• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.917-934
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• 2014

Through the concern-based adoption model (CBAM), this study aimed to determine the differences in gifted-education OJT-received teachers' concerns about gifted education by stage before and after the OJT. This study surveyed 162 elementary and secondary school teachers who participated in 2014 gifted-education OJT hosted by City B's Gifted Education Promotion Institute, and of them, 102 effective questionnaires were analyzed to determine the difference in their concerns about gifted education by variable (gender, school grade, and subject) before and after the OJT. This study found that the OJT was essential to foster gifted-education teachers and to expand their basic knowledge and skills for gifted education, and that the OJT boosted the teachers' confidence and met their needs.

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.425-442
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• 2008

This study aims to investigate the differences between gifted students and general students in elementary school by comparing their attribution tendency and self-regulated learning strategy and verify the attribution tendency and self-regulated learning strategy of gifted students in elementary school. The subjects of this study were 105 gifted students in the fifth and sixth grades from the gifted education center and 105 general students in the fifth and sixth grades. The study findings were as follows: First, The gifted students showed a higher score on the success attribution while the general students showed a higher score on the failure attribution Second, the gifted students showed a higher score on all over the self-regulated learning strategy with its subordinate factors. Third, the gifted students in humanity showed a higher score on the control factor of cognitive strategy, the gifted students in mathematics on the action control factor of motive strategy and the gifted students in science on the other subordinate factors and all over the self-regulated learning strategy. Fourth, the boys showed a higher score on the factor of action control while the girls on all the other subordinate factors and all over the self-regulated learning strategy.

• International Journal of Computer Science & Network Security
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• v.22 no.5
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• pp.250-254
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• 2022

This study touched on the limitations of educational technologies in gifted students' schools depending on the learners' viewpoints. The descriptive approach was used, and the tool was represented in a questionnaire distributed to a sample of 196 gifted secondary school students in Jeddah. Results showed moderate obstacles to educational technologies in gifted students' schools. The general mean of the responses of the study sample was 2.76. based on the findings, the author suggested some recommendations to reduce the difficulties that gifted students face in using educational technologies, as well as provide gifted students with electronic applications in order to their development, and especially the development of school buildings for gifted students with modern devices to help them facilitate the use of technology.

• Research in Mathematical Education
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• v.10 no.1 s.25
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• pp.71-78
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• 2006

Gifted education has been becoming a focus of every field in Chinese society as a special educational mode, since Special Class for the Gifted Youth in the University of Science and Technology of China began to enroll students. In this paper we first introduce the developing procedure of the gifted education in China, and then recommend and analyze the characteristics of a successful gifted educational base in China. At length, we probe into the problems that exist in process of carrying on the gifted education in China for reference.

• Proceedings of the Korean Society for the Gifted Conference
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• 2004.11a
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• pp.71-73
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• 2004

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.347-368
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• 2010

With wide recognition of importance on gifted elementary school students in computer, the numbers of public and private institutes recognizing and fostering the gifted elementary school students in computer have been increasing. In this paper, the current status and improvement plans of curriculum for gifted students in computer are discussed. First of all, a gifted student in computer is defined based on the diverse characteristics and conditions of those students. Then the current status of gifted information education curriculum is presented. Based on the discussion, various improvement plans for gifted elementary information education are proposed. Those plans include 1)development of standard curriculum, 2)development of curriculum reflecting knowledge, application and ethics of information education, 3)development of standard discriminant tools, 4)development of educational objectives, 5)development of educational contents 6)development of teaching-learning models and 7)development of evaluation methods.

• East Asian mathematical journal
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• v.37 no.4
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• pp.381-400
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• 2021

In this study, we compare the multiple intelligence of gifted students with the multiple intelligence of their children recognized by their parents. The subjects of the study are 118 students and their parents at the gifted education center affiliated with A University. First of all, there is a difference between the multiple intelligence of gifted students and the multiple intelligence recognized by their parents. Parents are highly regarded their children in all multiple intelligence components. Second, there are differences in multiple intelligence of gifted students' gender. The difference in multiple intelligence of children recognized by parents depending on the gender of the student was similar to the student's results. Third, there are not much difference in multiple intelligence between elementary and middle school students. However, there is a big difference between students and parents in the elementary school group compared to the middle school students. Therefore, since multi-intelligence can be developed by individual experience and environment throughout one's life, an educational environment that reflects objective evaluation and student needs rather than parental subjective judgment should be created.

• Journal of Gifted/Talented Education
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• v.13 no.3
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• pp.19-44
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• 2003

On the basis of Sternberg's the theory of mental self-government, this study investigated the differences in students' thinking styles between gifted and average students and the differences in teachers' thinking styles by school quality (gifted school/ average school), sex, professional teaching experience (as measured by duration), and subject of teaching. The subjects were consisted of 191 gifted high school freshmen, 245 average high school freshmen, and 73 teachers. The results of this study were as follows: First, there were statistical differences in many of thinking styles between gifted and average student school. Gifted students scored higher on the legislative, executive, judicial, global, and hierarchic, internal thinking styles. Second, there were no differences in teachers' thinking styles by school quality (gifted school/ average school). Third, teachers with more professional teaching experience (as measured by duration) tended to score higher on the executive, local, and conservative thinking styles. Fourth, there were no differences in teachers' thinking styles by sex and by subject of teaching. To conclude, the thinking styles of students and teachers can play an important role in teaching and learning in schools. Therefore, we need the cognition of thinking styles of students and teachers for the ideal gifted identification and instructional procedures.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.527-550
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• 2012

The purpose of this study was to investigate the career awareness, the preference for science and stereotypic image of the scientist between the gifted students and non-gifted students in elementary school. For this study, 52 gifted students and 80 non-gifted students were participated. The results were as follows: First, the career awareness of gifted students was significantly higher than that of non-gifted students. Second, the preference for science of gifted students was significantly higher in all sub-domains than non-gifted students. There was a significant interaction effect between group and gender in the scientific interest and the intention of solving problems. Third, analyzing stereotypic image test for scientist between the gifted students and non-gifted students, it proved that non-gifted students had more stereotypic image comparing with the gifted students. Forth, carrying out the correlation analysis on the career awareness and the preference for science, the career awareness and the stereotypic image of the scientist, it proved that there were significant correlations with each other. It revealed that the career awareness affected the preference for science significantly through multiple regression analysis.

• Journal of Gifted/Talented Education
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• v.19 no.3
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• pp.585-602
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• 2009

The purpose of this study was to compare the 5 OEs of Korean gifted elementary students and non-gifted and to find out the gender difference in gifted and non-gifted to clarify the best predictor of giftedness in gender group. The total subjects of this study were 372 Korean third, fourth, and fifth grade elementary school children. One hundred sixty six children of them belonged to a gifted group, and 206 were non-gifted group. Two hundreds one out of 372 subjects were boys and 171 were girls. The Overexcitability Questionnaire II(OEQII) used in this study was developed by Falk, Lind, Miller, Piechowski, & Silverman in 1999. The OEQ II is consisted of 50 Likert-type items, classified into five subscale: psychomotor, sensual, imaginational, intellectual, and emotional. And it was translated into Korean. It was administered in group sessions during the winter of 2008. Data were analyzed with SPSSWin 12.0. MANOVA was conducted to determine statistical differences by giftedness and by gender. The results revealed that the level of 5 OEs of gifted elementary children was higher than non-gifted(normal) children. The intellectual OE showed the most powerful explanation among the 5 forms of OEs. This study also found the gender difference within the gifted group as well as with the whole subjects. The mean scores of sensual, imaginational and emotional OEs were higher in girls than in boys. Based on the gender difference within the gifted group and the whole group, it is assumed that imaginational OE may be the best predictor of gifted girls among school-age children.