• Journal of Gifted/Talented Education
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• v.24 no.3
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• pp.359-377
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• 2014

The purpose of this study is to investigate the problems and conditions of educational guidance and counselling of teachers in the gifted classes. For the study, 267 teachers were sampled from the Gifted Education Institutes of metropolitan and provincial offices of education and Gifted Classes of the school across Korea, and the questionnaire developed by the researchers were administered to them. The results of this study are as follows : First, the 82% of respondents reported that the guidance and counselling in the gifted education is needed. So it demands the active responsive strategies on it. Second, the respondents reported that the selfish or self-centered traits of the gifted students are the most problematic in the gifted classes. It shows the emphasis should be put on the basic life habits and moral education in the guidance and counselling of the gifted education. Third, they pointed out the case-based education is needed for the parents of the gifted to correct their misconceptions about their children. Fourth, to support the teachers of the gifted program, the administrative measures have to be taken, like operation of character education program, forming a consultative group with the experienced teachers, developing the case-based guideline for the guidance and counselling for the gifted education, etc. Fifth, we should develop the Korean model of the gifted education to promote social capital for our future society.

• Journal of Gifted/Talented Education
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• v.23 no.4
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• pp.505-521
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• 2013

The purpose of the study is the find out current status and key factors of attendance in private education of gifted students. The results show that 95.9% of gifted students and 94.6% of general students are currently participating in private education. Most percentages of students took English and math programs at the private institutes. Average amount of time students spend for private education was 2~3 hours per day, and most percentage of parents spent 400,000~600,000 won per month for their children's private education. There were no significant differences between the gifted and the general students in the aspects of private education statuses. Regarding the key factors of attendance in private education, improvement of study related skills, school grade management, and influences of surroundings, such as parents and friends, were showed as significant variables in gifted students group. Interestingly, influences of surroundings showed negative effect. For general students and their parents, improvement of study related skills and school grade management factors were significant variables. And for the parents of gifted students, improvement of study related skills and entering higher level schools appeared as significant factors for the participation in private education. Implications of the study were discussed in depth.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.87-115
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• 2012

This study is about the development of an identification model for artistically gifted students from low income and/or multi-cultural families. Given that parental support at early ages is crucial for talent development, students from low income families are often dismissed in recognizing their artistic giftedness. Based on a comprehensive literature review and consultations with experts in art, the SMC model was developed to identify disadvantaged gifted students in the areas of music, visual arts, and ballet. The model consists of three steps of identification, such as review of documents and teacher recommendations, evaluations of artistic giftedness, and a summative evaluation, and involves multiple criteria for identifying giftedness in both domain general and domain specific arts. SMC is promising in discovering many unrecognized disadvantaged children of artistic potential, thereby using various quantitative and qualitative measures. Yet, issues of validity and reliability of SMC need to be substantiated by subsequent theoretical and empirical studies.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.141-159
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• 2016

The purposes of the study are to recognize importance of motivation in math education and to increase interest in students' motivation problem by comparing math motivation between mathematically gifted and non-gifted 5th graders based on Keller's ARCS theory and analyzing correlations between math motivation, mathematically affective characteristics and mathematical achievements. For this purpose, 436 students who were mathematically gifted and non-gifted 5th grade students were asked to take questionnaires and test to measure math motivation, mathematically affective characteristics and mathematical achievements. After analyzing the data, there are statistically differences in three educational factors between two groups. In addition, there are correlations between three educational factors. This study revealed that highly motivated students showed positive mathematically affective characteristics and high mathematical achievements. As results indicate that motivation could be a crucial factor in learning, teachers should consider motivation strategy to plan students' lessons regarding to learners' giftedness.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2010.05a
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• pp.401-404
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• 2010

Researches on prodigies and education for those have recently been progressing in many fields. Education for the gifted, which was basically on Math and Science on the start, now includes Intelligence, Invention, Cultural Sciences, Art, and so on. With the progression towards extremely developed information society, interests in and importance on the courses for the talented get more and more focused. The problem is, however, choosing the gifted and educating them is not an easy matter, since the history of Intelligence Technology is relatively short and it is hard to identify prodigies and categorize what kinds of courses they need. Also, from 2010 "Science Education Institute for the Gifted" freshmen draft, paper-based admission test has been discarded and teacher-recommendation through long-term observation introduced. Therefore needs have been increasing for quality selection methods including observation records, recommendation letters, and portfolios. Reformation on teaching and creative selection methods has been accentuated because of lack of academic base for selecting candidates for education for the gifted. Because of all those mentioned above, reliances for the selection processes during the last three years and the one in 2010, observation records, recommendations and portfolios included, have been analyzed and evaluated. Several factors which can be used instead of paper-based tests were coordinated. Based on it, it was highly possible and has been successful to draft all the applicants in cognitive, sentimental, and creative fields.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.289-316
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• 2010

The purpose of this study was to investigate the relationship between thinking style and learning style of gifted children in elementary school. The subjects were 178 fourth, fifth and sixth grade elementary school students who enrolled in gifted education program. They were given the Thinking Style Questionnaire and the Grasha Reichmann Student Learning Style Questionnaire. Descriptive statistics, correlation analysis and canonical correlation analysis were performed. Results indicated that gifted students prefer legislative, judical, liberal, local, hierarchic, external thinking styles known to be related to creative and critical thinking rather than executive and conventional styles. Meanwhile, in the aspect of learning style, independent learning style than the dependent learning style, competitive style than the collaborative style, and participatory style than the avoiding style were significantly scored higher. The canonical analysis showed that thinking styles and learning styles share 59%(Rc=.77) each other, indicating the two variables had significant close relationship. External, liberal, hierarchic, judical, executive, and liberal thinking styles in the order named showed higher cross loading in the independent variable set, likewise independent, participatory, collaborative, and competitive learning styles in the dependant variable set. The results indicate that the external, liberal, hierarchic, judical, executive, and liberal thinking styles can be the significant predictors of independent, participatory, collaborative, and competitive learning styles. The implications of the study related to the gifted education were discussed in depth.

• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.469-491
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• 2015

The present study investigated the inhibition mechanisms of gifted children, which is one of the main executive functions in human cognitive system. The inhibition process was subdivided into cognitive and emotion aspects in order to examine the interplay between these two aspects with respect to inhibition processing. In Experiment 1, word-color Stroop task was used to study the cognitive inhibition process of 100 gifted children(Gender: 62 males, 38 females; Academic grade: 46 Elementary school students, 54 Secondary school students). In addition, emotional Stroop task was utilized in Experiment 2 to examine the effect of emotional component during cognitive inhibition process. Results revealed a significant cognitive cost (i.e., word-color Stroop effect) when participants had to withhold automatic response during cognitive inhibition task in Experiment 1. Such cognitive cost was reduced as the chronological age of the participants increased, with no difference in gender. The results in Experiment 2 showed no significant emotional inhibition cost (i.e., emotional Stroop effect) during cognitive inhibition task, and there was no effect of gender nor age. This suggests that the emotional component conveyed in words did not lead to cognitive bias effects. This study proposes that the cognitive and emotional inhibition processes are seemingly independent mechanisms that engage in complex interactions during inhibition processing of behavioral response.

• Journal of Gifted/Talented Education
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• v.26 no.4
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• pp.565-585
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• 2016

This study purpose was to explore whether career maturity and parents-children relationship related factors were differentiated by giftedness, gender and secondary school level (research question 1). In addition, this study focused on the effects of parents-children relationship related factors on career maturity with a comparison on gifted and regular students (research question 2). The sample included 213 gifted middle school and high school students who participated in the Korean gifted education center and 243 regular students. Multivariate analysis of variance was conducted for research question 1, and hierarchical regression analysis was conducted for research question 2. The results of this study showed that (1) gifted students showed a higher level of career maturity, achievement expectation (parents-children relationship), respect (parents-children relationship), discussion and leisure (activity with parents), sharing ordinary life and communication (activity with parents), career support of parents compared to regular students ; (2) Girls showed higher level only in sharing ordinary life and communication compared to boys ; (3) middle school students more highly perceived the parents' achievement expectation and control, respect for parents, activities with parents (discussion and leisure, sharing ordinary life and communication) compared to high school students ; (4) the career support of parents was the strongest predictor of career maturity, and discussion and leisure was also a significant factor predictor of career maturity. Based on these results, it was suggested for parents to support their children's career maturity of both gifted and regular students by increasing frequencies of various activities shared with their children such as discussion and leasure.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.407-426
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• 2011

This study is to examine the perceptions and attitudes of parents about the teachers' recommendation system through their observations to identify the gifted. We conducted surveys for parents who had elementary school children in Busan metropolitan city and analysed the results to find out about the differences among parents groups in terms of their monthly incomes and opinions on teachers' observation and nomination for the gifted. The results are following; First, approx. 80% of the respondents recognized the changes in the giftedness identification system. Also, 40.5% of the parents positively thought about the teachers' observation and nomination system (positive group), whereas 32.3% of the parents showed their negative opinions about the system (negative group). There were also 27.2% of the parents who did not make their decisions (no-decision-making group). Second, most of the parents accepted that the teachers who were professionally trained in gifted education should be the persons for observing and nominating gifted students. However, significant differences were shown among the different monthly income groups of the parents in regards to who should be the person taking charge of recommending the gifted and how trustworthy this person could be. Third, the positive parents' group mostly expected that as the teachers' observation and nomination system is adopted, expenses for private education would decrease, whereas the negative group and no-decision-making group thought that the opposite result would occur. These results will be helpful for the successful adoption of teachers' observation and recommendation system to identify the gifted in the field of education.

• Journal of Gifted/Talented Education
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• v.15 no.2
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• pp.77-100
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• 2005

This study attempted a new approach to the methods of identifying the scientifically giftedness in relation to the recent emphasis on the education for the scientifically gifted. This study focused on the processes of the cognition achievements, while only the results have been studied until now. Theoretical backgrounds about the ways of identifying the gifted, the research procedures about brain functions, and the information procedures about brain data were reviewed. Eleven scientifically gifted and 10 normal children from the 4th to the 6th grades were selected to analyze the characteristics of their brain waves with brain wave measuring instrument for PCs. The results showed that the scientifically gifted, while studying scientific and creative problems, used their right brain more than their left. When solving these problems, they utilized more of their theta and alpha brain waves than those normal children. In addition, theta brain waves of the scientifically gifted were rather active during these activities and this phenomenon was more distinctive in their right brain rather than their left. Thereby, this study implies that the characteristics of brain waves during the moments of solving certain problems can be used as a method to identify the scientifically gifted.