Gifted Education

Devil in the detail: using a pupil questionnaire survey in an evaluation of out-of-school classes for gifted and talented children

by Mike Lambert

Education 3-13, 36(1) February 2008, 69-78.

The use of questionnaires to evaluate educational initiatives is widespread, but often problematic. This paper... more The use of questionnaires to evaluate educational initiatives is widespread, but often problematic. This paper examines four aspects of an evaluation survey carried out with very able pupils attending out-of-school classes: ethics, design, bias and interpretation. There is a particular focus on the interpretation and analysis of pupils’ answers to open questions. Conclusions are drawn from this analysis which will help teachers and others to take a careful and critical approach to their use of questionnaires in educational evaluation.

Author profile: http://www.wlv.ac.uk/default.aspx?page=13209

[A limited number of eprints of this article are available - send me a message if you require one].

Drogowskaz Pasjonata

by Piotr Migdal

Personal Learning Environments - Meeting the Special Needs of Gifted Students

by Diogo Casanova

Ribeiro, J., Casanova, D., Nogueira, F., Moreira, A., & Almeida, M. (2010). Personal Learning Environments - Meeting the Special Needs of Gifted Students. In P. O. d. Pablos, R. Tennyson & J. Zhao (Eds.), Technology Enhanced Learning For People With Disabilities: Approaches And Applications (pp. 67-88): IGI Global.

Gifted Students, in spite of their very well known characteristics, have specific education needs in order to achieve... more Gifted Students, in spite of their very well known characteristics, have specific education needs in order to achieve their potential. Although they do not present a special educational need in the common mean- ing, they have very particular learning needs that, if overlooked, may lead to adverse feelings towards school and learning that can result in academic failure. Authors in the field agree that giftedness can and must be developed and providing challenging and facilitative learning environments is the first building block. The PLE, held up by WEB 2.0, for its openness and possibilities it offers to learn autonomously, resorting to exploration, discovery, networking with like-minded peers and experts fits the style and pace of learning of its user and shows to be a tool to fully suite the particular traits of these students. In this chapter a 5 dimension ple is conceptualized that accommodates the cognitive, emotional and education needs of gifted students.

The Impact of Vulnerabilities and Strengths on the Academic Experiences of Twice-Exceptional Students: A Message to School Counselors Article Critique

by Jonathan Dunn

For the Critique of a Research Article I have chosen a research article published in the Journal of... more For the Critique of a Research Article I have chosen a research article published in the Journal of Professional-School-Counseling entitled, The Impact of Vulnerabilities and Strengths on the Academic Experiences of Twice-Exceptional Students: A Message to School Counselors. by Susan G. Assouline, Ph.D., Megan Foley Nicpon, Ph.D. and Dawn Huber, M.Ed. I have chosen this article because it a case-based study of Twice-Exceptional students, making it an interesting portion of qualitative research for me, and I am becoming more interested in the psychological aspects of students relevant to School Counselors. This article is of sufficient complexity to qualify for this assignment.

Can spatial training improve long-term outcomes for gifted STEM undergraduates?

by David Miller

Co-authored with Diane Halpern. Published in Learning and Individual Differences.

This one-year longitudinal study investigated the benefits of spatial training among highly gifted science,... more This one-year longitudinal study investigated the benefits of spatial training among highly gifted science, technology, engineering and mathematics (STEM) undergraduates (28 female, 49 male). Compared to a randomized control condition, 12 h of spatial training (1) improved the skills to mentally rotate and visualize cross-sections of 3-D objects shortly after training, (2) narrowed gender differences in spatial skills shortly after training, and (3) improved examination scores in introductory physics (d=.38) but not for other STEM courses. After eight months, however, there were no training differences for spatial skills, STEM course grades, physics self-efficacy, or declared majors. Large gender differences, favoring males, persisted for some spatial skills, physics grades, and physics self-efficacy eight months after training. These results suggest that sustained exposure to spatially enriching activities over several semesters or years may be necessary to address gender gaps in spatial skills among highly gifted STEM undergraduates.

Commentary on A. Zeigler & S.N. Phillipson ‘Towards a Systemic Theory of Gifted Education: Paradigmatic shift or tinkering at the edges? High Ability Studies (in press)

by Margaret Sutherland

To be published in High Ability Studies

A response to Ziegler and Phillipson (2011) who present a long awaited call for a paradigmatic shift in thinking... more A response to Ziegler and Phillipson (2011) who present a long awaited call for a paradigmatic shift in thinking within the field of gifted education. However, is this a paradigmatic shift or simply tinkering at th edges? 

Improving the Educational Achievement of Gifted and Talented Students: A Systematic Review

by Margaret Sutherland

Authors: Bailey R, Pearce G, Winstanley C, Sutherland M, Smith C, Stack N, Dickenson M (in press)  Talent Development and Excellence

This paper reports on the first systematic review of Gifted and Talented Education.  Its main aim was to... more This paper reports on the first systematic review of Gifted and Talented Education.  Its main aim was to investigate interventions designed to improve the educational achievement of students identified as Gifted and Talented.  It did this by following a 2-stages method.  The first stage analyzed a wider pool of studies using a systematic review map; the second stage took on a narrower focus and analyzed data using an in-depth narrative thematic approach. In total, 20,947 studies were identified for screening through systematic searches of 18 bibliographic databases of published literature, specialist websites and hand-searching sources. 101 studies were included for the mapping stage of the review. After the further revision of the review question and additional exclusion criteria, the remaining 15 studies were subjected to in-depth synthesis.

HIghly Able Children in the Early Years

by Margaret Sutherland

The report considers the needs of young highly able learners and reports on work that was undertaken in Scottish nursery schools and classes.

SNAP staff visited the nurseries over a period of three months. During this time they worked
directly with staff... more SNAP staff visited the nurseries over a period of three months. During this time they worked
directly with staff and children and interviewed staff about the work carried out in each of the
establishments.
This report offers examples of good practice for all children including highly able children, which we
encountered in the nurseries. It also provides a series of anonymized case studies based on highly
able children we worked with during the project, which may prove useful in thinking about
identification in your own setting. We also provide some suggestions for addressing the needs of
highly able children in this section. During our discussions with staff a number of common
themes/concerns emerged, these are highlighted later in this report. And finally the report
concludes with a series of resources and activities that SNAP has collated and developed in this,
and previous, work which may be useful to early years practitioners.

Social-emotional development of Chinese gifted students: A review based within the Actiotope Model of Giftedness

by Ricci Fong

Yuen, M., & Fong, R. W. (in press). Social-emotional development of Chinese gifted students: A review based within the Actiotope Model of Giftedness. In S. N. Phillipson, H. Stoeger, & A. Ziegler (Eds.). Exceptionality in East-Asia: Explorations in the actiotope model of giftedness. London: Routledge.

Commentary on A. Zeigler & S.N. Phillipson ‘Towards a Systemic Theory of Gifted Education’: Connectedness and life skills development for all children

by Ricci Fong

Yuen, M., & Fong, R. W. (in press). Commentary on A. Zeigler & S.N. Phillipson ‘Towards a Systemic Theory of Gifted Education’: Connectedness and life skills development for all children. High Ability Studies.

Is It Good to be Gifted? The Social Construction of the Gifted Child

by Jane O'Connor

Published in Children and Society (online) December 2010

There is growing evidence that children labelled as academically gifted are subjected to
negative attitudes from... more There is growing evidence that children labelled as academically gifted are subjected to
negative attitudes from others and that this impacts on their self-esteem and motivation to
succeed. Through an analysis of British newspaper stories about gifted children, this article
explores the socially constructed nature of the concept of the ‘gifted child’ and finds that
children identified as gifted academically are framed more negatively than those who are
exceptionally able in music or sport. The article questions the growing practice of labelling
children as academically gifted in English schools given the negative stereotypes that surround
this classification.  2010 The Author(s). Children & Society  2010 National Children’s
Bureau and Blackwell Publishing Limited

'Gifted and talented’: a label too far?

by Mike Lambert

Forum: for promoting 3-19 comprehensive education, 2010, 52(1), pp.99-105

‘Gifted and talented’ has become the official way of referring to high-achieving, able school pupils. The author... more ‘Gifted and talented’ has become the official way of referring to high-achieving, able school pupils. The author questions the validity and appropriateness of this label and calls for a more sophisticated and inclusive framework.

Author profile: http://www.wlv.ac.uk/default.aspx?page=13209

Are you a perfectionist?

by Ricci Fong

Fong, R. W. (2011, November). Are you a perfectionist?. The Gifted Bulletin, 4.

Imperfect "Perfectionism"?

by Ricci Fong

Fong, R. W. (2010, May). Imperfect "Perfectionism"?. Nurturing the Gifted, 3, 4-5.

From genius inverts to gendered intelligence: Lewis Terman and the power of the norm.

by Peter Hegarty

The histories of “intelligence” and “sexuality” have largely been narrated separately.
In Lewis Terman’s work on... more The histories of “intelligence” and “sexuality” have largely been narrated separately.
In Lewis Terman’s work on individual differences, they intersect. Influenced by G.
Stanley Hall, Terman initially described atypically accelerated development as
problematic. Borrowing from Galton, Terman later positioned gifted children as
nonaverage but ideal. Attention to the gifted effeminate subjects used to exemplify
giftedness and gender nonconformity in Terman’s work shows the selective instantiation
of nonaverageness as pathological a propos of effeminacy, and as ideal a
propos of high intelligence. Throughout, high intelligence is conflated with health,
masculinity, and heterosexuality. Terman’s research located marital sexual problems
in women’s bodies, further undoing possibilities for evaluating heterosexual
men’s practices as different from a normative position. Terman’s research modernized
Galton’s imperialist vision of a society lead by a male cognitive elite. Psychologists
continue to traffic in his logic that values and inculcates intelligence only
in the service of sexual and gender conformity.

Smart Parenting for Smart Kids: Nurturing Your Child's True Potential - EXCERPT

by Eileen Kennedy-Moore

By Kennedy-Moore, Eileen; Lowenthal, Mark S.
San Francisco: Jossey-Bass/Wiley (2011)
http://www.EileenKennedyMoore.com

It takes more than school smarts to build a satisfying life. This warm and sensible book offers practical parenting... more It takes more than school smarts to build a satisfying life. This warm and sensible book offers practical parenting tips for helping children develop the social and emotional skills they need to become capable, confident, and caring people. It draws from research as well as the authors' clinical expericence. Chapters include: Tempering Perfectionism, Building Connection, Developing Motivation, and Finding Joy.

A literal Godsend. Parents with find great wisdom in its pages.
-- Stephen R. Covey (7 Habits of Highly Effective People)

A smart, deeply perceptive and important book.
-- Wendy Mogel (Blessing of a Skinned Knee)

Filled with strategies for raising healthy, happy, and contributing adults.
-- Vicki Abeles (producer, Race to Nowhere)


Video Book Trailer (<2 min):
Competitive parenting? Just say no!
http://www.youtube.com/watch?v=Zgf2cf-gCp8

DISCUSSION GUIDE for book clubs and parent groups available at: http://www.EileenKennedyMoore.com/media/discussion-guide-smart-kids.pdf

first catch your question: critical language awareness & crossing lines in the classroom

by Mark Amsler

Draft only. Talk given at Society for Auckland Gifted Educators, October 2011.

Able and Talented Programme Case Study: AimHigher Research Report

by Katy Vigurs

This case study analysis of the Able and Talented programme, prepared by the Institute for Access Studies,... more This case study analysis of the Able and Talented programme, prepared by the Institute for Access Studies, Staffordshire University, presents an analysis of data drawn from students
and staff at one Further Education College during the 2007/2008 academic year. The analysis aimed to explore practice and examine the impact of participation upon students.

A Comparative View of Gifted Education Quality Standards: Part 1

by Gifted Phoenix

A Comparative Review of Gifted Education Quality Standards - Part 2

by Gifted Phoenix