Understanding Giftedness: A Chinese-Israeli Casebook

Hine, David; Wu, Echo; Yamin, Taisir Subhi

doi:10.1080/15332276.2010.11673583

Cited by 5 publications

(7 citation statements)

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“…On the other hand, a country like Israel, with a long Jewish tradition of learning and studying (e.g. David & Wu, 2009), and a history of winning a variety of international prizes (e.g. David, 2009) has deteriorated during the last 5 decades and is currently considered a third-word country regarding the math and science achievements of its 15-year old students.…”

Section: Discussionmentioning

confidence: 99%

The PISA Results in Mathematics and Science: A comparison between Israel and Turkey

Soyadı¹

2015

JEGYS

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Comparing the PISA 2012 achievements of Turkey and Israel in Mathematics and science has been an intriguing challenge. Israel was one of the first 12 countries taking part in the first International Mathematics assessment: The TIMSS 1963/4; it had the best achievements both in grade 4 and 8 (ibid). Turkey started participating in International evaluations only in 1999. Since the 1963/4 first international examinations, the Israeli situation has changed substantially by the 80ies, and not in any desirable direction. Turkey, on the other hand, has demonstrated a gradual, constant improvement in the PISA achievements -both in mathematics and science. In this study a brief comparison between these two countries will be presented regarding the achievement in the first decade of the 21st century. This article consists of three main parts: Why comparing Israel and Turkey?, Achievements comparisons between Israel and Turkey, and Why are the Israeli PISA 2012 results actually lower than reported.

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Section: Discussionmentioning

confidence: 99%

The PISA Results in Mathematics and Science: A comparison between Israel and Turkey

Soyadı¹

2015

JEGYS

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“…One might think that in an East-Asian culture, where school achievements are highly appreciated (David & Wu, 2009), teachers' attitudes toward the gifted would have been different. The study of Lee et al (2004) disproved this assumption.…”

Section: Have a Positive Attitude Towards The Giftedmentioning

confidence: 98%

The Importance of Teachers' Attitude in Nurturing and Educating Gifted Children

Hine¹

2011

Gifted and Talented International

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For many decades the issue of "who is to teach the gifted" has been at the center of many teachers-training programs, in many different countries, and in a variety of institutions for higher education. Most experts have agreed that the teacher of the gifted should love teaching, be an interesting person, very knowledgeable, especially in the subject matter he or she teaches, loves to help, be considerate, must be self-confidence, s well as polite and respects others. Others have found that the ,most important trait of teachers of the gifted is their intelligence: while many gifted students could not connect educationally and emotionally to average intelligence-teachers, the loved being taught by teachers who were experts in the subject matter, taught in a logical, well-built structure; teachers who were not only intelligent but creative as well. However, a recent study done with education students in two teachers colleges revealed a different picture. The most important characteristic of the "ideal teacher" was her or his personal traits, while the least important was her or his general education and broad mindedness. Indeed, in countries such as Israel, where the requirements for being admitted to a teachers 'college are the lowest among all other academic professions, it has been hard for many gifted students to be taught by some of the less intelligent teachers. But the most important characteristic of the good teacher of the gifted has been her or his attitude towards the gifted: High intelligent and high educated teachers with a negative attitude towards giftedness made bad teachers for the gifted.

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“…Many more programs for identifying and nurturing the gifted exist in other South-Eastern countries, For example: in Hong Kong: Wu (2009), David (2009c; In China: David & Wu, (2009a); in South Korea: Wollam (1992). Reviewing all of them is beyond the scope of this paper.…”

Section: In-service Trainingmentioning

confidence: 99%

Understanding Giftedness: A Chinese-Israeli Casebook

Cited by 5 publications

References 0 publications

The PISA Results in Mathematics and Science: A comparison between Israel and Turkey

The PISA Results in Mathematics and Science: A comparison between Israel and Turkey

The Importance of Teachers' Attitude in Nurturing and Educating Gifted Children

Starting From the Beginning: On Building A School And Community-Based System Supporting The Gifted

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