Comparing overexcitabilities of gifted and non‐gifted 10th grade students in Turkey

The study compares overexcitability scores of Turkish 10th graders who are grouped in terms of their intellectual abilities, motivation, creativity and leadership as well as gender. 711 students who were administered Raven Advanced Progressive Matrices Test (APM) were divided into three intellectual ability categories. From this pool, 105 subjects were selected as the sample of the study. Teacher Observation and Evaluation Form (TOEF) was used for categorizing students in terms of motivation, creativity and leadership. On the other hand, Overexcitability Questionnaire (OEQ) was administered to the sample for assessing their overexcitabilities. According to the findings of the study, overexcitability scores of highly intelligent, motivated, creative and leader students in some overexcitability areas are significantly greater than those of their lower counterparts. No gender differences are found in regard to overexcitabilities.     

Perceptions of leadership characteristics by gifted elementary students

This article presents questioning strategies that can be used by a teacher, parent, or museum guide when introducing gifted children to the art museum. The strategies utilize eight creative processes and seventeen content, process and product modifications, based on the differentiation models of Frank Williams and June Maker. A single work of art is used and examples of questions employing these differentiation techniques are given.     

A multiplicative reasoning assessment for fourth and fifth grade students

Multiplicative reasoning is critical for the development of more advanced mathematical concepts such as fractions and algebra, and therefore is a critical process for teachers and researchers to assess in an effective and efficient manner. Unfortunately, the vast majority of available assessments examine students’ skill with algorithms or memorized facts, with no necessary connection to students’ conceptual understanding of the content. This study reports on the continued development and validation of the Multiplicative Reasoning Assessment (MRA) for elementary grades. Data from 196 fourth and fifth grade students was examined using a Rasch modeling approach. Supplemental data from follow-up clinical interviews was also collected and analyzed. Results provide evidence for the reliability and validity of the MRA. Specifically, findings suggest the assessment adequately assesses students’ multiplicative reasoning, as an alternative to assessments of fact memorization or procedural fluency.     

Identification of gifted students

School curricula are changing, most notably in the field of special education. One area which is increasingly receiving more emphasis is gifted education. The gifted student, who has too long been overlooked, is now eligible for placement in special education classes designed to further the development of his unique abilities. The role of the school psychologist in identification of the gifted student is discussed.     

Uncovering stereotypes and identifying characteristics of gifted students and students with emotional/behavioral disabilities

The recognition, understanding, and identification of gifted and talented behaviors in students with exceptionalities has become an increasingly important issue in the management of classrooms, yet, for the most part, the literature continues to ignore this important aspect of teacher education. The present study reports on the results of an instrument that asked preservice and in‐service teachers to categorize a set of characteristics and behaviors according to whether each described a student identified with an Emotional/Behavior Disability (EBD), who is gifted, both, or neither. Results of this survey revealed stereotypical thinking in the identification of characteristics of the student labeled EBD. The degree of teachers’ training and experience also played a role in the understanding and categorization of the characteristics/behaviors used on the survey in this project.     

Comparison of scores for intellectually gifted students on the WISC-R and the fourth edition of the Stanford-Binet

The WISC-R and the Fourth Edition of the Stanford-Binet (SB: FE) were compared in the identification and assessment of 48 intellectually gifted students in the primary and secondary grades. While only a 3.2-point difference between the mean SB: FE Composite score and the mean WISC-R Full Scale score was found, (r = .393, p. ⩽ .01), the t test between the two scores was significant (t = 2.30, p ⩽ .05). Correlations between the three scales of the WISC-R and the SB: FE four broad area and Composite scores ranged from −.219 (SB: FE Abstract/Visual Reasoning with WISC-R Verbal) to .599 (SB: FE Short-Term Memory with WISC-R Full Scale). Within the correlational matrix, only 5 of the 15 correlations were significant. Both the SB: FE Abstract/Visual Reasoning and Quantitative Reasoning Area scores had no significant correlations with any of the WISC-R scores.     

Effective instructional characteristics of teachers of junior high school gifted students

This ethnographic study analyzed video tapes using the simulated recall procedure and the comparative analysis of a student opinionnaire to determine effective characteristics of teachers of gifted junior high school students in rural, urban, and suburban schools.

Among the most desirable traits are sense of humor, enthusiasm, creativity, care and respect for the student, and the expectation of high quality work by the teacher. Less observable and less significant to students were flexibility and teacher intelligence. Two additional behaviors consistently demonstrated by the teachers and appreciated by the students, but not listed among the ten standard behaviors were (a) maintaining a close physical presence, and (b) the use of probing questions to stimulate discussion and thought.     

Identification and fostering of mathematically gifted students

In a three year research project, annual mathematics talent searches for highly able and motivated twelve year old students were conducted. Of these, 150 took part in a long term Saturday enrichment program to train their mathematical abilities in problem finding and problem solving. The article first discusses the educational and organizational constraints of programs for gifted children. Mathematical giftedness is defined by high achievement in two tests: The Scholastic Aptitude Test (SAT-M) and the HTMB, a set of seven problems specially devised for the talent search. The philosophy of the teaching program is explained and illustrated by examples. Preliminary results indicate the considerable success of the program. Possible consequences for normal classroom teaching are indicated.     

Wishes of fourth-through seventh-grade gifted students

Three wishes and primary wishes of fourth- through seventh-grade gifted students participating in a residential program for the gifted were collected and categorized. The results indicated that males wished for material things more often than did females. With the exception of fourth graders, subjects made altruistic wishes more frequently than any other wish.     

初一学生学习适应性对学业成绩的调节作用:基于多水平分析的研究

本研究对大连市23615名初一学生进行了学习适应性调查、基本能力测验和学科期末测验,然后采用逐步建立多层线性模型的方法,探索了学习适应性对不同学科学业成绩的调节作用。研究结果显示:学习适应性对学业成绩具有直接影响和调节作用。在控制了学生性别等基本变量后,学习适应性对学业成绩有显著的正向预测作用,并且,学习适应能够调节性别与学业成绩、基本能力与学业成绩的关系,学习适应水平越高,不同性别学生学业成绩的差异越小,基本能力对学业成绩的预测作用相对减弱。     

Perfectionism differences in gifted middle school students

Perfectionism has been cited as a major characteristic associated with children and adolescents who have been identified as gifted and talented. This study explored grade level, birth order, and gender differences among 391 students in three gifted and talented programs. The students completed an adaptation of the Multidimensional Perfectionism Scale. A2 × 3 × 3 between subject multivariate analysis revealed that females expressed more concern than males about organization, while males reported stronger parental expectations. First born adolescents reported higher parental criticism and expectations than youngest children. Females' concerns about making mistakes increases from grade 6 to grade 8 while the pattern for males fluctuated insignificantly. Patterns of parental criticism varied between males and females from grade 6 through grade 8.     

Effectiveness of the PPVT-R for screening gifted students

The PPVT-R and the WISC-R were administered to a sample of 35 students, grades 1 through 8, who were nominated for possible participation in gifted programming. The correlation between the PPVT-R and Full Scale IQ was .27, which probably was affected by the restricted range of ability assessed. The PPVT-R showed modest incremental effectiveness beyond informal referral procedures in predicting toward a WISC-R criterion score.