creativity are often equated. It is argued here, however, that giftedness and creativity are different capacities. In this paper, three kinds of creativity in the domain of the visual arts are analyzed: universal creativity (the creativity that characterizes all normal young children); gifted creativity (the creativity that characterizes children who are particularly gifted in the visual arts); and domain creativity (the creativity that characterizes adults who alter a domain). Distinctions between these three kinds of creativity are pointed out. The striking difference between childhood giftedness and domain creativity can help us to understand why it is that there is no necessary link between early high ability and adult creative mastery. Journal: Gifted and Talented International Pages: 18-26 Issue: 1 Volume: 12 Year: 1997 Month: 1 X-DOI: 10.1080/15332276.1997.11672861 File-URL: http://hdl.handle.net/10.1080/15332276.1997.11672861 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:12:y:1997:i:1:p:18-26 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672862_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ken W. McCluskey Author-X-Name-First: Ken W. Author-X-Name-Last: McCluskey Author-Name: K. Jane Massey Author-X-Name-First: K. Jane Author-X-Name-Last: Massey Author-Name: Philip A. Baker Author-X-Name-First: Philip A. Author-X-Name-Last: Baker Title: Early Entrance to Kindergarten: An Alternative to Consider Abstract: The Lord Selkirk School Division #11 (Selkirk, Manitoba, Canada) had a kindergarten early admission policy in place for well over two decades. Thus, educators there had an opportunity to monitor and rate the progress of early entrants for 24 years. In each four-year block for students admitted from 1970 through 1990, performance improved over time. Specifically, an analysis of the longitudinal data indicates that early entrants received significantly higher ratings after their grade 5 year than they did at the end of kindergarten. Journal: Gifted and Talented International Pages: 27-30 Issue: 1 Volume: 12 Year: 1997 Month: 1 X-DOI: 10.1080/15332276.1997.11672862 File-URL: http://hdl.handle.net/10.1080/15332276.1997.11672862 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:12:y:1997:i:1:p:27-30 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672863_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Zixiu Zha Author-X-Name-First: Zixiu Author-X-Name-Last: Zha Title: Mental Development of Gifted and Non-Gifted Children in China Abstract: Comparative research on cognitive ability and personality traits between gifted and non-gifted children was carried out in China. Results show that: (a) Differentiation in various aspects of cognition is evident; (b) Obvious differences exist in the pattern of cognitive structure; and (c) The developmental tendency of cognition is not the same. As to personality traits, results show that: (a) Most of the gifted children are superior to the non-gifted children in traits such as curiosity, independence, and persistence; (b) The personality development of these gifted children is unbalanced; and (c)Personality traits and academic performance of gifted children are correlated. Journal: Gifted and Talented International Pages: 31-35 Issue: 1 Volume: 12 Year: 1997 Month: 1 X-DOI: 10.1080/15332276.1997.11672863 File-URL: http://hdl.handle.net/10.1080/15332276.1997.11672863 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:12:y:1997:i:1:p:31-35 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672864_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Albert Ziegler Author-X-Name-First: Albert Author-X-Name-Last: Ziegler Author-Name: Kurt A. Heller Author-X-Name-First: Kurt A. Author-X-Name-Last: Heller Title: Attribution Retraining for Self-Related Cognitions among Women Abstract: A series of studies with gifted males and females in Europe, North America, Israel, and China shows consistent differences favoring males in the fields of mathematics and the natural sciences. We consider the improvement of female attribution styles to be a good starting point for intervention. Women typically attribute their success in mathematical-scientific areas to effort, or externalize it to luck or low task difficulty. Conversely, they attribute their failures to lack of ability. Men, on the other hand, infer ability from their success and blame lack of effort or external factors, such as bad luck, when failing. The most important aim of the attributional retraining we developed is the enhancement of a realistic self-concept. This retraining is based on two underlying strategies: (a) the presentation of suitable covariative information and (b) the attribution of success to ability and the attribution of failure to lack-of-effort. Journal: Gifted and Talented International Pages: 36-41 Issue: 1 Volume: 12 Year: 1997 Month: 1 X-DOI: 10.1080/15332276.1997.11672864 File-URL: http://hdl.handle.net/10.1080/15332276.1997.11672864 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:12:y:1997:i:1:p:36-41 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672865_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: John F. Feldhusen Author-X-Name-First: John F. Author-X-Name-Last: Feldhusen Author-Name: Betty K. Wood Author-X-Name-First: Betty K. Author-X-Name-Last: Wood Author-Name: David Y. Dai Author-X-Name-First: David Y. Author-X-Name-Last: Dai Title: Gifted Students’ Perceptions of Their Talents Abstract: Do gifted students perceive themselves as gifted or talented? Can they recognize their talents? Do they envision themselves as multitalented? A survey was administered to 305 gifted students (162 boys, 143 girls) attending a summer residential program at a midwestern university. Students were asked to estimate their own IQs, identify their own talents, specify the origins of their intelligence, and estimate the amount of time they are bored or engaged in school.The following categories characterize the types of talents and skills students identified: academic, artistic, cognitive, creative, communication, athletic-physical, games, language arts, personal-social, and technical. They saw their ability as 50% hereditary and 50% environmental. There were a total of 789 talents reported. Boys reported 386 talents and girls reported 403 talents. The results varied by age and sex within each age group. They reported being bored in school about 2/3 of the time. Implications for schools, teaching, and talent identification and development are discussed. Journal: Gifted and Talented International Pages: 42-45 Issue: 1 Volume: 12 Year: 1997 Month: 1 X-DOI: 10.1080/15332276.1997.11672865 File-URL: http://hdl.handle.net/10.1080/15332276.1997.11672865 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:12:y:1997:i:1:p:42-45 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672866_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ken Imison Author-X-Name-First: Ken Author-X-Name-Last: Imison Author-Name: Mt. Kynock Author-X-Name-First: Mt. Author-X-Name-Last: Kynock Title: Curriculum Development and Teaching Strategies for Gifted Learners Journal: Gifted and Talented International Pages: 46-46 Issue: 1 Volume: 12 Year: 1997 Month: 1 X-DOI: 10.1080/15332276.1997.11672866 File-URL: http://hdl.handle.net/10.1080/15332276.1997.11672866 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:12:y:1997:i:1:p:46-46 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672867_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Sally M. Todd Author-X-Name-First: Sally M. Author-X-Name-Last: Todd Title: Gifted Children: Myths and Realities Journal: Gifted and Talented International Pages: 47-47 Issue: 1 Volume: 12 Year: 1997 Month: 1 X-DOI: 10.1080/15332276.1997.11672867 File-URL: http://hdl.handle.net/10.1080/15332276.1997.11672867 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:12:y:1997:i:1:p:47-47 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672868_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Dorothy M. Kennedy Author-X-Name-First: Dorothy M. Author-X-Name-Last: Kennedy Title: The Gifted Kids’ Survival Guide: A Teen Handbook Journal: Gifted and Talented International Pages: 47-48 Issue: 1 Volume: 12 Year: 1997 Month: 1 X-DOI: 10.1080/15332276.1997.11672868 File-URL: http://hdl.handle.net/10.1080/15332276.1997.11672868 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:12:y:1997:i:1:p:47-48 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672869_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joyce Vantassel-Baska Author-X-Name-First: Joyce Author-X-Name-Last: Vantassel-Baska Title: Editorial Commentary Journal: Gifted and Talented International Pages: 3-4 Issue: 1 Volume: 13 Year: 1998 Month: 3 X-DOI: 10.1080/15332276.01.11672869 File-URL: http://hdl.handle.net/10.1080/15332276.01.11672869 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:1:p:3-4 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672870_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Barbara Clark Author-X-Name-First: Barbara Author-X-Name-Last: Clark Title: Message from the President Journal: Gifted and Talented International Pages: 4-4 Issue: 1 Volume: 13 Year: 1998 Month: 3 X-DOI: 10.1080/15332276.01.11672870 File-URL: http://hdl.handle.net/10.1080/15332276.01.11672870 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:1:p:4-4 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672871_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Wen-Chuan Hsueh Author-X-Name-First: Wen-Chuan Author-X-Name-Last: Hsueh Author-Name: Sidney Moon Author-X-Name-First: Sidney Author-X-Name-Last: Moon Title: Families of Gifted Children in Taiwan: A Comparative Review of the Literature Abstract: Families have a tremendous influence on the development of gifted and talented children. In this paper we reviewed research conducted in Taiwan on families of gifted children and compared the findings to thosefrom studies conducted in the United States in five categories: family structure, family values, family relationships, family stressors related to giftedness, and relationships with other systems. Several cultural differences were highlighted by the review. For example, Taiwanese parents appeared more likely than American parents to attribute their children’s successes andfailures to effort, to control their children’s academic and career choices, and to value good grades and high scores on exams to the exclusion of other aspects of talent development. American parents, on the other hand, appeared more likely to advocate for more effective gifted programming on behalf of their children and to be more encouraging of the development of creative talents in their children. Implications of the review for research and practice with families of gifted and talented children in Taiwan are discussed. Journal: Gifted and Talented International Pages: 5-13 Issue: 1 Volume: 13 Year: 1998 Month: 3 X-DOI: 10.1080/15332276.01.11672871 File-URL: http://hdl.handle.net/10.1080/15332276.01.11672871 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:1:p:5-13 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672872_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Eunice M. L. Soriano De Alencar Author-X-Name-First: Eunice M. L. Author-X-Name-Last: Soriano De Alencar Title: Personality Traits of Brazilian Creative Scientists Abstract: The study’ investigated the personality traits of 29 Brazilian scientists distinguished by their creative production. The criteria used for the sample selection were outstanding achievement and credtive contributions to the field These scientists were interviewed and asked to describe their personality characteristics in response to several questions about themselves and their work. The interviews were tape recorded and later transcribed verbatim. The scientists were also requested to complete a personality checklist. The study found that the scientists ‘most distinguishing characteristics were persistence and dedication to their activities. Other characteristics of this sample were enthusiasm, initiative, independence of thought and action, responsibility, and imagination. The personality characteristics of these scientists were similar to those observed in previous studies of creative scientists in other cultures. These characteristics were influenced by early socialisation in the home and in school and have implications for educators’ nurturing of talent. Journal: Gifted and Talented International Pages: 14-18 Issue: 1 Volume: 13 Year: 1998 Month: 3 X-DOI: 10.1080/15332276.01.11672872 File-URL: http://hdl.handle.net/10.1080/15332276.01.11672872 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:1:p:14-18 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672873_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Shirley J. Kokot Author-X-Name-First: Shirley J. Author-X-Name-Last: Kokot Author-Name: Penny L. Kokot-Louw Author-X-Name-First: Penny L. Author-X-Name-Last: Kokot-Louw Title: The Effects of Gender Stereotyping on the Career Aspirations of Gifted Black Adolescents Abstract: The politico-economic constraints facing black women in South Africa have fallen away with the growing emphasis on democracy and the emergence of a new Westernised, black middle class. The feminist movement, long associated with democracy, has meant that black girls and women are aware of new possibilities in terms of education, job opportunities, and social and legal status. However, patrilineal tradition still plays a cardinal role in women’s lives. The aim of this study was to explore the support systems and career aspirations of gifted black secondary school adolescents (aged 16-18). The researchers investigated whether there were gender differences in future career plans of black male and female gifted adolescents who had been given the same opportunity to realise academic potential, in the light of the far-reaching changes in South African society, and the traditional role of black women. Results suggested that the support systems of gifted black adolescents are influential in promoting their ability to achieve according to their potential irrespective of gender, although responses of girls were almost uniformly more positive than those of boys. Journal: Gifted and Talented International Pages: 19-27 Issue: 1 Volume: 13 Year: 1998 Month: 3 X-DOI: 10.1080/15332276.01.11672873 File-URL: http://hdl.handle.net/10.1080/15332276.01.11672873 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:1:p:19-27 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672874_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Helga Joswig Author-X-Name-First: Helga Author-X-Name-Last: Joswig Title: Motivational Learning Conditions in Gifted Pupils Abstract: The purpose of this empirical research investigation was to compart gifted and non-giftedpupils in grades 7, 8, and 9 on factors related to primary and secondary motivation. The study responded to three key questions: 1) are the motives to learn between these two gpoups of students the same or different, 2) are there correlations between primary and secondary motives and other affective characteristics such as fear of exams, and 3) how is family encouragement and leisure time manifested in these groups. The theoretical framework for the study was posited by Joswig (1995) in earlier research and suggested that non-cognitive personality factors are an important component of the construct of giftedness but have received less attention in the literature. Five instruments were administered as the basis for the study: Learning Motive Test, Questionnaire to Examine the School Achievement Motive, Exertion Avoidance Test, Questionnaire of Pupil’s Fears, and an informal questionnaire regardingfamily environment. Results reported by this article showed that rankings on the Learning Motive Test were relatively congruent across the two groups, but the scores of the gifted group were stronger than the comparison groups on both knowledge andfun as key learning motives (p <.05). In regard to the issue of correlations, there were negative correlations among all three groups between the "knowledge" motive and avoidance of school and the avoidance of work. In regard tofamily encouragement, there was greater evidence of family involvement in activities with cognitive dimensions which resulted in more demanding and far-reachingfree time activities. Journal: Gifted and Talented International Pages: 28-33 Issue: 1 Volume: 13 Year: 1998 Month: 3 X-DOI: 10.1080/15332276.01.11672874 File-URL: http://hdl.handle.net/10.1080/15332276.01.11672874 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:1:p:28-33 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672875_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: David Yun Dai Author-X-Name-First: David Yun Author-X-Name-Last: Dai Author-Name: J. Kent Davis Author-X-Name-First: J. Kent Author-X-Name-Last: Davis Title: Field Dependence, Academic Achievement, and Career Orientations: A Study of Chinese High School Students Abstract: The relationships among field dependence, academic achievement, and career orientations were investigated. Two hundred and twenty-eight seniors and juniors from a selective “key” high school and two regular high schools in Shanghai, China, participated in this study. The Hidden Figure Test and a questionnaire assessing self-perceptions and career preferences were administered, and two achievement test scores were obtainedforaliparticipants. Field dependence wasfound to be related to achievement in mathematics, but not in language arts. The relationship between field dependence and academic-vocational choice was only marginally significant, while academicperformance seemed to be a stronger determinant ofacademic choice. Gender or gender role also seemed to play a role in academic-vocational orientations and decision-making. The results are discussed in light of the Chinese cultural and educational context. Journal: Gifted and Talented International Pages: 34-39 Issue: 1 Volume: 13 Year: 1998 Month: 3 X-DOI: 10.1080/15332276.01.11672875 File-URL: http://hdl.handle.net/10.1080/15332276.01.11672875 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:1:p:34-39 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672876_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Linda D. Avery Author-X-Name-First: Linda D. Author-X-Name-Last: Avery Title: The International Professional Perspective: Reflections on the Third International Mathematics and Science Study Abstract: The purpose of this feature is to summarize some of the data from the Third International Mathematics and Science Study and to offer commentary from colleagues in Korea and Singapore, two of the top-scoring Asian countries, on their perceptions of key features of school-based practices in their countries. This article first presents an overview of the results of the study for Japan, Korea, Singtpore, and the United States and describes some of thefindingsfrom the in-depth study of classroom practices in Japan and the U.S. Next is the sharing of information from contacts in Korea and Singapore as a point of comparison for schools in other countries, including perceptions of important differences which contributed to the stratification of student performance. The article draws implications for research and practice based on the success of the Third International Mathematics and Science Study and the substantive database generated. Journal: Gifted and Talented International Pages: 40-43 Issue: 1 Volume: 13 Year: 1998 Month: 3 X-DOI: 10.1080/15332276.01.11672876 File-URL: http://hdl.handle.net/10.1080/15332276.01.11672876 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:1:p:40-43 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672877_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Catherine A. Little Author-X-Name-First: Catherine A. Author-X-Name-Last: Little Title: The International Student Perspective: International Reflections on Educational Programs Abstract: Students from three of the top-scoring nations in the Third International Math and Science Study who are currently pursuing degrees at an American university were interviewed for their perspectives on their educational experiences. The three students discussed the emphasis on academic excellence in schools in their home countries, but pointed out their perceptions that American and international schools tend toprovide more opportunities for students to express their individuality. Each of the students recommended that schools in all the nations discussed develop a more balanced approach, reflecting high academic standards yet encouraging individuality and creativity. Journal: Gifted and Talented International Pages: 44-45 Issue: 1 Volume: 13 Year: 1998 Month: 3 X-DOI: 10.1080/15332276.01.11672877 File-URL: http://hdl.handle.net/10.1080/15332276.01.11672877 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:1:p:44-45 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672878_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: John F. Feldhusen Author-X-Name-First: John F. Author-X-Name-Last: Feldhusen Title: Actualizing Talent: A Lifelong Challenge Journal: Gifted and Talented International Pages: 46-46 Issue: 1 Volume: 13 Year: 1998 Month: 3 X-DOI: 10.1080/15332276.01.11672878 File-URL: http://hdl.handle.net/10.1080/15332276.01.11672878 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:1:p:46a-46a Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672879_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: Creativity, Creative Thinking, and Critical Thinking: In Search of Definitions Journal: Gifted and Talented International Pages: 46-46 Issue: 1 Volume: 13 Year: 1998 Month: 3 X-DOI: 10.1080/15332276.01.11672879 File-URL: http://hdl.handle.net/10.1080/15332276.01.11672879 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:1:p:46b-46b Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672880_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: Dimensions of Creativity Journal: Gifted and Talented International Pages: 46-46 Issue: 1 Volume: 13 Year: 1998 Month: 3 X-DOI: 10.1080/15332276.01.11672880 File-URL: http://hdl.handle.net/10.1080/15332276.01.11672880 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:1:p:46c-46c Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672881_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: Practical Tips for Presenters and Writers Journal: Gifted and Talented International Pages: 46-46 Issue: 1 Volume: 13 Year: 1998 Month: 3 X-DOI: 10.1080/15332276.01.11672881 File-URL: http://hdl.handle.net/10.1080/15332276.01.11672881 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:1:p:46d-46d Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672882_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Sally M. Todd Author-X-Name-First: Sally M. Author-X-Name-Last: Todd Title: The Creative Problem Solving Framework: An Historical Perspective Journal: Gifted and Talented International Pages: 46-47 Issue: 1 Volume: 13 Year: 1998 Month: 3 X-DOI: 10.1080/15332276.01.11672882 File-URL: http://hdl.handle.net/10.1080/15332276.01.11672882 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:1:p:46-47 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672883_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Jill Burruss Author-X-Name-First: Jill Author-X-Name-Last: Burruss Title: Attaining Excellence: A TIMSS Resource Kit Journal: Gifted and Talented International Pages: 48-49 Issue: 1 Volume: 13 Year: 1998 Month: 3 X-DOI: 10.1080/15332276.01.11672883 File-URL: http://hdl.handle.net/10.1080/15332276.01.11672883 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:1:p:48-49 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672884_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joyce Vantassel-Baska Author-X-Name-First: Joyce Author-X-Name-Last: Vantassel-Baska Title: Editorial Commentary Journal: Gifted and Talented International Pages: 55-55 Issue: 2 Volume: 13 Year: 1998 Month: 9 X-DOI: 10.1080/15332276.1998.11672884 File-URL: http://hdl.handle.net/10.1080/15332276.1998.11672884 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:2:p:55-55 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672885_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: Errata Journal: Gifted and Talented International Pages: 55-55 Issue: 2 Volume: 13 Year: 1998 Month: 9 X-DOI: 10.1080/15332276.1998.11672885 File-URL: http://hdl.handle.net/10.1080/15332276.1998.11672885 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:2:p:55-55 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672886_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: About the Authors Journal: Gifted and Talented International Pages: 57-57 Issue: 2 Volume: 13 Year: 1998 Month: 9 X-DOI: 10.1080/15332276.1998.11672886 File-URL: http://hdl.handle.net/10.1080/15332276.1998.11672886 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:2:p:57-57 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672887_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Albert Ziegler Author-X-Name-First: Albert Author-X-Name-Last: Ziegler Author-Name: Kurt A. Heller Author-X-Name-First: Kurt A. Author-X-Name-Last: Heller Author-Name: Susanne C. Stachl Author-X-Name-First: Susanne C. Author-X-Name-Last: Stachl Title: Comparison of the Academic Motivation of Average, Gifted and Highly Gifted Girls and Boys Abstract: The effects of school on the motivation of gifted and highly gifted boys and girls is controversially discussed in the literature. Whereas some researchers underline the fact that schools do not adequately address the special motivational needs of gifted and highly gifted students, other researchers disavow this problem. In our study we compared the academic motivation of average, gifted and highly gifted boys and girls attending grade 7 of German Gymnasiums (grammar schools). The research was based on the Dweck model of achievement motivation. Clear gender differences appeared which, however, do not indicate a more favorable academic motivation set for one gender over the other. More favorable motivational preconditions were confirmed for subjects with a higher ability level, but they did not result in a more positive motivational orientation. This suggests that school instruction has not succeeded in adequately promoting those motivational preconditions favorable to gifted students. No interactions occurred between gender and ability. Finally, the Dweck model of achievement motivation could not be confirmed. Journal: Gifted and Talented International Pages: 58-64 Issue: 2 Volume: 13 Year: 1998 Month: 9 X-DOI: 10.1080/15332276.1998.11672887 File-URL: http://hdl.handle.net/10.1080/15332276.1998.11672887 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:2:p:58-64 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672888_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Rachel Zorman Author-X-Name-First: Rachel Author-X-Name-Last: Zorman Title: A Model for Adolescent Giftedness Identification via Challenges(MAGIC) Abstract: MAGIC proposes an identification process that taps into intellective and non-intellective components of giftedness in specific talent areas during adolescence. It takes into account the developmental phase and uneven pattern of academic performance of adolescents and creates challenges for them to demonstrate their giftedness. The model was developed in the Sℒld Institute for Research in the Behavioral Sciences in Israel It consists of three identification phases: group screening, individual assessment and simulation. The model was implemented in three high school residential programs for students gifted in science, music or visual arts. A follow-up of four classes of students who were identified by MAGIC in one program indicates that the tests in the group screeningphase may predict future grades at the end of high school To further validate the model, the follow-up of all programs described will continue and findings will be replicated in other programs as well. Journal: Gifted and Talented International Pages: 65-72 Issue: 2 Volume: 13 Year: 1998 Month: 9 X-DOI: 10.1080/15332276.1998.11672888 File-URL: http://hdl.handle.net/10.1080/15332276.1998.11672888 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:2:p:65-72 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672889_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ken W. McCluskey Author-X-Name-First: Ken W. Author-X-Name-Last: McCluskey Author-Name: Philip A. Baker Author-X-Name-First: Philip A. Author-X-Name-Last: Baker Author-Name: Se C. O’Hagan Author-X-Name-First: Se C. Author-X-Name-Last: O’Hagan Author-Name: Donald J. Treffinger Author-X-Name-First: Donald J. Author-X-Name-Last: Treffinger Title: Recapturing at-Risk, Talented High-School Dropouts: A Summary of the Three-Year Lost Prizes Project Abstract: Lost Prizes, a tri-district project designed to “reckim”at-risk, talented high-school dropouts, ran from September, 1993, through June, 1996. Their talents notwithstanding, the young people in question were basically “doing nothing and going nowhere.” Through career exploration, individualgrowthplans, mentoring experiences with business partners, and Creative Problem Solving training, the flexible, off-site program attempted to help these at-risk students make reasoned educational, career, and life decisions. The project has worked successfully with many dropouts whose talents have been identified, appreciated, and nurtured Indeed, 57 of the 88 participants (65%) have responded by completing high school, entering post-secondary programs, or obtaining full-time employment. Journal: Gifted and Talented International Pages: 73-78 Issue: 2 Volume: 13 Year: 1998 Month: 9 X-DOI: 10.1080/15332276.1998.11672889 File-URL: http://hdl.handle.net/10.1080/15332276.1998.11672889 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:2:p:73-78 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672890_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Hsintai Lin Author-X-Name-First: Hsintai Author-X-Name-Last: Lin Title: Research Trends in Gifted Education in Taiwan: A Review Abstract: This paper is a critical review of research done in the past 26 years on gifted education in Taiwan. A total of 374 research papers were reviewed and analysed in terms of their basic themes, nature of subjects, research design and methods of data analysis. It was found that most of thepubtisbed articles were survey research or correlation studies on topics concerning students’ psychological characteristics and school performance. However, researchers were more and more interested in conducting qualitative research in the lastfiveyears, and the method of in-depth interview has been used increasingly. The themes of the research were also diversified in recentyears. More studies on effects of teaching strategies and programs for the gifted emerged, as well as gifted education policies in school systems. Journal: Gifted and Talented International Pages: 79-82 Issue: 2 Volume: 13 Year: 1998 Month: 9 X-DOI: 10.1080/15332276.1998.11672890 File-URL: http://hdl.handle.net/10.1080/15332276.1998.11672890 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:2:p:79-82 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672891_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Eustathia Maniatis Author-X-Name-First: Eustathia Author-X-Name-Last: Maniatis Author-Name: Glenn F. Cartwright Author-X-Name-First: Glenn F. Author-X-Name-Last: Cartwright Author-Name: Bruce M. Shore Author-X-Name-First: Bruce M. Author-X-Name-Last: Shore Title: Giftedness and Complexity in a Self-Directed Computer-Based Task Abstract: This study provides empirical support for the association of intellectual giftedness with a greater likelihood of undertaking more complex, self-directed projects and favoring the use of more complex strategies in revising these projects. Eight gifted and eight average-ability children, aged from 9 to 11 years, worked in ability-, age-, and gender-matched pairs with the original version of LOGO software and a turtle graphics computer. Gifted students used more levels of subroutines, used more steps, and made more revisions. They made fewer simple revisions and more complex ones. They also used more efficient but memory-dependent error-correcting strategies than nongifted students, notably revising after testing the whole program, rather than in small steps as they developed their projects. In practical terms, these results support the importance of increasing the complexity of curricular opportunities and materials as well as the classroom environment to meet the needs of gifted students more effectively. Journal: Gifted and Talented International Pages: 83-89 Issue: 2 Volume: 13 Year: 1998 Month: 9 X-DOI: 10.1080/15332276.1998.11672891 File-URL: http://hdl.handle.net/10.1080/15332276.1998.11672891 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:2:p:83-89 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672892_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Linda D. Avery Author-X-Name-First: Linda D. Author-X-Name-Last: Avery Title: The International Professional Perspective: Gifted Curriculum at Secondary Levels through Advanced Placement and International Baccalaureate Abstract: This article focuses on two internationally recognised programs which provide high-powered curricular interventions for academically advanced secondary students. One is the Advanced Placement program, in use in high schools in more than 50 countries, and the other is the International Baccalaureate Diploma program, deployed by secondary schools in 90 countries around the world Both programs are acclaimed for having high standards, rigorous curriculum, and accountabilityfor results. The article first presents a brief overview of each program and summarizes student participation and performance data drawn from recent reports provided by the parent organisations of the programs. Differences between the two programs are then considered as well as the relevance of the programs for gifted students. The article concludes by encouraging local school districts to give full consideration to these programs for secondary gifted students. Journal: Gifted and Talented International Pages: 90-93 Issue: 2 Volume: 13 Year: 1998 Month: 9 X-DOI: 10.1080/15332276.1998.11672892 File-URL: http://hdl.handle.net/10.1080/15332276.1998.11672892 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:2:p:90-93 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672893_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: June R. Cox Author-X-Name-First: June R. Author-X-Name-Last: Cox Title: The International Student Perspective: But Is She Gifted? Journal: Gifted and Talented International Pages: 94-96 Issue: 2 Volume: 13 Year: 1998 Month: 9 X-DOI: 10.1080/15332276.1998.11672893 File-URL: http://hdl.handle.net/10.1080/15332276.1998.11672893 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:2:p:94-96 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672894_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Michael C. Pyryt Author-X-Name-First: Michael C. Author-X-Name-Last: Pyryt Title: Human cognitive abilities: A survey of factor analytic studies Journal: Gifted and Talented International Pages: 97-98 Issue: 2 Volume: 13 Year: 1998 Month: 9 X-DOI: 10.1080/15332276.1998.11672894 File-URL: http://hdl.handle.net/10.1080/15332276.1998.11672894 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:2:p:97-98 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672895_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Pamela R. Clinkenbeard Author-X-Name-First: Pamela R. Author-X-Name-Last: Clinkenbeard Title: Motivating students to learn Journal: Gifted and Talented International Pages: 98-99 Issue: 2 Volume: 13 Year: 1998 Month: 9 X-DOI: 10.1080/15332276.1998.11672895 File-URL: http://hdl.handle.net/10.1080/15332276.1998.11672895 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:2:p:98-99 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672896_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Richard E. Lange Author-X-Name-First: Richard E. Author-X-Name-Last: Lange Title: Reclaiming the wasteland: TV & gifted children Journal: Gifted and Talented International Pages: 100-100 Issue: 2 Volume: 13 Year: 1998 Month: 9 X-DOI: 10.1080/15332276.1998.11672896 File-URL: http://hdl.handle.net/10.1080/15332276.1998.11672896 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:2:p:100-100 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672897_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Chwee Quek Author-X-Name-First: Chwee Author-X-Name-Last: Quek Title: Nurturing Gifted Girls in the Natural Sciences Journal: Gifted and Talented International Pages: 100-101 Issue: 2 Volume: 13 Year: 1998 Month: 9 X-DOI: 10.1080/15332276.1998.11672897 File-URL: http://hdl.handle.net/10.1080/15332276.1998.11672897 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:13:y:1998:i:2:p:100-101 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672898_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joyce Vantassel-Baska Author-X-Name-First: Joyce Author-X-Name-Last: Vantassel-Baska Title: Editorial Commentary Journal: Gifted and Talented International Pages: 3-4 Issue: 1 Volume: 14 Year: 1999 Month: 3 X-DOI: 10.1080/15332276.1999.11672898 File-URL: http://hdl.handle.net/10.1080/15332276.1999.11672898 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:14:y:1999:i:1:p:3-4 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672899_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: About the Authors Journal: Gifted and Talented International Pages: 5-5 Issue: 1 Volume: 14 Year: 1999 Month: 3 X-DOI: 10.1080/15332276.1999.11672899 File-URL: http://hdl.handle.net/10.1080/15332276.1999.11672899 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:14:y:1999:i:1:p:5-5 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672900_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Roland S. Persson Author-X-Name-First: Roland S. Author-X-Name-Last: Persson Title: Exploring High Ability in Egalitarian Settings: Swedish School Teachers and Gifted Students Abstract: Recent research suggests that highly able students who are integrated in traditional classrooms need teachers who possess specific characteristics. The knowledge of such characteristics provides an important understanding when studying the implementation of gified education in a setting such as Sweden which does not recognize giftedness as a reason for special provision. The present study explored differences between characteristics identified by Terrell, Kress, and Croft (1988) as discriminating successful teachers of the gifted from less successful teachers and a sample of Swedish teachers in the Swedish comprehensive school system (N = 232). A translated and adapted version of the Teacher Perceiver Inventory (TPI) served as basis for the comparison. Results showed that characteristics deemed particularly significant for successful American teachers of gified children were ranked relatively low in terms of importance by Swedish teachers. Journal: Gifted and Talented International Pages: 6-11 Issue: 1 Volume: 14 Year: 1999 Month: 3 X-DOI: 10.1080/15332276.1999.11672900 File-URL: http://hdl.handle.net/10.1080/15332276.1999.11672900 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:14:y:1999:i:1:p:6-11 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672901_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Deborah Eyre Author-X-Name-First: Deborah Author-X-Name-Last: Eyre Title: Ten Years of Provision for the Gifted in Oxfordshire Ordinary Schools: Insights into Policy and Practice Abstract: Policy makers, whose role it is to ensure good provision for gifted children in their schools, have two issues to address. Firstly they must identify appropriate policy for their schools, and secondly they must find ways to ensure that the policy is implemented effectively. This paper is a discussion of the development work which was undertaken in Oxfordshire LEA (United Kingdom) between 1987 and 1997. The approach adopted was innovative and built around the belief that the most effective way to ensure that policy is reflected in practice is to make teachers the pivotal aspect of the policy. The approach to teaching the gifted which was adopted placed provision primarily within the ordinary classroom, and therefore, providing for the gifted became a feature of the work of all teachers, with all the resultant training implications. Journal: Gifted and Talented International Pages: 12-20 Issue: 1 Volume: 14 Year: 1999 Month: 3 X-DOI: 10.1080/15332276.1999.11672901 File-URL: http://hdl.handle.net/10.1080/15332276.1999.11672901 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:14:y:1999:i:1:p:12-20 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672902_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Omar Khaleefa Author-X-Name-First: Omar Author-X-Name-Last: Khaleefa Title: Research on Creativity, Intelligence and Giftedness: The Case of the Arab World Abstract: The study investigated the content analysis, structural tendencies and indigenization of creativity, intelligence and gifiedness in research in the Arab world. The sample for the study constituted 50 studies both empirical (n =35), and theoretical (n = 15), in 18 journals, local (n =15) and international (n =3), published from 1984 to 1997. The study showed that Arab research is characterized by a single paradigm, which is a descriptive or psychometric one, in contrast to worldwide research which employs multiple types of designs. The study showed, in general, that the process of indigenizing of psychology is slow, compared to that achieved in India. However, research published by Arab psychologists in international journals and in allied fields are more sensitive to the local culture than research published in regional journals. The study suggested the need for both indigenous and cross-cultural studies of creativity, intelligence and giftedness, which can lead to the development of global understanding. Journal: Gifted and Talented International Pages: 21-29 Issue: 1 Volume: 14 Year: 1999 Month: 3 X-DOI: 10.1080/15332276.1999.11672902 File-URL: http://hdl.handle.net/10.1080/15332276.1999.11672902 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:14:y:1999:i:1:p:21-29 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672903_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Carolyn Yewchuk Author-X-Name-First: Carolyn Author-X-Name-Last: Yewchuk Author-Name: Seija Aysto Author-X-Name-First: Seija Author-X-Name-Last: Aysto Title: Eminent Women’s Experience of Sexism and Sex Stereotyping in Canada and Finland Abstract: Eminent women in Canada (n = 827) and Finland (n = 280) were surveyed regarding their experience of gender bias in academic, work and general contexts. The respondents from Finland, noted for its pioneering role in the advancement of women’s rights, reported a lower level of gender bias experience (16.4%) overall, than the Canadians (36.1%). In both countries, reported experience of sexism and sex stereotyping in academic settings was approximately half that within work and general contexts. Approximately one of five women in both countries reported that being female was a facilitator in job advancement. Journal: Gifted and Talented International Pages: 30-37 Issue: 1 Volume: 14 Year: 1999 Month: 3 X-DOI: 10.1080/15332276.1999.11672903 File-URL: http://hdl.handle.net/10.1080/15332276.1999.11672903 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:14:y:1999:i:1:p:30-37 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672904_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Nancy B. Hertzog Author-X-Name-First: Nancy B. Author-X-Name-Last: Hertzog Author-Name: Marjorie M. Klein Author-X-Name-First: Marjorie M. Author-X-Name-Last: Klein Author-Name: Lilian G. Katz Author-X-Name-First: Lilian G. Author-X-Name-Last: Katz Title: Hypothesizing and Theorizing: Challenge in an Early Childhood Curriculum Abstract: The authors describe how challenge is manifest in an early childhood gifted program which encourages inquiry through the project approach to curriculum development. The paper is based on a two-year study in which the investigators documented a) the processes of learning b) the processes of facilitation, and c) the outcomes of learning (products, ideas, language, etc.). Using as an example one sequence of project investigations in a K/1 classroom, this paper describes how children developed understandings of concepts related to shadows. Interactions between children are described in-depth which demonstrate the social nature of their learning and the evaluative nature of children s thinking and comments. Content which emerged from children’s questions, hypotheses, theories, predictions, and experiments is described. Journal: Gifted and Talented International Pages: 38-49 Issue: 1 Volume: 14 Year: 1999 Month: 3 X-DOI: 10.1080/15332276.1999.11672904 File-URL: http://hdl.handle.net/10.1080/15332276.1999.11672904 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:14:y:1999:i:1:p:38-49 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672905_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joyce Vantassel-Baska Author-X-Name-First: Joyce Author-X-Name-Last: Vantassel-Baska Title: The International Professional Perspective: Adults of Distinction in Religion and Music Abstract: This issue’s professional perspective features two brief interviews with world-renowned figures in religion and music, each providing a unique perspective on their talent development process from early childhood to the present time. Claudia Souza de Murayana, an internationally recognized Buddhist monk, was a featured presenter on spirituality at the Third Ibero-American Conference held last August. Adam Makowitz, a world class jazz pianist, was interviewed following a performance on the S.S. Norway en route to the Virgin Islands. Journal: Gifted and Talented International Pages: 50-52 Issue: 1 Volume: 14 Year: 1999 Month: 3 X-DOI: 10.1080/15332276.1999.11672905 File-URL: http://hdl.handle.net/10.1080/15332276.1999.11672905 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:14:y:1999:i:1:p:50-52 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672906_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Sally Ries Author-X-Name-First: Sally Author-X-Name-Last: Ries Title: Teens with Talent Journal: Gifted and Talented International Pages: 53-54 Issue: 1 Volume: 14 Year: 1999 Month: 3 X-DOI: 10.1080/15332276.1999.11672906 File-URL: http://hdl.handle.net/10.1080/15332276.1999.11672906 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:14:y:1999:i:1:p:53-54 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672907_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ann Robinson Author-X-Name-First: Ann Author-X-Name-Last: Robinson Title: Educating the very able: Current international research Journal: Gifted and Talented International Pages: 54-56 Issue: 1 Volume: 14 Year: 1999 Month: 3 X-DOI: 10.1080/15332276.1999.11672907 File-URL: http://hdl.handle.net/10.1080/15332276.1999.11672907 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:14:y:1999:i:1:p:54-56 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672908_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joyce Van Tassel-Baska Author-X-Name-First: Joyce Author-X-Name-Last: Van Tassel-Baska Title: Consilience Journal: Gifted and Talented International Pages: 56-57 Issue: 1 Volume: 14 Year: 1999 Month: 3 X-DOI: 10.1080/15332276.1999.11672908 File-URL: http://hdl.handle.net/10.1080/15332276.1999.11672908 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:14:y:1999:i:1:p:56-57 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672909_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joyce Van Tassel-Baska Author-X-Name-First: Joyce Author-X-Name-Last: Van Tassel-Baska Title: Editorial Commentary Journal: Gifted and Talented International Pages: 63-64 Issue: 2 Volume: 14 Year: 1999 Month: 9 X-DOI: 10.1080/15332276.1999.11672909 File-URL: http://hdl.handle.net/10.1080/15332276.1999.11672909 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:14:y:1999:i:2:p:63-64 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672910_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: About the Authors Journal: Gifted and Talented International Pages: 65-65 Issue: 2 Volume: 14 Year: 1999 Month: 9 X-DOI: 10.1080/15332276.1999.11672910 File-URL: http://hdl.handle.net/10.1080/15332276.1999.11672910 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:14:y:1999:i:2:p:65-65 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672911_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Lynn H. Fox Author-X-Name-First: Lynn H. Author-X-Name-Last: Fox Author-Name: David Sadker Author-X-Name-First: David Author-X-Name-Last: Sadker Author-Name: Jennifer L. Engle Author-X-Name-First: Jennifer L. Author-X-Name-Last: Engle Title: Sexism in the Schools: Implications for the Education of Gifted Girls Abstract: Over the past 25 years, since the passage of Title IX, there has been much progress in terms of gender equity in the United States; however, subtle but persistent barriers to the academic and career success of gifted girls remain. Some of the roots of the problem lie in the day-to-day experiences of girls and boys in the classroom. This paper describes research on the ways gifted girls are made “invisible” through curriculum and patterns of class enrollment and interaction. The merits and limitations of several suggested ways to improve the educational environment for gifted girls are presented. Journal: Gifted and Talented International Pages: 66-79 Issue: 2 Volume: 14 Year: 1999 Month: 9 X-DOI: 10.1080/15332276.1999.11672911 File-URL: http://hdl.handle.net/10.1080/15332276.1999.11672911 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:14:y:1999:i:2:p:66-79 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672912_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Yolanda Benito Author-X-Name-First: Yolanda Author-X-Name-Last: Benito Author-Name: Jesús Moro Author-X-Name-First: Jesús Author-X-Name-Last: Moro Title: An Empirically-Based Proposal for Screening in the Early Identification of Intellectually Gifted Students Abstract: The lack of instruments to identify intellectually gifted children at an early age may be a contributing factor towards the limited availability of research studies on these children within the field of developmental psychology. The goal of this research, therefore, was to create a simple, reliable, and inexpensive screening method for identifying gifted children from 4 to 6 years of age. A sample of 138 children from ages 6 to 8 were presented for assessment at the Huerta del Rey Center in Valladolid, Spain. Parents were asked to complete a questionnaire documenting the age at which their child acquired specific developmental and learning skills/behaviors. Concurrently, these children were tested by professionals on the Stanford-Binet Intelligence Test (Terman-Merrill, L-M Form). Using logistical regression techniques, the study identified which behaviors predicted giftedness as judged by an IQ of 130 or above. This screening method is now in the validation phase and is being applied in 12 countries. It has been translated from Spanish into the Portuguese, Romanian, Serbian, Russian, and English languages. The results from this project were published by the Spanish Ministry of Education, and it was developed and coordinated under the aegis of the General Sub-director of Special Education. The recent results obtained in Spain seem to verify the reliability of this screening method. Journal: Gifted and Talented International Pages: 80-91 Issue: 2 Volume: 14 Year: 1999 Month: 9 X-DOI: 10.1080/15332276.1999.11672912 File-URL: http://hdl.handle.net/10.1080/15332276.1999.11672912 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:14:y:1999:i:2:p:80-91 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672913_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Li Zuo Author-X-Name-First: Li Author-X-Name-Last: Zuo Title: Family Environment in Gifted Children’s Identity Formation Abstract: “Identity versus identity confusion” constitutes a developmental crisis during adolescence according to Erikson’s theory of psycho-social development. Family dynamics is one of the influential factors in the resolution of the adolescent identity crisis. In spite of its being a crisis within a significant stage of life, this crisis has not received much research attention in terms of its effect on gifted children. The present study examined gifted children’s identity formation and the corresponding influence of family dynamics both cross-sectionally and longitudinally. The study used Terman’s (1925) longitudinal data collected on 1,528 intellectually gifted individuals. The results support some of the findings obtained with the general population regarding the importance of healthy family relationships, parents’ characteristics, and children’s independence training. Implications for practice and further research are discussed. Journal: Gifted and Talented International Pages: 92-99 Issue: 2 Volume: 14 Year: 1999 Month: 9 X-DOI: 10.1080/15332276.1999.11672913 File-URL: http://hdl.handle.net/10.1080/15332276.1999.11672913 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:14:y:1999:i:2:p:92-99 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672914_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Omar H. Khaleefa Author-X-Name-First: Omar H. Author-X-Name-Last: Khaleefa Title: Who’s Who in the Sudan: A Biographical Study Abstract: This study examined the biographical information for a group of 226 gifted Sudanese individuals who are cited in Africa Who’s Who (1991). It showed that individuals were typically aged 60 to 64, came from Khartoum or other big cities, married between the age of 30 and 32 years, and had three children. The typical person graduated from the University of Khartoum, had another degree abroad from the UK or US, and obtained his or her PhD when aged 34 years. He or she usually had a principal and a second profession; was a member of two societies; had three publications; had two hobbies, with reading probably being one of them; and enjoyed political leadership, which could become a hobby itself. Such a person could become a government minister, thus shifting entirely to a position of leadership. The study also investigated the lower representation of women and errors of omission and commission regarding the citation of gifted Sudanese adults. In the reality of the indigenous Sudanese culture, political leadership marginalized other forms of giftedness. Journal: Gifted and Talented International Pages: 100-111 Issue: 2 Volume: 14 Year: 1999 Month: 9 X-DOI: 10.1080/15332276.1999.11672914 File-URL: http://hdl.handle.net/10.1080/15332276.1999.11672914 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:14:y:1999:i:2:p:100-111 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672915_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Valentina I. Kloosterman Author-X-Name-First: Valentina I. Author-X-Name-Last: Kloosterman Title: Treasures of the South: Gifted and Talented Children in Argentina Abstract: Talents are manifested regardless of children’s age, gender, culture, or country of origin. All over the world, young people are assessed in their intellectual and socio-emotional development, and a wide range of educational practices exist to serve gifted students. This article provides an overview of the status of gifted education in Argentina. A study was conducted to examine definitions, policies, research, and practices for gifted and talented children in this southern part of the Western Hemisphere. To gather information, a closed-and open-ended questionnaire was developed, interviews took place, and historical information was sought. Two hundred respondents completed a questionnaire on attitudes about giftedness. They included teachers, administrators, and government representatives. There were 3 major findings of this study across all respondents: (a) a high interest in talent development for Argentinean students, (b) the absence of gifted programs, and (c) the scarcity of information and training of educators and administrators. Journal: Gifted and Talented International Pages: 112-117 Issue: 2 Volume: 14 Year: 1999 Month: 9 X-DOI: 10.1080/15332276.1999.11672915 File-URL: http://hdl.handle.net/10.1080/15332276.1999.11672915 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:14:y:1999:i:2:p:112-117 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672916_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Linda D. Avery Author-X-Name-First: Linda D. Author-X-Name-Last: Avery Title: The International Professional Perspective: Research and Program Development Contributions from around the World Abstract: This editorial showcases several papers on research or program development initiatives that came to our attention through the World Council Biennial Conference in Turkey last August. The first paper was shared with us by Dr. Ivan Ferbežer from the University of Maribor. His work identified factors which have facilitated or impeded gifted education in Slovenia based on a content analysis of documents and of reported experiences by educators. Dr. Abdullah Al-Nafie, from the Ministry of Education in the Kingdom of Saudi Arabia, presented a paper regarding the development of specialized centers for the top 1-2% percent of students in his country. An abstract of the results from the dissertation research of Dr. Ramon Mohandas was the basis for the third study presented. His work amplified our understanding of student performance in mathematics and science in Indonesia. The final study, co-authored by L. J. Rasanayagam and Tan Lay Choofrom the Ministry of Education in Singapore, investigated the impact of a new curriculum in science on students’ acquisition of science process skills. Journal: Gifted and Talented International Pages: 118-120 Issue: 2 Volume: 14 Year: 1999 Month: 9 X-DOI: 10.1080/15332276.1999.11672916 File-URL: http://hdl.handle.net/10.1080/15332276.1999.11672916 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:14:y:1999:i:2:p:118-120 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672917_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Catherine A. Little Author-X-Name-First: Catherine A. Author-X-Name-Last: Little Title: The International Student Perspective: The Future of Education Abstract: Students from several different nations were asked to share their predictions and their hopes for education in the future. Three students shared reflections, commenting on the increased technology emphasis in schools, the focus on accountability, and the need for education to nurture the development of the individual and the quest for self-knowledge. Journal: Gifted and Talented International Pages: 121-122 Issue: 2 Volume: 14 Year: 1999 Month: 9 X-DOI: 10.1080/15332276.1999.11672917 File-URL: http://hdl.handle.net/10.1080/15332276.1999.11672917 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:14:y:1999:i:2:p:121-122 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672918_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Claire E. Hughes Author-X-Name-First: Claire E. Author-X-Name-Last: Hughes Title: Diverse Populations of Gifted Children: Meeting Their Needs in the Regular Classroom and Beyond Journal: Gifted and Talented International Pages: 123-125 Issue: 2 Volume: 14 Year: 1999 Month: 9 X-DOI: 10.1080/15332276.1999.11672918 File-URL: http://hdl.handle.net/10.1080/15332276.1999.11672918 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:14:y:1999:i:2:p:123-125 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672919_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Deborah Holland Author-X-Name-First: Deborah Author-X-Name-Last: Holland Title: Motivation for Achievement: Possibilities for Teaching and Learning Journal: Gifted and Talented International Pages: 126-127 Issue: 2 Volume: 14 Year: 1999 Month: 9 X-DOI: 10.1080/15332276.1999.11672919 File-URL: http://hdl.handle.net/10.1080/15332276.1999.11672919 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:14:y:1999:i:2:p:126-127 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672920_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Michael C. Pyryt Author-X-Name-First: Michael C. Author-X-Name-Last: Pyryt Title: Intelligence and Social Policy Journal: Gifted and Talented International Pages: 127-129 Issue: 2 Volume: 14 Year: 1999 Month: 9 X-DOI: 10.1080/15332276.1999.11672920 File-URL: http://hdl.handle.net/10.1080/15332276.1999.11672920 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:14:y:1999:i:2:p:127-129 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672921_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Stacey Neuharth-Pritchett Author-X-Name-First: Stacey Author-X-Name-Last: Neuharth-Pritchett Title: Educating Students with High Ability Journal: Gifted and Talented International Pages: 129-130 Issue: 2 Volume: 14 Year: 1999 Month: 9 X-DOI: 10.1080/15332276.1999.11672921 File-URL: http://hdl.handle.net/10.1080/15332276.1999.11672921 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:14:y:1999:i:2:p:129-130 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672922_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joyce Vantassel-Baska Author-X-Name-First: Joyce Author-X-Name-Last: Vantassel-Baska Title: Editorial Commentary Journal: Gifted and Talented International Pages: 3-3 Issue: 1 Volume: 15 Year: 2000 Month: 3 X-DOI: 10.1080/15332276.2000.11672922 File-URL: http://hdl.handle.net/10.1080/15332276.2000.11672922 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:15:y:2000:i:1:p:3-3 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672923_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: Errata Journal: Gifted and Talented International Pages: 4-4 Issue: 1 Volume: 15 Year: 2000 Month: 3 X-DOI: 10.1080/15332276.2000.11672923 File-URL: http://hdl.handle.net/10.1080/15332276.2000.11672923 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:15:y:2000:i:1:p:4-4 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672924_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: About the Authors Journal: Gifted and Talented International Pages: 5-5 Issue: 1 Volume: 15 Year: 2000 Month: 3 X-DOI: 10.1080/15332276.2000.11672924 File-URL: http://hdl.handle.net/10.1080/15332276.2000.11672924 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:15:y:2000:i:1:p:5-5 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672925_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Carmel M. Diezmann Author-X-Name-First: Carmel M. Author-X-Name-Last: Diezmann Author-Name: James J. Watters Author-X-Name-First: James J. Author-X-Name-Last: Watters Title: An Enrichment Philosophy and Strategy for Empowering Young Gifted Children to Become Autonomous Learners in Science Abstract: A goal of gifted education is to enable gifted children to become autonomous learners and, as adults, creative participants in society. In this study, we have implemented a program in which young children are provided with opportunities to become autonomous. The approach is based on a “pull-out” enrichment program in science. Children attend a 10-week series of workshop sessions in which the teacher scaffolds the development of science-related reasoning skills and knowledge construction in a social context that encourages discourse and argument. The children develop the appropriate skills to undertake individual or group project work in a collaborative and creative fashion. Analysis of qualitative data reveals that during the program the participants develop skills, independence, and motivation to learn. The findings have significance for programming for the gifted and for teacher education. Journal: Gifted and Talented International Pages: 6-18 Issue: 1 Volume: 15 Year: 2000 Month: 3 X-DOI: 10.1080/15332276.2000.11672925 File-URL: http://hdl.handle.net/10.1080/15332276.2000.11672925 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:15:y:2000:i:1:p:6-18 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672926_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Daqi Li Author-X-Name-First: Daqi Author-X-Name-Last: Li Author-Name: Renmin Ye Author-X-Name-First: Renmin Author-X-Name-Last: Ye Author-Name: Yuan Zhu Author-X-Name-First: Yuan Author-X-Name-Last: Zhu Author-Name: Donna L. Fleming Author-X-Name-First: Donna L. Author-X-Name-Last: Fleming Title: A Comparison of the Learning Styles of Gifted American Students and Gifted Chinese Students Abstract: This study explores the learning styles of gifted and talented students in the United States and the People’s Republic of China. It attempts to show if and what differences exist between these students in terms of their learning styles and preferences. A specially prepared questionnaire was sent to 157 gifted Chinese students and to 315 gifted American students who were asked to report on their preferred learning styles. Pearson productmoment correlation was computed to examine the relationship between the students’ learning styles and age. A two-way analysis of variance was used to analyse nationality differences and gender differences among the students of the two countries. The results of analyses revealed a number of significant differences between these students regarding their learning styles and preferences. Journal: Gifted and Talented International Pages: 19-29 Issue: 1 Volume: 15 Year: 2000 Month: 3 X-DOI: 10.1080/15332276.2000.11672926 File-URL: http://hdl.handle.net/10.1080/15332276.2000.11672926 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:15:y:2000:i:1:p:19-29 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672927_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Chua Tee Teo Author-X-Name-First: Chua Tee Author-X-Name-Last: Teo Title: Holistic Counseling of Gifted Adolescents in Singapore: Three Case Studies Abstract: Intellectually gifted pupils in Singapore are generally blessed with supportive parents who are constantly concerned with their development and attainment. In addition, the Gifted Education Branch of the Ministry of Education has provided these pupils with an enriched and challenging curriculum. Nevertheless, individual differences among the gifted are of such a wide range that individual attention needs to be given to the pupils in the form of guidance and counseling in times of stress. Counseling gifted adolescents in this study took the form of a holistic approach of first identifying a possible lack of development in four main areas: intellect (mind), emotions (heart), physical health (body), and morality and spirituality (soul). This was followed by prescriptions for growth in identified area(s). Next, individualized recommendations for acquisition of self-knowledge and execution of volition for personal development were made. Counseling vignettes of three gifted pupils in the secondary schools are featured as case studies. Implications for practice and research are also explicated. Journal: Gifted and Talented International Pages: 30-38 Issue: 1 Volume: 15 Year: 2000 Month: 3 X-DOI: 10.1080/15332276.2000.11672927 File-URL: http://hdl.handle.net/10.1080/15332276.2000.11672927 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:15:y:2000:i:1:p:30-38 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672928_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Andrea Honigsfeld Author-X-Name-First: Andrea Author-X-Name-Last: Honigsfeld Title: The Learning Styles of High-Achieving and Creative Adolescents in Hungary Abstract: The learning-style preferences, levels of academic achievement, and extracurricular creative activities among students from one junior high school and four high schools in Hungary were investigated and compared. The Learning Style Inventory (Dunn, Dunn, & Price, 1996) and the Tel Aviv Activities Inventory (Milgram, 1987) were used to identify leaming-style preferences and areas of creative performance prevalent among these students. High, average, and low academic achievers and students creative in various domains demonstrated significantly distinct leaming-style characteristics. Journal: Gifted and Talented International Pages: 39-51 Issue: 1 Volume: 15 Year: 2000 Month: 3 X-DOI: 10.1080/15332276.2000.11672928 File-URL: http://hdl.handle.net/10.1080/15332276.2000.11672928 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:15:y:2000:i:1:p:39-51 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672929_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Bernadette Pierce Author-X-Name-First: Bernadette Author-X-Name-Last: Pierce Author-Name: James Brown Author-X-Name-First: James Author-X-Name-Last: Brown Title: The International Program Perspective: The Importance of Developing Provisions for Gifted and Talented Students in the Senior Years of High School: The Design of Colloquia Abstract: In Australia, the needs for gifted and talented students are, on the whole, recognised, although this is not always translated into programs within the curriculum. As the tertiary requirements impinge upon the curriculum in the final years of schooling, often the types of provisions which are available in the primary and middle years of schooling are nonexistent in the senior years. This paper arose from action research in which the researchers sought to address the needs of gifted and talented students in the private schools (>1,000 students) in Melbourne, Victoria, Australia. The focus of this paper is on the practical application of the design of colloquia. This design cuts across the usually separate domains of science and the humanities, and has arisen from empirical research addressing the needs of gifted adolescents. The relationship between the impact of adolescence on and the level of alienation among gifted students led to this particular design. The philosophical tenets of the design incorporate the specific requirements of interventions for gifted, underachieving students, as well as gifted, motivated students. This design also recognises the importance of role models and mentors in the senior years of high school: specifically, academics, researchers, and recognised achievers. Journal: Gifted and Talented International Pages: 52-59 Issue: 1 Volume: 15 Year: 2000 Month: 3 X-DOI: 10.1080/15332276.2000.11672929 File-URL: http://hdl.handle.net/10.1080/15332276.2000.11672929 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:15:y:2000:i:1:p:52-59 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672930_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Wu-Tien Wu Author-X-Name-First: Wu-Tien Author-X-Name-Last: Wu Author-Name: Joyce VanTassel-Baska Author-X-Name-First: Joyce Author-X-Name-Last: VanTassel-Baska Title: The International World Leader Perspective: Interview with Dr. Wu-Tien Wu Abstract: The following interview was conducted by the editor in Istanbul with Professor Wu-Tien Wu who served as President of the World Council for Gifted and Talented Children from 1993-1997. Dr. Wu is a professor of special education at National Taiwan University in Taipei where he serves as Chairperson of the Department of School Psychology. Journal: Gifted and Talented International Pages: 60-61 Issue: 1 Volume: 15 Year: 2000 Month: 3 X-DOI: 10.1080/15332276.2000.11672930 File-URL: http://hdl.handle.net/10.1080/15332276.2000.11672930 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:15:y:2000:i:1:p:60-61 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672931_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Sidney M. Moon Author-X-Name-First: Sidney M. Author-X-Name-Last: Moon Title: The rising curve: Longterm gains in IQ and related measures Journal: Gifted and Talented International Pages: 62-64 Issue: 1 Volume: 15 Year: 2000 Month: 3 X-DOI: 10.1080/15332276.2000.11672931 File-URL: http://hdl.handle.net/10.1080/15332276.2000.11672931 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:15:y:2000:i:1:p:62-64 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672932_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Wendy Taylor Ellis Author-X-Name-First: Wendy Taylor Author-X-Name-Last: Ellis Title: Origins of Genius: Darwinian Perspectives on Creativity Journal: Gifted and Talented International Pages: 65-68 Issue: 1 Volume: 15 Year: 2000 Month: 3 X-DOI: 10.1080/15332276.2000.11672932 File-URL: http://hdl.handle.net/10.1080/15332276.2000.11672932 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:15:y:2000:i:1:p:65-68 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672933_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Kimberley Chandler Author-X-Name-First: Kimberley Author-X-Name-Last: Chandler Title: Gifted children and legal Issues: An update Journal: Gifted and Talented International Pages: 69-70 Issue: 1 Volume: 15 Year: 2000 Month: 3 X-DOI: 10.1080/15332276.2000.11672933 File-URL: http://hdl.handle.net/10.1080/15332276.2000.11672933 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:15:y:2000:i:1:p:69-70 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672934_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Christine L. Hill Author-X-Name-First: Christine L. Author-X-Name-Last: Hill Title: Talent development III: Proceedings from the 1995 Henry B. and Jocelyn Wallace national research symposium on talent development Journal: Gifted and Talented International Pages: 71-73 Issue: 1 Volume: 15 Year: 2000 Month: 3 X-DOI: 10.1080/15332276.2000.11672934 File-URL: http://hdl.handle.net/10.1080/15332276.2000.11672934 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:15:y:2000:i:1:p:71-73 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672935_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joyce VanTassel-Baska Author-X-Name-First: Joyce Author-X-Name-Last: VanTassel-Baska Title: Editorial Commentary Journal: Gifted and Talented International Pages: 81-82 Issue: 2 Volume: 15 Year: 2000 Month: 9 X-DOI: 10.1080/15332276.2000.11672935 File-URL: http://hdl.handle.net/10.1080/15332276.2000.11672935 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:15:y:2000:i:2:p:81-82 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672936_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: About the Authors Journal: Gifted and Talented International Pages: 83-84 Issue: 2 Volume: 15 Year: 2000 Month: 9 X-DOI: 10.1080/15332276.2000.11672936 File-URL: http://hdl.handle.net/10.1080/15332276.2000.11672936 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:15:y:2000:i:2:p:83-84 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672937_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Michael C. Pyryt Author-X-Name-First: Michael C. Author-X-Name-Last: Pyryt Title: Thinking about Model Specification in Gifted Education Abstract: This article applies the process of model specfication to three models in gifted education. It describes the steps in structural equation modeling and introduces the Analysis of Linear Structural Relationships Model (LISREL) as a conceptual tool for model specification. It suggests that longitudinal research will be necessary to test these models property. Significant subject pools will also need to be employed to reduce capitalization on chance when testing the goodness-of-fit between the models and actual data collected. It is hoped that the application of the approaches suggested will lead to empirically-based model refinement in gifted education. Journal: Gifted and Talented International Pages: 85-91 Issue: 2 Volume: 15 Year: 2000 Month: 9 X-DOI: 10.1080/15332276.2000.11672937 File-URL: http://hdl.handle.net/10.1080/15332276.2000.11672937 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:15:y:2000:i:2:p:85-91 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672938_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Julie Landvogt Author-X-Name-First: Julie Author-X-Name-Last: Landvogt Author-Name: Lynne Kelly Author-X-Name-First: Lynne Author-X-Name-Last: Kelly Author-Name: Richard Koch Author-X-Name-First: Richard Author-X-Name-Last: Koch Author-Name: Sarah Harvey Author-X-Name-First: Sarah Author-X-Name-Last: Harvey Title: Mirror Gazing: From Critical Reflection Toward Evaluation Abstract: As our understanding of talent development becomes increasingly multi-faceted, the programs designed to nurture that development also become more complex. Researchers and practitioners alike have called for the opportunity to share perspectives and to become more reflective about their work: to have the opportunity to see what it is they are doing in order to explore how effective it is and for whom. This article reports on the development of a process combining reflective practice and evaluation within a developing program for gifted students. The goal has been to find a way that allows practitioners to decide what is to be evaluated, while ensuring that reflection is constructive and manageable. Journal: Gifted and Talented International Pages: 92-102 Issue: 2 Volume: 15 Year: 2000 Month: 9 X-DOI: 10.1080/15332276.2000.11672938 File-URL: http://hdl.handle.net/10.1080/15332276.2000.11672938 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:15:y:2000:i:2:p:92-102 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672939_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Mary K. Tallent-Runnels Author-X-Name-First: Mary K. Author-X-Name-Last: Tallent-Runnels Author-Name: Kirsi A. Tirri Author-X-Name-First: Kirsi A. Author-X-Name-Last: Tirri Author-Name: Aida Medina Adams Author-X-Name-First: Aida Medina Author-X-Name-Last: Adams Title: A Cross-Cultural Study of Teachers’ Attitudes Toward Gifted Children and Programs for Gifted Children Abstract: Few cross-cultural studies have focused on attitudes toward gifted children and gifted programs, and few studies regarding these attitudes have induded preservice teachers as part of the sample. This study addressed both of these issues. A sample of 300 teachers that induded regular classroom teachers, preservice teachers, and gifted program teachers from Finland and the United States completed an attitude scale and six demographic questions. The researchers also conducted factor analyses of the attitude scale. Using the factor solution, a multivariate analysis with a subsequent discriminant analysis found several cultural differences. One notable result supported the need for training in gifted education for preservice teachers, who, in many cases, expressed the most negative attitudes toward gifted children. Journal: Gifted and Talented International Pages: 103-115 Issue: 2 Volume: 15 Year: 2000 Month: 9 X-DOI: 10.1080/15332276.2000.11672939 File-URL: http://hdl.handle.net/10.1080/15332276.2000.11672939 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:15:y:2000:i:2:p:103-115 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672940_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ali Abdulrahman Lori Author-X-Name-First: Ali Abdulrahman Author-X-Name-Last: Lori Title: Taba’s Teaching Model: Effects on Academically Gifted Bahraini Students’ Cognitive Processes Abstract: The purpose of this study was to examine the effectiveness of the Taba Teaching Model (Schiever, 1991)on the growth of higher level cognitive skills of Bahraini academically gifted students. A test of higher level cognitive skills developed by Callahan (1981) was used to measure the participants’ higher cognitive skills before and after the implementation of the recommended Taba Teaching Model. The participants were enrolled in three junior high schools in Bahrain. T-tests showed significant differences between the particiants’ means on the pre and posttests. In addition, when the total number of participants was broken into small groups, significant differences were found with regard to their teacher’s level of model implementation, grade level, and specific classroom teachers. In concurrence with other studies conducted in the United States, this study found evidence to support the use of the Taba Teaching Model with academically gifted students. Journal: Gifted and Talented International Pages: 117-123 Issue: 2 Volume: 15 Year: 2000 Month: 9 X-DOI: 10.1080/15332276.2000.11672940 File-URL: http://hdl.handle.net/10.1080/15332276.2000.11672940 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:15:y:2000:i:2:p:117-123 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672941_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Fusun Akarsu Author-X-Name-First: Fusun Author-X-Name-Last: Akarsu Title: A Learning Model for Istanbul Science and Arts Center (BILSEM) Abstract: This article briefly summarizes the past and present status of the field of gifted education in Turkey. The Turkish Ministry of National Education has recently attempted to provide enrichment activities to gifted learners outside of their school environment by setting up science and arts centers. The article describes the activities related to the preparations for forming legal bases and to the selects and training of teachers for these centers. A learning model developed for the Istanbul Science and Arts Center is presented by delineating the rationale and the theoretical and practical consideration behind it, as well as the dimensions it incorporates. The difficulties in implementing the model in Isanbul and the present developments in other provinces are discussed. Journal: Gifted and Talented International Pages: 124-129 Issue: 2 Volume: 15 Year: 2000 Month: 9 X-DOI: 10.1080/15332276.2000.11672941 File-URL: http://hdl.handle.net/10.1080/15332276.2000.11672941 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:15:y:2000:i:2:p:124-129 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672942_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Zenita Cunha Guenther Author-X-Name-First: Zenita Cunha Author-X-Name-Last: Guenther Title: The International Program Perspective: Identification through Guided Observation in Brazil Abstract: The Center for Talent Development (CEDET) in Lavras, Minas Gerais, Brazil, is an educational enrichment center that is integrated with both the public and private school systems. Its program, which utilizes guided observation in its identification process, serves approximately 700 gifted children in the urban and rural areas of Lavras, Minas Gerais. Through its identification and enrichment of gifted children as well as its participation in and sponsorship of national conferences, CEDET functions as a strong resource for gifted education. Journal: Gifted and Talented International Pages: 130-133 Issue: 2 Volume: 15 Year: 2000 Month: 9 X-DOI: 10.1080/15332276.2000.11672942 File-URL: http://hdl.handle.net/10.1080/15332276.2000.11672942 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:15:y:2000:i:2:p:130-133 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672943_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Lisa K. Rainen Author-X-Name-First: Lisa K. Author-X-Name-Last: Rainen Title: Handbook of perception and cognition: Thinking and problem solving Journal: Gifted and Talented International Pages: 134-136 Issue: 2 Volume: 15 Year: 2000 Month: 9 X-DOI: 10.1080/15332276.2000.11672943 File-URL: http://hdl.handle.net/10.1080/15332276.2000.11672943 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:15:y:2000:i:2:p:134-136 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672944_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Kathryn M. Finn Author-X-Name-First: Kathryn M. Author-X-Name-Last: Finn Title: Uniquely gifted: identifying and meeting the needs of the twice-exceptional student Journal: Gifted and Talented International Pages: 137-138 Issue: 2 Volume: 15 Year: 2000 Month: 9 X-DOI: 10.1080/15332276.2000.11672944 File-URL: http://hdl.handle.net/10.1080/15332276.2000.11672944 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:15:y:2000:i:2:p:137-138 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672945_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Suzanna E. Henshon Author-X-Name-First: Suzanna E. Author-X-Name-Last: Henshon Title: Galileo’s daughter: A historical memoir of science, faith, and love; Longitude: The true story of a lone genius who solved the greatest scientific problem of his time Journal: Gifted and Talented International Pages: 139-142 Issue: 2 Volume: 15 Year: 2000 Month: 9 X-DOI: 10.1080/15332276.2000.11672945 File-URL: http://hdl.handle.net/10.1080/15332276.2000.11672945 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:15:y:2000:i:2:p:139-142 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672946_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joyce VanTassel-Baska Author-X-Name-First: Joyce Author-X-Name-Last: VanTassel-Baska Title: Editorial Commentary Journal: Gifted and Talented International Pages: 3-4 Issue: 1 Volume: 16 Year: 2001 Month: 3 X-DOI: 10.1080/15332276.2001.11672946 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672946 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:1:p:3-4 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672947_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: About the Authors Journal: Gifted and Talented International Pages: 5-6 Issue: 1 Volume: 16 Year: 2001 Month: 3 X-DOI: 10.1080/15332276.2001.11672947 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672947 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:1:p:5-6 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672948_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Lynn H. Fox Author-X-Name-First: Lynn H. Author-X-Name-Last: Fox Author-Name: Jennifer L. Engle Author-X-Name-First: Jennifer L. Author-X-Name-Last: Engle Author-Name: Pamela Paek Author-X-Name-First: Pamela Author-X-Name-Last: Paek Title: An Exploratory Study of Social Factors and Mathematics Achievement among High-Scoring Students: Cross-Cultural Perspectives from TIMSS Abstract: Social and psychological factors are important determinants of achievement-related attitudes and behavior. The current study examined these factors in relation to mathematics test performance across countries on the Third International Mathematics and Science Study (TIMSS). This study examined data from TIMSS to determine the relationship between affective and behavioral factors and mathematics achievement among third and fourth grade students in the United States and Japan. It reported on the similarities and differences among and between these students in terms of factors that may be related to mathematics achievement. The study also gave particular attention to gender differences across countries in the attitudinal and behavioral factors that are related to mathematics achievement. Journal: Gifted and Talented International Pages: 7-15 Issue: 1 Volume: 16 Year: 2001 Month: 3 X-DOI: 10.1080/15332276.2001.11672948 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672948 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:1:p:7-15 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672949_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Wu-Tien Wu Author-X-Name-First: Wu-Tien Author-X-Name-Last: Wu Author-Name: Jau-D. Chen Author-X-Name-First: Jau-D. Author-X-Name-Last: Chen Title: A Follow-Up Study of Taiwan Physics and Chemistry Olympians: The Role of Environmental Influences in Talent Development Abstract: Thirty-one Taiwan physics and chemistry Olympians (29 males and 3 females) participated in a study that asked three questions: (1) What are their current statuses? (2) What family and school factors contribute to development of their scientific talents? (3) What impact did the Olympiad program have on them? By means questionnaire survey and in-depth interview, the related data were collected. The questionnaires were originally developed by Campbell (1996) for cross-cultural studies. The major findings were as follows: (a) The Olympians were all top university students, and the majority were majoring in physics or chemistry (71 and 76%, respectively): (b) the Olympians were mostly the first-born child in small families and were "discovered" at an early age (86% of them had been in a gifted class); (c) the socioeconomic status (SES) of the Olympians families were varied, although the majority were in the high SES range: their family support and learning environment were reported strong and positive: (d) both the Olympians and their parents considered "encounter a good teacher" as the most important factor for the development of the Olympians’ scientific talents; (e) the Olympiad experiences were, in general, positive for the participants, especially in their learning attitude toward the sciences and self-concept; on the other hand, over half of them felt "burned out" during training and competition; (f) there were very few special programs designed for the Olympians during their college years; (g) few Olympians (19%) had published research papers, and most had not yet shown special achievement in areas other than the sciences since they were still students; and (h) although the Olympians were individuals with unique characteristics, they held a strong commitment to the sciences in common. Strong congruence was found between these findings and the follow-up study of Taiwan Mathematics Olympians (Wu & Chen, 1998). Journal: Gifted and Talented International Pages: 16-26 Issue: 1 Volume: 16 Year: 2001 Month: 3 X-DOI: 10.1080/15332276.2001.11672949 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672949 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:1:p:16-26 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672950_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Mi-Kyung Chung Author-X-Name-First: Mi-Kyung Author-X-Name-Last: Chung Title: Development of Self-Regulated Learning Abstract: This article examines the tendency for students at different grade levels to develop self-regulated learning. Based on the conceptual model of self-regulated learning proposed by Pintrich (1989), Pintrich and De Groot (1990), and Zimmerman (1989, 1990), which focuses on the relationship between motivation and cognition, three causal models were set up. According to the results of a structural analysis for 1,865 elementary, middle, and high school students, Model II, which structures intrinsic value as an exogenous variable, was determined to be the best-fitting model for South Korean students. In addition, the 30% variance in the 5th grade elementary school students and 32% and 18% variance in middle school and high school students, respectively, are explained by the test model. The self-regulated learning model suggested in this study may help teachers understand learning problems better in order to maximize their instructional efficiency. Journal: Gifted and Talented International Pages: 27-39 Issue: 1 Volume: 16 Year: 2001 Month: 3 X-DOI: 10.1080/15332276.2001.11672950 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672950 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:1:p:27-39 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672951_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Elizabeth Shaunessy Author-X-Name-First: Elizabeth Author-X-Name-Last: Shaunessy Title: Ukrainian Schools for the Gifted Abstract: The former Soviet state of Ukraine has implemented innovative schools for the gifted, ranging from high schools and medical schools to institutions focusing on humanities and languages, with programs available to both rural and urban gifted students. Identification, staffing, funding, curriculum, housing, and tracking of graduates are discussed in this overview of emerging schools in Ukraine. Although Ukraine is an economically challenged country, it has implemented a long-range plan to help the country advance and compete globally through the advancement of gifted students in separate public education settings. Three lyceum programs are discussed in this paper that typify secondary efforts for gifted students. Journal: Gifted and Talented International Pages: 40-46 Issue: 1 Volume: 16 Year: 2001 Month: 3 X-DOI: 10.1080/15332276.2001.11672951 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672951 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:1:p:40-46 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672952_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joan Borg Marks Author-X-Name-First: Joan Borg Author-X-Name-Last: Marks Title: The International Program Perspective: The Education of Gifted Children in Malta Abstract: Education is all about making provisions for individual differences and specific needs. All students, including the gifted, need their fair share of care. However, very often, gifted students are neglected because many believe that they can manage on their own. Brain power alone is not enough for the realization of giftedness. Perseverance, creativity, motivation, self-esteem, and the potential for high ability are ingredients that only when blended together lead to high achievement. This article looks at the important events in the history of education in Malta that could have had effects on the education of its gifted students. Malta’s educational structure is also outlined. Some major policies and practices within the educational system are examined to assess how effectively Malta provides for the educational needs of gifted students. Although it is evident that Malta hardly acknowledges the gifted, there have been encouraging recent educational developments in the country that promise a brighter future for all students, including the gifted. Journal: Gifted and Talented International Pages: 47-56 Issue: 1 Volume: 16 Year: 2001 Month: 3 X-DOI: 10.1080/15332276.2001.11672952 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672952 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:1:p:47-56 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672953_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Roger Moltzen Author-X-Name-First: Roger Author-X-Name-Last: Moltzen Author-Name: Tracy Riley Author-X-Name-First: Tracy Author-X-Name-Last: Riley Author-Name: Don Mcalpine Author-X-Name-First: Don Author-X-Name-Last: Mcalpine Title: Guiding Our Gifted and Talented Students: One Nation’s Story Abstract: In April 2000, the New Zealand Ministry of Education published a handbook, Gifted and Talented Students: Meeting Their Needs in New Zealand Schools, which was distributed to all primary, intermediate, and secondary schools throughout the country. This handbook is the first publication of its nature since 1972 and demonstrates the Ministry’s growing awareness of and commitment to the special needs of gifted and talented students. The authors were contracted by the Ministry to write the handbook, which serves as guidance in development and implementation of policies and programs for gifted and talented students. This article shares the process of development and future directions for gifted education in New Zealand. Journal: Gifted and Talented International Pages: 57-68 Issue: 1 Volume: 16 Year: 2001 Month: 3 X-DOI: 10.1080/15332276.2001.11672953 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672953 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:1:p:57-68 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672954_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Janine Lehane Author-X-Name-First: Janine Author-X-Name-Last: Lehane Title: Lorin Hollander: The Prodigy as Pioneer of Human Development Abstract: World-class musician, Lorin Hollander is now in the fifth decade of a career that commenced with his professional concert debut at Carnegie Hall at eleven years of age. He has performed with virtually every major symphony orchestra in the world. His more than 2000 performances include recitals and lecture/recitals with orchestra and chamber ensemble as pianist and symphony and choral conductor. For much of this time, Lorin has also led community outreach programs and university residencies that incorporate master classes, work with youth orchestras, counseling of gifted students, and training of mentors for the arts and sciences. Lorin’s work with teachers acknowledges the fundamental place of the arts in education. He also leads workshops that involve exploration of interdisciplinary connections, creativity, and spiritual and psychological health. Journal: Gifted and Talented International Pages: 69-71 Issue: 1 Volume: 16 Year: 2001 Month: 3 X-DOI: 10.1080/15332276.2001.11672954 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672954 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:1:p:69-71 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672955_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Lisa A. Schenkel Author-X-Name-First: Lisa A. Author-X-Name-Last: Schenkel Title: International Research Reviews Journal: Gifted and Talented International Pages: 72-72 Issue: 1 Volume: 16 Year: 2001 Month: 3 X-DOI: 10.1080/15332276.2001.11672955 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672955 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:1:p:72-72 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672956_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Raquel Lorenzo García Author-X-Name-First: Raquel Lorenzo Author-X-Name-Last: García Author-Name: Gonzalo Estévez Mena Author-X-Name-First: Gonzalo Estévez Author-X-Name-Last: Mena Author-Name: Marta Martínez Llantada Author-X-Name-First: Marta Martínez Author-X-Name-Last: Llantada Title: A Strategy for Talent Development at the Elementary School Level in Cuba Journal: Gifted and Talented International Pages: 72-73 Issue: 1 Volume: 16 Year: 2001 Month: 3 X-DOI: 10.1080/15332276.2001.11672956 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672956 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:1:p:72-73 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672957_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Juhyun Hah Author-X-Name-First: Juhyun Author-X-Name-Last: Hah Title: Creative Development from Childhood to Youth in South Korea Journal: Gifted and Talented International Pages: 74-74 Issue: 1 Volume: 16 Year: 2001 Month: 3 X-DOI: 10.1080/15332276.2001.11672957 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672957 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:1:p:74-74 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672958_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Miraca U.M. Gross Author-X-Name-First: Miraca U.M. Author-X-Name-Last: Gross Title: International handbook of giftedness and talent Journal: Gifted and Talented International Pages: 75-76 Issue: 1 Volume: 16 Year: 2001 Month: 3 X-DOI: 10.1080/15332276.2001.11672958 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672958 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:1:p:75-76 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672959_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Suzanna E. Henshon Author-X-Name-First: Suzanna E. Author-X-Name-Last: Henshon Title: Gifiedness has many faces: Multiple talents and abilities in the classroom Journal: Gifted and Talented International Pages: 77-79 Issue: 1 Volume: 16 Year: 2001 Month: 3 X-DOI: 10.1080/15332276.2001.11672959 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672959 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:1:p:77-79 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672960_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Karen B. Rogers Author-X-Name-First: Karen B. Author-X-Name-Last: Rogers Title: Removing the mask: Giftedness in poverty Journal: Gifted and Talented International Pages: 80-81 Issue: 1 Volume: 16 Year: 2001 Month: 3 X-DOI: 10.1080/15332276.2001.11672960 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672960 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:1:p:80-81 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672961_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: Genome Journal: Gifted and Talented International Pages: 82-82 Issue: 1 Volume: 16 Year: 2001 Month: 3 X-DOI: 10.1080/15332276.2001.11672961 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672961 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:1:p:82-82 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672962_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: The feeling of what happens Journal: Gifted and Talented International Pages: 83-83 Issue: 1 Volume: 16 Year: 2001 Month: 3 X-DOI: 10.1080/15332276.2001.11672962 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672962 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:1:p:83-83 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672963_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: The developing mind Journal: Gifted and Talented International Pages: 84-84 Issue: 1 Volume: 16 Year: 2001 Month: 3 X-DOI: 10.1080/15332276.2001.11672963 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672963 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:1:p:84-84 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672964_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joyce VanTassel-Baska Author-X-Name-First: Joyce Author-X-Name-Last: VanTassel-Baska Title: Editorial Commentary Journal: Gifted and Talented International Pages: 91-91 Issue: 2 Volume: 16 Year: 2001 Month: 9 X-DOI: 10.1080/15332276.2001.11672964 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672964 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:2:p:91-91 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672965_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: About the Authors Journal: Gifted and Talented International Pages: 92-93 Issue: 2 Volume: 16 Year: 2001 Month: 9 X-DOI: 10.1080/15332276.2001.11672965 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672965 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:2:p:92-93 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672966_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Linda E. Brody Author-X-Name-First: Linda E. Author-X-Name-Last: Brody Author-Name: Julian C. Stanley Author-X-Name-First: Julian C. Author-X-Name-Last: Stanley Author-Name: Linda B. Barnett Author-X-Name-First: Linda B. Author-X-Name-Last: Barnett Author-Name: Suzanne E. Juhasz Author-X-Name-First: Suzanne E. Author-X-Name-Last: Juhasz Author-Name: Sheila Gilheany Author-X-Name-First: Sheila Author-X-Name-Last: Gilheany Author-Name: Javier Tourón Author-X-Name-First: Javier Author-X-Name-Last: Tourón Title: Expanding the Johns Hopkins Talent Search Model Internationally Journal: Gifted and Talented International Pages: 94-94 Issue: 2 Volume: 16 Year: 2001 Month: 9 X-DOI: 10.1080/15332276.2001.11672966 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672966 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:2:p:94-94 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672967_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Julian C. Stanley Author-X-Name-First: Julian C. Author-X-Name-Last: Stanley Author-Name: Linda E. Brody Author-X-Name-First: Linda E. Author-X-Name-Last: Brody Title: History and Philosophy of the Talent Search Model Journal: Gifted and Talented International Pages: 94-96 Issue: 2 Volume: 16 Year: 2001 Month: 9 X-DOI: 10.1080/15332276.2001.11672967 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672967 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:2:p:94-96 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672968_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Linda B. Barnett Author-X-Name-First: Linda B. Author-X-Name-Last: Barnett Author-Name: Suzanne E. Juhasz Author-X-Name-First: Suzanne E. Author-X-Name-Last: Juhasz Title: The Johns Hopkins University Talent Searches Today Journal: Gifted and Talented International Pages: 96-99 Issue: 2 Volume: 16 Year: 2001 Month: 9 X-DOI: 10.1080/15332276.2001.11672968 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672968 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:2:p:96-99 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672969_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Linda E. Brody Author-X-Name-First: Linda E. Author-X-Name-Last: Brody Title: The Talent Search Model for Meeting the Academic Needs of Gifted and Talented Students Journal: Gifted and Talented International Pages: 99-102 Issue: 2 Volume: 16 Year: 2001 Month: 9 X-DOI: 10.1080/15332276.2001.11672969 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672969 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:2:p:99-102 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672970_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Sheila Gilheany Author-X-Name-First: Sheila Author-X-Name-Last: Gilheany Title: The Irish Centre for Talented Youth - An Adaptation of the Johns Hopkins Talent Search Model Journal: Gifted and Talented International Pages: 102-104 Issue: 2 Volume: 16 Year: 2001 Month: 9 X-DOI: 10.1080/15332276.2001.11672970 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672970 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:2:p:102-104 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672971_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Javier Tourón Author-X-Name-First: Javier Author-X-Name-Last: Tourón Title: School and College Ability Test (SCAT) Validation in Spain: Overview of the Process and Some Results Journal: Gifted and Talented International Pages: 104-107 Issue: 2 Volume: 16 Year: 2001 Month: 9 X-DOI: 10.1080/15332276.2001.11672971 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672971 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:2:p:104-107 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672972_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Annie Xuemei Feng Author-X-Name-First: Annie Xuemei Author-X-Name-Last: Feng Author-Name: James R. Campbell Author-X-Name-First: James R. Author-X-Name-Last: Campbell Author-Name: Marilyn A. Verna Author-X-Name-First: Marilyn A. Author-X-Name-Last: Verna Title: The Talent Development of American Physics Olympians Abstract: Fifty-five United States Physics Olympians and their parents participated in the study to answer three research questions: Did the United States Physics Olympians fulfill their high potential? What factors contributed to or hindered the development of the Olympians’ talent? What was the impact of the Olympiad program? The results showed that these Olympians produced 328 research products and patents and over 55% of them have or are pursuing a Ph.D. degree. Several home and school influences were found to contribute to the Physics Olympians’ talent development. The overall evaluation of the Olympiad program was positive, although some hindrances were identified. Journal: Gifted and Talented International Pages: 108-114 Issue: 2 Volume: 16 Year: 2001 Month: 9 X-DOI: 10.1080/15332276.2001.11672972 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672972 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:2:p:108-114 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672973_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Karen Goodnough Author-X-Name-First: Karen Author-X-Name-Last: Goodnough Title: Changing Teacher Beliefs about Giftedness and Differentiation Practices Abstract: This study explored the developing belief of a group of pre-senice and in-senice teachers (n=28) about the nature of giftedness and of teaching and learning of gifted learners as they participated in a six-week undergraduate introductory course in gifted education. Case study method, field notes, interviews, and open-ended questionnaires were used and triangulated to interpret the nature and extent of changes in teacher beliefs. Through participation in the course, students developed broader conceptions of the nature of giftedness and increased their awareness of the options available for differentiating curriculum for gifted learners. Journal: Gifted and Talented International Pages: 115-121 Issue: 2 Volume: 16 Year: 2001 Month: 9 X-DOI: 10.1080/15332276.2001.11672973 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672973 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:2:p:115-121 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672974_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Shirley Kokot Author-X-Name-First: Shirley Author-X-Name-Last: Kokot Title: Overcoming Attention Problem in Gifted Students: A Neuro-Developmental Approach Abstract: This paper discusses attentive and inattentive behaviors with special reference to the current increase in referrals of attention problems amongst gifted children. It challenges the belief that ADD with or without Hyperactivity is an irreversible condition presenting a neuro-developmental approach that treats the root cause of the problematic behavior through movement and other therapeutic exercises rather than relying on traditional methods such as drugs or behavioral modifications. Implementation approach with two gifted children, one diagnosed with ADD and one whose attenlional problems are not diagnosed, are given form of two case studies. Journal: Gifted and Talented International Pages: 122-129 Issue: 2 Volume: 16 Year: 2001 Month: 9 X-DOI: 10.1080/15332276.2001.11672974 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672974 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:2:p:122-129 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672975_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Greg Cunningham Author-X-Name-First: Greg Author-X-Name-Last: Cunningham Title: Best practices for high school classroom: The ultimate guide for student product development and evaluation Journal: Gifted and Talented International Pages: 130-131 Issue: 2 Volume: 16 Year: 2001 Month: 9 X-DOI: 10.1080/15332276.2001.11672975 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672975 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:2:p:130-131 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672976_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ellen Fithian Author-X-Name-First: Ellen Author-X-Name-Last: Fithian Title: Intelligence reframed: Multiple intelligences for the 21st century Journal: Gifted and Talented International Pages: 131-133 Issue: 2 Volume: 16 Year: 2001 Month: 9 X-DOI: 10.1080/15332276.2001.11672976 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672976 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:2:p:131-133 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672977_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Michael Clay Thompson Author-X-Name-First: Michael Clay Author-X-Name-Last: Thompson Title: Smart boys: Talent, manhood, and the search for meaning Journal: Gifted and Talented International Pages: 133-135 Issue: 2 Volume: 16 Year: 2001 Month: 9 X-DOI: 10.1080/15332276.2001.11672977 File-URL: http://hdl.handle.net/10.1080/15332276.2001.11672977 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:16:y:2001:i:2:p:133-135 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672978_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joyce Vantassel-Baska Author-X-Name-First: Joyce Author-X-Name-Last: Vantassel-Baska Title: Editorial Commentary Journal: Gifted and Talented International Pages: 3-4 Issue: 1 Volume: 17 Year: 2002 Month: 3 X-DOI: 10.1080/15332276.2002.11672978 File-URL: http://hdl.handle.net/10.1080/15332276.2002.11672978 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:17:y:2002:i:1:p:3-4 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672979_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: About the Authors Journal: Gifted and Talented International Pages: 5-6 Issue: 1 Volume: 17 Year: 2002 Month: 3 X-DOI: 10.1080/15332276.2002.11672979 File-URL: http://hdl.handle.net/10.1080/15332276.2002.11672979 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:17:y:2002:i:1:p:5-6 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672980_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Eunice M. L. Soriano De Alencar Author-X-Name-First: Eunice M. L. Soriano Author-X-Name-Last: De Alencar Author-Name: Denise De Souza Fleith Author-X-Name-First: Denise De Souza Author-X-Name-Last: Fleith Author-Name: Sheyla Blumen Author-X-Name-First: Sheyla Author-X-Name-Last: Blumen Title: Trends in Gifted Education in South America: The Brazilian and Peruvian Scenario Abstract: This paper presents current trends in gifted education in two countries of South America: Peru and Brazil. Educational provisions for the gifted, research on giftedness. unsolved issues, and perspectives for the future are reported. Misconceptions and lack of information regarding gifted children, as well as lack of national and state policies on gifted education are serious obstacles to the provision of adequate educational programs for the gifted efforts to improve the partnership between schools and universities regarding teachers’ and counselors’ training, implementation of parent group support, and inclusion of academic courses in gifted education are urgently needed in these countries, as well as more empirical studies on the nurturance of giftedness and talent. Journal: Gifted and Talented International Pages: 7-12 Issue: 1 Volume: 17 Year: 2002 Month: 3 X-DOI: 10.1080/15332276.2002.11672980 File-URL: http://hdl.handle.net/10.1080/15332276.2002.11672980 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:17:y:2002:i:1:p:7-12 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672981_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Deborah Eyre Author-X-Name-First: Deborah Author-X-Name-Last: Eyre Author-Name: John Geake Author-X-Name-First: John Author-X-Name-Last: Geake Title: Trends in Research into Gifted and Talented Education in England Abstract: In this review of trends in research into the education of gifted and talented children in England, we highlight the major themes and policy principles that underpin much recent research, summarize a selection of research projects that we feel have national significance, and indicate a number of issues for future research that have salience for the international community of educators working in this field. Journal: Gifted and Talented International Pages: 13-21 Issue: 1 Volume: 17 Year: 2002 Month: 3 X-DOI: 10.1080/15332276.2002.11672981 File-URL: http://hdl.handle.net/10.1080/15332276.2002.11672981 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:17:y:2002:i:1:p:13-21 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672982_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Evangelina Chiotis Author-X-Name-First: Evangelina Author-X-Name-Last: Chiotis Author-Name: Constantina Chronopoulos Author-X-Name-First: Constantina Author-X-Name-Last: Chronopoulos Author-Name: Bruce M. Shore Author-X-Name-First: Bruce M. Author-X-Name-Last: Shore Title: The Canadian Contribution to Gifted Education: A Comparative Analysis of Prominent Themes Abstract: Over 250 separate journal articles and books written by Canadian citizens or residents were reviewed to identify Canadian themes in giftedness and gifted education between 1901 and 2000. To qualify as an appropriate publication for this research, the term “gifted,” “giftedness,” “creativity” or some other related term must have been used in either the title or the abstract as indexed in ERIC and the National Library of Canada databases. The five most prominent themes were then compared with themes found in a random sample of 229 international publications. In general, there were similarities in the areas of strategies, programs and identification, but differences in the areas of creativity and self-concept, which were more extensively represented in the Canadian literature. Journal: Gifted and Talented International Pages: 22-30 Issue: 1 Volume: 17 Year: 2002 Month: 3 X-DOI: 10.1080/15332276.2002.11672982 File-URL: http://hdl.handle.net/10.1080/15332276.2002.11672982 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:17:y:2002:i:1:p:22-30 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672983_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Michael S. Matthews Author-X-Name-First: Michael S. Author-X-Name-Last: Matthews Title: Parental Bilingualism’s Relationship to Creativity of Parents and Their Children Abstract: Monolingual (n = 9) and non-monolingual (n = 16) parents from 25 families, and 34 of their children (N = 59). took the Torrance Tests of Creative Thinking (TTCT) Figural Form A. Monolingual and non-monolingual group scores did not differ significantly for parents or their children. Scores were compared with the number of languages spoken by parents and with the degree to which bilingualism was balanced or nonbalanced. Second language proficiency scores of bilingual parents were not significantly related to creativity for either parents or children. Given the low second language proficiency of participants, this finding is consistent with other studies finding few cognitive benefits (and possibly deficits) co-occurring with nonbalanced bilingualism (Cummins, 1977; Robisheaux & Banbury, 2002). Analysis revealed significant positive correlations within the non-monolingual group between number of languages spoken by parents and TTCT scores both of parents (r = .634. p = .008) and their children (r = .581. p = .006). Non-monolinguals scored significantly lower on some TTCT subscales. Journal: Gifted and Talented International Pages: 32-38 Issue: 1 Volume: 17 Year: 2002 Month: 3 X-DOI: 10.1080/15332276.2002.11672983 File-URL: http://hdl.handle.net/10.1080/15332276.2002.11672983 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:17:y:2002:i:1:p:32-38 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672984_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Maria Assunta Cuffaro Author-X-Name-First: Maria Assunta Author-X-Name-Last: Cuffaro Title: Resilient Protective Factors Used by Gifted Women Abstract: Twelve gifted women in graduate studies revealed the intrapersonal, interpersonal, academic, and economic challenges that they have encountered. In-depth interviews and two questionnaires with the women uncovered their use of the following factors to overcome challenges: cognitive restructuring/reappraisal, optimism, persistence, self-understanding, sense of purpose, problem-solving. information-seeking, autonomy, formation and utilization of relationships, motivation, flexibility, persistence, internal locus of control, risk-taking, refuge in hobbies/talents, optimism, social competence, dissociation, dreams, altruism, faith/spirituality, and confidence. This paper explores these resilient protective factors. Results from this study indicated that gifted women can be educated about resilient factors that they can cultivate in order to reach their goals. Journal: Gifted and Talented International Pages: 39-47 Issue: 1 Volume: 17 Year: 2002 Month: 3 X-DOI: 10.1080/15332276.2002.11672984 File-URL: http://hdl.handle.net/10.1080/15332276.2002.11672984 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:17:y:2002:i:1:p:39-47 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672985_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Elissa Brown Author-X-Name-First: Elissa Author-X-Name-Last: Brown Title: Re-forming Gifted Education: Matching the Program to the Child Journal: Gifted and Talented International Pages: 48-49 Issue: 1 Volume: 17 Year: 2002 Month: 3 X-DOI: 10.1080/15332276.2002.11672985 File-URL: http://hdl.handle.net/10.1080/15332276.2002.11672985 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:17:y:2002:i:1:p:48-49 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672986_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Suzanna Henshon Author-X-Name-First: Suzanna Author-X-Name-Last: Henshon Title: Classic Words: The Best Words of the Great Books Journal: Gifted and Talented International Pages: 49-51 Issue: 1 Volume: 17 Year: 2002 Month: 3 X-DOI: 10.1080/15332276.2002.11672986 File-URL: http://hdl.handle.net/10.1080/15332276.2002.11672986 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:17:y:2002:i:1:p:49-51 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672987_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Claire E. Hughes Author-X-Name-First: Claire E. Author-X-Name-Last: Hughes Title: From Neurons to Neighborhoods: The Science of Early Childhood Education Journal: Gifted and Talented International Pages: 51-53 Issue: 1 Volume: 17 Year: 2002 Month: 3 X-DOI: 10.1080/15332276.2002.11672987 File-URL: http://hdl.handle.net/10.1080/15332276.2002.11672987 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:17:y:2002:i:1:p:51-53 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672988_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joyce Vantassel-Baska Author-X-Name-First: Joyce Author-X-Name-Last: Vantassel-Baska Title: Editorial Commentary Journal: Gifted and Talented International Pages: 57-58 Issue: 2 Volume: 17 Year: 2002 Month: 9 X-DOI: 10.1080/15332276.2002.11672988 File-URL: http://hdl.handle.net/10.1080/15332276.2002.11672988 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:17:y:2002:i:2:p:57-58 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672989_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: About the Authors Journal: Gifted and Talented International Pages: 59-60 Issue: 2 Volume: 17 Year: 2002 Month: 9 X-DOI: 10.1080/15332276.2002.11672989 File-URL: http://hdl.handle.net/10.1080/15332276.2002.11672989 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:17:y:2002:i:2:p:59-60 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672990_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Kathleen M. Stone Author-X-Name-First: Kathleen M. Author-X-Name-Last: Stone Title: A Cross-Cultural Comparison of the Perceived Traits of Gifted Behavior Abstract: This research project addressed the overall research question: “Is there a difference across cultures in the perceived traits of gifted behavior?” A survey was used to identify traits of gifted behavior generally recognized within the United States, and to compare those traits with perceived indicators of gifted behavior implicitly found within the context of nine foreign cultures. The survey was translated into eight languages, and administered to 1.965 university students majoring in education or psychology representing 23 universities in ten countries. International participants in the research included the United States of America, the Western European countries of England, France, Germany, Italy, and Spain, and the Asian countries of Japan, Korea, Taiwan, and Thailand. Variables included individual gifted traits, and conceptual clusters of cognitive, achievement, motivation, creativity, socio-emotional, and existential qualities. The data also compared education versus psychology, gender, individualistic versus collectivist culture, religion, and the level of involvement in gifted education. Journal: Gifted and Talented International Pages: 61-75 Issue: 2 Volume: 17 Year: 2002 Month: 9 X-DOI: 10.1080/15332276.2002.11672990 File-URL: http://hdl.handle.net/10.1080/15332276.2002.11672990 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:17:y:2002:i:2:p:61-75 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672991_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Carmel M. Diezmann Author-X-Name-First: Carmel M. Author-X-Name-Last: Diezmann Author-Name: James J. Watters Author-X-Name-First: James J. Author-X-Name-Last: Watters Title: The Importance of Challenging Tasks for Mathematically Gifted Students Journal: Gifted and Talented International Pages: 76-84 Issue: 2 Volume: 17 Year: 2002 Month: 9 X-DOI: 10.1080/15332276.2002.11672991 File-URL: http://hdl.handle.net/10.1080/15332276.2002.11672991 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:17:y:2002:i:2:p:76-84 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672992_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Wilma Vialle Author-X-Name-First: Wilma Author-X-Name-Last: Vialle Author-Name: Siobhan Quigley Author-X-Name-First: Siobhan Author-X-Name-Last: Quigley Title: Does the Teacher of the Gifted Need to Be Gifted? Abstract: This paper reports on the first phase of a study investigating the qualities of effective teachers from the perspective of gifted students. A questionnaire was administered to students in Years 7, 9 and 11 at an academically selective high school in New South Wales, Australia. The data demonstrated that the personal-social qualities of the teachers were more highly valued than their intellectual qualities although there was a shift between Year 7 and Year 11 toward the intellectual end of the continuum. Overall there were no gender differences but in Year 9, girls favored the teacher’s personal characteristics more than their male counterparts. The open-ended questions, however, demonstrated that the characteristics (personal-social vs intellectual) cannot be neatly dichotomised. Recommendations are made for teacher training. Journal: Gifted and Talented International Pages: 85-90 Issue: 2 Volume: 17 Year: 2002 Month: 9 X-DOI: 10.1080/15332276.2002.11672992 File-URL: http://hdl.handle.net/10.1080/15332276.2002.11672992 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:17:y:2002:i:2:p:85-90 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672993_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Mercia Coetzee Author-X-Name-First: Mercia Author-X-Name-Last: Coetzee Author-Name: Emanuel J. Spamer Author-X-Name-First: Emanuel J. Author-X-Name-Last: Spamer Title: A Profile of the Health Behavior of Academically Gifted High School Pupils in South Africa: A Lifestyle Approach Abstract: This study explored the health behaviour of academically gifted high school pupils in Potchefstroom, in the North West Province of South Africa. The study was oriented towards behavioural and social science, and its basic philosophy is described as a lifestyle approach. The survey is based on an anonymous self-completion questionnaire. The Health Behaviour in School Aged Children (HBSC) questionnaire was administered to determine the health behaviour of 78 white, Afrikaans speaking high school pupils. The results of this study found the adolescents healthy, happy, and leading a healthy lifestyle. They enjoy happiness, make friends easily, are seldom lonely, are happy at school and are accepted by the other pupils. The results compared favourably to the results of the 1997/1998 HBSC survey. Limitations of the study centered on the nature of the sample. Journal: Gifted and Talented International Pages: 91-97 Issue: 2 Volume: 17 Year: 2002 Month: 9 X-DOI: 10.1080/15332276.2002.11672993 File-URL: http://hdl.handle.net/10.1080/15332276.2002.11672993 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:17:y:2002:i:2:p:91-97 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672994_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joan Freeman Author-X-Name-First: Joan Author-X-Name-Last: Freeman Title: The International Program Perspective: A Sporting Chance Journal: Gifted and Talented International Pages: 98-99 Issue: 2 Volume: 17 Year: 2002 Month: 9 X-DOI: 10.1080/15332276.2002.11672994 File-URL: http://hdl.handle.net/10.1080/15332276.2002.11672994 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:17:y:2002:i:2:p:98-99 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672995_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Annie Xuemei Feng Author-X-Name-First: Annie Xuemei Author-X-Name-Last: Feng Title: Women in Mathematics: The Addition of Difference Journal: Gifted and Talented International Pages: 100-101 Issue: 2 Volume: 17 Year: 2002 Month: 9 X-DOI: 10.1080/15332276.2002.11672995 File-URL: http://hdl.handle.net/10.1080/15332276.2002.11672995 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:17:y:2002:i:2:p:100-101 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672996_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Suzanna E. Henshon Author-X-Name-First: Suzanna E. Author-X-Name-Last: Henshon Title: Gifted Children Grown Up Journal: Gifted and Talented International Pages: 101-103 Issue: 2 Volume: 17 Year: 2002 Month: 9 X-DOI: 10.1080/15332276.2002.11672996 File-URL: http://hdl.handle.net/10.1080/15332276.2002.11672996 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:17:y:2002:i:2:p:101-103 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672997_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Barbara O’Neill Author-X-Name-First: Barbara Author-X-Name-Last: O’Neill Title: At Risk Students Defy the Odds: Overcoming Barriers to Educational Success Journal: Gifted and Talented International Pages: 103-105 Issue: 2 Volume: 17 Year: 2002 Month: 9 X-DOI: 10.1080/15332276.2002.11672997 File-URL: http://hdl.handle.net/10.1080/15332276.2002.11672997 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:17:y:2002:i:2:p:103-105 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672998_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Jeanne M. Struck Author-X-Name-First: Jeanne M. Author-X-Name-Last: Struck Title: Evaluating Professional Development Journal: Gifted and Talented International Pages: 105-106 Issue: 2 Volume: 17 Year: 2002 Month: 9 X-DOI: 10.1080/15332276.2002.11672998 File-URL: http://hdl.handle.net/10.1080/15332276.2002.11672998 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:17:y:2002:i:2:p:105-106 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11672999_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: And the Skylark Sings with Me: Adventures in Homeschooling and Community-Based Education Journal: Gifted and Talented International Pages: 106-107 Issue: 2 Volume: 17 Year: 2002 Month: 9 X-DOI: 10.1080/15332276.2002.11672999 File-URL: http://hdl.handle.net/10.1080/15332276.2002.11672999 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:17:y:2002:i:2:p:106-107 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673000_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Bess B. Worley Author-X-Name-First: Bess B. Author-X-Name-Last: Worley Title: Creative Home Schooling for Gifted Children: A Resource Guide Journal: Gifted and Talented International Pages: 107-108 Issue: 2 Volume: 17 Year: 2002 Month: 9 X-DOI: 10.1080/15332276.2002.11673000 File-URL: http://hdl.handle.net/10.1080/15332276.2002.11673000 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:17:y:2002:i:2:p:107-108 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673001_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joyce Vantassel-Baska Author-X-Name-First: Joyce Author-X-Name-Last: Vantassel-Baska Title: Editorial Commentary Journal: Gifted and Talented International Pages: 3-4 Issue: 1 Volume: 18 Year: 2003 Month: 3 X-DOI: 10.1080/15332276.2003.11673001 File-URL: http://hdl.handle.net/10.1080/15332276.2003.11673001 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:18:y:2003:i:1:p:3-4 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673002_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: About the Authors Journal: Gifted and Talented International Pages: 5-6 Issue: 1 Volume: 18 Year: 2003 Month: 3 X-DOI: 10.1080/15332276.2003.11673002 File-URL: http://hdl.handle.net/10.1080/15332276.2003.11673002 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:18:y:2003:i:1:p:5-6 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673003_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Margrit Stamm Author-X-Name-First: Margrit Author-X-Name-Last: Stamm Title: Looking at Long-Term Effects of Early Reading and Numeracy Ability: A Glance at the Phenomenon of Giftedness Abstract: This paper presents the results of a six-year longitudinal study. The focus of the study is preschool language and numeracy acquisition with specific reference to giftedness. Data were gathered from children entering school in 1995 who demonstrated high performance either in reading (precocious readers PR), numeracy (precocious mathematicians PM). or in both domains (precocious readers and mathematicians PRM). Selected findings are described in the context of a multidimensional giftedness model. Results indicate that first-graders who clearly showed accelerated reading and numeracy abilities demonstrate giftedness. These children, who were not formally instructed, showed self-initiative in language and numeracy acquisition. At the time of promotion into the secondary school in 2000. they were still among the best students in their class. The results of this study indicate that precocious reading and mathematical ability that develop true self-initiative may best predict future gifted behavior. Journal: Gifted and Talented International Pages: 7-16 Issue: 1 Volume: 18 Year: 2003 Month: 3 X-DOI: 10.1080/15332276.2003.11673003 File-URL: http://hdl.handle.net/10.1080/15332276.2003.11673003 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:18:y:2003:i:1:p:7-16 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673004_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Aisling M. Leavy Author-X-Name-First: Aisling M. Author-X-Name-Last: Leavy Title: Gifted Students’ Understanding of Statistics: Analysis of Data Arising from a Small Group Teaching Experiment Abstract: The principal objective of the study was to gain insight into cognitive processes related to three gifted students understanding of data. A small group teaching experiment was used to uncover students understanding of the notion of distribution and consisted of a clinical interview phase, teaching phase, and analysis phase. Fifteen teaching episodes followed the initial clinical interview and involved students working together on a variety of mathematical activities. The study examined how students organized data, described and indexed distributions of data, in addition to investigating their conceptualization of the mean. Results suggest that (a) modes and ranges were the most salient features of distributions, (b) typical values were generally located in clusters of data, (c) the mean was not utilized in the constructed measures of typicality, and (d) students had a relatively sophisticated understanding of samples and populations. Implications for curricular treatment of statistics for gifted students are discussed. Journal: Gifted and Talented International Pages: 17-26 Issue: 1 Volume: 18 Year: 2003 Month: 3 X-DOI: 10.1080/15332276.2003.11673004 File-URL: http://hdl.handle.net/10.1080/15332276.2003.11673004 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:18:y:2003:i:1:p:17-26 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673005_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Yolanda Benito Author-X-Name-First: Yolanda Author-X-Name-Last: Benito Title: Intellectual Giftedness and Associated Disorders: Separation Anxiety Disorders or School Phobia Abstract: Although a great amount of literature about the definition and education of gifted students exists, information about gifted students with associated disorders is not so abundant. In this paper, we use case studies to share how separation anxiety disorder affects gifted children. The first case is a girl who suffers from symbiotic separation anxiety. The second case deals with a girl suffering from threctics. The question is: Is the child afraid of going to school or is there a fear that she would be unable to adapt as a gifted child? Is the child afraid of being separated from her parents or does she suffer from anxiety at the thought of new responsibilities? The two case studies highlight these intriguing questions. Journal: Gifted and Talented International Pages: 27-35 Issue: 1 Volume: 18 Year: 2003 Month: 3 X-DOI: 10.1080/15332276.2003.11673005 File-URL: http://hdl.handle.net/10.1080/15332276.2003.11673005 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:18:y:2003:i:1:p:27-35 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673006_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Shlomit Rachmel Author-X-Name-First: Shlomit Author-X-Name-Last: Rachmel Author-Name: Rachel Zorman Author-X-Name-First: Rachel Author-X-Name-Last: Zorman Title: Gifted Students as Path-Breakers: The Israeli Experience Abstract: Path-breaking leaders produce new knowledge that changes conceptualizations in an area that is valued by society, enabling the field to progress in leaps and bounds. Gifted children are usually excellent consumers of knowledge, a necessary but not sufficient condition for path-breaking. How can we encourage gifted students to become path-breakers in their areas of interest? In this paper, we explore the characteristics of path-breakers and their possible antecedents in childhood and adolescence. Moreover, we portray how the Department for Gifted Students in the Ministry of Education in Israel promotes various programs to provide gifted students with the cognitive skills to enhance social and personality qualities that are essential to path-breaking leadership in various fields. Journal: Gifted and Talented International Pages: 36-43 Issue: 1 Volume: 18 Year: 2003 Month: 3 X-DOI: 10.1080/15332276.2003.11673006 File-URL: http://hdl.handle.net/10.1080/15332276.2003.11673006 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:18:y:2003:i:1:p:36-43 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673007_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Frances A. Karnes Author-X-Name-First: Frances A. Author-X-Name-Last: Karnes Author-Name: Stephanie A. Nugent Author-X-Name-First: Stephanie A. Author-X-Name-Last: Nugent Title: The Primary Years Programme in the United States: An Overview and Analysis Abstract: The Primary Years Programme (PYP) is an integral component of the International Baccalaureate Programme. Initiated in 1997 for youth ages 3-12, the international curriculum focuses on the whole child, with emphasis on social, emotional, physical, cultural, and academic areas. PYP combines the best of research and practice through engaging and relevant learning experiences. This article presents findings from a survey of accredited PYP schools and discusses the applicability of the PYP to gifted education. Journal: Gifted and Talented International Pages: 44-46 Issue: 1 Volume: 18 Year: 2003 Month: 3 X-DOI: 10.1080/15332276.2003.11673007 File-URL: http://hdl.handle.net/10.1080/15332276.2003.11673007 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:18:y:2003:i:1:p:44-46 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673008_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: John Feldhusen Author-X-Name-First: John Author-X-Name-Last: Feldhusen Title: Reflections on the Development of Creative Achievement Journal: Gifted and Talented International Pages: 47-52 Issue: 1 Volume: 18 Year: 2003 Month: 3 X-DOI: 10.1080/15332276.2003.11673008 File-URL: http://hdl.handle.net/10.1080/15332276.2003.11673008 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:18:y:2003:i:1:p:47-52 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673009_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Eunice Soriano de Alencar Author-X-Name-First: Eunice Soriano Author-X-Name-Last: de Alencar Title: Upside-Down Brilliance: The Visual-Spatial Learner Journal: Gifted and Talented International Pages: 53-54 Issue: 1 Volume: 18 Year: 2003 Month: 3 X-DOI: 10.1080/15332276.2003.11673009 File-URL: http://hdl.handle.net/10.1080/15332276.2003.11673009 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:18:y:2003:i:1:p:53-54 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673010_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Janet F. Soller Author-X-Name-First: Janet F. Author-X-Name-Last: Soller Title: The Gifted Enigma: A Collection of Articles Journal: Gifted and Talented International Pages: 54-55 Issue: 1 Volume: 18 Year: 2003 Month: 3 X-DOI: 10.1080/15332276.2003.11673010 File-URL: http://hdl.handle.net/10.1080/15332276.2003.11673010 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:18:y:2003:i:1:p:54-55 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673011_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joy L. Baytops Author-X-Name-First: Joy L. Author-X-Name-Last: Baytops Title: My Teeming Brain: Understanding Creative Writers Journal: Gifted and Talented International Pages: 55-56 Issue: 1 Volume: 18 Year: 2003 Month: 3 X-DOI: 10.1080/15332276.2003.11673011 File-URL: http://hdl.handle.net/10.1080/15332276.2003.11673011 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:18:y:2003:i:1:p:55-56 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673012_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Florence Lee Author-X-Name-First: Florence Author-X-Name-Last: Lee Title: A Forgotten Voice: A Biography of Leta Stetter Hollingworth Journal: Gifted and Talented International Pages: 57-58 Issue: 1 Volume: 18 Year: 2003 Month: 3 X-DOI: 10.1080/15332276.2003.11673012 File-URL: http://hdl.handle.net/10.1080/15332276.2003.11673012 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:18:y:2003:i:1:p:57-58 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673013_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joyce Vantassel-Baska Author-X-Name-First: Joyce Author-X-Name-Last: Vantassel-Baska Title: Editorial Commentary Journal: Gifted and Talented International Pages: 63-64 Issue: 2 Volume: 18 Year: 2003 Month: 9 X-DOI: 10.1080/15332276.2003.11673013 File-URL: http://hdl.handle.net/10.1080/15332276.2003.11673013 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:18:y:2003:i:2:p:63-64 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673014_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: About the Authors Journal: Gifted and Talented International Pages: 65-66 Issue: 2 Volume: 18 Year: 2003 Month: 9 X-DOI: 10.1080/15332276.2003.11673014 File-URL: http://hdl.handle.net/10.1080/15332276.2003.11673014 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:18:y:2003:i:2:p:65-66 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673015_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Patricia A. Schuler Author-X-Name-First: Patricia A. Author-X-Name-Last: Schuler Author-Name: Ivan Ferbezer Author-X-Name-First: Ivan Author-X-Name-Last: Ferbezer Author-Name: Nicky O’Leary Author-X-Name-First: Nicky Author-X-Name-Last: O’Leary Author-Name: Ludmila V. Popova Author-X-Name-First: Ludmila V. Author-X-Name-Last: Popova Author-Name: Cristina Maria Carvalho Delou Author-X-Name-First: Cristina Maria Carvalho Author-X-Name-Last: Delou Author-Name: Wieslawa Limont Author-X-Name-First: Wieslawa Author-X-Name-Last: Limont Title: Perfectionism: International Case Studies Abstract: Perfectionism has been recognized as a common emotional trait of giftedness. The purpose of this international exploratory study was to examine perfectionism in gifted male and female adolescents in nine countries. How they perceive their perfectionism and the consequences of their perfectionistic behaviors is explored. Students were also asked to provide advice to educators, parents, and counselors on how to help perfectionistic gifted adolescents. Qualitative and quantitative methods of data collection were employed to gather data from gifted male and female adolescents in each country who were identified as having perfectionistic tendencies. Structured written interviews and an instrument measuring perfectionism were used to provide information about the perceptions and behaviors of this population. Journal: Gifted and Talented International Pages: 67-75 Issue: 2 Volume: 18 Year: 2003 Month: 9 X-DOI: 10.1080/15332276.2003.11673015 File-URL: http://hdl.handle.net/10.1080/15332276.2003.11673015 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:18:y:2003:i:2:p:67-75 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673016_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Sal Mendaglio Author-X-Name-First: Sal Author-X-Name-Last: Mendaglio Author-Name: Michael Pyryt Author-X-Name-First: Michael Author-X-Name-Last: Pyryt Title: Self-Concept and Giftedness: A Multi-Theoretical Perspective Abstract: The purpose of this article is to discuss factors that affect the self-concept of gifted individuals. The Pyryt Mendaglio Self-Perception survey is introduced to describe three theoretical perspectives on self-concept: reflected appraisals, social comparison, and attribution. Each of these theories suggests positive and negative influences on gifted students’ self-concepts. Dabrowski’s Theory of Positive Disintegration is introduced to provide a unique perspective on self-concept-namely that the expected positive or negative self-evaluation is contingent upon the individual’s level of development. Journal: Gifted and Talented International Pages: 76-82 Issue: 2 Volume: 18 Year: 2003 Month: 9 X-DOI: 10.1080/15332276.2003.11673016 File-URL: http://hdl.handle.net/10.1080/15332276.2003.11673016 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:18:y:2003:i:2:p:76-82 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673017_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Don Ambrose Author-X-Name-First: Don Author-X-Name-Last: Ambrose Title: Response to Mendaglio and Pyryt Self-Concept and Giftedness: A Multi-Theoretical Perspective Journal: Gifted and Talented International Pages: 83-83 Issue: 2 Volume: 18 Year: 2003 Month: 9 X-DOI: 10.1080/15332276.2003.11673017 File-URL: http://hdl.handle.net/10.1080/15332276.2003.11673017 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:18:y:2003:i:2:p:83-83 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673018_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Bruce Bracken Author-X-Name-First: Bruce Author-X-Name-Last: Bracken Title: Response to Mendaglio and Pyryt Gifted Students’ Self-Concepts: A Behavioral Perspective Journal: Gifted and Talented International Pages: 84-86 Issue: 2 Volume: 18 Year: 2003 Month: 9 X-DOI: 10.1080/15332276.2003.11673018 File-URL: http://hdl.handle.net/10.1080/15332276.2003.11673018 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:18:y:2003:i:2:p:84-86 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673019_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Albert Ziegler Author-X-Name-First: Albert Author-X-Name-Last: Ziegler Author-Name: Heidrun Stoeger Author-X-Name-First: Heidrun Author-X-Name-Last: Stoeger Title: Identification of Underachievement: An Empirical Study on the Agreement among Various Diagnostic Sources Abstract: Parents, teachers and students are close to irreplaceable as diagnostic sources in the identification of gifted students. The relevant research literature has, however, expressed skepticism concerning the accuracy of such assessments, in particular with regard to the recognition of underachievers. In an empirical investigation, a comparison was made between assessments made by parents, teachers and the students themselves and the results of an intelligence test with reference to their efficiency in identifying underachieving and achieving students. The success rates demonstrated by parents and teachers in assessing the motivation and ability self-confidence levels of their children were also evaluated. The results demonstrate that these person groups are not reliable as sources of information. Journal: Gifted and Talented International Pages: 87-94 Issue: 2 Volume: 18 Year: 2003 Month: 9 X-DOI: 10.1080/15332276.2003.11673019 File-URL: http://hdl.handle.net/10.1080/15332276.2003.11673019 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:18:y:2003:i:2:p:87-94 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673020_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Bader O. Alomar Author-X-Name-First: Bader O. Author-X-Name-Last: Alomar Title: Parental Involvement in the Schooling of Children Abstract: The focus of the study was the involvement of parents in the schooling of gifted and non-gifted children. Parental involvement was translated into the following three measured variables: concern, action, and reward. A Parent Involvement Questionnaire (PIQ) was administered to 172 parents of gifted children and 74 parents of non-gifted children. No differences were found between the two groups for concern or reward. However, parents of gifted children scored higher in action than parents of non-gifted. No significant interactions were found when demographic variables were added. Multiple regression revealed that some demographic variables acted differently for each group. The study concluded that parents of gifted children are highly active in fostering their children’s schooling. Journal: Gifted and Talented International Pages: 95-100 Issue: 2 Volume: 18 Year: 2003 Month: 9 X-DOI: 10.1080/15332276.2003.11673020 File-URL: http://hdl.handle.net/10.1080/15332276.2003.11673020 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:18:y:2003:i:2:p:95-100 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673021_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Chwee Quek Author-X-Name-First: Chwee Author-X-Name-Last: Quek Title: Interview with Dr. Miraca Gross Journal: Gifted and Talented International Pages: 101-107 Issue: 2 Volume: 18 Year: 2003 Month: 9 X-DOI: 10.1080/15332276.2003.11673021 File-URL: http://hdl.handle.net/10.1080/15332276.2003.11673021 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:18:y:2003:i:2:p:101-107 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673022_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Vicki L. Vaughn Author-X-Name-First: Vicki L. Author-X-Name-Last: Vaughn Title: Content-Based Curriculum for High-Ability Learners Journal: Gifted and Talented International Pages: 108-109 Issue: 2 Volume: 18 Year: 2003 Month: 9 X-DOI: 10.1080/15332276.2003.11673022 File-URL: http://hdl.handle.net/10.1080/15332276.2003.11673022 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:18:y:2003:i:2:p:108-109 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673023_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Marilyn Ann Verna Author-X-Name-First: Marilyn Ann Author-X-Name-Last: Verna Title: Raising Your Child to Be Gifted: Successful Parents Speak! Journal: Gifted and Talented International Pages: 109-111 Issue: 2 Volume: 18 Year: 2003 Month: 9 X-DOI: 10.1080/15332276.2003.11673023 File-URL: http://hdl.handle.net/10.1080/15332276.2003.11673023 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:18:y:2003:i:2:p:109-111 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673024_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ruth E. Beeler Author-X-Name-First: Ruth E. Author-X-Name-Last: Beeler Title: All Girls: Single-Sex Education and Why It Matters Journal: Gifted and Talented International Pages: 111-113 Issue: 2 Volume: 18 Year: 2003 Month: 9 X-DOI: 10.1080/15332276.2003.11673024 File-URL: http://hdl.handle.net/10.1080/15332276.2003.11673024 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:18:y:2003:i:2:p:111-113 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673025_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joyce Vantassel-Baska Author-X-Name-First: Joyce Author-X-Name-Last: Vantassel-Baska Title: Editorial Commentary Journal: Gifted and Talented International Pages: 3-4 Issue: 1 Volume: 19 Year: 2004 Month: 3 X-DOI: 10.1080/15332276.2004.11673025 File-URL: http://hdl.handle.net/10.1080/15332276.2004.11673025 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:19:y:2004:i:1:p:3-4 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673026_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: About the Authors Journal: Gifted and Talented International Pages: 5-6 Issue: 1 Volume: 19 Year: 2004 Month: 3 X-DOI: 10.1080/15332276.2004.11673026 File-URL: http://hdl.handle.net/10.1080/15332276.2004.11673026 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:19:y:2004:i:1:p:5-6 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673027_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Mantak Yuen Author-X-Name-First: Mantak Author-X-Name-Last: Yuen Author-Name: Peter Westwood Author-X-Name-First: Peter Author-X-Name-Last: Westwood Title: Expected Competencies of Teachers of Gifted Learners: Perspectives from Chinese Teachers and Students Abstract: This study reports the perceptions of Chinese students and teachers concerning the essential competencies needed by teachers of gifted learners. The samples comprised 256 senior secondary school students and 95 regular mainstream secondary teachers in Hong Kong who completed a Chinese language version of the Gifted Teacher Competencies Questionnaire (Hultgren, 1981; Nelson & Prindle, 1992). Results indicated that both teachers and students held very similar beliefs about the competencies necessary for working with gifted learners with skills in promoting higher-order thinking, creative problem solving, and understanding the needs of gifted students rated highly by both groups. Statistically significant differences between teacher and student ratings were found only in four items with teachers rating more highly (i) skills in individual counseling of gifted students: (ii) ability to construct effective identification procedures; (iii) awareness of parent and community resources; and (iv) skills in fostering creative problem solving. The implications of the findings for teacher preparation and support are discussed, with particular reference to the implementation of gifted education programs in mainstream schools. Journal: Gifted and Talented International Pages: 7-14 Issue: 1 Volume: 19 Year: 2004 Month: 3 X-DOI: 10.1080/15332276.2004.11673027 File-URL: http://hdl.handle.net/10.1080/15332276.2004.11673027 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:19:y:2004:i:1:p:7-14 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673028_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Cheryll M. Adams Author-X-Name-First: Cheryll M. Author-X-Name-Last: Adams Author-Name: Rebecca L. Pierce Author-X-Name-First: Rebecca L. Author-X-Name-Last: Pierce Title: Attitudes of American and English Preservice Teachers Toward Gifted Learners Abstract: At a time when proponents of reform call for teachers to be ready to teach all children well, the needs of academically diverse learners are of primary concern. In striving for equity without sacrificing excellence, we must attend to the individual and diverse needs of all students. In order to educate well, we must teach to the individual rather than to the ambiguous "average" student. Since teacher attitudes can facilitate or impede this process, it is critical to understand the attitudes teachers hold toward academically diverse learners in general and gifted learners in particular. Of primary importance is a measure of these attitudes during the teacher preparation program.To investigate the issue of preservice teachers’ attitudes toward academically diverse learners and to discern areas of agreement/disagreement with respect to gifted learners, this study addressed the following research questions:1. What kind of attitudes (positive, negative, neutral) do preservice teachers hold toward gifted learners in particular?2. What similarities/differences are there in the responses of American and English preservice teachers on questions dealing specifically with gifted learners?Results indicate the responses given by both groups to the questions regarding gifted students were quite similar for most of the questions, even when questions did not reflect a positive attitude. Consensus was unexpected since one group had very little exposure to academically diverse learners while the other group’s training included more attention to the needs of academically diverse learners. Journal: Gifted and Talented International Pages: 15-23 Issue: 1 Volume: 19 Year: 2004 Month: 3 X-DOI: 10.1080/15332276.2004.11673028 File-URL: http://hdl.handle.net/10.1080/15332276.2004.11673028 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:19:y:2004:i:1:p:15-23 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673029_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Eunice M. L. Soriano De Alencar Author-X-Name-First: Eunice M. L. Soriano Author-X-Name-Last: De Alencar Author-Name: Denise De Souza Fleith Author-X-Name-First: Denise De Souza Author-X-Name-Last: Fleith Title: Creativity in University Courses: Perceptions of Professors and Students Abstract: This study addressed professors’ and students’ perception of the extent to which favorable conditions for fostering creativity exist in university courses. Thirty-five university professors and 874 of their students completed an inventory designed to evaluate the degree to which different aspects related to creativity had been fostered by these university professors. This inventory included 37 items distributed in four factors, labeled as follows: Incentive to New Ideas, Climate for Expression of Ideas: Evaluation and Teaching Methodology: and Interest for Students’ Learning. University professors, compared with their students, rated their behaviors as providing significantly more favorable conditions for the nurturing of creativity. The results suggest the need for professors to be belter equipped to create conditions that foster creativity in order to prepare students for the creative productivity that is necessary in all societies. Journal: Gifted and Talented International Pages: 24-28 Issue: 1 Volume: 19 Year: 2004 Month: 3 X-DOI: 10.1080/15332276.2004.11673029 File-URL: http://hdl.handle.net/10.1080/15332276.2004.11673029 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:19:y:2004:i:1:p:24-28 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673030_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Diane Montgomery Author-X-Name-First: Diane Author-X-Name-Last: Montgomery Title: Double Exceptionality: Gifted Children with Special Educational Needs and What Ordinary Schools Can Do Abstract: Intelligence tests and teacher assessments frequently fail to identify gifted students with learning difficulties who under-perform because these students’ disabilities tend to depress their test scores. These students are also not identified for remedial provisions because their high abilities are able to compensate for disabilities on tests. Consequently, these students end up in classes where teachers have low expectations of them, and curriculum provision is inadequate. If teachers in ordinary classrooms have knowledge of the common learning difficulties these students face and make the necessary accommodations and suitable curriculum provisions, more of these students are likely to be identified as high achievers and perhaps even overcome their learning disabilities. Journal: Gifted and Talented International Pages: 29-35 Issue: 1 Volume: 19 Year: 2004 Month: 3 X-DOI: 10.1080/15332276.2004.11673030 File-URL: http://hdl.handle.net/10.1080/15332276.2004.11673030 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:19:y:2004:i:1:p:29-35 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673031_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Penny Hollander Author-X-Name-First: Penny Author-X-Name-Last: Hollander Title: Program Perspective: Reflections on a Study Visit from Oxfordshire, UK to Williamsburg, Virginia, USA Abstract: This article compares the Virginia state structure with British structures for gifted and talented pupil provisions, describes the different professional development opportunities for teachers interested in gifted and talented education in both systems, as well as in and out of classroom practice and social and emotional needs of these pupils. The final part of the article includes individual teacher reflections about the formal visit made, what was learned, and what can be applied to their own classrooms. Journal: Gifted and Talented International Pages: 36-41 Issue: 1 Volume: 19 Year: 2004 Month: 3 X-DOI: 10.1080/15332276.2004.11673031 File-URL: http://hdl.handle.net/10.1080/15332276.2004.11673031 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:19:y:2004:i:1:p:36-41 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673032_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Xiaodong Xiong Author-X-Name-First: Xiaodong Author-X-Name-Last: Xiong Title: Program Perspective: Gifted Education in China Abstract: In recent experiments in gifted education, selection criteria and instructional teaching practice do not emphasize students’ inherent intelligence but stress their independent cognitive style and abilities in creative practice. It is important to find out and cultivate top students’ characteristics of cognitive style. Some weak points of the features of independent cognitive style may hinder a person from success. So far, we have not neglected education based on behavioral norms, moral standards, personality socialization, and social responsibilities while providing our students the best possible education. In teaching practice, we advocate “scientific exploration learning”, conduct research-based courses, and broaden the application of modern teaching technology. National Interest Education remains our top priority, and we encourage students to use the knowledge and skills have mastered to contribute to the revival and prosperity of the country. Journal: Gifted and Talented International Pages: 42-45 Issue: 1 Volume: 19 Year: 2004 Month: 3 X-DOI: 10.1080/15332276.2004.11673032 File-URL: http://hdl.handle.net/10.1080/15332276.2004.11673032 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:19:y:2004:i:1:p:42-45 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673033_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Karen B. Rogers Author-X-Name-First: Karen B. Author-X-Name-Last: Rogers Title: Designing and Utilizing Evaluation for Gifted Program Improvement Journal: Gifted and Talented International Pages: 42-45 Issue: 1 Volume: 19 Year: 2004 Month: 3 X-DOI: 10.1080/15332276.2004.11673033 File-URL: http://hdl.handle.net/10.1080/15332276.2004.11673033 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:19:y:2004:i:1:p:42-45 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673034_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Brandy Evans Author-X-Name-First: Brandy Author-X-Name-Last: Evans Title: The Blank Slate: The Modern Denial of Human Nature Journal: Gifted and Talented International Pages: 47-48 Issue: 1 Volume: 19 Year: 2004 Month: 3 X-DOI: 10.1080/15332276.2004.11673034 File-URL: http://hdl.handle.net/10.1080/15332276.2004.11673034 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:19:y:2004:i:1:p:47-48 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673035_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Chua Tee Teo Author-X-Name-First: Chua Tee Author-X-Name-Last: Teo Title: Understanding Creativity Journal: Gifted and Talented International Pages: 49-50 Issue: 1 Volume: 19 Year: 2004 Month: 3 X-DOI: 10.1080/15332276.2004.11673035 File-URL: http://hdl.handle.net/10.1080/15332276.2004.11673035 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:19:y:2004:i:1:p:49-50 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673036_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joyce VanTassel-Baska Author-X-Name-First: Joyce Author-X-Name-Last: VanTassel-Baska Title: Editorial Commentary Journal: Gifted and Talented International Pages: 57-58 Issue: 2 Volume: 19 Year: 2004 Month: 9 X-DOI: 10.1080/15332276.2004.11673036 File-URL: http://hdl.handle.net/10.1080/15332276.2004.11673036 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:19:y:2004:i:2:p:57-58 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673037_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: About the Authors Journal: Gifted and Talented International Pages: 59-60 Issue: 2 Volume: 19 Year: 2004 Month: 9 X-DOI: 10.1080/15332276.2004.11673037 File-URL: http://hdl.handle.net/10.1080/15332276.2004.11673037 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:19:y:2004:i:2:p:59-60 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673038_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Albert Ziegler Author-X-Name-First: Albert Author-X-Name-Last: Ziegler Author-Name: Heidrun Stoeger Author-X-Name-First: Heidrun Author-X-Name-Last: Stoeger Title: Differential Effects of Motivational Orientation on Self-Confidence and Helplessness among High Achievers and Underachievers Abstract: In the literature a learning goal orientation is considered to be adaptive in achievement contexts, an avoidance goal orientation as maladaptive and an approach orientation has led to mixed results. In this article, arguments will be presented as to why these general findings cannot be transferred to gifted students. In an empirical study it could be demonstrated that among gifted underachieving male students an avoidance and an approach orientation could be linked, as expected, to unfavorable expressions of confidence in one’s own ability for mathematics as well as to helplessness in mathematics - however, the same was true for a learning goal orientation. Among achieving boys and girls as well as among underachieving girls, a learning goal orientation was coupled with favorable values regarding confidence in one’s own ability for mathematics and helplessness - the same was found, however, for an approach orientation and an avoidance orientation. Journal: Gifted and Talented International Pages: 61-68 Issue: 2 Volume: 19 Year: 2004 Month: 9 X-DOI: 10.1080/15332276.2004.11673038 File-URL: http://hdl.handle.net/10.1080/15332276.2004.11673038 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:19:y:2004:i:2:p:61-68 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673039_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Kirsi Tirri Author-X-Name-First: Kirsi Author-X-Name-Last: Tirri Author-Name: Mary K. Tallent-Runnels Author-X-Name-First: Mary K. Author-X-Name-Last: Tallent-Runnels Title: Cross-Cultural Predictors of Teachers’ Attitudes Toward Gifted Education Journal: Gifted and Talented International Pages: 69-75 Issue: 2 Volume: 19 Year: 2004 Month: 9 X-DOI: 10.1080/15332276.2004.11673039 File-URL: http://hdl.handle.net/10.1080/15332276.2004.11673039 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:19:y:2004:i:2:p:69-75 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673040_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ümit Davasligil Author-X-Name-First: Ümit Author-X-Name-Last: Davasligil Title: Early Prediction of High Mathematical Ability Journal: Gifted and Talented International Pages: 76-85 Issue: 2 Volume: 19 Year: 2004 Month: 9 X-DOI: 10.1080/15332276.2004.11673040 File-URL: http://hdl.handle.net/10.1080/15332276.2004.11673040 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:19:y:2004:i:2:p:76-85 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673041_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ali A. Loori Author-X-Name-First: Ali A. Author-X-Name-Last: Loori Title: Bahraini Gifted Children’s Questions about the Future Journal: Gifted and Talented International Pages: 86-90 Issue: 2 Volume: 19 Year: 2004 Month: 9 X-DOI: 10.1080/15332276.2004.11673041 File-URL: http://hdl.handle.net/10.1080/15332276.2004.11673041 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:19:y:2004:i:2:p:86-90 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673042_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Alex Seeshing Yeung Author-X-Name-First: Alex Seeshing Author-X-Name-Last: Yeung Author-Name: Alan Ping Yan Chow Author-X-Name-First: Alan Ping Yan Author-X-Name-Last: Chow Author-Name: Phoebe Ching Wa Chow Author-X-Name-First: Phoebe Ching Wa Author-X-Name-Last: Chow Author-Name: Fai Luk Author-X-Name-First: Fai Author-X-Name-Last: Luk Author-Name: Edwin King Por Wong Author-X-Name-First: Edwin King Por Author-X-Name-Last: Wong Title: Academic Self-Concept of Gifted Students: When the Big Fish Becomes Small Abstract: Students’ self-concept is developed primarily on the basis of a sense of belonging to the group (an assimilation effect) and a comparison of competency with other students (a big-fish-little-pond effect). A total of 840 fourth and fifth graders were divided into five groups: (1) 29 gifted students instructed together in a gifted program, (2) 29 gifted students and (3) 31 non-gifted students instructed together in a gifted program, (4) 30 non-gifted students instructed together, and (5) 721 all other students. The self-concept scores for Group 1 were higher than for Groups 3, 4, and 5, but Group 2 did not score significantly higher than Group 3. The results suggest that gifted students are not homogeneous in respect to academic self-concept. Thus caution in grouping arrangements should be exercised. Journal: Gifted and Talented International Pages: 91-97 Issue: 2 Volume: 19 Year: 2004 Month: 9 X-DOI: 10.1080/15332276.2004.11673042 File-URL: http://hdl.handle.net/10.1080/15332276.2004.11673042 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:19:y:2004:i:2:p:91-97 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673043_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: S. Magendiran Author-X-Name-First: S. Author-X-Name-Last: Magendiran Author-Name: Deborah Tan Author-X-Name-First: Deborah Author-X-Name-Last: Tan Title: Program Perspective: A Singaporean Perspective of Gifted Education in the USA Journal: Gifted and Talented International Pages: 98-103 Issue: 2 Volume: 19 Year: 2004 Month: 9 X-DOI: 10.1080/15332276.2004.11673043 File-URL: http://hdl.handle.net/10.1080/15332276.2004.11673043 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:19:y:2004:i:2:p:98-103 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673044_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ibrahim A. Kolo Author-X-Name-First: Ibrahim A. Author-X-Name-Last: Kolo Title: Program Perspective: Gifted Education at the Crossroads in Nigeria: A Proposal for Meeting the Challenges in the Millennium Abstract: The paper essentially explores the need and prospects of international collaboration and support for the development of gifted education in developing countries, using the state of gifted education in Nigeria to illustrate the essence of such a venture. The rationale for international collaboration and support as a challenge for the international gifted education movement in the 2,000 millennium years are justified. Given the dilemma of gifted education in Nigeria as is typical of most developing countries, this paper advocates for intervention in the context of evolving a resource development and research centre as well as a reach-out correspondence training program as the major thrusts of the proposed collaboration and support. Journal: Gifted and Talented International Pages: 104-108 Issue: 2 Volume: 19 Year: 2004 Month: 9 X-DOI: 10.1080/15332276.2004.11673044 File-URL: http://hdl.handle.net/10.1080/15332276.2004.11673044 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:19:y:2004:i:2:p:104-108 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673045_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Catherine A. Little Author-X-Name-First: Catherine A. Author-X-Name-Last: Little Title: Exceptionally Gifted Children Journal: Gifted and Talented International Pages: 109-111 Issue: 2 Volume: 19 Year: 2004 Month: 9 X-DOI: 10.1080/15332276.2004.11673045 File-URL: http://hdl.handle.net/10.1080/15332276.2004.11673045 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:19:y:2004:i:2:p:109-111 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673046_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Janet Soller Author-X-Name-First: Janet Author-X-Name-Last: Soller Title: Cradles of Eminence 2nd Edition: Childhoods of More Than 700 Famous Men and Women Journal: Gifted and Talented International Pages: 111-112 Issue: 2 Volume: 19 Year: 2004 Month: 9 X-DOI: 10.1080/15332276.2004.11673046 File-URL: http://hdl.handle.net/10.1080/15332276.2004.11673046 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:19:y:2004:i:2:p:111-112 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673047_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Jill Halter Author-X-Name-First: Jill Author-X-Name-Last: Halter Title: Einstein in Berlin Journal: Gifted and Talented International Pages: 112-113 Issue: 2 Volume: 19 Year: 2004 Month: 9 X-DOI: 10.1080/15332276.2004.11673047 File-URL: http://hdl.handle.net/10.1080/15332276.2004.11673047 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:19:y:2004:i:2:p:112-113 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673048_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Jeanne Struck Author-X-Name-First: Jeanne Author-X-Name-Last: Struck Title: Grandparents’ Guide to Gifted Education Journal: Gifted and Talented International Pages: 113-114 Issue: 2 Volume: 19 Year: 2004 Month: 9 X-DOI: 10.1080/15332276.2004.11673048 File-URL: http://hdl.handle.net/10.1080/15332276.2004.11673048 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:19:y:2004:i:2:p:113-114 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673049_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Fawzy Ebrahim Author-X-Name-First: Fawzy Author-X-Name-Last: Ebrahim Title: Genius Denied Journal: Gifted and Talented International Pages: 114-116 Issue: 2 Volume: 19 Year: 2004 Month: 9 X-DOI: 10.1080/15332276.2004.11673049 File-URL: http://hdl.handle.net/10.1080/15332276.2004.11673049 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:19:y:2004:i:2:p:114-116 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673050_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joyce Vantassel-Baska Author-X-Name-First: Joyce Author-X-Name-Last: Vantassel-Baska Title: Editorial Commentary Journal: Gifted and Talented International Pages: 3-3 Issue: 1 Volume: 20 Year: 2005 Month: 8 X-DOI: 10.1080/15332276.2005.11673050 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673050 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:1:p:3-3 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673051_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: About the Authors Journal: Gifted and Talented International Pages: 4-5 Issue: 1 Volume: 20 Year: 2005 Month: 8 X-DOI: 10.1080/15332276.2005.11673051 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673051 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:1:p:4-5 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673052_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: John Geake Author-X-Name-First: John Author-X-Name-Last: Geake Author-Name: Claire Dodson Author-X-Name-First: Claire Author-X-Name-Last: Dodson Title: A Neuro-Psychological Model of the Creative Intelligence of Gifted Children Abstract: There is a vast literature concerning the relationship between creativity and high intelligence. Several models of giftedness feature creativity as a necessary component of giftedness, along with high intelligence. Consequently, a number of leaders in the field of gifted education e.g., Urban (1996; 2003), McCann (1998), have constructed their recommendations for pedagogy and differentiated curricula for academically gifted children around the promotion of creative intelligence. Here we present a neuro-psychological model of high-functioning creative intelligence based on evidence from cognitive psychology and cognitive neuroscience, and validated against the literature on creativity, high intelligence, and giftedness (Geake & Dodson, 2004a). A central concept is fluid analogising as a means by which gifted individuals exploit their relatively greater working memory capacity, and enhanced neural connectivity, for creatively intelligent outcomes. Journal: Gifted and Talented International Pages: 6-14 Issue: 1 Volume: 20 Year: 2005 Month: 8 X-DOI: 10.1080/15332276.2005.11673052 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673052 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:1:p:6-14 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673053_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Dean Keith Simonton Author-X-Name-First: Dean Keith Author-X-Name-Last: Simonton Title: Putting the Gift Back into Giftedness: The Genetics of Talent Development Abstract: Although giftedness and talent are semantically linked to genetic endowment, some psychologists have questioned whether innate gifts really exist. Instead, these researchers argue that so-called giftedness or talent merely involves the acquisition of domain-specific expertise by means of deliberate practice. However, these arguments are deficient because they (a) exaggerate the empirical support for the extreme nurture position and (b) overlook the empirical evidence on behalf of a moderate nature position. Hence, a comprehensive understanding of giftedness and talent - upon which gifted education must be based - requires a more finely nuanced appreciation of the relative contributions of genes and the environment. This appreciation necessarily includes recognition that gifiedness and talent do include genetic gifts. Journal: Gifted and Talented International Pages: 15-18 Issue: 1 Volume: 20 Year: 2005 Month: 8 X-DOI: 10.1080/15332276.2005.11673053 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673053 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:1:p:15-18 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673054_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Maria McCann Author-X-Name-First: Maria Author-X-Name-Last: McCann Title: Quest for the Holy Grail of Psychometric Creativity: The Links with Visual Thinking Ability and IQ Abstract: This paper proposes that creativity is an essential characteristic of giftedness despite the documented low correlation between IQ scores and scores on creativity tests, particularly at the upper IQ level. Tests for creativity are discussed with a particular emphasis on those that focus onfigural and visual thinking ability. Journal: Gifted and Talented International Pages: 19-29 Issue: 1 Volume: 20 Year: 2005 Month: 8 X-DOI: 10.1080/15332276.2005.11673054 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673054 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:1:p:19-29 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673055_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Kurt A. Heller Author-X-Name-First: Kurt A. Author-X-Name-Last: Heller Title: The Munich Model of Giftedness and Its Impact on Identification and Programming Abstract: This article centres on the Munich Model of Giftedness (MMG) and the recent Munich Dynamic Ability Achievement Model (MDAAM). Conceptual and methodological problems of identifying and nurturing the gifted are treated in greater detail, especially multidimensional measures based on the MMG. Finally, practical recommendations for identification and programming are discussed. Journal: Gifted and Talented International Pages: 30-36 Issue: 1 Volume: 20 Year: 2005 Month: 8 X-DOI: 10.1080/15332276.2005.11673055 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673055 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:1:p:30-36 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673056_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Bruce M. Shore Author-X-Name-First: Bruce M. Author-X-Name-Last: Shore Author-Name: Julie Anne Irving Author-X-Name-First: Julie Anne Author-X-Name-Last: Irving Title: Inquiry as a Pedagogical Link between Expertise and Giftedness: The High Ability and Inquiry Research Group at McGill University Abstract: The research focus of the High Ability and Inquiry Research group at McGill University over the past three decades has included exploring the parallels between giftedness and evolving expertise, as well as the pedagogical implications of this conceptualization. This has led to a current interest in inquiry-driven teaching and learning, and, most recently, the evaluation of outcomes from such learning and teaching experiences. Journal: Gifted and Talented International Pages: 37-40 Issue: 1 Volume: 20 Year: 2005 Month: 8 X-DOI: 10.1080/15332276.2005.11673056 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673056 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:1:p:37-40 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673057_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Beth A. Hennessey Author-X-Name-First: Beth A. Author-X-Name-Last: Hennessey Title: Motivation and Classroom Climate: Promoting Creativity in Gifted Children Abstract: Creativity does not come about in a vacuum. Empirical work carried out by investigators trained in psychology tells us that there is a direct link between the motivational orientation brought by a student to a task and the likelihood of her being creative at that task, and it is the environment that in large part shapes that motivational orientation. There are many important parallels between work being done in the field of gifted and talented education and the social psychology of creativity, yet the two research traditions have remained fairly separate. One commonality involves the empliasis placed by investigators representing both areas of inquiry on the interface between person and context. Taken together, these two research paths lead to the conclusion that close attention must be paid to school climate if gifted students’ motivation, creativity and special talents are to be developed. In fact, the influential effects of classroom environment on motivation and creativity of performance are staggering. The argument is made that an appreciation of classroom environmental effects is particularly important in the gifted and talented classroom or “pull-out” program in which the promotion of students’ interest and creativity of performance is a top priority. Research is reviewed which reveals that the typical American classroom is fraught with killers of intrinsic motivation and creativity, and suggestions for future research directions are offered. Journal: Gifted and Talented International Pages: 41-46 Issue: 1 Volume: 20 Year: 2005 Month: 8 X-DOI: 10.1080/15332276.2005.11673057 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673057 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:1:p:41-46 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673058_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ki-Soon Han Author-X-Name-First: Ki-Soon Author-X-Name-Last: Han Title: Problem-Finding, Real-World Divergent Thinking Test, and Young Children Abstract: Recent empirical research suggests that problem-finding is more predictive of children’s creative performance than problem-solving. Especially, problem-finding ability measured on the Real-World Divergent Thinking Test has been recommended by some researchers as a better predictor for children’s creative performances than conventional divergent thinking tests. However, the effectiveness of problem-finding and/or the Real-World Divergent Thinking Test with young children is hardly known for the lack of empirical studies. Thus, the present study examined whether (1) problem-finding ability is more predictive of creative performances than problem-solving ability in 109 second grade children; and (2) the Real-World Divergent Thinking Test is more predictive of young children’s creative performances than a conventional divergent thinking test (Wallach-Kogan Creativity Test). Children’s creative performances were assessed by story-telling, collage-making, and math problem creating tasks, and judged by nine expert judges. The results of the study raise questions about the usefulness of problem-finding ability and the use of the Real-World Divergent Thinking Test as a predictor of potential creative performances in young children. Journal: Gifted and Talented International Pages: 47-52 Issue: 1 Volume: 20 Year: 2005 Month: 8 X-DOI: 10.1080/15332276.2005.11673058 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673058 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:1:p:47-52 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673059_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Valerie Volk Author-X-Name-First: Valerie Author-X-Name-Last: Volk Title: Creative Problem Solving: Inside the Maze Abstract: Current educational interest in problem solving, both as an educational tool and as a major objective, is rarely reinforced by close examination of the processes involved. The present study aims to move beyond the adoption of ‘problem solving’ as a blanket objective, and to explore the complexity of processes and the diversity of strategies that must be utilised, by examining the nature of group problem solving in practice. Middle Level (Grades 7-9) gifted students (N=207) in 23 schools in four Australian states were administered a purpose-designed instrument to assess their levels of self-efficacy in problem solving before and after an intervention program that aimed at enhancing their strategies and developing their skills. Data were compared with those of 95 students of similar ability and grade levels who did not participate in the intervention. Possible reasons are offered for the lack of significant change in perceived self-efficacy in both groups.This investigation of the Future Problem Solving Program as one form of intervention has led to clarification of the clusters of components that underlie group creative problem solving. The particular importance of ‘bigger picture thinking’ has significance for teachers of gifted students. Journal: Gifted and Talented International Pages: 53-61 Issue: 1 Volume: 20 Year: 2005 Month: 8 X-DOI: 10.1080/15332276.2005.11673059 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673059 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:1:p:53-61 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673439_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Valsa Koshy Author-X-Name-First: Valsa Author-X-Name-Last: Koshy Author-Name: Ron Casey Author-X-Name-First: Ron Author-X-Name-Last: Casey Title: Letting Caged Birds Fly: Creativity for Postmodern Enlightenment Abstract: The evolution of our perspective on creativity as a phenomenon and process intertwined with problem-solving and critical thinking has evolved over the years as we have widened our experience of designing programs for gifted and talented students. This paper outlines how the authorsx2019;own thinking and practice developed as both gifted education and creativity became the focus of recent national initiatives within the United Kingdom. The UNESCO ten-year endeavor relating education and sustainability provides the backdrop and impetus for our current focus on creativity. Journal: Gifted and Talented International Pages: 62-65 Issue: 1 Volume: 20 Year: 2005 Month: 8 X-DOI: 10.1080/15332276.2005.11673439 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673439 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:1:p:62-65 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673440_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ai Girl Tan Author-X-Name-First: Ai Girl Author-X-Name-Last: Tan Title: My Conceptions of Creativity and the Search for Its Meaning in Education Abstract: This paper records my conceptions of and search for the meanings of creativity. In the first part, I outline multiple meanings and processes of creativity I came across in the literature. In the second part, I share with readers my conceptions of creativity in education. In addition, I delineate my views and personal experiences in the teaching of creativity in an Asian context. I conclude the paper by examining some Japanese and Singaporean aspirations of nurturing creativity among the young. Also included are some tools for the teaching of creativity and implications for creativity education. Journal: Gifted and Talented International Pages: 66-71 Issue: 1 Volume: 20 Year: 2005 Month: 8 X-DOI: 10.1080/15332276.2005.11673440 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673440 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:1:p:66-71 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673441_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Katherine Hoekman Author-X-Name-First: Katherine Author-X-Name-Last: Hoekman Title: Handbook of Gifted Education Journal: Gifted and Talented International Pages: 72-74 Issue: 1 Volume: 20 Year: 2005 Month: 8 X-DOI: 10.1080/15332276.2005.11673441 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673441 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:1:p:72-74 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673442_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Heidrun Stoeger Author-X-Name-First: Heidrun Author-X-Name-Last: Stoeger Title: Cross-Cultural Research: Basic Issues, Dilemmas and Strategies Journal: Gifted and Talented International Pages: 74-75 Issue: 1 Volume: 20 Year: 2005 Month: 8 X-DOI: 10.1080/15332276.2005.11673442 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673442 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:1:p:74-75 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673443_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Shirley J. Kokot Author-X-Name-First: Shirley J. Author-X-Name-Last: Kokot Title: Rethinking Gifted Education Journal: Gifted and Talented International Pages: 75-77 Issue: 1 Volume: 20 Year: 2005 Month: 8 X-DOI: 10.1080/15332276.2005.11673443 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673443 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:1:p:75-77 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673444_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Jason Gorgia Author-X-Name-First: Jason Author-X-Name-Last: Gorgia Title: In the Eyes of the Beholder: Critical Issues for Diversity in Gifted Education Journal: Gifted and Talented International Pages: 77-79 Issue: 1 Volume: 20 Year: 2005 Month: 8 X-DOI: 10.1080/15332276.2005.11673444 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673444 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:1:p:77-79 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673445_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Claire E. Hughes Author-X-Name-First: Claire E. Author-X-Name-Last: Hughes Title: Creativity in the Classroom Journal: Gifted and Talented International Pages: 79-80 Issue: 1 Volume: 20 Year: 2005 Month: 8 X-DOI: 10.1080/15332276.2005.11673445 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673445 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:1:p:79-80 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673446_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Mary Anne Heng Author-X-Name-First: Mary Anne Author-X-Name-Last: Heng Author-Name: Kai Yung (Brian) Tam Author-X-Name-First: Kai Yung (Brian) Author-X-Name-Last: Tam Title: Why Smart People Can Be so Stupid Journal: Gifted and Talented International Pages: 80-82 Issue: 1 Volume: 20 Year: 2005 Month: 8 X-DOI: 10.1080/15332276.2005.11673446 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673446 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:1:p:80-82 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673447_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Maria McCann Author-X-Name-First: Maria Author-X-Name-Last: McCann Title: Editorial Commentary Journal: Gifted and Talented International Pages: 5-5 Issue: 2 Volume: 20 Year: 2005 Month: 12 X-DOI: 10.1080/15332276.2005.11673447 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673447 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:2:p:5-5 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673448_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: Authors and Reviewers Journal: Gifted and Talented International Pages: 6-6 Issue: 2 Volume: 20 Year: 2005 Month: 12 X-DOI: 10.1080/15332276.2005.11673448 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673448 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:2:p:6-6 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673449_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Heidrun Stoeger Author-X-Name-First: Heidrun Author-X-Name-Last: Stoeger Author-Name: Albert Ziegler Author-X-Name-First: Albert Author-X-Name-Last: Ziegler Title: Motivational Orientations and Cognitive Abilities: An Empirical Investigation in Primary School Abstract: In an empirical investigation with fourth grade students, the correlation between motivational orientation and cognitive abilities was placed under examination. Outcome variables were performance, confidence in one’s own abilities and anxiety. Cognitive abilities and learning goal orientation both correlated positively with favorable expressions of the outcome variables. Performance goals, however, proved to be maladaptive in our study. From a theoretical perspective we find two points to be of basic importance: first, although almost all conceptions of giftedness accord high motivation levels a great deal of importance for achievement excellence, motivation itself is conceived in rather simplistic terms. Our study confirmed that high motivation can also be detrimental and that the exact form of motivation is consequential. Second, it could be demonstrated that motivation and cognitive abilities interact. This implies that findings made in motivation research cannot be simply transferred to the gifted. From a pedagogic perspective, a learning goal orientation seems worth encouraging, while, in contrast to opinions often expressed in the literature, a goal orientation approach seems to be affiliated with hazards for the learning processes of gifted individuals. Journal: Gifted and Talented International Pages: 7-18 Issue: 2 Volume: 20 Year: 2005 Month: 12 X-DOI: 10.1080/15332276.2005.11673449 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673449 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:2:p:7-18 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673450_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Kirsi Tirri Author-X-Name-First: Kirsi Author-X-Name-Last: Tirri Author-Name: Timo Ryhänen Author-X-Name-First: Timo Author-X-Name-Last: Ryhänen Author-Name: Petri Nokelainen Author-X-Name-First: Petri Author-X-Name-Last: Nokelainen Title: The Intelligence Profile of Finnish Peacekeepers Abstract: This paper explores the self-rated intelligence-profile inventory based on the seven dimensions of Howard Gardner’s theory of multiple intelligences in the sample of Finnish peacekeepers in Kosovo. The other goal is to test the instrument as a self-assessment tool to evaluate one’s spiritual sensitivity, the eighth spiritual intelligence dimension. Bayesian network modeling was used to study statistical dependencies between variables. Alpha values were calculated for the eight MI scales operationalized by seven dimensions for the first seven MI scales and four dimensions for the eighth spiritual intelligence scale. The results suggest that “bodily-kinesthetic” and “interpersonal” dimensions emphasizes the operational and social aspects of peacekeepers’ intelligences. The theoretical model of spiritual intelligence does not operate at its optimal level with this sample. Practical implications of this study point out possibilities for peacekeeper candidates to self-evaluate their gifts and talents relevant to peacekeeping mission. Journal: Gifted and Talented International Pages: 19-30 Issue: 2 Volume: 20 Year: 2005 Month: 12 X-DOI: 10.1080/15332276.2005.11673450 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673450 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:2:p:19-30 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673451_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Kyung-Hwa Lee Author-X-Name-First: Kyung-Hwa Author-X-Name-Last: Lee Title: Developmental Trends of Creative Thinking Ability and Creative Personality of Elementary School Children in Korea Abstract: The purpose of this study was to investigate the developmental trends of creative thinking ability and creative personality of elementary school children in Korea. Even though Torrance (1968) conducted research on developmental trends of divergent thinking, there needs to be an integrated research on thinking ability and creative personality of elementary school children. This study is related to the development of sub-factors of creative thinking ability and creative personality. The contents of the study are as follows:First, integrated creativity test items which consist of two parts, both creative thinking ability and creative personality test, were developed and validated. Creative thinking ability test was composed of three domains - language, drawing and sound. Each domain included items to measure fluency, flexibility, and originality factors. Creative personality test included items to measure sensitivity, curiosity and task commitment factors.Second, 2,782 subjects of elementary school children who were 6 to 11 years old, were randomly sampled nationwide. Then, an integrated creativity test was administered to identify the developmental trends of creative thinking ability and creative personality. The data was analyzed according to total scores and factors. The developmental trends of creativity were identified as the result of statistical analysis.It was thought that these results would give some implications to identify gifted children and to develop educational programs for gifted and talented children. Journal: Gifted and Talented International Pages: 31-37 Issue: 2 Volume: 20 Year: 2005 Month: 12 X-DOI: 10.1080/15332276.2005.11673451 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673451 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:2:p:31-37 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673452_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Tracy Riley Author-X-Name-First: Tracy Author-X-Name-Last: Riley Title: Taking Stock: An Investigation into the Identification of and Provisions for New Zealand’s Gifted and Talented Students Abstract: This article describes the process and findings of a recent Ministry of Education-funded study investigating the identification of and provisions for gifted and talented students in New Zealand. To best determine the extent, nature and effectiveness of provision for gifted and talented students, and in doing so, ensuring accordance with the Government’s core principles for gifted and talented education, this research is comprised of three key elements: a review of the literature which explains the theory and research informing effective practice; findings of a survey of a representative sample of approximately half the schools in New Zealand; and case studies of ten schools which enable a closer examination of promising practices, as well as provide insight into the enablers and barriers for New Zealand schools in the development and implementation of gifted and talented education. The study concluded that while New Zealand is making progress in the field of gifted education, its development is hampered by a lack of New Zealand-based research and the continuing need for professional development at pre- and in-service levels. Journal: Gifted and Talented International Pages: 38-49 Issue: 2 Volume: 20 Year: 2005 Month: 12 X-DOI: 10.1080/15332276.2005.11673452 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673452 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:2:p:38-49 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673453_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Graham Chaffey Author-X-Name-First: Graham Author-X-Name-Last: Chaffey Author-Name: Ken McCluskey Author-X-Name-First: Ken Author-X-Name-Last: McCluskey Author-Name: Gayle Halliwell Author-X-Name-First: Gayle Author-X-Name-Last: Halliwell Title: Using Coolabah Dynamic Assessment to Identify Canadian Aboriginal Children with High Academic Potential: A Cross-Cultural Comparison Abstract: In this pilot study, 19 Canadian Aboriginal students in grades 3 or 4 were taken through the Coolabah Dynamic Assessment process, a form of dynamic (test-intervention-retest) assessment. While many of the children made little or no gain from pretest to posttest, several others improved markedly as a result of the intervention. Indeed, some showed substantial growth, reaching levels that placed them in the “invisible underachiever” category. Since both might be considered to be members of a marginalized, “involuntary minority” population, the performance of the Canadian children was also compared with that of an Australian Indigenous group examined in an earlier investigation. Journal: Gifted and Talented International Pages: 50-59 Issue: 2 Volume: 20 Year: 2005 Month: 12 X-DOI: 10.1080/15332276.2005.11673453 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673453 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:2:p:50-59 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673454_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Don Ambrose Author-X-Name-First: Don Author-X-Name-Last: Ambrose Title: Contexts for Aspiration Development and Self-Fulfillment: International Comparisons Abstract: Poverty strongly suppresses the development of an individual’s aspirations, capacities and self-fulfillment. International comparisons of socioeconomic development and policy implications in diverse nations reveal extreme disparities among nations as contexts for child development. These contexts range from affluent to destitute and from egalitarian to highly stratified. An aspiration-development model serves as a lens for analysis of these diverse national contexts and their suppressive or supportive effects on the aspirations, talent development, and self-fulfillment of deprived and affluent children. Evolving trends in these large-scale contexts indicate the likelihood of even more severe aspirational suppression in the near future. Implications for education of the gifted and talented include the need to combat insular dogmatism. Educators of the gifted also must strike a fine balance between the development of individual creativity and the encouragement of relational altruism. Journal: Gifted and Talented International Pages: 60-69 Issue: 2 Volume: 20 Year: 2005 Month: 12 X-DOI: 10.1080/15332276.2005.11673454 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673454 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:2:p:60-69 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673455_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ketty Sarouphim Author-X-Name-First: Ketty Author-X-Name-Last: Sarouphim Title: Discover: Across the Spectrum of Grades: A Promising Alternative Assessment for Minority Identification? Abstract: The purpose of this study was to investigate the effectiveness of DISCOVER, a performance-based assessment developed for the identification of gifted minority students. DISCOVER is embedded in Gardner’s MI theory and consists of five activities which assess spatial, logical-mathematical and linguistic intelligences. The sample consisted of 955 students from K-12 taken from 10 schools in Arizona. The results showed low observers’ inter-rating correlations, indicating that students given high ratings in activities measuring one particular intelligence were not necessarily given similar high ratings in the other activities measuring different intelligences. In other words, students who were identified in one intelligence were not necessarily identified in the other intelligences, suggesting a good fit between DISCOVER and MI theory. Another finding is a lack of significant ethnic and gender differences in identification. Finally, a total of 20.9% participants were identified, suggesting that DISCOVER might contribute to diminishing the problem of minority underrepresentation in programs for the gifted. However, further studies should focus on the predictive and concurrent validity of DISCOVER before sounding a call for expanding its use. Journal: Gifted and Talented International Pages: 70-77 Issue: 2 Volume: 20 Year: 2005 Month: 12 X-DOI: 10.1080/15332276.2005.11673455 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673455 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:2:p:70-77 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673456_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Leigh Burrows Author-X-Name-First: Leigh Author-X-Name-Last: Burrows Title: SQ: Connecting with our Spiritual Intelligence Journal: Gifted and Talented International Pages: 78-80 Issue: 2 Volume: 20 Year: 2005 Month: 12 X-DOI: 10.1080/15332276.2005.11673456 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673456 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:2:p:78-80 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673457_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Karen Rogers Author-X-Name-First: Karen Author-X-Name-Last: Rogers Title: Comprehensive Curriculum for Gifted Learners Journal: Gifted and Talented International Pages: 81-82 Issue: 2 Volume: 20 Year: 2005 Month: 12 X-DOI: 10.1080/15332276.2005.11673457 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673457 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:2:p:81-82 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673458_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Shane N. Phillipson Author-X-Name-First: Shane N. Author-X-Name-Last: Phillipson Title: International Handbook of Intelligence: Lighting Candles on a Spaceship: The Search for Giftedness Journal: Gifted and Talented International Pages: 83-85 Issue: 2 Volume: 20 Year: 2005 Month: 12 X-DOI: 10.1080/15332276.2005.11673458 File-URL: http://hdl.handle.net/10.1080/15332276.2005.11673458 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:20:y:2005:i:2:p:83-85 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673459_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Taisir Subhi-Yamin Author-X-Name-First: Taisir Author-X-Name-Last: Subhi-Yamin Title: Editorial Commentary Journal: Gifted and Talented International Pages: 5-6 Issue: 1 Volume: 21 Year: 2006 Month: 8 X-DOI: 10.1080/15332276.2006.11673459 File-URL: http://hdl.handle.net/10.1080/15332276.2006.11673459 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:21:y:2006:i:1:p:5-6 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673460_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: Authors and Reviewers Journal: Gifted and Talented International Pages: 7-8 Issue: 1 Volume: 21 Year: 2006 Month: 8 X-DOI: 10.1080/15332276.2006.11673460 File-URL: http://hdl.handle.net/10.1080/15332276.2006.11673460 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:21:y:2006:i:1:p:7-8 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673461_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Mary Anne Heng Author-X-Name-First: Mary Anne Author-X-Name-Last: Heng Author-Name: Kai Yung (Brian) Tam Author-X-Name-First: Kai Yung (Brian) Author-X-Name-Last: Tam Author-Name: Thana L. Thaver Author-X-Name-First: Thana L. Author-X-Name-Last: Thaver Author-Name: James H. Borland Author-X-Name-First: James H. Author-X-Name-Last: Borland Title: The Role of a Special Friend in Assisting Underachieving Children of Academic Promise Abstract: This paper describes an adolescent mentorship program in Singapore to help underachieving, elementary-age children with academic potential develop positive attitudes towards learning. The paper provides an overview of the three phases of the mentoring program, namely training, mentoring and evaluation, examines the interactions between positive adolescent role models and underachieving, elementary-age children with academic promise, and makes recommendations for the establishment of effective mentoring programs in schools. Journal: Gifted and Talented International Pages: 9-21 Issue: 1 Volume: 21 Year: 2006 Month: 8 X-DOI: 10.1080/15332276.2006.11673461 File-URL: http://hdl.handle.net/10.1080/15332276.2006.11673461 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:21:y:2006:i:1:p:9-21 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673462_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Jiannong Shi Author-X-Name-First: Jiannong Author-X-Name-Last: Shi Author-Name: Ning Chen Author-X-Name-First: Ning Author-X-Name-Last: Chen Title: Enlightening the Mathematical Talents of Children in Kindergarten Abstract: Questions such as “Is it necessary to teach mathematics in kindergarten?” and “how to teach mathematics in kindergarten?” are controversial issues in China. According to many years experience of studying on the development of gifted children and education of young children in kindergarten the authors summarize that mathematics education in kindergarten is necessary but it should not be instructed rather should be experienced by children through touching, feeling, manipulating, playing and experiencing. Based on the law of psychological development of young children, a series of everyday activities for young children’s experiencing mathematics was designed in an experimental kindergarten. In the present presentation, the notions and experience of mathematics education in preschoolers in kindergarten will be presented and shared. Journal: Gifted and Talented International Pages: 22-29 Issue: 1 Volume: 21 Year: 2006 Month: 8 X-DOI: 10.1080/15332276.2006.11673462 File-URL: http://hdl.handle.net/10.1080/15332276.2006.11673462 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:21:y:2006:i:1:p:22-29 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673463_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Sue Farrent Author-X-Name-First: Sue Author-X-Name-Last: Farrent Title: Gifted Preschoolers Playing Alone: Do We Need to Intervene Abstract: It is evident from the literature on play that much of what children learn in their early years is learned through play and interaction with other children (Hughes 1999). This paper reports on case studies that were conducted over a two year period on six gifted children to examine their play and social interactions in preschools in South Australia. The six participants came from a variety of socioeconomic backgrounds and were aged between 3 years and 5 months and 4 years and 9 months at the beginning of the study. The participants IQs ranged from 130 to 140. Two observation sessions were conducted on each participant and the parents and educators of the participating gifted children either completed a questionnaire about their children or were interviewed at the centre. The study’s findings revealed that 5 out of the 6 children involved in the case studies were often observed playing alone which highlights the need for planned coordinated approaches by preschools to provide opportunities for the gifted preschooler to interact with other children. Journal: Gifted and Talented International Pages: 30-35 Issue: 1 Volume: 21 Year: 2006 Month: 8 X-DOI: 10.1080/15332276.2006.11673463 File-URL: http://hdl.handle.net/10.1080/15332276.2006.11673463 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:21:y:2006:i:1:p:30-35 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673464_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Echo Wu Author-X-Name-First: Echo Author-X-Name-Last: Wu Title: Parental Influence on Talent Development: Implications and Strategies from Western and Chinese Literature Abstract: The influence of parents on children’s talent development is one of the most interesting and important topics in gifted education. This paper summarizes major viewpoints and beliefs in the Western and Chinese literature on parenting, especially parenting of gifted and talented children. Following the literature review, some problems related to parenting are discussed, and three parenting strategies concerning the relevant problems are considered. The ultimate purpose of this paper is to provide parents and educators with useful guidance that combines the essence of good parenting strategies from both Western and Chinese literature. Journal: Gifted and Talented International Pages: 36-46 Issue: 1 Volume: 21 Year: 2006 Month: 8 X-DOI: 10.1080/15332276.2006.11673464 File-URL: http://hdl.handle.net/10.1080/15332276.2006.11673464 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:21:y:2006:i:1:p:36-46 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673465_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Heidrun Stoeger Author-X-Name-First: Heidrun Author-X-Name-Last: Stoeger Title: Identification of Giftedness in Early Childhood Abstract: This article starts with a survey of various topics relevant to the identification of exceptional talent in early childhood. To start, findings in the identification of cognitive abilities based on psychometric testing and their stability will be presented. This will be followed by an overview of research on information processing (attention and habituation, memory, capacity and durability, memory efficiency, strategies and metacognition) in early childhood and the significance of this work for the identification of giftedness. Following an overview of the identification of motivational and personality characteristics and their stability, findings on exceptional achievements (early reading, writing, calculating) and how well they can predict giftedness will be reported. Subsequently an overview will depict research findings on various characteristics associated with parents and the learning environment which are significant for the identification of giftedness in early childhood. Building on this research overview, a specific procedure with which giftedness can be identified in early childhood will be illustrated. The ENTER model (Ziegler & Stoeger, 2003, 2004a), which allows for identification on the basis of a wide array of giftedness models in practice, was chosen as a basis model for this identification. In this article, the identification model ENTER will be applied in conjunction with the Actiotope Model of Giftedness. Journal: Gifted and Talented International Pages: 47-65 Issue: 1 Volume: 21 Year: 2006 Month: 8 X-DOI: 10.1080/15332276.2006.11673465 File-URL: http://hdl.handle.net/10.1080/15332276.2006.11673465 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:21:y:2006:i:1:p:47-65 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673466_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Michael F. Shaughnessy Author-X-Name-First: Michael F. Author-X-Name-Last: Shaughnessy Title: Identifying Gifted Minority, Culturally, Racially & Ethnically Different Children: Are We Asking All the Wrong Questions? Abstract: Over the years, there has been much concern about the identification of gifted minority students. Many have felt that racially, ethnically, and culturally different children have been or are being missed by traditional intelligence tests. This paper explores this issue and offers an alternative view and perspective. Journal: Gifted and Talented International Pages: 66-71 Issue: 1 Volume: 21 Year: 2006 Month: 8 X-DOI: 10.1080/15332276.2006.11673466 File-URL: http://hdl.handle.net/10.1080/15332276.2006.11673466 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:21:y:2006:i:1:p:66-71 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673467_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Sofia Theodoridou Author-X-Name-First: Sofia Author-X-Name-Last: Theodoridou Author-Name: Aggeliki Davazoglou Author-X-Name-First: Aggeliki Author-X-Name-Last: Davazoglou Title: Teachers’ Evalution of Gifted Children’ Characteristics Abstract: The present study delineates the profile of the Greek gifted student as this has been recorded by fifty primary level education teachers, by means of comparing the characteristics attributed to a gifted student in relation to the typical student.A questionnaire based on SRBCSS-R was used. Statistical processing has shown that the participant teachers attributed the behavioral characteristics listed in the SRBCSS-R, more often to the gifted student than to the typical student. Nevertheless, the average rates of each behavioral characteristics group separately were found to be very close to the average rate, both those of the gifted as well as the typical student, which suggests the need for teachers in Greece to be prepared to recognize the special skills and interests of their gifted students during their training phase. Journal: Gifted and Talented International Pages: 72-77 Issue: 1 Volume: 21 Year: 2006 Month: 8 X-DOI: 10.1080/15332276.2006.11673467 File-URL: http://hdl.handle.net/10.1080/15332276.2006.11673467 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:21:y:2006:i:1:p:72-77 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673468_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Martina Endepohls-Ulpe Author-X-Name-First: Martina Author-X-Name-Last: Endepohls-Ulpe Title: Gifted and Talented in the Early Years - Practical Activities for Children Aged 3 to 5 Journal: Gifted and Talented International Pages: 78-80 Issue: 1 Volume: 21 Year: 2006 Month: 8 X-DOI: 10.1080/15332276.2006.11673468 File-URL: http://hdl.handle.net/10.1080/15332276.2006.11673468 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:21:y:2006:i:1:p:78-80 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673469_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Taisir Subhi-Yamin Author-X-Name-First: Taisir Author-X-Name-Last: Subhi-Yamin Title: Editorial Commentary Journal: Gifted and Talented International Pages: 5-6 Issue: 2 Volume: 21 Year: 2006 Month: 12 X-DOI: 10.1080/15332276.2006.11673469 File-URL: http://hdl.handle.net/10.1080/15332276.2006.11673469 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:21:y:2006:i:2:p:5-6 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673470_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: Authors and Reviewer Journal: Gifted and Talented International Pages: 7-8 Issue: 2 Volume: 21 Year: 2006 Month: 12 X-DOI: 10.1080/15332276.2006.11673470 File-URL: http://hdl.handle.net/10.1080/15332276.2006.11673470 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:21:y:2006:i:2:p:7-8 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673471_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Robert J. Sternberg Author-X-Name-First: Robert J. Author-X-Name-Last: Sternberg Author-Name: Jerry Lipka Author-X-Name-First: Jerry Author-X-Name-Last: Lipka Author-Name: Tina Newman Author-X-Name-First: Tina Author-X-Name-Last: Newman Author-Name: Sandra Wildfeuer Author-X-Name-First: Sandra Author-X-Name-Last: Wildfeuer Author-Name: Elena L. Grigorenko Author-X-Name-First: Elena L. Author-X-Name-Last: Grigorenko Title: Triarchically-Based Instruction and Assessment of Sixth-Grade Mathematics in a Yup’ik Cultural Setting in Alaska Abstract: A study was conducted among sixth-grade Alaskan students from urban and rural communities to test the efficacy of applying the triarchic theory of human intelligence and culturally-based teaching strategies to mathematics curriculum. Students were taught a unit on the mathematics concepts of area and perimeter in one of two ways: conventional instruction (primarily textbook based) and culturally-based, triarchic curriculum (involving analytical, creative, and practical/culture-based instruction). Performance was assessed prior to and following implementation of the curriculum via multiple-choice and performance or short-answer items measuring memory, analytical, creative, and practical aspects of achievement. In general, the culturally-based triarchic instruction was superior to the conventional textbook-based instruction. Journal: Gifted and Talented International Pages: 9-19 Issue: 2 Volume: 21 Year: 2006 Month: 12 X-DOI: 10.1080/15332276.2006.11673471 File-URL: http://hdl.handle.net/10.1080/15332276.2006.11673471 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:21:y:2006:i:2:p:9-19 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673472_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joan Freeman Author-X-Name-First: Joan Author-X-Name-Last: Freeman Title: The Emotional Development of Gifted and Talented Children Abstract: The gifted and talented can be expected to be at least as well balanced as any other children. But they can face special emotional challenges. For example, expectations of children seen as gifted and talented can be contradictory, in that either they will have poor social relationships or alternatively, are born leaders. Teachers and parents may over-pressure pupils to excel all the time, or raise all-round expectations even though the child is gifted only in one specific area. Youngsters may also find it stressful if they are always working at a stifling level, producing boredom, apathy and underachievement. Problems may arise in the classroom from the gifted child’s personal style of learning, particularly with regard to speed and depth, which produces management problems for teachers. Gifted children do have special emotional needs, notably exposure to the stimulation of like-minds of their own age, honest communication, the opportunity to follow their interests, and acceptance as children. Journal: Gifted and Talented International Pages: 20-28 Issue: 2 Volume: 21 Year: 2006 Month: 12 X-DOI: 10.1080/15332276.2006.11673472 File-URL: http://hdl.handle.net/10.1080/15332276.2006.11673472 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:21:y:2006:i:2:p:20-28 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673473_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Roland S. Persson Author-X-Name-First: Roland S. Author-X-Name-Last: Persson Title: VSAIEEDC - A Cognition-Based Generic Model for Qualitative Data Analysis in Giftedness and Talent Research Abstract: Qualitative research is not yet generally accepted in the study of giftedness and talent. Psychometrically oriented research tends to dominate. Critics raise concern that in qualitative research, analytical models are often vague and therefore replication nigh-impossible. The fact that there are many epistemological schools of thought, each proposing its own analytical tradition, adds to the confusion keeping controversy alive and well through philosophical debates. The aim of this article is to bridge the chasm between critics and proponents of qualitative research as valid science in its own right by outlining a generic and explicit model for the analysis of qualitative data, namely the VSAIEEDC Model. It is based on cognitive function rather then philosophical tenets and therefore, also on the assumption that all models for qualitative analysis have a common basis quite irrespective of epistemological tradition. A distinction is made between unaware analytical behavior as a necessity for everyday-living and formal analytical behavior as intentional, explicit, and applied in science. In conclusion, the need for stringent qualitative research into the socioemotional issues of the gifted and talented is discussed. Journal: Gifted and Talented International Pages: 29-37 Issue: 2 Volume: 21 Year: 2006 Month: 12 X-DOI: 10.1080/15332276.2006.11673473 File-URL: http://hdl.handle.net/10.1080/15332276.2006.11673473 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:21:y:2006:i:2:p:29-37 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673474_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joyce VanTassel-Baska Author-X-Name-First: Joyce Author-X-Name-Last: VanTassel-Baska Author-Name: Bronwyn MacFarlane Author-X-Name-First: Bronwyn Author-X-Name-Last: MacFarlane Author-Name: Annie Xuemei Feng Author-X-Name-First: Annie Xuemei Author-X-Name-Last: Feng Title: A Cross-Cultural Study of Exemplary Teaching: What Do Singapore and the United States Secondary Gifted Class Teachers Say? Abstract: This study examined beliefs about best teaching practices between Singapore and American teachers of gifted students. A total of 31 Singapore and 12 U.S. secondary gifted class teachers were interviewed and/or surveyed. The study’s results suggested that there were more similarities than differences between the two cultures about what an exemplary teacher signifies, what constitutes qualities of exemplary teachers, and what challenges exemplary teachers are facing in the two educational systems. Regardless of different cultural backgrounds, it is somewhat universal that an exemplary teacher embodies content expertise, flexible instructional repertoires, and passion for the discipline taught and for the students under his or her care. Culturally unique characteristics appeared to be bounded by the system in which they work. Journal: Gifted and Talented International Pages: 38-47 Issue: 2 Volume: 21 Year: 2006 Month: 12 X-DOI: 10.1080/15332276.2006.11673474 File-URL: http://hdl.handle.net/10.1080/15332276.2006.11673474 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:21:y:2006:i:2:p:38-47 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673475_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Trevor J. Tebbs Author-X-Name-First: Trevor J. Author-X-Name-Last: Tebbs Author-Name: Taisir Subhi-Yamin Author-X-Name-First: Taisir Author-X-Name-Last: Subhi-Yamin Title: The New Millennium in Mind Survey: An Assessment of Professional Confidence Abstract: The authors take a logical path that starts out by defining high ability students and ends with recommendations for actions that would benefit, not only students with high ability, but all students and their teachers. Along the way, the authors present elements of their own research and that of others in fields associated with gifted education and psychology. They examined the need students with high ability have for challenge; opportunities for engagement in advanced activities in the context of higher order thinking, critical and creative thinking, problem solving and decision making, transfer, and in their areas of strength and interest; how boredom and low self-efficacy relate to underachievement and other potentially devastating problems: how teachers’ self-efficacy towards teaching in general, and the teaching of productive thinking skills in particular, may impact a students own self-efficacy toward use of thinking skills; and how reduced self-efficacy in teachers toward teaching thinking skills may explain the lack of adjustment made in the curriculum for high ability students. Journal: Gifted and Talented International Pages: 48-60 Issue: 2 Volume: 21 Year: 2006 Month: 12 X-DOI: 10.1080/15332276.2006.11673475 File-URL: http://hdl.handle.net/10.1080/15332276.2006.11673475 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:21:y:2006:i:2:p:48-60 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673476_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Graham W. Chaffey Author-X-Name-First: Graham W. Author-X-Name-Last: Chaffey Author-Name: Gayle Halliwell Author-X-Name-First: Gayle Author-X-Name-Last: Halliwell Author-Name: Ken W. McCluskey Author-X-Name-First: Ken W. Author-X-Name-Last: McCluskey Title: Identifying High Academic Potential in Canadian Aboriginal Primary School Children Abstract: Of the 19 Canadian Aboriginal grade 3 and 4 children taken through the Coolabah Dynamic Assessment (test–intervention–retest) process in this pilot study, eight made pronounced gains from pre-test to posttest. Among this group of “invisible underachievers,” three showed exceptional potential by achieving post-test raw scores that suggest high academic potential. In the context of this study, the term “invisible underachiever” refers to individuals who underperform both in the classroom and on commonly used evidence of potential for higher achievement. Profiles of these three youngsters illustraXte the value of dynamic assessment in identifying talent in underachieving students, including those from disadvantaged and minority group backgrounds. Journal: Gifted and Talented International Pages: 61-70 Issue: 2 Volume: 21 Year: 2006 Month: 12 X-DOI: 10.1080/15332276.2006.11673476 File-URL: http://hdl.handle.net/10.1080/15332276.2006.11673476 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:21:y:2006:i:2:p:61-70 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673477_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Kornelia Tischler Author-X-Name-First: Kornelia Author-X-Name-Last: Tischler Title: Comparative Analysis of Specialized High Schools in the USA and in Austria Abstract: This paper reports of a cross-cultural study investigating the advantages and disadvantages of specialized high schools in the USA and in Austria from the perspective of teachers, students, and parents representatives. Semi-structured interviews with teachers, students and parents, questionnaires, observations and document review were used. This article summarizes some characteristics, pros and cons, and recommendations related to specialized schools. The purpose is to understand how to best meet the educational needs of gifted students. Specifically, the following aspects will be looked at: philosophy, schools goals and programming, school climate, teacher characteristics, and admission procedure. Political guidelines, local laws and legal provisions concerning the education of gifted children will be presented as well in order to develop a better understanding of the legal situation. Journal: Gifted and Talented International Pages: 71-82 Issue: 2 Volume: 21 Year: 2006 Month: 12 X-DOI: 10.1080/15332276.2006.11673477 File-URL: http://hdl.handle.net/10.1080/15332276.2006.11673477 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:21:y:2006:i:2:p:71-82 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673478_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Paul Beljan Author-X-Name-First: Paul Author-X-Name-Last: Beljan Author-Name: James T. Webb Author-X-Name-First: James T. Author-X-Name-Last: Webb Author-Name: Edward R. Amend Author-X-Name-First: Edward R. Author-X-Name-Last: Amend Author-Name: Nadia E. Web Author-X-Name-First: Nadia E. Author-X-Name-Last: Web Author-Name: Jean Goerss Author-X-Name-First: Jean Author-X-Name-Last: Goerss Author-Name: F. Rick Olenchak Author-X-Name-First: F. Rick Author-X-Name-Last: Olenchak Title: Misdiagnosis and Dual Diagnoses of Gifted Children and Adults: ADHD, Bipolar, OCD, Asperger’s, Depression, and Other Disorders Abstract: Many of our brightest, most creative young minds not only go unrecognized, but also are often incorrectly diagnosed. Misdiagnoses can lead parents and teachers to pursue incorrect, and in some cases even damaging measures in response to symptoms displayed the children they are charged with. Educators and parents should be cautious about simply accepting many diagnoses unless the diagnosing professional is knowledgeable about gifted children. It is our intent to educate professionals to reduce the likelihood of misdiagnosis of gifted children and adults. Journal: Gifted and Talented International Pages: 83-86 Issue: 2 Volume: 21 Year: 2006 Month: 12 X-DOI: 10.1080/15332276.2006.11673478 File-URL: http://hdl.handle.net/10.1080/15332276.2006.11673478 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:21:y:2006:i:2:p:83-86 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673479_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Felicia A. Dixon Author-X-Name-First: Felicia A. Author-X-Name-Last: Dixon Author-Name: Sydney M. Moon Author-X-Name-First: Sydney M. Author-X-Name-Last: Moon Author-Name: Heinz Neber Author-X-Name-First: Heinz Author-X-Name-Last: Neber Title: The Handbook of Secondary Gifted Education Journal: Gifted and Talented International Pages: 87-88 Issue: 2 Volume: 21 Year: 2006 Month: 12 X-DOI: 10.1080/15332276.2006.11673479 File-URL: http://hdl.handle.net/10.1080/15332276.2006.11673479 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:21:y:2006:i:2:p:87-88 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673480_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ronald L. Rubenzer Author-X-Name-First: Ronald L. Author-X-Name-Last: Rubenzer Title: The Why’s and How To’s of Private Testing for the Gifted in NC Journal: Gifted and Talented International Pages: 7-8 Issue: 1 Volume: 22 Year: 2007 Month: 8 X-DOI: 10.1080/15332276.2007.11673480 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673480 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:1:p:7-8 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673481_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Jacques-Henri Guignard Author-X-Name-First: Jacques-Henri Author-X-Name-Last: Guignard Author-Name: Todd I. Lubart Author-X-Name-First: Todd I. Author-X-Name-Last: Lubart Title: A Comparative Study of Convergent and Divergent Thinking in Intellectually Gifted Children Abstract: Convergent and divergent thinking was examined in gifted children and controls. A cross-sectional comparative study was conducted in semi-private schools with 83 children in the 5th and 7th grades, of which 36 children were identified as having a high IQ (above 130). We found higher abilities in the gifted group compared to the control group for solving tasks that require convergent thinking. However, this advantage was not observed for all cognitive activities. For divergent thinking, the control group showed greater divergent thinking performance in 7th grade compared to 5th grade, suggesting development, whereas no grade-level differences were observed for the gifted group. We discuss the implications of these results in terms of developmental disharmonies likely to characterize gifted children. In addition, it seems relevant to use creativity measures to complete traditional IQ tests in the assessment of giftedness. Journal: Gifted and Talented International Pages: 9-15 Issue: 1 Volume: 22 Year: 2007 Month: 8 X-DOI: 10.1080/15332276.2007.11673481 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673481 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:1:p:9-15 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673482_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Linor Hadar Author-X-Name-First: Linor Author-X-Name-Last: Hadar Author-Name: Ronny Erez Author-X-Name-First: Ronny Author-X-Name-Last: Erez Title: Learning Dilemmas of Curriculum Development at IASA and its Influence on Students’ Concepts of Learning Abstract: The Israel Arts and Science Academy is a residential high school for gifted students. The academy is a greenhouse for holistic excellence with visual arts, music and science as majors. The development of an independent learner with wide cultural interests, creative approach and high sensitivity to ethical problems, was the curriculums main goal. Implementation of the learning vision was measured by comparing IASA students’ learning perception with traditional school’s students’ learning perception, by integrating qualitative, quantitative research methods. Results show that IASA students view learning as an active process of deep thought, originality, creative thinking, and self structuring of knowledge. Regular school’s students focus on outcomes, on fulfilment of tasks in learning, absorbing material from the teacher and repetition. The students’ learning perceptions were closely bound with the character of the learning environment they attended; hence it can be viewed as a realization of their school’s learning vision. Journal: Gifted and Talented International Pages: 16-30 Issue: 1 Volume: 22 Year: 2007 Month: 8 X-DOI: 10.1080/15332276.2007.11673482 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673482 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:1:p:16-30 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673483_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Deborah Eyre Author-X-Name-First: Deborah Author-X-Name-Last: Eyre Title: Structured Tinkering: Improving Provision for the Gifted in Ordinary Schools Abstract: Structured tinkering is a systematic approach to the modification of the basic school curriculum to meet the needs of gifted and talented pupils. The approach builds on curriculum planning techniques and classroom differentiation techniques, and encourages individual teachers to determine the areas and methodologies for curriculum improvement. It foregrounds the role of the teacher and provides them with the skills to engage in critical reflection and systematic data collection so as to make informed choices on behalf of their class or department. This paper explores the rationale for the development of such an approach, gives details of its methodology and highlights some of its outcomes. Journal: Gifted and Talented International Pages: 31-38 Issue: 1 Volume: 22 Year: 2007 Month: 8 X-DOI: 10.1080/15332276.2007.11673483 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673483 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:1:p:31-38 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673484_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joseph S. Renzulli Author-X-Name-First: Joseph S. Author-X-Name-Last: Renzulli Author-Name: Marcia Gentry Author-X-Name-First: Marcia Author-X-Name-Last: Gentry Author-Name: Sally M. Reis Author-X-Name-First: Sally M. Author-X-Name-Last: Reis Title: Enrichment Clusters for Developing Creativity and High-End Learning Journal: Gifted and Talented International Pages: 39-46 Issue: 1 Volume: 22 Year: 2007 Month: 8 X-DOI: 10.1080/15332276.2007.11673484 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673484 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:1:p:39-46 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673485_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: R.J. Campbell Author-X-Name-First: R.J. Author-X-Name-Last: Campbell Author-Name: D. Eyre Author-X-Name-First: D. Author-X-Name-Last: Eyre Author-Name: R.D. Muijs Author-X-Name-First: R.D. Author-X-Name-Last: Muijs Author-Name: J.G.A. Neelands Author-X-Name-First: J.G.A. Author-X-Name-Last: Neelands Author-Name: W. Robinson Author-X-Name-First: W. Author-X-Name-Last: Robinson Title: English Model of Gifted and Talented Education: Policy, Context and Challenges Journal: Gifted and Talented International Pages: 47-54 Issue: 1 Volume: 22 Year: 2007 Month: 8 X-DOI: 10.1080/15332276.2007.11673485 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673485 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:1:p:47-54 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673486_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Sonia White Author-X-Name-First: Sonia Author-X-Name-Last: White Title: The Link between Perfectionism and Overexcitabilities Abstract: This research explores perfectionism and Dabrowski’s overexcitabilities with a view to discovering the correlation if any, between these constructs. The literature review established there was no prior empirical research to establish such a link. A sample of 98 teenage student volunteers (71 gifted, 27 non-gifted) answered self-scoring questionnaires on perfectionism and overexcitabilities behaviours. There was a definite correlation between perfectionism and overexcitabilities, especially intellectual, imaginational and emotional and sensual overexcitabilities. A phenomenon was discovered with a small, unique group of high-level perfectionists with multiple high overexcitabilities. Although not statistically significant because of group size, further research may provide statistical evidence that individuals scoring highly in perfectionism will most likely be gifted, have at least a 50% chance of being highly-gifted and score highly in at least 4 or 5 overexcitabilities. This phenomenon gave rise to a new theory, which will need to be tested: the Formula for High Level Perfectionism. Journal: Gifted and Talented International Pages: 55-65 Issue: 1 Volume: 22 Year: 2007 Month: 8 X-DOI: 10.1080/15332276.2007.11673486 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673486 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:1:p:55-65 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673487_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Linda Henderson Author-X-Name-First: Linda Author-X-Name-Last: Henderson Title: Reflections from a Classroom Using the ICM Abstract: VanTassel-Baska’s (1995) Integrated Curriculum Model (ICM) was designed specifically for use with gifted and talented students. It has been designed around known characteristics of effective curriculum for gifted students and tested for its effectiveness with such learners. Recent curriculum theories in gifted education argue that all learners should be provided with curriculum experiences that allow learners to attain optimum levels of learning, and that curriculum designed for gifted students should be used with as many learners who can benefit from it. This paper draws upon the findings of a study where the ICM was implemented into an inclusive Year 3 classroom. Students’ interview data are discussed highlighting the effectiveness of the ICM in increasing student engagement in comparison to previous learning experiences, and in particular the gifted students. Journal: Gifted and Talented International Pages: 66-73 Issue: 1 Volume: 22 Year: 2007 Month: 8 X-DOI: 10.1080/15332276.2007.11673487 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673487 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:1:p:66-73 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673488_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Maria Assunta Cuffaro Author-X-Name-First: Maria Assunta Author-X-Name-Last: Cuffaro Title: The Daily Emotions of Three High Ability Women with an Eating Disorder Abstract: The objective of this study was to understand the emotions of shame and guilt in three high ability women, who suffer with an eating disorder. In-depth interviewing and the Experience Sampling Method (ESM) were the methodological strategies of choice for this study. The three women, Hazel, Pat and Catherine reported feeling inferior and ineffective in their relationships with others. They held the erroneous belief that something was bad about them. Each experienced a chronic sense of shame. They reported feeling ashamed even when not in the presence of others. Our participants developed a sense of shame about their bodies. The eating disorder also contributed to their felt shame. The act of purging left Hazel feeling a sense of self-loathing and disgust for engaging in such a demeaning, humiliating act. For Hazel, Pat and Catherine their struggle with eating was a source of shame. All three women also reported experiencing guilt. The three felt morally obligated to make their parents happy and having an eating disorder caused them to violate this value. Guilt arose because the women believed they were the source of their parent’s pain. Our participants also felt unworthy of all they were given and experienced remorse in joyful occasions as well as for being given material things. The results revealed an understanding of the individual emotions that three women who suffer from an eating disorder feel. What emerged from the present study was that shame and guilt were prevalent emotions among the participants. Journal: Gifted and Talented International Pages: 74-85 Issue: 1 Volume: 22 Year: 2007 Month: 8 X-DOI: 10.1080/15332276.2007.11673488 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673488 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:1:p:74-85 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673489_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Laurence J. Coleman Author-X-Name-First: Laurence J. Author-X-Name-Last: Coleman Author-Name: Tracy L. Cross Author-X-Name-First: Tracy L. Author-X-Name-Last: Cross Author-Name: Taisir Subhi-Yamin Author-X-Name-First: Taisir Author-X-Name-Last: Subhi-Yamin Author-Name: Heinz Neber Author-X-Name-First: Heinz Author-X-Name-Last: Neber Title: Being Gifted in School: An Introduction to Development, Guidance, and Teaching (2nd Edition) Journal: Gifted and Talented International Pages: 86-87 Issue: 1 Volume: 22 Year: 2007 Month: 8 X-DOI: 10.1080/15332276.2007.11673489 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673489 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:1:p:86-87 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673490_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Taisir Subhi-Yamin Author-X-Name-First: Taisir Author-X-Name-Last: Subhi-Yamin Title: From the Editor’s Desk Journal: Gifted and Talented International Pages: 5-7 Issue: 2 Volume: 22 Year: 2007 Month: 12 X-DOI: 10.1080/15332276.2007.11673490 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673490 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:2:p:5-7 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673491_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Donald J. Treffinger Author-X-Name-First: Donald J. Author-X-Name-Last: Treffinger Title: Creative Problem Solving (CPS): Powerful Tools for Managing Change and Developing Talent Abstract: Creative Problem Solving (CPS) offers a powerful, practical set of tools for people of all ages to learn and apply. In educational settings, CPS is valuable for adults and for students to empower individuals and groups to think creatively and critically, deal with complex, open-ended problems, and manage change; CPS also plays a role in promoting talent recognition and development. This article describes the foundations for understanding the CPS system and the reasons for its importance in education, summarizes major influences on the development and evolution of CPS over more than five decades, summarizes current educational applications, and outlines a number of current and emerging trends and issues for research, development, and practice. Journal: Gifted and Talented International Pages: 8-18 Issue: 2 Volume: 22 Year: 2007 Month: 12 X-DOI: 10.1080/15332276.2007.11673491 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673491 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:2:p:8-18 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673492_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Roland S. Persson Author-X-Name-First: Roland S. Author-X-Name-Last: Persson Title: The Myth of the Antisocial Genius: A Survey Study of the Socio-Emotional Aspects of High-IQ Individuals Abstract: The research on the social and socio-emotional aspects of intellectual giftedness is relatively scarce and somewhat confl icting in results. The current study therefore addressed some of these issues exploring personality traits, societal involvement, crime rates, empathy and personal relationships comparing these over different levels of intelligence (IQ). In all, 287 Mensa members (216 men, 71 women), constituting one research population, volunteered to participate (100 scoring at the 98th percentile, 167 at the 99th percentile and 20 at 100th percentile) in a survey-designed study operationalized as an Internet-based questionnaire using the SPSS Dimensions software. Data were mainly dealt with as average requencies in the absence of normally distributed norms for comparison. Results defl ate myths peculiar to the extremely gifted as being psychiatrically morbid. Participants were highly empathic, responsible citizens who tended to possess a fl air for societal involvement and a strong interest in societal development. They also share most of the personality characteristics generally ascribed to a gifted population. However, some concerns are raised about the wellbeing of the extremely gifted, e.g., the potential negative affect of frequent social exclusion at all levels of society, which, overtime, is bound to impact anyone - gifted or not. Journal: Gifted and Talented International Pages: 19-34 Issue: 2 Volume: 22 Year: 2007 Month: 12 X-DOI: 10.1080/15332276.2007.11673492 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673492 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:2:p:19-34 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673493_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Larisa V. Shavinina Author-X-Name-First: Larisa V. Author-X-Name-Last: Shavinina Title: What Is the Essence of Giftedness? An Individual’s Unique Point of View Abstract: Based on research from the areas of high abilities, developmental, cognitive, and educational psychology, this article provides a clear answer to the fundamental question that has preoccupied investigators for centuries, “What is the essence of giftedness?” It presents the cognitive-developmental theory of giftedness, according to which there are three basic levels in the structural organization of giftedness (i.e., its neuropsychological, developmental, and cognitive foundations), and three levels of the manifestations of giftedness: intellectually-creative, metacognitive, and extracognitive abilities. The cognitive basis of giftedness is formed by the specifi c cognitive experience of the gifted that manifests itself in their unique type of representations: how an individual sees, understands, and interprets everything that is going on in the world around him or her. The gifted perceive, understand, and interpret everything in a different way. Their unique type of representations, unique picture of the world, or unique point of view is the essence of giftedness. Journal: Gifted and Talented International Pages: 35-44 Issue: 2 Volume: 22 Year: 2007 Month: 12 X-DOI: 10.1080/15332276.2007.11673493 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673493 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:2:p:35-44 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673494_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ketty M. Sarouphim Author-X-Name-First: Ketty M. Author-X-Name-Last: Sarouphim Title: DISCOVER Travels to Lebanon Abstract: The purpose of this study was to investigate the effectiveness of DISCOVER, a performance-based assessment, in identifying gifted students in Lebanon. DISCOVER is grounded in Gardner’s MI theory and consists of tasks involving problem-solving and creative abilities. The sample consisted of 49 middle-class 5-th graders, with a mean age of 10.2 years attending a private school in Beirut, Lebanon. High correlations were found between the participants’ DISCOVER ratings and their corresponding school grades in mathematical, spatial analytical and written linguistic intelligences. Discrepancies were found between students’ grades and corresponding DISCOVER ratings in spatial artistic and oral linguistic intelligences. However, 19% of the participants were identifi ed, with no gender differences.Findings were corroborated by interviews with the teachers. The researcher concludes the DISCOVER instrument holds promise for identifying gifted Lebanese children, but advises research on larger samples of Lebanese students should be conducted before drawing solid conclusions Journal: Gifted and Talented International Pages: 45-53 Issue: 2 Volume: 22 Year: 2007 Month: 12 X-DOI: 10.1080/15332276.2007.11673494 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673494 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:2:p:45-53 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673495_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Maria A. Cuffaro Author-X-Name-First: Maria A. Author-X-Name-Last: Cuffaro Author-Name: Richard B. Bates Author-X-Name-First: Richard B. Author-X-Name-Last: Bates Title: Journal Writing as a Coping Mechanism: A Case Study of a Gifted Young Woman - Lucy Maud Montgomery Abstract: This paper explores the childhood and adolescent years in the life of well-known Canadian author, Lucy Maud Montgomery. The purpose of this article is to show how she used personal journaling as a resilient coping mechanism to help overcome the challenges she faced as a gifted and talented girl. Challenges Montgomery experienced revolved around the personality characteristics associated with being gifted and talented. Also, her gifts and talents were not valued at home and under appreciated at the school she attended, a school that espoused rigid rules and where classroom routines stifl ed the gifted and talented student. This article draws upon Montgomery’s personal journals spanning 1880 to 1935. Her writings were examined using an in-depth case study methodology with the aim of understanding how Montgomery’s journal writing facilitated resiliency and coping. Journal: Gifted and Talented International Pages: 54-61 Issue: 2 Volume: 22 Year: 2007 Month: 12 X-DOI: 10.1080/15332276.2007.11673495 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673495 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:2:p:54-61 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673496_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Sylvie Tordjman Author-X-Name-First: Sylvie Author-X-Name-Last: Tordjman Author-Name: Jacques-Henri Guignard Author-X-Name-First: Jacques-Henri Author-X-Name-Last: Guignard Author-Name: Carolina Seligmann Author-X-Name-First: Carolina Author-X-Name-Last: Seligmann Author-Name: Emilie Vanroye Author-X-Name-First: Emilie Author-X-Name-Last: Vanroye Author-Name: Gregory Nevoux Author-X-Name-First: Gregory Author-X-Name-Last: Nevoux Author-Name: Jacqueline Fagard Author-X-Name-First: Jacqueline Author-X-Name-Last: Fagard Author-Name: Andrei Gorea Author-X-Name-First: Andrei Author-X-Name-Last: Gorea Author-Name: Pascal Mamassian Author-X-Name-First: Pascal Author-X-Name-Last: Mamassian Author-Name: Patrick Cavanagh Author-X-Name-First: Patrick Author-X-Name-Last: Cavanagh Author-Name: Sandra Lebreton Author-X-Name-First: Sandra Author-X-Name-Last: Lebreton Title: Diagnosis of Hyperactivity Disorder in Gifted Children Depends on Observational Sources Abstract: Attention Deficit/Hyperactivity Disorder (AD/HD) is often reported in gifted children. Several authors, however, suggest that gifted children, in fact display AD/HD-like behaviors, especially at school due to boredom resulting from academically understimulating environments. In order to clarify this issue, a study was conducted on 37 gifted children based on four different observational assessments of hyperactivity disorder (father, mother, teacher, child), using the Conners Rating Scale - Revised. The main results show that teachers at school observe less hyperactivity disorder than parents at home, and their perception is similar to that of the children. These fi ndings underline the importance of understanding hyperactive behavior situationally, i.e., in the context of the relational dynamics arising between a child expressing him or herself through a particular behavior and an environment that perceives this particular behavior and responds to it with different tolerance thresholds according to the observers. Journal: Gifted and Talented International Pages: 62-67 Issue: 2 Volume: 22 Year: 2007 Month: 12 X-DOI: 10.1080/15332276.2007.11673496 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673496 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:2:p:62-67 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673497_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Yoojung Chae Author-X-Name-First: Yoojung Author-X-Name-Last: Chae Author-Name: Marcia Gentry Author-X-Name-First: Marcia Author-X-Name-Last: Gentry Title: Korean High School Student Perceptions of Classroom Quality: Validation Research Abstract: This study was constructed to verify validity and reliability of Korean student responses to the instrument, Secondary Student Perceptions of Classroom Quality (SPOCQ) - Korean Version (Gentry & Chae, in process). The sample consisted of 713 high school students in Seoul and Ku-Mi regions. Data were collected in Korea and analyzed in the U.S. using confi rmatory factor analysis. The initial fi ve factor model with 34 items did not fi t the data well; the data supported a second fi ve-factor model with 32 items, in which two items from the original challenge subscale were deleted. The reliability and fit indices of the second model indicated that SPOCQ can be used with Korean secondary student populations. Journal: Gifted and Talented International Pages: 68-76 Issue: 2 Volume: 22 Year: 2007 Month: 12 X-DOI: 10.1080/15332276.2007.11673497 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673497 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:2:p:68-76 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673498_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Elisabeth Rudowicz Author-X-Name-First: Elisabeth Author-X-Name-Last: Rudowicz Title: Peers’ Perceptions of Intellectually Bright, Hardworking, and Sporty Students: A Developmental Perspective Abstract: The purpose of the study was to explore whether Hong Kong Chinese students’ perceptions of academic brilliance, studiousness, and athleticism mirrored traditional Chinese values of intellectual achievements and diligence. Although the main instrumentation was adapted from Tannenbaum (1962), an indigenous trait list was developed for the study. A total 1328 students aged 8 – 16 years participated in the study. Analysis of responses to eight stimulus characters differing in academic brilliance, effort, and athleticism revealed that the model of a perfect peer embraced all three qualities. Athleticism had the strongest impact on perceptions of a character, whereas studiousness the weakest. The attractiveness of athleticism increased with age. The interactive effect of academic brilliance, diligence, and athleticism on perceptions of a peer differed within the comparison groups. Culture proved to be a good predictor of students’ perceptions of a peer. Journal: Gifted and Talented International Pages: 77-88 Issue: 2 Volume: 22 Year: 2007 Month: 12 X-DOI: 10.1080/15332276.2007.11673498 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673498 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:2:p:77-88 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673499_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Laura McMaster Author-X-Name-First: Laura Author-X-Name-Last: McMaster Author-Name: Paul Betts Author-X-Name-First: Paul Author-X-Name-Last: Betts Title: Making School Math Messy: Deepening Mathematical Appreciation in Gifted High School Students Abstract: The literature and our experiences suggest that gifted students believe doing mathematics is fi nding the right answer and learning mathematics involves memorizing isolated procedures. These beliefs are asynchronous with reform efforts predicated by a socio-cultural view of the teaching of mathematics and with the discipline of mathematics described within the philosophy of mathematics literature. We developed a philosophy of mathematics unit based on a notion of ’messiness’ and implemented it with gifted high school students during a philosophy course. Messiness highlights the uncertain, social, and contextual aspects of school mathematics. Preliminary analyses suggest that while most students did not engage with alternative visions of mathematics, some did, and their appreciation of mathematics seemed to grow. We conclude that high school math for all gifted students, not just those taking philosophy, should be infused with messiness. Journal: Gifted and Talented International Pages: 89-95 Issue: 2 Volume: 22 Year: 2007 Month: 12 X-DOI: 10.1080/15332276.2007.11673499 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673499 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:2:p:89-95 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673500_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Luz Pérez Sánchez Author-X-Name-First: Luz Pérez Author-X-Name-Last: Sánchez Author-Name: Jesús A. Beltrán Llera Author-X-Name-First: Jesús A. Author-X-Name-Last: Beltrán Llera Author-Name: Coral González Barberá Author-X-Name-First: Coral González Author-X-Name-Last: Barberá Author-Name: Javier Adrados Cuesta Author-X-Name-First: Javier Adrados Author-X-Name-Last: Cuesta Title: Gender Differences in Intelligence and Achievement in Gifted Spanish Children Abstract: The purpose of this investigation is to determine whether there are gender differences in intelligence and achievement among gifted Spanish children. The sample is made up of 110 students of high ability (42 girls and 68 boys) coming from various Spanish educational centers and selected to attend an enrichment program. Their age ranged between 6 and 16 years. Data relating to the administration of the WISC-R and achievement in their school were amalgamated. The results reveal some signifi cant differences in intelligence and achievement. Girls scored higher than boys in Performance IQ and Full Scale IQ, whereas boys scored higher in achievement. Differences were also noted in terms of function and educational level. Secondary students performed better than those in primary education. Journal: Gifted and Talented International Pages: 96-104 Issue: 2 Volume: 22 Year: 2007 Month: 12 X-DOI: 10.1080/15332276.2007.11673500 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673500 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:2:p:96-104 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673501_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Maria Pereira-Fradin Author-X-Name-First: Maria Author-X-Name-Last: Pereira-Fradin Author-Name: Amandine Dubois Author-X-Name-First: Amandine Author-X-Name-Last: Dubois Title: Environmental Effects on Musical Talent Development Abstract: The main goal of this study is to identify factors that may explain individual differences in the development of musical talent, and offer some objective criteria for a better identifi cation of musically gifted children. Using parent and teacher reports, we examined the characteristics of children enrolled in the same music schools making a comparison between those identifi ed as gifted and those not so identifi ed. Results show parents and teachers have different perceptions regarding the effect of environmental factors on talent development. We also found gifted and non-gifted children have different profi les in terms of personality factors and environmental characteristics. Journal: Gifted and Talented International Pages: 105-117 Issue: 2 Volume: 22 Year: 2007 Month: 12 X-DOI: 10.1080/15332276.2007.11673501 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673501 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:2:p:105-117 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673502_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Donna Copsey Haydey Author-X-Name-First: Donna Copsey Author-X-Name-Last: Haydey Author-Name: Adrian Deakin Author-X-Name-First: Adrian Author-X-Name-Last: Deakin Title: A Short Term Tutoring Program: Summarizing Chemistry Text with Grade 12 Gifted Students Abstract: The ability to summarize content area text becomes increasingly important as the reading demands on students increase. Often it is assumed that by high school students are skilled at reducing a passage to its gist. A Canadian teacher discovered, however, that the summaries of his academically gifted high school students taking a university level chemistry course were a retelling of the original text. Together with a university researcher a short term tutoring project was offered to assist students in developing their summarization skills. The sessions involved ’think alouds’ and direct explicit instruction of the strategies followed by practice time and student refl ection. The fi ndings of the study revealed that while the students quickly learned the specifi c steps of the two summarization methods, more time and additional practice were required for autonomous application of these strategies by students. Further, even high achieving students needed to personally buy-in to the benefi ts of a new strategy. Journal: Gifted and Talented International Pages: 118-126 Issue: 2 Volume: 22 Year: 2007 Month: 12 X-DOI: 10.1080/15332276.2007.11673502 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673502 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:2:p:118-126 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673503_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Omar Khaleefa Author-X-Name-First: Omar Author-X-Name-Last: Khaleefa Author-Name: El-Zubair Taha Author-X-Name-First: El-Zubair Author-X-Name-Last: Taha Author-Name: Anas Al-Hussain Author-X-Name-First: Anas Author-X-Name-Last: Al-Hussain Title: Adaptation of the WISC-III in Sudan and Japan: A Cross-Cultural Study Abstract: A number of cross-cultural studies have been carried out particularly comparing the processes of translation and adaptation of Wechsler Intelligence Scale for Children-Third Edition (WISC-III) in many cultures and countries in Europe and Asia. No cross-cultural studies were carried out comparing adaptation of tests in Japan with African and Arab countries. The aim of the present study is to fill this gap by comparing the adaptation process of the WISC-III in Sudan, as a poor African country, and Japan as a rich Asian country as well as to compare the performance of Sudanese and Japanese children in subtests. In Sudan, the WISC-III (6-16 years) was translated from English to Arabic and then from Arabic to English. In Japan the test was translated from English to Japanese and then from Japanese to English. The study showed that performance tests are identical in all countries except in Sudan and Japan. Psychologists in the two countries were highly sensitive to their environment and the results showed that the WISC-III has generally enjoyed adequate structural equivalent in Sudan as well as Japan. The adapted test was applied to a group of 330 and 1125 children in Sudan and Japan, respectively. The most remarkable fi nding is that the WISC-III has high levels of reliability and validity in the two countries. In Japan, time limits for some subtests were shortened from 120 to 90 seconds. By contrast, in Sudan time limits were increased from 120 to 150 seconds. In terms of performance, the study showed Japanese children performed better in visual-spatial tests while children in Sudan performed better in verbal tests. Journal: Gifted and Talented International Pages: 127-136 Issue: 2 Volume: 22 Year: 2007 Month: 12 X-DOI: 10.1080/15332276.2007.11673503 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673503 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:2:p:127-136 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673504_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Tirri Kirsi Author-X-Name-First: Tirri Author-X-Name-Last: Kirsi Author-Name: Heinz Neber Author-X-Name-First: Heinz Author-X-Name-Last: Neber Author-Name: Taisir Subhi-Yamin Author-X-Name-First: Taisir Author-X-Name-Last: Subhi-Yamin Title: Values and Foundations in Gifted Education Journal: Gifted and Talented International Pages: 137-138 Issue: 2 Volume: 22 Year: 2007 Month: 12 X-DOI: 10.1080/15332276.2007.11673504 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673504 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:2:p:137-138 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673505_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Monita R. Leavitt Author-X-Name-First: Monita R. Author-X-Name-Last: Leavitt Author-Name: Sandra Linke Author-X-Name-First: Sandra Author-X-Name-Last: Linke Title: Building a Gifted Programme: Identifying and Educating Gifted Students in Your School Journal: Gifted and Talented International Pages: 139-140 Issue: 2 Volume: 22 Year: 2007 Month: 12 X-DOI: 10.1080/15332276.2007.11673505 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673505 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:2:p:139-140 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673506_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Kurt A. Heller Author-X-Name-First: Kurt A. Author-X-Name-Last: Heller Author-Name: Albert Ziegler Author-X-Name-First: Albert Author-X-Name-Last: Ziegler Author-Name: Taisir Subhi-Yamin Author-X-Name-First: Taisir Author-X-Name-Last: Subhi-Yamin Title: To Be Gifted in Germany “Begabt Sein in Deutschland” Journal: Gifted and Talented International Pages: 141-142 Issue: 2 Volume: 22 Year: 2007 Month: 12 X-DOI: 10.1080/15332276.2007.11673506 File-URL: http://hdl.handle.net/10.1080/15332276.2007.11673506 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:22:y:2007:i:2:p:141-142 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673507_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Taisir Subhi-Yamin Author-X-Name-First: Taisir Author-X-Name-Last: Subhi-Yamin Title: From the Editor’s Desk Journal: Gifted and Talented International Pages: 5-8 Issue: 1 Volume: 23 Year: 2008 Month: 8 X-DOI: 10.1080/15332276.2008.11673507 File-URL: http://hdl.handle.net/10.1080/15332276.2008.11673507 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:23:y:2008:i:1:p:5-8 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673508_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Larisa V. Shavinina Author-X-Name-First: Larisa V. Author-X-Name-Last: Shavinina Title: Early Signs of Entrepreneurial Giftedness Abstract: Although successful entrepreneurship is important for the economic prosperity of any society, one should acknowledge that entrepreneurial giftedness is terra incognita from a research viewpoint. This article analyzes early manifestations of entrepreneurial giftedness in the cases of Richard Branson, Michael Dell, and Bill Gates and thus opens a new direction in giftedness research. These outstanding, highly accomplished entrepreneurs with long-standing records of achievements in business represent cases of fulfilled or realized entrepreneurial giftedness. It is thus appropriate to study them in detail in order to understand the first signs of potential or developing entrepreneurial giftedness in today’s children. Journal: Gifted and Talented International Pages: 9-16 Issue: 1 Volume: 23 Year: 2008 Month: 8 X-DOI: 10.1080/15332276.2008.11673508 File-URL: http://hdl.handle.net/10.1080/15332276.2008.11673508 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:23:y:2008:i:1:p:9-16 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673509_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Philip A. Baker Author-X-Name-First: Philip A. Author-X-Name-Last: Baker Title: The ACCESS Enrichment Model for an Undergraduate Education Program Abstract: The intent here is to describe an “in-the-trenches” model for preparing teachers for service in a rather specialized field. It is presently operating successfully at the University of Winnipeg, in the Province of Manitoba, Canada and is offered to stimulate and guide enrichment and talent development efforts for pre-service teachers in ACCESS, Alternative Education Programs or their equivalents elsewhere in the world. While recognizing some of the information presented is especially pertinent to one particular situation, the hope is that the shared philosophical perspectives and observations might pique the interest of educators in other post-secondary settings. Perhaps by adapting and building upon the principles and concepts salient to this approach, others may be able develop ways to inject more enrichment and innovation into their own programs. Journal: Gifted and Talented International Pages: 17-22 Issue: 1 Volume: 23 Year: 2008 Month: 8 X-DOI: 10.1080/15332276.2008.11673509 File-URL: http://hdl.handle.net/10.1080/15332276.2008.11673509 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:23:y:2008:i:1:p:17-22 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673510_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Abdullah Ficici Author-X-Name-First: Abdullah Author-X-Name-Last: Ficici Author-Name: Del Siegle Author-X-Name-First: Del Author-X-Name-Last: Siegle Title: International Teachers’ Judgment of Gifted Mathematics Student Characteristics Abstract: Teachers play a key role in the identification and training of talented mathematicians, and their attitudes are important in improving math instruction for gifted students. We surveyed secondary mathematics teachers from South Korea, Turkey, and the United States. These teachers completed a survey instrument called the Teachers’ Judgments of Gifted Mathematics Student Characteristics (TJGMSC) that measured how important they believed 40 behaviors were with regards to students’ mathematics giftedness. They also evaluated different strategies for teaching mathematics. The more years teachers taught mathematics, the more likely they were to report that students’ computational skills, students’ ability to relate mathematics to everyday life, and students’ ability to generate multiple and unique solutions to problems were indicators of mathematical talent. The opposite was true for the highest level of mathematics taught. The higher the grade level of mathematics teachers taught, the less they valued each of these. Teachers with advanced degrees were less impressed with computation skills. Teachers from South Korea, whose students score near the top on international mathematics exams, were less likely to view mathematical talent as innate. They saw mathematics as an abstract subject in which students who were having difficulty should be given time in class to practice by themselves. They were less likely to regard mathematics as a practical topic or a formal way of representing the world. They were also less likely to use a variety of representations (pictures, concrete objects, and symbols) when teaching mathematics. Journal: Gifted and Talented International Pages: 23-38 Issue: 1 Volume: 23 Year: 2008 Month: 8 X-DOI: 10.1080/15332276.2008.11673510 File-URL: http://hdl.handle.net/10.1080/15332276.2008.11673510 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:23:y:2008:i:1:p:23-38 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673511_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Hava Vidergor Author-X-Name-First: Hava Author-X-Name-Last: Vidergor Author-Name: Shunit Reiter Author-X-Name-First: Shunit Author-X-Name-Last: Reiter Title: Satisfaction with School among Gifted Israeli Students Studying in Various Frameworks Abstract: The study was aimed at assessing gifted students’ satisfaction with school. The research sample comprised 229 Israeli elementary and junior high school gifted students, studying in separate classrooms, pullout programmes and pullout programme dropouts, and 140 regular students studying at the same schools. Satisfaction was measured using a self-report questionnaire comprised of the following factors: Teachers’ characteristics, level and pace of studies, teaching methods, academic self-concept, and general self-concept. The study concludes that a male gifted junior high school student, who had dropped out of a pullout programme, and whose mother is a high school graduate, will express the lowest level of satisfaction with school. Practical implications, with respect to students’ preference of school enrichment practices, are described. Journal: Gifted and Talented International Pages: 39-50 Issue: 1 Volume: 23 Year: 2008 Month: 8 X-DOI: 10.1080/15332276.2008.11673511 File-URL: http://hdl.handle.net/10.1080/15332276.2008.11673511 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:23:y:2008:i:1:p:39-50 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673512_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Howard Nicholas Author-X-Name-First: Howard Author-X-Name-Last: Nicholas Author-Name: Wan Ng Author-X-Name-First: Wan Author-X-Name-Last: Ng Title: Blending Creativity, Science and Drama Abstract: Blending the arts into students’ learning of science concepts through role-play and drama is unusual pedagogy in schools. For seven Australian Year Five students seeking extended learning, advanced scientific concepts were learned during the creative process of script writing and production of a science play called Hectic Electric. A mentor and two parents were involved in the students’ learning and the script creation processes. The script was transformed into a dramatic play involving other members of the class and submitted for a science drama competition. The play was awarded the winning prize in the primary school section. Based on this situation, this study indicated that by providing the initial ‘thinking activation’ and promoting self-efficacy in the students, they were able to draw on and further develop their communicative, creative and higher order thinking skills in bringing abstract science concepts to a more concrete and visual form leading to a novel outcome. Journal: Gifted and Talented International Pages: 51-60 Issue: 1 Volume: 23 Year: 2008 Month: 8 X-DOI: 10.1080/15332276.2008.11673512 File-URL: http://hdl.handle.net/10.1080/15332276.2008.11673512 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:23:y:2008:i:1:p:51-60 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673513_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: HeeJung Kim Author-X-Name-First: HeeJung Author-X-Name-Last: Kim Author-Name: Marcia Gentry Author-X-Name-First: Marcia Author-X-Name-Last: Gentry Title: A Survey of Korean Elementary Teachers’ Perceptions of and In-Service Needs for Gifted Education Abstract: The purpose of this study was to examine Korean elementary teachers’ knowledge of and interest in gifted education, in-service training needs, and perceptions of gifted education to provide implications for developing in-service teacher training programs. Korean elementary teachers completed the survey, Korean Elementary Teachers: Perceptions of Gifted Education and In-service Needs in Gifted Education. The results of this study show teacher training is an essential factor for improving knowledge of and interest in gifted education. When in-service training for gifted education is planned, the findings of this study can help provide guidelines for the training including employing qualified staff who are experts in the gifted education field, developing appropriate length of training sessions, finding the best time for training, and providing relevant content during training. Journal: Gifted and Talented International Pages: 61-80 Issue: 1 Volume: 23 Year: 2008 Month: 8 X-DOI: 10.1080/15332276.2008.11673513 File-URL: http://hdl.handle.net/10.1080/15332276.2008.11673513 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:23:y:2008:i:1:p:61-80 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673514_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Mousa Alnabhan Author-X-Name-First: Mousa Author-X-Name-Last: Alnabhan Title: Assessing the High School Teachers’ Emotional Intelligence in Karak District of Jordan Abstract: The main aim of the current study was to assess the level of the emotional intelligence (El) of high school teachers in Karak district of Jordan. A sample of 222 teachers was randomly selected and filtered on the basis of an inconsistency index. A scale of 55 items measuring empathy, emotions regulation, interpersonal management, self management, and adaptability was applied. Both exploratory and inferential statistical analyses indicate female teachers exhibit higher levels of interpersonal management than their male counterparts. On the other hand, male teachers were better on adaptability and emotions regulation components. An interaction between gender and education background were found to be significant on all components of the emotional intelligence. Journal: Gifted and Talented International Pages: 81-86 Issue: 1 Volume: 23 Year: 2008 Month: 8 X-DOI: 10.1080/15332276.2008.11673514 File-URL: http://hdl.handle.net/10.1080/15332276.2008.11673514 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:23:y:2008:i:1:p:81-86 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673515_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Pedro Sánchez-Escobedo Author-X-Name-First: Pedro Author-X-Name-Last: Sánchez-Escobedo Title: Methods and Procedures in Screening Gifted Mayan Students Abstract: Instruments, procedures, and criteria for the screening of Mayan students in Yucatan, Mexico are depicted and evaluated by analyzing the results of their use on 242 students in five different regions of Yucatan. These 242, 8th grade students were selected from a pool of 1,530 potentially gifted students.Participants responded to a variety of standardized and non-standardized tests and underwent an additional qualitative assessment through interviews and observations. Results of this study demonstrate diverse difficulties in screening gifted Yucatec Mayan students arising from the lack of valid and pertinent standardized tests and the lack of teachers’ understanding regarding the concept of giftedness. Of the 242 evaluated students, evaluators identified only 21 students as gifted; these students were later registered to receive eventual attention in a state project. Challenges regarding the screening, misidentification and management of gifted Mayan students are discussed in light of this experience.. Journal: Gifted and Talented International Pages: 87-95 Issue: 1 Volume: 23 Year: 2008 Month: 8 X-DOI: 10.1080/15332276.2008.11673515 File-URL: http://hdl.handle.net/10.1080/15332276.2008.11673515 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:23:y:2008:i:1:p:87-95 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673516_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: David Coates Author-X-Name-First: David Author-X-Name-Last: Coates Author-Name: Wendy Thompson Author-X-Name-First: Wendy Author-X-Name-Last: Thompson Author-Name: Andrew Shimmin Author-X-Name-First: Andrew Author-X-Name-Last: Shimmin Title: Using Learning Journeys to Develop a Challenging Curriculum for Gifted Children in a Nursery (Kindergarten) Setting Abstract: Recognising and nurturing giftedness in young children presents an important challenge to educators. This study sets out to identify and support gifted children through the provision of a rich learning environment in the Nursery (Kindergarten) setting. Practitioners in the Nursery aimed to provide cognitively challenging activities appropriate to childrenx2019;s needs. Learning Journeys (or stories) were developed as a way of recording and then responding to children’s interests and motivations. Learning journeys can be described as observational narratives which are more systematic than an anecdotal daily record. They include everything the child does and says whilst involved in an activity. This study found that gifted children’s Learning Journeys allowed insights into the types of provision which presented both challenge for them and other children in the Nursery. Journal: Gifted and Talented International Pages: 97-104 Issue: 1 Volume: 23 Year: 2008 Month: 8 X-DOI: 10.1080/15332276.2008.11673516 File-URL: http://hdl.handle.net/10.1080/15332276.2008.11673516 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:23:y:2008:i:1:p:97-104 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673517_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Javier I. Rosado Author-X-Name-First: Javier I. Author-X-Name-Last: Rosado Author-Name: Steven I. Pfeiffer Author-X-Name-First: Steven I. Author-X-Name-Last: Pfeiffer Author-Name: Yaacov Petscher Author-X-Name-First: Yaacov Author-X-Name-Last: Petscher Title: The Reliability and Validity of a Spanish Translated Version of the Gifted Rating Scales Abstract: This study was a preliminary examination of the psychometric properties of a newly developed Spanish translated version of the Gifted Rating Scales-School Form (GRS-S). Data was collected from elementary and middle schools in northeastern Puerto Rico. Thirty teachers independently rated 153 students using the GRS-S Spanish Form. Results indicated strong internal consistency for teacher ratings with alphas ranging from .98 to .99. Intercorrelations between scales are moderate to strong, ranging from .88 to .97. Factor testing of two separate models supported a six factor model proposed by authors of the GRS-S. Results provided initial support for the GRS-S Spanish translated version as a reliable and potentially useful screening measure to assist in the identification of island Puerto Rican gifted students. Journal: Gifted and Talented International Pages: 105-114 Issue: 1 Volume: 23 Year: 2008 Month: 8 X-DOI: 10.1080/15332276.2008.11673517 File-URL: http://hdl.handle.net/10.1080/15332276.2008.11673517 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:23:y:2008:i:1:p:105-114 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673518_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Maciej Karwowski Author-X-Name-First: Maciej Author-X-Name-Last: Karwowski Title: Giftedness and Intuition Abstract: Two studies were conducted to show connections between giftedness and intuition. The first study was exploratory. A sample of 194 gifted adolescent students (N=194) included fifty-five students identified as gifted by their teachers and fifty-six percent who were female. Using the Polish version of the Myers Briggs Type Indicator, the students were screened for their preferred cognitive style, i.e., either an intuitive or rational cognitive style. By comparing gifted intuitionists and gifted rationalists, interesting differences were observed. Rationalists were significantly more conformist and less oriented towards a creative, heuristic style of behaviour than intuitionists. The second study tested the theoretical model proposing intuition both as a style and an ability. The sample used in this study consisted of 561 students whose intelligence level, creative ability and intuition was assessed, respectively, using the Raven Progressive Matrices, the Urban & Jellen Test of Creative Thinking - Drawing Production (TCT-DP), and an experimental intuition test based on the work of Westcott (1968). Results with respect to human functioning showed independence between the ability level, i.e., intelligence and creative thinking, and cognitive style preferences, i.e., towards intuition or rationality. However, preference for rational style of cognition was correlated significantly with school grades indicating higher achievement levels in school for rationalists than intuitionists. The results are discussed in the light of school functioning of gifted intuitionists and rationalists. Journal: Gifted and Talented International Pages: 115-124 Issue: 1 Volume: 23 Year: 2008 Month: 8 X-DOI: 10.1080/15332276.2008.11673518 File-URL: http://hdl.handle.net/10.1080/15332276.2008.11673518 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:23:y:2008:i:1:p:115-124 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673519_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Martina Endepohls-Ulpe Author-X-Name-First: Martina Author-X-Name-Last: Endepohls-Ulpe Title: Gender, Social Behaviour and Domain of Ability - Influences on Teachers’ Diagnoses of Giftedness Abstract: This study examines the question why teachers seem to have more difficulties identifying giftedness in girls than boys. A total of 241 German teachers completed a questionnaire requiring them to identify and make recommendations for children portrayed with a few sentences; differing in gender, social behaviour, i.e., maladapted, socially integrated or shy; and domain of giftedness, i.e., general cognitive abilities, mathematics, literacy skills. Although results failed to show evidence of influences of gender stereotypes on teachers’ diagnoses, they did reveal significant effects with respect to social behaviour and domain of giftedness. Journal: Gifted and Talented International Pages: 125-134 Issue: 1 Volume: 23 Year: 2008 Month: 8 X-DOI: 10.1080/15332276.2008.11673519 File-URL: http://hdl.handle.net/10.1080/15332276.2008.11673519 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:23:y:2008:i:1:p:125-134 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673520_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Rita R. Culross Author-X-Name-First: Rita R. Author-X-Name-Last: Culross Title: Developmental Potential among Creative Scientists Abstract: This article uses Dabrowskiߣs theory to frame research about creativity among contemporary research scientists. Creative scientis are scientists are described in terms of Dabrowski’s concepts of “overexcitabilities”and “development potential” Journal: Gifted and Talented International Pages: 135-140 Issue: 1 Volume: 23 Year: 2008 Month: 8 X-DOI: 10.1080/15332276.2008.11673520 File-URL: http://hdl.handle.net/10.1080/15332276.2008.11673520 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:23:y:2008:i:1:p:135-140 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673521_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Penny Van Deur Author-X-Name-First: Penny Van Author-X-Name-Last: Deur Title: Assessing the Effect of Explicit Teaching on High Reasoning Primary Students’ Knowledge of Self-Directed Learning Abstract: This paper reports on an assessment of knowledge of SDL in primary (elementary) South Australian school students, fifty-six of whom were assessed to be high reasoning. The goals of the study were to identify the effectiveness of teaching and assessing knowledge of Self-Directed Learning (SDL) in high reasoning students, investigate whether there were differences in students’ knowledge of SDL related to reasoning, and to identify the influence of engagement on high reasoning students’ knowledge of SDL. The students were taught about SDL in four class lessons. Partial Least Squares path analysis showed that there were significant (negative) differences in high reasoning students’ development of knowledge of SDL. This indicates that high reasoning students were more engaged and had an indirect gain of knowledge of SDL as a result of the teaching intervention suggesting that high reasoning students could become more self-directing if they are highly engaged in classroom activities about SDL. Journal: Gifted and Talented International Pages: 141-152 Issue: 1 Volume: 23 Year: 2008 Month: 8 X-DOI: 10.1080/15332276.2008.11673521 File-URL: http://hdl.handle.net/10.1080/15332276.2008.11673521 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:23:y:2008:i:1:p:141-152 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673522_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Kurt A. Heller Author-X-Name-First: Kurt A. Author-X-Name-Last: Heller Author-Name: Heinz Neber Author-X-Name-First: Heinz Author-X-Name-Last: Neber Author-Name: Taisir Subhi-Yamin Author-X-Name-First: Taisir Author-X-Name-Last: Subhi-Yamin Title: From the Activation of Hidden Talents to Promoting Highly Gifted Students “Von der Aktivierung der Begabungsreserven zur Hochbegabtenförderung” Journal: Gifted and Talented International Pages: 153-154 Issue: 1 Volume: 23 Year: 2008 Month: 8 X-DOI: 10.1080/15332276.2008.11673522 File-URL: http://hdl.handle.net/10.1080/15332276.2008.11673522 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:23:y:2008:i:1:p:153-154 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673523_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: James T. Webb Author-X-Name-First: James T. Author-X-Name-Last: Webb Author-Name: Janet L. Gore Author-X-Name-First: Janet L. Author-X-Name-Last: Gore Author-Name: Edward R. Amend Author-X-Name-First: Edward R. Author-X-Name-Last: Amend Author-Name: Arlene R. DeVries Author-X-Name-First: Arlene R. Author-X-Name-Last: DeVries Author-Name: Mihyeon Kim Author-X-Name-First: Mihyeon Author-X-Name-Last: Kim Title: A Parent’s Guide to Gifted Children Journal: Gifted and Talented International Pages: 155-158 Issue: 1 Volume: 23 Year: 2008 Month: 8 X-DOI: 10.1080/15332276.2008.11673523 File-URL: http://hdl.handle.net/10.1080/15332276.2008.11673523 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:23:y:2008:i:1:p:155-158 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673524_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Karen Isaacson Author-X-Name-First: Karen Author-X-Name-Last: Isaacson Author-Name: Tamara Fischer Author-X-Name-First: Tamara Author-X-Name-Last: Fischer Author-Name: Sandra Linke Author-X-Name-First: Sandra Author-X-Name-Last: Linke Title: Intelligent Life in the Classroom: Smart Kids and Their Teachers Journal: Gifted and Talented International Pages: 159-160 Issue: 1 Volume: 23 Year: 2008 Month: 8 X-DOI: 10.1080/15332276.2008.11673524 File-URL: http://hdl.handle.net/10.1080/15332276.2008.11673524 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:23:y:2008:i:1:p:159-160 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11674856_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Taisir Subhi Yamin Author-X-Name-First: Taisir Subhi Author-X-Name-Last: Yamin Title: From the Editor's Desk Journal: Gifted and Talented International Pages: 7-10 Issue: 1 Volume: 24 Year: 2009 Month: 3 X-DOI: 10.1080/15332276.2009.11674856 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11674856 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:1:p:7-10 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11674857_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Roland S. Persson Author-X-Name-First: Roland S. Author-X-Name-Last: Persson Title: Intellectually Gifted Individuals' Career Choices and Work Satisfaction: A Descriptive Study Abstract: This study set out to investigate which career path a group of intellectually gifted individuals chose, if any. How did they actually like their work, and what were the reasons for satisfaction or dissatisfaction with their chosen career? In all, 287 Mensa members (216 men and 71 women) constituted the research group. Their average age was 34.4 years (SD = 8.8) and all had obtained IQ scores equal to or higher than the 98th percentile. The study was designed as a survey operationalized as an Internet-based questionnaire using the SPSS Dimensions software. A shortened version of the Work and Life Attitudes Survey (Warr, Cook & Wall, 1979) was included as part of the questionnaire. Quantitative data were analyzed as dispersions within the research group whereas qualitative data were content-analyzed using the so-called VSAIEEDC Model. Results show that participants tended to pursue careers mainly in Technology, Science and Social Work and to a lesser degree in Practical and Aesthetic work. Work satisfaction for all these fields was shown to be average. However, for individuals choosing to start their own company and, or assume leading managerial positions, satisfaction with work and career is very high. This article focuses on possible reasons for differences between subgroups in the sample and discusses a possible way forward to improve work satisfaction for intellectually gifted individuals at work, where needed. Journal: Gifted and Talented International Pages: 11-23 Issue: 1 Volume: 24 Year: 2009 Month: 3 X-DOI: 10.1080/15332276.2009.11674857 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11674857 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:1:p:11-23 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11674858_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Mi-Soon Lee Author-X-Name-First: Mi-Soon Author-X-Name-Last: Lee Author-Name: Del Siegle Author-X-Name-First: Del Author-X-Name-Last: Siegle Title: A Multilevel Analysis of Gifted Korean American Students' Characteristics and School Context Effects on Learning Style Preferences Abstract: This study examined school factors related to the learning style preferences of gifted Korean American students. The Learning Styles Inventory-Ill (LSI, Renzulli, Rizza, & Smith, 2002) and the Ethnic Orientation Scale (EOS) were administered to 407 Korean American students in 30 schools. A Hierarchical Linear Model (HLM) with student and school-level variables indicated differences in learning style preferences between gifted Korean American and non-gifted Korean American students on preferences for direct instruction, technology, simulations, projects, and games. School context mediated these learning style differences between students' giftedness and learning styles. Learning is based on students' experiences, culture, gender, genetic codes, and neurological wiring (Tomlinson, 1999). Students may have preferred ways of taking in, processing, internalizing, and retaining information and skills. These are typically referred to as students' learning styles (Dunn & Milgram, 1993). Students' learning styles can dictate how they approach and process tasks. Understanding how students learn is important in planning instructions to assist them to achieve their fullest potential. Journal: Gifted and Talented International Pages: 25-38 Issue: 1 Volume: 24 Year: 2009 Month: 3 X-DOI: 10.1080/15332276.2009.11674858 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11674858 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:1:p:25-38 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11674859_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Zofia Palak Author-X-Name-First: Zofia Author-X-Name-Last: Palak Author-Name: Janusz Kirenko Author-X-Name-First: Janusz Author-X-Name-Last: Kirenko Author-Name: Piotr Gindrich Author-X-Name-First: Piotr Author-X-Name-Last: Gindrich Author-Name: Zdzislaw Kazanowski Author-X-Name-First: Zdzislaw Author-X-Name-Last: Kazanowski Author-Name: Andrzej Pielecki Author-X-Name-First: Andrzej Author-X-Name-Last: Pielecki Title: Student Teachers in Special Education and Their Readiness to Work with Gifted and Talented Children Abstract: The paper is devoted to the review of our research with respect to the Polish special education student teachers' readiness to work with gifted and talented children. The research covered not only special education students but also their peers who represented other pedagogical specialisations. The purpose of our study was to evaluate the level of a pre-service teacher's knowledge and skills with respect to different forms of identification and education of gifted children in Poland. Some statistical facts and figures are provided. Journal: Gifted and Talented International Pages: 39-48 Issue: 1 Volume: 24 Year: 2009 Month: 3 X-DOI: 10.1080/15332276.2009.11674859 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11674859 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:1:p:39-48 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11674860_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Abdullah Aljughaiman Author-X-Name-First: Abdullah Author-X-Name-Last: Aljughaiman Author-Name: Mei Tan Author-X-Name-First: Mei Author-X-Name-Last: Tan Title: Anxiety in Gifted Female Students in the Kingdom of Saudi Arabia Abstract: This study seeks to identify the extent of anxiety among gifted girls in Saudi Arabia and, further, to determine whether differences in anxiety levels exist according to grade. The study sample consisted of 66 female 6th and 7th graders, 11 to 14 years old, attending public school enrichment programs for gifted students in Jeddah Province, Saudi Arabia. The author assessed levels of anxiety among gifted students to ascertain whether these levels were above the average levels of anxiety as defined by the scale used. Differences were examined according to grade level using a t-test. The findings indicate that levels of anxiety in gifted girls are higher than the average defined by the scale. Furthermore, results of the study indicate that levels of anxiety in gifted girls tend to be higher in earlier grades, i.e., the degree of anxiety in gifted 6th grade girls is higher than that of gifted 7th graders. Journal: Gifted and Talented International Pages: 49-54 Issue: 1 Volume: 24 Year: 2009 Month: 3 X-DOI: 10.1080/15332276.2009.11674860 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11674860 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:1:p:49-54 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11674861_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Bahar Eris Author-X-Name-First: Bahar Author-X-Name-Last: Eris Author-Name: Ramazan Seyfi Author-X-Name-First: Ramazan Author-X-Name-Last: Seyfi Author-Name: Suna Hanoz Author-X-Name-First: Suna Author-X-Name-Last: Hanoz Title: Perceptions of Parents with Gifted Children about Gifted Education in Turkey Abstract: This phenomenological study investigates the perceptions and experiences of Turkish parents with children identified as gifted based upon IQ testing. The voices of parents with gifted children have been missing from academic literature in Turkey. The semi-structured interviews conducted with 31 parents from 23 families were designed to find out what advantages and, or disadvantages they associated with being a parent of a gifted child. Results indicated that parents mainly experienced disadvantages arising from the lack of support for gifted education in Turkey. Implications are discussed for parents, teachers and policymakers. Journal: Gifted and Talented International Pages: 55-65 Issue: 1 Volume: 24 Year: 2009 Month: 3 X-DOI: 10.1080/15332276.2009.11674861 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11674861 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:1:p:55-65 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11674862_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Hanna David Author-X-Name-First: Hanna Author-X-Name-Last: David Author-Name: Mahmood Khalil Author-X-Name-First: Mahmood Author-X-Name-Last: Khalil Title: The Talented Arab Girl: Between Tradition and Modernism Abstract: Since Israel's independence in 1948 Arab females were the main beneficiaries of the law of mandatory education. Arab women aged 65+ have, on average, less than one year of formal education. Their granddaughters, aged 18–24, have about 12.5 years of schooling – a number that increases each year. As in many Arab countries, Arab girls in Israel tend to enhance their education while observing the rules of tradition and acting within the socially accepted norms (David & Khalil, in preparation). Unlike in many Western societies, in Arab society in Israel – Muslim, Druze and certainly Christian – educational aspirations are not perceived as contradicting religion. Thus, a young educated Arab woman has no restrictions on her education per se. If she is judged by significant others it is only her behaviour that is criticized. As long as she does not behave against the strict laws of “family honour” she is encouraged to excel, even in co-educational programs. Her achievements, high intellectual abilities, good grades and higher degrees make her family proud (Abed-el-Kader Yichya, 1995; David, 2002, 2007). This paper examines a few areas where Arab girls excel, e.g., in school, in the professions and in social achievements. Also included is an analysis of their hardships and suggestions regarding potential ways to overcome or partially overcome these hardships. Journal: Gifted and Talented International Pages: 67-78 Issue: 1 Volume: 24 Year: 2009 Month: 3 X-DOI: 10.1080/15332276.2009.11674862 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11674862 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:1:p:67-78 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11674863_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Karen Magro Author-X-Name-First: Karen Author-X-Name-Last: Magro Title: Expanding Conceptions of Intelligence: Lessons Learned from Refugees and Newcomers to Canada Abstract: This qualitative study examines dimensions of emotional intelligence and, more specifically, the growth of resilience through the experiences and challenges of ten refugee and newcomer adult learners who were either children or teenagers during times of conflict and war. Despite their hardships, learners interviewed in this study showed resourcefulness, empathy, optimism, sensitivity, and an openness to starting life in a new culture. These qualities have been linked to intra and interpersonal dimensions of intelligence proposed by theorists like Howard Gardner and Robert Sternberg. Ten teachers who work with either adolescents or adults from war affected backgrounds were also interviewed. This study took place in Winnipeg, Canada—a moderately sized Canadian city, and home to increasing numbers of new immigrants and refugees from different corners of the world. The inclusive model to curriculum design based on Renzulli's (1977, 2001) enrichment triad model is suggested as one way to make learning more meaningful for both youth and adults from war affected backgrounds. Journal: Gifted and Talented International Pages: 79-92 Issue: 1 Volume: 24 Year: 2009 Month: 3 X-DOI: 10.1080/15332276.2009.11674863 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11674863 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:1:p:79-92 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11674864_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Anies Al-Hroub Author-X-Name-First: Anies Author-X-Name-Last: Al-Hroub Title: Charting Self-Concept, Beliefs and Attitudes towards Mathematics among Mathematically Gifted Pupils with Learning Difficulties Abstract: The current study investigates how two groups of mathematically gifted pupils with learning difficulties (MG/LD) change/do not change their attitudes towards, and beliefs about, mathematics over five weeks during which they received two different instructional programs in mathematics. Thirty pupils (16 girls and 14 boys), aged 10 years to 11 years and 11 months, were identified as ‘mathematically gifted children with learning difficulties’ at three public primary schools in Amman, Jordan. Pupils were divided equally into two treatment groups: the first group (n = 15) received traditional mathematics instruction, while the second group (n = 15) received multi-sensory/enrichment mathematics instruction. The pupils in the two groups were matched according to the following criteria: school, grade, gender, IQ scores, mathematical abilities, levels of learning difficulty, and access to teaching resources. The Pupil Questionnaire of the Mathematics Attitude Scale for gifted and non-gifted children (Jarwan, 2001) was administered prior to and after instruction. The findings revealed that while positive changes occurred in the students' self-concept in mathematics in the multi-sensory/enrichment group, students' self-concept in the traditional group declined. Positive effects were noted from multi-sensory/enrichment treatment on students' beliefs about themselves in relation to mathematics; but negative effects resulting from traditional instruction. Exposure to a novel instruction, compared to traditional instruction, enabled pupils to enjoy mathematics and attribute their success to their own efforts rather than luck. Journal: Gifted and Talented International Pages: 93-106 Issue: 1 Volume: 24 Year: 2009 Month: 3 X-DOI: 10.1080/15332276.2009.11674864 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11674864 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:1:p:93-106 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11674865_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: David Ryan Author-X-Name-First: David Author-X-Name-Last: Ryan Author-Name: Joanne Wilson Author-X-Name-First: Joanne Author-X-Name-Last: Wilson Title: Raising Expectations: Talent Development in Belfast Abstract: A unique talent development project took place in Belfast, Northern Ireland over the autumn (fall) term of 2007 that developed 60 young people from ten diverse schools (Special, Secondary, Grammar, Controlled (state schools) and Catholic Maintained). The project culminated in Manchester on 3 December 2007 when the Young People undertook a journey from Belfast to Manchester following in the footsteps of George Best – the famous Manchester United and Northern Ireland professional footballer. The event attracted a huge media interest – being covered by Northern Ireland's Ulster Television News programme, the leading Northern Ireland Nl newspaper - The Belfast Telegraph, The Manchester Evening News, Manchester United Television – Sky channel, Manchester Evening News and BBC Manchester. A research study was undertaken in parallel with the project to quantify the young people's self-image, abilities and belief in achievement before, during and after the project. Journal: Gifted and Talented International Pages: 107-118 Issue: 1 Volume: 24 Year: 2009 Month: 3 X-DOI: 10.1080/15332276.2009.11674865 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11674865 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:1:p:107-118 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11674866_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Maciej Karwowski Author-X-Name-First: Maciej Author-X-Name-Last: Karwowski Author-Name: Izabela Lebuda Author-X-Name-First: Izabela Author-X-Name-Last: Lebuda Author-Name: Ewa Wisniewska Author-X-Name-First: Ewa Author-X-Name-Last: Wisniewska Title: Creative Abilities and Styles as Predictors of School Success Abstract: The article presents results of research conducted on a large sample (N=1,316) of youths of both sexes (49% men and 51 % women) from two categories of schools – public or state (68%) and non-public or private (32%). Participants' creative ability and style of creative functioning was assessed using Urban & Jellen TCT-DP (to assess level) and Kirton Adaption-Innovation Inventory (to assess style). GPA served as an indicator of the effectiveness of school functioning, which overall was found to be weak. It did correlate significantly and positively with creative ability levels, but not innovativeness-adaptiveness. Positive correlations exist between GPA, originality and efficiency as determined by the KAI subscales. Interesting differences exist between the two types of schools. A creative thinking and originality style of functioning influenced grades significantly in public schools. In non-public schools efficiency of functioning was more important to school success. Creative innovators appeared most efficient in public schools, compared with non-creative innovators. Adaptors in non-public schools tend to be slightly more efficient, especially if they are creative. The results are discussed in terms of the assumed independence of creativity level and style formulated by M. Kirton (1976, 2003) and sources of school success in different types of schools in Poland. Journal: Gifted and Talented International Pages: 119-127 Issue: 1 Volume: 24 Year: 2009 Month: 3 X-DOI: 10.1080/15332276.2009.11674866 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11674866 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:1:p:119-127 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11674867_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Omar Khaleefa Author-X-Name-First: Omar Author-X-Name-Last: Khaleefa Title: Child Prodigy in Astronomy: A Biographical Study from the Sudan Abstract: Although many studies have been conducted in the West regarding child prodigies, no such studies have taken place in indigenous Arab cultures - particularly not in Sudan. The present study attempts to bridge the existing gap in this area by focusing on a Sudanese child prodigy with extraordinary inclination towards astronomy. It is a qualitative follow-up study from birth to the age of 10 years. The study showed that the child has many talents or intelligences. Focus on this child represents the first attempt of identification of gifted children in the Sudanese “Simbir Project”. His identification coincides with a time when the importance of identifying and recognizing gifted children is starting to emerge in the Sudan. Journal: Gifted and Talented International Pages: 129-140 Issue: 1 Volume: 24 Year: 2009 Month: 3 X-DOI: 10.1080/15332276.2009.11674867 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11674867 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:1:p:129-140 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11674868_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Echo H. Wu Author-X-Name-First: Echo H. Author-X-Name-Last: Wu Author-Name: Holly Hertberg-Davis Author-X-Name-First: Holly Author-X-Name-Last: Hertberg-Davis Title: Parenting the Chinese Way in America Abstract: This paper illustrates a case study on two Chinese American families with gifted children, and the major topic focuses on the influence of parenting beliefs and practices on children's talent development. In-depth interviews were employed to collect data from the Chinese parents who lived in America, and research questions include the daily practice of parenting, and parents' beliefs concerning how to nurture talented achievements among children. This paper starts with a narrative account of cases of two gifted children, and then examines the background of Confucian philosophy of learning and its fundamental influence on Chinese traditional parenting practices. Evidences are provided from the case study on the Chinese parents' beliefs, values, and attitudes regarding their children' talent development. Implications are discussed at the end of the paper, which draws attention to the interesting mixed strategy of the Chinese American parenting which combines traditional Chinese parental expectations with an adopted Western notion of respect for a child's own decision-making. Journal: Gifted and Talented International Pages: 141-145 Issue: 1 Volume: 24 Year: 2009 Month: 3 X-DOI: 10.1080/15332276.2009.11674868 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11674868 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:1:p:141-145 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11674869_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ricci W. Fong Author-X-Name-First: Ricci W. Author-X-Name-Last: Fong Author-Name: Mantak Yuen Author-X-Name-First: Mantak Author-X-Name-Last: Yuen Title: Associations among Measures of Perfectionism, Self-Concept and Academic Achievement Identified in Primary School Students in Hong Kong Abstract: This study investigated relationships among measures of perfectionism, academic self-concept, and academic achievement in fourth and fifth grade children from selective primary schools in Hong Kong where admission involves strict assessment of students' aptitude and potential. Based on their overall academic performance 331 students were recruited, with half the sample comprising high achievers and the other half lower achievers in their respective cohorts. A 37-item questionnaire adapted from the Almost Perfect Scale-Revised (APS-R) (Slaney, Rice, Mobley, Trippi, & Ashby, 2001) and the Self-Description Questionnaire I (SDQ) (Marsh, Relich, & Smith, 1983) was administered in a classroom setting. Dependent upon their APS-R scores, participants were sorted into three comparison groups: (i) adaptive perfectionists (ii) maladaptive perfectionists and (iii) nonperfectionists. Pearson correlation, univariate analysis, hierarchical regression analysis and independent-samples t-tests were employed to assess the links among the variables. Results showed perfectionism was directly and indirectly correlated to academic achievement, with academic self-concept as a significant mediator. High achievers were associated with adaptive perfectionism and high academic self-concept. The present findings reflect the distinctive roles of perfectionism in the personal and cognitive developments of primary school students often been downplayed or overlooked in China. Implications for future research and educational guidance are suggested. Journal: Gifted and Talented International Pages: 147-154 Issue: 1 Volume: 24 Year: 2009 Month: 3 X-DOI: 10.1080/15332276.2009.11674869 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11674869 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:1:p:147-154 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11674870_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: Living with Intensity: Understanding the Sensitivity, Excitability, and the Emotional Development of Gifted Children, Adolescents, and Adults Journal: Gifted and Talented International Pages: 157-159 Issue: 1 Volume: 24 Year: 2009 Month: 3 X-DOI: 10.1080/15332276.2009.11674870 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11674870 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:1:p:157-159 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11674871_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: Debating Single-Sex Education: Separate and Equal? Journal: Gifted and Talented International Pages: 161-163 Issue: 1 Volume: 24 Year: 2009 Month: 3 X-DOI: 10.1080/15332276.2009.11674871 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11674871 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:1:p:161-163 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673525_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Taisir Subhi Yamin Author-X-Name-First: Taisir Subhi Author-X-Name-Last: Yamin Title: From the Editor’s Desk Journal: Gifted and Talented International Pages: 7-8 Issue: 2 Volume: 24 Year: 2009 Month: 12 X-DOI: 10.1080/15332276.2009.11673525 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11673525 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:2:p:7-8 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673526_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Susen R. Smith Author-X-Name-First: Susen R. Author-X-Name-Last: Smith Title: A Dynamic Ecological Framework for Differentiating the Primary Curriculum Abstract: Primary classrooms today comprise students with many different backgrounds, experiences and needs and educators are challenged to differentiate the curriculum within these diverse educational ecologies. However, heuristic and theoretical debate on differentiated teaching and learning in primary school classes has paralleled concerns about the lack of empirical research to support differentiation practices. Following an in-depth literature review, and a Ph.D. study on literacy practice in primary schools, an ecological framework for dynamically and inclusively differentiating curriculum and pedagogy across a variety of educational contexts was developed. This article provides a brief overview of the PhD study and the framework, which links research with best practice that could provide the foundation of differentiating curriculum and pedagogy for students with diverse needs in inclusive primary classrooms. Journal: Gifted and Talented International Pages: 9-20 Issue: 2 Volume: 24 Year: 2009 Month: 12 X-DOI: 10.1080/15332276.2009.11673526 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11673526 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:2:p:9-20 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673527_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ora Kleinbok Author-X-Name-First: Ora Author-X-Name-Last: Kleinbok Author-Name: Hava Vidergor Author-X-Name-First: Hava Author-X-Name-Last: Vidergor Title: Grade Skipping: A Retrospective Case Study on Academic and Social Implications Abstract: The retrospective case study conducted in Israel was aimed at assessing students’ and parents’ views relating to grade skipping. It sheds light on authentic views and decision-making related to the processes and outcomes of grade skipping. The study sample comprised students (N=5) who had experienced grade skipping at different stages in their school lives, and their parents (N=5). Semi-structured interviews were used. The main issues addressed by students and parents were: (a) Factors initiating and facilitating grade skipping; (b) Social or other difficulties encountered by students during adjustment period; (c) Academic implications; and (d) General overview and satisfaction with grade skipping. Findings indicate all students overcame difficulties posed by various parties, and felt they belonged with their new peers academically, mentally and socially. Students and parents retrospectively assessed grade skipping as a positive experience. Students recommended early entrance to elementary school and to junior high school as best options, since they encompass a new beginning for all students. Journal: Gifted and Talented International Pages: 21-38 Issue: 2 Volume: 24 Year: 2009 Month: 12 X-DOI: 10.1080/15332276.2009.11673527 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11673527 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:2:p:21-38 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673528_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Karen Kostenko Author-X-Name-First: Karen Author-X-Name-Last: Kostenko Author-Name: Peter Merrotsy Author-X-Name-First: Peter Author-X-Name-Last: Merrotsy Title: Cultural and Social Capital and Talent Development: A Study of a High-Ability Aboriginal Student in a Remote Community Abstract: During the course of a school year, a study was conducted on the cultural context, the social milieu and the personal characteristics of a high ability Aboriginal student in a remote community in Canada. Using the lenses of cultural capital, social capital and human capital, the study explores the development of the student’s talent through his family life, his involvement in the community and his educational experiences. The study emphasises the enormous advantage in developing high potential into high achievement if human capital is supported by strong cultural and social capital. Journal: Gifted and Talented International Pages: 39-50 Issue: 2 Volume: 24 Year: 2009 Month: 12 X-DOI: 10.1080/15332276.2009.11673528 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11673528 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:2:p:39-50 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673529_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Slavica Maksić Author-X-Name-First: Slavica Author-X-Name-Last: Maksić Author-Name: Kumiko Iwasaki Author-X-Name-First: Kumiko Author-X-Name-Last: Iwasaki Title: Perfectionism of Academically Gifted Primary School Students: The Case of Japan Abstract: This study focuses on perfectionism in Japanese and North American academically gifted children as it pertains to their potential contribution in the countries seeking progress and global leadership. Perfectionist’ tendencies and the characteristics that typically reveal such tendencies are examined in academically gifted Japanese juku-school students (N=195, average age 11 years 6 months) using the Multidimensional Perfectionism Scale (Frost et al., 1990). A comparison is made with the same age peers living in the United States of America from the Parker and Mills study conducted in 1996. The study revealed a stronger orientation towards perfectionism in academically gifted Japanese children than their American counterparts, especially in terms of their efforts to do their best in their own social milieu. Concluding remarks recognize the difficulties in conducting cross-cultural research. Journal: Gifted and Talented International Pages: 51-60 Issue: 2 Volume: 24 Year: 2009 Month: 12 X-DOI: 10.1080/15332276.2009.11673529 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11673529 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:2:p:51-60 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673530_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Jean Louis Tavani Author-X-Name-First: Jean Louis Author-X-Name-Last: Tavani Author-Name: Franck Zenasni Author-X-Name-First: Franck Author-X-Name-Last: Zenasni Author-Name: Maria Pereira-Fradin Author-X-Name-First: Maria Author-X-Name-Last: Pereira-Fradin Title: Social Representation of Gifted Children: A Preliminary Study in France Abstract: There is a growing recognition of giftedness in France and the need for identification. Social Representations (SR) of gifted children have never been examined in France with an appropriate methodology, yet it is important to do so as the information obtained may help ensure the insertion and inclusion of these children in school and society. The aim of the present preliminary study was to investigate the SR of gifted children in a French population using a free association methodology, a Vergès analysis (1992), and a similarity analysis (Flament, 1981). Both are recognized as valid and efficient tools for SR to be examined. The SR of gifted children by individuals who have had contact with such children is compared to the SR of gifted children by individuals with no contact. Results reveal that the SR by people familiar with gifted children include the concepts of intelligence, curiosity and sensitivity compared with the sole notion of intelligence as cited by the other group. Journal: Gifted and Talented International Pages: 61-70 Issue: 2 Volume: 24 Year: 2009 Month: 12 X-DOI: 10.1080/15332276.2009.11673530 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11673530 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:2:p:61-70 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673531_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Hanna David Author-X-Name-First: Hanna Author-X-Name-Last: David Author-Name: Mali Gil Author-X-Name-First: Mali Author-X-Name-Last: Gil Author-Name: Idit Raviv Author-X-Name-First: Idit Author-X-Name-Last: Raviv Title: Sibling Relationships among Eilat Families with at Least One Gifted Child Abstract: A most common belief is that giftedness is the cause of problems in sibling relationships when the family is •mixed•, has at least one gifted child, and at least one non-gifted one. This belief has been accepted not only by parents and educators of the gifted, but also by researchers in the area of gifted education in general and counseling the gifted family in particular. However, quantitative studies have shown that in most case gifted families maintain healthy connections, a high level of psychological adjustment and positive coping strategies (Mathews et al., 1986; Silverman, 1993a). Relationships among gifted and non-gifted siblings have not been widely studied. Thus, until the Chamrad et al. (1995) study the common belief was that having a gifted child has a negative influence on the sibling relationships. Our work is the first Israeli one that examines a whole population, all gifted children invited to participate at the enrichment program for the gifted in Eilat, the most southern Israeli city, with a population of approximately 50, 000, in the year 2007/2008. We studied the 6 following parameters of sibling relationships: friendship, empathy, learning, rivalry, conflict and avoidance. We found that the labeling of one sibling as •gifted• in Eilat did not have a negative influence on the sibling relationship. This result is of crucial importance, as many parents prefer not to send their gifted children to the enrichment program for the gifted I order not to harm the relationships between the gifted and the no-gifted sibling. Journal: Gifted and Talented International Pages: 71-88 Issue: 2 Volume: 24 Year: 2009 Month: 12 X-DOI: 10.1080/15332276.2009.11673531 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11673531 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:2:p:71-88 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673532_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Yolanda Benito Mate Author-X-Name-First: Yolanda Benito Author-X-Name-Last: Mate Title: What are Extraordinary Gifted Children Like (Equal to or above 189 IQ)? a Study of 10 Cases Abstract: After a short introduction about previous studies on extraordinarily gifted children with an IQ of over 170, this article refers to the descriptive characteristics of ten children with IQ of over 189. After this, the developmental and learning characteristics of these children are described and finally empirical research about aspects that describe the personal, social and scholar adaptation of these highly gifted children is discussed. Journal: Gifted and Talented International Pages: 89-108 Issue: 2 Volume: 24 Year: 2009 Month: 12 X-DOI: 10.1080/15332276.2009.11673532 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11673532 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:2:p:89-108 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673533_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Corine Cadle Meredith Author-X-Name-First: Corine Cadle Author-X-Name-Last: Meredith Title: Young, Gifted, and Female: A Look at Academic and Social Needs Abstract: This article illuminates the current status of our understanding regarding the academic and social-emotional needs of gifted, early adolescent females in the United States. A synthesis of both theoretical and empirical studies addresses two foundational questions. First, how do we describe the unique population of gifted, female, adolescent students and what do we know about their learning and development? Second, what does the literature reveal about the current status of gender equity in American schools? With respect to these two questions, five areas of literature are examined: 1) gender differences in early adolescent development for the general early adolescent population, 2) issues related to giftedness, and 3) implications for gifted, early adolescent females, 4) gender equity within co-educational, traditional schools, and 5) single-sex schools. Concluding remarks in each area include suggestions to help support academic and social-emotional needs for this subpopulation of students. Journal: Gifted and Talented International Pages: 109-120 Issue: 2 Volume: 24 Year: 2009 Month: 12 X-DOI: 10.1080/15332276.2009.11673533 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11673533 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:2:p:109-120 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673534_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Noks Nauta Author-X-Name-First: Noks Author-X-Name-Last: Nauta Author-Name: Sieuwke Ronner Author-X-Name-First: Sieuwke Author-X-Name-Last: Ronner Author-Name: Benno Groeneveld Author-X-Name-First: Benno Author-X-Name-Last: Groeneveld Title: The Importance of Decision Making: A Gifted Case Report Abstract: In this article the story of a fictional young university-educated woman is presented who struggles with making choices in her career and in her life. In this case report background information on gifted people at work is provided. In addition to that jobs and companies which are appropriate for highly gifted are mentioned. Besides that possibilities are considered in how to deal with interpersonal problems, how to apply for a job, and how to talk about the conditions conducive to optimal performance. Psychological processes like irrational thoughts, the process of making choices and dealing with how emotions work out in the highly gifted are discussed. Learning to make choices can help gifted people experience the joy of living and of working! Journal: Gifted and Talented International Pages: 121-130 Issue: 2 Volume: 24 Year: 2009 Month: 12 X-DOI: 10.1080/15332276.2009.11673534 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11673534 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:2:p:121-130 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673535_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Stephen J. Bugaj Author-X-Name-First: Stephen J. Author-X-Name-Last: Bugaj Title: Governmental Reform and Education for the Gifted in Japan: A Current Analysis Abstract: Though targeted for governmental reform since 2002, services envisioned for gifted and talented students have not materialized in Japan. From the perspective of his personal experience as a Japan Fulbright Memorial Fund participant in 2005 and an extensive review of available literature and contacts with the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT), the author examines reasons for this lack of progress. Resistance may be attributable to cultural factors and other pragmatic issues, such as competition to gain entrance in the most prestigious Universities. However, losses of confidence in Japanese public schools and limited progress with reform efforts in general have also contributed to the current situation. The author suggests adoption of the Schoolwide Enrichment Model (SEM) might counter many objections to providing services to a specific group of students, as well as improving the quality of Japanese education in general. Journal: Gifted and Talented International Pages: 131-138 Issue: 2 Volume: 24 Year: 2009 Month: 12 X-DOI: 10.1080/15332276.2009.11673535 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11673535 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:2:p:131-138 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673536_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Monita Leavitt Author-X-Name-First: Monita Author-X-Name-Last: Leavitt Author-Name: John Geake Author-X-Name-First: John Author-X-Name-Last: Geake Title: Giftedness Perceptions and Practices of Teachers in Lithuania Abstract: This article reports on two of the first studies of post-Soviet reforms of gifted education in Lithuania. After a professional development (PD) programme was provided Lithuanian teachers to help them develop a list of characteristics of gifted children, define giftedness, and design a procedure for gifted identification, two qualitative studies examined: a) how teachers’ perceptions of giftedness changed as a result of a Western professional development programme in gifted education that introduced the Renzulli Three-Ring Conception of Giftedness; and b) what gifted educational practices do teachers in an urban basic school know, practice, and recommend after the implementation of a systematic gifted identification process. Evidence for change in teachers’ perceptions was gathered via pre-and post-surveys. In the follow-up case study at a basic school, the Screening Committee identified 19% or 84 of 450 pupils as ’gifted.’ Observational and interview data from the case study school indicated that teachers from the PD programme felt more empowered to differentiate the curriculum for identified gifted pupils.(1) How have the Lithuanian teachers’ perceptions of giftedness changed as a result of a Western professional development programme in gifted education that introduced the Renzulli Three-Ring Conception of Giftedness Model?(2) What gifted educational practices do Lithuanian teachers in an urban basic school know, practice, and recommend after the implementation of a systematic gifted identification process? Journal: Gifted and Talented International Pages: 139-148 Issue: 2 Volume: 24 Year: 2009 Month: 12 X-DOI: 10.1080/15332276.2009.11673536 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11673536 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:2:p:139-148 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673537_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Lamoureux Kevin Author-X-Name-First: Lamoureux Author-X-Name-Last: Kevin Author-Name: W. McCluskey Ken Author-X-Name-First: W. McCluskey Author-X-Name-Last: Ken Author-Name: C. Wiebe Alan Author-X-Name-First: C. Wiebe Author-X-Name-Last: Alan Author-Name: A. Baker Philip Author-X-Name-First: A. Baker Author-X-Name-Last: Philip Title: Mentoring in a Canadian Context Journal: Gifted and Talented International Pages: 151-152 Issue: 2 Volume: 24 Year: 2009 Month: 12 X-DOI: 10.1080/15332276.2009.11673537 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11673537 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:2:p:151-152 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673538_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: David H. Jonassen Author-X-Name-First: David H. Author-X-Name-Last: Jonassen Title: Learning to Solve Problems: An Instructional Design Guide Journal: Gifted and Talented International Pages: 153-154 Issue: 2 Volume: 24 Year: 2009 Month: 12 X-DOI: 10.1080/15332276.2009.11673538 File-URL: http://hdl.handle.net/10.1080/15332276.2009.11673538 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:24:y:2009:i:2:p:153-154 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673539_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Taisir Subhi Yamin Author-X-Name-First: Taisir Subhi Author-X-Name-Last: Yamin Title: Scientific Creativity and Knowledge Production: Theses, Critique and Implications Journal: Gifted and Talented International Pages: 7-12 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673539 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673539 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:7-12 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673540_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Hisham B. Ghassib Author-X-Name-First: Hisham B. Author-X-Name-Last: Ghassib Title: Where Does Creativity Fit into a Productivist Industrial Model of Knowledge Production? Abstract: The basic premise of this paper is the fact that science has become a major industry: the knowledge industry. The paper throws some light on the reasons for the transformation of science from a limited, constrained and marginal craft into a major industry. It, then, presents a productivist industrial model of knowledge production, which shows its components, mechanisms, bases, rules and specificities. Accordingly, it locates the place and role of creativity and innovation in its processes. This leads to constructing a new model for the scientific method and scientific practice. Journal: Gifted and Talented International Pages: 13-19 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673540 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673540 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:13-19 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673541_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Robert J. Sternberg Author-X-Name-First: Robert J. Author-X-Name-Last: Sternberg Title: Limits on Science: A Comment on “Where Does Creativity Fit into a Productivist Industrial Model of Knowledge Production?” Journal: Gifted and Talented International Pages: 21-22 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673541 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673541 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:21-22 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673542_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ken W. McCluskey Author-X-Name-First: Ken W. Author-X-Name-Last: McCluskey Title: Comments on Ghassib’s “Where Does Creativity Fit into a Productivist Industrial Model of Knowledge Production?” Journal: Gifted and Talented International Pages: 23-26 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673542 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673542 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:23-26 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673543_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Dean Keith Simonton Author-X-Name-First: Dean Keith Author-X-Name-Last: Simonton Title: Little Science to Big Science Big Scientists to Little Scientists? Journal: Gifted and Talented International Pages: 27-29 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673543 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673543 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:27-29 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673544_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Roland S. Persson Author-X-Name-First: Roland S. Author-X-Name-Last: Persson Title: The Importance and Weaknesses of the Productivist Industrial Model of Knowledge Production Journal: Gifted and Talented International Pages: 31-33 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673544 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673544 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:31-33 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673545_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Don Ambrose Author-X-Name-First: Don Author-X-Name-Last: Ambrose Title: Expanding Views of Creative Science: A Response to Ghassib’s Productivist Industrial Model Journal: Gifted and Talented International Pages: 35-39 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673545 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673545 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:35-39 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673546_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Heinz Neber Author-X-Name-First: Heinz Author-X-Name-Last: Neber Title: Review of Hisham Ghassib: Where Does Creativity Fit into the Productivist Industrial Model of Knowledge Production? Journal: Gifted and Talented International Pages: 41-44 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673546 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673546 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:41-44 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673547_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Marcia Gentry Author-X-Name-First: Marcia Author-X-Name-Last: Gentry Title: A Short Commentary on “Where Does Creativity Fit into a Productivist Industrial Model of Knowledge Production?” Journal: Gifted and Talented International Pages: 45-47 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673547 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673547 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:45-47 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673548_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Peter Merrotsy Author-X-Name-First: Peter Author-X-Name-Last: Merrotsy Title: A Chaos of Delight: A Response to Hisham Ghassib Journal: Gifted and Talented International Pages: 49-52 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673548 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673548 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:49-52 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673549_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Todd Lubart Author-X-Name-First: Todd Author-X-Name-Last: Lubart Author-Name: Franck Zenasni Author-X-Name-First: Franck Author-X-Name-Last: Zenasni Title: A New Look at Creative Giftedness Journal: Gifted and Talented International Pages: 53-57 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673549 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673549 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:53-57 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673550_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Michael D. Mumford Author-X-Name-First: Michael D. Author-X-Name-Last: Mumford Author-Name: Kimberly S. Hester Author-X-Name-First: Kimberly S. Author-X-Name-Last: Hester Author-Name: Issac C. Robledo Author-X-Name-First: Issac C. Author-X-Name-Last: Robledo Title: Scientific Creativity: Idealism versus Pragmatism Abstract: The need for creativity in the sciences has, from time to time, been questioned. Thus, Ghassib’s (2010) argument that creativity is critical to performance in the sciences, and hence organizational effectiveness in a knowledge production economy, is important. Moreover, the proposition that scientific creativity is based on knowledge and conceptual combination is well founded. Nonetheless, the description of creativity in organizational settings provided is, ultimately, an idealistic image. The idealism leads to problems with regard to the assumptions made about (1) who does creative work; (2) the kinds of knowledge involved in creative work; (3) the processing operations people apply in working with this knowledge; and (4) the importance of the organizational setting in which this work occurs. The implications of these observations for preparing people for creative work in organizations are discussed. Journal: Gifted and Talented International Pages: 59-64 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673550 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673550 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:59-64 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673551_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Marilyn Fryer Author-X-Name-First: Marilyn Author-X-Name-Last: Fryer Title: Creativity, Scientific Practice, and Knowledge Production Journal: Gifted and Talented International Pages: 65-67 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673551 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673551 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:65-67 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673552_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Lee Martin Author-X-Name-First: Lee Author-X-Name-Last: Martin Title: Science and Creativity: The Importance of Ontology for Scientific Understanding Journal: Gifted and Talented International Pages: 69-73 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673552 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673552 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:69-73 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673553_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joyce VanTassel-Baska Author-X-Name-First: Joyce Author-X-Name-Last: VanTassel-Baska Title: Can Creativity Be Systematized?: A Response to Ghassib Journal: Gifted and Talented International Pages: 75-80 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673553 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673553 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:75-80 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673554_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Mark A. Runco Author-X-Name-First: Mark A. Author-X-Name-Last: Runco Title: Products Depend on Creative Potential: A Comment on the Productivist Industrial Model of Knowledge Production Journal: Gifted and Talented International Pages: 81-87 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673554 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673554 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:81-87 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673555_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Jonathan Alan Plucker Author-X-Name-First: Jonathan Alan Author-X-Name-Last: Plucker Author-Name: Anne T. Ottenbreit-Leftwich Author-X-Name-First: Anne T. Author-X-Name-Last: Ottenbreit-Leftwich Title: Knowledge Is Where You Make It: A Response to Ghassib Journal: Gifted and Talented International Pages: 89-92 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673555 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673555 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:89-92 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673556_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Rena F. Subotnik Author-X-Name-First: Rena F. Author-X-Name-Last: Subotnik Title: Creativity and the Science Enterprise Journal: Gifted and Talented International Pages: 93-94 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673556 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673556 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:93-94 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673557_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joan Freeman Author-X-Name-First: Joan Author-X-Name-Last: Freeman Title: A Brief Comment on the Surge of Modern Scientific Knowledge Journal: Gifted and Talented International Pages: 95-96 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673557 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673557 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:95-96 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673558_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Tudor Rickards Author-X-Name-First: Tudor Author-X-Name-Last: Rickards Title: Creativity, Knowledge Production, and Innovation Studies: A Response to Ghassib’s “Where Does Creativity Fit into a Productivist Industrial Model of Knowledge Production?” Journal: Gifted and Talented International Pages: 97-99 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673558 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673558 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:97-99 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673559_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Carole Ruth Harris Author-X-Name-First: Carole Ruth Author-X-Name-Last: Harris Title: Critique of “Where Does Creativity Fit into a Productivist Industrial Model of Knowledge Production?” Journal: Gifted and Talented International Pages: 101-103 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673559 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673559 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:101-103 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673560_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Lynn D. Newton Author-X-Name-First: Lynn D. Author-X-Name-Last: Newton Title: Creativity in Science and Science Education: A Response to Ghassib Journal: Gifted and Talented International Pages: 105-108 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673560 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673560 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:105-108 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673561_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Dorothy A. Sisk Author-X-Name-First: Dorothy A. Author-X-Name-Last: Sisk Title: Creativity an Ultimate Goal and Challenge for Education: A Response to Ghassib’s Article Journal: Gifted and Talented International Pages: 109-113 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673561 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673561 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:109-113 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673562_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Han Van der Meer Author-X-Name-First: Han Author-X-Name-Last: Van der Meer Title: Knowledge Production in Small and Medium Sized Enterprises Journal: Gifted and Talented International Pages: 115-116 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673562 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673562 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:115-116 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673563_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Hisham B. Ghassib Author-X-Name-First: Hisham B. Author-X-Name-Last: Ghassib Title: A Response to a Plethora of Responses Journal: Gifted and Talented International Pages: 117-124 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673563 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673563 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:117-124 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673564_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joseph S. Renzulli Author-X-Name-First: Joseph S. Author-X-Name-Last: Renzulli Author-Name: Sally M. Reis Author-X-Name-First: Sally M. Author-X-Name-Last: Reis Author-Name: Andrea Thompson Author-X-Name-First: Andrea Author-X-Name-Last: Thompson Author-Name: Taisir Subhi Author-X-Name-First: Taisir Author-X-Name-Last: Subhi Author-Name: Heinz Neber Author-X-Name-First: Heinz Author-X-Name-Last: Neber Author-Name: Sandra K. Linke Author-X-Name-First: Sandra K. Author-X-Name-Last: Linke Author-Name: Hava E. Vidergor Author-X-Name-First: Hava E. Author-X-Name-Last: Vidergor Title: Light up Your Child’s Mind Journal: Gifted and Talented International Pages: 127-128 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673564 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673564 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:127-128 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673565_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Dona J. Matthews Author-X-Name-First: Dona J. Author-X-Name-Last: Matthews Author-Name: Joanne F. Foster Author-X-Name-First: Joanne F. Author-X-Name-Last: Foster Author-Name: Taisir Subhi Yamin Author-X-Name-First: Taisir Subhi Author-X-Name-Last: Yamin Author-Name: Heinz Neber Author-X-Name-First: Heinz Author-X-Name-Last: Neber Author-Name: Sandra K. Linke Author-X-Name-First: Sandra K. Author-X-Name-Last: Linke Author-Name: Hava E. Vidergor Author-X-Name-First: Hava E. Author-X-Name-Last: Vidergor Title: Being Smart about Gifted Education: A Guidebook for Educators and Parents Journal: Gifted and Talented International Pages: 129-131 Issue: 1 Volume: 25 Year: 2010 Month: 8 X-DOI: 10.1080/15332276.2010.11673565 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673565 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:1:p:129-131 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673566_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Taisir Subhi Yamin Author-X-Name-First: Taisir Subhi Author-X-Name-Last: Yamin Title: Gifted Education: Provisions, Case Studies, Models, and Challenges Journal: Gifted and Talented International Pages: 7-10 Issue: 2 Volume: 25 Year: 2010 Month: 12 X-DOI: 10.1080/15332276.2010.11673566 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673566 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:2:p:7-10 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673567_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Leonie Kronborg Author-X-Name-First: Leonie Author-X-Name-Last: Kronborg Title: What Contributes to Talent Development in Eminent Women? Abstract: The lives of ten eminent Australian women across seven talent domains were explored for factors that contributed to the development of their talent. Nine themes and related sub-themes emerged that were linked to the Model of Adult Female Talent Development (MAFTD) developed by Noble, Subotnik & Arnold (1996, 1999). Results provided support for this MAFTD as an appropriate representation or framework of talent development for gifted females. In addition, these themes expand and elucidate elements of this MAFTD thereby adding a depth of knowledge based on the lives of eminent Australian women. This is the first study to investigate the talent development of Australian women from a feminist perspective. Journal: Gifted and Talented International Pages: 11-27 Issue: 2 Volume: 25 Year: 2010 Month: 12 X-DOI: 10.1080/15332276.2010.11673567 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673567 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:2:p:11-27 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673568_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Hava E. Vidergor Author-X-Name-First: Hava E. Author-X-Name-Last: Vidergor Author-Name: Billie Eilam Author-X-Name-First: Billie Author-X-Name-Last: Eilam Title: Curriculum Transformation: The Israeli Teacher Certification in Gifted Education Abstract: The aim of the present study was to assess Israeli certification program for teachers of gifted taking its initial steps in 5 locations. Research sample comprised 40 stakeholders. Goodlad’s model of curriculum transformation constituted a framework for describing the various programs as they change from the Ministry to the teachers studying them. Data concerning the different facets suggested by Goodlad were collected via semi-structured and deep interviews, analysis of documents, and classroom observations. Significant differences were found between the two types of certification programs in four of the five facets of curriculum: (a) formal-referring to Ministry rationale and program design and structure; (b) perceived–referring to local program design, and program coordinator’s role; (c) operational–referring to enactment of perceived curriculum by lecturer, and contents taught; and (d) experienced – referring to learners’ perception regarding program contribution and disadvantages. Study findings suggest that both types of certification programs, although taking a different approach, experienced difficulties along curriculum transformation. The study proposes factors for examining curriculum transformation in certification programs, and discusses practical implications for future consideration. Journal: Gifted and Talented International Pages: 29-51 Issue: 2 Volume: 25 Year: 2010 Month: 12 X-DOI: 10.1080/15332276.2010.11673568 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673568 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:2:p:29-51 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673569_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Thi Minh Phuong Nguyen Author-X-Name-First: Thi Minh Phuong Author-X-Name-Last: Nguyen Author-Name: Putai Jin Author-X-Name-First: Putai Author-X-Name-Last: Jin Author-Name: Miraca Gross Author-X-Name-First: Miraca Author-X-Name-Last: Gross Title: Development of Confucian Value Scale for Vietnamese Gifted Adolescents Abstract: The heritage of Confucianism has been immensely spread in East Asian countries, including Vietnam. This philosophy has been transferred from preceding generations and has influenced the Vietnamese way of life, especially the love for learning. Vietnamese gifted adolescents are part of the philosophically Confucian affected communal. This study aims to construct a specific scale to measure the influence of Confucianism in this group of precocious students. A total of 354 high school students (intellectually gifted adolescents = 50.6%, and students not identified as gifted = 49.4%) participated in a survey containing 40 items. Exploratory factor analysis using oblique rotation (SPSS 17.0) eliminated seven items and yielded four correlated factors with high factor loadings. This pioneer study is hoped to provide a foundation for further research to examine the adoption of traditional Confucian values in Vietnam and in East Asian countries or countries where a large number of East Asian migrants reside. Journal: Gifted and Talented International Pages: 53-64 Issue: 2 Volume: 25 Year: 2010 Month: 12 X-DOI: 10.1080/15332276.2010.11673569 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673569 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:2:p:53-64 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673570_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Mihyeon Kim Author-X-Name-First: Mihyeon Author-X-Name-Last: Kim Title: Preferences of High Achieving High School Students in Their Career Development Abstract: The intent of this study was to identify the needs and preference of high-achieving high school students. In terms of career related programs in high school, Students listed AP courses and mentoring as their preferred career-related programs. Also, students stated that career guidance by counselors, workshops or sessions, and tech prep were the top three least-preferred career-related programs in high school. As important factors influencing students’ career choice, students listed their own interests and the family environment. Most students mentioned their own interests and their parents’ expectations together, indicating that parents tended to develop students’ talent and career interests based on the students’ interests. The study suggested that parents, teachers, and guidance counselors should recognize their own critical roles in shaping high-achieving students’ career development and provide tailored career related services to meet different needs of high-achieving students. Journal: Gifted and Talented International Pages: 65-75 Issue: 2 Volume: 25 Year: 2010 Month: 12 X-DOI: 10.1080/15332276.2010.11673570 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673570 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:2:p:65-75 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673571_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Adel A. Batterjee Author-X-Name-First: Adel A. Author-X-Name-Last: Batterjee Title: The Efficacy of the Total Giftedness Development Model Abstract: The study objective was to apply the Total Giftedness Development Model (TGDM) among a Saudi Arabian sample and study its effectiveness. The descriptive and case study research methods were applied on a sample of 807 male students, age 5 to 18 to test the efficacy of the model. Several instruments, including The Saudi Mental Abilities Test, Torrance Test for Creative Thinking, academic achievement scores, and Renzulli’ s Scales for Rating Behavioral Characteristics of Superior Students (SRBCSS) were used in the study. The most significant results of the study are: (a) The TGDM effectively influences the increase of mental abilities of participating students. (b) The model significantly affects the creative abilities of participating students. (c) The model significantly affects the academic capabilities of participating students. Journal: Gifted and Talented International Pages: 77-90 Issue: 2 Volume: 25 Year: 2010 Month: 12 X-DOI: 10.1080/15332276.2010.11673571 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673571 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:2:p:77-90 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673572_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Salman Shahzad Author-X-Name-First: Salman Author-X-Name-Last: Shahzad Author-Name: Nasreen Begume Author-X-Name-First: Nasreen Author-X-Name-Last: Begume Title: Level of Depression in Intellectually Gifted Secondary School Children Abstract: The purpose of the present research was to investigate the difference in depression between intellectually gifted and non-gifted secondary school children. After a detailed review of literature the following hypothesis was formulated; there would be a significant difference between intellectually gifted and non-gifted secondary school children on variables ((i.e., Dysphoric Mood, Anhedonia/Negative Affect, Negative Self-Evaluation, Somatic Complaints) of depression. A sample of 197 7th through 10th grade school children, belonging to the middle and upper socioeconomic status and recruited from different private sector secondary schools of Karachi, included 93 (47.20 %) children intellectually gifted (IQ = 130 and above) and 104 (52.80 %) non-gifted secondary school children (IQ of 90 -109). The children ranged in age from 12 years to 16 years (Mean age = 14.09 years). Measures used included the Reynolds Intellectual Assessment Scales (RIAS; Reynolds & Kamphaus, 2003) and the Reynolds Adolescent Depression Scale (RADS-2; Reynolds, 2002) to assess intellectual functioning and levels of depression respectively. Analysis of data showed significant differences. Specifically relatively low levels of Anhedonia/Negative Affect, Negative Self-Evaluation and depression in intellectually gifted secondary school children compared with non-gifted secondary school children. Journal: Gifted and Talented International Pages: 91-98 Issue: 2 Volume: 25 Year: 2010 Month: 12 X-DOI: 10.1080/15332276.2010.11673572 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673572 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:2:p:91-98 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673573_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Jyoti Sharma Author-X-Name-First: Jyoti Author-X-Name-Last: Sharma Title: Nurturing Young Mathematicians: Challenges and Concerns Abstract: There is clear research-based evidence suggesting the mathematical gifts of children are not appropriately nurtured. Practices associated with the standard core curriculum renders them frustrated and bored. This paper represents an attempt to echo the voices of these children in order for their needs to be more properly met. It is based on a research study done on mathematically gifted pupils studying in grade IX and X in schools of Delhi, India. It focuses on a number of case studies of mathematically gifted children to identify their learning needs and the teachers’ understanding of those needs. Research analysis helped to develop a need-based profile which, after careful and detailed analysis, led to the Need Based Curriculum Model. The NBCM can be implemented in the regular classes without much alteration. A brief scheme of content organisation is presen ted as an example. Journal: Gifted and Talented International Pages: 99-106 Issue: 2 Volume: 25 Year: 2010 Month: 12 X-DOI: 10.1080/15332276.2010.11673573 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673573 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:2:p:99-106 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673574_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Mousa Alnabhan Author-X-Name-First: Mousa Author-X-Name-Last: Alnabhan Title: Emotional Intelligence as a Predictor of Leadership of Kuwaiti High and Low Achieving 11th Graders Abstract: The current study examined the association between emotional intelligence (EI) and the Leadership components (L) of high school students in the state of Kuwait. The possibility of predicting each leadership component via emotional intelligence components was investigated for high and low achievers. A sample of 11th grade students from Kuwaiti secondary schools was randomly selected and divided into high and low achieving groups based on their grade point averages. The Bar-On and Barker EI scale and the Arabic version of the Stogdill leadership measure were used. The multiple linear regression results revealed that some EI components can predict leadership for high achievers, where it was not possible to do so with the low achievers. Journal: Gifted and Talented International Pages: 107-110 Issue: 2 Volume: 25 Year: 2010 Month: 12 X-DOI: 10.1080/15332276.2010.11673574 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673574 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:2:p:107-110 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673575_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Lynn Newton Author-X-Name-First: Lynn Author-X-Name-Last: Newton Author-Name: Douglas Newton Author-X-Name-First: Douglas Author-X-Name-Last: Newton Title: Creative Thinking and Teaching for Creativity in Elementary School Science Abstract: While it is important to nurture creativity in young children, it is popularly associated more with the arts than the sciences. This paper reports on a series of studies designed to explore teachers’ conceptions of creative thinking in primary school science. Study #1 examines pre-service primary teachers’ ideas of what constitutes creativity in science lessons, using a phenomenographic analysis. The study found that their conceptions tend to be narrow, focusing on practical investigations of fact and are prone to misconceptions. Although teachers are often encouraged to support creativity, their notions of how to accomplish this within specific school subjects may be inadequate. Study #2 involves asking primary school teachers to rate lessons according to the opportunity offered to children to think creatively in science. This study found that teachers generally distinguish between creative and reproductive (as in mimetic) activities, but tend to promote narrow conceptions of creativity in school science, where fact-finding and practical activities are prominent. Some teachers identify creativity in reproductive activities as well as on the basis of what simply stimulates student interest and generates on-task discussion. Study #3 is designed to check pre-service teachers’ conceptions of scientific creativity through an assessment of creative elements in children’s explanations of simple scientific events. This study found little agreement in teachers’ personal assessments of creativity. Implications of the findings for teacher training are discussed. Since teachers’ conceptions of creativity may be inadequate, they are unlikely to recognise significant opportunities for creativity involving, for example, students’ imaginative processing of scientific information, the construction and testing of explanations, and the assessment of quality solutions. As conceptions may be shaped by one’s experiences of creativity in the arts, it is suggested that teacher trainers and science educators introduce their students to the broader term of “productive thought,” that is, a combination of creative and critical thought, which is particularly relevant in science. Journal: Gifted and Talented International Pages: 111-124 Issue: 2 Volume: 25 Year: 2010 Month: 12 X-DOI: 10.1080/15332276.2010.11673575 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673575 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:2:p:111-124 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673576_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Jiri Mudrak Author-X-Name-First: Jiri Author-X-Name-Last: Mudrak Title: Sprinters in the Course of a Marathon: Withdrawal from Elite Competitive Sport in Adolescence Abstract: This paper attempts to explain, using a multi-case study approach, why some young elite athletes, who have shown extraordinary talent in childhood, leave competitive sport in adolescence. Semi-structured interviews were conducted with five young elite athletes who decided to withdraw from elite sport. Interview data were analyzed using the interpretive phenomenological framework developed by Smith and Osborne (2008). A paradoxical relationship was found between success during childhood and continuous participation in competitive sports. Those who showed early extraordinary talent in sport tended to prematurely withdraw from the sport during adolescence. However, participants who mentioned early difficulties tended to show greater adherence to and remained active in the sport, even after concluding their competitive careers. Journal: Gifted and Talented International Pages: 125-136 Issue: 2 Volume: 25 Year: 2010 Month: 12 X-DOI: 10.1080/15332276.2010.11673576 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673576 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:2:p:125-136 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673577_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Dora Balic Zunic Author-X-Name-First: Dora Balic Author-X-Name-Last: Zunic Author-Name: Mette Christiansen Author-X-Name-First: Mette Author-X-Name-Last: Christiansen Author-Name: Lea Oersted Author-X-Name-First: Lea Author-X-Name-Last: Oersted Title: Jerry, a Gifted Child, at Our School Abstract: Based on the observations of teachers and other adults in the framework of our school concept, this study follows the development of a young boy during his first three school years. Jerry is gifted in many fields and shows a complex range of interests. Although he was among the youngest in his class coming into the school, Jerry was more cognitively mature than most. He was socially reserved at the beginning, but his social skills developed significantly during the period in question. Inventing different kinds of creative activities, where he could use his skills and still stay in the same age group, proved to be an effective method and resulted in a much more socially engaged and satisfied child. The experience with Jerry reminds us that gifted children are first of all children and then gifted, but also that significant differences exist between them and the general population. Journal: Gifted and Talented International Pages: 137-142 Issue: 2 Volume: 25 Year: 2010 Month: 12 X-DOI: 10.1080/15332276.2010.11673577 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673577 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:2:p:137-142 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673578_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Annette Heinbokel Author-X-Name-First: Annette Author-X-Name-Last: Heinbokel Title: Acceleration in Europe: Is It an Option? Abstract: Traditions and school systems in Europe are hard to compare, therefore the different forms of acceleration and their acceptance differ widely. States that have had a post-war system of promoting intellectually gifted children usually offer enrichment as well as acceleration. In states where gifted education is still in its infancy acceleration often hardly exists, sometimes it’s not even imaginable. To improve the situation for gifted children so that acceleration becomes one option open to them, research as well as the spreading of knowledge of the results of that research should be encouraged. The gifted would also benefit from a European network promoting acceleration as an option. Journal: Gifted and Talented International Pages: 143-151 Issue: 2 Volume: 25 Year: 2010 Month: 12 X-DOI: 10.1080/15332276.2010.11673578 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673578 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:2:p:143-151 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673579_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Hava E. Vidergor Author-X-Name-First: Hava E. Author-X-Name-Last: Vidergor Title: The Multidimensional Curriculum Model (MdCM) Abstract: The multidimensional Curriculum Model (MdCM) helps teachers to better prepare gifted and able students for our changing world, acquiring much needed skills. It is influenced by general learning theory of constructivism, notions of preparing students for 21st century, Teaching the Future Model, and current comprehensive curriculum models for teaching gifted and able students integrating ICM, PCM and FPSP. The presentation of the new model follows criteria guidelines for analysis of curriculum models. The MdCM conceptual framework comprises six dimensions, 3 of which are content, process and product. The Uniqueness of the proposed model is expressed in three additional key dimensions or perspectives portraying how experts think. These key perspectives focus on the personal, global and time dimensions, interconnected among themselves, and with basic dimensions. The time perspective invites students to explore concepts, issues or products of interest, developing an awareness of trends, and predicting short-term and long-term future developments. K-12 applicability, applicability across schools and group settings, responding to gifted students’ needs, and effectiveness data are addressed, along with basic instructions of unit design. Journal: Gifted and Talented International Pages: 153-165 Issue: 2 Volume: 25 Year: 2010 Month: 12 X-DOI: 10.1080/15332276.2010.11673579 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673579 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:2:p:153-165 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673580_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Detlev H. Rost Author-X-Name-First: Detlev H. Author-X-Name-Last: Rost Author-Name: Heinz Neber Author-X-Name-First: Heinz Author-X-Name-Last: Neber Author-Name: Nicolette Helling Author-X-Name-First: Nicolette Author-X-Name-Last: Helling Title: Intelligenz: Fakten und Mythen Intelligence: Facts and Myths Journal: Gifted and Talented International Pages: 169-170 Issue: 2 Volume: 25 Year: 2010 Month: 12 X-DOI: 10.1080/15332276.2010.11673580 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673580 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:2:p:169-170 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673581_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Renzulli Author-X-Name-First: Author-X-Name-Last: Renzulli Author-Name: Gubbins Author-X-Name-First: Author-X-Name-Last: Gubbins Author-Name: McMillen Author-X-Name-First: Author-X-Name-Last: McMillen Author-Name: Eckert Author-X-Name-First: Author-X-Name-Last: Eckert Author-Name: Little Author-X-Name-First: Author-X-Name-Last: Little Author-Name: Hava Vidergor Author-X-Name-First: Hava Author-X-Name-Last: Vidergor Title: Systems and Models for Developing Programs for the Gifted and Talented Journal: Gifted and Talented International Pages: 171-172 Issue: 2 Volume: 25 Year: 2010 Month: 12 X-DOI: 10.1080/15332276.2010.11673581 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673581 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:2:p:171-172 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673582_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joan Freeman Author-X-Name-First: Joan Author-X-Name-Last: Freeman Author-Name: Sandra K. Linke Author-X-Name-First: Sandra K. Author-X-Name-Last: Linke Title: Gifted Lives: What Happens when Gifted Children Grow Up Journal: Gifted and Talented International Pages: 173-174 Issue: 2 Volume: 25 Year: 2010 Month: 12 X-DOI: 10.1080/15332276.2010.11673582 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673582 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:2:p:173-174 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673583_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Hanna David Author-X-Name-First: Hanna Author-X-Name-Last: David Author-Name: Echo Wu Author-X-Name-First: Echo Author-X-Name-Last: Wu Author-Name: Taisir Subhi Yamin Author-X-Name-First: Taisir Subhi Author-X-Name-Last: Yamin Title: Understanding Giftedness: A Chinese-Israeli Casebook Journal: Gifted and Talented International Pages: 175-177 Issue: 2 Volume: 25 Year: 2010 Month: 12 X-DOI: 10.1080/15332276.2010.11673583 File-URL: http://hdl.handle.net/10.1080/15332276.2010.11673583 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:25:y:2010:i:2:p:175-177 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673584_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Taisir Subhi Yamin Author-X-Name-First: Taisir Subhi Author-X-Name-Last: Yamin Title: Gifted Education: Attitudes, Latest Developments and Practices Journal: Gifted and Talented International Pages: 7-10 Issue: 1-2 Volume: 26 Year: 2011 Month: 3 X-DOI: 10.1080/15332276.2011.11673584 File-URL: http://hdl.handle.net/10.1080/15332276.2011.11673584 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:26:y:2011:i:1-2:p:7-10 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673585_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Selena Gallagher Author-X-Name-First: Selena Author-X-Name-Last: Gallagher Author-Name: Susen R. Smith Author-X-Name-First: Susen R. Author-X-Name-Last: Smith Author-Name: Peter Merrotsy Author-X-Name-First: Peter Author-X-Name-Last: Merrotsy Title: Teachers’ Perceptions of the Socioemotional Development of Intellectually Gifted Primary Aged Students and Their Attitudes Towards Ability Grouping and Acceleration Abstract: This qualitative multi-site case study sought to examine the current educational provisions in place for intellectually gifted primary school students in Queensland and to consider how the beliefs and attitudes of primary school stakeholders were reflected in the production of their school gifted education policies. Attitudes and perceptions of principals and teachers at four Queensland primary schools are reported in this article. The major findings indicated that while reported attitudes towards acceleration and ability grouping were fairly positive overall, educators are still concerned about the possible adverse effects of grade-skipping on students’ social and emotional development, and the connotations of elitism associated with full-time models of ability grouping. However, teachers’ knowledge and awareness of the affective characteristics of gifted students did not appear to influence their attitudes or beliefs regarding acceleration and ability grouping. Journal: Gifted and Talented International Pages: 11-24 Issue: 1-2 Volume: 26 Year: 2011 Month: 3 X-DOI: 10.1080/15332276.2011.11673585 File-URL: http://hdl.handle.net/10.1080/15332276.2011.11673585 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:26:y:2011:i:1-2:p:11-24 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673586_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Mousa Alnabhan Author-X-Name-First: Mousa Author-X-Name-Last: Alnabhan Title: How does Moral Judgement Change with Age and Giftedness? Abstract: The current study aimed at identifying the differences in moral Judgment levels among female students according to their giftedness and grade levels. In specific, the study attempted to answer the following questions: (1) Does moral judgment differ due to the differences in giftedness and grade levels? (2) Is it possible to efficiently predict the moral judgment levels for female students through non verbal intelligence, creativity, and achievement?A sample of (232) female students has been randomly selected as of (115) from 11th grade and (117) from 8th grade. This was selected from ten schools of the capital district of Kuwait. The moral judgment test, Raven’s progressive Matrices, Torrance Tests for Creative Thinking (verbal form), and the student’s general average were utilized to answer the research questions.The results revealed that there are statistical significance differences in moral judgment according to the main effects of giftedness and grade level. And it is possible to predict the moral judgment through creativity only. Journal: Gifted and Talented International Pages: 25-30 Issue: 1-2 Volume: 26 Year: 2011 Month: 3 X-DOI: 10.1080/15332276.2011.11673586 File-URL: http://hdl.handle.net/10.1080/15332276.2011.11673586 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:26:y:2011:i:1-2:p:25-30 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673587_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Margaret Plunkett Author-X-Name-First: Margaret Author-X-Name-Last: Plunkett Author-Name: Leonie Kronborg Author-X-Name-First: Leonie Author-X-Name-Last: Kronborg Title: Learning to Be a Teacher of the Gifted: The Importance of Examining Opinions and Challenging Misconceptions Abstract: In Australia, most teachers enter the profession without having completed any dedicated studies pertaining to gifted education, yet many go on to teach gifted students. There is a substantive body of research supporting the value of professional learning in enhancing attitudes and practices that are conducive to appropriate provisioning for gifted students. In 2008, Monash University began offering a new elective in gifted education which by the end of 2010 had been completed by almost 500 pre-service teachers. This article reports on research conducted with 332 of those participants, using Gagné and Nadeau’s (1985) Opinionnaire and a reflective journal. Findings illustrate a strong positive growth in opinions relating to gifted education, particularly in regard to social justice. Respondents’ reflections suggest that access to research and literature on giftedness had been instrumental in assisting pre-service teachers to challenge their previous opinions, many of which they now regarded as uninformed misconceptions. Journal: Gifted and Talented International Pages: 31-46 Issue: 1-2 Volume: 26 Year: 2011 Month: 3 X-DOI: 10.1080/15332276.2011.11673587 File-URL: http://hdl.handle.net/10.1080/15332276.2011.11673587 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:26:y:2011:i:1-2:p:31-46 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673588_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Anna Herrmann Author-X-Name-First: Anna Author-X-Name-Last: Herrmann Author-Name: Baruch Nevo Author-X-Name-First: Baruch Author-X-Name-Last: Nevo Title: Gifted Education in German-Speaking Countries Abstract: The purpose of this article is to provide the reader with a comprehensive yet detailed account of the current giftedness and gifted education situation in Austria, Germany, and Switzerland. It is concerned with four main research questions: (1) How is ‘giftedness’ defined in German-speaking countries? (2) How are gifted children identified? (3) What gifted education programs are there? (4) What are the empirical findings on these programs?The article is based on relevant journal articles, books, and webpages. The review of each of the topics mentioned above is accompanied by some critical comments. Journal: Gifted and Talented International Pages: 47-62 Issue: 1-2 Volume: 26 Year: 2011 Month: 3 X-DOI: 10.1080/15332276.2011.11673588 File-URL: http://hdl.handle.net/10.1080/15332276.2011.11673588 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:26:y:2011:i:1-2:p:47-62 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673589_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Tracy L. Riley Author-X-Name-First: Tracy L. Author-X-Name-Last: Riley Title: Competitions for Showcasting Innovative and Creative Talents Abstract: Competitions are recommended for identifying and providing for the exceptional talents of young people. Competitions have been a cornerstone of gifted education, putting talents to the test by enabling gifted students to showcase their abilities and receive acknowledgement and recognition for their talents. Competitions have been noted as “a training ground for excellence” (Riley & Karnes, 2007, p. 146), but also as “breeding grounds for problems with equity” (p. 151); however, there is support for the facilitation of competitions in schools or for individuals or teams of students. This article explores the literature on competitions, including issues of equity and excellence. It concludes that excellence with equity can be achieved for talented competitors through thoughtful, well-planned facilitation by schools and teachers, and provides step-by-step guidance for practitioners wanting to implement competitions in their gifted programmes. The article also highlights and details many of the international competitions that challenge and celebrate creativity and innovation, providing a description of each competition, contact details, entry criteria, costs, and prizes. Journal: Gifted and Talented International Pages: 63-70 Issue: 1-2 Volume: 26 Year: 2011 Month: 3 X-DOI: 10.1080/15332276.2011.11673589 File-URL: http://hdl.handle.net/10.1080/15332276.2011.11673589 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:26:y:2011:i:1-2:p:63-70 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673590_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Hanna David Author-X-Name-First: Hanna Author-X-Name-Last: David Title: The Importance of Teachers' Attitude in Nurturing and Educating Gifted Children Abstract: For many decades the issue of "who is to teach the gifted" has been at the center of many teachers-training programs, in many different countries, and in a variety of institutions for higher education. Most experts have agreed that the teacher of the gifted should love teaching, be an interesting person, very knowledgeable, especially in the subject matter he or she teaches, loves to help, be considerate, must be self-confidence, s well as polite and respects others. Others have found that the most important trait of teachers of the gifted is their intelligence: while many gifted students could not connect educationally and emotionally to average intelligence-teachers, the loved being taught by teachers who were experts in the subject matter, taught in a logical, well-built structure; teachers who were not only intelligent but creative as well. However, a recent study done with education students in two teachers colleges revealed a different picture. The most important characteristic of the "ideal teacher" was her or his personal traits, while the least important was her or his general education and broad mindedness. Indeed, in countries such as Israel, where the requirements for being admitted to a teachers ’college are the lowest among all other academic professions, it has been hard for many gifted students to be taught by some of the less intelligent teachers. But the most important characteristic of the good teacher of the gifted has been her or his attitude towards the gifted: High intelligent and high educated teachers with a negative attitude towards giftedness made bad teachers for the gifted. Journal: Gifted and Talented International Pages: 71-80 Issue: 1-2 Volume: 26 Year: 2011 Month: 3 X-DOI: 10.1080/15332276.2011.11673590 File-URL: http://hdl.handle.net/10.1080/15332276.2011.11673590 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:26:y:2011:i:1-2:p:71-80 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673591_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Phu Vu Author-X-Name-First: Phu Author-X-Name-Last: Vu Title: Gifted Studends’ Profiles and Their Attitudes Towards a Gifted Program: The Case of Vietnam Abstract: This study describes a gifted program and examines issues related to gifted students’ profiles and their attitudes towards an English specialized program in Vietnam. The data were collected via an online survey and analyzed through descriptive statistics in order to identify patterns of agreement and disagreement between two groups of 60 current and 30 former gifted students. The results indicate that the majority of the participants came from well-educated families and that family influences and traditions had a great impact on their choice of the program. Furthermore, most of them expressed satisfaction with the quality of their English major at the school and appreciated its usefulness for their further study and career. The findings were interpreted in view of their implications for further development and modifications of this program to better meet the increasing demands of students, parents and the whole society. Journal: Gifted and Talented International Pages: 81-87 Issue: 1-2 Volume: 26 Year: 2011 Month: 3 X-DOI: 10.1080/15332276.2011.11673591 File-URL: http://hdl.handle.net/10.1080/15332276.2011.11673591 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:26:y:2011:i:1-2:p:81-87 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673592_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Pieternel Dijkstra Author-X-Name-First: Pieternel Author-X-Name-Last: Dijkstra Author-Name: Dick Barelds Author-X-Name-First: Dick Author-X-Name-Last: Barelds Author-Name: Sieuwke Ronner Author-X-Name-First: Sieuwke Author-X-Name-Last: Ronner Author-Name: Arnolda Nauta Author-X-Name-First: Arnolda Author-X-Name-Last: Nauta Title: Humor Styles and their Relationship to Well-Being among the Gifted Abstract: The present study examined the extent to which a sample of 202 gifted individuals (members of Mensa) engaged in four humor styles and the extent to which these humor styles were related to their well-being. These results were compared to a comparative population sample (n = 265). Results showed that gifted individuals most often used positive humor styles. There were no within sex differences in the use of humor styles between the gifted sample and the comparative population sample. Men (in both samples), however, used aggressive humor more than women. Self-enhancing humor (+) and self-defeating humor (-) were related most consistently to well-being across sub-samples. For men, significant differences were found between the two samples with regard to the relations between humor styles and well-being: Affiliative and self-enhancing humor related positively and substantially to well-being in men from the comparative population sample, but not in men from the gifted sample. Journal: Gifted and Talented International Pages: 89-98 Issue: 1-2 Volume: 26 Year: 2011 Month: 3 X-DOI: 10.1080/15332276.2011.11673592 File-URL: http://hdl.handle.net/10.1080/15332276.2011.11673592 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:26:y:2011:i:1-2:p:89-98 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673593_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Scott J. Peters Author-X-Name-First: Scott J. Author-X-Name-Last: Peters Title: The Importance of Multi-Group Validity Evidence in Gifted and Talented Identification and Research Abstract: Practitioners and researchers often review the validity evidence of an instrument before using it for student assessment or in the practice of diagnosing or identifying children with exceptionalities. However, few test manuals present data on instrument measurement equivalence/invariance or differential item functioning. This information is critical as it allows the user to determine if the instrument yields equally valid information for a diverse group of children. This article presents the rationale and need for such information as well as a detailed process for how test developers, practitioners, or education researchers might complete their own evaluation of instrument invariance. Journal: Gifted and Talented International Pages: 99-104 Issue: 1-2 Volume: 26 Year: 2011 Month: 3 X-DOI: 10.1080/15332276.2011.11673593 File-URL: http://hdl.handle.net/10.1080/15332276.2011.11673593 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:26:y:2011:i:1-2:p:99-104 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673594_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Shoshana Rosemarin Author-X-Name-First: Shoshana Author-X-Name-Last: Rosemarin Title: Gifted Immigrants and Refugees in Israel Abstract: Since its establishment in 1948, the state of Israel has acquired a lot of experience in absorbing Jews who migrated from different parts of the globe. Two very different groups have immigrated into Israel during the last two decades – Ethiopians (100.000) and Russians (700.000). Due to the basic differences between those groups and cultures, the integration of each of them and the issue of giftedness related to them involve different considerations and strategies. Journal: Gifted and Talented International Pages: 105-109 Issue: 1-2 Volume: 26 Year: 2011 Month: 3 X-DOI: 10.1080/15332276.2011.11673594 File-URL: http://hdl.handle.net/10.1080/15332276.2011.11673594 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:26:y:2011:i:1-2:p:105-109 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673595_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Penny Van Deur Author-X-Name-First: Penny Van Author-X-Name-Last: Deur Title: Views of Gifted Elementary Students about Self-Directed Learning Abstract: Despite the connection between independent learning and gifted students, little is known of the views these students hold about the process of being self-directed learners. This interview study examined views of ten gifted elementary school students in South Australia about Self-Directed Learning. The interview responses showed that these gifted students had detailed knowledge about Self-Directed Learning, emphasised the importance of motivation, and described differences in Self-Directed Learning at home and at school in terms of choice of activities. The results of the study suggest that gifted elementary students have explicit awareness of their knowledge of Self-Directed Learning, which is associated with their positive motivation for Self-Directed Learning. The results also suggest that development of knowledge and skills of Self-Directed Learning, together with choice of school-based independent learning inquiries, could provide these students with the motivation and challenge they need to plan and implement investigations while evaluating their own progress. Journal: Gifted and Talented International Pages: 111-120 Issue: 1-2 Volume: 26 Year: 2011 Month: 3 X-DOI: 10.1080/15332276.2011.11673595 File-URL: http://hdl.handle.net/10.1080/15332276.2011.11673595 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:26:y:2011:i:1-2:p:111-120 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673596_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Susan Prior Author-X-Name-First: Susan Author-X-Name-Last: Prior Title: Student Voice: What Do Students Who Are Intellectually Gifted Say They Experience and Need in the Inclusive Classroom? Abstract: The research available to find the voice of the student who is intellectually gifted is examined briefly in regard to the changes in education. In contrasting and critiquing different views I confirm that there is little direct information available from individuals in mainstream classes who are intellectually gifted as to what they experience as learners or whether it matches what the professionals say should be happening. Overwhelmingly there is a call for a more personalised and coordinated approach to education for individuals, who are gifted rather than for “the gifted.” I discuss the possibilities to transform our thinking about education for students who are gifted within the current context of inclusive schooling. Some suggestions for future research including lines of inquiry in the individual voices of students who are gifted, are offered. Journal: Gifted and Talented International Pages: 121-129 Issue: 1-2 Volume: 26 Year: 2011 Month: 3 X-DOI: 10.1080/15332276.2011.11673596 File-URL: http://hdl.handle.net/10.1080/15332276.2011.11673596 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:26:y:2011:i:1-2:p:121-129 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673597_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Dimitrios Zbainos Author-X-Name-First: Dimitrios Author-X-Name-Last: Zbainos Author-Name: Anastasia Kyritsi Author-X-Name-First: Anastasia Author-X-Name-Last: Kyritsi Title: Greek Talented Students’ Motivation: A Qualitative Analysis Abstract: This article presents one of the few recent attempts to investigate aspects of motivation of Greek gifted students. This effort is particularly challenging since gifted education in Greece is a nonexistent concept, and any study of Greek gifted students has to overcome obstacles related to definition, location and identification of gifted students. The present study investigated the motivation of 10 Greek talented students who had won national and international competitions in different fields of talent. The method of investigation was qualitative through interviews. Their narrations demonstrated that their occupation with what would later become their talents, started either by chance, or by a member of the family who distinguished some ability and operated as their mentor. In the process all participants described mastery goal orientation motivating their actions, until they started participating in competitions, where performance orientation operated additionally to their existing mastery orientation. In general, their behavior was directed by approach motivation, while avoidance motivation did not seem to be present at all. Journal: Gifted and Talented International Pages: 131-142 Issue: 1-2 Volume: 26 Year: 2011 Month: 3 X-DOI: 10.1080/15332276.2011.11673597 File-URL: http://hdl.handle.net/10.1080/15332276.2011.11673597 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:26:y:2011:i:1-2:p:131-142 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673598_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Hava E. Vidergor Author-X-Name-First: Hava E. Author-X-Name-Last: Vidergor Author-Name: Billie Eilam Author-X-Name-First: Billie Author-X-Name-Last: Eilam Title: Impact of Professional Development Programs for Teachers of the Gifted Abstract: The aim of the present study was to assess the impact of the Israeli certification program for teachers of gifted children. Pre- and post-tests addressed Israeli teachers’ perceptions of unique teaching-learning situations in pullout centers, the desired characteristics of teachers of the gifted, as well as knowledge of gifted and instructional related competencies acquired. The research sample comprised 147 teachers composing three groups: (a) PDTG teachers; (b) pullout center teachers; and (c) school teachers. Measures of perceptions were based on three instruments: (a) a questionnaire measuring level of collectivism; (b) an open-ended question about the teaching-learning situation and statements about desired cognitive, personal, and pedagogical characteristics of teachers of the gifted; and (c) a questionnaire measuring knowledge of gifted education and related competencies. Significant effects for group, interaction of group by culture, and type of program were detected in issues addressed. The study findings suggest a limited impact of certification programs. The study proposes a new lens for examining professional development programs, in particular as related to cultural orientations, and discusses practical implications for teacher certification programs Journal: Gifted and Talented International Pages: 143-161 Issue: 1-2 Volume: 26 Year: 2011 Month: 3 X-DOI: 10.1080/15332276.2011.11673598 File-URL: http://hdl.handle.net/10.1080/15332276.2011.11673598 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:26:y:2011:i:1-2:p:143-161 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673599_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Heinz Neber Author-X-Name-First: Heinz Author-X-Name-Last: Neber Author-Name: Sarah Sennebogen Author-X-Name-First: Sarah Author-X-Name-Last: Sennebogen Author-Name: Yamin Taisir Subhi Author-X-Name-First: Yamin Taisir Author-X-Name-Last: Subhi Author-Name: K. Linke Sandra Author-X-Name-First: K. Linke Author-X-Name-Last: Sandra Author-Name: E. Vidergor Hava Author-X-Name-First: E. Vidergor Author-X-Name-Last: Hava Author-Name: K. Mäkitalo-Siegl Author-X-Name-First: K. Author-X-Name-Last: Mäkitalo-Siegl Author-Name: J. Zottmann Author-X-Name-First: J. Author-X-Name-Last: Zottmann Author-Name: F. Kaplan Author-X-Name-First: F. Author-X-Name-Last: Kaplan Author-Name: F. Fischer Author-X-Name-First: F. Author-X-Name-Last: Fischer Title: Classroom of the Future: Orchestrating Collaborative Spaces Journal: Gifted and Talented International Pages: 165-167 Issue: 1-2 Volume: 26 Year: 2011 Month: 3 X-DOI: 10.1080/15332276.2011.11673599 File-URL: http://hdl.handle.net/10.1080/15332276.2011.11673599 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:26:y:2011:i:1-2:p:165-167 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673600_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Trevor J. Tebbs Author-X-Name-First: Trevor J. Author-X-Name-Last: Tebbs Author-Name: Kaufman James Author-X-Name-First: Kaufman Author-X-Name-Last: James Author-Name: Yamin Taisir Subhi Author-X-Name-First: Yamin Taisir Author-X-Name-Last: Subhi Author-Name: Heinz Neber Author-X-Name-First: Heinz Author-X-Name-Last: Neber Author-Name: K. Linke Sandra Author-X-Name-First: K. Linke Author-X-Name-Last: Sandra Author-Name: E. Vidergor Hava Author-X-Name-First: E. Vidergor Author-X-Name-Last: Hava Author-Name: K. Mäkitalo-Siegl Author-X-Name-First: K. Author-X-Name-Last: Mäkitalo-Siegl Title: Creativity 101 Journal: Gifted and Talented International Pages: 169-172 Issue: 1-2 Volume: 26 Year: 2011 Month: 3 X-DOI: 10.1080/15332276.2011.11673600 File-URL: http://hdl.handle.net/10.1080/15332276.2011.11673600 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:26:y:2011:i:1-2:p:169-172 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673601_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Judy Wiener Author-X-Name-First: Judy Author-X-Name-Last: Wiener Author-Name: James T. Webb Author-X-Name-First: James T. Author-X-Name-Last: Webb Author-Name: Edward R. Amend Author-X-Name-First: Edward R. Author-X-Name-Last: Amend Author-Name: Nadia E. Webb Author-X-Name-First: Nadia E. Author-X-Name-Last: Webb Author-Name: Goerss Jean Author-X-Name-First: Goerss Author-X-Name-Last: Jean Author-Name: Beljan Paul Author-X-Name-First: Beljan Author-X-Name-Last: Paul Author-Name: F. Richard Olenchak Author-X-Name-First: F. Richard Author-X-Name-Last: Olenchak Author-Name: Yamin Taisir Subhi Author-X-Name-First: Yamin Taisir Author-X-Name-Last: Subhi Author-Name: Heinz Neber Author-X-Name-First: Heinz Author-X-Name-Last: Neber Author-Name: K. Linke Sandra Author-X-Name-First: K. Linke Author-X-Name-Last: Sandra Author-Name: E. Vidergor Hava Author-X-Name-First: E. Vidergor Author-X-Name-Last: Hava Title: Misdiagnosis and Dual Diagnoses of Gifted Children and Adults: ADHD, Bipolar, OCD, Asperger’s, Depression, and Other Disorders Journal: Gifted and Talented International Pages: 173-174 Issue: 1-2 Volume: 26 Year: 2011 Month: 3 X-DOI: 10.1080/15332276.2011.11673601 File-URL: http://hdl.handle.net/10.1080/15332276.2011.11673601 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:26:y:2011:i:1-2:p:173-174 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673602_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Taisir Subhi Yamin Author-X-Name-First: Taisir Subhi Author-X-Name-Last: Yamin Title: Cultural Bias in Giftedness Research: "A Road Map for Cultural Sensitivity" Journal: Gifted and Talented International Pages: 7-13 Issue: 1 Volume: 27 Year: 2012 Month: 3 X-DOI: 10.1080/15332276.2012.11673602 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673602 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:1:p:7-13 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673603_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Roland S. Persson Author-X-Name-First: Roland S. Author-X-Name-Last: Persson Title: Cultural Variation and Dominance in a Globalised Knowledge-Economy: Towards a Culture-Sensitive Research Paradigm in the Science of Giftedness Abstract: The objective of this target article is to chart the potential threat to research validity in the field of giftedness research, and by implication also the study and practice of gifted education, in the light of cultural bias. It endeavours to pull together facts from a number of academic disciplines to make sense of how culture relates to science, research and society. In proposing a reasonable agenda for remedial action the nature and impact of cultural dominance, and the emergence of a socially engineered and transnational superculture are issues discussed first. Then follows a focus on the known cultural patterns of the World and how these relate to many of the notions and constructs of giftedness research as well as to the known pitfalls of the ethnocentric mind. In conclusion, a number of straightforward actions focusing on a) mindset and habits, b) research skills and c) selfknowledge and cultural competence are proposed as important in coming to terms with the weakening credibility of gifted science in a global perspective. Journal: Gifted and Talented International Pages: 15-48 Issue: 1 Volume: 27 Year: 2012 Month: 3 X-DOI: 10.1080/15332276.2012.11673603 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673603 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:1:p:15-48 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673604_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Carole Ruth Harris Author-X-Name-First: Carole Ruth Author-X-Name-Last: Harris Title: Critique of Cultural Variation and Dominance in a Globalised Knowledge-Economy: Towards a Culture-Sensitive Research Paradigm in the Science of Giftedness Journal: Gifted and Talented International Pages: 49-53 Issue: 1 Volume: 27 Year: 2012 Month: 3 X-DOI: 10.1080/15332276.2012.11673604 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673604 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:1:p:49-53 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673605_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: L. Mazzoli Smith Author-X-Name-First: L. Mazzoli Author-X-Name-Last: Smith Author-Name: R. J. Campbell Author-X-Name-First: R. J. Author-X-Name-Last: Campbell Title: The Recognition of Cultural Bias in Researching Those Labelled Gifted: An Overdue Perspective Journal: Gifted and Talented International Pages: 55-61 Issue: 1 Volume: 27 Year: 2012 Month: 3 X-DOI: 10.1080/15332276.2012.11673605 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673605 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:1:p:55-61 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673606_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Rhoda Myra Garces-Bacsal Author-X-Name-First: Rhoda Myra Author-X-Name-Last: Garces-Bacsal Title: On Universals, Cultural Variations and Individual Uniqueness: Throwing Down the Gauntlet in Giftedness Research Journal: Gifted and Talented International Pages: 63-65 Issue: 1 Volume: 27 Year: 2012 Month: 3 X-DOI: 10.1080/15332276.2012.11673606 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673606 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:1:p:63-65 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673607_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Dorothy A. Sisk Author-X-Name-First: Dorothy A. Author-X-Name-Last: Sisk Title: A Catalyst for Charting a Path to Research Validity in the Field of Gifted Education Journal: Gifted and Talented International Pages: 67-70 Issue: 1 Volume: 27 Year: 2012 Month: 3 X-DOI: 10.1080/15332276.2012.11673607 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673607 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:1:p:67-70 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673608_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: James J. Gallagher Author-X-Name-First: James J. Author-X-Name-Last: Gallagher Title: A Distinction between Emic Research and Etic Research Journal: Gifted and Talented International Pages: 71-72 Issue: 1 Volume: 27 Year: 2012 Month: 3 X-DOI: 10.1080/15332276.2012.11673608 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673608 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:1:p:71-72 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673609_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: John P. Anchan Author-X-Name-First: John P. Author-X-Name-Last: Anchan Title: The Debate on Dominant Culture and Cultural Imperialism Journal: Gifted and Talented International Pages: 73-75 Issue: 1 Volume: 27 Year: 2012 Month: 3 X-DOI: 10.1080/15332276.2012.11673609 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673609 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:1:p:73-75 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673610_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Hava E. Vidergor Author-X-Name-First: Hava E. Author-X-Name-Last: Vidergor Title: Culturally Responsible Research, Teacher Certification and Gifted Education Services: A Response to Persson’s Target Article Journal: Gifted and Talented International Pages: 77-82 Issue: 1 Volume: 27 Year: 2012 Month: 3 X-DOI: 10.1080/15332276.2012.11673610 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673610 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:1:p:77-82 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673611_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Trevor J. Tebbs Author-X-Name-First: Trevor J. Author-X-Name-Last: Tebbs Title: Superculture? Thoughts Prompted by Roland S. Persson’s Essay Journal: Gifted and Talented International Pages: 83-90 Issue: 1 Volume: 27 Year: 2012 Month: 3 X-DOI: 10.1080/15332276.2012.11673611 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673611 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:1:p:83-90 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673612_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Lee Martin Author-X-Name-First: Lee Author-X-Name-Last: Martin Author-Name: Shaun Gordon Author-X-Name-First: Shaun Author-X-Name-Last: Gordon Title: You Say Ordinary, We Say Gifted: How Ontology Can Help Mitigate Cultural Variation in the Social Sciences Journal: Gifted and Talented International Pages: 91-93 Issue: 1 Volume: 27 Year: 2012 Month: 3 X-DOI: 10.1080/15332276.2012.11673612 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673612 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:1:p:91-93 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673613_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Jennifer Foreman Author-X-Name-First: Jennifer Author-X-Name-Last: Foreman Author-Name: Joseph Renzulli Author-X-Name-First: Joseph Author-X-Name-Last: Renzulli Title: Culture, Globalisation and the Study of Giftedness: Reflections on Persson’s Analysis and Recommendations for Future Research Journal: Gifted and Talented International Pages: 95-98 Issue: 1 Volume: 27 Year: 2012 Month: 3 X-DOI: 10.1080/15332276.2012.11673613 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673613 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:1:p:95-98 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673614_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Don Ambrose Author-X-Name-First: Don Author-X-Name-Last: Ambrose Title: Revealing Additional Dimensions of Globalisation and Cultural Hegemony: A Response to Roland S. Persson’s Call for Cultural Sensitivity in Gifted Studies Journal: Gifted and Talented International Pages: 99-110 Issue: 1 Volume: 27 Year: 2012 Month: 3 X-DOI: 10.1080/15332276.2012.11673614 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673614 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:1:p:99-110 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673615_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Dona J. Matthews Author-X-Name-First: Dona J. Author-X-Name-Last: Matthews Title: Policy, Practice in Giftedness, and Rsearch Methodologies: Response to Roland S. Persson’s Article Journal: Gifted and Talented International Pages: 111-114 Issue: 1 Volume: 27 Year: 2012 Month: 3 X-DOI: 10.1080/15332276.2012.11673615 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673615 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:1:p:111-114 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673616_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: James C. Kaufman Author-X-Name-First: James C. Author-X-Name-Last: Kaufman Author-Name: Lan Lan Author-X-Name-First: Lan Author-X-Name-Last: Lan Title: East-West Cultural Bias and Creativity: We are Alike and we are Different Journal: Gifted and Talented International Pages: 115-117 Issue: 1 Volume: 27 Year: 2012 Month: 3 X-DOI: 10.1080/15332276.2012.11673616 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673616 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:1:p:115-117 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673617_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Michael F. Shaughnessy Author-X-Name-First: Michael F. Author-X-Name-Last: Shaughnessy Author-Name: Gilbert Valdez Author-X-Name-First: Gilbert Author-X-Name-Last: Valdez Title: Basic Framework to Understand Identity Development in a Multicultural Context Journal: Gifted and Talented International Pages: 119-121 Issue: 1 Volume: 27 Year: 2012 Month: 3 X-DOI: 10.1080/15332276.2012.11673617 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673617 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:1:p:119-121 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673618_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Yang Yang Author-X-Name-First: Yang Author-X-Name-Last: Yang Author-Name: Marcia Gentry Author-X-Name-First: Marcia Author-X-Name-Last: Gentry Title: Some Thoughts on “Cultural Variation and Dominance in a Globalised Knowledge-Economy” Journal: Gifted and Talented International Pages: 123-124 Issue: 1 Volume: 27 Year: 2012 Month: 3 X-DOI: 10.1080/15332276.2012.11673618 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673618 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:1:p:123-124 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673619_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Eleoussa Polyzoi Author-X-Name-First: Eleoussa Author-X-Name-Last: Polyzoi Author-Name: Donna Copsey Haydey Author-X-Name-First: Donna Copsey Author-X-Name-Last: Haydey Title: In the Shadows of Dominant Cultures: The Elusive Definition of Giftedness Journal: Gifted and Talented International Pages: 125-126 Issue: 1 Volume: 27 Year: 2012 Month: 3 X-DOI: 10.1080/15332276.2012.11673619 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673619 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:1:p:125-126 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673620_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Hanna David Author-X-Name-First: Hanna Author-X-Name-Last: David Title: "Giftedness Science": Does It Exist at All? Journal: Gifted and Talented International Pages: 127-132 Issue: 1 Volume: 27 Year: 2012 Month: 3 X-DOI: 10.1080/15332276.2012.11673620 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673620 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:1:p:127-132 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673621_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joan Freeman Author-X-Name-First: Joan Author-X-Name-Last: Freeman Title: The Scenic Route is Not Always the Most Informative Journal: Gifted and Talented International Pages: 133-134 Issue: 1 Volume: 27 Year: 2012 Month: 3 X-DOI: 10.1080/15332276.2012.11673621 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673621 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:1:p:133-134 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673622_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Roland S. Persson Author-X-Name-First: Roland S. Author-X-Name-Last: Persson Title: Increasing Self-Awareness, Decreasing Dogmatism and Expanding Disciplinary Horizons: Synthesising a Plan of Action Towards Culture-Sensitivity Journal: Gifted and Talented International Pages: 135-154 Issue: 1 Volume: 27 Year: 2012 Month: 3 X-DOI: 10.1080/15332276.2012.11673622 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673622 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:1:p:135-154 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673623_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: D. Ambrose Author-X-Name-First: D. Author-X-Name-Last: Ambrose Author-Name: R. J. Sternberg Author-X-Name-First: R. J. Author-X-Name-Last: Sternberg Author-Name: B. Sriraman Author-X-Name-First: B. Author-X-Name-Last: Sriraman Author-Name: Sandra K. Linke Author-X-Name-First: Sandra K. Author-X-Name-Last: Linke Author-Name: Taisir Yamin Subhi Author-X-Name-First: Taisir Yamin Author-X-Name-Last: Subhi Author-Name: Heinz Neber Author-X-Name-First: Heinz Author-X-Name-Last: Neber Author-Name: E. Vidergor Hava Author-X-Name-First: E. Vidergor Author-X-Name-Last: Hava Title: Confronting Dogmatism in Gifted Education Journal: Gifted and Talented International Pages: 157-159 Issue: 1 Volume: 27 Year: 2012 Month: 3 X-DOI: 10.1080/15332276.2012.11673623 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673623 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:1:p:157-159 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673624_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Taisir Yamin Subhi Author-X-Name-First: Taisir Yamin Author-X-Name-Last: Subhi Author-Name: Heinz Neber Author-X-Name-First: Heinz Author-X-Name-Last: Neber Author-Name: Sandra K. Linke Author-X-Name-First: Sandra K. Author-X-Name-Last: Linke Author-Name: E. Vidergor Hava Author-X-Name-First: E. Vidergor Author-X-Name-Last: Hava Author-Name: M. Zeidner Author-X-Name-First: M. Author-X-Name-Last: Zeidner Author-Name: G. Matthews Author-X-Name-First: G. Author-X-Name-Last: Matthews Author-Name: R. D. Roberts Author-X-Name-First: R. D. Author-X-Name-Last: Roberts Author-Name: Taisir Subhi Yamin Author-X-Name-First: Taisir Subhi Author-X-Name-Last: Yamin Title: What We Know about Emotional Intelligence: How it Affects Learning, Work, Relationships, and Our Mental Health Journal: Gifted and Talented International Pages: 161-166 Issue: 1 Volume: 27 Year: 2012 Month: 3 X-DOI: 10.1080/15332276.2012.11673624 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673624 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:1:p:161-166 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673625_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Taisir Yamin Subhi Author-X-Name-First: Taisir Yamin Author-X-Name-Last: Subhi Author-Name: Heinz Neber Author-X-Name-First: Heinz Author-X-Name-Last: Neber Author-Name: Sandra K. Linke Author-X-Name-First: Sandra K. Author-X-Name-Last: Linke Author-Name: E. Vidergor Hava Author-X-Name-First: E. Vidergor Author-X-Name-Last: Hava Author-Name: M. Zeidner Author-X-Name-First: M. Author-X-Name-Last: Zeidner Author-Name: G. Matthews Author-X-Name-First: G. Author-X-Name-Last: Matthews Author-Name: R. D. Roberts Author-X-Name-First: R. D. Author-X-Name-Last: Roberts Author-Name: Taisir Subhi Yamin Author-X-Name-First: Taisir Subhi Author-X-Name-Last: Yamin Author-Name: S. White Author-X-Name-First: S. Author-X-Name-Last: White Title: Designing Defensible Classroom Programs for Gifted Secondary School Learner: A Handbook for Teachers Journal: Gifted and Talented International Pages: 167-168 Issue: 1 Volume: 27 Year: 2012 Month: 3 X-DOI: 10.1080/15332276.2012.11673625 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673625 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:1:p:167-168 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673626_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Taisir Subhi Yamin Author-X-Name-First: Taisir Subhi Author-X-Name-Last: Yamin Title: “A Quality of Giftedness” Is the Vital Ingredient in World-Class Achievement Journal: Gifted and Talented International Pages: 7-11 Issue: 2 Volume: 27 Year: 2012 Month: 9 X-DOI: 10.1080/15332276.2012.11673626 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673626 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:2:p:7-11 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673627_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joan Freeman Author-X-Name-First: Joan Author-X-Name-Last: Freeman Title: A Quality of Giftedness Journal: Gifted and Talented International Pages: 13-18 Issue: 2 Volume: 27 Year: 2012 Month: 9 X-DOI: 10.1080/15332276.2012.11673627 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673627 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:2:p:13-18 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673628_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: James Gallagher Author-X-Name-First: James Author-X-Name-Last: Gallagher Title: Commentary on Joan Freeman: A Quality of Giftedness Journal: Gifted and Talented International Pages: 19-20 Issue: 2 Volume: 27 Year: 2012 Month: 9 X-DOI: 10.1080/15332276.2012.11673628 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673628 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:2:p:19-20 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673629_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Dorothy A. Sisk Author-X-Name-First: Dorothy A. Author-X-Name-Last: Sisk Title: Elusive Quality of Giftedness: Creative Life Spark Journal: Gifted and Talented International Pages: 21-25 Issue: 2 Volume: 27 Year: 2012 Month: 9 X-DOI: 10.1080/15332276.2012.11673629 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673629 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:2:p:21-25 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673630_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: R. J. Campbell Author-X-Name-First: R. J. Author-X-Name-Last: Campbell Author-Name: L. Mazzoli Smith Author-X-Name-First: L. Mazzoli Author-X-Name-Last: Smith Title: De-Mystifying Giftedness: An Overdue Perspective Journal: Gifted and Talented International Pages: 27-31 Issue: 2 Volume: 27 Year: 2012 Month: 9 X-DOI: 10.1080/15332276.2012.11673630 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673630 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:2:p:27-31 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673631_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Lee Martin Author-X-Name-First: Lee Author-X-Name-Last: Martin Author-Name: Angela Martinez Dy Author-X-Name-First: Angela Martinez Author-X-Name-Last: Dy Title: Qualities and Quantities: Using Philosophy to Guide Our Research Journal: Gifted and Talented International Pages: 33-35 Issue: 2 Volume: 27 Year: 2012 Month: 9 X-DOI: 10.1080/15332276.2012.11673631 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673631 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:2:p:33-35 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673632_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: John P. Anchan Author-X-Name-First: John P. Author-X-Name-Last: Anchan Title: Response to: A Quality of Giftedness Journal: Gifted and Talented International Pages: 37-39 Issue: 2 Volume: 27 Year: 2012 Month: 9 X-DOI: 10.1080/15332276.2012.11673632 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673632 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:2:p:37-39 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673633_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Rhoda Myra Garces-Bacsal Author-X-Name-First: Rhoda Myra Author-X-Name-Last: Garces-Bacsal Title: Sparks of Life and Effervescence in Gifted Education: Quality of Qualities – A Response to “A Quality of Giftedness” Journal: Gifted and Talented International Pages: 41-43 Issue: 2 Volume: 27 Year: 2012 Month: 9 X-DOI: 10.1080/15332276.2012.11673633 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673633 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:2:p:41-43 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673634_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Michael F. Shaughnessy Author-X-Name-First: Michael F. Author-X-Name-Last: Shaughnessy Author-Name: Gilbert Valdez Author-X-Name-First: Gilbert Author-X-Name-Last: Valdez Title: Commentary on “A Quality of Giftedness” Journal: Gifted and Talented International Pages: 45-46 Issue: 2 Volume: 27 Year: 2012 Month: 9 X-DOI: 10.1080/15332276.2012.11673634 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673634 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:2:p:45-46 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673635_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Rachelle Miller Author-X-Name-First: Rachelle Author-X-Name-Last: Miller Author-Name: Marcia Gentry Author-X-Name-First: Marcia Author-X-Name-Last: Gentry Title: Response to “A Quality of Giftedness” Journal: Gifted and Talented International Pages: 47-48 Issue: 2 Volume: 27 Year: 2012 Month: 9 X-DOI: 10.1080/15332276.2012.11673635 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673635 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:2:p:47-48 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673636_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Eleoussa Polyzoi Author-X-Name-First: Eleoussa Author-X-Name-Last: Polyzoi Author-Name: Donna Copsey Haydey Author-X-Name-First: Donna Copsey Author-X-Name-Last: Haydey Title: Rethinking the Concept of Brilliance Journal: Gifted and Talented International Pages: 49-50 Issue: 2 Volume: 27 Year: 2012 Month: 9 X-DOI: 10.1080/15332276.2012.11673636 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673636 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:2:p:49-50 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673637_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Frances R. Spielhagen Author-X-Name-First: Frances R. Author-X-Name-Last: Spielhagen Title: Response to “A Quality of Giftedness” Journal: Gifted and Talented International Pages: 51-52 Issue: 2 Volume: 27 Year: 2012 Month: 9 X-DOI: 10.1080/15332276.2012.11673637 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673637 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:2:p:51-52 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11673638_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Connie Phelps Author-X-Name-First: Connie Author-X-Name-Last: Phelps Title: Enigmatic Qualities of the Gifted that Transcend Identification Journal: Gifted and Talented International Pages: 53-55 Issue: 2 Volume: 27 Year: 2012 Month: 9 X-DOI: 10.1080/15332276.2012.11673638 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11673638 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:2:p:53-55 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678393_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Carole Ruth Harris Author-X-Name-First: Carole Ruth Author-X-Name-Last: Harris Title: Critique of “A Quality of Giftedness” Journal: Gifted and Talented International Pages: 57-58 Issue: 2 Volume: 27 Year: 2012 Month: 9 X-DOI: 10.1080/15332276.2012.11678393 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11678393 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:2:p:57-58 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678394_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Hava Vidergor Author-X-Name-First: Hava Author-X-Name-Last: Vidergor Title: School Provisions for Gifted, Talented and able Students: A Response to Freeman Journal: Gifted and Talented International Pages: 59-63 Issue: 2 Volume: 27 Year: 2012 Month: 9 X-DOI: 10.1080/15332276.2012.11678394 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11678394 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:2:p:59-63 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678395_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joan Freeman Author-X-Name-First: Joan Author-X-Name-Last: Freeman Title: A Quality of Giftedness: Responses to the Responses Journal: Gifted and Talented International Pages: 65-71 Issue: 2 Volume: 27 Year: 2012 Month: 9 X-DOI: 10.1080/15332276.2012.11678395 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11678395 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:2:p:65-71 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678396_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Taisir Subhi Yamin Author-X-Name-First: Taisir Subhi Author-X-Name-Last: Yamin Author-Name: Heinz Neber Author-X-Name-First: Heinz Author-X-Name-Last: Neber Author-Name: Sandra K. Linke Author-X-Name-First: Sandra K. Author-X-Name-Last: Linke Author-Name: Linda Kreger Silverman Author-X-Name-First: Linda Kreger Author-X-Name-Last: Silverman Author-Name: Trevor J. Tebbs Author-X-Name-First: Trevor J. Author-X-Name-Last: Tebbs Title: Giftedness 101 Journal: Gifted and Talented International Pages: 75-80 Issue: 2 Volume: 27 Year: 2012 Month: 9 X-DOI: 10.1080/15332276.2012.11678396 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11678396 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:2:p:75-80 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678397_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Taisir Subhi Yamin Author-X-Name-First: Taisir Subhi Author-X-Name-Last: Yamin Author-Name: Heinz Neber Author-X-Name-First: Heinz Author-X-Name-Last: Neber Author-Name: Sandra K. Linke Author-X-Name-First: Sandra K. Author-X-Name-Last: Linke Author-Name: Nathan C. Hall Author-X-Name-First: Nathan C. Author-X-Name-Last: Hall Author-Name: Thomas Goetz Author-X-Name-First: Thomas Author-X-Name-Last: Goetz Author-Name: Jamie L. Taxer Author-X-Name-First: Jamie L. Author-X-Name-Last: Taxer Author-Name: Heinz Neber Author-X-Name-First: Heinz Author-X-Name-Last: Neber Title: The Handbook of Emotion, Motivation, and Self-Regulation in Learning and Instruction Journal: Gifted and Talented International Pages: 81-83 Issue: 2 Volume: 27 Year: 2012 Month: 9 X-DOI: 10.1080/15332276.2012.11678397 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11678397 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:2:p:81-83 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678398_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Taisir Subhi Yamin Author-X-Name-First: Taisir Subhi Author-X-Name-Last: Yamin Author-Name: Heinz Neber Author-X-Name-First: Heinz Author-X-Name-Last: Neber Author-Name: Sandra K. Linke Author-X-Name-First: Sandra K. Author-X-Name-Last: Linke Author-Name: Scott A. Chamberlin Author-X-Name-First: Scott A. Author-X-Name-Last: Chamberlin Author-Name: Sandra K. Linke Author-X-Name-First: Sandra K. Author-X-Name-Last: Linke Title: Serving the Needs of Intellectually Advanced Mathematics Students in Grades K-6 Journal: Gifted and Talented International Pages: 85-88 Issue: 2 Volume: 27 Year: 2012 Month: 9 X-DOI: 10.1080/15332276.2012.11678398 File-URL: http://hdl.handle.net/10.1080/15332276.2012.11678398 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:27:y:2012:i:2:p:85-88 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678399_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Taisir Subhi Yamin Author-X-Name-First: Taisir Subhi Author-X-Name-Last: Yamin Title: From the Desk of the Former President Journal: Gifted and Talented International Pages: 7-9 Issue: 1-2 Volume: 28 Year: 2013 Month: 3 X-DOI: 10.1080/15332276.2013.11678399 File-URL: http://hdl.handle.net/10.1080/15332276.2013.11678399 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:28:y:2013:i:1-2:p:7-9 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678400_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Larisa Shavinina Author-X-Name-First: Larisa Author-X-Name-Last: Shavinina Title: The Role of Parents and Teachers in the Development of Scientific Talent: Lessons from Early Childhood and Adolescent Education of Nobel Laureates Abstract: This article presents some of the main results from the project about early childhood and adolescent education of Nobel laureates in science: the exceptional roles of parents and of teachers in developing scientific talent. Winning a Nobel Prize represents the pinnacle of accomplishment possible in one’s field of expertise. Despite the ever-increasing role of science in society and the importance of Nobel laureates in contemporary science, it should be acknowledged that their childhood and adolescent education has never been studied. The discovery of principles involved in the educational development of Nobel laureates will allow educators to accordingly improve, develop, modify and transcend areas in the current curriculum in an attempt to cultivate scientific talent, of Nobel calibre, in future generations. Journal: Gifted and Talented International Pages: 11-24 Issue: 1-2 Volume: 28 Year: 2013 Month: 3 X-DOI: 10.1080/15332276.2013.11678400 File-URL: http://hdl.handle.net/10.1080/15332276.2013.11678400 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:28:y:2013:i:1-2:p:11-24 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678401_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ida Gennari-El Hicheri Author-X-Name-First: Ida Gennari-El Author-X-Name-Last: Hicheri Author-Name: Xavier Caroff Author-X-Name-First: Xavier Author-X-Name-Last: Caroff Author-Name: Pauline Paroche Author-X-Name-First: Pauline Author-X-Name-Last: Paroche Author-Name: Elise Chemolle Author-X-Name-First: Elise Author-X-Name-Last: Chemolle Author-Name: Todd Lubart Author-X-Name-First: Todd Author-X-Name-Last: Lubart Title: Detecting High Leadership Potential and Promoting Talent: An Example of an Evidence-Based Approach in a French Blue-Chip Company Abstract: In a time of economic turmoil, finding executive managers with high potential is increasingly important in the business world. Structural constraints (such as flexibility and reactivity linked to constant environmental change), and demographic trends (such as replacement of leaders who retire) are two challenges, among others, that companies have to face. The question of high potential is raised most often with concern to executive management. Who are these high potential managers? What are their profiles and their competencies? How can we identify them and help them develop themselves? These questions are mainly raised by human resource specialists, and those involved in HR career development, whose mission is to anticipate and identify the need of the company by setting up tools and strategies that would be fruitful for the continuous development of the firm. Some authors have described the current situation as a “War of the talents” (e.g., Handfields-Jones, 2001). This article takes an evidence-based management approach (Rousseau, 2006; Pfeffer & Sutton, 2006), based on analysis of real life situations in a French blue-chip company. The practical objective is to elaborate tools and procedures that will identify management potential, and allow a personalized follow up on professional development to promote talent among managers. Journal: Gifted and Talented International Pages: 25-33 Issue: 1-2 Volume: 28 Year: 2013 Month: 3 X-DOI: 10.1080/15332276.2013.11678401 File-URL: http://hdl.handle.net/10.1080/15332276.2013.11678401 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:28:y:2013:i:1-2:p:25-33 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678402_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Moshe Zeidner Author-X-Name-First: Moshe Author-X-Name-Last: Zeidner Author-Name: Inbal Shani-Zinovich Author-X-Name-First: Inbal Author-X-Name-Last: Shani-Zinovich Title: Research on Personality and Affective Dispositions of Gifted Children: The Israeli Scene Abstract: This paper reviews empirical research related to the personality and affective characteristics of gifted students in the Israeli educational context. The educational backdrop for the research is described and group differences in personality, emotional intelligence, self-identity, and mental health are discussed. Conclusions include a number of broad observations bearing on the personality and affective profiles of gifted students garnered from the research conducted in the Israeli scene over the past few decades. Journal: Gifted and Talented International Pages: 35-50 Issue: 1-2 Volume: 28 Year: 2013 Month: 3 X-DOI: 10.1080/15332276.2013.11678402 File-URL: http://hdl.handle.net/10.1080/15332276.2013.11678402 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:28:y:2013:i:1-2:p:35-50 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678403_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Anies Al-Hroub Author-X-Name-First: Anies Author-X-Name-Last: Al-Hroub Title: A Multidimensional Model for the Identification of Dual-Exceptional Learners Abstract: This research takes mathematics as a model for investigating the definitions, identification, classification and characteristics of a group of gifted student related to the notion of ’dual-exceptionality’. An extensive process using qualitative and quantitative methods was conducted by a multidisciplinary team to develop and implement a multidimensional approach to dual-exceptionalities of ’mathematical giftedness’ and ’learning difficulties’ (MG/LD) in upper elementary students in public schools in Jordan. A multidimensional evaluation involving eight criteria (e.g. teacher nomination, parent and teacher interviews, documentary evidence and direct observation) and a combination of psychometric (i.e. WISC-III-Jordan, Perceptual Skills Tests, and a diagnostic Arabic Literacy Language Skills Test) and dynamic mathematics assessment was used. The findings are discussed and two assessment profiles are presented. Journal: Gifted and Talented International Pages: 51-69 Issue: 1-2 Volume: 28 Year: 2013 Month: 3 X-DOI: 10.1080/15332276.2013.11678403 File-URL: http://hdl.handle.net/10.1080/15332276.2013.11678403 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:28:y:2013:i:1-2:p:51-69 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678404_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joseph Goulet Author-X-Name-First: Joseph Author-X-Name-Last: Goulet Title: Developing a Teacher Administered Anxiety Rating Scale Suitable for Five to Seven-Year-Old Children Abstract: This paper presents results of twin studies pertinent to the development of a rating scale designed for use by teachers to identify anxious and shy children, aged 5 to 7 years, in Kindergarten and Grade One. Currently, no instruments designed specifically for this purpose exist. Children experiencing difficulty with internalizing disorders such as anxiety, shyness, and behavioural inhibition represent a growing segment of the population (Merrell,2001). Evidence indicates the educational, psychological, and emotional needs of these children are not being addressed (Barlow,2002). Kindergarten and Grade One teachers were interviewed to find out if they recognized behaviours drawn from the literature on childhood anxiety disorders as shyness and anxiety. Information obtained was used to formulate, construct, and evaluate a rating scale to be administered by teachers. The paper includes an overview, literature review of the research on anxiety in young children, description of methods used to obtain salient information and a discussion regarding construction of the rating scale. Data for the two studies was obtained by both quantitative and qualitative methods. The first study employed semi-structured interviews with teachers and their completion of a prototype rating scale. The second study consisted of the administration of the scale and comparisons of its psychometric properties to other instruments. The paper concludes with a discussion of the results and limitations of the studies. Journal: Gifted and Talented International Pages: 71-84 Issue: 1-2 Volume: 28 Year: 2013 Month: 3 X-DOI: 10.1080/15332276.2013.11678404 File-URL: http://hdl.handle.net/10.1080/15332276.2013.11678404 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:28:y:2013:i:1-2:p:71-84 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678405_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Anderson C. K. Kwan Author-X-Name-First: Anderson C. K. Author-X-Name-Last: Kwan Author-Name: Mantak Yuen Author-X-Name-First: Mantak Author-X-Name-Last: Yuen Title: “Mathematics in the Workplace”: A Pilot Enrichment Programme for Mathematically Talented Primary Students in Hong Kong Abstract: The authors report on the implementation of an enrichment programme titled “Mathematics in the Workplace” for mathematically talented students, aged 8 to 12 years, who were studying in Primary 3 to Primary 6 classes in Hong Kong. The aim of the pilot programme was to enable gifted learners to make connections between mathematics and its applications in the workplace, apply higher-order thinking skills in relation to workplace mathematics, and enhance their communication skills. The rationale, theoretical orientation, curriculum design, and the format of lessons are outlined in the article. Evaluation of the programme indicated that the majority of participants perceived the activities to be interesting, and cognitively and creatively challenging. Interventions of this nature can serve as additional sources of stimulation for gifted learners. Limitations of the programme are discussed, together with suggestions for future research. Journal: Gifted and Talented International Pages: 85-98 Issue: 1-2 Volume: 28 Year: 2013 Month: 3 X-DOI: 10.1080/15332276.2013.11678405 File-URL: http://hdl.handle.net/10.1080/15332276.2013.11678405 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:28:y:2013:i:1-2:p:85-98 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678406_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Katie S. Saunders-Stewart Author-X-Name-First: Katie S. Author-X-Name-Last: Saunders-Stewart Author-Name: Cheryl L. Walker Author-X-Name-First: Cheryl L. Author-X-Name-Last: Walker Author-Name: Bruce M. Shore Author-X-Name-First: Bruce M. Author-X-Name-Last: Shore Title: How do Parents and Teachers of Gifted Students Perceive Group Work in Classrooms? Abstract: Although an abundance of information exists concerning advantages and disadvantages of certain grouping arrangements with highly able students in classroom settings, little research has focused on gifted children’s parents’ and teachers’ opinions of group work. The present study explored potential differences between these opinions. Parents (n= 15), teachers (n = 11), and a group who were both parents and teachers (n = 5) of gifted children responded to a researcher-designed telephone interview. Teachers were move favorable to group work, reported their opinions as driven by their pedagogical knowledge regarding its advantages, and perceived parents as competitive and grade-oriented. Parents were less favorable and their opinions were based on their children’s negative experiences. Both groups were aware of each other’s perspective. Reform-based pedagogy, extensively endorsed in gifted education, supports classroom group work. Educators seeking parental support for group work should ensure, beyond learning benefits, a positive experience for gifted students. Journal: Gifted and Talented International Pages: 99-109 Issue: 1-2 Volume: 28 Year: 2013 Month: 3 X-DOI: 10.1080/15332276.2013.11678406 File-URL: http://hdl.handle.net/10.1080/15332276.2013.11678406 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:28:y:2013:i:1-2:p:99-109 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678407_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Selena Gallagher Author-X-Name-First: Selena Author-X-Name-Last: Gallagher Author-Name: Susen Smith Author-X-Name-First: Susen Author-X-Name-Last: Smith Author-Name: Peter Merrotsy Author-X-Name-First: Peter Author-X-Name-Last: Merrotsy Title: You Turn up the First Day and They Expect You to Come Back! Gifted Students’ Perspectives on School and Being Smart Abstract: This qualitative multi-site case study sought to examine the current educational provisions in place for intellectually gifted primary school students in Queensland, and to consider the attitudes and perceptions of a range of different stakeholders, including teachers, parents and students. The perspectives of students towards their school and being smart are reported in this paper. The major findings suggested that while students reported being relatively satisfied with their schools, a significant number were concerned about being teased because of their academic ability and achievements. Implications for practice and directions for further research are suggested. Journal: Gifted and Talented International Pages: 111-121 Issue: 1-2 Volume: 28 Year: 2013 Month: 3 X-DOI: 10.1080/15332276.2013.11678407 File-URL: http://hdl.handle.net/10.1080/15332276.2013.11678407 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:28:y:2013:i:1-2:p:111-121 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678408_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Regina Chan Author-X-Name-First: Regina Author-X-Name-Last: Chan Author-Name: Mantak Yuen Author-X-Name-First: Mantak Author-X-Name-Last: Yuen Title: Factors Influencing Talent Development: Stories of Four Hong Kong Elite Sportspersons Abstract: This article reports on a small-scale qualitative study that investigates how intrapersonal and environmental factors shape the beliefs and experiences of four talented Hong Kong sportsperons. Research questions focus on how their talents were identified and developed, obstacles they encountered, and the major influences on their development. Semi-structured interviews were conducted examining five key areas: participants’ perceptions of their natural ability in sports, self-motivation, coaching opportunities, family influences, and school factors. Results indicated that the interviewees tended not to perceive themselves as “naturally” talented (or “very special”), and believed that all five areas had influenced the development of their talent, both positively and negatively. The data are interpreted from a Hong Kong-Chinese perspective. Journal: Gifted and Talented International Pages: 123-134 Issue: 1-2 Volume: 28 Year: 2013 Month: 3 X-DOI: 10.1080/15332276.2013.11678408 File-URL: http://hdl.handle.net/10.1080/15332276.2013.11678408 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:28:y:2013:i:1-2:p:123-134 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678409_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Brenda Bicknell Author-X-Name-First: Brenda Author-X-Name-Last: Bicknell Author-Name: Tracy Riley Author-X-Name-First: Tracy Author-X-Name-Last: Riley Title: School Transition and Mathematically Gifted Students Abstract: This study addresses school transition in New Zealand for 15 students identified as mathematically gifted and talented. The findings are drawn from a two-year study that included student, parent, and teacher perspectives, and an examination of school policies, programs, and practices. Students felt well prepared for the transition although not all students experienced a smooth transition. Some schools practised tabula rasa or fresh start and this impacted on curriculum continuity, academic achievement, and social-emotional well-being. The main source of support for the transition was from their friends—commonly like-minded peers. School support systems were limited and students were not explicitly taught coping strategies. Several implications for managing successful school transitions are proposed. Journal: Gifted and Talented International Pages: 135-148 Issue: 1-2 Volume: 28 Year: 2013 Month: 3 X-DOI: 10.1080/15332276.2013.11678409 File-URL: http://hdl.handle.net/10.1080/15332276.2013.11678409 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:28:y:2013:i:1-2:p:135-148 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678410_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Maud Besançon Author-X-Name-First: Maud Author-X-Name-Last: Besançon Title: Creativity, Giftedness and Education Abstract: In this article, conceptions of creativity in giftedness and their implications for education are reviewed. First, the definition of giftedness is examined taking into consideration the difference between intellectual giftedness and creative giftedness and the difference between potential and talent. Second, the nature of creativity based on the multivariate approach is explored. Third, various measures of creativity are presented. Finally, the effect of different pedagogical methods and the influence of teachers on the development of creativity are examined. Journal: Gifted and Talented International Pages: 149-161 Issue: 1-2 Volume: 28 Year: 2013 Month: 3 X-DOI: 10.1080/15332276.2013.11678410 File-URL: http://hdl.handle.net/10.1080/15332276.2013.11678410 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:28:y:2013:i:1-2:p:149-161 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678411_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ido van der Waal Author-X-Name-First: Ido Author-X-Name-Last: van der Waal Author-Name: Noks Nauta Author-X-Name-First: Noks Author-X-Name-Last: Nauta Author-Name: Rebecca Lindhout Author-X-Name-First: Rebecca Author-X-Name-Last: Lindhout Title: Labour Disputes of Gifted Employees Abstract: This article describes a study on labour disputes of gifted people. Fifty-five gifted people, who have had one or more labour disputes, which resulted in their staying at home and filling out an online survey. Face-to-face interviews were held with seven respondents with more than two labour disputes. In this article, we describe the results of the interviews. There were two major differences between gifted people’s conflicts and those of the non-gifted. First, for the gifted people, the source of the conflict was a matter of job discontentment and/or unwelcomed open criticism about processes within the organisation. They saw what went wrong and talked about it. Second, the conflict developed over a long period of time in a more rational and non-emotional manner, comparable to the qualities of a cold conflict. Many respondents saw a clear relationship between their giftedness and their dispute(s) at work. More investigation is needed in order to compare these results to the results of non-gifted people and to further explore the relationship between giftedness and labour disputes. Journal: Gifted and Talented International Pages: 163-172 Issue: 1-2 Volume: 28 Year: 2013 Month: 3 X-DOI: 10.1080/15332276.2013.11678411 File-URL: http://hdl.handle.net/10.1080/15332276.2013.11678411 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:28:y:2013:i:1-2:p:163-172 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678412_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Tracy Tan Author-X-Name-First: Tracy Author-X-Name-Last: Tan Author-Name: Rhoda Myra Garces-Bacsal Author-X-Name-First: Rhoda Myra Author-X-Name-Last: Garces-Bacsal Title: The Effect of Journal Writing on Mathematics Achievement among High-Ability Students in Singapore Abstract: This study examined the effect of journal writing on mathematics achievement in high-ability students in Singapore. It assessed both the cognitive benefits of journal writing (as evidenced through gains in math test scores) and the socio-affective benefits of journal writing (as demonstrated in their personal reflections) as the students learned algebra. Fifty-four 13-year-old boys from two Secondary One classes in Singapore (Control and Experimental groups) participated in the study over a six-week period. A t-test (p =.05) was conducted to demonstrate the changes in the Control and Treatment group’s mathematical test scores as a result of journal writing. An online questionnaire was also administered to obtain descriptive data regarding students’ attitudes towards and difficulties in the implementation of the journal writing exercise. Results revealed that journal writing has a significantly positive effect both on gifted students’ mathematics performance and their attitudes and dispositions towards mathematics learning. Implications are discussed for gifted education practices, especially in mathematics. Journal: Gifted and Talented International Pages: 173-184 Issue: 1-2 Volume: 28 Year: 2013 Month: 3 X-DOI: 10.1080/15332276.2013.11678412 File-URL: http://hdl.handle.net/10.1080/15332276.2013.11678412 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:28:y:2013:i:1-2:p:173-184 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678413_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Józef Szopiński Author-X-Name-First: Józef Author-X-Name-Last: Szopiński Author-Name: Tomasz Szopiński Author-X-Name-First: Tomasz Author-X-Name-Last: Szopiński Title: The Influence of Family Relationships on Creativity in the Workplace Abstract: The article is rooted in the thesis that good family relationships foster creative behaviour in those responsible for the management of an organization. An underlying assumption of the study is that creativity is vital in any leadership role or managerial position requiring interaction with groups of people. Furthermore, it is assumed that creative energy is susceptible to various impediments, a risk potentially causing both personal loss and loss to the organization with which the administrator is associated. Creativity for the purposes of this study is considered the capacity to find and solve problems in innovative ways in order to achieve personal and organizational benefits. It describes four statistical methods for the examination of conditions salient to creativity, specifically relating to people in administrative positions. A sample of 300 Polish managers in various settings was used. The sample was divided by means of Popek’s CBQ into high and low creativity groups. These two groups were examined by way of the 8 factors found in the PAFS Questionnaire adapted by Fajkowska. Analysis of data showed that high creativity was unlikely to be found where poor relationships in the family existed. The study suggests that past and present family dynamics can determine whether or not individuals function creatively in the workplace. Journal: Gifted and Talented International Pages: 185-196 Issue: 1-2 Volume: 28 Year: 2013 Month: 3 X-DOI: 10.1080/15332276.2013.11678413 File-URL: http://hdl.handle.net/10.1080/15332276.2013.11678413 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:28:y:2013:i:1-2:p:185-196 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678414_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Stephen J. Bugaj Author-X-Name-First: Stephen J. Author-X-Name-Last: Bugaj Title: Services Provided to Military Dependents Who Are Mentally Gifted in the US Department of Defense (DoDEA) Schools Abstract: The US Department of Defense Education Activity (DoDEA) is a federal agency that provides educational services to military dependents in 12 foreign countries, seven states, Cuba, and Puerto Rico. Perhaps due to its restricted audience, the general public has limited knowledge of DoDEA services; moreover, empirical information about these services is missing in conventional data bases. The first purpose of this article was to summarize key essentials about this program in one document and provide the reader with a comprehensive overview of DoDEA’s gifted services. The second purpose was to determine the empirical findings of these programs using the built-in evaluative mechanisms of the Research and Evaluations Branch (REB) of the DoDEA. Journal: Gifted and Talented International Pages: 197-206 Issue: 1-2 Volume: 28 Year: 2013 Month: 3 X-DOI: 10.1080/15332276.2013.11678414 File-URL: http://hdl.handle.net/10.1080/15332276.2013.11678414 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:28:y:2013:i:1-2:p:197-206 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678415_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Füsun Şahin Author-X-Name-First: Füsun Author-X-Name-Last: Şahin Title: Issues of Identification of Giftedness in Turkey Abstract: The purpose of the study, giving rise to this article is to highlight factors that play a role in the identification of gifted students through analysis of literature and current issues in Turkey. The article points out differences between what is typically found in literature and what occurs in Turkey. It is based on a review of definitions and data presented by national institutions and programs in addition to available results of research studies. Reviews show that while many issues presented in the literature are similar, many contextual issues pertain to Turkey and other collectivist, highly populated countries, which subscribe to an understanding of education which is uniform and reliant upon high stakes examinations. Journal: Gifted and Talented International Pages: 207-218 Issue: 1-2 Volume: 28 Year: 2013 Month: 3 X-DOI: 10.1080/15332276.2013.11678415 File-URL: http://hdl.handle.net/10.1080/15332276.2013.11678415 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:28:y:2013:i:1-2:p:207-218 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678416_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Liz Hollingworth Author-X-Name-First: Liz Author-X-Name-Last: Hollingworth Author-Name: Pedro Sánchez-Escobedo Author-X-Name-First: Pedro Author-X-Name-Last: Sánchez-Escobedo Author-Name: Liena Graudina Author-X-Name-First: Liena Author-X-Name-Last: Graudina Author-Name: Jurga Misiuniene Author-X-Name-First: Jurga Author-X-Name-Last: Misiuniene Author-Name: Kyubin Park Author-X-Name-First: Kyubin Author-X-Name-Last: Park Title: Gender Differences on the Concept of Wisdom: An International Comparison Abstract: The study aims to depict the most common ideas regarding wisdom from young people (ages 15-18) in Latvia, Lithuania, Mexico, Korea and the United States. A questionnaire was administered to nearly 800 adolescents from these countries and comparisons, by country and gender were made regarding participants perceptions of a wise man and a wise woman. Although differences were found between countries, more consistent differences by gender are reported. This research establishes three general traits to describe wise people: charismatic, goal-oriented, and unconventional. Also, participants consistently excluded a person from the concept of wise if they were poor, pessimistic, naïve, or inconsistent. A lack of values attached to the description of wisdom were found, and it is argued that school should foster the development of conceptions of wisdom as a desirable stage in human development that includes values such as justice, equity and respect for others. Difficulties in international comparative research are discussed. Journal: Gifted and Talented International Pages: 219-225 Issue: 1-2 Volume: 28 Year: 2013 Month: 3 X-DOI: 10.1080/15332276.2013.11678416 File-URL: http://hdl.handle.net/10.1080/15332276.2013.11678416 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:28:y:2013:i:1-2:p:219-225 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678417_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Thi Minh Phuong Nguyen Author-X-Name-First: Thi Minh Phuong Author-X-Name-Last: Nguyen Author-Name: Putai Jin Author-X-Name-First: Putai Author-X-Name-Last: Jin Author-Name: Miraca U. M. Gross Author-X-Name-First: Miraca U. M. Author-X-Name-Last: Gross Title: Confucian Values in Vietnamese Gifted Adolescents and Their Non-Gifted Peers Abstract: The present study aims to examine the similarities and differences between Vietnamese intellectually gifted adolescents and their age-peers not identified as gifted in the adoption of traditional Confucian values and related levels of moral reasoning. In this study, 354 high school students (180 intellectually gifted adolescents and 174 students not identified as gifted), with equal numbers of males and females in each group, participated in a survey containing (1) the Confucian Value Scale that measures harmony, conservativeness, social responsibility, and self-control, and (2) the Defining Issues Test that measures moral reasoning. Analyses of variance show that Vietnamese intellectually gifted adolescents expressed higher levels of social responsibility, self-control, and moral reasoning than their peers who were not identified as gifted. Although both groups endorsed harmony with ethical conduct, the intellectually gifted group appeared to be less conservative than the latter. Implications of the study have been provided to school teachers, parents, counsellors, principals and educational policy makers, and especially to the gifted students. Journal: Gifted and Talented International Pages: 227-238 Issue: 1-2 Volume: 28 Year: 2013 Month: 3 X-DOI: 10.1080/15332276.2013.11678417 File-URL: http://hdl.handle.net/10.1080/15332276.2013.11678417 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:28:y:2013:i:1-2:p:227-238 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678418_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Christian Werner Author-X-Name-First: Christian Author-X-Name-Last: Werner Author-Name: Sandra K. Linke Author-X-Name-First: Sandra K. Author-X-Name-Last: Linke Title: The German Project Called “Triangelpartnerschaften” (Triangle Partnerships): Can Music Bridge the Intergenerational Gap? Abstract: The authors of this article believe intergenerational projects provide appropriate solutions to this complex phenomenon. With this in our mind, we present the story behind a unique German programi involving gifted young people which is designed to bring different age groups together in order to perform and share experiences through music. The program is called “triangle partnerships” because three institutions (a school, a university and a home for the elderly) working together to realize this vision – using music to bridge the intergenerational gap. We hope this idea will catch on and be duplicated beyond the borders of Germany. Imagine seeing and hearing young and old singing together on a weekly basis and a band with a senior citizen playing on the drums! Journal: Gifted and Talented International Pages: 239-248 Issue: 1-2 Volume: 28 Year: 2013 Month: 3 X-DOI: 10.1080/15332276.2013.11678418 File-URL: http://hdl.handle.net/10.1080/15332276.2013.11678418 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:28:y:2013:i:1-2:p:239-248 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678419_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Peter Overzier Author-X-Name-First: Peter Author-X-Name-Last: Overzier Author-Name: Noks Nauta Author-X-Name-First: Noks Author-X-Name-Last: Nauta Title: Coping with the Qualities of Giftedness Abstract: There are a lot of group training sessions to train people in more effective behaviour. The authors are experienced in the development and execution of such courses for small groups of gifted adults. Because literature about this theme is scarce, the authors like to share their experiences. First, we explain the theoretical model we use in the training course. Then, we explain its design and how it works. Finally, we describe our experiences with the first three groups to go through the process. Journal: Gifted and Talented International Pages: 249-253 Issue: 1-2 Volume: 28 Year: 2013 Month: 3 X-DOI: 10.1080/15332276.2013.11678419 File-URL: http://hdl.handle.net/10.1080/15332276.2013.11678419 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:28:y:2013:i:1-2:p:249-253 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678420_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Yacoub Fareed Alfarah Author-X-Name-First: Yacoub Fareed Author-X-Name-Last: Alfarah Title: Communication Skills among Gifted Students in Jordan Abstract: The purpose of this study is to investigate the communication skills among gifted students in Jordan and to investigate the effect of gender and the level of students in acquiring these communication skills. A questionnaire was distributed among the sample of the study which comprised of (240) tenth, eleventh, and twelfth grade students from Al Youbil School. The method included a questionnaire of thirty items about the communication skills among gifted students in Jordan; it was given to 240 gifted students. After that the researcher collected the questionnaires and analyzed the data statistically. Descriptive statistical analyses were used (Means and Standard Deviation) for the items of the questionnaire and T-t tests were used to measure the effect of gender and level of students on their communication skills. The findings of the study indicated that there were statistically significant differences among gifted students in their communication skills, due to gender, and level. Journal: Gifted and Talented International Pages: 255-262 Issue: 1-2 Volume: 28 Year: 2013 Month: 3 X-DOI: 10.1080/15332276.2013.11678420 File-URL: http://hdl.handle.net/10.1080/15332276.2013.11678420 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:28:y:2013:i:1-2:p:255-262 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678421_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Nahla M. Khatib Author-X-Name-First: Nahla M. Author-X-Name-Last: Khatib Title: Students Attitudes towards the Web Based Instruction Abstract: This study aimed at investigating the attitudes of students at Faculty of Educational Studies at the Arab Open University (AOU) towards the integration of the web–based instruction using the learning management system (Moodle) adopted by the university. This study also investigated the effect of some selected variables on their attitudes. Results revealed that students at the AOU had positive attitudes towards using the web–based instruction and believed that it improved their chances to succeed in their studies, the study also found a statistical significance differences in the attitudes among students, in favor of male members, third year academic level, graduate program students, with more than 3 years experience in using the computer, and (25-35) year’s old students. Some difficulties were revealed among students using the (Moodle), they needed more time to develop basic competences. The study was concluded with a number of recommendations, most important of which was to call for the need to carry further research related to integration of the web based instruction in the educational field. Journal: Gifted and Talented International Pages: 263-267 Issue: 1-2 Volume: 28 Year: 2013 Month: 3 X-DOI: 10.1080/15332276.2013.11678421 File-URL: http://hdl.handle.net/10.1080/15332276.2013.11678421 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:28:y:2013:i:1-2:p:263-267 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678422_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Taisir Yamin Subhi Author-X-Name-First: Taisir Yamin Author-X-Name-Last: Subhi Author-Name: Heinz Neber Author-X-Name-First: Heinz Author-X-Name-Last: Neber Author-Name: Sandra K. Linke Author-X-Name-First: Sandra K. Author-X-Name-Last: Linke Author-Name: Rama Klavir Author-X-Name-First: Rama Author-X-Name-Last: Klavir Author-Name: Sara Kapadia Author-X-Name-First: Sara Author-X-Name-Last: Kapadia Author-Name: Ashfaq Ishaq Author-X-Name-First: Ashfaq Author-X-Name-Last: Ishaq Title: The Creativity Revolution: Reinvent Your Creativity Self to Shape the Future and Prosper Journal: Gifted and Talented International Pages: 271-272 Issue: 1-2 Volume: 28 Year: 2013 Month: 3 X-DOI: 10.1080/15332276.2013.11678422 File-URL: http://hdl.handle.net/10.1080/15332276.2013.11678422 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:28:y:2013:i:1-2:p:271-272 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678423_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Dorothy A. Sisk Author-X-Name-First: Dorothy A. Author-X-Name-Last: Sisk Title: At the End of Our Editorship Journal: Gifted and Talented International Pages: 7-9 Issue: 1-2 Volume: 29 Year: 2014 Month: 3 X-DOI: 10.1080/15332276.2014.11678423 File-URL: http://hdl.handle.net/10.1080/15332276.2014.11678423 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:29:y:2014:i:1-2:p:7-9 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678424_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Taisir Subhi Yamin Author-X-Name-First: Taisir Subhi Author-X-Name-Last: Yamin Title: A Message from the Outgoing Editor-in-Chief Journal: Gifted and Talented International Pages: 11-14 Issue: 1-2 Volume: 29 Year: 2014 Month: 3 X-DOI: 10.1080/15332276.2014.11678424 File-URL: http://hdl.handle.net/10.1080/15332276.2014.11678424 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:29:y:2014:i:1-2:p:11-14 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678425_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Mousa Alnabhan Author-X-Name-First: Mousa Author-X-Name-Last: Alnabhan Author-Name: Najat Alhamdan Author-X-Name-First: Najat Author-X-Name-Last: Alhamdan Author-Name: Ahmed Darwish Author-X-Name-First: Ahmed Author-X-Name-Last: Darwish Title: The Effectiveness of the Master Thinker Program in Developing Critical Thinking Skills of 11th Grade Students in Bahrain Abstract: The current study aimed at investigating the effect of the Master Thinker program on developing critical thinking skills of 11th grade students in Bahrain. Specifically, this research attempts to examine the hypothesis: Teaching the Master Thinker program will be significantly effective in developing critical thinking and its skills (inference, recognition of assumptions, deductions, interpretation, evaluation of arguments) of 11th grade students. A sample of fifty 11th graders from secondary schools in the Kingdom of Bahrain was randomly selected. The non equivalent control group design as a quasi experimental design was utilized. The Watson-Glaser Critical Thinking appraisal was administered to all study subjects before and after introducing the Master Thinker program to the experimental group subjects. Raven’s Standard Progressive Matrices test was administered to both study group subjects at the beginning of the study as a covariate. One way Analysis of Covariance ANCOVA was used to test the hypothesis. The results revealed a significant effect on the gain scores of all critical thinking skills subtests (recognition of assumptions, interpretation, evaluating arguments, inference, deduction) favoring the experimental group. Journal: Gifted and Talented International Pages: 15-19 Issue: 1-2 Volume: 29 Year: 2014 Month: 3 X-DOI: 10.1080/15332276.2014.11678425 File-URL: http://hdl.handle.net/10.1080/15332276.2014.11678425 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:29:y:2014:i:1-2:p:15-19 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678426_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Necati Hirça Author-X-Name-First: Necati Author-X-Name-Last: Hirça Title: Effect of Summer Science Camp on Turkish Gifted Students’ Views of Nature of Science Abstract: This study examines the effect of a summer science camp involved in explicit-reflective Nature of Science (NOS) instruction on Turkish gifted students’ views of NOS. During the teaching intervention, six experienced faculties and two teachers taught six explicit-reflective NOS activities (90 minutes per day through a seven-day period) to 30 gifted students drawn from three Science and Art Centers (SACs). An open-ended Views of NOS Questionnaire was used to assess the students’ NOS views before and after the summer science camp. The pre-test results showed that nearly half of the participants fell into either the informed level or the transitional level of the NOS. After the teaching intervention, findings revealed that the number of students, who held naïve views of empirical, creative and imaginative aspects reduced, and the students improved to the transitional view, not informed one. In addition, a few students’ views of the tentative aspect in the NOS changed from naïve and transitional views into informed ones. These slight improvements in the views are likely due to the gifted students’ pre-existing knowledge of the NOS and supplying comprehensive instruction and training through limited time. A residential summer science program is recommended to overcome the encountered pitfalls and to educate the Turkish gifted students. Journal: Gifted and Talented International Pages: 21-31 Issue: 1-2 Volume: 29 Year: 2014 Month: 3 X-DOI: 10.1080/15332276.2014.11678426 File-URL: http://hdl.handle.net/10.1080/15332276.2014.11678426 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:29:y:2014:i:1-2:p:21-31 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678427_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Nadia H. Alsrour Author-X-Name-First: Nadia H. Author-X-Name-Last: Alsrour Author-Name: Safa Al-Ali Author-X-Name-First: Safa Author-X-Name-Last: Al-Ali Title: An Investigation of the Differences in Creativity of Preschool Children according to Gender, Age and Kindergarten Type in Jordan Abstract: This study examined the creative thinking in preschool children. The Thinking Creatively in Action and Movement test (TCAM) by Torrance 1981, was used to assess motor creativity. The study investigated whether there might be differences in creative thinking according to gender or age. A total of 562 children participated (260 girls and 302 boys) in the study. There were 3 years old children (n=183), 4 years old (n= 188) and 5 years old (n=191) participants. Findings indicated no differences were found between the participants according to gender; whereas, there were significant differences in fluency and originality scores on the (TCAM) relevant to children who were 3 years old in comparison with children who were 4-5 years old, and there were significant differences in imagination score on the TCAM in favor of 5 years old children, than those who were 4 years old, and finally who were 3 years old. Statistical analyses showed significant differences in favor of the children who were attending a private kindergarten, they showed higher means than those who were at public or governmental kindergarten. Journal: Gifted and Talented International Pages: 33-38 Issue: 1-2 Volume: 29 Year: 2014 Month: 3 X-DOI: 10.1080/15332276.2014.11678427 File-URL: http://hdl.handle.net/10.1080/15332276.2014.11678427 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:29:y:2014:i:1-2:p:33-38 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678428_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ingrid Schutte Author-X-Name-First: Ingrid Author-X-Name-Last: Schutte Author-Name: Marca Wolfensberger Author-X-Name-First: Marca Author-X-Name-Last: Wolfensberger Author-Name: Kirsi Tirri Author-X-Name-First: Kirsi Author-X-Name-Last: Tirri Title: The Relationship between Ethical Sensitivity, High Ability and Gender in Higher Education Students Abstract: This study examined the ethical sensitivity of high-ability undergraduate students (n=731) in the Netherlands who completed the 28-item Ethical Sensitivity Scale Questionnaire (ESSQ) developed by Tirri & Nokelainen (2007; 2011). The ESSQ is based on Narvaez’ (2001) operationalization of ethical sensitivity in seven dimensions. The following research question was explored and subjected to a Mann-Whitney U Test: Are there any differences in ethical sensitivity between (1) academically average and high-ability students, and (2) male and female students? The self-assessed ethical sensitivity of high-ability students was higher than that of their average-ability peers. Furthermore, female students scored higher on ‘taking the perspectives of others’. These results imply that programs for high-ability students incorporating ethical issues could build upon characteristics of this group. Journal: Gifted and Talented International Pages: 39-48 Issue: 1-2 Volume: 29 Year: 2014 Month: 3 X-DOI: 10.1080/15332276.2014.11678428 File-URL: http://hdl.handle.net/10.1080/15332276.2014.11678428 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:29:y:2014:i:1-2:p:39-48 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678429_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Janna Wardman Author-X-Name-First: Janna Author-X-Name-Last: Wardman Title: Full-Year Acceleration at High School: Parents Support the Social and Emotional Challenges of Their Children Abstract: The voices of parents are not often heard in the literature and, when they are, it tends to be a litany of battles with the schooling system to achieve or not achieve some sort of acceleration for their gifted children (Gross, 2004). This retrospective study is unusual, as it is not based on a history of conflict. It is a positive account of parents and a school working together to support the students in their challenges. Twelve students had taken part in a planned program of full-year acceleration between 2001 and 2004 at a co-educational state (public) school in a lower socio-economic suburb of Auckland, New Zealand. Full-year acceleration is rarely offered in New Zealand (Riley, Bevan-Brown, Bicknell, Carroll-Lind & Kearney, 2004) and this program is believed to have been unique. The accelerands progressed through high school in four years and all but three were 16 years old when they graduated. This study reports the views of the students’ parents as they reflected during a focus group in 2008 on challenges arising out of their children’s full-year acceleration. This article focuses on the social and emotional challenges. Most of the accelerands were moderately, not profoundly gifted and many would not have qualified as ‘gifted’ in systems that catered only for the top 10%. Particular mention was made of the use of individual mentoring to ensure that the ongoing social and emotional needs of the students were monitored and close communication between parents and school encouraged. The parents show almost unanimous support for full-year acceleration as a strategy. Journal: Gifted and Talented International Pages: 49-62 Issue: 1-2 Volume: 29 Year: 2014 Month: 3 X-DOI: 10.1080/15332276.2014.11678429 File-URL: http://hdl.handle.net/10.1080/15332276.2014.11678429 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:29:y:2014:i:1-2:p:49-62 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678430_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joanna Simpson Author-X-Name-First: Joanna Author-X-Name-Last: Simpson Title: A Case Study on Enrichment Seminar and Gifted Adolescents Abstract: The purpose of this qualitative case study was to explore gifted alumni perceptions of how participating in an Enrichment Seminar course met their socioemotional needs as they related to identity formation, and whether or not their academic achievement was influenced. The researcher used interviews, narrative questions, and surveys to gather data. The research questions focused on the perspectives of gifted students regarding how Enrichment Seminar courses during high school met their socioemotional needs in relation to identity formation, and their perspectives on how the seminar course affected their academic achievement. The population of interest was gifted alumni who had participated in an Enrichment Seminar course at a public high school in the southwestern United States between the years of 2007 – 2011. The sample consisted of 30 participants who were surveyed using The Gifted Program Evaluation Survey, which included narrative questions. The interview sample consisted of 15 participants who came from the population of 30. The participants for this study were from both genders, were of various ethnicities and were between the ages of 19 and 23 years old. The results reflect that participants perceived the Enrichment Seminar positively influenced their identity formation through self-knowledge provided by the curriculum, and relationship building. The participants also perceived that participation in the Enrichment Seminar course positively influenced their academic achievement through college and career preparation. Journal: Gifted and Talented International Pages: 63-77 Issue: 1-2 Volume: 29 Year: 2014 Month: 3 X-DOI: 10.1080/15332276.2014.11678430 File-URL: http://hdl.handle.net/10.1080/15332276.2014.11678430 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:29:y:2014:i:1-2:p:63-77 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678431_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Nihat GÜrel Kahveci Author-X-Name-First: Nihat GÜrel Author-X-Name-Last: Kahveci Author-Name: Savaş AkgÜl Author-X-Name-First: Savaş Author-X-Name-Last: AkgÜl Title: Gifted and Talented Students’ Perceptions on their Schooling: A Survey Study Abstract: This study provides elementary gifted and talented students: Social Studies, Math, Turkish, Science, and Foreign Language courses in terms of differentiation, challenging activities and classroom climate. Research studies contend the significance of differentiation, challenging curriculum and instruction, suitable classroom climate to provide gifted and talented learners to develop their potential. Although gifted and talented education gets more attention in Turkey, there is limited research on gifted and talented students’ views on their schooling. This study extends Gallagher et al. (1997) study through the analysis data collected by means of the Perceptions of Academic Lessons Questionnaire developed by the researchers in the Turkish context. A survey study design in this study allowed 370 elementary gifted students to present their views on schooling. Findings of the study demonstrated that there is a decreasing perception level of students as grade level increases. The results of the study reveal new questions that need to be addressed in the area of Gifted and Talented education in Turkey. Journal: Gifted and Talented International Pages: 79-91 Issue: 1-2 Volume: 29 Year: 2014 Month: 3 X-DOI: 10.1080/15332276.2014.11678431 File-URL: http://hdl.handle.net/10.1080/15332276.2014.11678431 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:29:y:2014:i:1-2:p:79-91 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678432_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Nahla M. Khatib Author-X-Name-First: Nahla M. Author-X-Name-Last: Khatib Title: The Adoption of Technology-Enhanced Instruction to Support Education for All Abstract: This study aimed at investigating the efforts of academic tutors at Arab Open University in Jordan (AOU) to implement technology enhanced instruction through using the learning management system software Moodle (LMS). The AOU has adopted an open learning approach. The aim is to support its vision to reach students in different parts of Jordan and other countries; and to overcome the barriers of communication between students and tutors. The LMS is currently used to deliver online materials to supplement traditional face-to-face teaching, and to increase learning opportunities in coordinated network enhanced classrooms. The LMS used at the AOU integrates communication tools, including a bulletin board, chat room, private-e-mails and calendars on the Websites for courses offered at the university. In addition, graphics, video, and audio files can be incorporated into the website. Such features can facilitate interaction between faculty members and students. A survey method for data collection was used in this study and a questionnaire was developed and analyzed that revealed implementing LMS at the appropriate level not only enhanced learning and teaching skills of students and tutors, but also helped students to participate at the expanding and evolving e-based international academic level. Factors such as ease, convenience and accessibility were important factors in influencing academic use of the system. This study also revealed some challenges and obstacles faced in implementing LMS to support the vision of education for all at the university level. Journal: Gifted and Talented International Pages: 93-98 Issue: 1-2 Volume: 29 Year: 2014 Month: 3 X-DOI: 10.1080/15332276.2014.11678432 File-URL: http://hdl.handle.net/10.1080/15332276.2014.11678432 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:29:y:2014:i:1-2:p:93-98 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678433_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Nisreen Al-Shamaileh Author-X-Name-First: Nisreen Author-X-Name-Last: Al-Shamaileh Title: Cognitive Motivational Learning of the Students of the Faculty of Medicine at the University of Jordan Abstract: The principle aim of the study is to comparatively investigate the levels of learning motivation of the students of the Faculty of Medicine (FoM) at the University of Jordan (UJ). The study sample consists of (240) students of the (FoM) at the (UJ). They are distributed into (148) female and (92) male students, of three academic levels or years: 1st, 3rd and 5th year. Their academic achievement ranges from low to medium and high. Data have been processed and the study questions have been answered. The study shows that there are no significant differences at the level (∞ ≤ 0.05) in the degree of cognitive motivational learning, which can be attributed to the academic level. However, the results indicate that there are significant differences (∞ ≤ 0.05) which are attributed to two variables, academic achievement and students’ gender. The study gives recommendations based upon these findings. Journal: Gifted and Talented International Pages: 99-112 Issue: 1-2 Volume: 29 Year: 2014 Month: 3 X-DOI: 10.1080/15332276.2014.11678433 File-URL: http://hdl.handle.net/10.1080/15332276.2014.11678433 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:29:y:2014:i:1-2:p:99-112 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678434_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joyce J Y Fung Author-X-Name-First: Joyce J Y Author-X-Name-Last: Fung Author-Name: Mantak Yuen Author-X-Name-First: Mantak Author-X-Name-Last: Yuen Author-Name: Allan H K Yuen Author-X-Name-First: Allan H K Author-X-Name-Last: Yuen Title: Self-Regulation in Learning Mathematics Online: Implications for Supporting Mathematically Gifted Students with or without Learning Difficulties Abstract: This article reviews relevant literature that addresses the issue of self-regulated online mathematics learning for mathematically gifted students. The definition of self-regulated learning is explored, together with a discussion of its important role in online mathematics education. The evidence strongly supports the value of online learning as a medium for advancing mathematical development not only in gifted students but in all students and at all ages. This mode of engaging with mathematics has a vital role to play in involving students actively in their own learning. The implications for supporting gifted students, including those with learning difficulties, are identified. Journal: Gifted and Talented International Pages: 113-123 Issue: 1-2 Volume: 29 Year: 2014 Month: 3 X-DOI: 10.1080/15332276.2014.11678434 File-URL: http://hdl.handle.net/10.1080/15332276.2014.11678434 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:29:y:2014:i:1-2:p:113-123 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678435_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Cecilia C. Lo Author-X-Name-First: Cecilia C. Author-X-Name-Last: Lo Author-Name: Mantak Yuen Author-X-Name-First: Mantak Author-X-Name-Last: Yuen Title: Coping Strategies and Perceived Sources of Support among Gifted Students with Specific Learning Disabilities: Three Exploratory Case Studies in Hong Kong Abstract: This small-scale exploratory study in Hong Kong investigated the coping strategies used by three Chinese gifted students with a learning disability. Information was also obtained on their perceived sources of general support for learning. A narrative inquiry method was used to obtain and analyze data. Interviews took place with two gifted students with learning disabilities from Grade 9 and one from Grade 12. Data indicated very clearly the frustrations that these students had experienced in some areas of their schooling. Two students had devised effective coping strategies without assistance, and one had found other ways of compensating for learning difficulties. Family and peers were found to be important sources of support. Implications for teaching gifted learners with learning disabilities are discussed. Journal: Gifted and Talented International Pages: 125-136 Issue: 1-2 Volume: 29 Year: 2014 Month: 3 X-DOI: 10.1080/15332276.2014.11678435 File-URL: http://hdl.handle.net/10.1080/15332276.2014.11678435 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:29:y:2014:i:1-2:p:125-136 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678436_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Indra Abeysekera Author-X-Name-First: Indra Author-X-Name-Last: Abeysekera Title: Giftedness and Talent in University Education: A Review of Issues and Perspectives Abstract: The limited literature on the gifted and talented in university education reveals the importance of investigating relevant issues and directions, given that this human resource should be nurtured for both individual and national development. This review investigates issues relating to definitions, methodologies, and theoretical interpretations, highlighting issues that need to be resolved and considering future research directions. The changing nature of the definition of gifted and talented over time and the limited inclusion of adults in university education in such definitions are highlighted, and it is noted that a uniform definition may not be the most useful option. Whereas comparative studies have been prevalent in the literature, it is argued that there is a need for construct validity regarding gifted and talented in university education, and for the methodologies that investigate the contextual nature of giftedness and talent. It is noted that theories have evolved to explain the various definitional boundaries set for giftedness and talent over the years. This study encourages interdisciplinary approaches that have been used to explain giftedness and talent contextually. Researchers should embrace the changing nature of research into giftedness and talent. Journal: Gifted and Talented International Pages: 137-146 Issue: 1-2 Volume: 29 Year: 2014 Month: 3 X-DOI: 10.1080/15332276.2014.11678436 File-URL: http://hdl.handle.net/10.1080/15332276.2014.11678436 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:29:y:2014:i:1-2:p:137-146 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678437_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Rama Klavir Author-X-Name-First: Rama Author-X-Name-Last: Klavir Author-Name: Judy Goldenberg Author-X-Name-First: Judy Author-X-Name-Last: Goldenberg Title: Graduate Follow-up Studies as a Means to Advance and Improve a Program for Excellent Students Abstract: This article describes a program for excellent students that views research as an inseparable part of its development, and utilizes research findings as a means to aid formulation and implementation of policy changes. Eight nationwide graduate follow-up studies have been conducted on the program. Their findings were studied comprehensively, and policy changes were subsequently made, several of which are presented here. Possible factors are raised which may explain how these changes were actually implemented and did not “sit on a shelf collecting dust” as so often happens in educational research. This process produced a model wherein policy initiates research, which yields findings and conclusions, and in turn leads to policy changes and additional research, leading to the program’s development and improvement. Journal: Gifted and Talented International Pages: 147-159 Issue: 1-2 Volume: 29 Year: 2014 Month: 3 X-DOI: 10.1080/15332276.2014.11678437 File-URL: http://hdl.handle.net/10.1080/15332276.2014.11678437 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:29:y:2014:i:1-2:p:147-159 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678438_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ronnie Karsenty Author-X-Name-First: Ronnie Author-X-Name-Last: Karsenty Title: Who Can Teach the Mathematically Gifted? Characterizing and Preparing Mathematics Teachers of Highly Able Students at the Secondary Level Abstract: Teaching mathematically gifted students is a challenging pursuit, especially at the secondary level. However, characterizing teachers who can successfully meet this challenge has so far been scarcely addressed directly. In this paper, elements of the desired profile of such teachers are extracted from the general literature on mathematical giftedness. The difficulty to recruit and train teachers to satisfy this profile, resulting from the reality of severe shortages of mathematics teachers in many countries, is described. Findings are presented from a study on a unique 2-year training course for teachers of mathematically gifted and advanced students, including analyses of the prerequisites of the course, the syllabus and the profile of graduates. The findings point to a problem where compromises in entry requirements, made in light of shortage in suitable candidates, may limit the number of successful graduates even in comprehensive and carefully designed programs. Implications of these results for decision makers are discussed. Journal: Gifted and Talented International Pages: 161-174 Issue: 1-2 Volume: 29 Year: 2014 Month: 3 X-DOI: 10.1080/15332276.2014.11678438 File-URL: http://hdl.handle.net/10.1080/15332276.2014.11678438 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:29:y:2014:i:1-2:p:161-174 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_11678439_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Peter Overzier Author-X-Name-First: Peter Author-X-Name-Last: Overzier Author-Name: Noks Nauta Author-X-Name-First: Noks Author-X-Name-Last: Nauta Title: Coping with the Qualities of Giftedness Abstract: There are many group training sessions to train people in effective behaviour. The authors are experienced in the development and execution of such courses for small groups of gifted adults. As literature on this theme is scarce, the authors will share their experiences. First, the theoretical model used in the training course is explained. Then, its design and how it works are described. Finally, our experiences with the first three groups to go through the process is provided. Journal: Gifted and Talented International Pages: 175-179 Issue: 1-2 Volume: 29 Year: 2014 Month: 3 X-DOI: 10.1080/15332276.2014.11678439 File-URL: http://hdl.handle.net/10.1080/15332276.2014.11678439 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:29:y:2014:i:1-2:p:175-179 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1137452_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Abdulnasser A. Alhusaini Author-X-Name-First: Abdulnasser A. Author-X-Name-Last: Alhusaini Author-Name: C. June Maker Author-X-Name-First: C. June Author-X-Name-Last: Maker Title: Creativity in students’ writing of open-ended stories across ethnic, gender, and grade groups: An extension study from third to fifth grades Abstract: The purpose of this study was to examine students’ creativity when writing open-ended stories—across ethnicity, gender, and grades. Participants were 139 students, including 67 males and 72 females, from urban and rural areas of the southwestern United States. The students were in third, fourth, and fifth grades and included three ethnicities: White, Mexican American, and Navajo. Written stories were selected from the Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) project’s archives. Creative products were scored by using the Consensual Assessment Technique (CAT) by five experts. No significant differences were found between boys and girls; also, no significant differences were found across the three grade levels. The differences among the three ethnic groups were significant: the White students were more creative. Future researchers should focus on implementing comprehensive teaching methods to meet all students’ needs (e.g., the DISCOVER project). Teachers who work at schools with minority students should establish an early childhood program for teaching English as a Second Language (ESL) to help young students use the language and adapt to the culture. Journal: Gifted and Talented International Pages: 25-38 Issue: 1-2 Volume: 30 Year: 2015 Month: 07 X-DOI: 10.1080/15332276.2015.1137452 File-URL: http://hdl.handle.net/10.1080/15332276.2015.1137452 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:30:y:2015:i:1-2:p:25-38 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1137462_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: I-Chen Wu Author-X-Name-First: I-Chen Author-X-Name-Last: Wu Author-Name: Randal Pease Author-X-Name-First: Randal Author-X-Name-Last: Pease Author-Name: C. June Maker Author-X-Name-First: C. June Author-X-Name-Last: Maker Title: Students’ perceptions of real engagement in active problem solving Abstract: The purpose of this study was to explore 42 elementary students’ perceptions of their experiences while they were engaging in a class in which the Real Engagement in Active Problem Solving (REAPS) model was used. A qualitative study was conducted to analyze their responses. Individual interviews and artifacts were collected and analyzed. Themes were identified in students’ perceptions across interview questions: topic, process, activity, collaboration, support, intrapersonal skills, and emotions. Researchers recommend integrating REAPS in different contexts and collecting adequate background information as a way to understand the effectiveness of REAPS. Differentiation principles applied in REAPS were beneficial to students’ engagement, thereby helping them to achieve long-lasting learning. Journal: Gifted and Talented International Pages: 106-121 Issue: 1-2 Volume: 30 Year: 2015 Month: 07 X-DOI: 10.1080/15332276.2015.1137462 File-URL: http://hdl.handle.net/10.1080/15332276.2015.1137462 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:30:y:2015:i:1-2:p:106-121 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1137461_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Cheryl L. Walker Author-X-Name-First: Cheryl L. Author-X-Name-Last: Walker Author-Name: Bruce M. Shore Author-X-Name-First: Bruce M. Author-X-Name-Last: Shore Title: Myth busting: Do high-performance students prefer working alone? Abstract: There has been a longstanding assumption that gifted, high-ability, or high-performing students prefer working alone; however, this may not be true in every case. The current study expanded on this assumption to reveal more nuanced learning preferences of these students. Sixty-nine high-performing and community-school students in Grades 5 and 6 participated. A 26-item questionnaire addressed students’ learning preferences. Nine students were interviewed after completing the questionnaire to further explore their answers. Substantial evidence supported high-performing students’ preferences for working with others. These preferences were complex and varied depending on the learning situation. Implications for future research were discussed. Journal: Gifted and Talented International Pages: 85-105 Issue: 1-2 Volume: 30 Year: 2015 Month: 07 X-DOI: 10.1080/15332276.2015.1137461 File-URL: http://hdl.handle.net/10.1080/15332276.2015.1137461 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:30:y:2015:i:1-2:p:85-105 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1137453_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Annette Heinbokel Author-X-Name-First: Annette Author-X-Name-Last: Heinbokel Title: Grade skipping and the achievements of girls Abstract: The aim of the present study is to assess and document the experiences of schools, parents, adolescents, and, finally, adults with grade skipping in Germany to form recommendations for handling this type of acceleration. This article is based on three studies on grade skipping; two studies conducted in schools in Lower Saxony, Germany, spanned the years 1980–2001, the first including questionnaires for parents and interviews with adolescents. The third study, conducted in 2012, consists of questionnaires for adults born between 1917 and 1987. Overall, the schools reported few intellectual problems and slightly more emotional or social ones. As for the parents, for 97% of the girls and 88% of the boys it had been the right decision. The adolescents were much happier in the higher grades as they felt they fitted in better despite some problems with older students. Of the adults, 89% of the females and 78% of the males reported they would grade skip again if conditions were the same. When problems occurred, findings revealed that when handling grade skipping, mistakes had been made due to a lack of knowledge of acceleration. Journal: Gifted and Talented International Pages: 39-48 Issue: 1-2 Volume: 30 Year: 2015 Month: 07 X-DOI: 10.1080/15332276.2015.1137453 File-URL: http://hdl.handle.net/10.1080/15332276.2015.1137453 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:30:y:2015:i:1-2:p:39-48 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1137464_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Soeun Park Author-X-Name-First: Soeun Author-X-Name-Last: Park Title: Cultural considerations for twice-exceptional children from Asian families Abstract: Since the term twice-exceptional has been entered to the field of gifted education, many studies have investigated the population of students who possess both giftedness and disabilities. It has been shown that there are some challenges to recognizing twice-exceptional children due to current screening and identification process. For this reason, the exact picture of what this population looks like has not yet been drawn, and further studies will be necessary to determine the precise racial/ethnic configuration. This has been a barrier to investigating how to approach twice-exceptional children from culturally diverse backgrounds. This article reviewed the previous research on twice-exceptional children with cultural considerations for the students from Asian American families. Several suggestions are provided: more understanding of Asian parenting styles and parenting stress; parents as advocates for their twice-exceptional children; and interdisciplinary collaboration. Directions for future research are suggested. Journal: Gifted and Talented International Pages: 135-145 Issue: 1-2 Volume: 30 Year: 2015 Month: 07 X-DOI: 10.1080/15332276.2015.1137464 File-URL: http://hdl.handle.net/10.1080/15332276.2015.1137464 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:30:y:2015:i:1-2:p:135-145 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1137458_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Franzis Preckel Author-X-Name-First: Franzis Author-X-Name-Last: Preckel Author-Name: Martin Brunner Author-X-Name-First: Martin Author-X-Name-Last: Brunner Title: Academic self-concept, achievement goals, and achievement: Is their relation the same for academic achievers and underachievers? Abstract: This longitudinal study investigated the contribution of achievement goals and academic self-concept for the prediction of unexpected academic achievement (i.e., achievement that is higher or lower than expected with respect to students’ cognitive ability) in general and when comparing groups of extreme over- and underachievers. Our sample comprised 769 students (50.78% female, 160 underachievers, 176 overachievers) in the highest track of the German secondary school system who were assessed three times (in grade 5, 6, and 8). Controlling for students’ cognitive ability, results supported the reciprocal effects model for positive developmental relations between academic self-concept and achievement in the overall sample. Furthermore, academic self-concept and performance goals showed significant reciprocal relations. For achievement goals, only mastery goals showed positive reciprocal relationships with academic achievement, whereas performance goals (approach and avoidance) showed no significant relations. However, for underachieving students, academic self-concept as well as mastery goals were unrelated to later achievement, and for overachieving students, both constructs showed positive relations with later achievement. Findings indicate that interventions aimed at positive goal development might also produce positive and lasting impacts on academic self-concept and—mediated by self-concept—on academic achievement. However, this does not seem to apply to underachieving students. Journal: Gifted and Talented International Pages: 68-84 Issue: 1-2 Volume: 30 Year: 2015 Month: 07 X-DOI: 10.1080/15332276.2015.1137458 File-URL: http://hdl.handle.net/10.1080/15332276.2015.1137458 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:30:y:2015:i:1-2:p:68-84 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1137463_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Nielsen Pereira Author-X-Name-First: Nielsen Author-X-Name-Last: Pereira Author-Name: J. Dusteen Knotts Author-X-Name-First: J. Dusteen Author-X-Name-Last: Knotts Author-Name: Julia Link Roberts Author-X-Name-First: Julia Link Author-X-Name-Last: Roberts Title: Current status of twice-exceptional students: A look at legislation and policy in the United States Abstract: Educational legislation and policy can lead to effective educational practices, especially for student populations that have had equal access to education addressing their needs, such as students with disabilities and gifted students. This study was an examination of state legislation and policy related to twice-exceptional learners in the United States. Forty-two administrators from state departments of education completed questionnaires, and 131 state policy and legislation documents were reviewed to reveal mention of twice-exceptional learners. Results indicate the (a) lack of state legislation and policy related to twice-exceptional students; (b) need for collaboration among general, gifted, and special education professionals; (c) importance of specific definitions and characteristics for twice-exceptionality; and (d) existence of models for initiatives related to twice exceptionality. The researchers intend for these results to lead educators to advocate for the inclusion of twice-exceptional learners in law and policy at state and national levels. Journal: Gifted and Talented International Pages: 122-134 Issue: 1-2 Volume: 30 Year: 2015 Month: 07 X-DOI: 10.1080/15332276.2015.1137463 File-URL: http://hdl.handle.net/10.1080/15332276.2015.1137463 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:30:y:2015:i:1-2:p:122-134 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1137456_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Vanessa Bean Author-X-Name-First: Vanessa Author-X-Name-Last: Bean Author-Name: Nicole M. Farmer Author-X-Name-First: Nicole M. Author-X-Name-Last: Farmer Author-Name: Barbara A. Kerr Author-X-Name-First: Barbara A. Author-X-Name-Last: Kerr Title: An exploration of women’s engagement in Makerspaces Abstract: The Maker Movement is an international trend for communities to form around shared tools and workspaces in order to engage in do-it-yourself activities. Women are underrepresented in Makerspaces, and exploration of issues related to their participation may provide directions for future research. Eight women participated in a focus group study of their motivations, perception, needs, and goals for Makerspace participation. Women participated primarily to showcase their work and to network with others. They benefited most from encouragement and support to finish their projects. They did not perceive gender barriers to their participation, and their hope was that the Makerspace would become a community resource. It may be that these “pioneer” women in the Maker movement were used to being a minority in male spaces and felt welcome in most activities. Despite their acknowledgment of the importance of tools and space, what was most valued by these Women Makers were the social aspects of the community. Journal: Gifted and Talented International Pages: 61-67 Issue: 1-2 Volume: 30 Year: 2015 Month: 07 X-DOI: 10.1080/15332276.2015.1137456 File-URL: http://hdl.handle.net/10.1080/15332276.2015.1137456 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:30:y:2015:i:1-2:p:61-67 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1137454_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Jennifer Krafchek Author-X-Name-First: Jennifer Author-X-Name-Last: Krafchek Author-Name: Leonie Kronborg Author-X-Name-First: Leonie Author-X-Name-Last: Kronborg Title: Sources of global academic self-efficacy in academically high-achieving females before the onset of disordered eating Abstract: There is limited research applying the four sources of self-efficacy (Bandura, 1997) to global academic self-efficacy. This qualitative study examined the sources of global academic self-efficacy in a sample of academically high-achieving females who developed disordered eating. Semistructured interviews were conducted with 14 participants to gain an understanding of how they decided that they were or were not academically excellent before the onset of their disordered eating. The findings reveal data on the wide range of sources identified by these high-achieving females and on issues that negatively influenced how they integrated the sources into a global concept of their academic self-efficacy. Teachers should be mindful of providing information from mastery experiences, vicarious experiences, and persuasion sources to high-achieving girls so that the girls maintain a high global academic self-efficacy. Journal: Gifted and Talented International Pages: 49-60 Issue: 1-2 Volume: 30 Year: 2015 Month: 07 X-DOI: 10.1080/15332276.2015.1137454 File-URL: http://hdl.handle.net/10.1080/15332276.2015.1137454 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:30:y:2015:i:1-2:p:49-60 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1137465_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Steve Haberlin Author-X-Name-First: Steve Author-X-Name-Last: Haberlin Title: Don’t stress: What do we really know about teaching gifted children to cope with stress and anxiety? Abstract: Gifted children may experience additional stressors due to their unique characteristics. While empirical evidence suggests otherwise, qualitative studies and clinical observations indicate that gifted individuals may suffer from higher levels of stress due to perfectionistic tendencies, heightened sensitivity, social challenges, and additional external pressures. Nevertheless, empirical research regarding counseling and stress-reducing intervention outcomes remains scant. The few interventions conducted, such as Gaesser’s (2014) work using Cognitive Behavioral and Emotional Freedom techniques with gifted students, have demonstrated promising results. Recommendations include offering incentives in the form of grants and funding to researchers interested in investigating intervention outcomes and investigating stress-reducing methods and approaches, such as mindfulness, which have shown positive impact. Journal: Gifted and Talented International Pages: 146-151 Issue: 1-2 Volume: 30 Year: 2015 Month: 07 X-DOI: 10.1080/15332276.2015.1137465 File-URL: http://hdl.handle.net/10.1080/15332276.2015.1137465 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:30:y:2015:i:1-2:p:146-151 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1137450_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Charlotte Tweedale Author-X-Name-First: Charlotte Author-X-Name-Last: Tweedale Author-Name: Leonie Kronborg Author-X-Name-First: Leonie Author-X-Name-Last: Kronborg Title: What contributes to gifted adolescent females’ talent development at a high-achieving, secondary girls’ school? Abstract: The purpose of this research was to examine what contributes to gifted adolescent females’ talent development at a high-achieving girls’ school. Using Kronborg’s (2010) Talent Development Model for Eminent Women as a theoretical framework, this research examined the conditions that supported and those that hindered the participants’ talent development in the setting of their secondary girls’ school. In this qualitative study, semistructured interviews were conducted with six gifted females, 17–20 years of age, who were all identified as gifted and who achieved highly in one or more talent domains during their years at their former high-achieving secondary girls’ school. The findings of this research support the theoretical framework. The themes found to support these participants’ talent development were psychological qualities, individual abilities, opportunities to achieve in talent domain(s), allies in the family, allies beyond the family, passionate engagement in talent domain, and feelings and experiences of difference. These findings add support to the themes Kronborg (2010) found in her Talent Development Model of Eminent Women. Journal: Gifted and Talented International Pages: 6-18 Issue: 1-2 Volume: 30 Year: 2015 Month: 07 X-DOI: 10.1080/15332276.2015.1137450 File-URL: http://hdl.handle.net/10.1080/15332276.2015.1137450 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:30:y:2015:i:1-2:p:6-18 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1137449_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Barbara A. Kerr Author-X-Name-First: Barbara A. Author-X-Name-Last: Kerr Author-Name: Leonie Kronborg Author-X-Name-First: Leonie Author-X-Name-Last: Kronborg Title: Editorial Journal: Gifted and Talented International Pages: 1-5 Issue: 1-2 Volume: 30 Year: 2015 Month: 07 X-DOI: 10.1080/15332276.2015.1137449 File-URL: http://hdl.handle.net/10.1080/15332276.2015.1137449 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:30:y:2015:i:1-2:p:1-5 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1137451_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Angel Alberto Valdés-Cuervo Author-X-Name-First: Angel Alberto Author-X-Name-Last: Valdés-Cuervo Author-Name: Pedro Antonio Sánchez Escobedo Author-X-Name-First: Pedro Antonio Author-X-Name-Last: Sánchez Escobedo Author-Name: María Dolores Valadez-Sierra Author-X-Name-First: María Dolores Author-X-Name-Last: Valadez-Sierra Title: Gender differences in self-concept, locus of control, and goal orientation in Mexican high-achieving students Abstract: The study compares self-concept, locus of control, and goal orientation characteristics of male and female Mexican high school high-achieving students. Three scales were administered to 220 students; 106 (49%) were males and 114 (51%) females. By means of a discriminant analysis, both groups were compared in relation to the variables such as social self-concept, academic self-concept, achievement motivation toward study, and attributions regarding academic success or failure. It was found that female students have a better academic self-concept and a higher achievement motivation than males. Findings are consistent with previous studies in Mexico that provide evidence of females having greater emotional resources associated with school success. Journal: Gifted and Talented International Pages: 19-24 Issue: 1-2 Volume: 30 Year: 2015 Month: 07 X-DOI: 10.1080/15332276.2015.1137451 File-URL: http://hdl.handle.net/10.1080/15332276.2015.1137451 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:30:y:2015:i:1-2:p:19-24 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1220795_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Franzis Preckel Author-X-Name-First: Franzis Author-X-Name-Last: Preckel Author-Name: Leonie Kronborg Author-X-Name-First: Leonie Author-X-Name-Last: Kronborg Title: Editorial Journal: Gifted and Talented International Pages: 1-3 Issue: 1 Volume: 31 Year: 2016 Month: 1 X-DOI: 10.1080/15332276.2016.1220795 File-URL: http://hdl.handle.net/10.1080/15332276.2016.1220795 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:31:y:2016:i:1:p:1-3 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1194674_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Sareh Karami Author-X-Name-First: Sareh Author-X-Name-Last: Karami Author-Name: Mehdi Ghahremani Author-X-Name-First: Mehdi Author-X-Name-Last: Ghahremani Title: Toward an Iranian conception of giftedness Abstract: Using a grounded theory approach to the study of historical texts and an expert interview, this study investigates culturally embedded conceptions of giftedness as evidenced in one of the most important Iranian literary canons, The Gulistan, to guide the development of education and programming for gifted and talented students in Iran. The Gulistan depicts the real world in its stories. Historically, The Gulistan has provided guidance to gifted and wise individuals regarding how to live life. Investigating these conceptions in The Gulistan’s stories gives us significant insight into what historically has counted as giftedness in the Iranian culture. Main themes arising from this study include Saheb Ferasat (insighted), Shukhdideh (wit), Dana & Aghel (practical intelligent), Kheradmand (wise), and Hakim (sage). This study is an exploration of an approach to developing an Iranian conception of giftedness that is embedded in the culture. The framework and findings may be of interest to scholars, policy makers, and educators in various roles. Journal: Gifted and Talented International Pages: 4-18 Issue: 1 Volume: 31 Year: 2016 Month: 1 X-DOI: 10.1080/15332276.2016.1194674 File-URL: http://hdl.handle.net/10.1080/15332276.2016.1194674 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:31:y:2016:i:1:p:4-18 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1194675_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Tanja Gabriele Baudson Author-X-Name-First: Tanja Gabriele Author-X-Name-Last: Baudson Author-Name: Johanna Fee Ziemes Author-X-Name-First: Johanna Fee Author-X-Name-Last: Ziemes Title: The importance of being gifted: Stages of gifted identity development, their correlates and predictors Abstract: Identity formation is particularly challenging for stigmatized minorities. The minority stress model (MSM) posits that both negative stereotypes and their internalization represent stressors. There is evidence that this applies to the gifted, too. However, their status is ambiguous, given that both negative and positive stereotypes exist. Furthermore, individual wellbeing also hinges on one’s identity stage, as outlined in the Cass identity model (CIM).The CIM was applied to gifted identity development in a survey of 742 high-IQ society members (16–79 years). Identity stages could be reliably and validly assessed with a new measure and were related to adjustment and coping as expected. Latent class analysis revealed four groups, which resembled the CIM, but with a few notable exceptions. Ordinal-logistic regression showed that years since first suspicion and since diagnosis of giftedness predicted group membership. In sum, identity development in the gifted examined here shows similarities with the CIM stages (which are differentially related to wellbeing and feelings toward one’s own giftedness) but has its own specific characteristics, too. Journal: Gifted and Talented International Pages: 19-32 Issue: 1 Volume: 31 Year: 2016 Month: 1 X-DOI: 10.1080/15332276.2016.1194675 File-URL: http://hdl.handle.net/10.1080/15332276.2016.1194675 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:31:y:2016:i:1:p:19-32 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1194672_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Nele Hannig Author-X-Name-First: Nele Author-X-Name-Last: Hannig Author-Name: Christine Koop Author-X-Name-First: Christine Author-X-Name-Last: Koop Title: Giftedness counseling in Germany: Consultation reasons and issues and their relations to gender, age, and aptitude Abstract: In Germany, parents can request counseling and assessment of school-related learning and behavioral issues from either independent counseling centers or school-based ones. Focusing on giftedness consultations at independent counseling centers, the goal of this study is to provide a detailed description of the reasons for and the issues discussed during the consultation process. Specifically, the frequency and relationships among each other are examined as well as the relationships with the client characteristics gender, age, and ability. A questionnaire, completed by the counseling professionals, was used to assess the reasons that were given for seeking consultation and the topics that were addressed during the counseling process at 14 psychodiagnostic counseling centers. Overall, data from 156 children and adolescents (25% female) were included in the analyses. Frequent reasons for and topics of the consultations were giftedness assessment, advocacy of gifted education, and motivation. Correlation analyses identified two separate groups of themes: “social and behavioral problems” and “learning disorders and achievement-related problems.” Whereas the motives for seeking consultation and the counseling issues were typically the same for both boys and girls, some of these varied greatly depending on age, type of school, and aptitude of the children. These results are discussed with respect to the current state of research as well as their implications for counseling practice and the qualifications of the professional counseling personnel. Journal: Gifted and Talented International Pages: 33-45 Issue: 1 Volume: 31 Year: 2016 Month: 1 X-DOI: 10.1080/15332276.2016.1194672 File-URL: http://hdl.handle.net/10.1080/15332276.2016.1194672 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:31:y:2016:i:1:p:33-45 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1220794_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Roger S. Frantz Author-X-Name-First: Roger S. Author-X-Name-Last: Frantz Author-Name: Katie Larsen McClarty Author-X-Name-First: Katie Larsen Author-X-Name-Last: McClarty Title: Gifted education’s reflection of country-specific cultural, political, and economic features Abstract: Educational policies and practices are influenced by cultural, political, and economic factors, and this is also true of specialized educational approaches such as gifted education. Factors such as a country’s cultural tendency toward egalitarianism or meritocracy, whether the political system is centralized or decentralized, and the degree to which the economy supports basic education for all students may be reflected in the way in which a country approaches gifted education. We examined gifted and talented education policies and practices in 38 Organisation for Economic Co-operation and Development (OECD) member and partner countries and considered how those policies and practices may reflect country-specific characteristics. In this article, we discuss ways in which gifted education in OECD countries may reflect cultural, political, and economic features of countries. Journal: Gifted and Talented International Pages: 46-58 Issue: 1 Volume: 31 Year: 2016 Month: 1 X-DOI: 10.1080/15332276.2016.1220794 File-URL: http://hdl.handle.net/10.1080/15332276.2016.1220794 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:31:y:2016:i:1:p:46-58 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1220796_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: M. Alexandra Vuyk Author-X-Name-First: M. Alexandra Author-X-Name-Last: Vuyk Author-Name: Barbara A. Kerr Author-X-Name-First: Barbara A. Author-X-Name-Last: Kerr Author-Name: Thomas S. Krieshok Author-X-Name-First: Thomas S. Author-X-Name-Last: Krieshok Title: From overexcitabilities to openness: Informing gifted education with psychological science Abstract: In the theory of positive disintegration (TPD), Dabrowski described overexcitabilities (OEs), manifestations of inner energy with a developmental purpose that appear more common in gifted individuals. Unfortunately, most studies present OEs outside of the context of the original theory as if they were standalone traits applicable to gifted students. In this atheoretical conceptualization, OEs seem to define the personality trait of openness to experience described in the five-factor model of personality (FFM) as each OE can be matched with a specific facet of openness. Descriptions of facets of openness and corresponding OEs are strongly similar. In this article we argue that they are conceptually equivalent and that current research on openness and OE supports this assertion. The FFM has robust empirical support, and TPD lacks empirical support; additionally, OEs as currently presented in gifted education deviate from TPD’s original tenets. Therefore, gifted education should shift its way of explaining these tendencies by framing them as the personality trait of openness to experience rather than OEs. Journal: Gifted and Talented International Pages: 59-71 Issue: 1 Volume: 31 Year: 2016 Month: 1 X-DOI: 10.1080/15332276.2016.1220796 File-URL: http://hdl.handle.net/10.1080/15332276.2016.1220796 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:31:y:2016:i:1:p:59-71 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1255095_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Yang Yang Author-X-Name-First: Yang Author-X-Name-Last: Yang Author-Name: Marcia Gentry Author-X-Name-First: Marcia Author-X-Name-Last: Gentry Author-Name: Jiaxi Wu Author-X-Name-First: Jiaxi Author-X-Name-Last: Wu Author-Name: Enyi Jen Author-X-Name-First: Enyi Author-X-Name-Last: Jen Author-Name: Yukiko Maeda Author-X-Name-First: Yukiko Author-X-Name-Last: Maeda Title: Elementary students’ perceptions of their classroom activities in China: A validation study Abstract: This study is to investigate whether My Class Activities (MCA; Gentry & Gable, 2001a), an instrument developed to measure students’ perceptions of their classroom activities, yields valid data when used with elementary students in China after translation into Chinese. The four factors measured by the instrument (Interest, Challenge, Choice, and Enjoyment) are related closely to students’ motivation and optimal learning as described in Chinese literature. Data from 943 elementary students from a school in mid-China were used in the analyses from an elementary school. Confirmatory factor analyses showed that a four correlated factor model with all 31 items was not a good fit to the data. Factor loadings were checked, and two items were removed from the “challenge” factor. A second four correlated factor model with 29 items generated better goodness-of-fit indices. Measurement equivalence of this model was tested between the Chinese and the U.S. sample of 943 students randomly selected from the original normative sample of the MCA. Results indicated partial measurement invariance of the revised instrument. Further research was suggested with implications for practice. Journal: Gifted and Talented International Pages: 73-87 Issue: 2 Volume: 31 Year: 2016 Month: 7 X-DOI: 10.1080/15332276.2016.1255095 File-URL: http://hdl.handle.net/10.1080/15332276.2016.1255095 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:31:y:2016:i:2:p:73-87 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1304781_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Franzis Preckel Author-X-Name-First: Franzis Author-X-Name-Last: Preckel Author-Name: Hannah Rach Author-X-Name-First: Hannah Author-X-Name-Last: Rach Author-Name: Vsevolod Scherrer Author-X-Name-First: Vsevolod Author-X-Name-Last: Scherrer Title: Self-concept changes in multiple self-concept domains of gifted students participating in a summer residential school Abstract: The present study investigated changes in self-esteem, academic self-concept, intellectual self-concept, and social self-concepts of acceptance, assertion, relations with same-sex peers and relations with other-sex peers with 177 gifted students participating in a 16-day summer school in Germany. Students were assessed three times by self-report questionnaires, one or three weeks before the school started, at the seventh day, and at the fifteenth day of the summer school. Scales showed strict measurement invariance over time such that scale means could be compared by repeated measures ANOVAs. Although academic self-concept did not change over time, intellectual self-concept showed a decrease during the visit of the school that was of small effect size (Hedges’ g = .13). Descriptively, self-esteem showed a positive development over time, but this increase was small and not significant. The social self-concepts of acceptance, relations with same-sex peers, and relations with other-sex peers significantly increased over time (Hedges’ |g| between .14 and .40). Changes were comparable for male and female students. Overall, our findings support summer schools as an effective means to foster gifted students’ socioemotional needs. Journal: Gifted and Talented International Pages: 88-101 Issue: 2 Volume: 31 Year: 2016 Month: 7 X-DOI: 10.1080/15332276.2017.1304781 File-URL: http://hdl.handle.net/10.1080/15332276.2017.1304781 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:31:y:2016:i:2:p:88-101 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1305863_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Marilena Z. Leana-Taşcılar Author-X-Name-First: Marilena Z. Author-X-Name-Last: Leana-Taşcılar Title: Turkish adaptation of the educational-learning capital questionnaire: Results for gifted and non-gifted students Abstract: The Actiotope Model of Giftedness (AMG) focuses on person–environment interactions to define giftedness. The development of the Questionnaire of Educational and Learning Capital (QELC) was based on the AMG. The first aim of this study was to present the reliability and validity of a Turkish version of the QELC for 10th grade students. The second aim of this study was the administration of the QELC in gifted and non-gifted students and the determination of mean QELC-scale differences between both groups. Two different samples were included in the study. In the first sample, 421 10th grade students took the QELC (147 boys, 274 girls). The second sample consisted of 38 gifted students and 38 non-gifted students, the latter randomly selected from the first sample. In addition to the QELC, confidence in one’s competence, failure coping, stability and modifiability beliefs regarding one’s action repertoire were assessed and used to validate the QELC. School grades were collected, too. Results of a confirmatory factor analysis supported the two-factor structure of the QELC (i.e., educational capital and learning capital). The results supported the validity and reliability of the Turkish version of QELC. Gifted students had lower scores in educational as well as learning capital than non-gifted students. Journal: Gifted and Talented International Pages: 102-113 Issue: 2 Volume: 31 Year: 2016 Month: 7 X-DOI: 10.1080/15332276.2016.1305863 File-URL: http://hdl.handle.net/10.1080/15332276.2016.1305863 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:31:y:2016:i:2:p:102-113 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1356657_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Julie Anne Irving Author-X-Name-First: Julie Anne Author-X-Name-Last: Irving Author-Name: Ernestina Oppong Author-X-Name-First: Ernestina Author-X-Name-Last: Oppong Author-Name: Bruce M. Shore Author-X-Name-First: Bruce M. Author-X-Name-Last: Shore Title: Alignment of a high-ranked PISA mathematics curriculum and the Parallel Curriculum for gifted students: Is a high PISA Mathematics ranking indicative of curricular suitability for gifted learners? Abstract: Quebec students have generally excelled in international mathematics comparisons and 22% performed in the top category, Level 6, on PISA in 2012. Several countries with more extensive gifted programs scored and ranked considerably lower and had smaller proportions achieving Level 6. Does this mean a general mathematics curriculum with such indices of success could sufficiently serve gifted students? The US NAGC’s Parallel Curriculum model served as a template to explore Quebec’s ninth-grade mathematics curriculum for components of the four Parallel Curriculum strands: core, connections, practice, and identity. The Quebec curriculum included a strong core, but fewer elements of the three other Parallels. The anomaly remains: A strong core curriculum was associated with high PISA scores and rankings, yet did not meet all the criteria for gifted programming. At the same time, even though the literature reports that formal gifted programming is sometimes associated with higher proportions of learners achieving at PISA’s level 6, such provision is not as well related to overall high PISA averages or rankings. Journal: Gifted and Talented International Pages: 114-131 Issue: 2 Volume: 31 Year: 2016 Month: 7 X-DOI: 10.1080/15332276.2017.1356657 File-URL: http://hdl.handle.net/10.1080/15332276.2017.1356657 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:31:y:2016:i:2:p:114-131 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1445508_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Leonie Kronborg Author-X-Name-First: Leonie Author-X-Name-Last: Kronborg Author-Name: Franzis Preckel Author-X-Name-First: Franzis Author-X-Name-Last: Preckel Title: Editorial Journal: Gifted and Talented International Pages: 1-2 Issue: 1 Volume: 32 Year: 2017 Month: 1 X-DOI: 10.1080/15332276.2017.1445508 File-URL: http://hdl.handle.net/10.1080/15332276.2017.1445508 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:32:y:2017:i:1:p:1-2 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1397901_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Mehdi Ghahremani Author-X-Name-First: Mehdi Author-X-Name-Last: Ghahremani Author-Name: Sareh Karami Author-X-Name-First: Sareh Author-X-Name-Last: Karami Author-Name: Philip Balcaen Author-X-Name-First: Philip Author-X-Name-Last: Balcaen Title: Pentagram of habits: Considering science teachers’ conceptions of “habits of mind” associated with critical thinking in several of Iran’s special gifted schools Abstract: In the last two decades, one can see the widespread acceptance of the importance of teaching critical thinking (CT) as a 21st-century competency for all students from primary to graduate school. Lack of effective instructional strategies cause problems in developing effective CT curriculum. This research study aimed at the exploring the problem of domain-general versus domain-specific tension associated with the definition and fostering critical thinking. We examined Iranian science teachers’ conception(s) of this tension. We applied stratified random sampling for the observational phase (initial pool of participants). Using our classroom observation scale, through the lens of the Critical Thinking Consortium’s pedagogical framework (TC2) as a theoretical framework, we observed N = 27 gifted science classrooms to evaluate teachers’ instructional strategies in terms of developing CT abilities. Applying purposeful sampling, we interviewed expert teachers based on the observational phase, to investigate their understandings of CT’s general-domain habits of mind. Applying 4 + 1 classical elements as a conceptual framework, we examined various dimensions of these science teachers’ conceptualization of thinking critically. Traditional gradual reduction of interviews resulted in the development of a culturally informed five-elemental pentagram of habits of mind shared by these educators. Further, these teachers addressed some instructional strategies to embed CT in the science classes. Journal: Gifted and Talented International Pages: 3-26 Issue: 1 Volume: 32 Year: 2017 Month: 1 X-DOI: 10.1080/15332276.2017.1397901 File-URL: http://hdl.handle.net/10.1080/15332276.2017.1397901 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:32:y:2017:i:1:p:3-26 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1397903_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Barbara A. Kerr Author-X-Name-First: Barbara A. Author-X-Name-Last: Kerr Author-Name: Maxwell Birdnow Author-X-Name-First: Maxwell Author-X-Name-Last: Birdnow Author-Name: Jenelle Hallaert Author-X-Name-First: Jenelle Author-X-Name-Last: Hallaert Author-Name: Keely Alexander Author-X-Name-First: Keely Author-X-Name-Last: Alexander Author-Name: Robyn Malmsten Author-X-Name-First: Robyn Author-X-Name-Last: Malmsten Author-Name: Olivia Stull Author-X-Name-First: Olivia Author-X-Name-Last: Stull Author-Name: J. D. Wright Author-X-Name-First: J. D. Author-X-Name-Last: Wright Author-Name: Brittany Lucas Author-X-Name-First: Brittany Author-X-Name-Last: Lucas Author-Name: Rachel Swanson Author-X-Name-First: Rachel Author-X-Name-Last: Swanson Author-Name: Grace J. Claiborn Author-X-Name-First: Grace J. Author-X-Name-Last: Claiborn Title: Creativity and innovation in Iceland: Individual, environmental, and cultural variables Abstract: This comprehensive literature review (CLR) is an analysis and synthesis of literature, observations, interviews, and artifacts as a means to answer the question, “Why is Iceland so innovative?” Iceland is considered by international indices as a leading nation in innovation in many fields, including design, music, art, and literature. A team of doctoral-level students and master’s-level counselors studying the psychology of creativity collected information regarding individual ability and personality in Iceland as well as the natural, physical, and social environment variables that might be related to creativity and innovation. The creativity literature supported the idea that ability and personality attributes of Icelanders might be the source of Icelandic innovation. The popular literature often referred to an environment of extremes and natural beauty that inspires higher rates of creativity and innovation. The scholarly literature pertaining specifically to Iceland suggested instead that open and egalitarian families; innovation education curricula and free play; cultural support for creativity; and government policies were the main drivers of innovation in Iceland. The researchers’ observations found that interviewees often disputed the literature, particularly regarding the impact of high ability, natural environment, and policy on innovation, and that artifacts supported most environmental variables. Journal: Gifted and Talented International Pages: 27-43 Issue: 1 Volume: 32 Year: 2017 Month: 1 X-DOI: 10.1080/15332276.2017.1397903 File-URL: http://hdl.handle.net/10.1080/15332276.2017.1397903 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:32:y:2017:i:1:p:27-43 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1435355_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Angie L. Miller Author-X-Name-First: Angie L. Author-X-Name-Last: Miller Author-Name: Veronica A. Smith Author-X-Name-First: Veronica A. Author-X-Name-Last: Smith Title: Exploring differences in creativity across academic majors for high-ability college students Abstract: Many current theories and models include creativity as a component of giftedness, conceptualizing the construct in numerous ways that complement giftedness. Variations in creativity have also been studied among different academic disciplines, suggesting that although there may be higher levels of creativity for some, major choice is a complex concept. The current study explores differences in several aspects of creativity based on academic major for a high-ability young adult population. Using data from 399 Honors College students at a Midwestern university in the United States, a MANOVA and series of 1-way ANOVAs suggest significant differences by academic major for creative engagement, creative cognitive style, and fantasy, but not for tolerance or spontaneity. The pattern of results generally indicates higher creativity among arts and humanities majors, compared with other disciplines such as education and pre-professional training, although these fields can also benefit from creative input. Potential curricular and experiential reasons for these differences are discussed, along with some implications for educational programming and interventions. Journal: Gifted and Talented International Pages: 44-58 Issue: 1 Volume: 32 Year: 2017 Month: 1 X-DOI: 10.1080/15332276.2018.1435355 File-URL: http://hdl.handle.net/10.1080/15332276.2018.1435355 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:32:y:2017:i:1:p:44-58 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1435378_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Leonie Kronborg Author-X-Name-First: Leonie Author-X-Name-Last: Kronborg Author-Name: Margaret Plunkett Author-X-Name-First: Margaret Author-X-Name-Last: Plunkett Author-Name: Nicholas Gamble Author-X-Name-First: Nicholas Author-X-Name-Last: Gamble Author-Name: Yvette Kaman Author-X-Name-First: Yvette Author-X-Name-Last: Kaman Title: Control and resilience: The importance of an internal focus to maintain resilience in academically able students Abstract: This article reports one component of a longitudinal multilayered research project originating from a unique partnership between a university and a selective secondary school in Victoria, Australia. One hundred and twenty-five Year 10 academically able students at the school completed a survey at two different times to investigate a range of motivational constructs, including locus of control and resilience. Students were grouped according to their locus of control (LoC) focus (either internal or external), and, subsequently, scores from their resilience profiles were compared using multivariate analysis of variance. Findings illustrated that students with a more internally focused locus of control were more resilient at two time points. These findings have important implications for educators, as resilience is recognized as an important attribute to be developed in all students, including academically able students. Journal: Gifted and Talented International Pages: 59-74 Issue: 1 Volume: 32 Year: 2017 Month: 1 X-DOI: 10.1080/15332276.2018.1435378 File-URL: http://hdl.handle.net/10.1080/15332276.2018.1435378 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:32:y:2017:i:1:p:59-74 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1522240_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Tracy Riley Author-X-Name-First: Tracy Author-X-Name-Last: Riley Author-Name: Melinda Webber Author-X-Name-First: Melinda Author-X-Name-Last: Webber Author-Name: Katrina Sylva Author-X-Name-First: Katrina Author-X-Name-Last: Sylva Title: Real engagement in active problem solving for Māori boys: A case study in a New Zealand secondary school Abstract: The REAPS model is a teaching and learning model that places students in real-world problem solving, engaging students in active learning. The Ruamano Project was funded by the Teacher Led Innovation Fund, a New Zealand Ministry of Education initiative that supports teams of teachers to develop innovative practices for improving learning outcomes. This article reports on the implementation of REAPS with the Year 9 science students who investigated solutions for a local waterway. The case study involved approximately 90 students, their teachers, and the local community in a decile 3 (low socioeconomic) co-educational secondary school in a rural region of New Zealand. The study shows that the REAPS model can be implemented in the New Zealand context, but requires professional learning and support for teachers. The case study provides evidence that the differentiation principles, when applied to all learners, may increase engagement and identify potential. Journal: Gifted and Talented International Pages: 75-86 Issue: 2 Volume: 32 Year: 2017 Month: 7 X-DOI: 10.1080/15332276.2018.1522240 File-URL: http://hdl.handle.net/10.1080/15332276.2018.1522240 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:32:y:2017:i:2:p:75-86 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1522935_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Jennifer L. Jolly Author-X-Name-First: Jennifer L. Author-X-Name-Last: Jolly Author-Name: Angela Chessman Author-X-Name-First: Angela Author-X-Name-Last: Chessman Title: The landscape of Australian gifted education research: 1992–2013 Abstract: This study seeks to investigate the body of literature generated in the Australasian Journal of Gifted Education from the establishment of the journal in 1992 until 2013, focusing on the research field in order to understand its research foci, the rigor of research generated, and how events in the Australian context can influence the type of research undertaken. This study was guided by four research questions (1) to what extent is research published in AJGE empirical?; (2) what proportions of the articles are quantitative, qualitative, or non-empirical?; (3) how does the empirical rigor compare over time?; and (4) to what extent has the 2001 Australian Senate Inquiry into the Education of Gifted Children influenced the research foci? A database of AJGE articles was constructed, and an adapted version of the Mixed Methods Appraisal Tool (MMAT) was used to classify empirical studies. Results indicated that qualitative and quantitative research was equally undertaken; however, case studies and quantitative descriptive analysis were favored over other types of approaches. Empirical rigor varied over time, and few recommendations from the 2001Australian Senate Report were reflected in the research undertaken. There are a number of contextual explanations for the irregular presentation and lack of robustness in the quality of research, which are explored in this article. Journal: Gifted and Talented International Pages: 87-98 Issue: 2 Volume: 32 Year: 2017 Month: 7 X-DOI: 10.1080/15332276.2018.1522935 File-URL: http://hdl.handle.net/10.1080/15332276.2018.1522935 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:32:y:2017:i:2:p:87-98 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1525270_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Jessica Cannaday Author-X-Name-First: Jessica Author-X-Name-Last: Cannaday Author-Name: Jennifer Courduff Author-X-Name-First: Jennifer Author-X-Name-Last: Courduff Title: Teacher perceptions of gifted and talented certification practices in a Southern California school district: A replication study Abstract: This study focused on a partial replication of a mixed-methods study of teachers regarding certification practices in Gifted and Talented Education (GATE). Data sources included Likert survey questions as well as openended questions with current teachers at seven schools within a Southern California school district. Since completion of the original study in 2006, there have been changes in new local control funding formulas that affect Gifted Education. In light of these changes, a partial replication study measuring current teacher perceptions of GATE certification practices compared findings with previous perceptions in the district. The survey sample (N = 93) included faculty from the originally sampled k-12 schools. Results indicate that perceptions of gifted identification and characteristics vary according to GATE certification status of the teacher, but not according to grade level taught. Teacher perceptions of the necessity for GATE certification and/or training have changed since the original study was conducted. Teachers indicated that training is valuable, but not necessary for all teachers. When compared to the previous study, findings indicate positive growth in teachers’ perceptual knowledge regarding gifted student characteristics and the value of teacher training. Journal: Gifted and Talented International Pages: 99-119 Issue: 2 Volume: 32 Year: 2017 Month: 7 X-DOI: 10.1080/15332276.2018.1525270 File-URL: http://hdl.handle.net/10.1080/15332276.2018.1525270 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:32:y:2017:i:2:p:99-119 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1537138_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Samta P. Pandya Author-X-Name-First: Samta P. Author-X-Name-Last: Pandya Title: Spiritual education program for improving the emotional intelligence of gifted children: A multi-city single-group evaluation study Abstract: Based on a single-group one-year long evaluation study with 1,625 gifted children aged from 225 schools in 15 cities, this article examines whether participation in a spiritual education program increases their emotional intelligence. Results showed that gifted children’s emotional intelligence scores were higher post–spiritual education program (SEP) participation. Specifically, the post-test scores were higher for gifted children from European cities, US, Canadian, and Australian cities, Christian children, introverted gifted children, those who had undergone two or three sessions of the program and who regularly self-practiced. Results of the hierarchical regression analysis showed that the most significant predictor of the post-test emotional intelligence scale scores of the gifted children was self-practice. The study foregrounds the need for a nuanced view of city contexts, gender, form of giftedness, and observed personality trait of gifted children, with the critical requirement of self-engagement through self-practice, in planning SEPs aimed at improving their emotional intelligence. Journal: Gifted and Talented International Pages: 120-133 Issue: 2 Volume: 32 Year: 2017 Month: 7 X-DOI: 10.1080/15332276.2018.1537138 File-URL: http://hdl.handle.net/10.1080/15332276.2018.1537138 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:32:y:2017:i:2:p:120-133 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1537685_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Svenja Matheis Author-X-Name-First: Svenja Author-X-Name-Last: Matheis Author-Name: Leonie Kronborg Author-X-Name-First: Leonie Author-X-Name-Last: Kronborg Author-Name: Manfred Schmitt Author-X-Name-First: Manfred Author-X-Name-Last: Schmitt Author-Name: Franzis Preckel Author-X-Name-First: Franzis Author-X-Name-Last: Preckel Title: Threat or challenge? Teacher beliefs about gifted students and their relationship to teacher motivation Abstract: This study investigated the relationship between teachers’ beliefs about gifted students’ characteristics compared to students with average-ability and the teachers’ motivation (i.e., enthusiasm, self-efficacy). We investigated pre-service teachers’ beliefs and motivational orientations as substantial components of their professional competencies and aimed to make an empirical contribution to the discussion on the professionalization of teachers in gifted education. We expected that beliefs about the gifted would be in line with the disharmony hypothesis assuming they were intellectually strong, but deficient in non-cognitive domains. German (n = 375) and Australian (n = 315) pre-service teachers participated in a between-subjects experimental design that used student vignettes varying in ability and gender. Repeated-measures ANOVAs showed that besides a high intellect, pre-service teachers from both countries associated maladjustment with giftedness and showed lower self-efficacy for teaching the gifted. Results from structural equation modeling indicated that high intelligence ratings when paired with high maladjustment ratings were associated with lower teacher motivation. This result is of high practical relevance as perceived self-efficacy relates to actual teaching behavior in a classroom. Implications for teacher education in gifted education are discussed. Journal: Gifted and Talented International Pages: 134-160 Issue: 2 Volume: 32 Year: 2017 Month: 7 X-DOI: 10.1080/15332276.2018.1537685 File-URL: http://hdl.handle.net/10.1080/15332276.2018.1537685 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:32:y:2017:i:2:p:134-160 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1675963_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Leonie Kronborg Author-X-Name-First: Leonie Author-X-Name-Last: Kronborg Author-Name: Megan Foley-Nicpon Author-X-Name-First: Megan Author-X-Name-Last: Foley-Nicpon Title: Editorial for Gifted and Talented International, 2018 Journal: Gifted and Talented International Pages: 1-2 Issue: 1-2 Volume: 33 Year: 2018 Month: 7 X-DOI: 10.1080/15332276.2019.1675963 File-URL: http://hdl.handle.net/10.1080/15332276.2019.1675963 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:33:y:2018:i:1-2:p:1-2 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1547620_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Dimitrios Zbainos Author-X-Name-First: Dimitrios Author-X-Name-Last: Zbainos Author-Name: Vassiliki Beloyianni Author-X-Name-First: Vassiliki Author-X-Name-Last: Beloyianni Title: Creative ideation and motivated strategies for learning of academically talented students in Greek secondary school Abstract: A consistent body of research has indicated that intrinsic motivation, self-regulation, and creative ideation tend to facilitate academic performance. This article examines differences in self-regulated learning strategies, motivational beliefs, and creative ideation among academically talented students, high achievers, and ordinary achieving students in Greek secondary school. To assess the relationship between motivational strategies for learning, ideational behavior, and academic performance, a sample of 287 students between the ages of 13 and 18 completed the Runco Ideational Behavior Scale and the Motivated Strategies for Learning Questionnaire. Furthermore, their school grades were used to provide data about their academic performance. The results indicated that academically talented students tended to use more self-regulated learning strategies and displayed higher self-efficacy and stronger motivational beliefs. Creative ideation was found to be negatively correlated with academic achievement, especially for low and moderate achievers. In conclusion, according to the results, high academic performance appeared to be related to higher academic self-efficacy, intrinsic motivation, self-regulation, and use of cognitive strategies. Nevertheless, it appeared to be related to lower creative ideation. Journal: Gifted and Talented International Pages: 3-14 Issue: 1-2 Volume: 33 Year: 2018 Month: 7 X-DOI: 10.1080/15332276.2018.1547620 File-URL: http://hdl.handle.net/10.1080/15332276.2018.1547620 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:33:y:2018:i:1-2:p:3-14 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1608136_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ingrid Rita Baum Author-X-Name-First: Ingrid Rita Author-X-Name-Last: Baum Author-Name: Nicola Baumann Author-X-Name-First: Nicola Author-X-Name-Last: Baumann Title: Autonomous creativity: The implicit autonomy motive fosters creative production and innovative behavior at school Abstract: Theories of creativity and empirical evidence have highlighted the importance of autonomy as a motivational source of creativity. However, we know little about the relationship between the implicit autonomy motive and creativity. Using a multi-method multi-informant design, we investigated the relationship between implicit autonomy motives and creative production. We assessed the implicit and explicit autonomy motives of N = 108 adolescents using the Operant Motive Test (OMT) and an explicit motive questionnaire. Then participants completed a creative figural drawing task. In addition, we collected teacher ratings regarding participants’ innovative behavior. Results revealed that implicit autonomy dispositions predicted not only production in a figural drawing task, but also teacher ratings of innovative behavior. These positive relationships remained stable when controlling for achievement motivations and other autonomy-related variables. In contrast, explicit autonomy dispositions could not predict creative production or teacher ratings of innovative behavior. We conclude that the implicit autonomy motive is an energizing force of creative production. Journal: Gifted and Talented International Pages: 15-25 Issue: 1-2 Volume: 33 Year: 2018 Month: 7 X-DOI: 10.1080/15332276.2019.1608136 File-URL: http://hdl.handle.net/10.1080/15332276.2019.1608136 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:33:y:2018:i:1-2:p:15-25 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1655681_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Angie L. Miller Author-X-Name-First: Angie L. Author-X-Name-Last: Miller Title: Connecting creative coursework exposure and college student engagement across academic disciplines Abstract: This study extends research on the effectiveness of creativity training and the importance of student engagement in higher education. Using data from the “Senior Transitions” topical module of the National Survey of Student Engagement (NSSE), responses from over 25,000 seniors at 266 different U.S colleges and universities demonstrate that exposure to creative coursework can predict student engagement in a variety of areas. Ordinary least squares regression models determined the effect of creative coursework exposure on NSSE’s established measures of student engagement: reflective and integrative learning, higher-order learning, use of learning strategies, collaborative learning, diverse discussions, student-faculty interaction, effective teaching practices, quality of interactions, and supportive environment. Results suggest that exposure to creative coursework is a significant positive predictor of student engagement, even after controlling for sex, transfer status, enrollment status, first-generation status, age, SAT/ACT, race/ethnicity, major, grades, percentage of online courses, institutional control (private/public), and institution size. Potential reasons for these patterns of results are discussed. Implications include updating curriculum and programming for greater exposure to creative assignments and activities across all major fields. Journal: Gifted and Talented International Pages: 26-40 Issue: 1-2 Volume: 33 Year: 2018 Month: 7 X-DOI: 10.1080/15332276.2019.1655681 File-URL: http://hdl.handle.net/10.1080/15332276.2019.1655681 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:33:y:2018:i:1-2:p:26-40 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1609343_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Sheng-Peng Huang Author-X-Name-First: Sheng-Peng Author-X-Name-Last: Huang Author-Name: Yan Kong Author-X-Name-First: Yan Author-X-Name-Last: Kong Author-Name: Ying (“Alison”) Cheng Author-X-Name-First: Ying (“Alison”) Author-X-Name-Last: Cheng Title: Public images of gifted programs in China: A 38-year analysis of Chinese news reports on gifted education Abstract: Gifted programs are an indispensable component of gifted education, and have drawn much academic attention in the recent years. However, the public images of such programs are still under-examined. In this study, we employed semantic network analysis and content analysis to uncover the public images of gifted programs in China and their change over time. Based on 1,486 Chinese news reports between 1978-2015 on gifted education, our analysis revealed four different images of gifted programs and their participants in China: “successful graduates”, “early ripe, early rot”, “superb intelligence”, and “all-around development”. The co-existence of two common stereotypes, “the chosen ones” and “Mad genius”, can be concluded from the emerging process of these four images and the correlations between them. In addition, the rise and fall of different images show how the public opinions of gifted programs change over time, influenced by both institutional interventions and culture shifts. The change over time is indicative of the social-constructive nature of public opinions towards gifted education. Journal: Gifted and Talented International Pages: 41-51 Issue: 1-2 Volume: 33 Year: 2018 Month: 7 X-DOI: 10.1080/15332276.2019.1609343 File-URL: http://hdl.handle.net/10.1080/15332276.2019.1609343 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:33:y:2018:i:1-2:p:41-51 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1665484_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ali M. Alodat Author-X-Name-First: Ali M. Author-X-Name-Last: Alodat Author-Name: Fawwaz A. Momani Author-X-Name-First: Fawwaz A. Author-X-Name-Last: Momani Title: Gifted Syrian refugee students in Jordanian schools: have we identified them? Abstract: This qualitative study aimed to analyze educational services offered in Jordanian schools to identify gifted Syrian refugee students. To do that, 42 semi-structured interviews were conducted with school principals and educational supervisors. Participants were asked open-ended questions about educational practices used with Syrian students inside refugee camps and northern cities in Jordan. The collected data were then analyzed using descriptive coding analytical strategies. Results show that gifted identification services provided for Syrians students are insufficient and weak. The results also showed that school principals and educational supervisors have positive trends toward providing gifted education services. However, they suffer from a range of administrative and legislative problems that limit their ability to provide appropriate services to students. Finally, these results provide a comprehensive analysis for educators in Jordan to develop higher quality identification procedures for gifted Syrian refugees’ students. Journal: Gifted and Talented International Pages: 52-63 Issue: 1-2 Volume: 33 Year: 2018 Month: 7 X-DOI: 10.1080/15332276.2019.1665484 File-URL: http://hdl.handle.net/10.1080/15332276.2019.1665484 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:33:y:2018:i:1-2:p:52-63 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1672014_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: The Editors Title: Correction Journal: Gifted and Talented International Pages: 1-1 Issue: 1-2 Volume: 33 Year: 2018 Month: 7 X-DOI: 10.1080/15332276.2019.1672014 File-URL: http://hdl.handle.net/10.1080/15332276.2019.1672014 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:33:y:2018:i:1-2:p:1-1 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1656565_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Tyler Clark Author-X-Name-First: Tyler Author-X-Name-Last: Clark Author-Name: Julia Roberts Author-X-Name-First: Julia Author-X-Name-Last: Roberts Title: What are excellence gaps and how can we close them? An interview with Jonathan Plucker and Scott Peters Abstract: The interview with Jonathan Plucker and Scott Peters presents the Excellence Gap as a concern to be noted in the United States as well as internationally. The Excellence Gap came to light as an important topic to inform policy when the Achievement Gap reached a high priority in U.S. schools. The emphasis on the Achievement Gap focused attention on students who had not yet reached proficiency, yet did not offer comparable attention to students who had already reached proficiency or beyond. The interview traces the history of the Excellence Gap literature and discussion of the implications, as well as presenting strategies for addressing the Excellence Gap. Journal: Gifted and Talented International Pages: 64-70 Issue: 1-2 Volume: 33 Year: 2018 Month: 7 X-DOI: 10.1080/15332276.2019.1656565 File-URL: http://hdl.handle.net/10.1080/15332276.2019.1656565 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:33:y:2018:i:1-2:p:64-70 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1721171_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Barbara Kerr Author-X-Name-First: Barbara Author-X-Name-Last: Kerr Author-Name: M. Alexandra Vuyk Author-X-Name-First: M. Alexandra Author-X-Name-Last: Vuyk Title: Editorial Journal: Gifted and Talented International Pages: 1-5 Issue: 1-2 Volume: 34 Year: 2019 Month: 7 X-DOI: 10.1080/15332276.2019.1721171 File-URL: http://hdl.handle.net/10.1080/15332276.2019.1721171 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:34:y:2019:i:1-2:p:1-5 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1722041_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Lisa M. Ridgley Author-X-Name-First: Lisa M. Author-X-Name-Last: Ridgley Author-Name: Lisa DaVia Rubenstein Author-X-Name-First: Lisa Author-X-Name-Last: DaVia Rubenstein Author-Name: W. Holmes Finch Author-X-Name-First: W. Holmes Author-X-Name-Last: Finch Title: Issues and opportunities when using rating scales to identify creatively gifted students: Applying an IRT approach Abstract: Identifying creatively gifted students remains a challenging yet important task. Often, teacher rating scales are used to assess students’ creative behaviors; however, the school environment may not always provide opportunities for students to demonstrate creative ability, making it challenging for teachers to observe students’ creative potential. Therefore, the purpose of this study was to (1) explore students’ perceptions of their own creativity, (2) determine the discriminatory validity of the creativity subscale of the Scales for Identifying Gifted Students (SIGS-C), and (3) compare students’ and teachers’ ratings on the SIGS-C. Data were collected from 236 middle and high school students and their teachers in the United States. Significant differences existed between how students perceived their creativity in general and at school (t(217) = 7.946, p < .001), and their SIGS-C scores more closely correlated with their general ratings (r = .64, p < .001) than their school ratings (r = .20, p < .001). SIGS-C items were analyzed using an IRT approach, and two items (breaking gender stereotypes, spending time alone) did not adequately differentiate between levels of creativity on teacher or student rating scales. Finally, teachers’ ratings were minimally but significantly correlated with the students’ ratings (r = .14, p = .046), demonstrating the importance of considering multiple sources of data when identifying creatively gifted students. Journal: Gifted and Talented International Pages: 6-18 Issue: 1-2 Volume: 34 Year: 2019 Month: 7 X-DOI: 10.1080/15332276.2020.1722041 File-URL: http://hdl.handle.net/10.1080/15332276.2020.1722041 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:34:y:2019:i:1-2:p:6-18 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1690955_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Burak Turkman Author-X-Name-First: Burak Author-X-Name-Last: Turkman Author-Name: Mark A. Runco Author-X-Name-First: Mark A. Author-X-Name-Last: Runco Title: Discovering the creativity of written works: the keywords study Abstract: This study investigated how creativity reveals itself in written language and showed that creative ideas can be identified in written works by discovering words and phrases (keywords) that are used to introduce new ideas. Additionally, this study sought to find a solution to alleviate creativity’s laborious scoring procedure. The sample included undergraduate level students from a large state university in the Southeastern United States majoring in various fields and the study utilized expert judges using the Consensual Assessment Technique. This keywords study found specific words and phrases that are used with regularity when people introduce a new idea. The study provided an understanding of how creativity is expressed in written works and the keywords were tested by using different sources of writing and transcribed speeches. Expert judges and resulting statistical analyses indicated that specific keywords successfully identified original ideas in written language samples. The findings of this keywords study brought an original and objective method to finding what words or phrases introduce original ideas. Journal: Gifted and Talented International Pages: 19-29 Issue: 1-2 Volume: 34 Year: 2019 Month: 7 X-DOI: 10.1080/15332276.2019.1690955 File-URL: http://hdl.handle.net/10.1080/15332276.2019.1690955 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:34:y:2019:i:1-2:p:19-29 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1690956_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Hope E. Wilson Author-X-Name-First: Hope E. Author-X-Name-Last: Wilson Author-Name: Lucinda Presley Author-X-Name-First: Lucinda Author-X-Name-Last: Presley Title: Assessing creative productivity Abstract: This research investigated the potential for curricula at the intersection of the arts and the sciences to develop creative productivity of students. The purpose of this research was to develop a series of rubric assessments to evaluate the content and creative and higher order thinking on a variety of teacher-made lesson plans and student-made products. The research used an iterative process to identify the criteria for the rubrics. The content validity process involved the use of experts in the domains of art and science education, assessment, and creativity to identify important themes from the research base of each domain. Then the process continued to teachers of cross-curricular lesson plans, to provide insights into usefulness of the constructs in practical contexts. The final instrument was used to evaluate cross-disciplinary student products. These works of art were evaluated by a sample of art teachers with over 5 years of experience. The art teachers had attended professional development offered by the Innovation Collaborative evaluator on arts integration and the rubric. The resulting inter-rater reliability estimates ranged from moderate to excellent, for each of the four rubrics. The resulting rubrics can be used to assess work in research or classroom environments. Journal: Gifted and Talented International Pages: 30-43 Issue: 1-2 Volume: 34 Year: 2019 Month: 7 X-DOI: 10.1080/15332276.2019.1690956 File-URL: http://hdl.handle.net/10.1080/15332276.2019.1690956 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:34:y:2019:i:1-2:p:30-43 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1693312_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Lisa A. Bloom Author-X-Name-First: Lisa A. Author-X-Name-Last: Bloom Author-Name: Kristy K. Doss Author-X-Name-First: Kristy K. Author-X-Name-Last: Doss Author-Name: Cameron Sastre Author-X-Name-First: Cameron Author-X-Name-Last: Sastre Author-Name: Todd H. Martin Author-X-Name-First: Todd H. Author-X-Name-Last: Martin Title: The effects of models and instructions on children’s divergent thinking Abstract: The purpose of this research was to determine the effects of explicit instructions on children’s divergent and creative thinking. Fifty-two children were assigned to one of four groups. Two of the groups were presented a problem with a model and instructions for solving the problem first and then presented problems with no instructions/model. The other two groups had a task with no instructions/model first and then were presented problems and provided instructions and a model for solving the problems. Data were collected from video-tapes of the activities, artifacts of the participants’ solutions to the tasks, participant notes, and interviews of children regarding how they approached the tasks. For one of the problems, there was a wide range of materials available to all groups. Participants produced a wide range of products that demonstrated divergent idea generation with no difference in quality or quantity of ideas between groups though there were more mimics of the model in the model/instructions group. For the second and third problems, materials were limited. Children in the model/instruction group generated solutions that in part mimicked that of the model but also included novel solutions. The group with model/instructions had more success completing the challenge. Journal: Gifted and Talented International Pages: 44-58 Issue: 1-2 Volume: 34 Year: 2019 Month: 7 X-DOI: 10.1080/15332276.2019.1693312 File-URL: http://hdl.handle.net/10.1080/15332276.2019.1693312 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:34:y:2019:i:1-2:p:44-58 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1693311_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Nihat Gurel Kahveci Author-X-Name-First: Nihat Gurel Author-X-Name-Last: Kahveci Author-Name: Savaş Akgul Author-X-Name-First: Savaş Author-X-Name-Last: Akgul Title: The relationship between mathematical creativity and intelligence: a study on gifted and general education students Abstract: Numerous studies have been conducted on the interaction between creativity and intelligence; however, the results of these studies are not consistent. This study aims to understand this interaction by examining the mathematical creativity of gifted and general education students. The sample was collected in Turkey and consists of 176 gifted students, who were selected through intelligence quotient tests and studied in 11 Science and Art Centers (institutions where students identified as gifted receive additional education), and 176 general education students from five schools, who were included in the procedures of the Ministry of National Education to identify gifted students, for the accurate selection of students not identified as gifted. Both groups composed of middle (i.e., junior high and secondary) school students from grades 5th to 8th. The study conducted a survey and used the Mathematical Creativity Scale (MCS) to determine the mathematical creativity of students. The study revealed a statistically significant difference between gifted and general education students in terms of fluency, flexibility, originality, and creativity in Mathematics. Journal: Gifted and Talented International Pages: 59-70 Issue: 1-2 Volume: 34 Year: 2019 Month: 7 X-DOI: 10.1080/15332276.2019.1693311 File-URL: http://hdl.handle.net/10.1080/15332276.2019.1693311 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:34:y:2019:i:1-2:p:59-70 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1711545_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Um Albaneen Yusuf Jamali Author-X-Name-First: Um Albaneen Yusuf Author-X-Name-Last: Jamali Title: Fostering creativity using robotics among gifted primary school students Abstract: Fostering creativity as an imperative 21st-century skill has attracted increasing attention by educators and researchers in last decades. Many creative activities have been suggested. The current article describes the findings from a pilot study, which investigated the impact of a LEGO robotics intervention on fostering creativity among a sample of gifted, female students (n = 15) in a primary school in the Kingdom of Bahrain. The gifted students participated in a LEGO robotics-based program in a classroom setting for a period of 10 weeks (a total of 20 hours). The study adopted a pre-post test design in which the changes in students’ creativity was examined using the Creativity Assessment Packet (CAP). The results suggested significant differences in terms of creative thinking skills of fluency, flexibility, elaboration, and abstract mindset, prior to and after conducting the study. The results suggested a positive impact of a LEGO robotics intervention on fostering creative thinking skills. Implications for policy makers, school leaders, educators, and parents were indicated. Journal: Gifted and Talented International Pages: 71-78 Issue: 1-2 Volume: 34 Year: 2019 Month: 7 X-DOI: 10.1080/15332276.2020.1711545 File-URL: http://hdl.handle.net/10.1080/15332276.2020.1711545 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:34:y:2019:i:1-2:p:71-78 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1690954_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Joseph S. Kozlowski Author-X-Name-First: Joseph S. Author-X-Name-Last: Kozlowski Author-Name: Scott A. Chamberlin Author-X-Name-First: Scott A. Author-X-Name-Last: Chamberlin Title: Raising the bar for mathematically gifted students through creativity-based mathematics instruction Abstract: Student ability to demonstrate mathematical creativity positively affects their mathematical learning. Further, creativity-based mathematical instruction (CBMI) may enhance divergent thinking and precipitate a highly creative mathematical learning environment . In this literature review and discussion, it is posited that CBMI has distinctively beneficial influences on mathematically gifted students’ learning processes and products. With CBMI, a value is placed on creative output, which differs from dispositions generated in algorithmically based classrooms, which may arrest creative or divergent thought. Procedure-based teacher instruction abates mathematically gifted students’ creative possibilities and restricts their thinking potential. By placing unnecessary constraints on mathematical thought, teachers restrict mathematically gifted students’ ability to produce divergent thoughts that may lead to creative products. Contemporary interpretations of giftedness include creativity as a characteristic, and therefore should be considered in mathematical learning episodes. By incorporating CBMI and promoting a mathematical environment in which creativity is valued, mathematics classrooms are raising the learning ceiling for mathematically gifted students. CBMI allows students to explore concepts and construct understanding conceptually and creatively. Journal: Gifted and Talented International Pages: 79-90 Issue: 1-2 Volume: 34 Year: 2019 Month: 7 X-DOI: 10.1080/15332276.2019.1690954 File-URL: http://hdl.handle.net/10.1080/15332276.2019.1690954 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:34:y:2019:i:1-2:p:79-90 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1704667_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ching-Lan Rosaline Lin Author-X-Name-First: Ching-Lan Rosaline Author-X-Name-Last: Lin Author-Name: Megan Foley-Nicpon Author-X-Name-First: Megan Author-X-Name-Last: Foley-Nicpon Title: Integrating creativity into career interventions for twice-exceptional students in the United States: A review of recent literature Abstract: In the United States, scholars both in and out of gifted education have been studying twice-exceptional students for the past several decades. These students often face significant challenges and barriers in the process of achieving their educational and career goals, as they are often confronted with combining their talent domains with the limitations associated with their learning, social, and/or behavioral difficulties. Yet studies have also identified distinct strengths within this population, such as their accelerated creativity. In this article, we reviewed the creativity and career development literature specific to twice-exceptional students and considered how creative approaches toward career intervention, such as the inclusion of the creative arts, may facilitate student exploration. Theoretical and research support for this approach are discussed. Journal: Gifted and Talented International Pages: 91-101 Issue: 1-2 Volume: 34 Year: 2019 Month: 7 X-DOI: 10.1080/15332276.2019.1704667 File-URL: http://hdl.handle.net/10.1080/15332276.2019.1704667 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:34:y:2019:i:1-2:p:91-101 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1684221_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Serap Gurak-Ozdemir Author-X-Name-First: Serap Author-X-Name-Last: Gurak-Ozdemir Author-Name: Selcuk Acar Author-X-Name-First: Selcuk Author-X-Name-Last: Acar Author-Name: Gerard Puccio Author-X-Name-First: Gerard Author-X-Name-Last: Puccio Author-Name: Cory Wright Author-X-Name-First: Cory Author-X-Name-Last: Wright Title: Why Do Teachers Connect Better With Some Students Than Others? Exploring the Influence of Teachers’ Creative-Thinking Preferences Abstract: Teacher–student connection is influenced by several factors and one possible factor is teachers’ creative - thinking preferences (CTP). The present study investigated the extent to which teachers’ CTP predicts their view of favorable student characteristics. Teachers’ CTP was measured by FourSight that featured four preferences: clarifying, ideating, developing, and implementing. Two hundred seventy-five teachers in the United States completed the FourSight measure and the Torrance Ideal Child Checklist. This checklist of 66 adjectives asks the respondent to identify qualities that should be encouraged or discouraged in their students. Results showed that teachers have a tendency to support characteristics associated with their own preference. Specifically, teachers with a stronger Ideator preference showed a clear tendency to encourage ideating qualities among students over Developer and Implementer characteristics. In sharp contrast, teachers with higher Clarifier preferences did not favor ideating qualities. The results reveal an implicit bias on the part of teachers to promote qualities that align most with their own creative-thinking preferences. These findings underscore the importance of teacher training that promotes awareness of this creative thinking preference. Journal: Gifted and Talented International Pages: 102-115 Issue: 1-2 Volume: 34 Year: 2019 Month: 7 X-DOI: 10.1080/15332276.2019.1684221 File-URL: http://hdl.handle.net/10.1080/15332276.2019.1684221 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:34:y:2019:i:1-2:p:102-115 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1684222_J.xml processed with: repec_from_tfjats.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: M. Alexandra Vuyk Author-X-Name-First: M. Alexandra Author-X-Name-Last: Vuyk Author-Name: Barbara A. Kerr Author-X-Name-First: Barbara A. Author-X-Name-Last: Kerr Title: Personality and vocational interests of creative adolescents from racial and ethnic minorities Abstract: This study examined personality and vocational interests in creative adolescents from racial and ethnic minority groups in the Midwest, identified with a profiling method developed based oncharacteristics that eminent creative individuals presented inadolescence. Participants included 97 students from different racial and ethnic minority groups, whose personality and vocational interests were described and compared using the Six Factor Personality Questionnaire (SFPQ), and the Vocational Preference Inventory (VPI). Participants from all racial and ethnic groups displayed similar personality traits and vocational interests, consistent with creative adults; scoring highest in Openness to Experience, Extraversion, Artistic and Investigative interests, and scoring lowest in Agreeableness, Conscientiousness, and Conventional interests. No significant multivariate differences emerged between racial and ethnic minority groups. These results point to the existence of a cross-cultural creative personality and vocational interests, likely following the pattern of convergence-divergence in different creativedomains observed in eminent individuals from racial and ethnicminorities. Journal: Gifted and Talented International Pages: 116-128 Issue: 1-2 Volume: 34 Year: 2019 Month: 7 X-DOI: 10.1080/15332276.2019.1684222 File-URL: http://hdl.handle.net/10.1080/15332276.2019.1684222 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:34:y:2019:i:1-2:p:116-128 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1802173_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Leonie Kronborg Author-X-Name-First: Leonie Author-X-Name-Last: Kronborg Author-Name: Megan Foley-Nicpon Author-X-Name-First: Megan Author-X-Name-Last: Foley-Nicpon Title: GTI editorial – July 2020 Journal: Gifted and Talented International Pages: 1-2 Issue: 1 Volume: 35 Year: 2020 Month: 01 X-DOI: 10.1080/15332276.2020.1802173 File-URL: http://hdl.handle.net/10.1080/15332276.2020.1802173 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:35:y:2020:i:1:p:1-2 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1774944_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Carla B. Brigandi Author-X-Name-First: Carla B. Author-X-Name-Last: Brigandi Author-Name: Karen Rambo-Hernandez Author-X-Name-First: Karen Author-X-Name-Last: Rambo-Hernandez Author-Name: Jeremy Schwartz Author-X-Name-First: Jeremy Author-X-Name-Last: Schwartz Title: First-generation students in rural communities: A study of effective programming components that support closing the excellence gap Abstract: Large numbers of young people from underserved populations, including first-generation, low-income, and rural, are clearly capable of high levels of achievement but are failing to do so owing to lack of access and opportunities. The purpose of this study was to determine what characteristics of the Health Science Technology Academy (HSTA), a program designed to successfully mediate risk factors for high-achieving students from disadvantaged backgrounds, were critical to student success. With a specific focus on first-generation and non-first-generation students, results of descriptive statistics, chi-square, and ANOVA indicated first-generation students had slightly higher intentions to attend college and higher initial interest in pursuing a career in health sciences, and they perceived out-of-school experiences, such as field trips, as more influential in increasing their interest in pursuing a career in health sciences than non-first-generation students. Implications and future directions are discussed. Journal: Gifted and Talented International Pages: 3-15 Issue: 1 Volume: 35 Year: 2020 Month: 01 X-DOI: 10.1080/15332276.2020.1774944 File-URL: http://hdl.handle.net/10.1080/15332276.2020.1774944 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:35:y:2020:i:1:p:3-15 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1758977_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Fallon Cook Author-X-Name-First: Fallon Author-X-Name-Last: Cook Author-Name: Danielle Hippmann Author-X-Name-First: Danielle Author-X-Name-Last: Hippmann Author-Name: Emina Omerovic Author-X-Name-First: Emina Author-X-Name-Last: Omerovic Title: The sleep and mental health of gifted children: A prospective, longitudinal, community cohort study Abstract: Prior research provides mixed findings on the prevalence of sleep problems and mental health difficulties experienced by gifted children, with findings largely based on studies of small clinical samples. In a large, prospective, longitudinal, community cohort, the current study aimed to examine parent report of child sleep problems at ages 1, 2, 3 and 11, and child mental health difficulties at ages 5, 7 and 11 years, in gifted (IQ ≥ 120; n = 192) compared to non-gifted children (IQ < 120; n = 1015). Parents completed questionnaires about their child’s sleep and mental health difficulties, and children’s intelligence was assessed at age 7. There were no significant differences between gifted and non-gifted children on prevalence of sleep problems at any age. Gifted children had significantly fewer symptoms of mental health difficulties than non-gifted children at multiple time points and showed 66% reduced odds for having mental health difficulties in the clinical range at 11 years of age. This study found no evidence that gifted children experience more sleep problems or more mental health difficulties than their peers during childhood. Journal: Gifted and Talented International Pages: 16-26 Issue: 1 Volume: 35 Year: 2020 Month: 01 X-DOI: 10.1080/15332276.2020.1758977 File-URL: http://hdl.handle.net/10.1080/15332276.2020.1758977 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:35:y:2020:i:1:p:16-26 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1760742_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Nava Ben Artzey Author-X-Name-First: Nava Author-X-Name-Last: Ben Artzey Title: Gifted but equal? Parents’ perspectives on sibling relationships in families with gifted and non-gifted children Abstract: Childhood sibling relationships shape an individual’s interactions throughout life. To date, there have been only a few studies on sibling relationships in families with gifted and non-gifted children, and these have yielded mixed results. Based on the Family Systems Theory (FST) as a conceptual framework, specifically the homeostasis principle, the current study explores how parents in families with gifted and non-gifted children affect sibling relationships. Interviews with 40 parents of gifted children in Israel revealed three higher-order themes: differential equity, artificial equity, and situational equity. From an FST perspective, results suggest a preliminary typology that describes the parental contribution toward rebalanced sibling relationships. Despite good intentions, using artificial and situational strategies could provide unfavorable results for the gifted and the non-gifted children. The proposed typology may contribute toward developing a systemic theory of sibling relationships. Journal: Gifted and Talented International Pages: 27-38 Issue: 1 Volume: 35 Year: 2020 Month: 01 X-DOI: 10.1080/15332276.2020.1760742 File-URL: http://hdl.handle.net/10.1080/15332276.2020.1760742 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:35:y:2020:i:1:p:27-38 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1783398_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Maya Antoun Author-X-Name-First: Maya Author-X-Name-Last: Antoun Author-Name: Leonie Kronborg Author-X-Name-First: Leonie Author-X-Name-Last: Kronborg Author-Name: Margaret Plunkett Author-X-Name-First: Margaret Author-X-Name-Last: Plunkett Title: Investigating Lebanese primary school teachers’ perceptions of gifted and highly able students Abstract: This article outlines findings of a study that investigated perceptions of Lebanese primary school teachers in relation to gifted/highly able students. While there are no specific policy or formal school practices for gifted students in Lebanon, education is nonetheless highly regarded. The aim of the study was to determine whether there were cultural differences in the way giftedness in students was perceived and supported by teachers at the primary school level in comparison to Western conceptualizations and provisions. A study utilizing qualitative and quantitative methods underpinned the gathering of data from 281 teachers across three governorates of Lebanon. Of the 281 teachers who completed the survey, 12 also participated in the qualitative component, which involved individual semistructured interviews. Findings suggested a generally positive attitude by teachers but also an acknowledgment of limited awareness of evidence based on Western understandings and practices associated with gifted education. The resultant data provided insights regarding the implementation of effective teacher education and concomitant support to improve identification. Journal: Gifted and Talented International Pages: 39-57 Issue: 1 Volume: 35 Year: 2020 Month: 01 X-DOI: 10.1080/15332276.2020.1783398 File-URL: http://hdl.handle.net/10.1080/15332276.2020.1783398 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:35:y:2020:i:1:p:39-57 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1793702_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Sema Tan Author-X-Name-First: Sema Author-X-Name-Last: Tan Author-Name: C. June Maker Author-X-Name-First: C. June Author-X-Name-Last: Maker Title: Assessing creative problem solving ability in mathematics: The DISCOVER Mathematics Assessment Abstract: The purpose of this study was to revise and revalidate the scoring procedure of the DISCOVER Mathematics Assessment to allow evaluators to better measure creative problem solving ability in mathematics, identify gifted students, and evaluate the programs for creative problem solving. The data consisted of scores of 233 students selected from five different grade levels. We compiled descriptive statistics and conducted regression analyses to compare the relationships between both the original and revised versions of the scoring system and general creativity. The revised scoring system was more effective when predicting variance in general creativity for overall problem-solving performance, and performance in semi-open-ended problems. It also predicted more variance in general creativity for the group Higher Grade Levels than the group Lower Grade Levels. Therefore, we suggested that quality should be considered as well as fluency, flexibility, and originality when scoring assessments for creative problem solving ability in mathematics. Journal: Gifted and Talented International Pages: 58-71 Issue: 1 Volume: 35 Year: 2020 Month: 01 X-DOI: 10.1080/15332276.2020.1793702 File-URL: http://hdl.handle.net/10.1080/15332276.2020.1793702 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:35:y:2020:i:1:p:58-71 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1799454_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Moritz Breit Author-X-Name-First: Moritz Author-X-Name-Last: Breit Author-Name: Franzis Preckel Author-X-Name-First: Franzis Author-X-Name-Last: Preckel Title: Incremental validity of specific cognitive abilities beyond general intelligence for the explanation of students’ school achievement Abstract: The incremental validity of specific cognitive abilities beyond general intelligence has been investigated in studies using hierarchical multiple regression analyzes (HMR). In the present study, we investigated whether the incremental validity of specific cognitive abilities (i.e., verbal, figural, and numerical ability) for the explanation of school grades varied as a function of students’ general ability level. Data comprised the standardization sample (N = 1371, ages 12.5–16.5) of the Berlin structure-of-intelligence test (BIS-HB; Jäger et al., 2006). Results of HMR analyses revealed that the specific cognitive abilities had little incremental validity in the low- and mid-IQ group. However, they provided significant benefit for the explanation of school grades in the high-IQ group. The results suggest that the interpretation of intelligence tests may benefit from a differential weighting of different test information, depending on general ability of the tested individual. Journal: Gifted and Talented International Pages: 73-85 Issue: 2 Volume: 35 Year: 2020 Month: 07 X-DOI: 10.1080/15332276.2020.1799454 File-URL: http://hdl.handle.net/10.1080/15332276.2020.1799454 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:35:y:2020:i:2:p:73-85 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1818329_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Jennifer Krafchek Author-X-Name-First: Jennifer Author-X-Name-Last: Krafchek Author-Name: Leonie Kronborg Author-X-Name-First: Leonie Author-X-Name-Last: Kronborg Title: The social coping of academically high-achieving females before the onset of disordered eating Abstract: This qualitative study examined the social coping behaviors and strategies used by fourteen academically high-achieving females before the onset of disordered eating in high school. Ineffective social coping strategies could contribute to a feeling of helplessness, which is a risk factor for eating disorders. All participants were interviewed using a semi-structured protocol. The results of a content analysis showed that the participants who did not report any social problems preferred not to be in the popular group at school and they used prosocial behaviors, such as helping others with homework. The participants who experienced social problems and bullying used many ineffective social coping strategies before the onset of symptoms of disordered eating. The findings of this study are relevant for high-achieving students and school counselors. Education about the range of social coping strategies used by gifted and high-achieving students may reduce feelings of helplessness in coping with social problems. Journal: Gifted and Talented International Pages: 86-99 Issue: 2 Volume: 35 Year: 2020 Month: 07 X-DOI: 10.1080/15332276.2020.1818329 File-URL: http://hdl.handle.net/10.1080/15332276.2020.1818329 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:35:y:2020:i:2:p:86-99 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1880302_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Brian P. Godor Author-X-Name-First: Brian P. Author-X-Name-Last: Godor Author-Name: Recep Uysal Author-X-Name-First: Recep Author-X-Name-Last: Uysal Author-Name: Anne van der Poel Author-X-Name-First: Anne Author-X-Name-Last: van der Poel Author-Name: Pauline Jansen Author-X-Name-First: Pauline Author-X-Name-Last: Jansen Title: Exploring potential differential relationships between social anxiety and emotional eating amongst normative vs. academically gifted students Abstract: The social environment, which plays a critical role, is an important factor for self-development during adolescence. On the other hand, gifted adolescents may be relatively at risk in social relationships. Therefore, the first objective of the current research is to examine the relationship between social anxiety and emotional eating in normative adolescents. The second objective is to examine whether this relationship would be different for academically gifted adolescents. For both groups, three constructs of social anxiety were examined: fear of negative evaluation, social avoidance and distress for new or unfamiliar situations, and social avoidance and distress for general situations. In total, 429 Dutch high school students completed measures of emotional eating and social anxiety (normative = 246, gifted = 83). The results from a confirmatory factor analysis showed that for normative adolescents only fear of negative evaluation was positively related to emotional eating (p < .001). For academically gifted adolescents, there were no significant relationships between any of the three constructs of social anxiety and emotional eating. Results and implications for future research directions are discussed. Future research projects would benefit from the exploration and addition of coping mechanisms to such studies. This could allow researchers to investigate the potential mediational effects of coping strategies between anxiety and emotional eating in these two groups. Journal: Gifted and Talented International Pages: 100-109 Issue: 2 Volume: 35 Year: 2020 Month: 07 X-DOI: 10.1080/15332276.2021.1880302 File-URL: http://hdl.handle.net/10.1080/15332276.2021.1880302 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:35:y:2020:i:2:p:100-109 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1893135_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Uzeyir Ogurlu Author-X-Name-First: Uzeyir Author-X-Name-Last: Ogurlu Title: Overview of meta-analyses on giftedness Abstract: A meta-analysis is a statistical method for combining the results of primary studies on the same topic. Meta-analyses play a significant role in scientific research particularly in the field of gifted education in which the study results rely on small samples, imprecise measurements, and heterogeneity. This overview provides a thematic analysis followed by a technical review of completed meta-analyses on giftedness. Out of 168 identified studies, 22 meta-analyses are included in this study. The common theme clusters were social-emotional development, educational interventions, identification issues, minorities, and learning. The technical review covers conducted meta-analyses in this study with respect to their various steps. The results indicated a need for more comprehensive and rigorous meta-analyses in the field of gifted education. Journal: Gifted and Talented International Pages: 110-127 Issue: 2 Volume: 35 Year: 2020 Month: 07 X-DOI: 10.1080/15332276.2021.1893135 File-URL: http://hdl.handle.net/10.1080/15332276.2021.1893135 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:35:y:2020:i:2:p:110-127 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2051970_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Rena Subotnik Author-X-Name-First: Rena Author-X-Name-Last: Subotnik Author-Name: Paula Olszewski-Kubilius Author-X-Name-First: Paula Author-X-Name-Last: Olszewski-Kubilius Author-Name: Leonie Kronborg Author-X-Name-First: Leonie Author-X-Name-Last: Kronborg Title: Where do eminence and transformational achievement fit into the gifted education picture? Journal: Gifted and Talented International Pages: 1-2 Issue: 1-2 Volume: 36 Year: 2021 Month: 07 X-DOI: 10.1080/15332276.2022.2051970 File-URL: http://hdl.handle.net/10.1080/15332276.2022.2051970 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:36:y:2021:i:1-2:p:1-2 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2011630_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Leonie Kronborg Author-X-Name-First: Leonie Author-X-Name-Last: Kronborg Title: Passionate and opportune engagement to accomplish or achieve in talent domains leading to female eminence Abstract: Eminent women’s lives were examined to find the factors which the women perceived to have contributed to their talent development across seven domains of talent. Using feminist methodology, a Talent Development Model of Eminent Women was developed based on emergent themes from semi-structured interviews and demographic data. From this model, two of the themes found to be catalysts to the talent development with these eminent women were explored and explicated: passionate engagement in talent domains; and taking opportunities to accomplish and achieve in talent domains across their lifespan. These two key themes which emerged from the eminent women’s reflections on their lived experience have implications for other talented females, their teaching, and talent development. Additionally, two of the eminent participants in the research, one eminent actor in the arts, and one eminent medical scientist are used to exemplify their talent development to eminence in these themes. Journal: Gifted and Talented International Pages: 55-68 Issue: 1-2 Volume: 36 Year: 2021 Month: 07 X-DOI: 10.1080/15332276.2021.2011630 File-URL: http://hdl.handle.net/10.1080/15332276.2021.2011630 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:36:y:2021:i:1-2:p:55-68 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2049461_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Frank C. Worrell Author-X-Name-First: Frank C. Author-X-Name-Last: Worrell Author-Name: Rena F. Subotnik Author-X-Name-First: Rena F. Author-X-Name-Last: Subotnik Author-Name: Paula Olszewski-Kubilius Author-X-Name-First: Paula Author-X-Name-Last: Olszewski-Kubilius Title: Giftedness and eminence: Clarifying the relationship Abstract: Who are outstandingly creative individuals that come to mind in music, sport, psychology, physics, or architecture? Almost everyone can think of someone whom they would label eminent. Some of these eminent individuals may be from the past, whereas others are still with us. In the extant literature, there are robust strands of research on giftedness and talent, expertise, and eminence. However, researchers in one strand often do not reference those in the other strands. The talent development megamodel (TDMM) was developed from an integration of literature on giftedness, expertise, and eminence, arguing that expertise is a point far beyond novice on the talent development trajectory, and eminence is the label reserved for the top contributors in a domain. In this paper, we review the literature situating eminence as the endpoint of a talent development trajectory, which can begin with gifted identification in schools and we highlight theories of giftedness which support this contention. Finally, we provide examples from several performance and production domains highlighting the TDMM’s proposed trajectory from potential to achievement to expertise, and sometimes, to eminence. Journal: Gifted and Talented International Pages: 3-14 Issue: 1-2 Volume: 36 Year: 2021 Month: 07 X-DOI: 10.1080/15332276.2022.2049461 File-URL: http://hdl.handle.net/10.1080/15332276.2022.2049461 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:36:y:2021:i:1-2:p:3-14 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1947161_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Sally M. Reis Author-X-Name-First: Sally M. Author-X-Name-Last: Reis Author-Name: Molly Holinger Author-X-Name-First: Molly Author-X-Name-Last: Holinger Title: Creative productive eminence in talented women: Beliefs, motivation, and drive to create Abstract: Little research has been conducted on creative, eminent women across different domains, perceptions of their own creativity, and what drives their creative productivity. This research used qualitative, comparative case study methodology to investigate 15 creative women who were identified as highly innovative across diverse domains. Interviews were conducted and biographical information collected about each eminent woman’s work in various fields including: Literature, History, Psychology, Biology, Genomics, Pharmacology, Engineering, Business and Art. The study investigated paths taken and choices made over decades as these women reached high levels of creative achievement and made transformational contributions in their field or domain. Each woman believed she was creative, had strong creative self-efficacy, and explained her drive to create as deriving from love and passion for her chosen work. These creative women actively strived and managed obstacles to serve as agents of positive change, transform or improve their disciplines, and use their creativity to make a positive impact and difference in the world. Their experiences provide insights into the decisions and strategies that enabled them to achieve high levels of innovation, which may help inform and inspire other women in the pursuit of creative productive giftedness. Journal: Gifted and Talented International Pages: 44-54 Issue: 1-2 Volume: 36 Year: 2021 Month: 07 X-DOI: 10.1080/15332276.2021.1947161 File-URL: http://hdl.handle.net/10.1080/15332276.2021.1947161 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:36:y:2021:i:1-2:p:44-54 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1953949_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Paromita Roy Author-X-Name-First: Paromita Author-X-Name-Last: Roy Author-Name: Anyesha Mishra Author-X-Name-First: Anyesha Author-X-Name-Last: Mishra Title: Mapping eminence and expertise of talented STEM students – A study of talent development from India Abstract: Achieving eminence in STEM domains requires the development of intellectual and academic abilities, creativity, and the cultivation of psychological and social skills. The value of talent development, nurture, and training is key to achieve success in science. Using the mega-model of talent development as the theoretical basis and embedded mixed-method design, the present study examines attainment levels of 622 STEM professionals aged between 29 to 77 years who are awardees of Jagadis Bose National Science Talent Search (JBNSTS), India's oldest science talent search organization. The efficacy of the program towards nurturing pathways of eminence and expertise amongst scholars is explored through mapping longitudinal archival data and analyzing scholar interviews across four generations and three talent development stages. Findings throw light on key factors and experiences highlighting the role played by JBNSTS in facilitating the scientific journeys of its scholars over six decades. Differences in career trajectories and life choices of JBNSTS scholars are explained in terms of contributing factors related to their overall experience including transformational moments. Journal: Gifted and Talented International Pages: 82-92 Issue: 1-2 Volume: 36 Year: 2021 Month: 07 X-DOI: 10.1080/15332276.2021.1953949 File-URL: http://hdl.handle.net/10.1080/15332276.2021.1953949 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:36:y:2021:i:1-2:p:82-92 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1953418_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Luis Orione Author-X-Name-First: Luis Author-X-Name-Last: Orione Author-Name: Denise de Souza Fleith Author-X-Name-First: Denise de Souza Author-X-Name-Last: Fleith Author-Name: Fabrízio Veloso Author-X-Name-First: Fabrízio Author-X-Name-Last: Veloso Title: The role of psychosocial support training in sports talent development Abstract: The purpose of this study was to investigate the role of psychosocial support training for talent development in sports. Four elite Brazilian athletes, two males, and two females were interviewed. The grounded theory methodology was employed to analyze the data. The participants evaluated the psychosocial support training as instrumental to their talent development. They highlighted the following dimensions of the training: biofeedback, mentalization techniques, and feelings of knowing what to do under pressure. The findings of this study pointed out that factors associated with psychosocial support training, such as psychological strength, mastery orientation style, and tactical discipline, may contribute to athletes’ eminent performance. When applied to elite athletes, psychosocial support training may improve performance and psychosocial development. Theoretical and practical implications of this study considering talent development in different domains are discussed. Journal: Gifted and Talented International Pages: 102-114 Issue: 1-2 Volume: 36 Year: 2021 Month: 07 X-DOI: 10.1080/15332276.2021.1953418 File-URL: http://hdl.handle.net/10.1080/15332276.2021.1953418 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:36:y:2021:i:1-2:p:102-114 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1961108_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Susan J. Paik Author-X-Name-First: Susan J. Author-X-Name-Last: Paik Author-Name: Lindsey Kunisaki Author-X-Name-First: Lindsey Author-X-Name-Last: Kunisaki Author-Name: Vinh Q. Tran Author-X-Name-First: Vinh Q. Author-X-Name-Last: Tran Author-Name: Iraise Garcia Author-X-Name-First: Iraise Author-X-Name-Last: Garcia Title: Developing talent into creative eminence: Understanding the productive giftedness of world class artists Abstract: Using the Productive Giftedness Model, the study examined key psychosocial and environmental factors of what contributed to the talent development of 15 eminent artists from the 1800s and 1900s: Mary Cassatt, Salvador Dalí, Edward Hopper, Frida Kahlo, Wassily Kandinsky, Jacob Lawrence, Henri Matisse, Piet Mondrian, Claude Monet, Edvard Munch, Georgia O’Keeffe, Pablo Picasso, Jackson Pollock, Diego Rivera, and Vincent Van Gogh. Over 140 autobiographical and biographical resources were used to systematically study their success. Key findings show commonalities in their early abilities, skills, motivation, and accomplishments across five stages of talent development: potential, exposure, cultivation, mastery, and eminence. Artists’ “focused motivation” helped them to remain resilient in the field. Key stakeholders (e.g., parents, teachers, mentors, peers) were also essential at every stage, helping them to activate their potential by providing the necessary opportunities, support, and resources. Implications are provided to support the “productive giftedness” of talented artists. Journal: Gifted and Talented International Pages: 15-31 Issue: 1-2 Volume: 36 Year: 2021 Month: 07 X-DOI: 10.1080/15332276.2021.1961108 File-URL: http://hdl.handle.net/10.1080/15332276.2021.1961108 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:36:y:2021:i:1-2:p:15-31 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1961329_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Mireille Krischler Author-X-Name-First: Mireille Author-X-Name-Last: Krischler Author-Name: Elena Mack Author-X-Name-First: Elena Author-X-Name-Last: Mack Author-Name: Jessica Gnas Author-X-Name-First: Jessica Author-X-Name-Last: Gnas Author-Name: Moritz Breit Author-X-Name-First: Moritz Author-X-Name-Last: Breit Author-Name: Julia Matthes Author-X-Name-First: Julia Author-X-Name-Last: Matthes Author-Name: Franzis Preckel Author-X-Name-First: Franzis Author-X-Name-Last: Preckel Title: A research-practice cooperation to support elementary school teachers’ diagnostic competencies based on a working theory of talent development in STEM Abstract: We present a teacher professionalization project for promoting elementary school teachers’ diagnostic competencies in recognizing their students’ potential in STEM subjects. Teacher professionalization is fostered through the teachers’ personal involvement in the development of subject-specific diagnostic materials as well as through continuing training on the fundamental knowledge needed to detect and support gifted students. On the basis of the Talent Development in Achievement Domains (TAD) framework, we reached a common working theory of talent and its development in mathematics and science for elementary school-aged students based on the available scientific evidence and approved by teachers. We share a multidimensional, dynamic view of talent development that includes abilities, personality traits, and skills. We describe how our working theory and diagnostic materials can foster teachers’ diagnostic competencies as well as talent discovery and promotion in order to foster students’ development of creative productivity in STEM fields. Journal: Gifted and Talented International Pages: 69-81 Issue: 1-2 Volume: 36 Year: 2021 Month: 07 X-DOI: 10.1080/15332276.2021.1961329 File-URL: http://hdl.handle.net/10.1080/15332276.2021.1961329 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:36:y:2021:i:1-2:p:69-81 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1960223_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Daniel Patrick Balestrini Author-X-Name-First: Daniel Patrick Author-X-Name-Last: Balestrini Author-Name: Heidrun Stoeger Author-X-Name-First: Heidrun Author-X-Name-Last: Stoeger Title: Eminence-focused talent development in drum and bugle corps Abstract: We analyze eminence-focused talent development in drum and bugle corps. After defining and characterizing the world-class drum and bugle corps activity as a collective aesthetic sport in which eminent group performance levels are achieved, we introduce a framework for investigating eminence-focused collective talent development in drum corps from a systemic perspective based on the actiotope model of giftedness. We then illustrate the framework’s application to eminence-focused world-class drum and bugle corps with examples taken from the research literatures of marching arts, talent development, and musicology. We also note examples of masterly drum-corps performances and the framework’s utility for future scientific investigation. Journal: Gifted and Talented International Pages: 32-43 Issue: 1-2 Volume: 36 Year: 2021 Month: 07 X-DOI: 10.1080/15332276.2021.1960223 File-URL: http://hdl.handle.net/10.1080/15332276.2021.1960223 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:36:y:2021:i:1-2:p:32-43 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1965054_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Jiwon Lee Author-X-Name-First: Jiwon Author-X-Name-Last: Lee Title: Missing link between talent development and eminence: Why gifted students abandon their pursuit of science Abstract: Talent development in science is a national investment as it is key to enhancing national competitiveness. However, even after undergoing a 3-year training in a science gifted academy, 8.5% of South Korea’s gifted students choose to enter medical school rather than pursuing a science or technology major. By conducting in-depth interviews with five participants, this study determines why talented students who are trained to become scientists at high schools and universities change their major to medicine. The participants were high school graduates gifted in science selected by purposive sampling according to the following criteria: Individuals entered medical school immediately after graduation, majored in a STEM at university and then entered a graduate school of medicine, and have a master’s or doctoral degree in a STEM major but changed their major to becoming a doctor. This study investigates students who have lost motivation for a pure STEM career to reflect on the educational and social driving forces that would have enabled them to continue on their path to become scientists. In addition, as it examines the current controversy over these individuals’ career choices, the study has implications for the development of talent development goals from a macro perspective. Journal: Gifted and Talented International Pages: 93-101 Issue: 1-2 Volume: 36 Year: 2021 Month: 07 X-DOI: 10.1080/15332276.2021.1965054 File-URL: http://hdl.handle.net/10.1080/15332276.2021.1965054 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:36:y:2021:i:1-2:p:93-101 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2010244_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Nurit Paz-Baruch Author-X-Name-First: Nurit Author-X-Name-Last: Paz-Baruch Author-Name: M. Leikin Author-X-Name-First: M. Author-X-Name-Last: Leikin Author-Name: R. Leikin Author-X-Name-First: R. Author-X-Name-Last: Leikin Title: Not any gifted is an expert in mathematics and not any expert in mathematics is gifted Abstract: Mathematical giftedness (MG) is an intriguing phenomenon, the nature of which has yet to be sufficiently explored. This study goes a step further in understanding how MG is related to expertise in mathematics (EM) and general giftedness (G). Cognitive testing was conducted among 197 high school students with different levels of G and of EM. Based on our previous studies, we perceive MG as a combination of G and EM. Exploratory factor analysis of test results revealed five main cognitive factors: visual-serial processing (VSP); arithmetic abilities (AA); pattern recognition (PR); auditory working memory (AWM); visual-spatial working memory (VSWM); and Structural equation modeling (SEM) based on the factor analysis revealed clear differences in the role of cognitive abilities as predictors of EM, G, and MG. The study demonstrates that visual components are especially important for the development of EM and that G students are less dependent on their visual cognitive processing. Based on the study results, we argue that EM, G, and MG, which are often considered equivalent characteristics, are interrelated but different in nature. The paper presents a research-based justification that not any gifted is an expert in mathematics and not any expert in mathematics is gifted. Journal: Gifted and Talented International Pages: 25-41 Issue: 1 Volume: 37 Year: 2022 Month: 01 X-DOI: 10.1080/15332276.2021.2010244 File-URL: http://hdl.handle.net/10.1080/15332276.2021.2010244 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:37:y:2022:i:1:p:25-41 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2013143_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ali M. Alodat Author-X-Name-First: Ali M. Author-X-Name-Last: Alodat Author-Name: Marcia Gentry Author-X-Name-First: Marcia Author-X-Name-Last: Gentry Title: Gifted education of Syrian refugee students in Jordan: SWOT factors (strengths, weaknesses, opportunities, and threats) Abstract: Aiming to evaluate the gifted education services provided to Syrian refugee students, this study used a qualitative analysis approach to identify strengths, weaknesses, opportunities, and threats factors (SWOT) that affect practices and services in the field. A thematic analysis method was used to analyze qualitative data collected from official websites, educational laws, international reports, research studies, and interviews with four participants. Identified themes were distributed into four main categories that represent the areas of SWOT. This study revealed that the refugee gifted education system in Jordan is affected by internal and external factors. Attention to these factors could strengthen gifted refugee education by addressing identification procedures and providing professional development and counseling services. On the other hand, the gifted education system could exploit the inclusion principle opportunities to reduce the threats by overcoming financial and logistics limitations. Finally, this study proposes a developmental model for use to reform the refugee gifted education system. Journal: Gifted and Talented International Pages: 42-55 Issue: 1 Volume: 37 Year: 2022 Month: 01 X-DOI: 10.1080/15332276.2021.2013143 File-URL: http://hdl.handle.net/10.1080/15332276.2021.2013143 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:37:y:2022:i:1:p:42-55 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1978351_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Carina Alexandra Rondini Author-X-Name-First: Carina Alexandra Author-X-Name-Last: Rondini Author-Name: Alex Almeida da Silva Author-X-Name-First: Alex Almeida da Author-X-Name-Last: Silva Title: Bullying and giftedness in school environment Abstract: Bullying is characterized by constant violent actions against the same individual. Bullied people suffer physical and psychological damage that directly affect their academic achievement, as well as their relationship with friends, family, and society, resulting in a feeling of social exclusion. Based on the hypothesis that myths and prejudices about giftedness contribute for gifted students to be involved with bullying, we propose an exploratory study of bullying experienced by gifted students in school environments. Interviews were carried out with a non-probabilistic sample composed of ten gifted students of Middle School. Our investigation states that some characteristics of giftedness can help them to deal better with bullying consequences and have an interventionist attitude in a situation of bullying. Moreover, the areas of giftedness can influence how these students use aggression when assuming the role of bullies. At last, it is identified that the myths of giftedness did not lead to their involvement with bullying. Journal: Gifted and Talented International Pages: 14-24 Issue: 1 Volume: 37 Year: 2022 Month: 01 X-DOI: 10.1080/15332276.2021.1978351 File-URL: http://hdl.handle.net/10.1080/15332276.2021.1978351 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:37:y:2022:i:1:p:14-24 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2041507_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Khlood K. Alshareef Author-X-Name-First: Khlood K. Author-X-Name-Last: Alshareef Author-Name: Marcia B. Imbeau Author-X-Name-First: Marcia B. Author-X-Name-Last: Imbeau Author-Name: Waheeb S. Albiladi Author-X-Name-First: Waheeb S. Author-X-Name-Last: Albiladi Title: Exploring the use of technology to differentiate instruction among teachers of gifted and talented students in Saudi Arabia Abstract: For gifted and talented students, differentiated instruction is a significant teaching approach to ensure that each student’s needs and abilities are met. Research shows that technology can be used to facilitate the differentiation practices. This study aimed to explore the perceptions of Saudi teachers about using technology to differentiate instruction with gifted and talented students. The participants included Saudi teachers who are using technology as a tool to differentiate the instruction for gifted students. The findings indicated that technology is used to differentiate classroom instruction in different ways and for different purposes. Several academic and instructional benefits of using technology to differentiate instruction were reported, and the challenges that teachers encounter when applying differentiation through technology were identified. Journal: Gifted and Talented International Pages: 64-82 Issue: 1 Volume: 37 Year: 2022 Month: 01 X-DOI: 10.1080/15332276.2022.2041507 File-URL: http://hdl.handle.net/10.1080/15332276.2022.2041507 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:37:y:2022:i:1:p:64-82 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_1951145_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Gundula Wagner Author-X-Name-First: Gundula Author-X-Name-Last: Wagner Title: How group composition affects gifted students: Theory and evidence from school effectiveness studies Abstract: In this paper, I analyze the theoretical and empirical foundations for how class composition affects gifted students’ academic outcomes. First, I define the term composition effect and distinguish it from other context effects. Based on this definition, I present the mechanisms behind composition effects while drawing distinctions between resource-related, peer-related and teacher-related composition effects. Subsequently, I discuss theories and empirical results of international school effectiveness studies in terms of their relevance to increasing equity in gifted education. Ability groups, especially gifted classes, have an advantage for the promotion of gifted students. However, due to selection mechanisms, low-income students drop out of these support programs very early in their school careers. Behind the supposed negative influence of ethnic composition on school performance, a socioeconomic effect can be assumed. This is thus the most important composition effect in regard to inequality in talent development. However, there are ongoing efforts to ensure greater equity specifically in gifted education. Journal: Gifted and Talented International Pages: 1-13 Issue: 1 Volume: 37 Year: 2022 Month: 01 X-DOI: 10.1080/15332276.2021.1951145 File-URL: http://hdl.handle.net/10.1080/15332276.2021.1951145 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:37:y:2022:i:1:p:1-13 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2033649_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Andrew P. Hill Author-X-Name-First: Andrew P. Author-X-Name-Last: Hill Author-Name: Daniel J. Madigan Author-X-Name-First: Daniel J. Author-X-Name-Last: Madigan Title: Perfectionism, mattering, stress, and self-regulation of home learning of UK gifted and talented students during the COVID-19 pandemic Abstract: The COVID-19 pandemic forced the closure of schools in the UK and students had to study at home with limited access to the support they would have normally received. We designed this study to assess the experience of gifted and talented (GAT) students during this period and to identify factors related to their stress and self-regulation of learning. The factors we focused on were perfectionism and feelings of mattering. Three-hundred and eleven GAT students completed an online questionnaire when schools were closed and they were studying at home. Analyses revealed that striving for perfection was related to better effort regulation and better time and environment management. However, negative reactions to imperfection and feeling like they did not matter (anti-mattering) were related to higher academic stress, as well as worse effort regulation and worse time and environment management. The findings suggest aspects of both perfectionism and mattering may be important for GAT students’ ability to study effectively during the COVID-19 pandemic. Journal: Gifted and Talented International Pages: 56-63 Issue: 1 Volume: 37 Year: 2022 Month: 01 X-DOI: 10.1080/15332276.2022.2033649 File-URL: http://hdl.handle.net/10.1080/15332276.2022.2033649 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:37:y:2022:i:1:p:56-63 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2049020_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Rebecca M. Nelson Author-X-Name-First: Rebecca M. Author-X-Name-Last: Nelson Author-Name: Chi Tran Author-X-Name-First: Chi Author-X-Name-Last: Tran Author-Name: Ray E. Reichenberg Author-X-Name-First: Ray E. Author-X-Name-Last: Reichenberg Author-Name: Phu Vu Author-X-Name-First: Phu Author-X-Name-Last: Vu Title: An evaluation of quality of life for former gifted program participants in Vietnam Abstract: This study examined life satisfaction of former gifted students who graduated from a gifted program in Vietnam 10 years ago. The authors surveyed adults in their mid- to late-20s to discover whether being identified as gifted during their high school years impacted their quality of life as adults. The research instrument that was used for this study was Flanagan’s Quality of Life Scale (QoLS) translated into Vietnamese. The findings indicated that former gifted students achieved a high satisfaction of their life, and consistently across five domains: Physical and Material Well-being, Relations with other People, Social, Community, and Civic Activities, Personal Development and Fulfillment, and Recreation. There were no significant differences in terms of STEM and non-STEM professionals as well as gender. Implications of the cross-cultural validity of the QoLS and other QoL instruments used in a Vietnamese-speaking population are also discussed. Journal: Gifted and Talented International Pages: 97-108 Issue: 2 Volume: 37 Year: 2022 Month: 07 X-DOI: 10.1080/15332276.2022.2049020 File-URL: http://hdl.handle.net/10.1080/15332276.2022.2049020 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:37:y:2022:i:2:p:97-108 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2097965_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Heejin Woo Author-X-Name-First: Heejin Author-X-Name-Last: Woo Author-Name: Therese M. Cumming Author-X-Name-First: Therese M. Author-X-Name-Last: Cumming Author-Name: Sue O’Neill Author-X-Name-First: Sue Author-X-Name-Last: O’Neill Title: South Korean pre-service primary school teachers’ opinions about acceleration for gifted students Abstract: This study explored South Korean pre-service primary school teachers’ attitudes toward acceleration for gifted students. Researchers employed surveys, focus groups, and a review of literature in this mixed methods study. In total, 481 South Korean pre-service primary teachers participated in the survey and 13 out of the 481 survey participants joined the focus-group interviews afterward. Results of the survey analysis suggested that South Korean pre-service teachers showed slightly negative attitudes toward acceleration. In the follow-up focus group interviews, most of the participants had negative attitudes toward acceleration and related their attitudes to the competitive educational atmosphere in South Korea and possible detrimental social and emotional effects. They illustrated these concerns by citing the story of a famous figure in South Korea who had experienced a radical academic acceleration and experienced very poor outcomes. Recommendations are provided for university teaching programs and future study exploring how to best support gifted students. Journal: Gifted and Talented International Pages: 152-162 Issue: 2 Volume: 37 Year: 2022 Month: 07 X-DOI: 10.1080/15332276.2022.2097965 File-URL: http://hdl.handle.net/10.1080/15332276.2022.2097965 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:37:y:2022:i:2:p:152-162 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2053316_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Zeynep Yazgı Yanık Author-X-Name-First: Zeynep Author-X-Name-Last: Yazgı Yanık Author-Name: Nüket Afat Author-X-Name-First: Nüket Author-X-Name-Last: Afat Title: Metacognitive awareness as a predictor of social emotional learning skills in gifted and talented students Abstract: The study aims to determine the relationship between metacognitive awareness and social emotional learning skills among gifted and talented students and to determine the effect of metacognitive awareness on social emotional learning skills in line with the relationship detected. It was also aimed to determine whether these concepts differ according to demographic variables. The research design is correlational research. The population consisted of 6th, 7th and 8th grade gifted and talented students in Istanbul, Turkey. The sample group consisted of 367 gifted and talented secondary school students obtained via a purposive sampling method. The Metacognitive Awareness Scale, the Social Emotional Learning Skills Scale, and a personal information form were used for the data collection purposes. Results show that there is a high level, significant positive relationship between metacognitive awareness and social emotional learning skills. In addition, metacognitive awareness significantly predicts social emotional learning skills. Several factors including spending little time on screen, having a mother with a high education level, and high perception of school success resulted in a difference in metacognitive awareness and social emotional learning skills for gifted and talented students. Significant implications for policy, practice, and research are discussed. Journal: Gifted and Talented International Pages: 109-118 Issue: 2 Volume: 37 Year: 2022 Month: 07 X-DOI: 10.1080/15332276.2022.2053316 File-URL: http://hdl.handle.net/10.1080/15332276.2022.2053316 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:37:y:2022:i:2:p:109-118 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2138796_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Astrid Lenvik Author-X-Name-First: Astrid Author-X-Name-Last: Lenvik Author-Name: Lise Øen Jones Author-X-Name-First: Lise Øen Author-X-Name-Last: Jones Author-Name: Elisabeth Hesjedal Author-X-Name-First: Elisabeth Author-X-Name-Last: Hesjedal Title: Teachers’ perspective on gifted students with extraordinary learning potential in Norway: A descriptive study with primary and secondary teachers Abstract: In countries with no clear policy regarding gifted students, teachers are vital. Norway is such a case. Teachers might have stereotypical views and need knowledge about gifted students to facilitate them appropriately. This article aims to give descriptive insights into teachers’ views and perceptions of students with extraordinary learning potential (gifted) in Norway. To examine this, we used a survey of primary and secondary school teachers (N = 339), exploring teachers’ self-evaluated need for knowledge, how teachers evaluate different characteristics, and the teachers’ open-ended descriptions. We also report descriptive statistics from the survey. The results indicate that the Norwegian teachers wanted more knowledge about gifted students; they reported positive characteristics like performing well and being hardworking and intelligent but also being bored and, to some degree, displaying disruptive behavior. Here, 74% of the teachers reported they had experiences with teaching gifted students. One implication is including giftedness as a topic in teacher education. Our study points to important areas for further research – for example, more in-depth research with Norwegian teachers on their view and characterization of gifted students. Journal: Gifted and Talented International Pages: 163-172 Issue: 2 Volume: 37 Year: 2022 Month: 07 X-DOI: 10.1080/15332276.2022.2138796 File-URL: http://hdl.handle.net/10.1080/15332276.2022.2138796 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:37:y:2022:i:2:p:163-172 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2124390_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Megan Foley-Nicpon Author-X-Name-First: Megan Author-X-Name-Last: Foley-Nicpon Author-Name: Margaret Candler Author-X-Name-First: Margaret Author-X-Name-Last: Candler Author-Name: Erica Behrens Author-X-Name-First: Erica Author-X-Name-Last: Behrens Author-Name: Zachary Sussman Author-X-Name-First: Zachary Author-X-Name-Last: Sussman Author-Name: Owen Gaasedelen Author-X-Name-First: Owen Author-X-Name-Last: Gaasedelen Author-Name: Cara Wienkes Author-X-Name-First: Cara Author-X-Name-Last: Wienkes Title: Qualitative and quantitative development of the High Functioning ASD Screener (HFAS) Abstract: ASD manifests in children throughout the ability spectrum, though screening tools may not adequately identify high-ability youth who would benefit from a comprehensive identification evaluation; thus, the impetus for developing The High Functioning ASD Screener (HFAS). Information from content area expert interviews determined the 93-item pilot form administered to high ability youth (ages 5 years, 11 months to 18 years, 2 months) with ASD (n = 15), average ability students (n = 10), and high ability students (n = 23). ANOVAs identified items that differentiated the three groups and/or were most endorsed by the high ability/ASD group, resulting in the 36-item HFAS. Preliminary receiver operating characteristic curves indicate the scale is excellent at classification. Journal: Gifted and Talented International Pages: 86-96 Issue: 2 Volume: 37 Year: 2022 Month: 07 X-DOI: 10.1080/15332276.2022.2124390 File-URL: http://hdl.handle.net/10.1080/15332276.2022.2124390 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:37:y:2022:i:2:p:86-96 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2157979_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Leonie Kronborg Author-X-Name-First: Leonie Author-X-Name-Last: Kronborg Author-Name: Megan Foley-Nicpon Author-X-Name-First: Megan Author-X-Name-Last: Foley-Nicpon Title: Editorial Journal: Gifted and Talented International Pages: 83-85 Issue: 2 Volume: 37 Year: 2022 Month: 07 X-DOI: 10.1080/15332276.2022.2157979 File-URL: http://hdl.handle.net/10.1080/15332276.2022.2157979 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:37:y:2022:i:2:p:83-85 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2083533_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Maya Antoun Author-X-Name-First: Maya Author-X-Name-Last: Antoun Title: The relation between teachers’ background and school type and their perceptions of the gifted and gifted education Abstract: Teachers’perceptions of their students affect the way they provide opportunities and support for learning. Given that Lebanon has no specific policy or formal school practices for gifted students, it is important to understand what factors might affect education provision to such students. In this study, I investigated perceptions of Lebanese primary school teachers in relation to gifted/highly able students and their education and sought to determine what factors affected these perceptions. I utilized qualitative and quantitative methods in the gathering of data from 281 teachers across three Lebanese governorates. Of the 281 teachers who completed the questionnaire, 12 also participated in the qualitative component, which involved individual semi-structured interviews. The findings suggest how the broader socio-economic cultural context within Lebanon appears to have influenced teachers’ perceptions and the choices made regarding the gifted education provision in classrooms. Journal: Gifted and Talented International Pages: 134-151 Issue: 2 Volume: 37 Year: 2022 Month: 07 X-DOI: 10.1080/15332276.2022.2083533 File-URL: http://hdl.handle.net/10.1080/15332276.2022.2083533 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:37:y:2022:i:2:p:134-151 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2075293_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Ingeborg Veldman-de Jonge Author-X-Name-First: Ingeborg Author-X-Name-Last: Veldman-de Jonge Author-Name: Enyi Jen Author-X-Name-First: Enyi Author-X-Name-Last: Jen Title: Choices gifted women made in education, personal life, and career: A qualitative study in the Netherlands Abstract: From a developmental perspective, gifted girls could benefit from the life experience shared by gifted women about what influenced them to make life choices. This study focuses on Dutch gifted women to explore what were facilitating or hindering factors in making those decisions in education, personal life, and career. Interviews with 10 participants, from ages 18 to 62, provided in-depth descriptions of participants’ personal experiences. They clearly stated what they wanted to achieve and how, whether it was in school, career, or in personal life. Overall, this study is in line with previous research. When making career choices, gifted women valued intrinsic motivation, differentiation, and the quality of the work. When they made choices, significant adults, a supportive partner, and active behaviours in seeking guidance were helping factors whereas the feeling of being different, lack of suitable education, and others’ judgment were hindering factors. Some implications are also given. Journal: Gifted and Talented International Pages: 119-133 Issue: 2 Volume: 37 Year: 2022 Month: 07 X-DOI: 10.1080/15332276.2022.2075293 File-URL: http://hdl.handle.net/10.1080/15332276.2022.2075293 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:37:y:2022:i:2:p:119-133 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2244544_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Jean Peterson Author-X-Name-First: Jean Author-X-Name-Last: Peterson Author-Name: Enyi Jen Author-X-Name-First: Enyi Author-X-Name-Last: Jen Title: The “d” in the Peterson Proactive Developmental Attention (PPDA) model: A lens for understanding and supporting underachievers Abstract: The Peterson Proactive Developmental Attention model (PPDA) offers a framework for understanding and addressing social and emotional concerns of high-ability students. This manuscript focuses on the developmental component, with emphasis on academic underachievement, with explanations and guidance for applying the developmental aspect of the PPDA model in school programs for bright students, in counseling, and at home. This article explores how an emphasis on the development of underachievers, in contrast with underachievement, can engage them and the adults who are invested in them in mutual learning about life in the present – for the sake of both present and future wellbeing. Journal: Gifted and Talented International Pages: 62-76 Issue: 1 Volume: 38 Year: 2023 Month: 01 X-DOI: 10.1080/15332276.2023.2244544 File-URL: http://hdl.handle.net/10.1080/15332276.2023.2244544 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:38:y:2023:i:1:p:62-76 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2238798_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Denise de Souza Fleith Author-X-Name-First: Denise Author-X-Name-Last: de Souza Fleith Author-Name: Renata Muniz Prado Author-X-Name-First: Renata Author-X-Name-Last: Muniz Prado Author-Name: Daniela Vilarinho-Pereira Author-X-Name-First: Daniela Author-X-Name-Last: Vilarinho-Pereira Title: Supporting and guiding families of gifted children: The role of a psychoeducational program Abstract: Families play a critical role in fostering talent development, and need guidance and support with parenting practices. The purposes of this study were to describe a psychoeducational program for parents of gifted children and to investigate the participants’ perceptions of the program. Nine Brazilian families participated. The data was collected through three questionnaires to which participants were asked to respond at different moments of the program. The program was implemented over 12 fortnightly group meetings of 2 h 30 min each. Parents considered their participation in the program as (a) an opportunity for exchanging experiences; (b) gaining knowledge, including self-knowledge; (c) and developing a feeling of belonging and identity. The study revealed the importance of providing support and guidance groups for parents of gifted children. The findings also provide suggestions about program design and implementation, as well as information that might benefit professionals to help parents overcome challenges and develop successful strategies in raising their gifted child. Journal: Gifted and Talented International Pages: 12-20 Issue: 1 Volume: 38 Year: 2023 Month: 01 X-DOI: 10.1080/15332276.2023.2238798 File-URL: http://hdl.handle.net/10.1080/15332276.2023.2238798 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:38:y:2023:i:1:p:12-20 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2150589_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Mantak Yuen Author-X-Name-First: Mantak Author-X-Name-Last: Yuen Author-Name: Ryder T. H. Chan Author-X-Name-First: Ryder T. H. Author-X-Name-Last: Chan Author-Name: Jiahong Zhang Author-X-Name-First: Jiahong Author-X-Name-Last: Zhang Author-Name: Eric Fung Author-X-Name-First: Eric Author-X-Name-Last: Fung Author-Name: Serene Chan Author-X-Name-First: Serene Author-X-Name-Last: Chan Title: Assessing meaning in life for gifted learners: Validation of a Chinese version of meaning in life in children questionnaire Abstract: Meaning in Life Children Questionnaire (MIL-CQ) was developed with reference to Frankl’s meaning triangle that has dimensions of Attitude, Creativity, and Experience. The current study translated MIL-CQ into Chinese (MIL-CQ-C), and evaluated its psychometric properties in a sample of 264 upper primary and secondary school gifted students in Hong Kong. Dimensionality of MIL-CQ-C was investigated via exploratory factor analysis using the robust weighted least square estimator. Measurement invariance across gender was investigated. Convergent validity was evaluated by testing MIL-CQ-C as the mediator of social connectedness in predicting presence of meaning in life and search for meaning in life. After removal of three items, exploratory factor analysis supported the original 3-factor structure with substantial factor loadings (λ = 0.53–0.91) and good reliability (Ω = 0.85–0.92). The MIL-CQ-C showed scalar measurement invariance across gender. The MIL-CQ-C was positively correlated with social connectedness, presence of meaning in life, and search for meaning in life. The MIL-CQ-C mediated the relationship between social connectedness and presence of meaning in life and search for meaning in life. The findings lend support to a valid 3-factor structure for MIL-CQ-C when completed by gifted learners in Hong Kong. (192 words) Journal: Gifted and Talented International Pages: 1-11 Issue: 1 Volume: 38 Year: 2023 Month: 01 X-DOI: 10.1080/15332276.2022.2150589 File-URL: http://hdl.handle.net/10.1080/15332276.2022.2150589 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:38:y:2023:i:1:p:1-11 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2244565_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Chloe Chan Author-X-Name-First: Chloe Author-X-Name-Last: Chan Author-Name: Mantak Yuen Author-X-Name-First: Mantak Author-X-Name-Last: Yuen Title: Career decision-making of talented engineering graduates in Hong Kong Abstract: This small-scale exploratory qualitative study examined the career decision-making process of six talented engineering university graduates in Hong Kong. The aim was to investigate major influential factors and barriers that impact their career aspirations and their persistence in remaining in that career. Semi-structured interviews were conducted with each graduate to provide data that could be analyzed. The main focus was on the significance of social and cognitive variables, self-efficacy, interests and outcome expectations for the graduates’ motivation and career decision-making process. The findings suggest that primary motivating factors for participants’ career aspirations and career persistence strongly aligned with constructs from Social Cognitive Career Theory and Job Embeddedness Theory. Career interests were motivated by self-efficacy, outcome expectations, and interests, while “job embeddedness” promoted career persistence through fit and link to organizations and industry. Based on participants’ responses, the study produced an insider’s perspective on the career decision-making process of talented young engineers in Hong Kong. Journal: Gifted and Talented International Pages: 77-90 Issue: 1 Volume: 38 Year: 2023 Month: 01 X-DOI: 10.1080/15332276.2023.2244565 File-URL: http://hdl.handle.net/10.1080/15332276.2023.2244565 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:38:y:2023:i:1:p:77-90 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2245014_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Oktay Kizkapan Author-X-Name-First: Oktay Author-X-Name-Last: Kizkapan Author-Name: Oğuzhan Nacaroğlu Author-X-Name-First: Oğuzhan Author-X-Name-Last: Nacaroğlu Author-Name: Tahsin Bozdağ Author-X-Name-First: Tahsin Author-X-Name-Last: Bozdağ Title: Using draw, write, and tell to reveal gifted students’ perceptions and interests of STEAM disciplines Abstract: In this study, the aim is to examine the perceptions of gifted students toward STEAM (Science-Technology-Engineering-Art-Mathematics) disciplines. The phenomenology design, one of the qualitative research method designs, was used in the study. The study group of the research consists of 47 gifted students studying in the science and art center in the Eastern Anatolia Region of Turkey. The data of the research were collected using the draw-write-tell technique. Descriptive analysis was used to analyze the data. The analysis revealed that students generally perceive science as a laboratory activity. Also, they perceive math as operations, numbers, equations, chaos, and geometry. Similarly, students mostly perceive technology as technological items, engineering as construction, and art as painting. Most of the participants addressed science, engineering, and art as their STEAM disciplines of interest. Based on our results, we highlight that explanations regarding the nature of STEAM disciplines should be emphasized more explicitly in the lessons. Journal: Gifted and Talented International Pages: 45-61 Issue: 1 Volume: 38 Year: 2023 Month: 01 X-DOI: 10.1080/15332276.2023.2245014 File-URL: http://hdl.handle.net/10.1080/15332276.2023.2245014 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:38:y:2023:i:1:p:45-61 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2237555_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: Laila Y. Sanguras Author-X-Name-First: Laila Y. Author-X-Name-Last: Sanguras Author-Name: Todd Kettler Author-X-Name-First: Todd Author-X-Name-Last: Kettler Author-Name: Shavonne Gibson Author-X-Name-First: Shavonne Author-X-Name-Last: Gibson Author-Name: Angie Torres Author-X-Name-First: Angie Author-X-Name-Last: Torres Author-Name: Hamza Haqqi Author-X-Name-First: Hamza Author-X-Name-Last: Haqqi Title: Improving equity in gifted education: Analyzing the fairness of the scales for the identification of gifted students (SIGS-2) Abstract: Underrepresentation of some student groups in gifted and talented education continues to be a problem and priority of research and development in gifted education. Assessment for identification and placement in gifted education should utilize multiple sources of data from measurement tools that are reliable, valid, and fair. While reliability and validity data are commonly reported for measurement tools, the psychometrics of fairness are somewhat less likely to be included to describe the adequacy of measurement tools used in gifted education. This study examined the psychometrics of fairness for the Scales for Identifying Gifted Students (2nd ed.; SIGS-2). The evidence of fairness included details of a representative norming sample, examination of potential bias, reliability data reported by group, and item discrimination data reported by group. The data suggest that the SIGS-2 satisfies standards for fair assessment and could be used as a measurement tool to better identify typically underrepresented students. Journal: Gifted and Talented International Pages: 31-44 Issue: 1 Volume: 38 Year: 2023 Month: 01 X-DOI: 10.1080/15332276.2023.2237555 File-URL: http://hdl.handle.net/10.1080/15332276.2023.2237555 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:38:y:2023:i:1:p:31-44 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2237556_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20230119T200553 git hash: 724830af20 Author-Name: María Paz Gómez-Arízaga Author-X-Name-First: María Paz Author-X-Name-Last: Gómez-Arízaga Author-Name: Marianela Navarro Author-X-Name-First: Marianela Author-X-Name-Last: Navarro Author-Name: Karin Roa-Tampe Author-X-Name-First: Karin Author-X-Name-Last: Roa-Tampe Author-Name: María Leonor Conejeros-Solar Author-X-Name-First: María Leonor Author-X-Name-Last: Conejeros-Solar Author-Name: Marieta Valdivia-Lefort Author-X-Name-First: Marieta Author-X-Name-Last: Valdivia-Lefort Author-Name: Annjeanette Martin Author-X-Name-First: Annjeanette Author-X-Name-Last: Martin Author-Name: Carla Bravo Rojas Author-X-Name-First: Carla Author-X-Name-Last: Bravo Rojas Title: Career choice in gifted students with interests in STEM Abstract: The areas of science, technology, engineering, and mathematics have an impact on countries’ social and economic transformation, innovation, and sustainable development; women's participation, however, in science and mathematics careers, has remained scarce. This remains true for gifted women, that is, women who display high cognitive potential, which leads to less inclusive societies that squander an important part of their talent. Through a qualitative study, gender differences in the career choice process of gifted students with STEM interests were examined. Thirty students in their last year of high school (15 women and 15 men) with the above-mentioned characteristics participated by responding to an in-depth interview. Findings show that, for both genders, academic decisions are mainly determined by individual factors linked to giftedness characteristics, academic/cognitive skills and interests, and contextual factors linked to family, school, and experiences of others who study or work in the STEM areas of interest. The implications of these findings are discussed, suggesting the need to create more inclusive school environments and vocational guidance to offer these students, highlighting the urgency to promote greater female participation in STEM. Journal: Gifted and Talented International Pages: 21-30 Issue: 1 Volume: 38 Year: 2023 Month: 01 X-DOI: 10.1080/15332276.2023.2237556 File-URL: http://hdl.handle.net/10.1080/15332276.2023.2237556 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:38:y:2023:i:1:p:21-30 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2245857_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857 Author-Name: Alfa Simwanza Author-X-Name-First: Alfa Author-X-Name-Last: Simwanza Author-Name: Asish Paul Author-X-Name-First: Asish Author-X-Name-Last: Paul Title: Models for youth sports talent identification and development: An integrative review of research Abstract: This study aims to present an integrative review of research on the models used for identification and development of sports talent. It has two purposes: (1) to systematically analyze the models followed to identify and develop sports talent in the period of 2012–2021 and (2) to determine the model that is mostly followed in sports talent identification and development in the period of 2012–2021. The study employed an integrative review of research method for identification, synthesis, and assessment of information and findings from peer-reviewed articles from the online academic resources. The findings revealed that there are different models used and some are mostly followed, including Newell’s model, the long-term athlete development model, the mental model, Gagne’s model, the credible role model, the standard model, the normative model, ecological dynamics, and multivariate models. Most of the models are well used; however, the choice of which model is to be used depends on a number of factors such as age of the target group, culture of the target population, and nature of sport involved. The findings imply that, for the purpose of getting positive results, each model should be applied appropriately based on the needs and nature of sports. Journal: Gifted and Talented International Pages: 164-176 Issue: 2 Volume: 38 Year: 2023 Month: 07 X-DOI: 10.1080/15332276.2023.2245857 File-URL: http://hdl.handle.net/10.1080/15332276.2023.2245857 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:38:y:2023:i:2:p:164-176 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2245846_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857 Author-Name: Yusra Zaki Aboud Author-X-Name-First: Yusra Zaki Author-X-Name-Last: Aboud Title: The validation of the Gifted Rating Scales–School Form in Saudi Arabia Abstract: The current study investigates the reliability and validity of a Saudi-translated version of the GRS-S on a sample of 1,200 Saudi elementary and middle school students. Results showed that the reliability and validity of all six of the GRS-P subscales were high. The results revealed that there were no differences between males and females in all subscales except the leadership scale. There were no differences according to grade level. The current study supports the development of a Saudi-translated version of the GRS-S. The researcher recommended using the rating scale as a screening tool in Saudi Arabia to help gifted students. Journal: Gifted and Talented International Pages: 149-163 Issue: 2 Volume: 38 Year: 2023 Month: 07 X-DOI: 10.1080/15332276.2023.2245846 File-URL: http://hdl.handle.net/10.1080/15332276.2023.2245846 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:38:y:2023:i:2:p:149-163 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2245015_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857 Author-Name: Cristina Worley Author-X-Name-First: Cristina Author-X-Name-Last: Worley Author-Name: Meg E. Hines Author-X-Name-First: Meg E. Author-X-Name-Last: Hines Title: A phenomenological study exploring white teachers’ potential for cross-cultural talent recognition within charter and magnet schools Abstract: Research in urban and gifted education has often highlighted the underrepresentation of certain student groups in gifted programs due to factors such as insufficient teacher training and educational quality. However, a significant factor contributing to this underrepresentation is teacher bias. There's a noted tendency of teachers to under-refer Black and Brown students while more easily identifying giftedness in White students. The impact of teacher bias on the identification process, especially against Black and Brown students, is a known challenge. There is limited research on culturally competent teachers who challenge their biases. This pilot study seeks to fill the research gap by exploring the contributions of White teachers who informally identify gifted Black and Brown students in schools without formal gifted identification processes, or where all students are considered gifted. This study delves into these teachers' cultural backgrounds, experiences, and attitudes to understand how they recognize talent in underrepresented groups. Journal: Gifted and Talented International Pages: 139-148 Issue: 2 Volume: 38 Year: 2023 Month: 07 X-DOI: 10.1080/15332276.2023.2245015 File-URL: http://hdl.handle.net/10.1080/15332276.2023.2245015 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:38:y:2023:i:2:p:139-148 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2245861_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857 Author-Name: Saide Nur Duyar Author-X-Name-First: Saide Nur Author-X-Name-Last: Duyar Author-Name: Canan Özkaya Author-X-Name-First: Canan Author-X-Name-Last: Özkaya Author-Name: Hasan Akdeniz Author-X-Name-First: Hasan Author-X-Name-Last: Akdeniz Title: A systematic review of the factors affecting twice-exceptional students’ social and emotional development Abstract: In this paper, we present a systematic review of the factors influencing the social and emotional development of twice exceptional students. Eight studies among 331 published in English between January 2000 and January 2022 were determined through electronic databases. We conducted a systematic literature review by following the steps identified by PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), including the processes related to data sources, search, data collection, eligibility criteria, data selection, and data analysis. Six themes were identified through the thematic analysis of these eight studies: self-concept, environment, friendship, achievement, labeling, and bullying. As a result of the analysis of the articles, it was seen that “achievement” affected the social and emotional development of twice exceptional students positively, while “bullying” affected the development negatively. However, other themes such as labeling, environment, friendship and self-concept were found to affect social and emotional development both positively and negatively. Journal: Gifted and Talented International Pages: 177-189 Issue: 2 Volume: 38 Year: 2023 Month: 07 X-DOI: 10.1080/15332276.2023.2245861 File-URL: http://hdl.handle.net/10.1080/15332276.2023.2245861 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:38:y:2023:i:2:p:177-189 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2261235_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857 Author-Name: Rebecca McDonnell Author-X-Name-First: Rebecca Author-X-Name-Last: McDonnell Author-Name: Jennifer Riedl Cross Author-X-Name-First: Jennifer Author-X-Name-Last: Riedl Cross Author-Name: Colm O’Reilly Author-X-Name-First: Colm Author-X-Name-Last: O’Reilly Author-Name: Tracy L. Cross Author-X-Name-First: Tracy L. Author-X-Name-Last: Cross Author-Name: Leeanne Hinch Author-X-Name-First: Leeanne Author-X-Name-Last: Hinch Author-Name: Anyesha Mishra Author-X-Name-First: Anyesha Author-X-Name-Last: Mishra Title: Gifted Irish students’ perception of academic experiences during the pandemic Abstract: Covid-19 had direct impact on education systems worldwide with school closures affecting learning for many students, including gifted adolescents. This study explored students’ perceptions of emergency online learning at school and how these differed to in-person classes and online classes they attended in the Centre for Talented Youth, Ireland (CTYI). Data analyses identified four factors of student responses (N = 322): Teacher Support, Self-Regulated Learning, Motivation Support, and Resource Access. Overall, CTYI received the highest mean scores across all categories and students favored in-person learning to online learning. Results highlighted a significant difference in scores between students in junior cycle of secondary school and senior cycle. Senior cycle students consistently reported less positive perceptions of their online learning than did junior cycle students. Using cluster analysis, patterns of online learning responses were identified. Despite differences in group comparisons, both senior and junior cycle students were found in clusters with positive attitudes and in clusters with negative attitudes. The findings have implications for future research, which should explore motivational and support changes that may be occurring in the transition from junior to senior cycle, as well as differences in self-regulation abilities. Journal: Gifted and Talented International Pages: 190-202 Issue: 2 Volume: 38 Year: 2023 Month: 07 X-DOI: 10.1080/15332276.2023.2261235 File-URL: http://hdl.handle.net/10.1080/15332276.2023.2261235 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:38:y:2023:i:2:p:190-202 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2244995_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857 Author-Name: Hsiao-Ping Yu Author-X-Name-First: Hsiao-Ping Author-X-Name-Last: Yu Author-Name: Enyi Jen Author-X-Name-First: Enyi Author-X-Name-Last: Jen Title: Exploring the gender gap in mathematics and science from the score distribution of PISA: Lessons learned from gifted education teachers’ perspective Abstract: This paper addresses how there are still issues with students’ performance due to the gender gap in the STEM area. The researchers first analyzed 2012 and 2018 PISA data in Taiwan. They found that the gender difference is polarized. There are more boys than girls at the high score level, this phenomenon is global. Then the researchers used this analysis as a protocol and conducted focus group interviews with 28 gifted education teachers to explore the gender issue of teaching gifted students. From their perspective, the influences of gender stereotypes and gender issues reflected the psychosocial challenges for both genders. The focus groups also developed a potential action plan to improve science learning for both genders. Later, a follow-up survey found the participating teachers reported they used positive approaches in their daily teaching practices after they joined the focus group interviews. Journal: Gifted and Talented International Pages: 107-121 Issue: 2 Volume: 38 Year: 2023 Month: 07 X-DOI: 10.1080/15332276.2023.2244995 File-URL: http://hdl.handle.net/10.1080/15332276.2023.2244995 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:38:y:2023:i:2:p:107-121 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2245007_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857 Author-Name: Russell T. Warne Author-X-Name-First: Russell T. Author-X-Name-Last: Warne Title: Tests of measurement invariance of three Wechsler intelligence tests in economically developing nations in South Asia and Sub-Saharan Africa Abstract: Tests of measurement invariance are essential to determining whether individual scores or group averages are comparable across populations. While international comparisons of mean IQ scores are common, tests of measurement invariance for intelligence test batteries (necessary for comparisons to be empirically supported) are rare. In this study, four archival sets of Wechsler test IQ scores from Ghana, Kenya, Pakistan, and Sudan were tested for measurement invariance when compared to the American norm data for the same tests. Results indicate that two datasets – from Ghana and Kenya – demonstrated strict measurement invariance. However, the other two data sets failed to meet the requirements of scalar or strict measurement invariance, which indicates that global IQ scores from these latter data sets cannot be compared to American IQ scores on the same tests. Tests of measurement invariance should be regularly conducted when making comparisons of scores between industrialized and economically developing nations. Journal: Gifted and Talented International Pages: 122-138 Issue: 2 Volume: 38 Year: 2023 Month: 07 X-DOI: 10.1080/15332276.2023.2245007 File-URL: http://hdl.handle.net/10.1080/15332276.2023.2245007 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:38:y:2023:i:2:p:122-138 Template-Type: ReDIF-Article 1.0 # input file: UGTI_A_2237553_J.xml processed with: repec_from_jats12.xsl darts-xml-transformations-20231214T103247 git hash: d7a2cb0857 Author-Name: Kim Smeets Author-X-Name-First: Kim Author-X-Name-Last: Smeets Author-Name: Ellen Rohaan Author-X-Name-First: Ellen Author-X-Name-Last: Rohaan Author-Name: Joke Peijnenburg Author-X-Name-First: Joke Author-X-Name-Last: Peijnenburg Author-Name: Elise Samsen-Bronsveld Author-X-Name-First: Elise Author-X-Name-Last: Samsen-Bronsveld Author-Name: Anouke Bakx Author-X-Name-First: Anouke Author-X-Name-Last: Bakx Title: Elementary teachers’ knowledge, attitude, and professional development needs concerning gifted students and their educational needs in the Netherlands Abstract: The present study aimed to update the state of knowledge and attitudes of teachers concerning gifted students and their educational needs in theNetherlands. Additionally, this study aimed to gain insights into teachers’ professional development (PD) needs regarding giftedness, taking teachers’ knowledge and attitudes concerning this topic into account. Aquestionnaire was filled out by 116 teachers from thirteen elementary schools in the Netherlands. Teachers seemed to have little knowledgeabout how to identify and support gifted students. Their overall attitude was positive, however, teachers held negative or ambivalent attitudestowards ability grouping and acceleration. All teachers were interested in receiving PD, although teachers who had the most knowledge and most positive attitude were most interested. Teachers reported the most need for PD activities that do not require too much time and take place at their workplace. However, teachers’ knowledge and attitude related positively to PD activities that require a greater time investment. The findings of the present study underline the importance of PD for teachers concerning giftedness. Future research is needed to effectively design and incorporate PD activities for teachers which meet their knowledge,attitudes, and PD needs. This eventually contributes to better education for gifted students. Journal: Gifted and Talented International Pages: 91-106 Issue: 2 Volume: 38 Year: 2023 Month: 07 X-DOI: 10.1080/15332276.2023.2237553 File-URL: http://hdl.handle.net/10.1080/15332276.2023.2237553 File-Format: text/html File-Restriction: Access to full text is restricted to subscribers. Handle: RePEc:taf:ugtixx:v:38:y:2023:i:2:p:91-106