Gifted Students Research Articles

Interrupted Programming: The Impact of School Shutdown on Gifted Student Identification and Services

This mixed-methods study investigated the pandemic's impact on gifted identification among Arkansas's demographic groups and gifted services. The provision of gifted services during the pandemic varied, leading to differences in instructional practices and technology access. Nomination and identification processes were disrupted, hindering the recognition of giftedness, especially among underrepresented populations, and this was reflected in the identification numbers. Participants indicated that the pandemic has led to decreased funding for gifted programs, reduced administrator support, less time for students to participate in gifted classes, and increased responsibilities for gifted teachers. These factors have left teachers feeling overwhelmed and resulted in decreased student engagement, more behavioral issues, and academic struggles. The diversion of resources and priorities away from gifted education further exacerbated the inequities in gifted programs.

South Korean University Lecturers’ Opinions About Initial Teacher Education in Gifted Education

Despite the importance of initial teacher training, no primary education courses in South Korean universities provide a compulsory course in gifted education and elective courses are limited. Individual in-depth interviews with seven lecturers of gifted education courses were conducted to elicit their opinions about initial teacher education in gifted education. The lecturer interviewees suggested that there should be more of an emphasis on gifted education in initial teacher education programs. They also emphasized the importance of practical teaching experience with gifted students. The expansion of initial teacher education in gifted education in South Korea has the potential to improve preservice teachers’ understanding gifted students, ultimately improving the outcomes of this population.

Effect of Enrichment Program on the Achievement of Vocational High School Gifted Students in Mathematics Competitions

The group of gifted students is a group of students who need special services in learning. SMK Negeri 1 Turen, is one of the schools in Malang Regency that has a platform for gifted students, in the form of a mathematics olympiad team. Every year there are beginner students who join the mathematics olympiad team. Therefore, matriculation is needed for them to catch up on the material they are missing. This research was conducted to find out how many enrichment program meetings are needed for beginner students to equalize their abilities with experienced students. The participants in this study were 10 students, consisting of 6 beginner students and 4 experienced students. Based on the Mann-Whitney test, the results of this study indicate that a long-term enrichment program (17 meetings) has a significant effect on students' achievement in mathematics competitions.

Math Education for Gifted İndividuals: Digital Gamification

This research aims to explore; "Equality and Equation" within the scope of primary education seventh grade mathematics course and the responses and feedback of gifted individuals towards a digital gamification approach to maths, their attitudes towards maths, impact on maths related anxiety. Experimental design with pretest-posttest design control group was used in this study. The study was carried out during the 2022-2023 academic year with a total of 30 seventh grade gifted students 15 of them from the experimental group and 15 in the control group. During the study, whilst the control group was taught without intervention, the experimental group was taught mathematics supported by digital gamification. Additionally, participants in the experimental group were asked to keep diaries during the implementation process, enabling them to reflect their thoughts on digital gamification-based teaching. In the study, it was concluded that digital gamification-based teaching positively affects attitudes towards mathematics among gifted students. After the program, anxiety levels amongst participating students decreased, it was also observed that between pre-test scores and post-test scores there was no statistically significant difference. In the study, students stated that mathematics lessons based on digital gamification were fun and their prejudices about the subject were broken.

Where Are the English Learners and Students With Disabilities in Gifted Education?

Prior research documented disproportional representation across racial, ethnic, and socioeconomic lines within the population of students identified as gifted and talented (GT). Less research has focused on what predicts improved representation for English learners (ELs) or students with disabilities (SwDs), or how state GT policies facilitate such representation. This paper attempted to fill that void by analyzing data from the Civil Rights Data Collection and Stanford Education Data Archive along with original coding of state GT policies. We found that while ELs and SwDs are disproportionately underrepresented within the population of students identified as gifted, state mandates for schools to offer GT, requirements for formal gifted education plans, and regular audits for compliance were correlated with higher rates of GT service availability and greater representation among ELs and SwDs. We further describe the characteristics of the top 5% of schools with the highest GT representation for ELs and SwDs.

COMPARATIVE EVALUATION OF SOCIAL STUDIES EDUCATION APPLIED FOR GIFTED STUDENTS I

COMPARATIVE EVALUATION OF SOCIAL STUDIES EDUCATION APPLIED FOR GIFTED STUDENTS I

School Psychologist Practices in an Educational Program for Gifted Students

Resumo: Este estudo objetivou investigar práticas dos psicólogos escolares em atendimento educacional a estudantes superdotados, bem como os desafios enfrentados por estes profissionais. O cenário da pesquisa foi um atendimento educacional especializado para estudantes com altas habilidades/superdotação oferecido por uma secretaria de estado de Educação da região Centro-Oeste do Brasil. Participaram cinco psicólogas(os) escolares atuantes no atendimento, e utilizou-se a entrevista semiestruturada como instrumento. Para a análise dos dados, optou-se pela análise de conteúdo qualitativa. Os resultados revelaram que as(os) psicólogas(os) escolares realizam práticas envolvendo alunos, familiares e professoras(es), com cinco categorias se destacando: avaliação psicológica do aluno; práticas de acolhimento, suporte e orientação; intervenções breves; planejamento, desenvolvimento e acompanhamento das atividades; e divulgação do atendimento ao superdotado. Contudo, as(os) psicólogas(os) enfrentam desafios em sua atuação, como o impacto de mitos e crenças populares equivocadas, trocas de governo, inconsistência na legislação sobre a educação do superdotado, insuficiência de investimentos no atendimento e influência de outros fatores contextuais. Conclui-se que as(os) psicólogas(os) escolares desempenham funções cruciais no atendimento ao superdotado, sobretudo no que tange ao mapeamento das necessidades do aluno e ao suporte aos envolvidos em sua educação, mas diversos fatores limitam sua prática. Logo, propõem-se direções para possibilitar uma atuação mais ampla e efetiva da(o) psicóloga(o).

Teknoloji Destekli Etkinliklerle Zenginleştirilmiş Matematik Öğretiminin Özel Yetenekli Öğrencilerin Matematik Başarısına Etkisi: Deneysel Çalışma

Çalışmanın temel amacı, özel yetenekli öğrencilerin eğitim ihtiyaçlarına yönelik hazırlanmış olan teknoloji destekli etkinliklerle zenginleştirilmiş matematik öğretim programının özel yetenekli öğrencilerin matematik başarılarına etkisini araştırmaktır. Bu amaçla nicel araştırma yöntemlerinden deneysel desen kullanılmıştır. 2020-2021 eğitim öğretim yılının ikinci yarısında Türkiye’nin Akdeniz Bölgesi’nde bulunan bir Bilim ve Sanat Merkezinde özel yetenekli olarak tanılanmış olan 5. sınıf bireysel yetenekleri fark ettirme programında (BYFP) öğrenim gören 36 öğrenci çalışma grubunu oluşturmaktadır. Çalışma grubunda bulunan öğrenciler 8 hafta boyunca teknoloji destekli etkinliklerle zenginleştirilmiş matematik öğretimi programına katılmışlardır. Araştırma verileri araştırmacı tarafından geliştirilen matematik başarı testi ile toplanmıştır. Verilerin analizinde SPSS 22.0 istatistik programı kullanılmış, Kolmogorov- Smirnov testi, Wilcoxon işaretli sıralar testi ve ilişkili örneklem t- testinden yararlanılmıştır. Çalışmanın sonucunda, teknoloji destekli etkinliklerle zenginleştirilmiş matematik öğretim programının özel yetenekli öğrencilerin matematik öğretiminde kullanılmasının faydalı olduğu, öğrencilerin matematik başarısını anlamlı düzeyde artmasını desteklediği tespit edilmiştir.

초등수학영재의 짝수·홀수 개념에 대한 이해 분석

When are even and odd number concepts dealt with in elementary school mathematics, how can even and odd numbers be defined in this regard? This study aims to analyze which types take precedence in the process of defining even and odd numbers for potential mathematical gifted students. Potential mathematical gifted students were defined as 40 students who passed the first screening among the students who applied for the elementary mathematics class at P University’s Science Gifted Education Center. In-depth interviews were conducted for these 40 students. First, one type that can be defined for even and odd concepts was described and explained. Then, the concepts of even and odd were described in different forms, and then we asked about the types that defined even and odd numbers and collected the results. According to the research results, the process of explaining even and odd numbers is related to number concepts, multiplication concepts, and division concepts covered in elementary mathematics. Students explained some of them and explained the relationship between these concepts. However, instead of explaining even and odd numbers in mathematical terms, some students responded by repeating tautologies such as ‘there is a pair’ or ‘there is no pair’ or by drawing pictures. By looking at the types and levels of definitions in the process of explaining even-numbered and odd-numbered concepts in potential mathematical gifted students, it will be possible to find meaningful implications for the evaluation of potential mathematical gifted students by looking at their understanding of basic concepts and how they are connected and explained.

Investigation of Science Activities regarding of Data Practice Implemented in Gifted Students Centers

Araştırmanın amacı, özel yetenekli öğrencilere yönelik yazılan ders kitaplarındaki veri uygulamalarına ilişkin etkinliklerin incelenmesidir. İki farklı türdeki ders kitabında yer alan toplam 61 etkinliğin incelenmesi için doküman analizi kullanılmıştır. Bulgular, "tahminler"in diğer etkinlikler arasında en çok uygulanan etkinlik olduğunu ortaya koymuştur. Grafikler, tablolar, veri analizi, çıkarım gibi uygulamalar etkinliklerde çok sınırlı olarak ele alınmıştır. Oysa, bir dizi verideki eğilimleri belirleme, değişkenleri değiştirerek grafiği/modeli yeniden oluşturma ve veri sunumunda etik ilkeleri dikkate alma gibi veri uygulama becerilerine hiç değinilmemiştir.

UNIVERSAL VALUES SKILLS AND PRACTICES AMONG STATE PRIVATE UNIVERSITY GRADUATES

Nowadays graduate’s success is frequently attributed to high-profile careers. Concurrently, graduates are also required to be re-dedicated on their success to the community and the country. However, without identity and mastery of universal values, their steps may slip and the desire to see them contribute to society may not be fulfilled. The objective of this study is to assess graduate’s competency in mastering universal values. Data collection based on questionnaire adapted from OECD PISA Global Competence Framework 2018. Respondents comprised of 436 first year students from an established state-owned private university. Most respondents are pursuing diploma and bachelor's studies. The ratio of their field of study is almost equal between social and physical sciences. Data analysis shown that respondents have the skills to practice universal values. This is demonstrated by the high scores recorded for all nine dimensions of universal skills which are awareness of global issues, self-efficacy regarding global issues, perspective-taking, adaptability, awareness of intercultural communication, interest in learning about other cultures, respect for people from other cultural backgrounds, global mindedness, and attitudes towards immigrants. The results of the study provide implications for policies development and operational strategies for private higher education institutions. This institution is suggested to engage in internationalization agenda through curriculum enrichment, cross-border research, and sponsorship, recruiting students and teaching staff and so on.

Pattern Generalization Problem Solving Strategies and Explanation Methods of Elementary Gifted Students

The purpose of this paper is to examine the differences in problem solving strategies and solution explanations for solving pattern generalization problems by ability groups among gifted mathematics students in elementary schools in Korea. In the process of generalizing the algebraic-geometric problem of the least numbers of moved stones from triangular arrays to inverted triangular arrays, several types of problem-solving strategies are identified as (1) recursive relation (2) functional relations(guesswork-based, singular, compound) (3) perception of situational structure can make the difference in finding general formulas. Many students try to generalize from numerical patterns in recursive or singular functional relations but some gifted students go beyond numerical patterns and generalize based on situational structures. Having grasped the geometric situation one of our best students outlines the problem solving process with a generic example. We found that Korean gifted students' pattern recognition strategies in situational structures and their ability to generalize high-level mathematical knowledge determined their problem solving success.

Analysis of Question Levels and Types of Secondary Physics Gifted Students in Havruta Learning Using ChatGPT

Analysis of Question Levels and Types of Secondary Physics Gifted Students in Havruta Learning Using ChatGPT

Preparing Preservice Teacher for ALL Learners: A Book Critique on Gifted Education and Gifted Students

Preparing Preservice Teacher for ALL Learners: A Book Critique on Gifted Education and Gifted Students

Prospective Teachers’ Attitudes towards the Education of Gifted/Talented Students

This study intends to determine the attitudes of prospective teachers towards the education of gifted/talented students. The study utilises the survey model and a quantitative research design. Mean and standard deviation values were calculated to determine the attitude levels of the prospective teachers toward gifted education. In addition, an Independent Sample t-test and One-way ANOVA were used to determine whether prospective teachers’ attitudes differ according to independent variables. Considering the averages of the total scores obtained from the scale (XFemale=111.71 and XMale=144), the data shows that the prospective teachers’ attitudes towards the education of gifted students were positive. Results also show that gender is not a variable that affects the attitudes of gifted individuals towards their education. Results of the one-way ANOVA reveal that there is a statistically significant difference between the total score obtained from the scale and the sub-dimensions of the ’Supporting and Needs of Gifted Students’, ’Opposition to Special Services for Gifted Students’ and ’Grade Skipping’ of the scale.

Perfectionism and Life Satisfaction in Gifted Students

This study examines the relationship between gifted students' perfectionism and life satisfaction. It also aims to understand how perfectionism and life satisfaction differ according to variables such as gender, parental education level, number of siblings, and grade level for gifted students. The relational survey method, one of the quantitative research methods, was used. The sample of the study consists of 395 gifted 5th–8th grade students. The Positive and Negative Perfectionism Scale and the Life Satisfaction Scale were used to collect data within the scope of this research. Some findings show that life satisfaction and positive perfectionism were high and negative perfectionism low among gifted secondary school students. When their positive perfectionism increases, their life satisfaction increases, and when their positive perfectionism decreases, their life satisfaction decreases. The life satisfaction of gifted students does not differ according to their gender, and negative perfectionism was significantly higher in girls. The life satisfaction of the gifted student who was the only child in the family was higher than that of the gifted student who had two or more siblings. The life satisfaction of the gifted student whose mother had a master's degree or above was higher than that of others. As gifted students move from 5th to 8th grade, their life satisfaction decreases and their negative perfectionism increases.

An Interview with Dr Rebecca D. Napier

Dr Rebecca D. Napier is a leading authority on giftedness, with a background in working with families and schools in Canada and Australia. She holds several degrees from American and Australian universities, and has a PhD in gifted education. Rebecca is currently undertaking postgraduate lecturing roles in gifted education at Flinders University. As the Director of Gifted Pathways, she is also a consultant and coach for schools and gifted families. She also recently held the position of Gifted Education Advisor to 103 South Australian Schools. Some of Rebecca’s other accomplishments include being a founding board member of Australia's first gifted school, and a board member of Australian gifted associations. Rebecca's practical experience and research findings have been supported by institutions including Flinders University, Australian Mensa, Debating SA, Chess School SA, Oliphant Science Awards, Tournament of Minds, ABC TV, and Life FM radio. Since 2001, Rebecca’s main mission has been the practical application of research into learning, development, and wellbeing for children. She has made a number of contributions to the Australasian Journal of Gifted Education (Napier & Halsey, 2022; Napier et al., 2023).

Editorial

Welcome to the second issue of the Australasian Journal of Gifted Education for 2023. First of all, I am very excited to share with you the news that the journal continues its rise in the international rankings. Specifically, the CiteScore of the journal for 2022 (released in June 2023) has now reached 2.20. This is the highest ever for the journal, and represents a 16% increase from 2021, which means that the journal retains its place in the second quartile of all international Education journals. The CiteScore quartile of the journal also places the journal as the equal fourth-ranked academic peer reviewed journal in the international field of gifted education. Furthermore, the journal now has a SCImago Journal Rank (SJR) of 0.23 (which is only 0.35 below the number two journal in the international field of gifted education), and a Source Normalized Impact per Paper (SNIP) of 0.77, which represents a 35% increase from 2021. This is an outstanding achievement considering the humble beginnings and regional focus of the journal. I would like to take this opportunity to thank all the contributors to the journal, the members of the editorial team, and the readers of the journal from around Australasia and the world for making all this possible.

Giftedness and mathematics education: a bibliometric analysis

The aim of this study is to conduct a bibliometric analysis of the articles written in the field of mathematics related to gifted students. Bibliometric analysis is the numerical examination of publications produced in a specific field and in a limited period and the relationships between these publications. The analysis included 104 research articles published in Turkish journals between 2010 and 2023 and accessed by searching Google Scholar, Dergipark and ULAKBIM databases. It is seen that the majority of the articles were written in 2020 (f: 18) and in Turkish (74%). A total of 52 articles by authors from 52 different institutions were found, and most of these articles belonged to MoNE teachers (f: 59, 27%). It was also found that the articles in this field were published in 69 different journals and the journals that published the most articles were "Turkish Journal of Gifted Intelligence" (5%) and "Journal of Gifted Education and Creavity" (5%). A total of 165 authors' publications on giftedness and mathematics were found and the authors who published the most were Avni Yıldız (f: 5) and Serdal Baltacı (f: 5). A total of 1244 words were used in the titles of the published articles and the words "gifted" (f: 57), "gifted" (f: 52), "students" (f: 41), "mathematics" (f: 37), "problem" (f: 31) were prominent. In the articles, 240 different keywords were used; "gifted students" (f: 18), "gifted students" (f: 16), "gifted students" (f: 12) and "problem solving" (f: 10) were the most preferred keywords. In 67% of the studies, fewer than 100 people were studied and the sample of students (f: 81, 78%) was preferred more. When the articles in the field of giftedness and mathematics were analyzed in terms of their purposes, "problem solving" (f: 24) and "STEM" (f: 13) came to the fore. In addition, 51 different scales were used in the analyzed articles and the most preferred scales were "Problem Solving Inventory (Heppner & Petersen, 1982)" (f: 4, 8%) and "Learning Styles Inventory (Kolb, 1984)" (f: 3, 6%). A total of 3364 different sources were cited in 104 articles; the most cited source in the field of giftedness was "Education of the Gifted and Talented (Davis G. A. & Rimm S.B., 1998)" (f: 16).

Mathematically Giftedness from the Perspectives of Preservice Mathematics Teachers

This research aimed to examine the views of preservice mathematics teachers (PMTs) on mathematically giftedness. Case study, one of the qualitative research design, was used and the study involved 25 sophomore mathematics teaching undergraduate students from Turkey. Data were collected with a semi-structured interview form with open-ended questions and analyzed with content analysis method. As a result of the analysis of the data three themes comprising of definitions of giftedness, characteristics of gifted students including sub-themes of cognitive, affective and social traits, and mathematically gifted students including sub-themes of cognitive and affective traits were emerged. As a result of the study it was determined that the majority of the participants thought that the gifted students have exceptional performance in intelligence or creativity in a spesific area. The cognitive traits of gifted students were favorably listed as being curious or asking questions, strong verbal skills, high performance compared to the peers, fast thinking and learning, creativity and abstract thinking. The affective traits mainly included sensitivity, sense of justice, impatience, sense of humour, intense interest/concentration, diligence and patience, responsibiltiy, curiosity, perfectionism and motivation. The social characteristics of gifted were emerged as preference to communicate with adults, enhanced social relationship (resulting in leadership), rarity in society and valued by society. On the other hand, characteristics of mathematically gifted students have been classified as cognitive and affective traits according to the views of PMTs. Cognitive traits of mathematically gifted students mostly composed of quick, unusual and multiple solutions to problems, analytical thinking, proficiency in mathematics, interest in numbers at an early age, and questioning. Affective characteristics of mathematically gifted students have been found to be introversion, peer disapproval, self-confidence, responding maturely, good sense of self-expression, sense of wonderment, and willingness to learn. As a result, most of the views of PMTs were found to be similar to the literature. Considering that the participants took elective course "Teaching Mathematics to Gifted Students", it can be stated that it is important to give lectures on giftedness to prospective teachers in their undergraduate education.