A person's intelligence level positively influences his or her professional success. Gifted and highly intelligent individuals should therefore be successful in their careers. However, previous ...findings on the occupational situation of gifted adults are mainly known from popular scientific sources in the fields of coaching and self-help groups and confirm prevailing stereotypes that gifted people have difficulties at work. Reliable studies are scarce. This systematic literature review examines 40 studies with a total of 22 job-related variables. Results are shown in general for (a) the employment situation and more specific for the occupational aspects (b) career, (c) personality and behavior, (d) satisfaction, (e) organization, and (f) influence of giftedness on the profession. Moreover, possible differences between female and male gifted individuals and gifted and non-gifted individuals are analyzed. Based on these findings, implications for practice as well as further research are discussed.
Introduction
Understanding brain functioning and intellectual giftedness can be challenging and give rise to various misconceptions. Nonetheless, there seems to be a widespread fascination and ...appetite for these subjects among the lay public and diverse professionals. The present study is the first to investigate general knowledge about the brain, neuromyths and knowledge about giftedness in a highly multilingual and educated country.
Methods
Starting from and extending two seminal studies on neuromyths, several novel statements on intellectual giftedness have been included in order to explore knowledge and misconceptions concerning giftedness. Our sample (
N
= 200) was composed of Luxembourgish education professionals, including students in educational science and cognitive psychology, thus allowing to analyze responses in general and according to training and professional profiles. Specifically, Group 1 consisted of teachers and futures teachers (
n
= 152). Group 2 consisted of other education professionals and psychology students (
n
= 48).
Results
Despite the size and the unbalanced distribution of the sample, our findings indicate a good level of general knowledge about the brain and learning (71.3% of correct responses in average) which does, however, not preclude the presence of the typically observed original neuromyths. Thus, we replicate the classical finding that misconceptions on Learning Styles (70% of error rate) and the Multiple Intelligence Theory (71.5% of error rate) are the most represented, both in (future and in-service) teachers and other education professionals. Moreover, the present sample also revealed a high presence of misconceptions on intellectual giftedness.
Discussion
Limitations and future directions are discussed.
Artiklis anname ülevaate täiskasvanuandekuse tähendusest mitteformaalõppes. Eesmärk on välja selgitada mõiste sisu ja kirjeldada, kuidas toetatakse täiskasvanu annete arengut ning milliseid võimalusi ...mitteformaalõpe selleks pakub. Selleks analüüsisime täiskasvanuandekuse avaldumist 64 mitteformaalõppe praktiku kogemustes ja arusaamades, mis olid eelnevalt kogutud 17 fookusrühma intervjuuga. Andmestiku sekundaarses kvalitatiivses sisuanalüüsis selgus, et täiskasvanuandekusest räägitakse peamiselt mõiste kaudsete tähistajate kaudu, tõstes esile inimese isikuomadusi ja võimete elukestvat arengut. Mõiste unikaalseteks tunnusteks on teadlikkus oma andekusest, autonoomsus, professionaliseerumine, annete valdkondlik ülekanne ja enese vastutus ande arengu eest. Mitteformaalõpe on andeid toetav keskkond, kuna on olemuselt paindlik, arvestab muutuva maailma nõudmisi ja võimaldab personaalset lähenemist. Praktikute roll selles keskkonnas on olla märkaja, toetaja ja võimaluste looja.
Summary
K–12 gifted and talented programs have struggled with racial, ethnic, socioeconomic, native language, and disability inequity since their inception. This inequity has been well documented in public ...schools since at least the 1970s and has been stubbornly persistent despite receiving substantial attention at conferences, in scholarly journals, and in K–12 schools. The purpose of this article is to outline why such inequity exists and why common efforts to combat it have been unsuccessful. In the end, poorly designed identification systems combined with larger issues of societal inequality and systemic, institutionalized racism are the most likely culprits. I end the article with a hierarchy of actions that could be taken—from low-hanging fruit to major societal changes—in order to combat inequity in gifted education and move the field forward.
The present theoretical article aims to conduct a critical analysis and elaborate on the influence of educational and learning capitals on the education of gifted students in Palestine. The article ...commences by providing a comprehensive examination of the educational system in Palestine, offering an overview of the current state of gifted education in the country, along with its challenges and expenditures by both public and private educational institutions. The Education and Learning Capital Model (ELCM), based on the Systems Theory and the Actiotope Model of Giftedness was used as a framework to study and explain the current practices of gifted education in Palestine. Accordingly, the article provides a detailed discourse on the ten educational and learning capitals in the context of gifted education in Palestine. This is done by drawing upon relevant, evidence-based literature as a basis to identify the critical elements that contribute to the academic success of gifted students in Palestine. The article further highlights key insights into the cost of gifted education, including the resources required for implementing effective educational programs for gifted individuals. Additionally, the article emphasizes the significance of recognizing and defining giftedness in Palestine, along with teacher training for providing adequate support to these students. Finally, the article concludes by emphasizing the importance of efficient utilization of educational resources for gifted students to ensure their academic achievement and growth, while also addressing the challenges faced by the gifted education system in Palestine.
To ensure that the process of giftedness development runs smoothly, it is necessary to build adequate socio-emotional competencies related to the ability to use various social and emotional ...stimulation from the environment to achieve results that enable satisfactory and competent participation in groups, communities, and society to which individual belongs. The goal of this research was to examine whether and to what extent are socio-emotional competencies of parents and Kindergarten teachers are significant predictors of the perception of talents of preschool children. The sample consisted out of 100 participants from Zeničko-Dobojski kanton, 75 parents, and 25 educators. As instruments, we used: Questionnaire of general sociodemographic data (SD questionnaire), Giftedness Questionnaire (Von Krafft and Semke, 2008), and questionnaire of socioemotional competencies of educators (Jusufovic, unpublished paper). The results indicate that among all socio-emotional competencies of parents the only that is significant predictor is awareness of others for assessing the expression of one’s characteristics, for assessing the expression of talent and out of socio-demographic variables, the variable of age parents is significant, but only for assessing the expression of talents (older parents perceive less giftedness). Furthermore, in the case of educators, pure non-violent communication is important for socio-emotional competencies for the expression of one’s characteristics, then for the expression of talents significant factors are non-violent communication, awareness of others, emotion regulation, self-esteem, and the total score of socio-emotional competencies. Among socio-demographic characteristics, the important predictor is working experience for perceiving talents. In addition to this, there are statistically significant differences between parents and educators, in an expression of talent, and the results show that educators are better in the estimation of expression of talents.
Based on the Actiotope Model of Giftedness, this article introduces a learning-resource-oriented approach for gifted education. It provides a comprehensive categorization of learning resources, ...including five exogenous learning resources termed educational capital and five endogenous learning resources termed learning capital. Evidence from the literature is presented that supports the validity of each of the categories. Finally, 12 implications of a learning resource orientation for gifted education are discussed in relation to four areas: gifted education orientations, gifted identification, gifted education principles, and gifted learning resources management. (Orig.).
The authors present a historical perspective on giftedness, highlighting the impact of key research studies on practice, research, and policy. A comprehensive model is presented emphasizing that ...giftedness is domain specific and developmental and involves the cultivation of psychosocial as well as cognitive skills. Implications for counselors are discussed, specifically which psychosocial issues and skills should be the focus of counseling at each stage of talent development and what counselors can do to support the development of gifted students.
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