Showing papers in "Gifted Child Quarterly in 1986"
TL;DR: The authors presented an historical perspective on the evolution of three curiculum and instructionial models that have been shown to be effective with gifted learners in various contexts and at different levels of education.
Abstract: This article presents an historical perspective on the evolution of three curiculum and instructionial models that have been shown to be effective with gifted learners in various contexts and at va...
120 citations
TL;DR: In this paper, the relationship of creativity to gifted behavior is investigated and the authors build and defend a model for weaving creativity into the behavior of a person with a gifted parent and child.
Abstract: What is the relationship of creativity to gifted behavior? The author raises key questions relative to previous research in the field. He builds and defends a model for weaving creativity into the ...
109 citations
TL;DR: In this article, the authors present guidelines to help parents and teachers in understanding the nature and causes of underachievement and to show them how to work more effectively with underachieving gifted students.
Abstract: Giftedness has often been equated with being academically talented or being a high achiever in in school. Now there is growing concern about those gifted students who could be described as unmotivated and underachieving in one or many academic areas. Parents and teachers who have observed the exceptional potential of these youngsters become intensely frustrated in efforts to increase the students' achievement, motivation and self-discipline. The purposes of this article are to help parents and teachers in understanding the nature and causes of underachievement, and to show them how to work more effectively with underachieving gifted students. The information and guidelines provided will be helpfulin preventing as well as reversing student patterns of attitude and behavior.
105 citations
TL;DR: The authors assess research on the topics of defining and identifying exceptional potential and propose three alternative criteria to intelligence test scores as the key criterion for identification of the "truly gifted" student.
Abstract: Are we identifying the "truly gifted" student? How should we test the efficacy of our procedures? The authors assess research on the topics of defining and identifying exceptional potential. They propose three alternative criteria to intelligence test scores as the key criterion for identification.
76 citations
TL;DR: For example, the authors survey 295 students in summer programs for 9-15 year old academically gifted and artistically talented students, asking for their conceptions of giftedness and talent and their perceptions of the causes and consequences of being so identified.
Abstract: Questionnaires were administered to 295 students in summer programs for 9-15 year old academically gifted and artistically talented students, asking for their conceptions of giftedness and talent and their perceptions of the causes and consequences of being so identified. Findings suggested that their stereotypes regarding gifted and talented students were highly positive. These students reported that giftedness can be attained by hard work, that they are not very different from others, and that others treat them well. A minority reported negative reactions from peers.
63 citations
TL;DR: In this article, a rationale for interdisc plinarity as a content modification for gifted learners is presented along with assumptions underlying the implementation of an inter disciplinary model and the importance of...
Abstract: A rationale for interdisc plinarity as a content modification for gifted learners is presented along with assumptions underlying the implementation of an inter disciplinary model. The importance of...
47 citations
TL;DR: In this paper, a survey of 461 (82.5%) New Jersey school districts found that identification procedures for gifted programs reinforce social inequalities while missing some of our most promising students.
Abstract: Identification procedures for gifted programs reinforce social inequalities while missing some of our most promising students. This study reports, a survey of 461 (82.5%) New Jersey school district...
47 citations
TL;DR: This article evaluated the discriminant validity of divergent thinking test scores with multitrait-multimethod and factor analytic procedures and found that the indices drawn from the divergent-thinking tests did not have discriminant validative validity in this gifted sample.
Abstract: Previous research suggests that the indices drawn from divergent thinking tests (i.e., ideational fluency, originality, and flexibility) lack discriminant validity. This is a serious problem because of the popularity of these tests, and because divergent thinking is probably our most useful model of creative thinking. Still, the research demonstrating a lack of discriminant validity was conducted primarily with nongifted subjects, and the findings may not apply to gifted individuals. The present project evaluated the discriminant validity of gifted children's (N = 97) divergent thinking test scores with multitrait-multimethod and factor analytic procedures. Results indicated that the indices drawn from the divergent thinking tests did lack discriminant validity in this gifted sample.
47 citations
TL;DR: This paper found that American students were described as more popular and more achievement-oriented than their German counterparts, while German students were slightly more self-centered than the Americans, and boys were perceived as more set-focused than girls.
Abstract: Each of 434 German and 446 American high school teachers nominated one student as highly gifted. The teachers aaught native language, mathematics/physics, music/art, or modern foreign language. All estimated what percentage of their students were highly gifted and rated their nominess on 84 characteristics. The percentage of students estimated to be highly gifted was higher for Americans. The characteristics were factor analyzed separately in the two samples and yielded three common factors. A three way MANOVA using these factors as dependent variables found that American students were described as more popular and more achievement-oriented than their German counterparts; Germans were described as slightly more self-centered than the Americans; boys were perceived as more setf-centered than girls.
43 citations
TL;DR: In this article, a group of 25 educationally accelerated entrants to Johns Hopkins University were reported on the ability of these students to enter a highly selective college two to five years early.
Abstract: This study reports on a group of 25 educationally accelerated entrants to Johns Hopkins University. It supports the ability of students who enter a highly selective college two to five years early ...
38 citations
TL;DR: This article presented a convincing case that large-scale studies do not necessarily yield useful information for describing the phenomenon we call giftedness, or for identifying related cause-and-efference.
Abstract: The author presents a convincing case that large-scale studies do not necessarily yield useful information for describing the phenomenon we call giftedness, or for identifying related cause-and-eff...
TL;DR: The authors explored issues related to theory, methods and validity of cognition research, and suggested suggestions made for further investigations, and concluded that gifted students' thinking processes significantly differ from their nonidentified peers.
Abstract: How do gifted students think? Are their thinking processes significantly different from their nonidentified peers? The author explores issues related to theory, methods and validity of cognition research. New developments are previewed, and suggestions made for further investigations.
TL;DR: The Talents Unlimited project as discussed by the authors is an effective inservice education model for training both regular classroom teachers and specialists in gifted education in the development of students' creative and creative abilities.
Abstract: The Talents Unlimited project is an effective inservice education model for training both regular classroom teachers and specialists in gifted education in the development of students' creative and...
TL;DR: In this article, the authors justify focusing program evaluations on questions connected to improving the program rather than judging its success, which is an appropriate focus for gifted program evaluation, and they justify focusing evaluation on questions related to improving a program, rather than evaluating its success.
Abstract: What is an appropriate focus for gifted program evaluation? How can we justify focusing program evaluations on questions connected to improving the program rather than judging its success? The auth...
TL;DR: The available research evidence suggests that there are individualizing strategies that have positive effects on learning, such as computer assisted instruction, which has been demonstrated to have a positive impact on students' learning as discussed by the authors.
Abstract: The available research evidence suggests that there are individualizing strategies that have positive effects on learning. For example, computer assisted instruction is a method that has been demonstrated to have a positive impact on students’ learning (Bangert, Kulik, & Kulik, 1983; Lindelow, 1983). Bloom’s (1974) research on mastery learning has shown that methods focused on individual styles and rates of learning have positive effects on learning outcomes. Teacher-pupil interaction time is another factor that correlates positively with success (Lindelow,1983). Arranging the learning environment to meet individual student needs is a strategy that has been demonstrated to improve cognitive growth (Maker, 1982). Research cited by the National School Public Relations Association (1972) suggests that changes toward self-directed learning result in more positive learning attitudes, more positive self-concepts, more positive attitudes toward classmates and more favorable attitudes toward subject matter and school in general. Many programs have been introduced under the name &dquo;individualization&dquo; during the past twenty years (Dunn & Dunn, 1975; Keefe, 1979; National School Public Relations Association, 1972). Most have included modifications in the pace of learning and in the learning environment. Some provide multiple learning options; the vast majority, if not all, maintain that the teacher is the one who determines goals and objectives and designs activities. A great number do not include any kind of diagnostic procedures, and in particular, they seem to have ignored the research regarding assessment of learning styles. Such programs are mislabeled since they purport to involve self-directed learning but in practice they do not because the teacher is still the
TL;DR: In this paper, a study was conducted to determine whether mathematically gifted boys and girls were significantly different in cognitive abilities and personality factors and determine whether these cognnve abilities were accurate predictors of mathematical achievement.
Abstract: The purposes of this study were to determine whether mathematically gifted boys and girls were significantly different in cognitive abilities and personality factors and to determine whether these cognnve abilities and personality factors were accurate predictors of mathematical achievement. Mathematically gifted boys (n = 77) and girls (n = 62) completed a mathematics reasoning test (SAT-M), a verbal reasoning test (SAT-V), a measure of spatial ability (Group Embedded Figures Test), and personality test (California Psychological Inventory). They received mathematics achievement ratings depending on the number of summer courses completed. The findings indicated that boys not only have higher mathematical reasoning ability than girls, but alslo that this ability is the single best predictor of their mathematical achievement. Verbal ability is the best predictor of mathematical achievement for the girls. For both the girls and the boys, neither spatial reasoning ability nor personality factors significantly...
TL;DR: Labeling children "gifted" is a complex process whose impact ripples throughout the relationships and school careers of high potential students as mentioned in this paper, at the very least, and the author looks critically at previous research on this topic and makes some interesting suggestions for future efforts.
Abstract: Labeling children "gifted" is a complex process whose impact ripples throughout the relationships and school careers of high potential students, at the very least. The author looks critically at previous research on this topic and makes some interesting suggestions for future efforts.
TL;DR: The authors examined the WISC-R profiles of a sample of intellectually gifted students with respect to idiographic and normative variability in performance between scales, and found that the variability varied with the level of intelligence of the students.
Abstract: The purpose of the present study was to examine the WISC-R profiles of a sample of intellectually gifted students with respect to idiographic and normative variability in performance between scales...
TL;DR: The authors argue that paper-and-pencil tests yield little information relative to the thinking strategies used by gifted students to solve problems and provide a "window" into the mental operations used by the gifted learners.
Abstract: Paper-and-pencil tests yield little information relative to thinking strategies used by gifted students to solve problems. Protocal analysis, argues the author, provides a "window" into the mental operations used by gifted learners. The method is described, and results of recent work highlighted. Implications for additional research are discussed.
TL;DR: In this paper, the authors asserted that the meta-analysis procedure for developing and validating new theories in gifted education is often limited by imprecise measurement and small numbers of subjects.
Abstract: Developing and validating new theories in gifted education is often limited by two factors: imprecise measurement and small numbers of subjects. The author asserts that the meta-analysis procedure ...
TL;DR: In this paper, the author reviews design issues and proposes creative solutions to omnipresent dilemmas facing the would-be evaluator when selecting a method for assessing gifted program outcomes.
Abstract: How should one evaluate a program for the gifted? Unique design concerns need to be taken into account when selecting a method for assessing gifted program outcomes. The author reviews design issues and proposes creative solutions to omnipresent dilemmas facing the would-be evaluator.
TL;DR: In this article, the importance of staff development and inservice has not been questioned, but the benefits derived from such experiences often are challenged, and factors such as inappropriate expectations, insufficient instructional time, and lack of a support system might be cited as causes that erode the positive effects from staff development.
Abstract: While the importance of staff development and inservice has not been questioned, the benefits derived from such experiences often are challenged. Traditionally, participants who have attended an inservice or staff development are criticized when changes in professional performance or attitudes are not noted. However, factors such as inappropriate expectations, insufficient instructional time, and lack of a support system might be cited as causes that erode the positive effects from staff development and inservice opportunities. Alternative training experiences are described as ways to make staff development and inservice experiences more meaningful to professionals and have greater impact on the students they serve.
TL;DR: For example, it seems logical that students who are often highly verbal, would enjoy speaking, writing, reading, and listening-all the &dquo;stuff'of the language arts.
Abstract: Educators interested in developing differentiated language arts curriculum for gifted children and youth have a big job on their hands. On the positive side of the challenge, many of the characteristics of gifted children make the language arts a good arena for them. For example, it seems logical that gifted students, who are often highly verbal, would enjoy speaking, writing, reading, and listening-all the &dquo;stuff ’ of the language arts. It seems logical that students who have a large fund of information would enjoy reading to increase their store further. It seems logical that children who like to manipulate abstract symbols would enjoy the investigation of that most flexible of symbol systems-language. It seems logical that students who like to invent and create would enjoy the opportunity to com-
TL;DR: Curriculum planning for the gifted and talented at the secondary level involves more than deciding whether to acceterate or enrich, to group or not, to offer an honors program or an advanced seminar, or to offer advanced placement courses.
Abstract: Curriculum for the gifted and talented at the secondary level involves more than deciding whether to acceterate or enrich, to group or not, to offer an honors program or an advanced seminar, or to offer advanced placement courses. Rather, it consists of the total learning environment and encompasses the general education, specialized education, co-curricular, and education in non-school settings, together with the climate which is created in the school and classroom for pursuit of excellence. Curriculum planning begins with a clear concept of program goals and objectives. It consists of a number of decisions about content, scope, sequence, integration, articulation and balance, as well as about resource use, time, space, and organization.
TL;DR: In this article, the authors describe the elements needed in a curriculum scope and sequence for a program for gifted students, and suggest a general process for developing a scope and a sequence.
Abstract: The purposes of this article are to (a) describe the elements needed in a curriculum scope and sequence for a program for gifted students, (b) suggest a general process for developing a scope and s...
TL;DR: In this article, the authors describe and defend a five component catalytic program designed to support and enhance education for the gifted and talented, and defend the five components of the program.
Abstract: Should the federal government work actively to improve education for gifted and talented children? If so, what type and degree of involvement is appropriate? The author describes and defends a five component catalytic program designed to support and enhance education for the gifted and talented.
TL;DR: In this paper, the role of evaluation in gifted program inservice and staff development is expanded by providing evaluation techniques that have been used to determine the impact of inseivice programs on teachers of the gifted.
Abstract: The use of evaluation in inseivice training and staff development programs is too often limited in scope. This article expands the role of evaluation in gifted program inservice and staff development by providing evaluation techniques that have been used to determine the impact of inservice programs on teachers of the gifted.
TL;DR: The adult learner in inservice and staff development (ISD) for gifted programs requires a learning environment based upon several assumptions of adult education, such as self-assessment of needs, mutual goal-planning, use of materials and facilities appropriate for adults, and self-evaluation of learning with supportive feedback and followup.
Abstract: The adult learner in inservice and staff development (ISD) for gifted programs requires a learning environment based upon several assumptions of adult education. Adult learners tend to be self-directed with an accumulated wealth of experiences. They have a need for immediate application of learning, and they vaiue problem-centered activities. Participants in gifted program ISD are served best in a collaborative atmosphere where they are involved in self-assessment of needs, mutual goal-planning, use of materials and facilities appropriate for adults, and self-evaluation of learning with supportive feedback and followup.
TL;DR: The Project TARGET (Teacher Assessment Related to Gifted Education Training) project as mentioned in this paper developed a needs assessment instrument, administered that instrument, analyzed resulting data, developed training modules that responded to assessed needs, and evaluated the results.
Abstract: The purpose of Project TARGET (Teacher Assessment Related to Gifted Education Training ) was to deveiop a gifted program inservice training module that is based on a needs assessment approach. The project was funded by the North Carolina Department of Public Instruction and the North Carolina Board of Science and Technology. Specific goals of the project were to develop a needs assessment instrument, administer that instrument, analyze resulting data, develop training modules that responded to assessed needs, and evaluate the results. Evaluation data indicated favorable teacher response to the needs assessment approach and subsequent use of training module activities in teachers' classrooms.
TL;DR: The Creative Cgaracteristics Moels (A,B, & C) as discussed by the authors are guidelines in a curriculum for a systematic development of children youth, and adults who learn to function creatively and may be better prepared to deal with alternative futures.
Abstract: The creative Cgaracteristics Moels (A,B, & C) are proposed as guidelines in a curriculum for a systematic development of children youth, and adults who learn to function creativelyand may be better prepared todeal with alternative futures. These models, based upon research and literature about creative persons and their behaviors, characterize creative tendencies from early developmental stages through later life fourd in persons who make significant original breakthroughs Applications of the models may be developed by teachers as a means so integrating creativity into any curricular area.