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Yildirim, Rana; Ispinar Akcayoglu, Duygu – Journal for the Education of the Gifted, 2019
This study compared gifted learners' and their English teachers' perceptions of who is an effective English as a foreign language (EFL) learner. The research questions include the following: (a) What are young gifted learners' perceptions of an effective EFL learner? (b) What are English teachers' perceptions of an effective EFL learner? and (c)…
Descriptors: Gifted, Teaching Methods, English (Second Language), Second Language Learning
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Wu, I-Chen; Lo, C. Owen; Tsai, Kuei-Fang – Journal for the Education of the Gifted, 2019
Empirical studies investigating twice-exceptional students' learning experiences and intricate needs remain scarce to date. Even though highly able learners with autism spectrum disorder (ASDs) demonstrate potential for high achievement and/or creative productivity, they also face potential psychosocial distresses such as anxiety disorders and…
Descriptors: Academically Gifted, Autism, Pervasive Developmental Disorders, Grade 5
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Peterson, Jean Sunde; Jen, Enyi – Journal for the Education of the Gifted, 2018
The Peterson Proactive Developmental Attention (PPDA) model offers a framework for affective curriculum for gifted children and adolescents and for both formal or informal interaction with individuals. The model was developed in authentic clinical and educational settings in response to perceived needs but was also informed by considerable…
Descriptors: Models, Gifted, Guidelines, Informal Education
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Walsh, Rosalind; Bowes, Jennifer; Sweller, Naomi – Journal for the Education of the Gifted, 2017
Research into the effect of questions asked during storybook reading in preschool settings has rarely investigated questions that elicit higher order thinking. In the current study, Blank et al.'s Four Levels of Abstraction were used to code teacher questions and child responses from 177 individual storybook reading sessions with eight…
Descriptors: Academically Gifted, Story Reading, Questioning Techniques, Teaching Methods
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Brighton, Catherine M.; Moon, Tonya R.; Huang, Francis H. L. – Journal for the Education of the Gifted, 2015
This study of advanced readers in Reading First (RF) classrooms was part of a larger evaluation of one state's RF implementation. The study's purposes were to (a) assess the longitudinal growth of advanced primary readers as compared with their non-advanced-reading peers over a 3-year timeframe and (b) determine the degree to which RF classrooms…
Descriptors: Reading Achievement, Grade 1, Academically Gifted, Elementary School Students
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Samardzija, Nadine; Peterson, Jean Sunde – Journal for the Education of the Gifted, 2015
The purpose of this phenomenological qualitative study was to explore how academically gifted eighth graders experience learning, with special attention to learning and classroom preferences. Twenty-three students were interviewed individually. The central phenomenon was that their learning preferences were complex, nuanced, and idiosyncratic, and…
Descriptors: Academically Gifted, Grade 8, Student Attitudes, Preferences
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Chua, Joey – Journal for the Education of the Gifted, 2015
This multiple case study aims to answer the main research question, "How well are exceptionally talented Finnish and Singaporean dance students supported by significant individuals at different phases of the students' development?" The exceptionally talented students aged 16 to 22 were enrolled in their national dance institutions--the…
Descriptors: Foreign Countries, Case Studies, Dance Education, Academically Gifted
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Coleman, Laurence J. – Journal for the Education of the Gifted, 2014
Most of our information on how teachers of the gifted and talented think while they plan and implement instruction is from the perspective of the researcher, not from the teacher's perspective. One expert teacher was studied in great detail using ethnographic and phenomenological techniques. More specifically, a teacher was studied as he…
Descriptors: Gifted, Special Education Teachers, Teacher Characteristics, Cognitive Processes
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Coleman, Laurence J. – Journal for the Education of the Gifted, 2014
Teachers have many methods available to them for instructing students. This article presents a teacher's perspective on conducting a discussion with a group of children who were gifted and talented. I studied one teacher using participant observation and ethnographic interviewing as he taught in a special program. I used the concept of…
Descriptors: Cognitive Mapping, Master Teachers, Discussion (Teaching Technique), Academically Gifted
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Matsko, Vince; Thomas, Jerald – Journal for the Education of the Gifted, 2014
The purpose of this exploratory study was to assess the effect of a novel approach to mathematics instruction on gifted high school students' engagement, motivation, and metacognition. Participants in this study included gifted students who were enrolled in a 3-year, residential, specialized mathematics and science high school. Rather than respond…
Descriptors: Academically Gifted, Mathematics Instruction, High School Students, Residential Schools
Missett, Tracy C.; Brunner, Marguerite M.; Callahan, Carolyn M.; Moon, Tonya R.; Azano, Amy Price – Journal for the Education of the Gifted, 2014
Few academic interventions for gifted students have generated more empirical support than acceleration and ability grouping, and formative assessment is advocated as a tool that educators can use to appropriately integrate accelerative practices and ability grouping into the classroom. However, the empirical support for accelerative practices,…
Descriptors: Teacher Attitudes, Best Practices, Gifted, Ability Grouping
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Gyarmathy, Eva – Journal for the Education of the Gifted, 2013
The article is an overview on the provision of gifted education in Hungary. It describes views and approaches that have been and are present, including beliefs and the official provisions for gifted students. A separate part of the study introduces new innovations in gifted education in Hungary, as well as the research results. A very detailed…
Descriptors: Academically Gifted, Educational Policy, Foreign Countries, Teaching Methods
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Limont, Wieslawa – Journal for the Education of the Gifted, 2013
This article describes the support and education of gifted students in Poland. The author presents a definition of ability. Rudimentary documents and acts of the Polish Ministry of National Education regarding the education of gifted students are introduced. The systems of general and special education are discussed--including artistic and sports…
Descriptors: Academically Gifted, Foreign Countries, Educational Legislation, Teaching Methods
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Tirri, Kirsi; Kuusisto, Elina – Journal for the Education of the Gifted, 2013
The purpose of this article is to provide an overview of the ways gifted and talented pupils are served in Finland. The trend toward individualism and freedom of choice as well as national policy affecting gifted education are discussed. Empirical research on Finnish teachers' attitudes toward gifted education with respect to the national…
Descriptors: Talent, Gifted, Students, Foreign Countries
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Ziegler, Albert; Stoeger, Heidrun; Harder, Bettina; Balestrini, Daniel Patrick – Journal for the Education of the Gifted, 2013
The authors first briefly describe how the concepts of talents and giftedness found in German-speaking Europe have evolved in the school system and in general over the past two centuries, and how the variety of gifted-education efforts found within and beyond schools as well as counseling efforts attest to these changes. They then discuss four…
Descriptors: Gifted, Foreign Countries, Metacognition, Talent
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