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Identifying and Supporting Giftedness and Talent in Schools

The purpose of this reprint is to present current research on identifying and supporting giftedness and talent in schools all over the world. This reprint contains 19 articles from differing international contexts: Australia, Austria, Finland, France, Greece, Norway, Scotland, Sweden, Turkey, and th...

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Guardado en:
Formato: Online
Lenguaje:inglés
Publicado: MDPI - Multidisciplinary Digital Publishing Institute 2024
Materias:
National Assessment Program–Literacy and Numeracy
NAPLAN
gifted students
identification
standardised assessment
Australia
feelings about school
giftedness
artistic practice
fine arts
enrichment
inclusive school
talent development
disposition
interaction
stimulus condition
education
gifted education
diverse student
non-native
differentiation
Finnish education system
teacher training school
a case study
teachers’ attitudes
inclusive education
gifted education legislation
pedagogical practices
gifted education practices
gifted education in Norway
evidence-based gifted education
differentiated gifted education
gifted
talent
interdisciplinary
ethics
transformational giftedness
domain-specific abilities
domain trajectories
psychosocial skills
high performance
gifted and talented education
program evaluation
intersectionality
achievement
equity
best match
English learners
elementary math
teaching practices
teachers’ beliefs
perceptions
creative productivity
specialized science high schools
co-cognitive factors
STEM
school engagement
school GPA
adapted education
mixed methods
teachers
students
longitudinal research
mathematics
top achievers
inclusion
professional standards
policies
climate change education
academic giftedness
transformational education
action competence
early childhood
preschool
assessment
curriculum
policy
Sweden
positive psychology
underrepresentation
social–emotional
Bull’s Eye Model for Affective Development (BEM)
Mathematics
high achievers
achievement motivation
achievement emotions
metacognition
secondary education
cluster analysis
case study
special needs education
talented education
twice exceptional
2e
talent development programs
actiotope model
school profile
n/a
thema EDItEUR::J Society and Social Sciences
Acceso en línea:ONIX_20240514_9783725801169_143
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Sumario:The purpose of this reprint is to present current research on identifying and supporting giftedness and talent in schools all over the world. This reprint contains 19 articles from differing international contexts: Australia, Austria, Finland, France, Greece, Norway, Scotland, Sweden, Turkey, and the USA. By sharing differing approaches with one another, we can learn and be inspired as to how to deliver quality educational experiences for gifted children and students. Diverse approaches to identification include broad (even ‘fuzzy’), multi-categorical, and curriculum-specific opportunities for talent to emerge within enrichment programs. Diverse approaches to gifted education support include differentiated teaching or curriculum content, such as the use of transdisciplinary, holistic education; acceleration; ability-grouping; special programs; and enrichment opportunities. Alongside these considerations are why we engage in gifted education, specifically the needs and educational rights of children and students. We take a holistic approach to education in schools and early childhood education that includes cognitive, emotional, social, and moral domains concerning giftedness and talents. This means that all aspects of a gifted learner are important, not just their academic achievements. We increasingly find that gifted child and student well-being is tied to the identification and support they receive in schools and early childhood services.

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