NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 46 to 60 of 640 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Gyarmathy, Éva; Senior, John – Gifted Education International, 2018
Models of giftedness in the 21st century tend to describe talent as a social construct. Research now indicates that certain talented populations that are composed of multiple exceptional individuals are excluded from talent development programmes. Recognizing how well the environment best fits individual needs at particular key developmental…
Descriptors: Inclusion, Academically Gifted, Talent Development, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Ogurlu, Üzeyir; Sevgi-Yalin, Hatun; Yavuz-Birben, Fazilet – Gifted Education International, 2018
This study aimed to examine the relationship between social-emotional learning skills and perceived social support of gifted students. Based on this relationship, the authors also examined to what extent social and emotional learning skills were predictive of social support. In addition, gender variables were compared in social and emotional…
Descriptors: Social Development, Emotional Development, Social Support Groups, Gifted
Peer reviewed Peer reviewed
Direct linkDirect link
Zeidner, Moshe; Matthews, Gerald – Gifted Education International, 2017
This article aims at shedding light on the emotional intelligence (EI) of gifted and high ability students. We begin by presenting a brief overview of EI theory and research and its relevance to gifted education. We then present theoretical considerations bearing on the nature of the relationship between cognitive and EI. This is followed by a…
Descriptors: Emotional Intelligence, Academically Gifted, Correlation, Individual Differences
Peer reviewed Peer reviewed
Direct linkDirect link
Parker, James D. A.; Saklofske, Donald H.; Keefer, Kateryna V. – Gifted Education International, 2017
Much of the work on predicting academic success in postsecondary education has focused on the impact of various cognitive abilities, although in recent years there has been increased attention to the role played by emotional and social competency [also called emotional intelligence (EI)]. Previous work on the link between EI and giftedness is…
Descriptors: Academic Achievement, Emotional Intelligence, Prediction, Role
Peer reviewed Peer reviewed
Direct linkDirect link
Renati, Roberta; Bonfiglio, Natale Salvatore; Pfeiffer, Steven – Gifted Education International, 2017
The research on families of the gifted is extremely limited. In the past, families of the gifted have been studied mainly for two reasons: to discover how family life creates or supports giftedness or eminence, or to understand how one gifted child affects siblings. Few studies, however, have examined the impact of gifted children on the lives of…
Descriptors: Child Rearing, Academically Gifted, Stress Variables, Resilience (Psychology)
Peer reviewed Peer reviewed
Direct linkDirect link
Bates-Krakoff, Justine; McGrath, Robert E.; Graves, Karen; Ochs, Lynn – Gifted Education International, 2017
Prior literature on the use of character strengths suggests that both deficiencies and excesses in the use of strengths can be problematic. While most school-based training in character strengths tends to focus on the former issue, an example is provided of a school-based program offered by the Mayerson Academy in partnership with the VIA…
Descriptors: Gifted, Teaching Methods, Values Education, Personality Development
Peer reviewed Peer reviewed
Direct linkDirect link
Pfeiffer, Steven I. – Gifted Education International, 2017
"Strengths of the heart" is a new and potentially useful paradigm for understanding how the "whole" gifted child can thrive and flourish. Until recently, those who have written about and have researched the gifted have focused much of their work on "strengths of the head"--understanding, identifying, and promoting…
Descriptors: Gifted, Holistic Approach, Child Development, Emotional Intelligence
Peer reviewed Peer reviewed
Direct linkDirect link
Sharp, Jennifer E.; Niemiec, Ryan M.; Lawrence, Christopher – Gifted Education International, 2017
Mindfulness and character strengths are synergistic tools that work together to cultivate well-being. Mindfulness-Based Strengths Practice (MBSP) combines the research and practice of these constructs to enhance well-being, meaning, and engagement. In this article, research supporting how mindfulness and character strengths may benefit the gifted…
Descriptors: Gifted, Educational Practices, Values Education, Well Being
Peer reviewed Peer reviewed
Direct linkDirect link
Proyer, René T.; Gander, Fabian; Tandler, Nancy – Gifted Education International, 2017
Positive psychology has revived psychology's abandoned interest in the study of morally positively valued traits (the so-called character strengths) and virtues. We review literature generated on strength-based approaches and focus on applications in the so-called positive psychology interventions. There seems to be great potential in this…
Descriptors: Intervention, Gifted, Relevance (Education), Positive Behavior Supports
Peer reviewed Peer reviewed
Direct linkDirect link
Koshy, Valsa; Smith, Carole Portman; Brown, Joanna – Gifted Education International, 2017
International evidence demonstrates the importance of engaging parents in the education of their "high-potential" children, yet limited research has focused on the involvement of parents from differing economic strata/backgrounds. The current study explored the dilemmas of parenting academically high-ability children from economically…
Descriptors: Academically Gifted, Child Rearing, Parent Attitudes, Urban Areas
Peer reviewed Peer reviewed
Direct linkDirect link
Chen, Wei-Ren – Gifted Education International, 2017
This qualitative case study explored the operational curricula of an art teacher's responsive pedagogy that focused on the differentiation aspects for artistically talented students in an elementary school in Taiwan. Findings indicate that cultivating a "Jian Zi" is the heart of the value system embedded in the art teacher's responsive…
Descriptors: Academically Gifted, Art Teachers, Art Education, Talent Development
Peer reviewed Peer reviewed
Direct linkDirect link
Sahragard, Rahman; Heidari, Kamal – Gifted Education International, 2017
Reviewing the assessment literature, dynamic assessment is the most recently advocated type of assessment in that it not only argues for integration between assessment and instruction, but also takes into consideration the testees' past, present, and future potentials. However, as far as dynamic assessment is concerned, a key question is: How much…
Descriptors: Alternative Assessment, Academically Gifted, Critical Thinking, Testing Accommodations
Peer reviewed Peer reviewed
Direct linkDirect link
Lu, Jiamei; Li, Daqi; Stevens, Carla; Ye, Renmin – Gifted Education International, 2017
Using PISA 2009, an international education database, this study compares gifted and talented (GT) students in three groups with normal (non-GT) students by examining student characteristics, reading, schooling, learning methods, and use of strategies for understanding and memorizing. Results indicate that the GT and non-GT gender distributions…
Descriptors: Achievement Tests, Foreign Countries, International Assessment, Secondary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Cavilla, Derek – Gifted Education International, 2017
Underachievement among gifted students is a paradox that frustrates educators because of the significant disparity between students' potential and their performance. Complicating the issue is the highly individualized nature of the underperformance, which must take into consideration factors of student culture, socio-economic status, motivation,…
Descriptors: Academically Gifted, Underachievement, Urban Schools, High Schools
Peer reviewed Peer reviewed
Direct linkDirect link
Shaughnessy, Michael F. – Gifted Education International, 2017
In this reflective conversation, Marianne Kuzujanakis, a pediatrician and homeschool educator to a profoundly gifted child, discusses her involvement with gifted kids, which began when she approached Supporting Emotional Needs of the Gifted (SENG), a nonprofit gifted support organization. She became fully active in supporting the gifted after her…
Descriptors: Academically Gifted, Pediatrics, Clinical Diagnosis, Talent Identification
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  43