Different Paths to Accountability: Defining Rigorous Outcomes for Gifted Learners

Weber, Christine L.; Boswell, Cecelia; Smith, Donnajo

doi:10.4219/gct-2008-695

Cited by 5 publications

(3 citation statements)

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“…Although there is descriptive literature on various models of teaching gifted students (VanTassel-Baska & Brown, 2007), there are also acknowledgements of both the necessity to evaluate these models of identification and teaching, separately and together (Callahan, 1992;Callahan & Moon, 2007;Doina, 1997), and the lack of relevant literature (VanTasselBaska, 2006). Indeed, it is remarkable, given the extensive spread of gifted education around the world, that the number of studies evaluating this model of education is limited, often occurring as dissertations (Christian, 2008), and often being only descriptive in nature (Weber, Boswell, & Smith, 2008).…”

Section: Identification Of Igmentioning

confidence: 99%

Intellectual giftedness: Economic, political, cultural, and psychological considerations

Mandelman

Tan

Aljughaiman

et al. 2010

Learning and Individual Differences

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Section: Identification Of Igmentioning

confidence: 99%

Intellectual giftedness: Economic, political, cultural, and psychological considerations

Mandelman

Tan

Aljughaiman

et al. 2010

Learning and Individual Differences

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“…Guglielmino (1977) claims SDL is an ability that represents individuals' voluntary, independent and continuous learning habits. Existing studies show that SDL has many applications in the educational system (Sacchanand and Jaroenpuntaruk, 2006;Garrison, 2008;Weber et al, 2008;Chang, 2007;Terry, 2006), as well as in the corporate setting (Hashim, 2008;Smith et al, 2007;Beitler and Mitlacher, 2007).…”

Section: Self-directed Learningmentioning

confidence: 99%

What affects organizational performance?

2008

Industr Mngmnt & Data Systems

160

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Purpose-The purpose of this paper is to propose a conceptual structural equation model to investigate the relationships among self-directed learning (SDL), organizational learning (OL), knowledge management capability (KMC) and organizational performance (OP) and to demonstrate the direct and indirect effect of SDL on OP from the perspectives of KMC and OL. Design/methodology/approach-An empirical study is conducted in 21 technological companies (N ¼ 236) in Taiwan and the collected survey data are used to test the relationships among the four dimensions expressed in the proposed structural equation model. Findings-The results show that SDL has a direct and significant impact on OL and KMC. SDL influences OP indirectly through OL and KMC. In addition, OL and KMC have direct and significant influences on OP. Research limitations/implications-The source of data collected is Taiwan, hence, the results may not be easily generalized to other areas or countries. However, the findings are valuable for managers' reference, especially for those whose circumstances are similar to those in Taiwan. Practical implications-The conceptual structural equation model provides useful information for managers to enhance OP through the adoption of appropriate SDL, OL and KMC strategies. Originality/value-The study demonstrates how SDL indirectly impacts OP and illustrates the paths of influence through either OL or KMC.

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“…The research [4] reports the results of an initial study in which the instrument Student Perceptions of Classroom Quality was developed and then administered to a sample of students to allow examination of validity and reliability evidence. Accordingly, exploratory factor analysis was used to examine the construct validity of the scores, and internal consistency alpha reliability estimates were calculated for the 4 factors that were derived from the data.…”

Section: педагогічні інновації: ідеї реалії перспективиmentioning

confidence: 99%

Didactic Interpretation of Personal Quality of Gifted

Voloshchuk¹,

Madzihon²

2019

PIIRP

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The article presents generalizations on educational policies and practices regarding gifted learning. First of all, global problems of gifted learning are outlined. After that, attention is focused on the effectiveness of the educational process in the environment of gifted individuals. It is not possible to achieve efficiency without analyzing the basic principles of organizing the educational process in educational institutions for gifted individuals. As a result, an analysis is made of the students' perceived classroom activity regarding significance, challenge, choice and attractiveness. Before you begin to analyze the quality of training for individual subjects, the quality review toolkit is subjected to examination. Among a number of educational subjects, the quality of teaching mathematics and language art is assessed. On the basis of the above, the prospect of gifted learning is outlined, the final results of education and development of gifted high school students are grounded, and requirements for effective management of education are gifted at the level of the educational institution. The article states that a number of factors are reflected in the efficiency of gifted learning. First of all, this is the academic asynchrony of the gifted, their differences in focusing and distribution of attention. It turns out the source of individual differences in thinking by analogy. An analogy is observed in solving verbal and visual problems, which, along with other data, is in the plane of theoretical foundations of effective teaching and development of gifted, development of their talents. The factors of academic and creative achievements of gifted students are singled out. It is also noted that the loss of achievements during the transition of gifted students from junior to high school. One of the reasons for this phenomenon is the presence of subjectively false concepts during the study, say, natural sciences, associated with the specifics of intelligence and sexual differences. On that basis the educational practice is described which leads to the exclusiveness of gifted. The constituent elements of this practice are the task of learning to think and, in particular, think creatively and critically. This practice is specified by the commandments for the development of academic talent gifted. These commands are illustrated with examples of talent development to the study of natural sciences and technological creativity. It turns out that, even fine art finds itself a prominent place in this work, because it contributes to the development of students' attention. The article ends with the problem of intercultural transfer of positive practice of teaching gifted senior pupils and its individual elements.

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Different Paths to Accountability: Defining Rigorous Outcomes for Gifted Learners

Cited by 5 publications

References 0 publications

Intellectual giftedness: Economic, political, cultural, and psychological considerations

Intellectual giftedness: Economic, political, cultural, and psychological considerations

What affects organizational performance?

Didactic Interpretation of Personal Quality of Gifted

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