Su búsqueda
Resultados 4 recursos
-
We examine the effect of a gifted and talented pull-out program in academic secondary education. Program eligibility is based on a cognitive test score cutoff, which we exploit in a fuzzy regression discontinuity design to identify program effects. We find that assigned students obtain higher grades, follow a more science-intensive curriculum, and report stronger beliefs about their academic abilities. These positive effects persist in university, where students choose more challenging fields of study with better labor market prospects. Our results suggest that pull-out programs may serve as an effective alternative to programs that assign gifted and talented students to separate classes and schools.
-
This qualitative study sought to examine the perceptions of parents and caregivers of young highly to profoundly gifted learners regarding their child’s social and emotional characteristics and related needs. A phenomenological design was used to collect data from a purposive sample of 12 parents of highly to profoundly gifted children aged 6 – 8 through semi-structured interviews. Data were analyzed using thematic analysis and generated four overarching themes including (a) social-emotional complexity and intensity; (b) nurturing needs during early elementary school; (c) seeking community and understanding; and (d) misunderstanding and misconceptions of HG/PG children. Findings from this study inform educators, counselors, therapists, and related service providers of the lived experiences of families of highly to profoundly gifted children and their needs.
-
The current study aimed to explore the impact of an artificial intelligence enrichment program on enhancing twenty-first-century skills and academic integrity among gifted middle-grade students. Sixty-six students (34 in the experimental group and 32 in the control group) from Saudi Arabia were chosen to participate in the program. A twenty-first-century skills scale and an academic integrity inventory were applied at the beginning and end of the program. Repeated measures of analysis of variance (ANOVA 2 X 2) between subject factors in experimental and control groups and within-subject factors in pre-and post-tests were used to determine the effects of the artificial intelligence enrichment program on the development of twenty-first-century skills and academic integrity. The results revealed that the interaction between groups and time was significant for all twenty-first-century skills and academic integrity dimensions. Also, the effect size of interaction for all variables was large. Recommendations were made for further promotion and development of the program and its re-implementation in various educational stages and with multiple samples, as well as for training for teachers to employ artificial intelligence and twenty-first-century skills in classroom and non-classroom activities.
-
This qualitative study sought to examine the perceptions of parents of young highly to profoundly gifted learners regarding their child’s social and emotional characteristics and related needs. A phenomenological design was used to collect data from a purposive sample of 12 parents of highly to profoundly gifted children aged 6 – 8 through semi-structured interviews. Data were analyzed using thematic analysis and generated four overarching themes including (a) social-emotional complexity and intensity; (b) nurturing needs during early elementary school; (c) seeking community and understanding; and (d) misunderstanding and misconceptions of HG/PG children. Findings from this study inform educators, counselors, therapists, and related service providers of the lived experiences of families of highly to profoundly gifted children and their needs.
Explorar
Tipo de recurso
Año de publicación
-
Entre 2000 y 2026
-
Entre 2020 y 2026
(4)
- 2025 (4)
-
Entre 2020 y 2026
(4)