Suchergebnisse

Aceh has great talents and prodigy who need intervention. Talking about these talents should start with understanding them as a whole, who they really are, how can we identify them, how can we best serve them for their best potential growth. Designing the programs that best suit them become the next step after carefully selecting them. Later, we need to formulate special programs, special schools, special human resource who will work with them to boost these prodigies' abilities. Failing to do so will only result in undermining and downgrading their ability instead of doing them a favor. It is highly recommended that government start tapping into this as early as possible for maximum result. In this short article, I also present on how government should work with these talents and prodigies by carefully selecting them. Selection process will later base the whole programs and determine its success. Different approach and interventions are presented here as option and ways to be taken and considered for best result possible. These approaches are not the only solution to be considered. There should be more out there that government should also consider. Last aspect, but not least, is developing human resources who will teach them. Teachers must be carefully selected and trained so that they can understand and are able to pace up and formulate the curriculum that best serve their students' need.

Wide socio-demographic disparities exist between students identified as gifted and their peers (De Valenzuela, Copeland, Qi, & Park, 2006; Leonardo & Broderick, 2011). In this paper, we examine the intersectional construction of giftedness and the academic achievement of students identified as gifted. Using data from the Toronto District School Board (TDSB), the largest and one of the most diverse public education systems in Canada, we consider racial, class, and gender characteristics of students identified as gifted in comparison to those who have very high achievement. Results demonstrated that there was almost no relationship between students identified as gifted and students who had very high achievement (Pearson's correlation of 0.18). White, male students whose parents had high occupation statuses had the highest probability of being identified as gifted. Female students were more likely to be high achievers. Compared to White students, it was only East Asian students who were more likely to be identified as gifted; yet South, Southeast and East Asian students were more likely to be very high achievers. Parental occupation was strongly related to both giftedness and very high achievement. Results point to the socially constructed nature of giftedness and challenge its usage in defining and organizing students in schools.

Intro -- CONTENTS -- FOREWORD -- REVIEWER'S NOTES -- MARIA ARGYRIOU: SIGNS OF A MUSICALLY GIFTED CHILD: A LITERATURE RESEARCH REVIEW -- JASNA ARRIGONI & -- PETRA PEJIC PAPAK: EXPERIENCES IN ORGANIZED TRAINING OF TEACHERS TO WORK WITH GIFTED AND TALENTED CHILDREN IN CROATIA AND THE WORLDWIDE -- BLAZENKA BACLIJA SUSIC & -- VESNA SVALINA: RECOGNIZING AND ENCOURAGING CHILDREN'S MUSICAL GIFTEDNESS - TEACHERS' PERSPECTIVE -- INES BLAZEVIC, MILA BULIC & -- INES RADANOVIC: ATTITUDES OF FUTURE KINDERGARTEN AND PRIMARY SCHOOL TEACHERS TOWARD GIFTED STUDENTS AND GIFTED EDUCATION -- TOMAZ BRATINA & -- DANICA VESELINOV: PRESCHOOL TEACHERS' COMPETENCIES FOR ENCOURAGING GIFTEDNESS AND CREATIVITY OF PRESCHOOL CHILDREN -- KAROLINA DOUTLIK & -- TANJA MALTAR OKUN: GIFTED AND BELOW-AVERAGE - THE RELATIONSHIP BETWEEN GIFTEDNESS AND FINE MOTOR SKILLS -- ALEKSANDRA GOJKOV RAJIC, JELISAVETA ŠAFRANJ & -- JELENA PRTLJAGA: LEARNING STYLES FOR THE GIFTED AS A FACTOR OF SELF-REGULATION IN L2 LEARNING ABILITIES, STYLES, AND PERSONALITY: A PERFECTLY VICIOUS CIRCLE -- JERNEJA HERZOG & -- MATJAZ DUH -- ENVIRONMENTAL ASPECT WHEN WORKING WITH ARTISTICALLY GIFTED STUDENTS AT THE LOWER SECONDARY LEVEL -- VOJISLAV ILIC, SANJA FILIPOVIC & -- SLAVOLJUB HILCENKO: ACCEPTANCE AND APPLICATION OF ICT IN TEACHING ART -- LJUPCO KEVERESKI, DRAGAN RISTEVSKI & -- MILKA KEVERESKA-SAPKAROSKA: HIGHEST TALENTS AS PLANETARY ILLUSIONS IN EXPRESSIVE PERFECTION IN THEORY AND PRACTICE -- DUBRAVKA KUSCEVIC & -- MARIJA BRAJCIC: STUDENTS' SELF-ASSESSMENT IN IDENTIFYING CHILDREN GIFTED IN THE VISUAL ARTS -- MARINKO LAZZARICH: WORKING WITH GIFTED STUDENTS IN THE LINGUISTIC-LITERARY FIELD -- TANJA NEDIMOVIC, IVANA DORDEV & -- EUDEN CINC: ASSESSING THE IMPORTANCE OF HOLISTIC PROCEDURES IN IDENTIFYING AND ENCOURAGING GIFTED CHILDREN AT AN EARLY AGE.

The article argues for the urgency of research on an individual's intellectual and creativegiftedness and emphasizes the theoretical, psychological, pedagogic, and socio-economicsignificance of the problem. It is claimed that the psychological practices in education may result innegative consequences through lack of high validity methods of diagnosing mental (intellectualand creative) giftedness. The selection of relevant psychodiagnostic procedures and methods ofworking with gifted individuals must be determined by a psychologically substantiated systemictheory of giftedness which is based on contemporary ideas of uniqueness and originality of theabove-mentioned integral phenomena of the human psyche.The author provides a critical analysis of the psychometric (testometric) approach to diagnosingintellectual and creative giftedness (IQ index and creativity index). It is claimed that standardizedtests are a priori unfit to objectively measure either the actual or the potential mental giftedness ofan individual.The article explores the classifications of giftedness types in terms of quantitative criteria(indices), personality traits, occupations, motivation. The author questions the correctness ofpositing 'creativity' as an independent type of giftedness. It is argued that mental (intellectual andcreative) giftedness is an inseparable structural and functional unity, a systemic attribute of psycheand is revealed as talents, personality traits and metacognitive experience in various activities.The author argues for the cognitive style approach to diagnosing mental giftedness. It ishypothesized that it can serve as a theoretical foundation for developing a systemic technique ofdiagnosing general giftedness, complies with the main principles of humanizing the educationalspace in Ukraine and is truly child-oriented, i.e. considers every individual's uniqueness andinimitability.

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.

While the notion of someone being extraordinary in the most positive of terms is ancient, the more contemporary understanding of giftedness and talented is mainly American with roots in the 1970s Cold War United States. Since then, for good and for worse, American scholarship has dominated its research and practice. Although the study is now pursued globally, and for the same reasons which once triggered it in the United States, research follows, or is entirely built upon, American theories, models, practices, and more surprisingly, also American values. With the emergence of big data, however, behavioural genetics, epigenetics, the continued revelations of evolutionary research—all of which have emerged in the natural sciences after the launch of gifted American education—have left much, if not all, of the foundations on which giftedness and talent has so far been understood wanting. As much as there is a need to support gifted individuals in society by all means possible, few take into account that giftedness in the light of evolutionary dynamics is a dysfunctional social phenomenon. Scholars, practitioners and political leaders alike are often uninformed of, or even insensitive to, the consequences of solid recent findings in other disciplines than education and psychology. This keynote will address a few of the available evidence which are challenging both our current understanding of gifted education as well as the largely American cultural basis of how giftedness and talent have been defined to date. The general ambition of the world economy is to make every effort to harness talent worldwide for economic growth. However, this is an impossible objective with little or no support in objective empirical research if pursued in a large scale under a neoliberal ideology and its instruments of social and economic control. ; This was an invited keynote address to the conference, which invites all interested scholars from the Balkan countries including neighbouring Hungary and Romania. The conference is traditionally staged by the local Preschool Teacher Training College "Mihailo Palov" at Vrsac. It is an annual forum for informally discuss scholarly issues in relation to giftedness, talent and its education and understanding. This conference was the 25th anniversary conference chaired by Dr. Jelena Prtljaga

This article is concerned with providing a generic approach for the assessment of the national state of giftedness, as the application of this approach would enable understanding the national current state of giftedness of a country and would consequently support planning for improvement. The approach has two domains: the first is concerned with the dimensions of giftedness; while the second is associated with assessment measures. It considers that a country consists of several regions, and that the assessment considers every region according to the dimensions of giftedness, from which measurable indicators can be developed. Indicators are quantitative or qualitative, with normalized values and weights assigned to each one of them to enable finding sub-indices and indices that combine various indicators together. The outcome of the article provides a tool for countries to use for the assessment of their current state of giftedness and the development of improvement plans.