In this study, we aimed to analyze Irish educators' differentiation practices and their relationship to teachers' sense of efficacy. We examined teachers' (N = 470) reports of their curriculum ...modification practices and their provision of challenge or choice. When their students had mastered the required class work, more than half of teachers were willing to substitute assignments on a weekly or daily basis for both their average and gifted students. However, the frequency of differentiation was not high in practices that eliminate mastered curricular material or allow students to work at their own pace, which would allow gifted students to work at their ability level. More than 40% of teachers reported practicing these forms of differentiated instruction once a month or less frequently. Fifteen percent of teachers reported never engaging in these effective differentiation practices. Differentiation practice was positively correlated with teachers’ sense of efficacy, particularly for instructional strategies.
•The mathematical creativity was investigated through problem posing.•The structured model of Stoyanova (1997) was used as theoretical framework.•The instruction included activities related to all of ...the problem posing categories of structured, semi-structured and free.•Problem posing based instruction significantly improved mathematical creativity of the gifted students.
The aim of this research was to foster the skills of problem posing and mathematical creativity of the gifted student having difficulties with posing problems. The participants consisted of six 7th grade students. With this purpose, a 30-h action plan consisting of 18 problem posing activities based on the model of Stoyanova (1997) was prepared. The Problem Posing Test was used as the pre-test and post-test to measure the skills of problem posing and mathematical creativity. At the first step of data analysis, posed problems was analyzed by the Problem Posing Assessment Rubric in order to calculate the pre-test and post-test problem posing scores. Then the problems were analyzed based on two components of creativity, fluency and flexibility, and the composite creativity scores were calculated. The findings showed that the gifted students had significantly higher post-test scores on both measures. Therefore, it can be said that the action plan improved the problem posing and mathematical creativity skills of the gifted students.
Divergent thinking (DT) tests are sometimes used to select students for gifted programs. Studies on these tests, mostly conducted on non-gifted students, suggest that performance is influenced by the ...type of instruction given (standard vs. hybrid “be fluent AND original”) and time-on-task. The current study aimed to examine the effect of instructions and time-on-task on divergent thinking performance in gifted and non-gifted students in a 2 gifted versus non-gifted × 2 standard versus hybrid instructions design. The results showed that gifted students outperformed non-gifted students in fluency, while no significant difference was found between the two groups in originality. Creativity instructions improved both originality and fluency scores in verbal but not figural tests. As for time-on-task, gifted students took more time when completing DT tests as well as when they were given explicit instructions to “be creative.” Implications for gifted identification are discussed.
In the last decade, the Achievement Orientation Model (AOM) of Siegle and McCoach has often been used to quantitatively explore different pathways for academic achievement among intellectually gifted ...students in educational settings, mostly in secondary education. To study the dynamics of the different components in the AOM, we further examined the inhibiting and facilitating factors associated with academic achievement as experienced by well-performing and underperforming gifted students. Because the transition from elementary to secondary education is a crucial phase for intellectually gifted students, we selected students from the 7th and 8th grade, using purposive sampling. Six gifted students, three well-performing and three underperforming, from two different high schools participated in in-depth interviews. By capturing the lived experiences of six intellectually gifted students in this study, we were able to get more insight into the complex processes that relate to students' (dis)engagement and (under)achievement in school. The findings underline the value of the AOM and stress the importance of taking learner perceptions into account.
The present study aimed to investigate the relationship between parental psychological control and imposter syndrome through the mediation of academic procrastination in gifted students of Karaj city ...in 2019. The research design was causal-correlational and had a field type. The statistical population included 300 girl students of gifted high schools in Karaj city and 169 of which were selected as the sample of the study based on stratified random sampling and using Morgan’s sample size table. The research instruments included the Academic Procrastination Scale, the Clance Impostor Phenomenon Scale (CIPS), and Parental Psychological Control Scale. Data were analyzed by descriptive, inferential statistics, and structural equation modeling (SEM). The results showed a significant positive relationship between dependency-oriented psychological control (DPC) and imposter syndrome in gifted students (P= 0.0001); however, there was no significant relationship between achievement-oriented psychological control (APC) and imposter syndrome. A significant positive relationship was found between academic procrastination and imposter syndrome (P= 0.0001); however, there was no significant relationship between DPC and academic procrastination. Academic procrastination significantly mediated the relationship between APC and imposter syndrome (P= 0.0001); however, it had no significant effect on the relationship between DPC and imposter syndrome. The results indicated that parental psychological control and imposter syndrome significantly affects academic procrastination in gifted students.
•The flipped classroom model increases the academic achievement of gifted students.•The flipped classroom model increases the self-regulation skills of gifted students.•The flipped classroom model is ...flexible in terms of content and time and ensures that students come to class prepared.•The flipped classroom model is suitable for use in science education of gifted students.
This research examines the effect of the flipped classroom model on gifted students’ achievement and self-regulation skills using the embedded design, a mixed research method. For this aim, the research has been carried out with 70 gifted students (35 in the experimental group and 35 in the control group) studying in the Recognizing Individual Skills 1 program at a Science and Art Center. A 6-week implementation has been carried out taking into account the lesson plans developed by the flipped classroom model for the experimental group and the existing Recognizing Individual Skills Program 1 curriculum for the control group. MANOVA has been used to analyze the quantitative data, inductive content analysis was used to analyze the qualitative data. A statistically significant difference has been found between the experimental and control groups in favor of the experimental group in terms of academic achievement and self-regulation skill scores during the quantitative data analysis. However, while we were able to generalize to the accessible population the results found in terms of academic achievement, we could not generalize the results to the population in terms of self-regulation. As a result of the qualitative data analysis, students stated the model to be effective for learning and flexible in terms of content and time, to assure that they come prepared for the course, and to increase their self-regulation skills. In this context, the flipped classroom model is recommended for use in the subject of science for gifted students
Motivation is important for harnessing abilities and competencies, even if students are naturally or potentially gifted. This study used design thinking pedagogy as an innovative approach to motivate ...students holistically to learn and attend school. Design thinking is an approach to acquire and apply knowledge in a real situation that involves five stages: empathy, define, ideate, prototype, and test. The study was a quantitative quasi-experimental study with a one-group design and pre and post-tests. The study evaluated intrinsic and four extrinsic motivation categories – integrated, identified, introjected, and external regulation – to evaluate gifted students’ motivation to do coursework, and used a motivation scale to gauge their willingness to attend school, and an attitude questionnaire to determine students’ satisfaction with and engagement in the design thinking class. The experimental group consisted of 77 randomly selected gifted students at the King Abdullah II School for Excellence. After engaging in the design thinking class, the gifted students’ scores on all motivation categories were higher in the post-test than they had been in the pre-test. However, gifted students’ motivation levels were not associated with their gender, grades, and SAT scores. Thus, the design thinking approach is a promising approach for educating gifted students; students found it satisfying and they exhibited high levels of engagement behavior. The study results recommend that a design thinking approach is worth pursuing to increase gifted students’ motivation. The researchers recommend considering both gifted and non-gifted students in future studies involving the design thinking approach.
Mathematics camps: A gift for gifted students? Fenoll, Ainoa Aparicio; Moscarola, Flavia Coda; Zaccagni, Sarah
Journal of economic behavior & organization,
11/2021, Letnik:
191
Journal Article
Recenzirano
Odprti dostop
•We implement an RCT to estimate the short-run impact of mathematics camps for gifted students.•We test the effects of mathematics camps on problem-solving skills, personality traits, and career ...intentions.•Mathematics camps enhance problem-solving skills, especially in questions that require logic.•Mathematics camps improve personality traits and make students more willing to go to university.
We evaluate the short-run impact of a mathematics camp for gifted high school students. During the camp, studets work in teams, trying to solve advanced mathematical problems with the help of manipulatives. We randomize participation in the camp and test the effects of such participation on problem-solving skills, personality traits, and career intentions. Results show that participants improve their problem-solving skills, especially in questions that require the use of logic. We also find positive effects on students’ personality traits: students declare to be less neurotic and more extroverted. Gifted students with relatively lower school math scores benefit more from the program. Finally, participating in the mathematics camp makes students more willing to go to university.
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