Applied Practice for Educators of Gifted and Able Learners

Vidergor, Hava E.; Harris, Carole Ruth

doi:10.1007/978-94-6300-004-8

Cited by 3 publications

References 119 publications

(136 reference statements)

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Effectiveness of the multidimensional curriculum model in developing higher‐order thinking skills in elementary and secondary students

Vidergor

2018

The Curriculum Journal

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The study aimed to assess the effectiveness of the multidimensional curriculum model (MdCM) in the development of higher‐order thinking skills in a sample of 394 elementary and secondary school students in Israel. The study employed a quantitative quasi‐experimental pre‐post design, using a study module based on MdCM, comparing intervention group to control group. Thinking skills were measured using a thinking questionnaire comprising three dimensions: Scientific thinking – focusing on inquiry skills; creative thinking – relating to problem finding and problem‐solving; and future thinking – concerning personal and time perspectives. Findings indicate improvement in measured thinking skills in the intervention group by 40% compared to 4% in control group. Most improved skills were future thinking and creative thinking. Differences were detected according to the type of school. It is suggested that when used regularly the MdCM incorporating innovative teaching–learning strategies and embedded thinking tools could improve thinking skills among students from different age groups. General implications for curriculum design are discussed.

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Effectiveness of the multidimensional curriculum model in developing higher‐order thinking skills in elementary and secondary students

Vidergor

2018

The Curriculum Journal

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Giftedness and gifted education: A systematic literature review

Baccassino

Pinnelli

2023

Front. Educ.

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The present study aims to discuss the state of the art inherent in pedagogical-didactic research on the education of gifted students. To this end, a systematic review of scientific texts published between 2011 and 2021 was carried out. The present article is organized as follows: introduction to the topic; definition of the objectives, research questions, and methodological protocol; selection, evaluation, and synthesis of the abstract studies; discussion and evaluation of the results; and conclusions. Multiple tools for identifying the gifted students (for use by psychologists, pedagogists, educators, and teachers) emerge from the findings of the present study. The texts highlight numerous instructional and educational programming models for gifted students in all school grades. The main model is the SEM—(Schoolwide Enrichment Model). The present review shows a conspicuous production on gifted education, with the predominance of recently published articles (indicative of vivid interest in the topic) and of American origin. This geographic predominance, which does not cover the European and eastern parts of the world, may depend on the fact that the databases used [Scopus and Web of Science (WoS)] select results based on the use of English. This review reveals gaps and emerging trends in gifted education research, suggesting possibilities and future perspectives.

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Empowering Teachers Through Self-Directed Learning

Blignaut,

du Toit-Brits

2024

Advances in Educational Marketing, Administration, and Leadership

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This chapter addresses the challenges South African primary school teachers face in facilitating the learning of gifted and talented learners. Despite acknowledging these learners' unique needs and potential contributions, numerous challenges exist, such as limited teacher training in gifted education, insufficient preparedness, systemic constraints, and a lack of resources. The primary concern is teachers' ability to meet these learners' needs while managing diverse classroom demands. The chapter advocates for a revamped teacher training approach, emphasizing the importance of promoting self-directed learning (SDL) to equip teachers effectively. Recommendations include among others advocating for curriculum flexibility, reducing class sizes, incorporating gifted education in teacher programs, and fostering SDL throughout prospective teachers' education. These measures aim to enhance teacher effectiveness in addressing the diverse needs of gifted and talented learners in resource-limited environments.

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Applied Practice for Educators of Gifted and Able Learners

Cited by 3 publications

References 119 publications

Effectiveness of the multidimensional curriculum model in developing higher‐order thinking skills in elementary and secondary students

Effectiveness of the multidimensional curriculum model in developing higher‐order thinking skills in elementary and secondary students

Giftedness and gifted education: A systematic literature review

Empowering Teachers Through Self-Directed Learning

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