Education Commons^™

Using Cooperative Learning To Teach Mathematics To Help Promising Ell And All Students Develop Social Skills: A Case Study, Dr Joseph M. Furner

Transformations

This paper shares the story of Jung and how a gifted young student in mathematics learns social skills and shares knowledge and also helps to improve his own learning of the English language while sharing his understanding of mathematics with others. Students working together in math classrooms all benefit in many ways including language acquisition, problem solving, math achievement, social skills, cultural differences, and a shared sense of community in a classroom, when all working together for a goal in learning mathematics while also learning social skills so to fit in better within society. Cooperative learning plays a critical role …

The Impact Of Community Support During Covid-19 In Meeting Needs, Developing Academic Commitment And Volunteer Values Among Gifted Students At The Intermediate Stage In Poor Environments, Alaa Eldin Abdel Hamid Ayoub, Helmy Mohamed Elfiel

International Journal for Research in Education

The current research aimed at developing a program based on community support and assessing its impact during the covid-19 pandemic in meeting needs, developing academic commitment and volunteering values among gifted students in the intermediate stage in poor environments. The quasi-experimental method was used for the experimental and control groups. The sample consisted of 41 gifted students (21 experimental group, 20 control group) and the experimental group underwent a community support program that lasted for 14 weeks. Measures of academic needs, academic commitment, and volunteer values were administered before starting and after completing the program. The results revealed that there …

The Effectiveness Of Treffinger's Learning Model In Increasing The Creativity And Mathematics Achievement Of Gifted Students, Kana Hidayati, Ni Kadek Swari Nandini, Mazlini Adnan

Jurnal Riset Pendidikan Matematika

This study aims to describe the difference in creativity and mathematics achievement between gifted students who were taught by Treffinger's learning and those who thought by the expository learning in trigonometry material. This study is a quasi-experiment using a pretest-posttest group design with a population of all gifted students in class X of a State Senior High School in Bali, Indonesia. The sample was established randomly. Observation sheets, pre-test, post-test, and student creativity questionnaires were used, all of which have been validated. The data were analyzed descriptively and inferentially with the paired sample t-test to test the mean difference of …

Standardizing Multi Cognitive Abilities Test Of Gifted College Students (Gcat), Yusra Aboud

Journal of the Arab American University مجلة الجامعة العربية الامريكية للبحوث

This study aimed to standardize and develop the multiple cognitive abilities tests of the gifted students in the university and to study its psychometric characteristics. To achieve the goal, the test was applied to a sample of 714 students; (male =264) and (female= 450); they were drawn from some theoretical and applied colleges, age ranged between 18-25 years. The results showed that the test had a strong factor analysis structure, with all items under the component factors; the test showed high consistency coefficients ranging from (0.69 to 0.89). The results also showed that the test achieved high correlation coefficients with …

The Relationship Between Social Comparison, Depression, And Interpersonal Orientation Among Normal, Gifted, And Disabled Female Students In Makkah Secondary Schools, Mariam Hameed Allahyani Dr

International Journal for Research in Education

The purpose of this study was to examine the relationship between social comparison, depression, and interpersonal orientation among normal, gifted and disabled female students in Makkah secondary schools. The study tools consisted of the Iowa-Netherlands Comparison Orientation Measure (INCOM), the translated version of Beck Depression Inventory (BDI-II), and the Interpersonal Orientation Scale. The study participants comprised 185 secondary female students: 109 normal students, 46 gifted students, and 30 students with special needs. The results showed a non-significant negative correlation between social comparison, depression, and interpersonal orientation among gifted students, while there was a significant correlation between depression and social comparison …

Profiles Of The Gifted And Talented, T.E Delov

Central Asian Journal of Education

The article presents the profiles of talented and gifted children. The needs, behaviors, emotions, gifted children, as well as a systematic analysis of their support by educational institutions, peers, friends and adults are given.

Profiles Of The Gifted And Talented, T E. Delov

Central Asian Journal of Education

The article presents the profiles of talented and gifted children. The needs, behaviors, emotions, gifted children, as well as a systematic analysis of their support by educational institutions, peers, friends and adults are given.

Profiles Of The Gifted And Talented, T.E Delov

Central Asian Journal of Education

The article presents the profiles of talented and gifted children. The needs, behaviors, emotions, gifted children, as well as a systematic analysis of their support by educational institutions, peers, friends and adults are given.

The Plight Of The Gifted Student: A Call To Action, Krista M. Shilvock

Empowering Research for Educators

With so many needs in today’s public education classroom, we cannot forget the needs of those who excel in the classroom, too. Gifted students face severe neglect in class due to the appearance of their competence and maturity. However, we quickly face losing the contributions of a major group of students as this neglect causes them to lose interest in their own education. As teachers, we must challenge ourselves to help gifted students reach their potential just as we attempt to do for all subgroups of students. A poll of 22 gifted students confirms these frustrations and needs of students. …

Examining The Influence Of Self-Determination Theory Components With Students Of Varying Cognitive Abilities, Antonia Szymanski

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

This study sought to explore difference in the influences of components of Self-Determination Theory between students of average and high academic ability. Differences were examined using correlational comparisons, t-tests, and analysis of variance (ANOVA). As expected, students with high academic ability reported high perceptions of competence. Although other mean differences were not significant, relationships between the variables showed interesting results. Significant correlational differences were found between the relationships of Perceived Competence and Teacher Control, Intrinsic Motivation, and Boredom. Teacher Control also had significantly different relationships with students’ engagement between the two groups. The study adds to the understanding of Self-Determination …

Teacher Perspectives Regarding Gifted Diverse Students, Toni Szymanski, Thomas Shaff

Gifted Children

Abstract

Understanding teacher perceptions of diverse, gifted students is a first step to exploring the underrepresentation of non-white students in programs for advanced academic ability. As professionals, teachers are responsible for making referrals for special programming and are often the “gatekeepers” for student identification. This qualitative study used exploratory interviews to examine perceptions of five second- and third-grade teachers and the talented and gifted coordinator at a school in which 65% of the student population was Hispanic. Three themes emerged in the findings: (a) Teachers experience differences in training to work with diverse, low income students and gifted students; (b) …

Using Problem-Based Learning To Explore Unseen Academic Potential, Shelagh A. Gallagher, James J. Gallagher

Interdisciplinary Journal of Problem-Based Learning

One goal of the US Department of Education-funded Project Insights was to see if the use of Problem-based Learning (PBL) would encourage students to reveal previously unseen academic potential. Two PBL units were taught to 271 sixth grade students in 13 classrooms. Afterwards, teachers identified students who demonstrated previously unseen academic potential during the PBL units. This advanced academic potential group was compared with students identified as gifted using district criteria and the remaining sixth grade students. Measures included standardized achievement test scores, teacher ratings of students’ engagement in PBL, and independent ratings of students’ performance on specific PBL assignments. …