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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.
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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.
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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.
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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.
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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.
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