gifted children assessments
189470882
Modern Tendencies Of Psychological And Pedagogical Support Of Gifted Children
The modern life of our society specifies new approaches to teaching and educating students. In recent years in Russia there has been developed and implemented the whole number of approaches, various innovative forms of work with gifted children. Among the problems to be solved is the formation of an integral system of systematic, purposeful interaction of educational institutions of different levels, partner organizations to support gifted children in the field of scientific and research creative activity. The article is aimed at analyzing modern trends in the formation of a system of psychological and pedagogical support for gifted children engaged in research activities in the 'school higher education institution' interaction in the region based on materials of the Chuvash State University, the Chuvash Republic. The ongoing work is aimed at developing effective methods of psychological and pedagogical support for such children, finding out and diagnosing, enhancing scientific, intellectual and creative potential of the individual, establishing a system of scientific associations for schoolchildren at a higher educational institution. The work of the university on the active involvement of schoolchildren in the scientific and educational activities conducted by the university, aimed at identifying and psychological and pedagogical support of gifted schoolchildren, is highlighted. The presented analysis of the experience of implementing the psychological and pedagogical support of research activities of gifted children in the 'school university' interaction system in the conditions of a regional university may be of interest for the further elaboration of continuing education and support of gifted children. (c) 2018 Published by Future Academy www.FutureAcademy.org.UK
A Alexandrov
44070322
Short Forms of Wechsler Scales Assessing the Intellectually Gifted Children Using Simulation Data
Intellectual giftedness is usually defined in terms of having a very high Intellectual Quotient (IQ) The intellectual capacity is assessed by a standardized test such as the Wechsler Intelligence Scale for Children (WISC) However, the identification of intellectually gifted children (IGC) often remains time consuming. A short form WISC can be used as a screening instrument. The practitioners and researchers in this field can then make a more in depth evaluation of the IGC's cognitive and socioemotional characteristics if needed. The aim of our study is thus to determine the best short tests, in terms of their psychometric qualities, for the identification of IGC. The current study is composed of three step analyses. Firstly, we created nine IQs short forms (IQSF) with 2 subtests, and nine IQSF with 4 subtests from the WISC IV (Wechsler, 2005) Secondly, we estimated psychometric parameters (i.e. reliability and validity) from empirical and simulated dataset with WISC IV. The difference in the estimation of psychometric qualities of each IQSF from the simulated data is very close to those derived from empirical data. We thus selected the three best IQSF based on these psychometrics parameters estimated from simulated datasets. For each selected short form of the WISC IV, we estimated the screening quality in our sample of IGC. Thirdly, we created IQSF with 2 and 4 subtests from the WISC V (Wechsler, 2016) with simulated dataset. We then highlighted the three best short forms of WISC V based on the estimated psychometric parameters. The results are interpreted in terms of validity, reliability and screening quality of IGC. In spite of the important changes in the WISC V, our findings show that the 2 subtest form, Similitaries Matrix Reasoning, and 4 subtest form, Similitaries Vocabulary Matrix Reasoning Block Design, are the most efficient to identify the IGC at the two recent versions of Wechsler scales. Finally, we discuss the advantages and drawbacks of a brief assessment of intellectual aptitudes for the identification of the IGC.
Front. Psychol.
Alexandre Aubry Beatrice Bourdin
196121099
Irrational Beliefs of Gifted Children's Parents in Turkey
This study examined the irrational beliefs of parents of gifted children. Ninety nine parents of gifted children in Turkey participated in the study. Parent Irrational Beliefs Scale was used as a data collection tool. Mann Whitney's U and Kruskal Wallis Tests were used to compare the scores. Results revealed that parents who had no training about giftedness had scored higher on parent irrational beliefs than did trained parents. In addition to training, education levels of parents had a significant effect on parent irrational beliefs. With regard to the gender of their gifted children, there were no significant differences in parent irrational beliefs scores. Parents' explanation of their difficulties with their gifted children were related to irrational beliefs.
Uzeyir Ogurlu Suleyman Kahraman
131764818
Gifted Children Metaphor From The Perspective Of Teachers And Parents
Metaphors help understand how the meanings investigated are perceived (Cerit, 2008; Rizvanoglu, 2007) As may be seen from these statements, metaphors may be regarded as an important tool for identifying the perceptions of teachers and parents of the gifted children. Therefore, this study aims to explore the perceptions of teachers and parents of the gifted children by way of metaphors. The research participants were selected on voluntary basis from among the parents and teachers of primary and middle school students in Istanbul between the 2016 2017 academic year who are identified as gifted. A total of 150 parents and 50 teachers were included in the study group. Screening model was used in the present study entitled, "Gifted Children Metaphor from the Perspective of Teachers and Parents." Data was collected by qualitative research method. The relevant information on the subject was collected using the interview technique. Teachers and parents were administered a semi structured interview form. Both parents and teachers were asked the fill the form that includes the statement, "a gifted child is like because " Data was analyzed using the content analysis technique. The views expressed by the parents and teachers during the interviews were read and coded accordingly, and thereafter, themes were created according to the inter related codes.
Hatice Kadioglu Ates
187671477
The identification of gifted children in Australia: The importance of policy
Historically, Australia has lacked a consistent approach to identifying gifted children, not just between States and Territories, but between the districts within them and from one school to the next. A consistent approach requires a common definition of giftedness and well defined identification policies and procedures. This article summarises the policies espoused and practices recommended by the public education authorities (Departments of Education) in the identification of gifted children in the six States and two mainland Territories that comprise Australia. The analysis included the review of publically available policies and guidelines accessible through government departmental web sites and correspondence with State and regional curriculum or gifted education coordinators, where they existed, to ensure accuracy of representation. Recommendations include being more prescriptive in the instruments, methods and procedures which are mandated for use and including the procedures by which schools, principals and teachers will be held accountable for implementing gifted policies as a part of the policies themselves.
Eileen Slater
149290386
Changes over time and transfer of analogy problem solving of gifted and non gifted children in a dynamic testing setting
Abstract This study examined differences in transfer of analogical reasoning after analogy problem solving between 40 gifted and 95 average ability children (aged 9 10 years old) utilising dynamic testing principles. This approach was used in order to examine potential differences between gifted and average ability children in relation to progression after training, and with regard to the question whether training children in analogy problem solving elicits transfer of analogical reasoning skills to an analogy construction task. Children were allocated to one of two experimental conditions: either children received unguided practice in analogy problem solving, or they were provided with this in addition to training incorporating graduated prompting techniques. The results showed that gifted and average ability children who were trained made more progress in analogy problem solving than their peers who received unguided practice experiences only. Gifted and average ability children were found to show similar progression in analogy problem solving, and gifted children did not appear to have an advantage in the analogy construction transfer task. The dynamic training seemed to bring about no additional improvement on the transfer task over that of unguided practice experiences only.
Bart Vogelaar Wilma C M Resing
149267229
The Interest Issues of Gifted Children
Gifted and talented children show differences in many respects compared to normal developing children. It is expected that these differences may also arise in daily life of all these children. In this research, it is aimed to investigate that whether the responses of three wishes questions of the gifted and talented and normal developing children differ or not. The sample of the study consisted of 54 gifted, 28 talented, and 46 normal developing children. Quantitative and qualitative research methods have been used together in the research. The main research question was as follows: "What would you wish if you had three wishes" Received responses were coded and analyzed by chi square test according to the response types of children with gifted, talented, and normal developing children. As a result of the research, it was determined that the answers given by the gifted, talented, and normal developing children to the three right wishes differed.
Ahmet Bildiren
117231874
Study of the meta subject competencies cluster of teachers working with gifted children
The relevance of the studied problem is based on the insufficient information on the professional development of teachers working with gifted children and youth. It also comes from the low level of their meta subject competencies formedness, which reduces the efficiency of their work. The purpose of this article is to substantiate and describe the cluster of meta subject competencies of teachers working with gifted children, the research method for this cluster and the revealed deficiencies in its formation. The key approaches to studying this problem are competency based and meta subject. The main research method is a specially developed computer competence oriented test containing a system of tasks aimed at identifying and assessing the range of working knowledge (experience, actions) and skills to apply competence in practice The study was conducted in a group of additional education teachers with a university degree who worked with gifted children (average age 35 years) The main results of the research are: The substantiation of the cluster of meta subject competencies of teachers working with gifted children and youth; comparative analysis of the formedness levels for different groups of meta subject competencies; competence oriented test; description of main deficiencies of the meta0subject competencies formedness; measures on eliminating these deficiencies. The paper may be used in conducting the research on revealing the deficiencies in the formation of meta subject competencies of teachers working with gifted children, as well as and the development of these competencies in the teaching process or improving the teacher's qualification in universities and institutions of additional professional education. Keywords: gifted children, teachers working with gifted children, teacher's professional competencies, teacher's meta subject competencies, cluster of professional competencies, teacher's professional competencies assessment tools, competence oriented test, case study, test assignment, formedness level of meta subject competencies, deficiencies in the formation of competencies, development of meta subject competencies
Nina P Ansimova Angelina V Zolotareva N A Mukhamed'yarova Anna L Pikina N G Tikhomirova
149797906
Standardizing the Cognitive Abilities Screening Test (CogAt 7) for Identifying Gifted and Talented Children in Kindergarten and Elementary Schools in Jordan
This study aimed to standardize the Cognitive Abilities Screening Test (CogAT) Form Seven for identifying gifted and talented children ages five eight years in Jordan. A sample of 280 students was randomly chosen from public and private elementary schools and kindergartens in the city of Amman, the capital city of Jordan, and used teachers' nomination for gifted students. The results indicated significant and high reliability correlations for the total score of the two time administration (r .927) and highly significant internal consistency reliability correlations where Alpha coefficients were .941 for the subtest scores and .962 for the total score and split half reliability was .904 for the subtest scores and .927 for the total score. Furthermore, the content validity results demonstrated unanimous agreement among reviewers (6 experts and 10 teachers) about the translation match of the original test, suitability to Jordanian culture, and extracting and interpreting the results. One the other hand, the criterion validity results showed that there were no significant correlations (r .434) between the Arabic version of CogAT Screening Test results and teachers' nomination of gifted students.
Ali M Alodat Marshall Zumberg
53324602
A Double Label: Learning Disabilities and Emotional Problems among Gifted Children
Many gifted children are "double labeled" namely in addition of being gifted they are also learning disabled and/or suffer from emotional, social or behavioral problems. This article will present the difficulties gifted children with a double label have to deal with, especially the difficulties in the educational system. Because of the double label the educational team faces a double challenge, in most cases without being equipped with the required knowledge or the support they need. This article will describe three case studies; techniques for intervention with such children and their families will be suggested.
Hanna David