Gifted LearnersWho Drop Out: Prevalence and Prevention

Matthews, Michael S.

doi:10.1007/978-1-4020-6162-2_24

Cited by 13 publications

(13 citation statements)

References 34 publications

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“…If the supply is interrupted at any point, a gifted individual might easily give up. The high drop-out rates among the gifted seem to support this occurrence (e.g., Matthews, 2009). The second basic principle introduced was the law of the minimum, which states that growth and development are not controlled by the total amount of available resources, but by the scarcest resource.…”

Section: Discussionmentioning

confidence: 99%

Exogenous and Endogenous Learning Resources in the Actiotope Model of Giftedness and Its Significance for Gifted Education

Ziegler

Chandler

Vialle

et al. 2017

Journal for the Education of the Gifted

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Based on the Actiotope Model of Giftedness, this article introduces a learningresource-oriented approach for gifted education. It provides a comprehensive categorization of learning resources, including five exogenous learning resources termed educational capital and five endogenous learning resources termed learning capital. Evidence from the literature is presented that supports the validity of each of the categories. Finally, 12 implications of a learning resource orientation for gifted education are discussed in relation to four areas: gifted education orientations, gifted identification, gifted education principles, and gifted learning resources management.

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Section: Discussionmentioning

confidence: 99%

Exogenous and Endogenous Learning Resources in the Actiotope Model of Giftedness and Its Significance for Gifted Education

Ziegler

Chandler

Vialle

et al. 2017

Journal for the Education of the Gifted

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“…For example, the continuity principle implies that resources need to be available all along the learning pathway. The high dropout rates among the gifted suggest that if the supply of certain resources is interrupted at any point, a gifted individual might easily give up (e.g., Matthews, 2009). Moreover, the law of the minimum states that an actiotope’s growth and development are not governed by the total amount of available resources but rather by the scarcest resource among these.…”

Section: The Actiotope Model Of Giftednessmentioning

confidence: 99%

Systemic Gifted Education: A Theoretical Introduction

Ziegler

Stoeger

2017

Gifted Child Quarterly

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Over the past few decades, systemic thinking has gained in popularity in developmental and learning sciences. The trend has, however, shown up in gifted education research only occasionally. The aim of this article is to introduce systemic thinking to the field of giftedness and explore possibilities for its application. In the first part, a definition of a system is provided and basic concepts of systemic thinking are introduced. In the second part, a full-fledged systemic model is introduced, the actiotope model of giftedness. In the third part, implications for gifted education are elaborated. In the discussion, the authors explain (a) how systemic thinking can make a valuable contribution to gifted education, (b) why systemic thinking will complement rather than replace current approaches to gifted education, and (c) the necessity of combining systemic thinking with other empirically testable theories.

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“…It has been estimated that gifted and talented students may comprise up to 5% of the high school dropout rate in this nation (Matthews, 2009). Given the statistic of 613,379 high school dropouts (Stillwell, 2010), this could mean that over 30,000 of these students may have IQs in the gifted and talented range.…”

Section: Chapter 1: Introductionmentioning

confidence: 99%

The Validity of the Achievement-Orientation Model for Gifted Middle School Students

Ritchotte

Matthews

Flowers

2014

Gifted Child Quarterly

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=-3.850, p<.001, d=.62 and self-regulation, t(154)=-3.113, p=.002, d=.50. Finally, results of a path analysis call into question several of the relationships specified by the model. In particular, task meaningfulness only predicted student engagement and was not significantly related to self-regulation or student achievement. The findings of this study suggest the Achievement-Orientation Model may hold promise for the development of interventions to address gifted underachievement; however, future research should be conducted to continue work toward validating the model before this step is taken.iv ACKNOWLEDGEMENTS

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Gifted LearnersWho Drop Out: Prevalence and Prevention

Cited by 13 publications

References 34 publications

Exogenous and Endogenous Learning Resources in the Actiotope Model of Giftedness and Its Significance for Gifted Education

Exogenous and Endogenous Learning Resources in the Actiotope Model of Giftedness and Its Significance for Gifted Education

Systemic Gifted Education: A Theoretical Introduction

The Validity of the Achievement-Orientation Model for Gifted Middle School Students

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