• Journal of Gifted/Talented Education
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• v.10 no.2
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• pp.47-69
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• 2000

One of the most controversial issues in contemporary research of creativity, whether a person"s creativity is domain-specific or domain-general, was investigated with 109 second grade children in the present study. The purposes of this study sere to empirically examine (1) the relationships among children's creative performances measured by three product-based assessments (story-telling, collage-making, and math word problems) in three domains, and (2) the relationships between children's general creative thinking sills, measured by two divergent thinking tests, and children's creative performances. The findings of this study support the position that creative ability in young children is rather (but not absolutely0 domain-specific. Children exhibited a range of creative ability across different domains rather than a uniform creative ability in diverse domains, indicating there is considerable intra-individual variation in creative ability by domain. Divergent thinking measures did not have great power in predicting creative performance in at least two of three, if not all, domains assessed in the study. It is implied from the study that it is not possible to reliably predict a child"s creative ability in one domain based on his/her creative ability in other domains or his/her overall divergent thinking ability. Implication of the study in connection with educational practices for gifted children is discussed.

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.799-815
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• 2015

The gifted Education has been grown up a lot although it has several problems in terms of the quality of the gifted education programs after legislated the Promotion of Education for the Gifted and Talented Law during the last ten-year period. So the purpose of this study was to investigate teachers' perceptions of the national standards gifted education program and the problems in managing of the gifted education program. The conclusions according to the analysis are as follows. First, it has analyzed that gifted teachers recognize the lack of teaching and learning materials, regional level difference of the gifted children, Redundancy of program in the grade and school levels in managing of the gifted education as the problems. Second, it was found that perception of most gifted teachers about necessity of the National Standards Gifted Education Program development was very positive. Also, it has shown that gifted teachers expect the education with the overlapped contents and teaching methods would be managed differently, the difficulty of the topic selection could be resolved, and the quality of the gifted education by the programs development of various aspects would be increased. Especially, gifted teachers expect that the problem from the lack of gifted education continuity of school levels could be resolved by development of the National Standards Gifted Education Program. Therefore, for the improving quality of gifted education with resolving the problem from the Contents Redundancy and the lack of gifted education continuity of school levels, the national standards gifted education program should be studied developed as soon as possible.

• The Journal of Korean Association of Computer Education
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• v.7 no.4
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• pp.7-14
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• 2004

Since the science of information is appearing no less important than mathematics and natural science as our society is rapidly becoming information-oriented, the necessity to distinguish prodigies of this field and to educate them as early as possible is also being emphasized. Unfortunately, however, the pertinent study is still in its beginning stage. In this study, I have reviewed the character, definition and method to distinguish prodigies and the procedure of developing a test, as well as researching and analyzing the proper process of distinguishing prodigies, through theoretical contemplation on the method of distinguishing the gifted children. Also, I have characterized and defined the information prodigies after clarifying the character of 'Discrete Mathematics' which becomes the basis of the science of information, paving the way to make a test method that can distinguish those information prodigies. As a result of our applying the system by using the distinction test, it turned out that the distinction test was pretty reliable. Accordingly, it can be utilized as a significant distinction test for information prodigies in the forthcoming future.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.1
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• pp.65-84
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• 2005

The purpose of this study was to analyze the contents and designs of the developed 22 teaching and programs for the gifted students in elementary mathematics. The focus of the analysis were the participants and the characteristics of the contents, and were to reflect them on the areas of the 7th elementary mathematics curriculum and Renzulli's Enrichment Triad Model. The results of the study as follows: First, the programs for the low grade gifted students are very few compared to those of the high grade students. For earlier development of the young gifted students, we need to develop more programs for the young gifted students. Second, there are many programs in the area of geometry, whereas few programs are developed in the area of measurement. We need to develop programs in the various areas such as measurement, probability and statistics, and patterns and representations. Third, most programs do not follow the steps of the Renzulli's Enrichment Triad Model, and the frequency of appearance of the steps are the 1st, 2nd, and 3rd enrichments, sequentially. We need to develop hierarchical programs in which the sequency and relations are well orchestrated. Fourth, the frequency of appearance is as follows as sequentially: types of exploration of topics, creative problem solving, using materials, project types, and types of games and puzzles. In the development of structure of the program, the following factors should be considered: name of the chapter, overview of the chapter, objectives, contents by steps, evaluation, reading materials, and extra materials.

• Journal of Gifted/Talented Education
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• v.23 no.3
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• pp.479-499
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• 2013

The purpose of this study is to examine the effects of Mother's Child-Rearing Attitudes on young children intelligence, multiple intelligences and emotional intelligence. In order to achieve the purpose of the study, 215 children and their mothers and teachers of children 15 were investigated. Data analysis, correlation analysis and regression analysis were conducted to analyze the mother's Child-Rearing Attitudes and the relationship between the young children's intelligence and multiple intelligences and emotional intelligence. The results of this study and the conclusions obtained through the discussion are as follows: First, the relationship between the mother's child-rearing attitudes and intelligence, multiple intelligences, on the other hand, showed a high correlation relationship between the mother's child-rearing attitudes and emotional intelligence and appeared to be correlated with low. Second, the rejective attitude and autonomous attitude variables that best explain the entire intelligence and multiple intelligence of young children, the affectionate attitude and autonomous attitude, the young children's the entire emotional intelligence best explain the factors. These results in the development of intelligence, multiple intelligence, emotional intelligence, affectionate attitude depending on the situation, autonomous attitude shows rejective attitude avoiding uniform, certain attitudes, rather than to show the mother's Child-Rearing Attitudes desirable that suggests.

• 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.12 no.4
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• pp.46-71
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• 2002

The purpose of this study was to develope a high school level physics curriculum for the gifted in science. The research method for this study was Delphi Survey, which is appropriate for social agreement of experts in a certain area. For the Delphi survey, 11 experts of gifted education in physics field, who consist of 4 physics professors, 3 physics education professors, and 2 science high school teachers, and 2 experts in other institutes, were sampled intendedly. In first survey, free description questions about objectives, contents, teaching methods, and achievement test methods were asked, and their answers were analyzed by frequency. And then, frequent answers were adopted and elaborated. In second survey, they were asked to write numbers according to priority(degree of agreement) for the adopted and elaborated answers in each area. Finally, by analyzing the results of second survey, the physics curriculum for the gifted was developed.

• Journal of Gifted/Talented Education
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• v.17 no.2
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• pp.338-364
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• 2007

The purpose of this study is to investigate current trends and future directions of research in the area of gifted education through the analysis of published manuscripts on giftedness and gifted education between $2000{\sim}2006$. About 521 articles among 35 journals and 49 dissertations listed in the Korea Education and Research Information Service, including the journal of gifted/talented education and the journal of giftedness and gifted education, were mainly analyzed in the present study. The articles were examined by topics, domains, ages, and research methods both yearly and synthetically. The most widely researched topic was curriculum and program issues in gifted education, and the topic related to factors and development of giftedness was the second. Most studies have continuously focused on the mathematically and scientifically gifted students, and studies on gifted students in the areas of art, language, and other domains were scant. Issues on underachieving gifted students and underachievement were researched actively in 2005. More research has utilized elementary students as samples rather than middle or high school students. Young children under 7 have attracted much attention by researchers after 2004. Related to research methods, literature review was the most widely used, survey was the second, and experimental and correlational studies were the next. Implications related to results were discussed in depth.

• Journal of Gifted/Talented Education
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• v.22 no.4
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• pp.893-916
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• 2012

This research investigates gifted students' mothers' rearing stress based on the concept mapping method. For this, 12 gifted students' mothers solicited, gathered and analyzed related statements, and then did multidimensional scaling and hierarchical cluster analysis. The stress value was .273 which was appropriate for the two level concept mapping study. In addition 101 mothers of gifted students rated for the rearing stresses they experience. Results were as follows. First, 79 concrete statements were solicited and as a result of concept mapping were categorized as 'burden and conflict as mothers of the gifted', 'possible negative characteristics due to the giftedness', and 'self-esteem and pressure by the title of the gifted'. Especially following items showed relatively high average: worrying about how to give the child a specific help for his/her career(M=4.65); worrying that she might be intervening too much in their child's behaviors(M=4.60); getting pressured supporting the child to get involved in the gifted education system continually(M=4.46); worrying if her child is not developing his/her talent enough due to the lack of time and money(M=4.44); being concerned that her high expectations might be putting her child under too much pressure (M=4.43). Implications of the study related to gifted education practices were discussed.

• Journal of Gifted/Talented Education
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• v.15 no.2
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• pp.1-34
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• 2005

This study is composed of 2 parts. Study 1 empirically examined (1) the relationships among children's creative performances measured by three product-based assessments (story-telling, collage-making, and math word problems) in three domains, and (2) the relationships between children's general creative thinking skills, measured by two divergent thinking tests, and children's creative performances. Study 2 is a three-year follow up study of the study 1. Study 2 followed up some (71) children who participated in study 1. In study 2, long-term stability of the performance based assessment involving story-telling, collage making, and math problem making were examined during the three-year time period. In addition, study 2 tried to look at the methods effect of the domain issue of creativity, comparing self-report scale and performance-based assessment. The findings of this study support the position that creative ability in young children is rather (but not absolutely) domain-specific. The long-term stability of the performance-based assessments compares favorably with stability figures for other creativity tests. Results also indicate that there are some method effect in explaining the domain issue of creativity. Implication of the study in connection with educational practices for gifted children is discussed.