Impact of Two Elementary School Principals' Leadership on Gifted Educational in Their Buildings

Lewis, Joan D.; Cruzeiro, Patricia A.; Hall, Charmaine A.

doi:10.4219/gct-2007-35

Cited by 15 publications

(15 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…At the 1999 convention of the National Association for Gifted Children, several leading scholars in gifted education participated in a "millennium panel" that featured their perspectives on the past and the future of the field. Their ideas have influenced how the author [5] thinks about the future of gifted education, including probable directions closely linked to current reality, as well as grand plans and schemes for the ideal.…”

Section: педагогічні інновації: ідеї реалії перспективиmentioning

confidence: 99%

Didactic Interpretation of Personal Quality of Gifted

Voloshchuk¹,

Madzihon²

2019

PIIRP

View full text Add to dashboard Cite

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.

show abstract

Section: педагогічні інновації: ідеї реалії перспективиmentioning

confidence: 99%

Didactic Interpretation of Personal Quality of Gifted

Voloshchuk¹,

Madzihon²

2019

PIIRP

View full text Add to dashboard Cite

show abstract

“…The scope of gifted programs refers to the range of provisions offered (e.g., pull-out or push-in options, subject acceleration), the identification procedures associated with these provisions, and the administration and management of such provisions, including professional development for staff. The principal may influence the scope (Lewis, Cruziero, & Hall, 2007; Scheerens & Bosker, 1997) because of his or her direct involvement in the school’s strategic plan and budget. The quality of gifted program provisions refers to the appropriateness of curriculum and teaching practices offered and may be more likely to be determined by classroom teachers (VanTassel-Baska & Stambaugh, 2010; Westberg & Archambault, 1997), as they implement curriculum and teaching practices encouraged and supported by the principal and their colleagues (Ayres, Dinham, & Sawyer, as cited in Dinham, 2007; Clift, Veal, Holland, Johnson, & McCarthy, 1995; Leithwood & Sun, 2012; Little & McLauglin, 1993; Youngs & King, 2002).…”

Section: Review Of the Literaturementioning

confidence: 99%

Exploring the Relationship Between Principal, Policy, and Gifted Program Scope and Quality

Long

Barnett

Rogers

2015

Journal for the Education of the Gifted

View full text Add to dashboard Cite

An exploratory qualitative case study of 10 government secondary schools (Grades 7–12) in New South Wales (NSW), Australia, was conducted to investigate the extent to which the revised NSW gifted and talented policy (2004) has contributed to gifted program quality and scope. Findings from the qualitative analysis of in-depth interview data with principals (n = 10), gifted coordinators (n = 11), and teachers (n = 37) showed the following themes: (a) schools with a documented gifted policy were more likely to provide more substantially for their gifted students; (b) selective (all gifted) schools and schools with selective classes were more likely to provide distinctive gifted programs in line with state policy; (c) principals with a policy to follow were more likely to provide adequate resource support and professional development for teachers in the school; and (d) the desire of principals to meet policy mandate does not always equate to having the means to do so.

show abstract

“…Gifted students, for instance, must be kept busy throughout the day to avoid getting bored and teachers should use interesting teaching methods that help achieving this goal (Rosicka & Mayerova, 2014). Lewi et al (2007) found several findings, the most important of which is the integration of services into homogeneous classrooms, although methods and distinctive content are not integrated into the general curriculum. The study aimed to identify the reality of gifted care, and concluded that the content of the current gifted care programs is somewhat relevant to the needs of gifted students, and that the most commonly used method in teaching them is brainstorming, discussion and problem solving followed by collaborative education and critical thinking (Alkasy, 2004).…”

Section: Introductionmentioning

confidence: 99%

The Status of Teaching Gifted Students in King Abdullah II Schools for Excellence

Al-Dhaimat¹,

Salah²,

Abutayeh³

2020

IJLD

View full text Add to dashboard Cite

The present study aimed to identify the reality of teaching gifted students in King Abdullah II schools for excellence in southern Jordan. The study sample consisted of (98) primary, middle and high school teachers. The results of the study indicated that the level of teaching related to (teaching strategies, physical environment, classroom environment, teacher-specific competencies, and assessment techniques) was high and that the level of teaching of gifted students related to the teaching aids was average. The results of the study also showed that there were no statistically significant differences due to gender, age, academic qualification and specialization variables. Moreover, there were statistically significant differences in the level of teaching attributed to the years of experience variable in favor of those who have less than 5 years of experience. In addition, they showed that there were statistically significant differences in level of teaching among teachers of 20 years of experience and above in relation to the domain of assessment methods. This is attributed to the cumulative experience of teachers as a result of years of experience and the diversity of evaluation methods. As to the gender variable, the results showed no differences in the total dimensions except for the physical environment and the qualifications of the teacher. Thus, this indicated that there were statistically significant differences in the gender variable amongthe teachers of gifted students in favor of female teachers. Furthermore, the researchers recommended that all teachers of gifted students should be trained through holding training courses and workshops to enhance the knowledge and enrichment content of teachers. They also recommended that there is a need to continuously develop the physical environment surrounding gifted students in the schools for excellence in southern Jordan.

show abstract

Impact of Two Elementary School Principals' Leadership on Gifted Educational in Their Buildings

Cited by 15 publications

References 10 publications

Didactic Interpretation of Personal Quality of Gifted

Didactic Interpretation of Personal Quality of Gifted

Exploring the Relationship Between Principal, Policy, and Gifted Program Scope and Quality

The Status of Teaching Gifted Students in King Abdullah II Schools for Excellence

Contact Info

Product

Resources

About