Exceptional Students Research Articles

The Effects of a Bullying Prevention Teacher Professional Development on Exceptional Students’ Perceptions of Bullying and Prosocial Behavior

The Effects of a Bullying Prevention Teacher Professional Development on Exceptional Students’ Perceptions of Bullying and Prosocial Behavior

Decision Support System For Selecting Outstanding Students at SD Inpres Lanraki II Using the Weight Product Method

Education stands as a pivotal driver of national progress, profoundly shaping societal advancement. Within basic education, like elementary schools (SD), the identification and support of exceptional students are paramount. SD Inpres Lanraki II, an educational institution dedicated to nurturing high achievers, underscores this commitment. This study employs the Weight Product method to pinpoint outstanding students. Findings reveal the method's efficacy in streamlining the selection process at SD Inpres Lanraki II, culminating in a top-ranking score of 0.1804, highlighting the selection of exceptional students. The impact is significant, enhancing the institution's ability to cultivate a cohort of high-performing individuals, thus positively influencing its educational landscape. This research not only identifies excellence but also bolsters the school's capacity to foster a generation of academic achievers, reinforcing its educational mission and societal contribution.

Principal Component Analysis of Cognitive Executive Function: A Predictive Model of Academic Performance of Students in Mathematics in Secondary Schools

There is a growing interest from instructional scientists in using parameters of brain executive functions to unfold cognitive disorders, Mathematical Learning Difficulties (MLD), and assessment of learners’ academic performance. Thus, it is imperative to investigates, extracts and classify the major principal components of learners’ cognitive executive functions that predict academic performance of students in Mathematics and science related courses in secondary schools. An ex post facto quasi-experimental design was adopted for the study. Students’ cognitive profile was measured using a validated and reliable cognitive assessment Battery (CAB) application. There were significant positive correlations between cognitive executive functions and academic performance of students in Mathematics. The major components of the executive functions that accounted for substantial effects on academic performance of students in Mathematics include working memory, conceptual memory, short-term memory, inhibition, updating, focus attention, divided attention, auditory perception, and visual perception. Also, processing speed, shifting, planning, hand-eye coordination and response time accounted for moderate effects on academic performance of students in Mathematics. Consequently, instructors should reinforce learners’ cognitive processes using cognitive retraining programmes, personalized learning, differentiated instructional strategies for exceptional students, and offer therapeutic interventions on the identified cognitive parameters that could reduce extraneous cognitive loads. These could facilitate mental internalization of external perception during instructional delivery and learning.

The effectiveness of employing a visual learning strategy in developing the reading comprehension skills of vertical poetry among outstanding tenth grade students

Introduction. Using visual learning tools to enhance reading comprehension of vertical poetry is a fresh and modern take on schooling. Using visual assistance, this method seeks to improve students' comprehension and interpretation of poetry, a form that frequently exposes intricate topics and structures. In today's digital world, where visual information is everywhere, this method presents a one-of-a-kind chance to get students more invested in poetry study and enjoyment. Aim. This study's overarching goal is to determine whether or not visual learning tactics may improve the reading comprehension of vertical poetry among Jordan's top tenth graders. Research methods. A test was built to measure reading comprehension skills to achieve the study objectives. The study sample consisted of (71) outstanding tenth grade students, who were randomly distributed into two groups: an experimental group and the number of its students was (35); (18) females, and (17) males, studied according to the visual learning strategy, and the control group consisted of (36) students; (18) females, and (18) males, studied according to the regular learning strategy. Results. The study found that exceptional students' reading comprehension skills improved significantly when diverse teaching strategies were used, with visual learning techniques having the greatest impact on the experimental group. Posttest scores in the literary taste domain increased significantly from pretest levels; for example, in visual learning they increased from 8.52 to 10.52, and in regular learning they increased from 7.34 to 12.08. Both the pre- and post-tests showed the same pattern of improved performance in all domains of reading comprehension. As an example, literal domain posttest scores increased from 6.22 to 9.10, whereas literal domain pretest scores increased from 6.22 to 7.02. Regardless of the learning approach used, the study demonstrated that both male and female students improved to similar levels; for the gender variable in different reading comprehension domains (literal, deductive, critical, literary taste, creative), the F values were: 1.239, 0.362, 0.005, 0.079, and 0.068 respectively.These values, all obtained at the significance level (α = 0.05), indicate a lack of statistically significant differences between male and female students in these domains.This shows that visual learning and other similar teaching tactics work equally well for students of both sexes when it comes to improving their reading comprehension. In conclusion, the study showed that the fields of literal, deductive, and literature taste vary among students, as the outstanding students have the highest abilities. the visual learning strategy had a positive effect on the absorption and retention of Arabic poetry among the tenth-grade outstanding students.

An Exploration of Support for Clinical Education Partners.

Effective academic-clinical partnerships require a greater understanding of how academic programs can best support clinical education (CE) faculty. This study aimed to determine resources and support that clinical partners need. As the number of physical therapist (PT) programs, cohort sizes, and CE weeks have risen, so has demand for CE sites. Conversely, staffing reductions, increased administrative duties, and rising productivity expectations have decreased the time available for clinical instruction. To promote a successful CE experience, there must be a renewed understanding of CE faculty needs. Clinical education faculty affiliated with any of the 8 contributing programs from the Ohio-Kentucky Consortium participated in survey research (n = 24) and subsequent interview (n = 4) and focus group (n = 6) research. Constructivist grounded theory design was used to explore the needs of CE faculty. Academic and clinical partners developed the initial survey and used survey results to establish interview questions. The investigators iteratively assessed data saturation and clarity of results of coded survey, interview, and focus group data to determine whether the study's aims of identifying CE faculty needs had been met. The aggregated results yielded 5 main themes of Director of Clinical Education support for CE faculty needs: student readiness for CE experience; effective academic-clinical partner communication; collaborative management of exceptional students; judicious standardization of CE processes; and provision of CE faculty development resources. Clinical education faculty have noted challenges that affect their ability to mentor students. They want academic programs to be more collaborative and proactive with communication, resources, and support. Future research should address aids and barriers to proactive communication, resource provision, and academic-clinical partner collaboration.

USING THE BORDA METHOD ON A DECISION SUPPORT SYSTEM TO CHOOSE THE MOST OUTSTANDING STUDENTS

ABSTRACT Every year, the computer science faculty of Sriwijaya University selects an outstanding student with the goal of rewarding their accomplishments and providing some inspiration. During the selection process, we consider a wide range of student accomplishments and utilize multiple assessment factors to identify exceptional students. Consequently, a Borda method-based decision-making system can be employed to solve the issue. By multiplying the reference value by the ranking's weight, the Borda method is a technique for bolstering collective decisions. The system's outcomes based on preset criteria can provide each student's assessment.. Keyword : Borda Method, Decision Support System, The Outstanding Students

Research on Knowledge Graph Multiple Environment-Aware Recommendation Algorithm for Teaching Course Recommendation

Abstract With the rapid development of education informatization and intelligence, personalized teaching and course recommendations have gradually become an important research direction in the field of education technology. A knowledge graph, as a structured knowledge representation and organization, provides rich semantic information and a relationship network for teaching course recommendations. Based on this research background, this paper focuses on the research of knowledge graph multivariate environment-aware recommendation algorithms for teaching courses. The article firstly constructs the ontology of course resources, researches and analyzes the methods and steps of acquiring and processing data in order to build the knowledge graph, and then constructs the framework of the recommendation model combining multivariate perception in order to further analyze and explore the user’s course-aware representation learning and the user’s course-aware embedded learning. Embedded Learning, and finally, the teaching course of a school as an empirical study, it is shown that the performance of Ripple_mlp+ and Ripple_mlp in this article are higher than the benchmark algorithms through the experimental class and the control class of the pre and post-test scores have been sorted out and counted. The experimental students’ scores are steadily increasing, and the overall scores are better than the control class. In the experimental class, the significance value is 0.013, indicating that there is a significant difference between the midterm and final grades of the experimental class. Through the paired samples t-test on the midterm and final grades of the experimental class, after analyzing and comparing the midterm and final grades of students at different levels, it can be concluded that the t-value of the superior students is −3.326. The value of significance is 0.049, indicating that there is a significant difference between the midterm and final grades of the exceptional students. The T-value for intermediate students is −0.134, and the value of significance is 0.045, which indicates that there is a significant difference in the midterm final grades of intermediate students. The T-value of −1.623 and the value of significance is 0.534 for advanced students indicates that the difference in midterm final grades of advanced students is not significant.

The nexus between the attitudes and self-concepts of gifted students in an Arab context.

The research literature has reported the need for educators to develop suitable programs geared toward the nurturance of gifted students. Although some non-Western countries have adopted policies to foster the growth of exceptional students, their contributions to research in gifted education are limited. To expand the literature on gifted education, this study was guided by Ajzen's theory of planned behavior to explore the attitudes and self-conceptions of gifted and talented students in the United Arab Emirates. The revised Self-Perception Profile for Children and Opinions About the Gifted and Their Education scales were used to collect data from 150 high school students in Abu Dhabi, one of seven states (emirates) in the United Arab Emirates. AMOS software version 29 was used to conduct confirmatory factor and path analyses. To evaluate the differences between the background variables on attitudes and self-concepts, t-tests were calculated using SPSS software version 28. The study found a relationship between the attitudes and self-concepts of students regarding their participation in enrichment programs. The hypothesized moderation effect of demographic variables on the relationship between attitudes and self-concepts was not supported. The study's limitations and implications for educators in the United Arab Emirates to prioritize programs geared toward developing the attitudes and self-concepts of gifted students are discussed in detail.

Comparison of the Effectiveness of Group Counseling Using Mindfulness-Based Cognitive Therapy and Acceptance and Commitment Therapy on Self-Compassion in Mothers

Objective: This study aimed to compare the effectiveness of group counseling using Acceptance and Commitment Therapy (ACT) and Mindfulness-Based Cognitive Therapy (MBCT) on self-compassion among mothers of educable children. Methods and Materials: This research was a quasi-experimental study with a control group, utilizing a pre-test and post-test design with a control group and a 5-month follow-up period. The sampling method was simple random sampling. The statistical population consisted of 407 mothers of educable exceptional students, from which 36 participants were selected using random numbers and divided into three groups. The Self-Compassion Scale (Neff, 2003) was used as the assessment tool. Data analysis was conducted using covariance analysis to compare the means. SPSS software (version 22) was used for data analysis. Findings: The results showed that Acceptance and Commitment Therapy and Mindfulness-Based Cognitive Therapy had an impact of 59.6% and 27.9%, respectively, on increasing self-compassion compared to the control group (F = 106.891, P < 0.001). Conclusion: In conclusion, the study demonstrated that both Acceptance and Commitment Therapy (ACT) and Mindfulness-Based Cognitive Therapy (MBCT) effectively increase self-compassion in mothers of educable children, with ACT showing a greater impact. These findings highlight the potential of ACT and MBCT as effective interventions for enhancing psychological well-being in this population.

Developing Productive Thinking Skills in the field of Artistic Works using the SCAMPER Strategy for Twice Exceptional Students

This study investigates whether the SCAMPER technique is an appropriate tool to develop productive thinking skills related to artistic works among gifted students in general and students with Twice Exceptionality (2e) in particular. The current study aims to verify the effectiveness of the SCAMPER technique for the aforementioned purpose. The sample consisted of 35 2e students aged 8-12 from Al-Ahsa, Saudi Arabia. A quasi-experimental approach was used, and the study sample was divided into three experimental groups. The first experimental group included nine gifted students with autism spectrum disorder (ASD); the second group consisted of 15 gifted students with learning disabilities (LD); and the third group included 11 gifted students with attention deficit and hyperactivity disorder (ADHD). The researchers developed a measure of productive thinking skills related to artistic works (PTSRAW) and a training program based on the SCAMPER technique. The statistical methods that have been used were the Wilcoson and the Kruskal-Walls tests. The findings of the study consisted of differences between the mean ranks of the three study groups on the post-test of the PTSRAW test in favor of gifted students with LD, followed by gifted students with ADHD, followed by gifted students with ASD. The authors suggest more studies to enhance understanding of the benefits of this method and its use in various disciplines of education and arts.

On Being Twice Exceptional in Sweden—An Interview-Based Case Study about the Educational Situation for a Gifted Student Diagnosed with ADHD

The gifted education research area is rapidly expanding in Sweden. In the context of very limited research nationally, demands are increasing for steering documents and addressing of student and teacher needs in practice. However, Swedish research on students that are ‘twice exceptional’—students classified as being both gifted and disabled (for instance, through a neurodevelopmental disorder such as ADHD)—is nearly non-existent. In this study, we present an exploratory single case study of a female student in school year seven based on semi-structured individual interviews with the student and her two guardians regarding her educational situation. The data were first inductively coded and triangulated in collaboration between three of the authors. A fourth author later independently and deductively coded one-third of the data based on the previously inductively determined thematic structure and conducted a consensus interrater reliability check, exceeding 85% percent agreement. The three main themes are as follows: (1) multiplex perspectives on academic outcomes and expectations, (2) the intersection between twice exceptionality and academic work, and (3) information and perceptions about twice exceptionality. The results indicate several educational challenges and opportunities for twice exceptional students. Further research is needed regarding twice exceptional students in Sweden.

Developing of in-service training program for teacher working with gifted learning disabled students

It is noteworthy that there is little research on the education of twice exceptional students. In fact, most of these studies are descriptive studies. The rarity of studies on twice exceptionality is due to the problems in diagnosis and the lack of knowledge and experience of teachers on this subject. There is no in-service training program for teachers on this subject. This research is a research on the problem of designing an in-service training program for teachers of students who twice exceptional students. This research is action research model because the researcher is both the practitioner and the researcher of the research and takes the role of an active solver for the solutions to the problem. Document analysis is suitable for the research technique in terms of designing the training program by searching and analysing the relevant literature. Selecting of participants process; Bursa province, which is a medium-development province in Turkey, was chosen for the research. In the study, a special special education rehabilitation center where learning disability and giftedness are seen together and the probability of being seen is very high was chosen. Fifteen special education teachers working in this institution formed the study group of the research. Two data collection tools was used in this research that are Teacher Needs Analysis Determination Form; It was created to determine the knowledge, experience and proficiency levels of teachers who are interested in the education of different students twice. In the creation of this form, first of all, a literature review was made, a draft form was created, and then the form was finalized by referring to the expert opinion. Teacher needs analysis form consists of 6 dimensions and 12 questions. Documents; Since there are not many documents related to the education of twice exceptionalty, documents suitable for teacher training for gifted education and learning difficulties were selected. Teacher In-Service Training Program Preparation Process; In the preparation of the in-service training program, the Taba Model, in which the inductive approach is used, was used. The program, designed as a result of the research, consists of 6 sessions and 11 instructional stages. In this program, there are 17 outcomes that are expected to be developed by teachers. For the realization of these outcomes, 15 instructional designs (activities) were created. The duration of the training program was determined as 10 hours, with an average of 40 minutes for each activity. The in-service training program prepared for students who twice exceptionality has the feature of improving teachers' self-regulation and exhibits a program approach to direct their own learning. Therefore, the activities progress on the worksheets and by giving instructions.

TEACHERS’ CONTINUING PROFESSIONAL DEVELOPMENT (CPD) IN ACEH PROVINCE, INDONESIA

Teachers play key roles in preparing excellent students to reach their goals. To produce the exceptional students, teachers should always improve their professionalism. This study aims at investigating the efforts to improve teachers’ Continuing Professional Development (CPD) in Aceh, Indonesia. This mixed study included 37 elementary schools and was carried out in ten Aceh Province districts or cities. Purposive sampling was used to select teachers, principals, and educational ministry officials to be the study's subjects. Information were gathered through meetings, perception and documentation. The steps of data reduction, data display, and verification were used to conduct qualitative data analysis; in the meantime quantitative information were made sense of through rates. Mentoring and/or peer observation and coaching, courses or workshops, reading professional literature, engaging in informal dialogue with peers, attending conferences or seminars, observing and visiting other schools, joining a qualification program, participating in a network of teachers, and individual or collaborative research are among the activities teachers in Aceh engage in to enhance their professional development and competence. Apathy, academic failure, lack of professional inspiration, lack of motivation, ignorance of their professional calling and responsibilities, lack of control, and lack of financial support were also identified as obstacles for teachers to overcome in their efforts to improve their professional competence. The planning and execution of CPD, as well as competency in the knowledge, skills, and attitudes discussed at CPD events, were all evaluated during the Aceh CPD evaluation process, focusing on learning outcomes, organizational support and change, using and sharing evaluation results, and sequentially evaluation.

Improving the signal quality of grades

Abstract We investigate how improving the signal quality of grades could enhance the matching of students to selective opportunities that are awarded early in academic programs. To do so, we develop methods to measure the signal quality of grades and to estimate the impact of changes to university policies on the identification of exceptional students for these opportunities. We focus on law schools, a setting where students are awarded important academic and professional opportunities after just one year of a three-year program. Using transcript data from a top law school over a 40-year period, we document large gains in identifying exceptional students if changes were made to certain personnel, course, and grading policies. Our findings provide motivation and a blueprint for how universities could leverage their internal records to ensure that fewer exceptional students miss out on selective opportunities.

Investigation of the key factors that influence high-achieving students’ enrolment and retention rate into a small honours programme and their satisfaction level towards the programme

ABSTRACT Honours programmes have successfully provided academic rigour, special scholarships, and better career prospects over a century. However, recruiting and retaining these exceptional students – the key to creating a successful honours programme – becomes more challenging when the national college enrolment declines significantly every year. Hence this study investigated the factors affecting honour student recruitment, retention rate, and their satisfaction level at a private university in Northern Taiwan, expecting the results to help higher education administrators develop effective strategic plans. Quantitative and qualitative data from fourteen undergraduate honours students were collected using questionnaires and interviews. The results showed that important factors affecting students’ selection process include deeper learning and supplement opportunities in academics and community, followed by scholarship and connection with faculty. Additionally, academic advising and opportunities serve as predictors of freshman satisfaction scores in the honours programme.

Mental Health Literacy and School-Student-Family Alliance: A Brief Narrative Review of Canada's Individualized Education Plan.

This review article addresses the historical contextof power dynamics in individualized education planning processes for exceptional students within Canada's K-12 (i.e., from kindergarten to grade 12) education system. It highlights how such dynamics have created conditions for educators' internalized bias toward students with special needs. This article presents empirical evidence supporting the effectiveness of the strengths-based approach in individualized education planning and documentation to reshape the school-educator-student alliance and accomplishspecial education goals, emphasizing the importance of incorporating input from exceptional students and their families, advocating for students' self-determination, andshifting away from the traditional pathological approach. This article calls for future research on strengths-based approaches, mental health literacy, and post-school transitions while addressing multiscalar barriersusing an intersectional lens.

The Social Phenomenology of Alfred Schutz and the Development of Special Education in Society

Teaching profession is considered to be a social action that is set in the life-world, where intersubjective relations are demonstrated and must be valued by the teacher in any circumstance in which it acts. In an attempt to equalize educational opportunity for all learners, a deep insight into education of exceptional students is emphatically given due consideration. This study drew attention to the main idea of social phenomenology of Alfred Schutz and how it could be of assistance in providing a full integration of exceptional students in society. It presented the needs of implementing social action to different kinds of exceptionalities in special educational system from the perspective of social phenomenology of Alfred Schutz. By incorporating Schutz’s conceptional theory of social action into special education, this paper recommended that the special education teachers should be more concerned on mutual understanding and accepting the subjects’ psychological state of mind and other problems they encounter academically. They should value and apply the aspects accentuated by this theory within the educational framework.

Zdolności i twórczość w perspektywie międzykulturowej

Cultural variables are increasingly being taken into account in new models of ability and creativity. This is due to changes in the definition of terms, socio-cultural changes, and international cooperation. The role of international comparative research is growing. Usually, the divergence is used: individualismcollectivism. With few exceptions, most of the research is conducted in Western institutions. Western countries and highly developed Asian countries are most often compared with each other. The results of the research indicate cultural differences in recognizing and educating gifted and creative students. The article comprises an outline of the main areas of cross-cultural research on abilities and creativity. The conclusions indicate a discrepancy between the development of theoretical knowledge and school practice, where there are cultural barriers to the education of the gifted. The main problem here is the underrepresentation of students from minority groups in educational programs for the gifted. Teacher’s work with gifted students in multicultural conditions is a special challenge. It requires socially equitable and differentiated strategies for diagnosing giftedness. Gifted students from culturally diverse groups have specific educational problems and needs. They are doubly exceptional students.

Policy Recommendation for Twice Exceptional (2E) Students in Turkey

Policy Recommendation for Twice Exceptional (2E) Students in Turkey

Resource teachers of learning and behaviour (RTLB) support for twice exceptional students

Twice-exceptional (2e) students face many barriers to learning opportunities due to their combinations of giftedness and learning disabilities. If 2e students are referred to special education teachers such as resource teachers of learning and behaviour (RTLB), challenges may be encountered when RTLB lack knowledge of twice-exceptionality. This article provides insight into the barriers RTLB face when identifying 2e students, and how RTLB provide learning programmes that promote and strengthen 2e students’ talents while scaffolding support for their learning disabilities. It draws upon a small exploratory qualitative study of RTLB knowledge of 2e concepts, how they identified these students, and the common intervention approaches used when working with 2e students.