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9 pages, 210 KiB

Open AccessArticle

Pretense or Belief: Creating Meaningful Scenarios and Simulations for Authentic Learning about Diverse Underserved Gifted Students

by Gillian Eriksson

Educ. Sci. 2022, 12(8), 532; https://doi.org/10.3390/educsci12080532 - 8 Aug 2022

Cited by 1 | Viewed by 2102

Abstract

Understanding of the complexity of gifted students who present with an intersection of unique profiles of abilities and challenges, cultural, ethnic, gender and linguistic perspectives, learning experiences across contexts and personal expectations remains a challenge in identifying and serving diverse gifted students. Training [...] Read more.

Understanding of the complexity of gifted students who present with an intersection of unique profiles of abilities and challenges, cultural, ethnic, gender and linguistic perspectives, learning experiences across contexts and personal expectations remains a challenge in identifying and serving diverse gifted students. Training teachers to recognize talent and high ability in these diverse populations remains a central problem in addressing issues of underrepresentation and providing a differentiated curriculum to meet their unique needs. The use of scenarios and simulations offers ways to observe, engage, interact and practice strategies in the post-pandemic online and hybrid learning modes, as demonstrated through a simulated classroom of diverse gifted learners. Presented here are ways to ensure that the scenarios and simulations can be designed to be authentic and present cases that approximate real students so that teachers can transcend the ‘pretense’ into ‘belief’ with real lessons and develop knowledge and skills to address the needs of underserved gifted students. Full article

(This article belongs to the Special Issue Gifted Education, Creativity and Leadership Development)

11 pages, 1577 KiB

Open AccessArticle

Twice-Exceptional Children and Their Challenges in Dealing with Normality

by Roya Klingner

Educ. Sci. 2022, 12(4), 268; https://doi.org/10.3390/educsci12040268 - 11 Apr 2022

Cited by 5 | Viewed by 9616

Abstract

This article defines the term twice-exceptional as being gifted (highly able) and having challenges with learning or physical disabilities. The focus is on understanding these children, who are brilliant in one way but at the same time in some situations are at risk. [...] Read more.

This article defines the term twice-exceptional as being gifted (highly able) and having challenges with learning or physical disabilities. The focus is on understanding these children, who are brilliant in one way but at the same time in some situations are at risk. The biggest challenges they face are misunderstanding and misdiagnosis. This article will assist those involved in the life and education of twice-exceptional children to help light the way towards better understanding them, focusing on their strengths and supporting them individually to change their life in an optimal direction. One million of our nation’s most promising, innovative thinkers—children who learn differently, not “deficiently”—constitute a neglected national resource. Full article

(This article belongs to the Special Issue Gifted Education, Creativity and Leadership Development)

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11 pages, 239 KiB

Open AccessArticle

Exploring Educator Leadership Practices in Gifted Education to Facilitate Online Learning Experiences for (Re)Engaging Gifted Students

by Michelle Ronksley-Pavia and Michelle M. Neumann

Educ. Sci. 2022, 12(2), 99; https://doi.org/10.3390/educsci12020099 - 31 Jan 2022

Cited by 3 | Viewed by 4497

Abstract

This article draws on case study findings of educator leadership in an online gifted education school, which emerged from a larger study exploring online engagement practices used by specialist gifted education teachers to (re)engage gifted learners. The gifted education teachers and their team [...] Read more.

This article draws on case study findings of educator leadership in an online gifted education school, which emerged from a larger study exploring online engagement practices used by specialist gifted education teachers to (re)engage gifted learners. The gifted education teachers and their team leader were interviewed about leadership practices for supporting online engagement of gifted primary and high school students. Semi-structured interview data were transcribed, coded, and thematically analysed. Findings related to teachers voicing the importance of a passionate and committed team leader who understood giftedness and who acted as a facilitator in both the continuous development of teaching team skills and facilitation of online engagement practices for gifted students. Findings indicated five key themes related to transformational leadership practices: (1) understanding requirements of online practices for teaching gifted students; (2) supporting digital and online innovation and creativity for engaging gifted students; (3) leveraging the unique skills of the specialist teaching team for teaching gifted students in the online space; (4) actively facilitating and encouraging (re)engagement of gifted students through online participation; (5) follow-through to meet the needs and concerns of the specialist teaching team, gifted students, and their parents and/or carers. These leadership practices are of importance for actively supporting gifted education teachers and their students in online learning environments in order to achieve positive student engagement and learning outcomes commensurate with student potential. Full article

(This article belongs to the Special Issue Gifted Education, Creativity and Leadership Development)

14 pages, 272 KiB

Open AccessArticle

Using Integrative Career Construction Counselling to Promote Autobiographicity and Transform Tension into Intention and Action

by Jacobus G. Maree

Educ. Sci. 2022, 12(2), 72; https://doi.org/10.3390/educsci12020072 - 23 Jan 2022

Cited by 4 | Viewed by 2794

Abstract

This article reports on the use of integrative career counselling to promote autobiographical reasoning in a purposively sampled gifted 16-year-old female learner with moratorium career identity status. I implemented an explanatory, mixed-methods (QUALITATIVE-quantitative; uppercase denoting the bigger weighting given to the qualitative aspect) [...] Read more.

This article reports on the use of integrative career counselling to promote autobiographical reasoning in a purposively sampled gifted 16-year-old female learner with moratorium career identity status. I implemented an explanatory, mixed-methods (QUALITATIVE-quantitative; uppercase denoting the bigger weighting given to the qualitative aspect) research design and used qualitative and quantitative career construction counselling techniques and methods and quantitative career construction counselling techniques and methods and strategies to construct data. The Maree Career Matrix (MCM) was used to gather the participant’s career interests (“scores”) quantitatively, and the Career Interest Profile (CIP) was used to elicit her micro-narratives (“stories”) qualitatively. An adapted version of thematic data analysis was used to analyse the data. The intervention promoted the participant’s (self-)reflection and reflexivity, transformed her tension into intention, led to an increase in her career options, and helped her revitalise her sense of meaning, purpose, and positivity. While the findings are encouraging, future (longitudinal) research is needed to establish the long-term influence of the intervention espoused here. Full article

(This article belongs to the Special Issue Gifted Education, Creativity and Leadership Development)

9 pages, 191 KiB

Open AccessArticle

Factors Affecting the Perceptions and Practices of Differentiated Curricula and Pedagogies for Gifted and Talented Students

by Sandra N. Kaplan

Educ. Sci. 2022, 12(1), 41; https://doi.org/10.3390/educsci12010041 - 11 Jan 2022

Cited by 3 | Viewed by 4475

Abstract

The definitions and implementation of differentiated curricula and instruction for gifted and talented students have been affected by a myriad of philosophical and institutional factors defined by educators, community members, and gifted and talented students. The ramifications of these factors affect the focus [...] Read more.

The definitions and implementation of differentiated curricula and instruction for gifted and talented students have been affected by a myriad of philosophical and institutional factors defined by educators, community members, and gifted and talented students. The ramifications of these factors affect the focus and subsequent objectives and outcomes of differentiated curricula and instruction for gifted and talented students. A set of questions regarding the structure and implications of differentiated curricula and instruction for gifted and talented students are presented. Concepts such as specificity versus generalization, transfer of training, and conflict of interests are discussed and exemplified theoretically, philosophically, and pragmatically to respond to these questions. Full article

(This article belongs to the Special Issue Gifted Education, Creativity and Leadership Development)

15 pages, 448 KiB

Open AccessArticle

From Leading to Guiding, Facilitating, and Inspiring: A Needed Shift for the 21st Century

by C. June Maker

Educ. Sci. 2022, 12(1), 18; https://doi.org/10.3390/educsci12010018 - 30 Dec 2021

Cited by 11 | Viewed by 4866

Abstract

In the 21st-century context, problem solving, creativity, critical thinking, collaboration, and communication are the most valued skills in the workplace. Thus, those in positions often labeled as “leadership” need to make a valuable shift: to guiding, inspiring, and facilitating rather than directing. [...] Read more.

In the 21st-century context, problem solving, creativity, critical thinking, collaboration, and communication are the most valued skills in the workplace. Thus, those in positions often labeled as “leadership” need to make a valuable shift: to guiding, inspiring, and facilitating rather than directing. In this article, I review research on two styles of leadership, transformational and transactional, and relate this research to discussions of the same two types of giftedness. Research on the effectiveness of leaders at engendering creative problem solving has shown the transformational style to be more effective. Leaders are guides in the process rather than the content, facilitators of the gathering and exchange of information from varied sources, and role models as they exhibit effective problem-solving behaviors themselves. As role models, they inspire others to take risks, think innovatively, and collaborate with others. Examples of methods for identifying exceptionally talented leaders and behaviors to observe are provided. In addition, an evidence-based model for igniting, cultivating, extending, and strengthening exceptional talent in leadership is described. Full article

(This article belongs to the Special Issue Gifted Education, Creativity and Leadership Development)

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10 pages, 229 KiB

Open AccessArticle

Interdisciplinary, International Exploration to Strengthen Creativity, Giftedness and Leadership

by Don Ambrose

Educ. Sci. 2021, 11(12), 822; https://doi.org/10.3390/educsci11120822 - 20 Dec 2021

Cited by 7 | Viewed by 3578

Abstract

Creativity, giftedness, and leadership are complex, important phenomena, especially in the threatening turbulence of 21st-century conditions; consequently, there is an increasing need to understand how to strengthen them. We can learn much about these phenomena from within the borders of specialized disciplines; however, [...] Read more.

Creativity, giftedness, and leadership are complex, important phenomena, especially in the threatening turbulence of 21st-century conditions; consequently, there is an increasing need to understand how to strengthen them. We can learn much about these phenomena from within the borders of specialized disciplines; however, they are too complex and multifaceted to fit within the walls of disciplinary silos. Interdisciplinary explorations can reveal theories and research findings that expand our knowledge bases about creativity, giftedness, and leadership. This analysis includes the rationale for engaging in interdisciplinary investigations for these purposes. It includes examples of the ways in which interdisciplinary thinking invigorates creativity and cognitive diversity; illuminates the benefits of visual–spatial gifts that strengthen the development of important talents in gifted students who can go on to become creative leaders; and shows how human rights can be strengthened by constraining economic and political corruption. It also describes the benefits of using interdisciplinary navigation through different levels of analysis, each of which includes a number of academic disciplines. Full article

(This article belongs to the Special Issue Gifted Education, Creativity and Leadership Development)

12 pages, 225 KiB

Open AccessArticle

Managing the Emotional Intensities of Gifted Students with Mindfulness Practices

by Dorothy Sisk

Educ. Sci. 2021, 11(11), 731; https://doi.org/10.3390/educsci11110731 - 13 Nov 2021

Cited by 3 | Viewed by 3559

Abstract

The emotional intensities of gifted students affect not only their learning, but also the way they live and see the world. This article examines the Theory of Positive Disintegration of Dabrowski to explore the inner world of the gifted. The five levels of [...] Read more.

The emotional intensities of gifted students affect not only their learning, but also the way they live and see the world. This article examines the Theory of Positive Disintegration of Dabrowski to explore the inner world of the gifted. The five levels of development and five overexcitabilities of Dabrowski represent an abundance of physical, sensual, creative, intellectual, and emotional energy that cause inner turmoil but can result in creative endeavors. The benefits of mindfulness practices to meeting the emotional needs of gifted students are presented with examples of deep listening, gratitude, and storytelling as mindfulness practices. A culminating activity of storytelling illustrates the integration of deep listening and gratitude and its effect on the sense of identity of gifted students. Full article

(This article belongs to the Special Issue Gifted Education, Creativity and Leadership Development)

11 pages, 233 KiB

Open AccessArticle

Organic Creativity for 21st Century Skills

by Jane Piirto

Educ. Sci. 2021, 11(11), 680; https://doi.org/10.3390/educsci11110680 - 25 Oct 2021

Cited by 7 | Viewed by 2632

Abstract

This article contains 15 “takeaways” about how to teach organic creativity, from actual teachers with several hundred total years of experience. Teachers of English, physics, Advanced Placement Calculus, science, theater, the visual arts, dance, school administration, school counseling, educational psychology professing, world languages, [...] Read more.

This article contains 15 “takeaways” about how to teach organic creativity, from actual teachers with several hundred total years of experience. Teachers of English, physics, Advanced Placement Calculus, science, theater, the visual arts, dance, school administration, school counseling, educational psychology professing, world languages, mathematics, the education of the gifted and talented, social studies, music, and elementary education describe their strategies for teaching for intuition, imagination, insight, imagery, risk-taking, openness to experience, feeding back, improvisation, and other aspects of creativity that arise from the subject matter. Full article

(This article belongs to the Special Issue Gifted Education, Creativity and Leadership Development)

10 pages, 251 KiB

Open AccessArticle

Context Matters in Gifted Education

by Bruce M. Shore

Educ. Sci. 2021, 11(8), 424; https://doi.org/10.3390/educsci11080424 - 11 Aug 2021

Cited by 6 | Viewed by 5816

Abstract

Bruce M. Shore’s research contributions in gifted education have focused on three contexts that impact how giftedness is understood and the instructional environments that serve gifted learners’ educational needs. This article describes these contributions and provides selected examples plus a more complete Supplemental [...] Read more.

Bruce M. Shore’s research contributions in gifted education have focused on three contexts that impact how giftedness is understood and the instructional environments that serve gifted learners’ educational needs. This article describes these contributions and provides selected examples plus a more complete Supplemental Online bibliography. First, giftedness benefits from being conceptualized in terms of theories that address the development of expertise. Featured expert–gifted parallels include interconnectedness of knowledge, metacognitive processes, perspective taking, active learner roles, affinity for novelty and complexity, and task representation and planning. Illustrative research is described from preschool age through higher education, including connections to creativity research. Second, gifted education benefits when guided by social-constructivist theory of education and its expression in inquiry-based instruction. Examples include building upon learner interests, question asking, collaborative inquiry, and active learner roles. Desirable specific instructional practices are framed by the above theories and by being considered in the contexts of widely recommended and best practices with their research support. Third, gifted education, at all levels including higher education and teacher education, needs to be an integral part of the context of general education. Most specific gifted education practices also work in general education, including learning high-level skills within subject matter. Nineteen examples are cited about how gifted education contributes to the quality of general education. Full article

(This article belongs to the Special Issue Gifted Education, Creativity and Leadership Development)

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Jump to: Research

9 pages, 230 KiB

Open AccessConcept Paper

Enrichment and Gifted Education Pedagogy to Develop Talents, Gifts, and Creative Productivity

by Sally M. Reis, Sara Jane Renzulli and Joseph S. Renzulli

Educ. Sci. 2021, 11(10), 615; https://doi.org/10.3390/educsci11100615 - 8 Oct 2021

Cited by 23 | Viewed by 10727

Abstract

Providing challenging and engaging learning opportunities is one way to motivate students to learn. In this article, we discuss the contributions of the gifted education field to the development of enrichment pedagogy and identify several different types of these engaging instructional strategies, including [...] Read more.

Providing challenging and engaging learning opportunities is one way to motivate students to learn. In this article, we discuss the contributions of the gifted education field to the development of enrichment pedagogy and identify several different types of these engaging instructional strategies, including interest-based learning pedagogy, differentiation and curriculum compacting, project-based learning, open-ended choice, and the application of creative productivity to students learning. We identify this specialized pedagogy and give examples of how these exciting pedagogical strategies can be implemented in classrooms and by enrichment specialists and school counselors, both for academically talented and for all students. We conclude with a brief overview of research that demonstrates longitudinal benefits for students who are exposed to this type of teaching, suggesting positive outcomes. Full article

(This article belongs to the Special Issue Gifted Education, Creativity and Leadership Development)

9 pages, 515 KiB

Open AccessEditor’s ChoiceConcept Paper

Beyond Transformational Giftedness

by Robert J. Sternberg, Aakash Chowkase, Ophélie Desmet, Sareh Karami, Jenna Landy and Jialin Lu

Educ. Sci. 2021, 11(5), 192; https://doi.org/10.3390/educsci11050192 - 22 Apr 2021

Cited by 41 | Viewed by 5438

Abstract

This article discusses kinds of transformational giftedness, or giftedness that makes a positive, meaningful, and possibly enduring difference to the world. We extend previous work by suggesting that there are two kinds of transformation that matter: self-transformation and other-transformation. Combining these two kinds [...] Read more.

This article discusses kinds of transformational giftedness, or giftedness that makes a positive, meaningful, and possibly enduring difference to the world. We extend previous work by suggesting that there are two kinds of transformation that matter: self-transformation and other-transformation. Combining these two kinds of transformation yields a 2 × 2 grid of four kinds of giftedness: non-transformational giftedness (no transformation), transformational giftedness (self- and other-transformation combined), self-realized giftedness (whereby one transforms oneself but not others), and other-realized giftedness (whereby one transforms others but not oneself). We open with a discussion of some of the history of conceptions of giftedness. Then we discuss transformational giftedness as it has been defined in the recent past. We then introduce our concepts of self- and other-transformation. We also describe two other kinds of giftedness—inert giftedness, which is giftedness in personal attributes that has not been realized in interactions with others and the world; and transactional giftedness, which is a give-and-take form of giftedness whereby one meets certain societal expectations in exchange for being identified as gifted. We finally conclude that the gifted movement needs to focus much more on developing transformational giftedness, or at least the potential for it, in our young people. Full article

(This article belongs to the Special Issue Gifted Education, Creativity and Leadership Development)

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