Factors Affecting the Perceptions and Practices of Differentiated Curricula and Pedagogies for Gifted and Talented Students

Kaplan, Sandra N.

doi:10.3390/educsci12010041

Cited by 3 publications

(2 citation statements)

References 4 publications

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“…For this purpose, a fundamental pedagogical principle was developed and employed in all classes through the schools. The principle is based on theories that address the development of expertise and best-practice examples of differentiated curricula and pedagogies for gifted and talented students referring to research that shows that this approach supports the development of giftedness [64][65][66]. This includes a wide range of voluntary classes, competitions, the revolving-door model and various events open to both gifted and interested students having challenges and opportunities of research in this area in mind [67].…”

Section: The Model Schoolmentioning

confidence: 99%

Talent Development Programs for Secondary Schools: Implementation and Evaluation of a Model School

Jöstl,

Hinterplattner,

Rogl

2023

Education Sciences

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A school profile of talent development including model classes has been implemented at BG/BRG Keimgasse. This paper evaluates the impact of the actions taken by the school and compares the effects of both the model classes and the regular classes, with a school without a special focus on talent development. The aim of this study was to investigate the influence that the change in profile and teaching strategies had on both types of classes. This was conducted through initial qualitative interviews, followed up by quantitative questionnaires. It was found that the model classes had significantly higher scores in terms of school satisfaction, class climate, self-efficacy, mastery goal orientation, and in hope of successes, as well as scoring significantly lower on classroom pressure. This was achieved while shortening the education for the model-class students by one year and adding extracurricular activities. When comparing the regular classes at BG/BRG Keimgasse with classes from a regular school, the scores differed only slightly. This suggested that the concepts integrated at BG/BRG Keimgasse were successful in catering to the gifted students, without compromising the quality of the regular education.

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Section: The Model Schoolmentioning

confidence: 99%

Talent Development Programs for Secondary Schools: Implementation and Evaluation of a Model School

Jöstl,

Hinterplattner,

Rogl

2023

Education Sciences

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“…• increasing complexity and improvement of the creative process when gifted students work in pairs [44]; the same in using exercises to practise concentration [45], concept maps [46], unconventional learning strategies [47], pedagogical approaches aimed at re-engaging gifted learners [48], based on interconnected knowledge, interdisciplinary subjects [49][50][51][52], transformational style [53], demonstration of perspectives [54], integrative career counselling [55], cognitive training [56]; • impact on the learner's giftedness self-identification (including twice exceptional) by educators whose competence is perceived positively [57][58][59]; • use of the concepts "non-transformational", "transformational", "self-actualised", "actualised giftedness of others", "inert", "transactional" [60], and their expression in gifted behaviour as the interaction of competence in action, commitment to a task, care of others [61]. Abilities in the light of pedagogical concepts mean the high capacity of the intellect for biological adaptation, structuring of the environment and assimilation based on learning experience data.…”

Section: Literature Reviewmentioning

confidence: 99%

Interdisciplinary approach to the study of giftedness

Kalinina¹,

Иванов²,

Nikitin³

2022

P Sci Edu

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Introduction. The transition of knowledge about giftedness to a new level that secures its functioning as a developmental diagnostics tool in the triad “gift – ability – talent” is realised through the integration of humanitarian and natural-science concepts. However, no special research has been undertaken in the sphere of the interdisciplinary approach in respect of studying the phenomenon of “giftedness” which would allow a scholar to highlight the characteristics of giftedness as a phenomenon that is multilevel and plastic under pedagogical influence. The aim of the research, within the framework of the present article, is to systematise the scientific ideas that outline the modern concept of giftedness in terms of the interdisciplinary approach, variability and contrasts. Methodology and methods. The interdisciplinary approach included selection and systematisation, based on particular indicators, of the units of knowledge on giftedness, i.e.: (1) its structure, (2) plasticity, (3) conditions of transformation of natural gift into a socially valuable talent. The research involved the analysis of concepts of giftedness proposed by philosophy (dialectical approach), neurophysiology (comparative approach), psychology (activity-based, biological approaches), pedagogy (psycho-pedagogical, personalitybased approaches), and sociology (socio-psychological, sociological approaches). Results. The research showed that interdisciplinary knowledge about giftedness was integrated into a whole, through: (1) building associative links and forming a common thesaurus of sciences exploring giftedness; (2) creating a model of “gifted behaviour” in the conditions of the educatory process, highlighting the biological grounds of giftedness in the aspect that is directly observable; (3) forming due concepts that reflect the integrity of giftedness components (e.g. “gifted-nome”, “giftedness age”, “talent age”). Giftedness in terms of the interdisciplinary approach is a multifaceted and multilevel phenomenon, with such stages as gift, abilities, and talent. Scientific novelty. The obtained results made it possible to consider the phenomenon of giftedness in the light of the interdisciplinary approach – as energy accumulated by the “gifted” brain and transformed from the potential state (gift) into a kinetic state (talent) through the stage of rotation of abilities absorbing resources of the environment and developing in it and subsequently enhancing a person’s neurophysiological and mental resources at the new level of development. Practical significance. The undertaken research makes it possible to outline the guidelines of the general theory of giftedness, its recognition and transformation into talent, as well as to improve the programmes of “gifted education” and “enrichment pedagogy” at all levels from pre-school to university and post-university levels.

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Differentiated Instruction for Gifted Teaching Behavior in Classrooms: What Are the Levers of Change in the United Arab Emirates?

Opoku,

Elhoweris,

Anwahi

et al. 2024

Journal of Advanced Academics

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Differentiation is recommended as the best teaching strategy to nurture gifted and talented (GT) students. While numerous studies have explored teachers’ perceptions of differentiating instruction for GT students in Western countries, the body of literature on this phenomenon remains small in non-Western contexts. This study attempted to understand the differentiation of the curriculum for GT students among teachers in the United Arab Emirates (UAE). The Maker's model was used as a framework to guide development of the Gifted Teaching and Talent Development Scale (GTDS) and collect data from 239 teachers in the UAE. We assessed the structural validity of the GTDS using AMOS software to perform confirmatory factor analysis. Further, we used SPSS to compute multivariate analysis of variance, which revealed differences between background and latent variables (content, process, product, and environment). The findings support the use of multifaceted lenses to study gifted teaching behavior and its other implications.

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Factors Affecting the Perceptions and Practices of Differentiated Curricula and Pedagogies for Gifted and Talented Students

Cited by 3 publications

References 4 publications

Talent Development Programs for Secondary Schools: Implementation and Evaluation of a Model School

Talent Development Programs for Secondary Schools: Implementation and Evaluation of a Model School

Interdisciplinary approach to the study of giftedness

Differentiated Instruction for Gifted Teaching Behavior in Classrooms: What Are the Levers of Change in the United Arab Emirates?

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