Su búsqueda

Gifted education is gaining popularity in non-western contexts such as Arab countries, including the United Arab Emirates (UAE) due to its potential to drive innovation and national development. However, globally, there are lapses in the current efforts towards the implementation of gifted education. This has culminated in discussions on effective ways to reform education systems for effective implementation of gifted education. The current paper generally focuses on the theoretical framework of the special issue about ‘Gifted Education in Arab Countries: Analyses from a Learning-Resource Perspective’ with a brief reference to the context of the UAE as an example of the participating countries. The framework developed by Zieger and his colleagues on the basis of the Actiotope concept, has been widely accepted as a useful model to guide gifted education in various contexts. The current paper presented the Actiotope model; developing a conceptual lens which could be used by policymakers who are in the process of reforming their education systems. At the heart of the Actiotope model is achievement of excellence which is considered as an interrelationship between individual, environment, and action. The study operationalized each of the tenets of the Actiotope model. Lastly, the study concluded with practical suggestions for integration of the tenets of the Actiotope model in the education system in Arab countries.

Every child has a talent that is ready to be developed. However, not all parents know how to identify and develop it. Purpose of the study is to explore and analyze the experiences of parents in developing interest and talent of children. In order to obtain factual data on parenting, a qualitative method was used. Data collection was carried out by in-depth interviews and open to seven parents of talented children. The data obtained were analyzed in five stages, namely transcribing the results of interviews, taking inventory of important statements, classifying meanings, describing and constructing the essence of the subject's experience, and making research reports. There were three main findings of this research, namely: i) parents in nurturing for talented children have the characteristics of an authoritative style, where demands and responses were carried out in a balanced manner, ii) the development of children's interest and talent was carried out by parents by guiding and training independently, taking lessons, and various competitions, and iii) limited time and energy were the main obstacles for parents in nurturing and developing children's interest and talent.

The Oxford International Handbook of Creativity and Education brings together cutting-edge scholarship about the global trends and future directions of creativity in education. Diverse models and frameworks capture the state of the field with a focus on cognitive, social, and cultural areas of creativity in education. Barriers and supports to creativity are examined in educational policy, assessment, curriculum, classroom environments, and school contexts. This handbook is designed to propagate new research and applications in the field by helping students, researchers and program evaluators understand and apply these models of creativity to how students, teachers and leaders enact creativity in learning, teaching, and leading. The handbook will inspire new work to advance the study and practice of creativity in education. Section I provides an overview of creativity frameworks, models, and pedagogies of education to anchor the handbook. Research on creativity in students, teachers, and schools are discussed in Section II. Culture and communities of creativity are explored in depth in Section III. Section IV covers creativity in academic disciplines like art, music, math, science, and engineering. Lastly, Section V provides thought-provoking chapters on researching education.

Artificial intelligence (AI) has the potential to revolutionize education by promoting personalized learning experiences and enhancing educators’ efficiency. Generative AI tools like ChatGPT are increasingly used by K-12 teachers for lesson planning, differentiated instruction, and automated feedback. This article examines how ChatGPT, in alignment with the National Association for Gifted Children (NAGC) standards, can be used to address the unique cognitive and affective needs of secondary gifted learners. Case studies provide examples of how to use ChatGPT to facilitate differentiation, personalized learning, support independent research, and provide virtual mentorship. The importance of prompt engineering is emphasized and encouragement of critical thinking skills when using AI tools. By integrating human expertise with AI capabilities, educators can enhance the mentorship experience, foster reflective learning, and cultivate future-ready leaders.

Arts-intensive high schools offer a unique learning environment for artistically gifted students, but relatively little is known about the long-term impacts of attending these schools. Using data from the Strategic National Arts Alumni Project (SNAAP), this mixed-methods study explores the educational experiences and career outcomes of over 2,900 alumni from arts-intensive high schools. Descriptive statistics, inferential regression models, and a grounded theory, inductive coding, qualitative analysis reveal important connections among acquired skills, experiential learning activities, and several career and community outcomes. Overall, the findings suggest that skills learned while at arts-intensive high schools are relevant to a variety of careers, and that certain high-impact practices are positive predictors of later outcomes. However, curricular revisions to address areas such as entrepreneurial and business skills may be needed. Implications for curricular improvements, programming support, and advising are also discussed.

Central office coordinators of advanced academics and gifted education programs—otherwise known as district gifted education coordinators (DGECs)—play an important role in closing excellence gaps, promoting achievement for all learners, and ensuring equity in gifted education programs and advanced courses. Training and preparation programs for educational leaders tend to focus on the skills needed for the principalship or superintendency, overlooking the needs of those who play vital roles in middle-management in school systems across the United States, such as DGECs. In this article, we propose a model for training DGECs that considers the distinct responsibilities required for the position of DGEC and a grounding in strong equity, so that DGECs can be better leveraged as change agents for equity in their districts.

This column is devoted to the top ten issues that parents face in educating their gifted children in school settings. VanTassel-Baska describes how parents in partnering with others can collaborate with their child’s teacher, the school, and administrators. The author encourages parents to advocate for advanced curriculum, a variety of high school options, advanced instruction and courses, and counseling services. Parents must educate themselves about assessment and the use of off-level tests and products and portfolios to determine student progress. Parents must also advocate for professional learning for teachers of gifted students. In closing, the author encourages parents to supplement learning obtained in school with community resources.

School mathematics mainly embraces algorithmic problem solving, pays less attention to strategic reasoning, and rarely contains insightful problem solving. Based on our previous research, we hypothesize that success in solving insight problems correlates strongly with general giftedness, while mathematical expertise is essential for strategy-based problem solving. Furthermore, we employ a phenomenon of greater ERP amplitudes in PO4/8 electrodes associated with insightful problem solving. In this study, 114 high school students (aged 16-18) with varying degrees of general giftedness and mathematical expertise were asked to solve mathematical problem of three distinct type: (1) function problems, whose solutions are memory-based; (2) area problems that necessitate strategic thinking; and (3) insight problems, that necessitate insight for their resolution. The problem solving process was accompanied by ERP recording. We demonstrate that variations in accuracy of solutions and reaction time for correct responses between tasks are influenced by students' general giftedness and mathematical expertise. Our ERP analyses partly supported our hypotheses regarding the relationship between PO electrode activation, insight-based problem solving processes, and participants' levels of giftedness and mathematical expertise.

This article explores the theoretical foundations and practical implications of giftedness, with a focus on how gifted potential is identified and nurtured in Türkiye. Giftedness, defined as exceptional ability in domains such as academics, arts, leadership, and creative problem-solving, is examined through historical perspectives and contemporary models, including Renzulli’s Three-Ring Model, Gardner’s Theory of Multiple Intelligences, and Subotnik’s Talent Development Model. The study highlights the cognitive, emotional, and social characteristics of gifted individuals, supported by neuroscience insights into brain structures enhancing cognitive flexibility. In Türkiye, the education of gifted students primarily occurs through “cience and Art Center (SAC), which emphasize intellectual and artistic development, while institutions like science high schools focus on academic achievement rather than a comprehensive giftedness framework. The article also investigates the orientation of gifted students and their families toward talent domains, revealing a societal preference for lucrative fields like medicine over arts or sports due to economic and cultural factors. Challenges such as economic concerns, and family pressures further complicate career decisions. The findings underscore the need for a multidimensional approach to support gifted individuals’ diverse potentials in Türkiye’s educational landscape

This paper analyzes various attempts at integrated education, with the main focus on the period from 1918 to 1931 in the Soviet Union. At this time the full force of a totalitarian state was employed in the attempt to teach in a precisely “integrated” manner, with the use of so-called “complexes,” which were regarded as having a direct connection to real life. Mathematics educators put forward many objections against this approach, but their criticisms remained unheard by the reigning powers until there arose a need for the effective implementation of the project of industrialization. At that point, complexification (integration) was declared to be a left-leaning unrealistic fantasy. This paper also touches on the question of how the most gifted schoolchildren were educated under such conditions. In the author’s view, a historical approach makes it possible to see certain phenomena and problems that are relevant to contemporary debates.