Due to the effects of a worldwide outbreak of COVID-19, as in many countries, students in Turkey started to have online education since March 2020. Factors such as their motivation and need for ...learning, and higher cognitive arousal would make it more difficult for gifted students to become away from schools. In this context, this research aimed to examine the experiences of gifted students during the online education process from their parents’ viewpoint. The data, obtained from 15 parents via telephone interviews, were analyzed by descriptive interpretive approach, one of the qualitative research methods. The validity and reliability of the data were ensured. According to the results, seven categories emerged: reflections on education, advantages, disadvantages, psychological impacts, solutions, observed emotions, and suggestions. The results were discussed in terms of gifted students’ characteristics, previous online education practices, and suggestions for future use of online education for gifted children after the pandemic period.
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.
Home education is a legal educational option in Australia that continues to rise in popularity. This paper summarises the demographics and influences upon the decision to home educate of 385 home ...education families from Australia, representing 676 children who were home educated at the time of questionnaire completion. The research suggests female caregivers with higher levels of educational achievement than the general population predominantly coordinate home education. Some families eschewed mainstream education for philosophical reasons whilst others home educated due to perceived necessity. However, characteristic of both groups was the belief that the current education system was unable to provide a learning environment that would meet the educational and psychosocial needs of their children. This was not specific to a particular population of students but included those who were gifted children, or those who had a mental health or neurodevelopmental disorder such as autism spectrum disorder, attention-deficit/hyperactivity disorder (ADHD), learning disabilities, intellectual disability and/or impairment in vision and hearing. This has clear implications for policy and resourcing, including in-service teacher training. It also raises questions in relation to the provision of funding for families who home educate their children.
Modern technologies in working with gifted students Rudenko, Irina V.; Bystrova, Natalia V.; Smirnova, Zhanna V. ...
Journal of Educational Psychology - Propositos y Representaciones,
2021, Volume:
9, Issue:
SPE1
Journal Article
Peer reviewed
Open access
They are a special resource that forms the basis of the country's competitiveness and potential, which is updated as socially significant in the context of the analysis of fundamental documents in ...the field of education. Educational technologies allow not only to have a purposeful educational impact on students but also to create a variable, enriched, individualized educational environment that promotes the development of independence and self-learning ability.
This qualitative study used in-depth interviews to investigate how gifted Finnish upper-secondary-school physics students (N = 24) actualize their physics talent in their career choices. The data ...were analyzed using inductive content analysis. Half of the students had their primary career choice in natural sciences and engineering (NS&E). The study further identified students’ perspectives related to their career decision-making, including the reasons for their career choices, perceived quantity and quality of career information in physics and related domains, and the sources of such information. Moreover, students’ perspectives on the different ways of actualizing physics talent were explored. The analysis revealed gender differences in students’ career choices as well as a strong overall need for more career information in physics-related fields. The findings can be used by policymakers, school counselors, and teachers to identify the factors that contribute to the career decision-making processes of gifted physics-oriented students.
Sustainable education promotes certain values such as: equity, respect, tolerance and inclusion, ideals that develop through social interactions. Our study investigated socialization in gifted ...children, after the covid-19 pandemic, to understand if some values of sustainable education are transmitted and if the presence or lack of such values can affect school and social inclusion. If before the pandemic the socialization of gifted children was compromised mainly due to their asynchronous development (Columbus group, 1991; Cross, 2015;), during the pandemic socialization was penalized by isolation, the decrease in interactions and the conflict experienced in the family (Aboud, 2021; Türksoy & Karabulut, 2020). In our small study, we created an online questionnaire based on some items from the ICF-CY (2007), that it was compiled by 21 parents of gifted children. The results show that gifted children, after the pandemic, struggle to express emotions; furthermore, there would be a renewed tendency towards isolation during conflict management; constant derision by peers for the special interests of the gifted. Values such as respect, acceptance of the unexpected and self-awareness of excesses would be in line with sustainable education. The implications for teaching are discussed in the article.
Counselors can be pivotal in helping families to understand the identification of twice‐exceptionality and related implications, including developing successful interventions for the school years and ...beyond. There are many potential counseling concerns, including bullying and peer interactions, social and emotional development, career guidance, college transition planning, and functioning in adulthood. Learning how to work with twice‐exceptional clients regarding these concerns needs to begin during training and progress throughout one's career. Recommendations for best practice are provided.
Despite the increased interest in research impact, there is very little empirical evidence that educational research can inform practice directly, and furthermore, a body of literature which suggests ...that this is, in principle, impossible. This paper reports on a study in which secondary school teachers were given research findings about teaching gifted and talented students, and were supported, over a 12-month period, to incorporate findings into action research projects of their own devising. A theoretical framework from the research literature was used to investigate the process by which knowledge generated from research, was transformed into teachers' pedagogical knowledge, thereby influencing the curriculum, pedagogy and provision for these students. Evidence suggests that teachers transformed propositional knowledge into practical knowledge by developing their conceptual understandings; they transformed abstract, impersonal knowledge into context-specific, personal knowledge by using cases from their previous experiences, and they transformed narrowly focused knowledge into broadly focused knowledge by imaginatively diffusing it into areas beyond those in the original research. Implications for research and practice are discussed.
This study examined the impact of the COVID‐19‐induced school lockdown on need satisfaction, well‐being and motivation in both gifted and non‐gifted primary school students in the Netherlands. A ...total of 312 parents (122 from gifted children) participated. The lockdown had mainly negative effects on students' need satisfaction, well‐being and motivation. However, the impact of the lockdown was less negative for gifted students. There was also a levelling effect: Before the lockdown, gifted students had lower need satisfaction, well‐being and motivation than their non‐gifted peers, but these differences decreased during the lockdown due to (stronger) declines in the non‐gifted. Changes in non‐gifted students' well‐being and motivation, because of the lockdown, were negatively mediated by autonomy and relatedness with classmates. Among the gifted, this was positively mediated by competence. Only before the lockdown, the effects of giftedness on well‐being and motivation were mediated by autonomy and relatedness satisfaction.
Despite the likely relevance of socio-cultural context, very few studies have examined the influence of cultural values on teachers' perceptions of gifted students' leadership development. This study ...chose three nations representing collectivistic to individualistic contexts and compared how 478 teachers from these countries (South Korea = 176, 36.8%, Australia = 169, 35.4%, U.S. = 133, 27.8%) differed in their beliefs about the prevalence and development of gifted students' leadership talent. Differences were found between the individualistic (Australia and the U.S.) and collectivistic (South Korea) settings in their beliefs regarding which students have leadership potential; their judgments about effective leadership styles and leader qualities; their perceptions of gifted students' qualifications as future leaders; and their preferred criteria for recommending students for a leadership education program. Although unable to identify causal relationships, this study nevertheless cautiously suggests that leadership and leaders are intertwined with culturally mediated values and practices. Future studies should continue examining these differences in cross-cultural comparative contexts.
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