The introduction of remote learning during the coronavirus pandemic has changed the way of working with gifted students. The article presents the results of a survey conducted among parents of gifted ...students aged 10–15 years. The parents filled out an electronic questionnaire containing both open- and closed-ended questions. Data were collected on 1,477 gifted children. The aim of the research is to diagnose the opportunities, possibilities, and limitations of the development of gifted students aged 10–15 (grades 4–8, secondary education) under the distance learning during the pandemic. The subject of the study is an analysis of selected elements of educating gifted students during the pandemic. The results indicate that 36.8% of students had comfortable conditions for remote learning (their own computer and room and a good Internet connection). The students’ involvement in learning and independence were differentiated by their ability. The girls were significantly more involved than the boys and were statistically significantly more independent. The students’ involvement correlated positively with their independence. The main themes of the parents’ statements regarding the possibilities and advantages of remote education were saving time, developing and strengthening academic competences, developing existing or acquiring new skills, maintaining children’s safety and using IT tools during online learning. The students mainly developed their interests and abilities on their own, often with the support of the family, using the media or referring to online resources. No systemic support for gifted students was indicated.
This study identified and discussed principals' perceptions of acceleration and enrichment for gifted students. These areas have proven significant for the teaching of the gifted. The research ...questions included questions about perceptions of giftedness and how principals organize to allow gifted students to develop and learn based on their conditions and needs. The empirical material consisted of open questions where the informants freely could describe their knowledge and perceptions about gifted students and their education. The principals' mission statement formed the theoretical basis for analysis. The method used was content analysis. Previous research has shown that acceleration and enrichment are significant for teaching and learning for gifted students. It is therefore of importance that principals, responsible for the activities of the schools they are responsible for, are aware of these and enable the teachers to work with acceleration and enrichment based on the different needs of the gifted students. The results showed that the principals in the study believed that (a) acceleration should primarily take place in the gifted students' age-appropriate class, (b) second by studying subjects or courses with higher classes, (c) third, that the teachers enable enrichment for gifted students in their age-appropriate class, (d) fourth, grade skipping is complicated and should be avoided. Keywords: acceleration, differentiation, enrichment, gifted students, inclusion, principals
Self-efficacy is a major motivational factor that explains the effectiveness of people's functioning alongside cognitive and personality characteristics. However, our knowledge regarding ...self-efficacy among gifted students is underdeveloped. Therefore, in this meta-analysis, we examined the difference in self-efficacy between gifted and non-gifted students. In total, 25 studies (m = 70; N = 42,736) were analyzed using a three-level meta-analytical approach. The unconditional model revealed the overall mean effect size was g = 0.54, SE = 0.107, 95 % CI 0.326, 0.747, p < .001, which indicates that gifted students had moderately higher self-efficacy than their non-gifted peers. However, we observed symptoms of publication bias and small-study effects. After correcting for these effects, the mean effect size was estimated as g = 0.26, SE = 0.109, 95 % CI 0.047, 0.476, p = .032, thus indicating a small to moderate difference between the groups. Moderator analyses showed that the self-efficacy domains (academic and socio-emotional), sex, and age moderated the overall effect size obtained, while culture (East vs. West) and the general, mathematical, and verbal self-efficacy domains did not significantly differentiate the obtained effects. These findings support an argument against exaggerations of differences between gifted students and their non-gifted peers.
•A meta-analysis clarifying self-efficacy in gifted versus nongifted students•Analyzes variations in effect size by culture, sex, age, and self-efficacy domain•Gifted students had moderately higher self-efficacy than nongifted students.•Sex, age, and self-efficacy domains were significant moderators in the current study.
O presente artigo deriva de uma pesquisa qualitativa de cunho propositivo que busca levantar questões relacionadas à diferenciação e os atendimentos voltados para estudantes com Altas Habilidades ou ...Superdotação, à luz da educação matemática crítica. Para tal, é necessário compreender a definição, características, dificuldades e necessidades educacionais dos educandos com altas habilidades. Dentre estas necessidades estão o estímulo intelectual, o contato com pares, menos tempo em espera e desafios à altura de seu nível cognitivo, fatores que implicam na premência da provisão de atendimento. A educação matemática tem grande impacto no resultado desse atendimento, pois participa da efetivação de ações de enriquecimento, aceleração e diferenciação que são direcionadas para os alunos superdotados. Nesse contexto, a partir dos conceitos de ‘empowerment’ e ‘disempowerment’ descritos por Skovsmose, discute-se o processo de diferenciação para compreender se ele implica no desempoderamento de certas comunidades, em especial de alunos não superdotados. Sendo a diferenciação um processo necessário para atender as necessidades dos educandos com Altas Habilidades, ela não pode ser rapidamente descartada como sendo discriminação por habilidades. Há, entretanto, atitudes e aspectos desse processo que são capazes de levar a formas de discriminação. Esta reflexão é necessária para compreender a interseccionalidade entre a educação de superdotados e a educação matemática crítica e fundamentar o trabalho dos educadores matemáticos, avançando a Educação Inclusiva e Especial.
Two second-order meta-analyses synthesized approximately 100 years of research on the effects of ability grouping and acceleration on K-12 students' academic achievement. Outcomes of 13 ability ...grouping meta-analyses showed that students benefitedfrom within-class grouping (0.19≤g≤0.30), cross-grade subject grouping (g = 0.26), and special grouping for the gifted (g = 0.3 7), but did not benefitfrom between-class grouping (0.04≤g≤0.06); the effects did not vary for high-, medium-, and low-ability students. Three acceleration meta-analyses showed that accelerated students significantly outperformed their nonaccelerated same-age peers (g = 0.70) but did not differ significantly from nonaccelerated older peers (g = 0.09). Three other meta-analyses that aggregated outcomes across specific forms of acceleration found that acceleration appeared to have a positive, moderate, and statistically significant impact on students' academic achievement (g = 0.42).
Student giftedness is a complex, developmentally dynamic and contextual phenomenon that teachers confront every day. In the classroom, teachers often meet students who have exceptional potential or ...achieve very high learning goals. The aim of this study is to illustrate the evaluation of inquiry-based learning activities in a specific context (Diversity in Science towards Social Inclusion learning modules) implemented in a non-formal educational setting for gifted students in relation to their level of individual interest and their autonomous and controlled motivation, comparing different groups of students. We investigate how these activities affect the students’ attitudes towards inquiry-based learning, their situational interest and their interest in science careers. A total of 264 Slovenian lower secondary school students participated in the study. The students participated in non-adapted and adapted activities based on the inquiry-based learning approach. The data were collected using pre- and post-activity questionnaires. Participation in the study, which took place in the period between the 2021/22 and the 2022/23 school years, was voluntary. The data was collected anonymously and used for research purposes only. The results show several statistically significant differences in how students’ level of individual interest, autonomous motivation and controlled motivation for learning chemistry affects their attitudes towards inquiry-based learning, their situational interest in Diversity in Science towards Social Inclusion activities and their interest in science careers. For the gifted and non-gifted students who participated in “Forensics Science” lab activities before and after the adaptations to the modules, the results related to their attitudes towards inquiry-based learning and situational interest are also reported. Thus, the results of the study provide useful insights for researchers in the field of chemistry education as well as for chemistry teachers in lower and upper secondary schools. The presented study is a good example of best practices that chemistry teachers can apply in teaching chemistry, thus enabling all students, not only the gifted ones, to learn chemistry using the inquiry-based learning approach.
This research delves into the distinctive challenges faced by educators of gifted students in Jordan, specifically focusing on the intricacies of delivering compelling lectures that foster academic ...excellence. To tackle this challenge, the study explores the potential of integrating game elements into the educational framework, with a particular emphasis on harnessing the popular platform Kahoot! to enhance engagement and academic achievement among gifted students. The primary goal is to evaluate the effectiveness and enjoyment of Kahoot! as a learning approach for gifted students in Jordan. Employing a quantitative methodology, the research analyzes data from 112 gifted students actively involved in using Kahoot! as an integral part of their learning experience. The investigation aims to scrutinize Kahoot!'s impact on the academic achievements of gifted students while assessing the potential benefits associated with integrating gamification elements into pedagogical strategies. The findings significantly contribute to determining the suitability of Kahoot! as a teaching strategy that incorporates gamification elements, especially in enhancing the academic accomplishments of gifted students in Jordan. Furthermore, the study explores innovative solutions to engage gifted students by infusing gaming elements into the instructional process, providing valuable insights for broader applications of gamification techniques to enhance engagement, motivation, and knowledge retention among gifted students within the Jordanian educational landscape.
The study aimed to disclose the guidance needs of gifted students at Ajloun Governorate in light of some demographic variables (gender, grade, educational level of the parents, and economic level of ...the family). To achieve the purposes of this study, the researchers used the counseling needs scale, based on the theoretical framework of the foundations of counseling and psychological guidance, that was built by Mann and Araba Asaad (2009), and the researchers developed it to suit the study sample, and high validity and reliability indicators were found for this scale. The sample consisted of (127) gifted students, and they were selected in a randomly stratified manner from the upper and secondary basic grades. The data was analyzed through Finding arithmetic means, standard deviations, finding the value of (t), and one-way analysis of variance. The results of the study showed that the level of guidance needs among gifted students Of school students was medium. It was also shown that there were statistically significant differences at the level of significance (α≤ 0.05) in the scores of guidance needs among gifted students according to the gender variable and in favor of females. There were also statistically significant differences at the level of significance (α≤ 0.05) at the degrees of Guidance needs among gifted students for the grade variable in favor of the highest grade, it was also shown that there aren't any statistically significant differences in the degrees of guidance needs among gifted students for the educational level variable of the parents and the economic level variable of the family. The results were also discussed in light of theoretical literature and previous studies, and some recommendations were suggested based on the results of the study.
