• 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 the Korean School Mathematics Society
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• v.8 no.3
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• pp.383-409
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• 2005

The history of the gifted education in mathematics is short. And the governmental policies and school practices for gifted education were more focused on gifted education in science. But the gifted education in mathematics will become an important part of gifted education. A situation of the education center for the gifted in science is developing favorably more and more because students and parents have a correct understanding of the education center for the gifted in science. The purpose of this study was to compare and analyze the mathematics curriculum, the contents of education at mathematics class and the actual conditions of operation by the education center for the gifted in science attached to 23 universities in Korea. And we suggested several ideas to improve the problems for gifted education in mathematics.

• Journal of Korean Elementary Science Education
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• v.35 no.3
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• pp.348-361
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• 2016

This study was done by narrative inquiry, suggested by Clandinin and Conelly (2000), in order to gain an in-depth understanding of the loneliness experienced by a scientifically gifted elementary school student. The participant of this study was sixth grade student from the Institute for Science Gifted in C University. The data were gathered via in-depth interviews and observations on the participant and her teachers. Based on these research findings, this study can make the following four conclusions with regard to the loneliness experienced by a gifted elementary school student in science. First, some characteristics of the gifted child may make her feel loneliness in the relationships she has with peers, siblings, and parents. Second, parent's repression makes the gifted child feels lonely. Third, the gifted child who feels lonely get consolation from her own subjective world and wants to get recognition from others. Fourth, the educational institute for the gifted serves as a place of education that fosters the gifted child's cognitive development and simultaneously it is where she can form positive relationships with her peers, as well as being a place of emotional comfort.

• Journal of Gifted/Talented Education
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• v.23 no.3
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• pp.453-477
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• 2013

The intent of this study is to fully investigate the major issues and challenges related to characteristics of gifted children from multicultural families in Korea. The gifted students of multicultural families are currently categorized as disadvantaged gifted students, but they need to be defined more deeply and separately due to the continuous increase of multicultural families. Most culturally different gifted children have common problem such as integrating into Korean culture, often suffering from emotional problems and their parents' economic disadvantage. Due to these problems a variety of issues arise. First, culturally diverse talented students have problems due to the alienation and the lack of equal opportunity given to gifted children of multicultural families in need. Secondly, another issue is whether or not the selection of these students for a gifted and talented program is administered equally and fairly. Thirdly students and teachers may have difficulty forming relationships. Fourth, there is a dire need to address the issue of a lack of formal education policy. for these students. Fifth, the formulation of a gifted and talented program solely for multicultural students is necessary. Sixth, educating the parents of such students remains a critical challenge. Seventh, the last issue arises from a lack of research regarding the identity of multicultural gifted children in Korea. In this study, we discuss each of these issues in-depth. Additionally the future of Korean Multicultural Gifted selection, training in the field, school direction and it's implications are discussed.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.61-85
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• 2012

The OSPG(Observation Scale for Parents of the Gifted in Korean Traditional and Western Music) is one of the tools for screening of the Gifted in Korean traditional and Western music. So the validity and reliability of the OSPG has an influence on securing validity of the whole identification process. The purpose of this study is to examine the validity and reliability of the OSPG-2 that input screening processing, and to suggest systematization of identification processing for the Gifted in Korean traditional and Western Music. For the achievement of this purpose, this study administered the OSPG-2 to 261 gifted students aged between 13 and 16 in the middle or high school for the arts. To validate the OSPG-2, I analyzed items of the OSPG-2, and conducted the exploratory and confirmative factor analysis. I also examined the internal consistency. As a result of the exploratory factor analysis, I collected 40 items of the OSPG-2 finally. Furthermore, I could identify psychological construct of the Gifted in Korean traditional and Western Music. The consequence of confirmative factor analysis, the model provided good fit to observed data. As a result of reliability analysis, the internal consistency of the internal characteristic verified Cronbach's ${\alpha}$=.939, and the internal consistency of the external environmental characteristic verified Cronbach's ${\alpha}$=.887. This result of validity study reflects the fact that the OSPG-2 is a valid scale and is able to input to gifted educational field instantly.

• The Mathematical Education
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• v.47 no.3
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• pp.311-335
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• 2008

This study aims to find out the teacher's role in each procedure necessary for math gifted students' independent study so as to help them grow to become more creative experts. The case study targeted 14 gifted students. The result shows that the necessary steps for math gifted students' independent study are as fellowing; introducing the independent study, selecting a topic, asking a question, literature review, choosing a study method, gathering information, analysing information, developing a product, sharing information, evaluating the study, Teachers should teach students necessary skills with plans and take the roles of advisors and facilitators. Especially, for effective independent study, this should be planned and done in a regular program for gifted students; teachers' and parents' interest and encouragement facilitate the students' study process.

• The Mathematical Education
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• v.53 no.4
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• pp.479-492
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• 2014

According to Krutetskii, the education of mathematically gifted students must be focused on the improvement of creative mathematical ability and the mathematically gifted students need to experience the research process like mathematician. Independent study is highly encouraged as the self-directed activity of highest level in the learning process which is similar to research process used by experts. We conducted independent study as a viable differentiation technique for gifted middle school students in the 3rd grade, which participated in mentorship program for 10 months. Based on the data through the research process, interview with a study participant and his parents, and his blog, we analyzed mathematical behavior characteristics of a study participant. This behavior characteristics are not found in all mathematically gifted students. But through this case study, we understand mathematically gifted students better and furthermore obtain the message for the selection and education of the mathematically gifted students and for the effective method of running mentorship program particularly.

• Journal of Gifted/Talented Education
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• v.8 no.2
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• pp.1-30
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• 1998

Characteristics of Superior Children as a Screening Test of Gifted students The purpose of this study was to investigate the usefulness of Korean version of checklist for behavioral characteristics of superior children as a screening test for gifted students. Total 397 children were tested KEDI-WISC (Korean version of Wechsler Intelligence Scale for Children), and their parents or primary caretakers took the checklists for behavioral characteristics of superior children individually. Total subjects were divided into 3 groups based on their Full IQ score of KEDI-WICS. The children of IQ 130 and over was gifted group, and those of IQ 115-130 was superior group, and those of below IQ 115 was average group. The analyses of behavioral checklist scores among the groups, gender, grades differences and item analysis of behavioral checklist were done for the purpose of discrimination among 3 groups. As a result, it was found that the Korean version of checklist for behavioral characteristics of superior children was very useful as a screening test for gifted correlations between checklist scores and verbal, performance and full IQ scores were significantly high, which means that IQ and checklist scores were very related. Twenty out of 50 items were found to be discrimination items between gifted and superior group. However, there was no significant difference between grades and gender on the checklist score.

• Journal of Gifted/Talented Education
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• v.24 no.5
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• pp.877-892
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• 2014

This Study was to examine whether high school students' autonomy support and beliefs of intelligence ability influence their self-regulated strategies. Of the 600 high school students surveyed from 3 high schools in two metropolitan cities, Korea, 478 completed and returned the questionnaires yielding a total response rate of 79.7%. Among the final sample consisted of 109 gifted students (22.8%), 190 high-achieving non-gifted students (39.7%), and low-achieving non-gifted students (37.4%). Measures of students' perceived autonomy support (i.e. from parents, teacher, peer), beliefs of intelligence ability (i.e. incremental, entity) and self-regulated strategies (i.e. managing environment and behavior, seeking and learning information, maladaptive regulatory behavior). Spearman's rho(${\rho}$) indicated that students' achieving level was positively associated with autonomy support (i.e. parents, teacher), beliefs of intelligence ability (i.e. incremental) and self-regulated strategies (i.e. managing environment and behavior, seeking and learning information). However, students' achieving level was negatively associated with beliefs of intelligence ability (i.e. entity) and self-regulated strategies (i.e. maladaptive regulatory behavior). Hierarchical multiple regression analyses showed that students' perceived autonomy support (i.e. from teacher) and beliefs of intelligence ability (i.e. incremental) were the crucial contributors for enhancing students' self-regulated strategies. Results are discussed in relation to theoretical implications and school settings.

• Journal of Gifted/Talented Education
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• v.24 no.3
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• pp.399-420
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• 2014

The purpose of this narrative inquiry is to explore two gifted elementary students' 'happiness experience'. They narrated that they experienced strong happiness at the moment 'doing something they really like for themselves ', 'trying and achieving in self-directed way', and 'feeling trust, love, and support from their family'. Also happiness was the results of their effort. They made an effort to reduce their negative emotion against happiness by 'controling their feeling doing something their favorite activities' and 'working again and again until they succeed'. The results of the study show that social and emotional support as well as help in the cognitive aspects is important. Especially, parents variable was an essential condition for them to have happiness experiences. More specifically, the study show that overgovernment and excessive intervention from parents should be distinguished from 'good caring' of their child. Practical implication of the study was discussed in depth.