Practitioners' Conceptions of Academic Talent and Giftedness: Essential Factors in Deciding Classroom and School Composition (original) (raw)
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High School Teachers’ Perceptions of Giftedness, Gifted Education, and Talent Development
Journal of Advanced Academics, 2018
The purpose of this study was to form a deeper understanding of how high school teachers view giftedness and gifted education. Open-ended surveys and interviews were conducted with high school teachers in a suburban school district with three large high school, and data were analyzed using a grounded theory methodology. Data were collected and analyzed in two phases with two groups of teachers ( n1 = 7 and n2 = 13). Text data from both phases were analyzed separately and then validated using constant comparison processes. Initial coding, focused coding, and theoretical coding led to data categories and an emergent theory to explain high school teachers’ perceptions regarding gifted education. Results indicated a need to clarify the perception of giftedness among high school teachers, as well as how effective training of those teachers can be implemented.
Education Sciences , 2024
The foundation for talent development as a framework for gifted education can be found in a synthesis of the psychological literature on creativity, eminence, giftedness, and high performance. The talent development framework acknowledges the contributions of both general cognitive ability and domain-specific abilities to achievement, as well as the malleability of these ability constructs. Talent development is also consistent with research on the contributions of non-cognitive or psychosocial factors to school achievement, as well as studies on factors that influence the attainment of scholarly productivity and artistry within specific domains of non-academic talent. Although there are several theoretical frameworks and models of giftedness, talent development, ability, and intelligence, each with varied areas of emphasis and desired outcomes, the research base and practical applications for the talent development megamodel (TDMM) can serve as a guide to leaders and school administrators in making fiscal and programmatic decisions that maximize short-and longterm impacts for individuals and society. In this article, we discuss some of the practical implications of the model for assessment, curriculum and instruction, and psychosocial development within a school context.
High school teachers’ perceptions of giftedness: Identifying and supporting gifted students
The topic of gifted education has been researched widely up to present days. The overview of the historical background, summarizing the main concepts of universal meaning of giftedness, is presented in this research. Different ways of perceiving giftedness as a construct, including teachers’ views particularly, are being discussed in here. The present study sought to explore teachers’ understanding and perceptions of giftedness and to investigate the ways of conceptualizing, identifying, and serving/supporting gifted students at school. The means of mixed method research design were applied in here in order to provide a full image of teachers’ perspectives on the theme. Ninety two high-school teachers of gifted students in an urban school system with an established gifted curriculum were surveyed. Results indicated that teachers still held a narrow conception of giftedness. Through semi structured interviews, participants’ perceptions of the term ‘giftedness’, training experience and its impact on the conceptualization, understanding of gifted students’ characteristics and needs were examined. Participants perceived an increase in their understanding of the needs and characteristics of gifted students through participation in the discussion as well as increased confidence in their general teaching abilities. Implications of the study for teacher education and future research are discussed. Keywords: giftedness, teachers’ perceptions, teachers’ nomination, identification procedures, mixed methods, Kazakhstan
2020
This study surveyed 1,234 empirical studies on giftedness, gifted education, and creativity during 1998-2010 (April), using PsycINFO database and targeted journals as main sources, with respect to main topics these studies focused on, methods they used for investigation, and the conceptual spaces they traversed. Four main research topics emerged from the survey: creativity/creatively gifted, achievement/underachievement, identification, and talent development. Rich and broad conceptual spaces linking these four categories to their psychological underpinnings and educational implications have been explored by this body of research, though the conceptual spaces are still too loosely organized to be seen as paradigmatic. Several prominent trends are identified, including the emergent qualitative studies (accounting for a quarter of the total studies) and the dominance of descriptive (comparative and correlational) research. Although most psychosocial studies are conducted in the contex...
GIFTED AND TALENTED EDUCATION: WRESTLING WITH THE CONCEPT
An athletic analogy can be used to help address issues related to the definition and identification of students in gifted education. Gifted athletes are those who are capable of outstanding performance within an athletic domain. This view of giftedness reflects Gardner’s (1983) definition of intelligence. And, while standardized measures indicate specific attributes which may enhance performance, students with outstanding talent are identified by their performance within the context of a specific domain. Thus, a more holistic concept of giftedness and a matching procedure for identification should be applied in order to help develop a wider variety of talents.
Http Dx Doi Org 10 1080 15377903 2012 643757, 2012
Definitions of what constitute students who are gifted and talented as well as policies and procedures to identify these high-ability students play a critical role in determining which individuals actually receive gifted services. This article reports on a national survey of how state policies and practices define giftedness, identify gifted students, and accommodate for gifted minority group students. Results indicate substantial changes in definitions and categories of giftedness over the past decade. Results also reveal variability in identification methods, with a majority of states using a 3-5% cutscore for demarcating giftedness while endorsing a multiple cutoff or averaging approach to gifted decision making. Most noteworthy is the fact that at present, no state advocates using a single-score decision-making model for gifted classification. The authors discuss the implications for school psychology.
Teachers ' Perception of Giftedness and Talent Among
2016
The study was undertaken to explore teachers' perceptions o f giftedness among primary school children with a view to improve the identification and education o f gifted and talented children: Using a sample o f 74 primary school teachers selected at random in Chitungwiza District in Zimbabwe and a questionnaire, the study established that teachers perceived giftedness in terms o f academic achievement. Teachers revealed that they regarded intellectual/academic domain as the essential dimension o f giftedness. This was reflected in both the characteristics teachers attributed to giftedness and the methods they adopt to develop giftedness and talents in children. The study also showed that apart from teaching qualification, variable factors like gender, teaching experience and type o f training college one went to did not influence teachers' perceptions o f giftedness in children. The study therefore proposed thefollowing recommendations; •
Journal for The Education of The Gifted, 2007
Gifted students in our nation's schools are being denied needed services because enrollment of underserved minorities in special classes is typically disproportionate. This disproportionality is a direct result of long-standing social inequities and the consequences of poverty. We are punishing the innocent for the sins of a society that has been unable to conquer these problems. A number of well-intentioned remedies have been attempted, but we need to take care that we do not, in the name of fairness, detract from the availability or effectiveness of the programs we have. An action agenda is proposed that may improve matters; but, in the meantime, the author urges that we not abandon rigorous efforts to serve academically advanced children, whatever their backgrounds.