Towards a systemic theory of gifted education

Persson, Roland S.

doi:10.1080/13598139.2012.679085

Cited by 107 publications

(85 citation statements)

References 36 publications

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“…In our viewpoint, this perspective represents an important advancement in the understanding of the underlying processes of self-regulatory learning. On the other hand, this interplay between individual and contextual factors that operate since earlier stages, strengthens the recent theory presented by Ziegler and Phillipson (2012) about gifted education, which conceive the development of an action repertoire capable of producing excellence as a very successful adaptation to specific environments (Araújo & Davids, 2011).…”

Section: Discussionmentioning

confidence: 70%

The relationship of personality, study practice and learning environments on excelent engineering students

Monteiro

Almeida

Cruz

et al. 2015

Análise Psicológica

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In the present study, a group of high-achieving students is characterized, and the relationship between personality traits, study practices and learning environments is explored. Thirty three engineering students with outstanding academic achievement were assessed using a mixed method approach, consisting of a semi-structured interview and two questionnaires: the NEO-PI-R (Portuguese version) and the Study Skills Scale. The resulting data indicates a convergence between qualitative and quantitative data, associating study practices with personality traits, namely consciousness and deep approach to learning and learning motivation. Participants also revealed to be work oriented, selfdisciplined, determined and highly involved with their academic work.Key words: Academic excellence, Personality, Study practice, Learning environment. IntroductionOver the past decades, a significant amount of research concerning learning and academic achievement in higher education has been developed. Such endeavour seems to result, at least in part, from the need to deal with global changes occurring in higher education in Europe. The democratization of the access to higher education led to an increasing heterogeneity of students. As a result, it became more and more important to understand the individual differences of students, such as psychological characteristics and study skills, in particular of those students who reach high achievement levels. As Shushok and Hulme (2006) state, "if you want to produce excellence, you have to study excellence. Consequently, I shifted my focus to try to understand what made top achievers tick" (p. 5).The concept of excellence, which translates the idea of superior performance in a specific field, has been studied through different approaches in the literature. Each approach presents a specific key-concept according to its respective framework; some approaches give emphasis to the psychological characteristics of excellent individuals, others are mainly focused on the behaviors and contexts of practice related with outstanding performance. There is also some divergence regarding the identification criteria, with some authors considering the performance or achievement situations (e.g., Araújo, Cruz, & Almeida, 2009;Pearse, 2000;Sękowski & Siekańska, 2008;Taylor, Gould, & Rolo, 2008), and other authors stressing the concept of talent or potential, and using cognitive measures such as the IQ (e.g., Gagné, 2004;Heller, 2004) Therefore, there is still some controversy in relation to the factors determining outstanding performance: on the one hand, there are authors who defend the role of deliberate practice and 97A correspondência relativa a este artigo deverá ser enviada para: Leandro Almeida, Departamento de Psicologia, Instituto de Educação e Psicologia, Universidade do Minho, Campus de Gualtar, 4710 Braga, Portugal. E-mail: leandro@iep.uminho.pt training (Ericsson, Nandagopal, & Roring, 2009;Nandagopal & Ericsson, 2012); on the other hand, there are authors who emphasize the role of several pers...

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Section: Discussionmentioning

confidence: 70%

The relationship of personality, study practice and learning environments on excelent engineering students

Monteiro

Almeida

Cruz

et al. 2015

Análise Psicológica

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“…The debate about whether provision for the gifted should be offered as a separate program or through the regular classroom is ongoing. There are (a) those who advocate for a separate program for academic talent development (Gagné, 2011) for students who meet the selective identification criteria; (b) those who advocate for an integrated program for gifted learners (programming model) that involves the whole school and requires changes to the normal curriculum (e.g., Renzulli, 2012;Renzulli & Reis, 1985;Tomlinson et al, 2009;VanTassel-Baska & Little, 2009); (c) those who advocate for a systemic approach (Ziegler & Phillipson, 2012) that is applied within the regular classrooms, without selective processes, through the provision of opportunities for individualized learning pathways, and the provision of "individually tailored learning environments" (Ziegler & Phillipson, 2012, p. 24); and (d) those who oppose practices that involve special measures for gifted students and to the use of the term "gifted" (e.g., Borland, 2009).…”

Section: Perceptions Of Gifted Educationmentioning

confidence: 98%

“…Modern models of gifted education with a strong theoretical base (e.g., Gagné, 2004Gagné, , 2010Gagné, , 2011Gardner, 2006Gardner, , 2010 Downloaded by [University of Exeter] at 13:39 04 June 2016 Renzulli, 2012;Sternberg, 2003;Ziegler & Phillipson, 2012) emphasize the importance of intelligence and cognition in talent development but also the role of affect and motivation and the role of environment and the interaction within it. They all agree on the importance of education and suggest the establishment of an environment in which gifted individuals will have suitable opportunities to extend their ability.…”

Section: Perceptions Of Gifted Educationmentioning

confidence: 99%

Nurturing Mathematical Promise in a Regular Elementary Classroom: Exploring the Role of the Teacher and Classroom Environment

Dimitriadis¹

2016

Roeper Review

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“…category system, the placement of specific models in a particular category (e.g., placing the DMGT in a category where 'the sequence [of components] is not framed specifically as a developmental process'! ), or the omission of some well-publicized talent development models, like Ericsson's development of expertise through deliberate practice (Ericsson 2006), the level of service (LoS) approach (Schroth 2013;Treffinger andSelby 2009), or Ziegler andPhilipson's (2012) actiotope model. In fact, most chapters in two recent compendiums of models or conceptions Sternberg and Davidson 2005) would warrant a close examination as potential ATD models.…”

Section: Critical Survey Of Existing Modelsmentioning

confidence: 98%

Academic talent development programs: a best practices model

Gagné

2015

Asia Pacific Educ. Rev.

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This article aims to describe how schools should structure the development of academic talent at all levels of the K-12 educational system. Adopting as its theoretical framework the Differentiating Model of Giftedness and Talent, the author proposes (a) a formal definition of academic talent development (ATD) inspired by the principles and practices adopted in education, music, and sports and (b) seven constitutive characteristics of exemplary talent development programs. He develops his proposal around an enriched K-12 curriculum as its keystone component. Other characteristics recommend that school administrators make this curriculum available on a daily basis, as early as the kindergarten level, to selected high-achieving students; they would belong to full-time high-ability groups. The author argues that most current socalled gifted programs, mainly exemplified by pullout classes and regular classroom enrichment, have little to do with 'proper' academic talent development. The article ends with a brief survey of existing ATD programs and a look at future implementation problems.

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Towards a systemic theory of gifted education

Cited by 107 publications

References 36 publications

The relationship of personality, study practice and learning environments on excelent engineering students

The relationship of personality, study practice and learning environments on excelent engineering students

Nurturing Mathematical Promise in a Regular Elementary Classroom: Exploring the Role of the Teacher and Classroom Environment

Academic talent development programs: a best practices model

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