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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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Kane, Michele – Gifted Education International, 2018
In this article, the practice of mindfulness is examined as a useful tool to address the internal and external stressors that occur daily for gifted students and their teachers. A culture of calm can be created when these simple, effective, and inexpensive evidence-based strategies are implemented within the classroom. Beyond enhancing empathy and…
Descriptors: Teaching Methods, Evidence Based Practice, Empathy, Stress Variables
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Haberlin, Steven; O'Grady, Patty – Gifted Education International, 2018
In this pilot study, 24 gifted, elementary students in second to fifth grade enrolled in a large, diverse, urban public school were introduced to 10 mindfulness-based techniques that the students practiced in school. The students practiced the techniques for 10 weeks once per week for 30 minutes in the school's media center under the guidance of…
Descriptors: Elementary School Students, Academically Gifted, Urban Schools, Public Schools
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Sisk, Dorothy A. – Gifted Education International, 2018
This article explores the Art and Science of Mindfulness from the perspective of a Buddhist Monk, Thich Nhat Hanh, an author of five books in the Mindfulness Essentials series and that of an American medical doctor, Jon Kabat Zinn, who founded the Mindfulness-Based Stress Reduction (MBSR) clinic at the University of Massachusetts. Mindfulness…
Descriptors: Perception, Metacognition, Stress Management, Relaxation Training
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Shamas, Victor; Maker, June – Gifted Education International, 2018
Based on a unique approach to creativity presented in a revolutionary new book, "Deep Creativity," the authors introduce important, often-ignored processes and aspects of processes that are important to both learning and creativity. They focus on the qualities of "thoughtfulness," which is complete receptivity to all possible…
Descriptors: Metacognition, Creativity, Play, Learning Processes
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Doss, Kristy Kowalske; Bloom, Lisa – Gifted Education International, 2018
Instructors of a middle school gifted language arts class implemented a 30-day unit of study on mindfulness in order to help students learn techniques to alleviate stress, perfectionistic tendencies, and anxiety. Practicing mindfulness techniques, such as meditation, provides individuals with tools to understand the mind and body and encourages…
Descriptors: Gifted, Middle School Students, Metacognition, Language Arts
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Neves-Pereira, Mônica Souza; Bilibio de Carvalho, Marco Aurélio; de Campos Aspesi, Cristiana – Gifted Education International, 2018
This article discusses contributions of Eastern philosophical traditions, in particular, Buddhism and its concept of mindfulness--to the field of psychology. Psychology has long dealt with the concept of mindfulness to understand the results of meditation in several contexts, such as psychotherapy and education. The works of Thich Nhat Hanh on…
Descriptors: Metacognition, Attention Control, Buddhism, Philosophy
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Tolan, Stephanie S. – Gifted Education International, 2018
This article discusses giftedness from the inside out, focusing on what the differences mean to the gifted child's experience of life--the effects both their intensity and their cognitive abilities have on their inner experience and awareness. Mindfulness is especially valuable and important for the profoundly gifted child. Two programs that use…
Descriptors: Academically Gifted, Metacognition, Perception, Summer Programs
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Seney, Robert W.; Mishou, Mark A. – Gifted Education International, 2018
After discussing informal feedback from a district workshop for teachers of the gifted on the practice of mindfulness, the authors asked the question: Does research support the shared reactions of these teachers? A review of the literature showed there are a growing number of studies on mindfulness, but research on teachers and mindfulness is…
Descriptors: Metacognition, Workshops, School Districts, Feedback (Response)
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Özarslan, Murat; Çetin, Gülcan – Gifted Education International, 2018
The aim of the study was to determine the effects of biology project studies on gifted and talented students' motivation toward learning biology. In the study, "one group pretest-posttest" design is conducted. Study group consisted of 46 gifted and talented students participating in biology projects at two science and art centers (SACs)…
Descriptors: Biology, Learning Motivation, Gifted, Talent
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Miedijensky, Shirley – Gifted Education International, 2018
This study aims to assess the views of outstanding teachers of the gifted regarding their students' learning environment. Thirty teachers were interviewed and an interpretive approach was used to analyze their views. The teachers' comments were divided according to the following themes: (a) characteristics of gifted students, (b) characteristics…
Descriptors: Foreign Countries, Academically Gifted, Educational Environment, Teacher Attitudes
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