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...
Պահպանված է:
| Ձևաչափ: | Online |
|---|---|
| Լեզու: | անգլերեն |
| Հրապարակվել է: |
MDPI - Multidisciplinary Digital Publishing Institute
2024
|
| Խորագրեր: | |
| Առցանց հասանելիություն: | ONIX_20240514_9783725801169_143 |
| Ցուցիչներ: |
Չկան պիտակներ, Եղեք առաջինը, ով նշում է այս գրառումը!
|
| _version_ | 1869520411210809344 |
|---|---|
| collection | Directory of Open Access Books |
| description | 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. |
| format | Online |
| id | doab-20.500.12854ir-137542 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | MDPI - Multidisciplinary Digital Publishing Institute |
| publisherStr | MDPI - Multidisciplinary Digital Publishing Institute |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1375422024-05-14T13:27:29Z Identifying and Supporting Giftedness and Talent in Schools Tirri, Kirsi Margrain, Valerie 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 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. 2024-05-14T13:27:24Z 2024-05-14T13:27:24Z 2024 book ONIX_20240514_9783725801169_143 9783725801169 9783725801152 https://directory.doabooks.org/handle/20.500.12854/137542 eng application/octet-stream Attribution-NonCommercial-NoDerivatives 4.0 International https://mdpi.com/books/pdfview/book/8708 https://mdpi.com/books/pdfview/book/8708 MDPI - Multidisciplinary Digital Publishing Institute 10.3390/books978-3-7258-0115-2 10.3390/books978-3-7258-0115-2 46cabcaa-dd94-4bfe-87b4-55023c1b36d0 9783725801169 9783725801152 350 open access |
| spellingShingle | 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 Identifying and Supporting Giftedness and Talent in Schools |
| title | Identifying and Supporting Giftedness and Talent in Schools |
| title_full | Identifying and Supporting Giftedness and Talent in Schools |
| title_fullStr | Identifying and Supporting Giftedness and Talent in Schools |
| title_full_unstemmed | Identifying and Supporting Giftedness and Talent in Schools |
| title_short | Identifying and Supporting Giftedness and Talent in Schools |
| title_sort | identifying and supporting giftedness and talent in schools |
| topic | 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 |
| topic_facet | 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 |
| url | ONIX_20240514_9783725801169_143 |