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Tenemaza Kramaley, David; Wishart, Jocelyn – Gifted Education International, 2020
The expert performance theory by Ericsson et al. which maintains that deliberate practice can account for most of the variance in expertise studies is often posed as a strong scientific framework for research on giftedness. The current study explored relationships between performance, deliberate practice and mindset beliefs about intelligence and…
Descriptors: Intelligence, Games, Schemata (Cognition), Expertise
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Killas, Harry; Lo, C. Owen; Porath, Marion; Tan, Yuen Sze Michelle; Hsieh, Chia-Yen; Ralph, Rachel – Gifted Education International, 2020
The "Superkids," a group of highly gifted students, were first portrayed in a 2004 documentary. In response to the question of what happened to these students after the original film, a second documentary has been produced. The sequel focused on these individual's lives, their retrospective insights about gifted education, their…
Descriptors: Academically Gifted, Gifted Education, Student Experience, Documentaries
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Ürek, Handan; Dolu, Gamze – Gifted Education International, 2020
The aim of this study was to determine the conceptual structures of exceptionally talented students about chemical change through the use of word associations. The study was conducted with 13 exceptionally talented students in seventh grade who were attending a science and art center located in a province in western Turkey. Data were collected…
Descriptors: Foreign Countries, Academically Gifted, Associative Learning, Grade 7
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Persons, Marij; de Groot, Yvonne; Stoffels-Engering, Anneke – Gifted Education International, 2020
We work as teachers in one-day-a-week classes for gifted elementary school students in the Netherlands. The classes are centred on themes that last about 8 weeks. Twice a year, the students work on a project using the TASC Wheel to systematically gain more knowledge on the subject as well as to practise their executive skills. As an example of…
Descriptors: Foreign Countries, Academically Gifted, Gifted Education, Elementary School Students
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McGrath, Patricia – Gifted Education International, 2019
This study focuses on education at primary and secondary level in Northern Ireland and questions whether it meets the needs of gifted students. Gifted students from Mensa were questioned about their experiences in school, and the majority of students stated that they did not have sufficient challenge in school, or any type of differentiation in…
Descriptors: Foreign Countries, Elementary Secondary Education, Academically Gifted, Student Needs
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Breik, Wisam Darwiesh; Zaza, Haidar Ibrahim – Gifted Education International, 2019
This study examines differences in coping strategies (CSs) in relation to gifted status, gender, and family size. Two hundred gifted adolescents were selected from gifted schools, and 1000 non-gifted adolescents were selected from ordinary schools. One-way multivariate analysis of variance produced significant differences among the subjects in…
Descriptors: Coping, Comparative Analysis, Gifted, Family Size
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Shaughnessy, Michael F.; Barnes, Bryan – Gifted Education International, 2019
Michael F. Shaughnessy is currently Professor of Educational Studies at Eastern New Mexico University in Portales, New Mexico. Bryan Barnes is a graduate student in Speech Language Pathology at Eastern New Mexico University and is pursuing a Master's degree in that field. In this article, Shaughnessy, and Barnes, offer up a reflective conversation…
Descriptors: Academically Gifted, Leadership Training, Student Leadership, Social Responsibility
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Kohan-Mass, Judith; Tal, Liraz – Gifted Education International, 2019
In order to reach gender equity in the gifted population, an affirmative action policy was instituted in Israel to increase the number of girls identified as gifted. The purpose of this study was to compare the self-efficacy beliefs of girls in the top 1.5% (gifted girls (GG)) with those of girls in the top 3% (GG in affirmative action). It was…
Descriptors: Academically Gifted, Self Efficacy, Females, Mathematics Skills
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Shaughnessy, Michael F. – Gifted Education International, 2019
Michael Shaughnessy, shares a conversation with Helen Dudeney, a private consultant who has been actively involved in working with gifted children since 1988. She was originally, trained and worked as an accountant and was very involved with working with children through volunteering for many years as a leader in the Scout Association. She started…
Descriptors: Gifted, Teaching Methods, Foreign Countries, Consultants
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Barone, Diane; Barone, Rebecca – Gifted Education International, 2019
This qualitative, practitioner study explored how gifted students, who were not necessarily sophisticated readers, first participated in literature circles. The students were enrolled in a US Title I, magnet Science, Technology, Engineering, and Mathematics (STEM)/International Baccalaureate World Academy (IB) school. Students routinely…
Descriptors: Academically Gifted, Reading Skills, Magnet Schools, Literacy Education
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Cavilla, Derek – Gifted Education International, 2019
There is a growing demand for equal support of social-emotional learning across the globe. In the United States, the Collaborative for Academic, Social, and Emotional Learning has shed significant light on the power of affective development for school-aged children, indicating that, without it, students are limited in their ability to reach their…
Descriptors: Academically Gifted, Affective Behavior, Social Development, Emotional Development
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Mounter, Joy; Huxtable, Marie; Whitehead, Jack – Gifted Education International, 2019
The article's authors continually ask and attempt to answer questions, such as, 'How do I improve what I am doing?' and 'How do we improve what we are doing?' by researching their practice and making public what knowledge they create along the way. Here they describe Living Theory research and explain why this has enabled them to improve their…
Descriptors: Global Approach, Educational Research, Teacher Researchers, Inclusion
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Wallace, Belle; Humphries, Walter; Evans, Kathryn – Gifted Education International, 2019
Walter Humphries and Kathryn Evans outline the aims of the new Welsh curriculum and demonstrate how neatly the Thinking Actively in a Social Context (TASC) problem-solving approach dovetails with the aims of the new 2015 curriculum for Welsh schools.
Descriptors: Problem Solving, Thinking Skills, Foreign Countries, National Curriculum
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Jumper, Rachel Leah – Gifted Education International, 2019
Although research on bullying has grown in scope in recent years, research specifically focused on gifted children's experiences with bullying has been more limited. Studies of gifted children and bullying do exist, but the body of research in this specific area is not large. This article asserts that there are differences in the ways that gifted…
Descriptors: Bullying, Self Disclosure (Individuals), Gifted, Middle School Students
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Durak, Hatice Yildiz; Guyer, Tolga – Gifted Education International, 2019
Since programming processes involve different thinking skills and different fields of knowledge, it is especially important for children to acquire 21st-century skills. Even though the programming education activities are being intensively applied, it can be said that there is a gap in quantitative researches supporting the effort to reveal the…
Descriptors: Computer Science Education, Programming, Programming Languages, Active Learning
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