A Reflection: The Japanese Approach to Gifted and Talented Students

Cooper, Eileen S.

doi:10.1177/107621759902200206

Cited by 4 publications

(2 citation statements)

References 3 publications

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“…;Vialle, Ashton, Carlon, & Rankin, 2001), and more recently, a number of publications have documented radical acceleration in China and Korea, with a smaller number outlining the process as it is practiced in Europe (Nowicka, 1995;Robinson, 1992;Roland, Joswig, & Balogh, 2000;Wu, 1991;Zhao, 1996). While studies exist from other parts of the world that describe and document acceleration programsincluding Ireland, Italy, Japan, and Russia-these programs do not readily allow for radical acceleration (Comunian, 2000;Cooper, 1999;Gilheany, 2001;Khaladjan, 1993).…”

Section: A B R I E F I N T E R N a T I O N A L O V E R V I E Wmentioning

confidence: 99%

Radical Acceleration and Early Entry to College: A Review of the Research

Gross

Vliet

2005

Gifted Child Quarterly

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Radical acceleration is a successful, yet rarely utilized educational practice that assists educators in meeting the cognitive and affective needs of highly gifted students. Individual case studies and cohort studies of students who have radically accelerated are reviewed regarding combinations of procedures that result in successful acceleration, variables that appear to predict success and cognitive and affective outcomes. While research supports the use of radical acceleration for the positive cognitive and affective gains that result for highly gifted students, some concerns about the process have been identified. An outline is presented of procedures that have been shown to lessen the likelihood of unfavorable outcomes. These procedures include counseling support, study skills programs, and opportunities to foster social interaction with other students. The literature concerning radical acceleration strongly supports the wider adoption of this most successful intervention.

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Section: A B R I E F I N T E R N a T I O N A L O V E R V I E Wmentioning

confidence: 99%

Radical Acceleration and Early Entry to College: A Review of the Research

Gross

Vliet

2005

Gifted Child Quarterly

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“…In Japan, it is possible that the collective consciousness may persist, and there is a corresponding proverb whereby "the nail that sticks out gets hammered down" (Shibata, 2006, p.12). Egalitarianism is identified as a salient theme in Japanese education (Cooper, 1999;Stevenson, 1998). Differentiation in educational provisions is rare, and according to some interpretations, "Age-old cultural norms embracing equality at their core hold capable individuals in check for the benefit of the whole" (Cooper, 1999, paragraph 19).…”

Section: Background: Gifted Education In New Zealand and Japanmentioning

confidence: 99%

Teachers' and Counsellors' Perspectives on Gifted Children and Gifted Education: New Zealand and Japan

Shibata

Forbes

2009

Gifted Education International

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This article reports on the key findings of a recent study undertaken by Aya Shibata, exploring teachers' and counsellors' perceptions of gifted children and of gifted education policy in New Zealand and Japan. The study took the form of qualitative, comparative case studies, and involved semi-structured interviews with teachers and school counsellors in New Zealand and Japan. Key findings highlight a lack of official support for gifted education in Japan, while acknowledging the place of out-of-school, private programmes as a form of gifted education. The study offers insight into Japanese cultural concepts relevant to gifted and talented education, and suggests directions for future research.

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Japan’s educational practices for mathematically gifted students

Basister

Kawai

2018

International Journal of Inclusive Education

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A Reflection: The Japanese Approach to Gifted and Talented Students

Cited by 4 publications

References 3 publications

Radical Acceleration and Early Entry to College: A Review of the Research

Radical Acceleration and Early Entry to College: A Review of the Research

Teachers' and Counsellors' Perspectives on Gifted Children and Gifted Education: New Zealand and Japan

Japan’s educational practices for mathematically gifted students

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