• Journal of Gifted/Talented Education
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• v.7 no.1
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• pp.77-116
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• 1997

The paper-and-pencil multiplce choise test has been widely used to identify gifted and talented student in Korea. Such test have several drawbacks; such~a s not being able to assess creative problem solving abilities and high level thinking abilities which are important characteristics of gifted students. The Korean Educational Development Institute (KEDI) developed a performance assessment which challenged traditional methods of identification. The 5-day summer camp was held to select gifted students for the Korean Minjok Leadership Academy. 211 students were evaluated in the aspects of creative problem solving abilities, high level thinking abilities, task commitments, and cooperativeness with various performance tasks, such as essay tests, conversations, oral examinations, computer simulations, puzzles, experiments, group discussions, debates, research reports, and games. As a result, it was found that there were several limitations of the performance assessment in terms of low reliability, requiring high costs and many professionals, and taking long times and large spaces. Expanding and continuing research should follow in order for a performance assessment to use widely as an identification methods because it assesses 'true' abilities of each individual student. follow in order for a performance assessment to use widely as an identification methods because it assesses 'true' abilities of each individual student.

• Communications of Mathematical Education
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• v.20 no.1 s.25
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• pp.33-59
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• 2006

This study is intended to reconsider the meaning of the education for gifted/talented children, the foundation object of science high school by examining the behavior characteristics between gifted students and talented students in open-end mathematical problem solving and to provide the basis for realization of 'meaningful teaming' tailored to the learner's level, the essential of school education. For the study, 8 students (4 gifted students and 4 talented students) were selected out of the 1 st grade students in science high school through the distinction procedure of 3 steps and the behavior characteristics between these two groups were analyzed according to the basis established through the literature survey. As the results of this study, the following were founded. (1) It must be recognized that the constituent members of science high school were not the same excellent group and divided into the two groups, gifted students who showed excellence in overall field of mathematical behavior characteristics and talented students who had excellence in learning ability of mathematics. (2) The behavior characteristics between gifted students and talented students, members of science high school is understood and a curriculum of science high school must include a lesson for improving the creativity as the educational institutions for gifted/talented students, unlike general high school. Based on these results, it is necessary to try to find a support plan that it reduces the case which gifted students are generalized with common talented students by the same curriculum and induces the meaningful loaming to learners, the essential of school education.

• Journal of Gifted/Talented Education
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• v.25 no.4
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• pp.547-563
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• 2015

This paper aims at figuring out specific characteristics of affective attitude of gifted and talented in information, predicting follow-up activities and desirable direction of learning. Based on the analysis of this paper as educational directions and suggestions for elementary gifted and talented students in information are as follows: First, in gender ratio of gifted and talented in information, including the fact that ratio of boys is high, there remain the previous prejudice of higher information capability and it seems that girls who depend on external factors, parents and teachers should make more efforts to help girls trust their own capability in information science and lead them to give more value to attribution of efforts for achievement in information science. Second, as grade is higher, motivation to learn information science and attitude for success in information science among sub-elements of attitude to information science, motivation to seed positive recognition to higher graders is required. Third, in screening and selecting gifted and talented students in information, attitude to information science should be considered as main cause and the existing gifted and talented students in information should be prompted to improve their attitude to information science with value on effort for information science.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.1035-1054
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• 2013

While the importance of needs and effectiveness of counseling for the gifted and talented has been actively studied, factors that practitioners and researchers have to consider in designing counseling programs less have been studied. The main aim of this study is to establish a foundation of counseling for the gifted and talented research by investigating factors which impede gifted youths' intentions toward counseling and by suggesting structural model which explains the relationships between the factors. The author(s) investigated the effects of parental emphasis on academics, personal emphasis on academics, attitudes toward seeking professional help, surrounding attitudes for consultation on gifted youths' intentions. The result shows that the effects of parental emphasis to academics on gifted youths' intentions toward counseling are mediated by attitudes toward seeking professional help and surrounding attitudes for consultation. Implications, limitations, and future research directions are discussed.

• Journal of Gifted/Talented Education
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• v.14 no.3
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• pp.53-60
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• 2004

• Journal of Gifted/Talented Education
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• v.26 no.2
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• pp.347-363
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• 2016

The purpose of this study was to analyze the trends in domestic and international gifted education in the last six years (2010-2015) by utilizing social network analysis methods. For papers of gifted education in Korea, two KCI (Korea Citation Index) rated journals, the 'Gifted/Talented Education' (The Korean Society for the Gifted) and 'Gifted and Talented Education' (The Korean Society for the Gifted and Talented Education) were selected and 457 pieces published in two journals were collected. The papers of 347 published in SSCI rated journals, 'The Gifted Child Quarterly,' 'Journal for the Education of the Gifted,' and 'High Ability Studies' were selected. English keywords were extracted from 457 papers from Korean journals and 347 papers from foreign journals and the Social Network Analysis (SNA) way was utilized for keyword frequency and central network analyses. It was appeared that the trends of paper keywords from domestic and foreign countries showed common keywords, 'academically gifted', 'science gifted', and 'gifted' as center keyword frequency, and keywords, 'achievement', 'identification', 'intelligence' appeared as the most frequent ones. For domestic papers, keywords, 'creativity', 'gifted education', and 'gifted education teacher' were the highest frequent keywords while keywords, 'foreign countries', and 'student attitudes' were most frequent ones for the foreign countries. For the analysis of papers from five journals as one group, it was found that keywords, 'identification', 'intelligence', and 'achievement' were the most important common ones and keywords, 'cognitive', 'motivation', and 'self-concept' were appeared as important keywords. The trend of gifted education in Korea seems to be different from ones of foreign countries, domestic papers of gifted education rarely included keywords of 'foreign examples', 'student attitudes', and 'gender differences.' Consequently, the trend of gifted education in Korea called for various research perspectives.

• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.975-1000
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• 2014

This study is a case study about the status of science gifted follow-up management systems for nation-level institutes for gifted and talented education. The aim of the study is to develop the theoretical model that establishes the basis of follow-up management systems for scientifically gifted to support in order to grow the beneficiaries of nation- level scientifically gifted education into globally competitive talented. Specifically, this study says the components of the systematic and efficient structure for nation-level gifted follow-up management. For this, we collect the experts' opinions on gifted education for follow-up management of the beneficiaries on national level science gifted, and gifted and talented education institutions conducted the case study for follow-up management. The collecting of experts' opinion have participated 11 persons, and 6 institutes were involved in the case study of follow-up management institutes. As a result, it reports for scientifically gifted follow-up management systems to be made by forming of the upper systems and each lower systems. Resources system was found to be composed of human information system and education information system. Operating system was found to be composed of input system, analysis system, and management system. Application system was found to be composed of prediction system, verification system and improvement system.

• Journal of Gifted/Talented Education
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• v.24 no.2
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• pp.243-269
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• 2014

The purpose of this study was to offer suggestions for students, teachers, and parents, respectively, to develop effective gifted education programs in Korea by examining the programs from Vanderbilt Programs for Talented Youth (PTY) at Tennessee in the USA. The method is based on the analyses of PTY web pages, recent materials on programs from PTY, interviews with the executive director of PTY, participation in the endorsement program, and observation in SAVY(Saturday Academy at Vanderbilt for the Young) program. In order to improve gifted education programs in Korea, the results indicate as follows: in respect to students, early identification and education, interdisciplinary humanities curriculums, integrated curriculum models, and information of individual learning plans are essential; in regards to teachers, tailored gifted teacher programs and gifted endorsement programs are necessary; in consideration of parents, programs for supporting parents' groups with professional gifted educators are indispensible.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.649-669
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• 2013

The research deals with the changes of the laws related to gifted education focusing on the Marland Report. As result, contrary to conventional argument for the beginning of legal ground for gifted education, 1958's National Defense Education Act(P. L. 85~864) which stipulated the article for 'identification and encouragement' for 'able students' can be said the first legislation of gifted education in the level of federal government. In the case of definition of the gifted, prior to 1972's Marland Report, there was the first legal definition in the Section 806 of the Elementary and Secondary Education Act(P. L. 91~230, 1970), which said "Children who have outstanding intellectual ability or creative talent". However Marland Report expanded the realm of the gifted from the area of intelligence to the area of leadership, art and psychomotor ability. On the basis of Marland Report, in 1974 the Office of Gifted and Talented was set up in the Department of Education for dealing with gifted education in federal. Further, Marland emphasized the importance of stipulating article related to funds for gifted education in law. Without manifesting funds for gifted education in law, he knew very well how hard it was to practice gifted education in reality. This implies that regulation funds for gifted education is crucial for effective actualization of gifted education.

• Journal of Engineering Education Research
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• v.24 no.5
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• pp.28-37
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• 2021

The purpose of this study was to develop and apply of career education program in science and engineering fields for science gifted high school students. To do this, the career education program was developed and applied to science gifted high school students 129 in H-science gifted high school with K-institute. The results are followings. First, after participating in the career education program, the career decision making self-efficacy of students were increased significantly. Second, it has been increased that external factor of career outcome expectation and continuation effort of grit. In this study, it has showed educational effects of the career education programs that related to career recognition in science and engineering fields for science gifted high school students by developing and applying of program. Based on these results, it is necessary to recognize the importance of customized career education programs for science gifted high school students.