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Gavin, M. Katherine; Casa, Tutita M. – Gifted Education International, 2013
Developing mathematical talent in our students should be of primary consideration in education today as nations respond to the challenges of economic crises and ever-changing technological advances. This paper describes two U.S. federally funded curriculum projects, Project M[superscript 3], Mentoring Mathematical Minds, and Project M[superscript…
Descriptors: Academically Gifted, Educational Strategies, Mentors, Best Practices
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David, Imre; Balogh, Laszlo – Gifted Education International, 2013
The objective of our article is to give an outline of the work carried out in assisting gifted individuals at the University of Debrecen. We also give an account of the historical background of our institute, including the relationship between our doctoral programme and gifted education; in addition, we run a teacher training programme that awards…
Descriptors: Gifted, Educational Research, Teacher Education, Specialization
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Whitehead, Jack; Huxtable, Marie – Gifted Education International, 2013
Continuing professional development (CPD) living educational theory offers an approach to CPD that enables educators to enhance their own professional practice and enable them to offer as gifts the knowledge, expertise and talents they develop to extend the knowledge base of the profession. In this paper we briefly introduce living theory research…
Descriptors: Educational Theories, Professional Continuing Education, Masters Programs, Transformative Learning
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Mounter, Joy – Gifted Education International, 2013
I am in the unique position as headteacher to develop policy in my school, influencing the experiences of staff, parents and children, as well as a wider audience through my essays and published work (Mounter, 2008). This essay will be in the form of a narrative using the living theory action research approach (Whitehead and McNiff, 2006). It will…
Descriptors: School Policy, Academically Gifted, Personal Narratives, Talent Development
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Stoeger, Heidrun; Ziegler, Albert – Gifted Education International, 2013
This article addresses the causes of underachievement in scholastic education. Whereas many studies have been able to show that motivational deficits provide an explanation for underachievement, little research has yet explored the possible influences of deficits in fine motor skills. The aim of our empirical study was, therefore, to investigate…
Descriptors: Gifted, Underachievement, Persistence, Elementary School Students
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Shaughnessy, Michael F.; Moore, Tammy Lynne; Maree, Kobus – Gifted Education International, 2013
Always regarded as somewhat of an "outsider" (the child of an English-speaking (Catholic) mother and an Afrikaans (Protestant) father in an exclusively Afrikaans milieu) and growing up extremely poor, seeing the hardship of others and realising how much talent was going to waste, Kobus Maree took a particular interest in gifted…
Descriptors: Emotional Intelligence, Foreign Countries, Creativity, Strategic Planning
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Chamberlin, Scott A.; Powers, Robert A. – Gifted Education International, 2013
The focus of the article is the validation of an instrument to assess gifted students' affect after mathematical problem solving tasks. Participants were 225 students identified by their district as gifted in grades four to six. The Chamberlin Affective Instrument for Mathematical Problem Solving was used to assess feelings, emotions, and…
Descriptors: Academically Gifted, Problem Solving, Mathematics Instruction, Elementary School Students
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Nagy, Iren; Papp, Irene – Gifted Education International, 2013
At a conference, a secondary school teacher was very surprised when she heard about the idea of talent development in preschool education. "What does it mean?" she asked. In this paper we answer the above question with a model created by joint research. We describe our method of developing gifted children with the involvement of…
Descriptors: Gifted, Preschool Education, Preschool Teachers, Talent Development
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Revesz, Tamas; Olah, Mate – Gifted Education International, 2013
In 1996 the Hungarian Research Student Association (HRSA) was founded. Since then more than 6000 young, talented researchers have belonged to the Association. The founders set two principal aims: (1) to support the gifted and the most promising high school students and (2) to establish an active community. The movement has grown through the work…
Descriptors: Organizational Effectiveness, Organizational Objectives, Organizational Theories, Student Organizations
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Baranyai, Valeria – Gifted Education International, 2013
In recent years, art education has been recognized as a suitable tool for enhancing emotional intelligence and nurturing a child's creative development. However, it seems that the education of art has lost the race against other primary school subjects, with only a minimal number of lessons being taught. The establishment of the afternoon art…
Descriptors: Art Education, Emotional Intelligence, Elementary Schools, Foreign Countries
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Dalia, Nasvytiene; Agne, Brandisauskiene – Gifted Education International, 2013
The identification of gifted children is an interactive procedure consisting of two consecutive steps--screening for above-average cognitive abilities, followed by their monitoring. Teacher nomination is among the most widely used methods of screening. However, it is not free from bias. The analysis of screening criteria is of prime importance for…
Descriptors: Gifted, Intelligence Tests, Factor Analysis, Cognitive Ability
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Csermely, Peter; Rajnai, Gabor; Sulyok, Katalin – Gifted Education International, 2013
In 2006 a novel approach to talent support was promoted by several talent support programmes in Hungary. The new idea was a network approach. The nationwide network of so-called TalentPoints and its framework, the Hungarian Genius Program, gained substantial European Union funding in 2009, and today it is growing rapidly. A novel concept of talent…
Descriptors: Gifted, Foreign Countries, Network Analysis, Social Networks
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Cripps, Louise – Gifted Education International, 2013
In this account I explore and clarify my responsibility as I explain how I have come to my current understanding of talent creation, and why I feel it is so important to develop an inclusive approach to talent creation which provides opportunities for all the children to develop talents through their time at school, and to have them recognised and…
Descriptors: Administrator Attitudes, Talent Development, Educational Opportunities, Inclusion
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Cartwright, Sally – Gifted Education International, 2013
My most vivid childhood memories of learning at school were not what the teachers taught me but what I found out for myself. I remember at junior school completing a project on childhood games and feeling important when I discovered there was a museum devoted to the topic. In Year 9 in geography a project on industry led me to interview a manager…
Descriptors: Academically Gifted, Learner Engagement, Student Participation, Talent Development
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Tucker, Vicky M. – Gifted Education International, 2013
This is a response as to how my involvement with the Gifted and Talented Programme initiated by Bath and North East Somerset made me reassess my living educational values and beliefs, thus influencing my delivery and provision for the students with social, emotional and behavioural difficulties with whom I work. As I consider the issues implicit…
Descriptors: Personal Narratives, Academically Gifted, Foreign Countries, Teacher Attitudes
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