The National Mentoring Program
						in Israel: A Model for Developing Leadership among Highly Gifted
						Students

Zorman, Rachel; Nadler, Menachem; Zeltser, Pnina; Bashan, Zipi

doi:10.4135/9781526463074.n29

Cited by 2 publications

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“…In determining the level of a mean score, a mean interpretation score for the 6-point scale survey, as Table 3, was developed. (Burnette, 2013;Torkar et al, 2018;Zorman et al, 2018). Teachers could select a day to run this programme as enrichment for gifted students.…”

Section: Music In Filmmentioning

confidence: 99%

‘Music in Film’ for Gifted Students: The Effect of Differentiated Learning on Students’ Motivation

Ismail

Loo

Anuar

2021

JSSH

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Music is not only an important subject in general education, but it particularly serves gifted students who face various psychological issues not encountered by their ‘normal’ peers. Nonetheless, it is found that not all schools are implementing proper music lessons due to the focus on STEM subjects. This paper provides an overview of developing music enrichment activities as an approach to meet gifted students’ needs. Differentiated instruction was used as the main approach to developing a comprehensive music enrichment activity, namely ‘Music in Film’, in which gifted students integrated music and computer skills in completing a given task. Furthermore, a research survey was conducted involving 36 gifted students. The MUSIC Inventory was used to measure their motivation and engagement towards the activity to measure the methods. Five domains—empowerment, usefulness, success, interest and caring—were measured on a 6-point Likert scale. Results revealed that all five domains were rated from moderate to high by the gifted students with a minimum 4.5 mean. Although it can be concluded that this enrichment activity is apt and effective for implementation in gifted education, future studies could look at participants with different backgrounds and demographics. It is hoped that this paper will contribute to designing more enrichment activities with a differentiated instruction approach as gifted students possess high potential in various talents that need to be nurtured.

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Section: Music In Filmmentioning

confidence: 99%

‘Music in Film’ for Gifted Students: The Effect of Differentiated Learning on Students’ Motivation

Ismail

Loo

Anuar

2021

JSSH

View full text Add to dashboard Cite

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Who owns their story: Career construction with gifted and talented students

Sensoy Briddick,

Chris Briddick

2024

Gifted Education International

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Gifted and talented youth in the US have been struggling for recognition and appropriate educational opportunities for decades. Periodically, we are reminded of their unique needs. Time and again, those needs seem to be disregarded, including their need for career related planning and programming. Narratives of gifted students can be negatively impacted, as a result of action or inaction by young people themselves or of others in their lives. Three distinct problem saturated plots can emerge requiring career counselors to provide specific intervention to ensure narrative development in congruence with the hopes, dreams and desires of youth. Career construction theory, with its emphasis on authorship and agency is most suitable for increasing agency of the youth stuck in these narratives. My Career Story a group or individual intervention, rooted in career construction theory, offers assistance to both students and counselors, as students work to develop their own preferred narratives.

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The National Mentoring Program in Israel: A Model for Developing Leadership among Highly Gifted Students

Cited by 2 publications

References 0 publications

‘Music in Film’ for Gifted Students: The Effect of Differentiated Learning on Students’ Motivation

‘Music in Film’ for Gifted Students: The Effect of Differentiated Learning on Students’ Motivation

Who owns their story: Career construction with gifted and talented students

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