Emergence and maintenance of leadership among gifted students in group problem solving

Myers, Marvin R.; Slavin, Michael J.; Southern, W. Thomas

doi:10.1080/02783199009553287

Cited by 16 publications

(9 citation statements)

References 7 publications

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“…Situational leadership models focus on the interaction of leader traits with contextual conditions that evoke leadership. Training programs are less well developed for this approach, but some research has been conducted with groups of gifted learners (e.g., Myers, Slavin, & Southern, 1990). …”

Section: Leadership Training In Gifted-education Programsmentioning

confidence: 99%

Differentiating Cooperative Learning to Meet the Needs of Gifted Learners: A Case for Transformational Leadership

Ross¹,

Smyth²

1995

Journal for the Education of the Gifted

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Cooperative learning activities, which assign gifted learners to mixedability groups, have been validly decried as exploitation. But a case can be made that mixed-ability grouping provides opportunities for gifted students to develop transformational leadership skills, an element of gifted education that has been given insufficient attention. Observations of interactions in mixed-ability groups reveal three persistent challenges (inclusiveness, enacting the ideal, and monitoring growth) in which leadership skills can be exercised and developed. Specific student strategies are proposed for each challenge. The role of teachers in developing the leadership skills of gifted learners involves delegating responsibility to student groups, adjusting leadership to the maturation levels of gifted learners, and creating pull-out programs for leadership training.

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Section: Leadership Training In Gifted-education Programsmentioning

confidence: 99%

Differentiating Cooperative Learning to Meet the Needs of Gifted Learners: A Case for Transformational Leadership

Ross¹,

Smyth²

1995

Journal for the Education of the Gifted

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“…Research by Lindsay (1988) indicated a need to connect leadership education and moral education and to provide leadership experiences that are morally educative. A study conducted by Myers, Slavin, and Southern ( 1990) examined the relationship between lead-ership styles of secondary gifted students and various tasks demands. The results of the project revealed a need to place less emphasis on the leader and more emphasis on the task.…”

Section: Leadership Education and Trainingmentioning

confidence: 99%

Leadership and the Gifted

Karnes¹,

Bean²

2017

Exceptional

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“…Matthews's (2004) review also underscored an overreliance on self-report and teacher/ educator-report assessments of leadership and a dearth of peer assessments. The very few studies that have included peer input along with other reporter assessments have involved peer ratings of all students' leadership style (e.g., Edmunds & Yewchuck, 1996), peer nominations of classmates for hypothetical leadership roles (e.g., to serve on an event planning committee; Friedman, Jenkins-Friedman, & Van Dyke, 1984), or peer leader nominations or evaluations of the leadership skills of peers in experimentally formed groups (Myers, Slavin, & Southern, 1990). We have been unable to find any study within the gifted research field in which peers have been asked to identify the leaders of their naturally occurring social groups.…”

Section: Academic Giftedness and Leadershipmentioning

confidence: 99%

Leader of the Pack: Academic Giftedness and Leadership in Early Adolescence

Peairs

Sheppard

Putallaz

et al. 2019

Journal of Advanced Academics

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The present study expanded our current understanding of leadership among academically gifted seventh-grade students by examining peer-identified leaders of naturally occurring social groups in a mixed ability setting. Three consecutive cohorts of seventh-grade students ( N = 474; 57% female; 43% European American) attending a public magnet secondary school participated. Results indicated that gifted students were more apt to be identified as leaders than nongifted youth and both conventional and unconventional styles of leadership related similarly to higher social standing and influence in the peer network. Nongifted leaders displayed a mixed profile of prosocial and more risky deviant behavior, whereas gifted leaders displayed a primarily prosocial leadership style. However, gifted leaders perceived themselves to be more influential and intimidating than other students and also endorsed sensation seeking tendencies more than other students. Findings underscore the heterogeneity of leadership during young adolescence and the distinct profile of gifted leaders compared with other leaders and gifted peers.

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Emergence and maintenance of leadership among gifted students in group problem solving

Cited by 16 publications

References 7 publications

Differentiating Cooperative Learning to Meet the Needs of Gifted Learners: A Case for Transformational Leadership

Differentiating Cooperative Learning to Meet the Needs of Gifted Learners: A Case for Transformational Leadership

Leadership and the Gifted

Leader of the Pack: Academic Giftedness and Leadership in Early Adolescence

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