Gifted education in Egypt: analyses from a learning-resource perspective

Ayoub, Alaa Eldin A.; Alabbasi, Ahmed M. Abdulla; Morsy, Ayman T A

doi:10.1080/2331186x.2022.2082118

Cited by 4 publications

(4 citation statements)

References 48 publications

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“…They include 'mapping' the educational environments of families of highly achieving students (Vialle 2017) and identifying the impact of COVID-19 on the learning experiences of Australian parents and their children (Phillipson et al n.d.). Other 'mapping' research includes the Australian gifted education environment (Phillipson and Ziegler 2021), Egypt (Ayoub et al 2022), Oman (Hemdan et al 2022), Saudi Arabia (Alamer and Phillipson 2020;Alfaiz et al 2022), and Sudan (Bakhiet and Mohamed 2022), the practice of Russian universities toward gifted students (Skorobogatova and Melikhova 2021), the support practices of Australian parents of their young children (Richards et al 2019), and the educational aspirations of Singaporean parents (Phillipson et al 2019).…”

Section: Research Based On the Actiotope Model Of Giftednessmentioning

confidence: 99%

Artificial Neural Networks and the Actiotope Model of Giftedness—Clever Solutions from Complex Environments

2023

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Since its inception, the Actiotope Model of Giftedness (AMG) has provided researchers with a useful model to explain the development of exceptionality. Rather than a focus on the individual, the model postulates that exceptionality is the outcome of a system that includes complex interactions between an individual’s current level of talent and their internal and external environment. To date, however, the statistical techniques that have been used to investigate the model, including linear regression and structural equation modeling, are unable to fully operationalize the systemic nature of these interactions. In order to fully realize the predictive potential and application of the AMG, we outline the use of artificial neural networks (ANNs) to model the complex interactions and suggest that such networks can provide additional insights into the development of exceptionality. In addition to supporting continued research into the AMG, the use of ANNs has the potential to provide educators with evidence-based strategies to support student learning at both an individual and whole-school level.

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Section: Research Based On the Actiotope Model Of Giftednessmentioning

confidence: 99%

Artificial Neural Networks and the Actiotope Model of Giftedness—Clever Solutions from Complex Environments

2023

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“…E. Paul Torrance developed the TTCT to assess creative potential, and discover, release, and nurture children's creativity (Torrance, 1966(Torrance, , 1974(Torrance, , 1979. Creativity is one of the criteria for being identified as gifted in 31 states out of 44 states in the USA participating the nationwide survey conducted by the National Association of Gifted Children (Rinn et al, 2020) and is becoming increasingly important to other countries (Abdulla Alabbasi, 2020;Ayoub et al, 2022). For example, because European countries have recognized the importance of creativity, the Programme for International Student Assessment (PISA) chose Creative Thinking as the innovative domain for the 2021 testing and enlisted the aid of the LEGO Foundation to investigate possible assessments (McClure and Jaeger, 2020).…”

Section: Practical Implications Identificationmentioning

confidence: 99%

What do educators need to know about the Torrance Tests of Creative Thinking: A comprehensive review

Alabbasi

Paek

Kim³

et al. 2022

Front. Psychol.

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One of the most important questions that educators try to answer is how to prepare new generations of students for an unpredictable future. Students need to learn several skills, such as creativity, critical thinking, collaboration, and communication (the 4 Cs). Creativity, especially, is an essential skill in a complex and unforeseeable world/era, and an important step in any effort to enhance creativity is to identify students’ creative strengths and relative weaknesses. This review aims to offer school psychologists and other educators such as teachers, policymakers, and curriculum designers a comprehensive and practical guide to one of the most well-known creativity assessments—the Torrance Tests of Creative Thinking (TTCT) that was developed by E. Paul Torrance in the 1960s. The paper discusses the history, components, training, psychometric properties, and uses of the TTCT. Contrary to the notion that the TTCT is only a measure of divergent thinking skills, the current article presents its other uses. It is the authors’ hope that teachers, school psychologists, and other educators will find the information reported in this article useful to better understand the TTCT and use it most effectively.

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“…The school psychologist can play a crucial role in assessing intellectual giftedness, creativity, and excellence. Additionally, they provide support to the student, parents, and the entire educational system (Ayoub, Abdulla Alabbasi & Morsy, 2022).…”

Section: The School Psychologistmentioning

confidence: 99%

“…Previous studies have addressed the development of talent and the resolution of gifted individuals' problems and their care. For instance, a study by Ayoub, Abdulla Alabbasi & Morsy (2022). and a study by McCoach and Siegle (2003) aimed to address issues faced by students with creative abilities.…”

Section: Some Of the Strategies Used In The Discovery And Development...mentioning

confidence: 99%

الأخصائي النفسي المدرسي وتفعيل دوره في اكتشاف الموهوبين ورعايتهم بمرحلة التعليم قبل الجامعي (دراسة تجريبية)

عفيفي,

نصر

2022

المجلة العربية للقياس والتقويم

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The current research aims to identify the difficulties and psychological needs of gifted individuals in pre-university education, followed by the study of the effectiveness of a training program to activate the role of the psychological specialist in discovering and caring for the gifted during the pre-university education stage. The sample consists of 60 psychological specialists divided into two groups (experimental and control), each comprising 30 psychological specialists. The researchers prepared a training program to enhance the psychological specialist's ability to discover and care for the gifted in pre-university education. To conduct the research, the researchers applied a scale of the School Psychologist's Role Scale in Discovering and Developing Talent before the intervention. Then, they implemented the training program sessions on the experimental group and assessed the achievement of the intended goals. Afterward, they applied the scale of the School Psychologist's Role Scale in Discovering and Developing Talent post-intervention. Statistical analyses were conducted using the t-test for independent and correlated groups. The researchers calculated the effect size and the program's effectiveness, indicating a very strong impact of the program in improving the psychological specialist's ability to discover talents and face challenges and difficulties that the psychological specialist may encounter. The researchers interpreted the high effectiveness of the program considering its importance in the current study for the research sample, as psychological specialists are key pillars in the discovery of gifted individuals in schools. They also explained the remaining results in the context of the training program's nature, content, objectives, theoretical framework, and previous studies on the current research variables.

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Gifted education in Egypt: analyses from a learning-resource perspective

Cited by 4 publications

References 48 publications

Artificial Neural Networks and the Actiotope Model of Giftedness—Clever Solutions from Complex Environments

Artificial Neural Networks and the Actiotope Model of Giftedness—Clever Solutions from Complex Environments

What do educators need to know about the Torrance Tests of Creative Thinking: A comprehensive review

الأخصائي النفسي المدرسي وتفعيل دوره في اكتشاف الموهوبين ورعايتهم بمرحلة التعليم قبل الجامعي (دراسة تجريبية)

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