• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.751-769
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• 2013

This study aims to compare the difference between the recognition of professionalism and teaching efficacy of the gifted education teacher by majoring in education for the gifted from the graduate school. The subjects were 44 graduate students in gifted education major and 56 gifted education teachers of elementary school who did not major in the education for the gifted. The results were as follows. First, the education for the gifted children majors showed higher statistical significance in the subject knowledge, the instructional strategies, the understanding gifted student, personal efficacy and outcome expectancy than the teacher who did not major in the education for the gifted children (p<.05). Second, in the results of Two-Way ANOVA by the major status in education for the gifted children and the gender, there was the interaction effects in the subject knowledge, the understanding gifted student, personal efficacy, and the females were influenced by the recognition of professionalism and teaching efficacy by the major status in education for the gifted children more than males. In the results of analysis on the major status in education for the gifted children and career for gifted education, the instructional strategies and personal efficacy showed the significant interaction effect (p<.05). Third, in the results of analysis on the relations between the recognition of professionalism and the teaching efficacy, all subordinate scopes of the recognition of professionalism and teaching efficacy showed the significant positive correlation (p<.05). In the results of the multiple regression analysis, the subject knowledge and the instructional strategies have effects on the personal efficacy. So the majoring in education for the gifted children from the graduate school may have significant effects on development of the subject knowledge and the professionality of the instructional strategies of the gifted education teacher, further, it can be said that has positive effect on teaching efficacy.

• 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.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.847-860
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• 2011

In this study, the instrument of mathematical thinking ability tests were considered, and the differences between gifted and regular high school students in the ability were investigated by the test. The instrument consists of 9 items, and verified its quality due to reliability. Participants were 353 regular and 252 gifted high school students from tenth grade. As a result, not only organizing ability of information but also ability of space perception and visualization and intuitive insight ability could be the characteristics of the mathematical giftedness.

• Journal of Gifted/Talented Education
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• v.24 no.1
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• pp.45-61
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• 2014

In this study, the meta-analysis technique was applied to investigate the effectiveness of gifted education in non-cognitive areas. Studies conducted during the years from 2002 to 2012 were searched and then the outcomes from the 18 studies were used for meta-analysis. The statistically positive effects were in the leadership programs (the combined effect size=1.226, p<.001), in the career programs (the combined effect size=1.103, p<.001), in the programs related to social skills (the combined effect size=1.684, p<.001), in the programs for gifted students who show underachievement (the combined effect size=1.486, p<.001), and in the bibliotherapy programs (the combined effect size=0.613, p<.001) for the gifted. Implications of the study were discussed in depth based on the results.

• Journal of Gifted/Talented Education
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• v.21 no.3
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• pp.703-718
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• 2011

Team-Based Learning can play an important role in gifted education, because that improve decision making, coordination and problem-solving ability through shapely team activity. So, when a program that founded on Team-Based Learning applied to gifted students, investigated the improved effects of creative problem solving ability. Developed programs consisted of total 10 times and were conducted the lesson for 13student (male 3, female 10) of 4, 5th grade gifted students class in S elementary school, Sancheong-gun. The improved effects of creative problem solving ability were selected as the self-checking tool of creative problem-solving ability. Due to a small number of students, nonparametric test has done with the results of before and after, it showed significantly improvements in significance level of 5%. In particular, there was a significant improvement in the field of divergent thinking, critical logical thinking. Therefore, the programs based on Team-Based Learning are effective for enhance creative problem solving ability of gifted students, they will be used widely in the classroom to require creative problem solving ability or the acquisition of knowledge of gifted students.

• Journal of Gifted/Talented Education
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• v.23 no.1
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• pp.49-65
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• 2013

The purpose of this study is to investigate the longitudinal impact of the engagement of private tutoring on student achievement and the influence of the engagement of gifted education on the effect of private tutoring by applying hierarchical linear growth modeling technique on the KELS (Korean Education Longitudinal Study) data. For the analysis, we used KELS data including the score of Mathematics achievement from 2005 to 2007 in order to get useful variables like whether or not to engage private tutoring, weekly time and monthly cost of private tutoring, the experience of gifted education, gender, prior achievement of 6th grade, parents' monthly income, internal motivation and self-efficacy. The sample consisted of 4,435 7th graders from Korean middle schools who were included in the KELS and have the data available to a significant dataset having no missing values include. The result suggest that the private tutoring experience predicted students' high Mathematics achievement and the interaction between grade and private tutoring time and cost has negative impact on the mathematics achievement. In contrast, it was found that the experience of gifted education has negative impact on the growth of mathematics achievement, but positive impact on the effect of private tutoring cost on the mathematics achievement. In other words, the experience of gifted education shows affirmative impact on the effect of private tutoring cost on the mathematics achievement indirectly. On the basis of this results, we discussed deeply the effect of private tutoring on the Mathematics achievement and the influence and its meaning of the experience of gifted education on the effect of private tutoring.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.731-750
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• 2013

Conceptions toward the artistically gifted were investigated through analyzing newspaper articles from 5 major newspapers for 14 years beginning from 1999 to 2013. There were a total of 1,281 articles having to do with artistically gifted, and showed a steady increase in number of articles as the years went by. Largest number of articles were about musically gifted, and an increase in number of articles were observed following new implementations in law and policy. Implications for education and policy development for the artistically gifted are discussed.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.117-139
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• 2012

This study compared the cognitive conflict on peer instruction concerning the level of difficulty in question, between middle school science gifted students and non-gifted students. For the study, 35 the 7th grade science-gifted students in the organization affiliated with Science Education Institute for the Gifted in Seoul and Gyeong-gi province, and 14 the 8th grade science-gifted students, and 71 the 8th grade students. They performed peer instruction on propagation of straight light and composition of light and then, discussed three concept problems. After discussing the students took paper pencil test about changing levels of cognitive conflict. Regardless of the level of difficulty in question, the science-gifted students showed meaningful decreased figures on cognitive re-evaluation factors after peer-discussion. They trusted their peers, so during discussion, they explained their concepts. Furthermore discussion process enabled them to do reflective thinking. consequently, discord of students dropped, and total figures of cognitive conflict also declined. Science-gifted students have a tendency to worry lower than general students, though they felt anxiety as difficulty of the problems after peer-discussion. Through peer-discussion, science-gifted students presented statically decreased anxiety factors. By means of analyzed results of changing cognitive conflict of science-gifted students, developing and adapting strategies of cognitive conflict considering learner characteristics of science-gifted students is needed.

• Journal of Gifted/Talented Education
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• v.22 no.3
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• pp.551-573
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• 2012

Educating gifted students in invention is a totally new area for researchers as well as educators. Establishing the theoretical concept of the gifted in invention has been a challenging task to many education researchers in Korea for last several years. This study was conducted to understand characteristics of the gifted in invention with the eventual purpose to conceptualize 'giftedness in invention.' The Future Mind by Gardner was adopted as the frame for categorizing the characteristics of the gifted in invention. Based on Five Minds, this study listed 25 factors with their 80 characteristics after intensive literature review and field surveys. The findings of this study are expected to contribute to establishing the theoretical base of educating the gifted in invention, to identifying gifted youngsters to be great inventors, and to designing the educational programs for them.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.373-390
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• 2011

The purpose of this study is to find out the role and responsibilities of coordinators for gifted classes in Korean schools, by examining the role and responsibilities, and qualifications of coordinators' at gifted classes in America and England. To do this, first, we examine the tasks and role of Korean gifted classes in elementary and secondary schools. Then we look into the coordinators of gifted programs of public schools and university programs in America and England. The coordinators of America and England are experts in gifted programs who have understanding and knowledge on gifted education, and they work for everything regarding gifted programs, such as designing the gifted education program, dealing documents regarding gifted programs, and assisting school personnel in the identification, development, teaching and evaluation of gifted students. The coordinators are the most important and core person in gifted programs. However, in Korean school, the role of coordinators is one of the school tasks of which any teacher has to take charge and there is no regulation on the qualification of coordinators. Therefore we suggest to set up the regulations of qualification, role and responsibilities of gifted programs' coordinators, by understanding that the role of coordinators is important.