Can Empathy for Gifted Students Be Nurtured in Teachers?

2007

Jurnal Pemberdayaan Masyarakat Madani (JPMM)

Certain phenomena have been found within our target for Community Service activity of the Faculty of Psychology Education, the State University of Jakarta, which is taking place at SMPN 139, Jakarta. The issue that arose from the target school is despite being an inclusive school, the understanding among the teachers still lacks regarding particular special needs of students. The stigma said that Gifted children were considered an advantage; they thought Gifted children didn't need special treatment and managing adaptable programs to facilitate Gifted children. In fact, special need children even Gifted one still need to optimize their capacities with the proper program that could be managed by the school. In an effort to increase this awareness, teachers will be involved this community service, which includes several activities. Our program mainly focused on Psychoeducation in the form of webinars through material presentations, video, discussion. The result of the community Se...

2009

1994

A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY in the Department of Psychological Foundations Faculty of Education We f.ccept this dissertation as conforming to the required standard DoOeoffrey^i. HW §upervisor (Dept, of Psychological Foundations) DK R /V a riw PeaWf 6eD t. Mfember (Dept, of Psychological Foundations) Dr. John o/Anderson. DeDt. Member (Dept, of Psychological Foundations) Dr. Trabe Apdersen, Additional Member (Dept, of Psychological Foundations) Dr. Valerie S. Kuehne, Outside Member (School of Child and Youth Care) ' DrTGeorgeKuhz, Extdmal Examiner (Oept.

DergiPark (Istanbul University), 2022

Teaching is an exceptionally challenging task but teaching gifted/talented/creative learners presents even more challenges, while at the same time providing excellent opportunities for professional growth and development. This paper reviews some of the main skills needed to teach gifted children, examines the competencies of teachers of gifted children and highlights the protocols that should underpin and facilitate exceptionally competent teachers of gifted children. The previous era had required an education for stability, the coming era requires an education for instability. In this review, the differences of teachers of gifted students, especially their knowledge level about diagnostic processes, their expertise and competencies in intellectual assessment, high-level, critical and philosophical thinking skills are discussed in detail.

Gifted and Talented International (1&2)

Australian Journal of Teacher Education, 2014

The relationships between teachers and their students play a vital role in the creation of positive learning outcomes and environments for all learners, but particularly for those individuals with diverse needs. This study examined the teacher behaviours that contributed to positive student-teacher relationships with gifted secondary students (GS) (N=58) and with secondary students with Emotional/Behavioural Disorders (EBD) (N=40) in Western Australia. Valued teachers' behaviours were identified through a mixed-methods approach that included surveys and student focus groups. The data indicated that GSs valued teacher behaviours that promoted cordial and friendly interactions between teachers and students to the extent that these behaviours supported and extended student learning. While the importance of academic support was foremost in the minds of GSs, students with EBD instead valued teacher behaviours that displayed warmth, understanding and patience. For EBD students, these behaviours are the precursors to teachers supporting them in their learning. Comparisons between the behaviours that were identified by gifted students and students with EBD revealed a set of core behaviours that were deemed essential for developing positive relationships with both groups, but that each group specified a set of behaviours to address their unique needs.

1994

2006

While educators in gifted education and general education appear to share many similar goals, a large gap exists in the implementation of complex educational practices that meet the needs of gifted students in general education classrooms or the goals of educational reform. This paper presents a theoretical framework, Teaching for Intellectual and Emotional Learning (TIEL), that connects intellectual and social-emotional elements from the conceptual foundations of both gifted and general education and scaffolds the learning of complex teaching practices. The paper includes historical contexts of both fields; a review of literature that indicates the need for a unifying framework in general teacher education; a description of the theoretical foundations of the TIEL model; and examples of classroom implementation. The skyline of St. Louis is punctuated by a gleaming stainless steel arch. The arch, constructed in two separate pieces that meet seamlessly at the top, serves as a reminder...

2020

The purpose of this research was to seek and reach a consensus on the competencies for classroom teachers to support gifted students in the regular classrooms. The Delphi Technique was used to achieve this purpose. The panel was carried out in three following rounds. Participants of the panel were thirty-six panelists including fifteen academicians holding PhD degrees and actively teaching in special or elementary education departments, and twenty-one in-service classroom teachers. Three sequential Delphi questionnaires that were included competencies in which panelists were asked to evaluate each competency on a seven point likert scale used during the panel. Calculated reliability coefficients of these questionnaires were .97, .93 and .94, respectively. One more competency was added after the analysis of first Delphi questionnaire. The three-round Delphi panel has showed that there was a consensus among experts on all thirty-five competencies. Competencies were discussed with regard to previous research and a number of suggestions for future research and implementation were developed.

The idea behind mentorship programs for gifted learners is to connect these students with content experts who are able to work with and structure learning experiences tailored to the child’s needs (Rogers, 2007). We already know that outside school learning and activities contribute significantly to gifted children’s development. Retrospective studies of eminent adults have shown that mentors in particular can play a pivotal role in this development (Oslezewski-Kubilius & Lee, 2004). By establishing a mentor program children can be provided with an opportunity to study and engage in disciplines more in touch with their particular needs and areas of interest (DET, 2000). Research into mentorships for gifted children is quite sparse but Rogers' synthesis (1992, 2002, 2005) has demonstrated the potential for mentorships to enable up to three fifths of a year’s academic gain for participating students. Rogers (2007) states that mentorship research also demonstrates “social adjustmen...

Kastamonu Education Journal, 2021

Purpose: The purpose of this research was to research and reveal the competencies for classroom teachers to support gifted students in the regular classrooms. Design/Methodology/Approach: In order to achieve this purpose, researcher conducted a case study and an action research of the qualitative research design, respectively. Participants of the study were five classroom teachers, their gifted students, parents of the gifted students, other classroom teachers, elementary school teachers and school administrators. Data were collected through unstructured interviews, observations, focus group interviews, documents and products during both the case study and action research. Roughly, 44 hours of interviews and 70 course hours of observations were carried out; and 311 documents and/or products obtained. Content and descriptive analysis were run to analyze the data. Inter-coder reliability coefficient was found to be .78. Findings: Overall analysis revealed thirty-four competencies under eight different competency areas on four different stages. The first stage, "Introduction to Inclusion of the Gifted", comprised of "Basics of the Domain" and "Vocational Principles" competency areas including five and four competencies, respectively. The second stage, "Before the Inclusion of the Gifted", comprised of "Cooperation and Support", "Precautions and Arrangements" and "Planning and Programming" competency areas including five, three and four competencies, respectively. The third stage, "During the Inclusion of the Gifted", comprised of "Management and Climate of Inclusion Classroom" and "Implementation and Evaluation of Inclusion Program" competency areas including three and seven competencies, respectively. The fourth stage, "After the Inclusion of the Gifted", comprised of only one competency area labeled as "Maintainability" including three competencies. Highlights: Gaining the competencies, revealed in this research study, to classroom teachers who will support gifted students with inclusion practices in regular classrooms by discovering and developing students' different talents is of critical importance in terms of meeting the educational needs of gifted students in regular education environments.

Gifted students are among the most underserved population in American schools and are some of the most underperforming in the world, ranking last in Biology, Chemistry, Physics, Algebra, and Geometry among 13 other developed countries. To improve services for the gifted, possible gaps in training and service delivery must be identified. There is a lack of research addressing many of the practical aspects of the delivery of services to the gifted. There is also a lack of research examining how well school psychologists are prepared to provide services to gifted and talented students. We conducted a national survey of school psychologists to evaluate the amount of time school psychologists allocate for gifted assessment and consultation. We also collected information about graduate school and professional development on gifted topics, familiarity with prominent figures in the gifted field, and gifted assessment methods. C

2016

The emotional, social and relationship development of gifted children within the early childhood years is not simplistic, nor homogenous. The domain of gifted research is fractured, which affects the consideration of gifted children’s emotional development and subsequent social and relationship development. This paper considers and critiques two groups of theories, both of which assert gifted children’s emotional development is advanced but diverge on the effect this advanced development has upon the gifted child’s social and relationship development. The varying impacts of these discursive images of gifted children are problematised, as is the effects of neoliberal discourses and developmental discourses upon the emotional, social and relational development of gifted children. Following on from this critique, recommendations for pedagogical practice are expounded.