| Papers [1-16] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "GIFTED CHILD EXPLORED": |
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The Gifted Child Explored, 2007.
An examination of the gifted child.
1,490 words (approx. 6.0 pages), 6 sources, MLA, AU$ 79.95
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Abstract
This paper presents an examination of the gifted child. The paper explores characteristics of gifted children, family structure and environment. The paper also takes a look at the differences between a gifted child and a non gifted child.
Outline:
Introduction
The Label
Characteristics of Gifted Children
Differences
Environment
Social Interaction
Education
Conclusion
From the Paper
"Consistently demonstrated characteristics of a gifted child included early verbal skills, curiosity beyond that of his or her peers, early interest in books, whether or not the child began reading early, he or she would insist on being read to often.Gifted children also demonstrate leadership skills, empathy beyond that of their peers, highly developed sense of humor and the understanding of abstract ideas at an earlier age than expected."
"The gifted label can at times place an increased pressure on the child as teachers and parents begin to expect above average performances in many areas of life. It is important to understand that a child can be gifted in one academic area while not in others, or can be gifted in many areas but not be motivated to skip grades or over achieve. Working to understand the child as an individual will allow the child to grow and develop within his or her gifted label without hurting that child's self esteem."
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A Gifted Child, 2008.
A case study of Robert Smith, a preschooler with high potential.
1,016 words (approx. 4.1 pages), 5 sources, APA, AU$ 57.95
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Abstract
The paper discusses Robert Smith, a student with high potential of being identified in elementary school as gifted. The paper describes Robert's ability to quickly recall information, superior language ability, skills is his ability to read, write, and use numbers and his intense interest and enjoyment when learning or being introduced to new things. The writer recommends that his parents continue to allow Robert to engage in extra-curricular activities through the community. The writer also advises Robert's school to provide him with challenging activities, leadership roles and after school clubs and activities so that he can encompass social cognitive and leadership skills.
From the Paper
"Robert is a male student at the pre-kindergarten school where a friend of mine is currently employed. Students at this school could attend if they turned the age of three by September 5th, 2006. Robert was already three by this date. He will turn four this coming December. Therefore, he attends a three-year-old class this year and will continue at this school for the next two years in a four-year-old class. The following year he will attend Kindergarten at his elementary home school. In the Plano school district, the gifted identification test is not administered to students for the first time until the end of the kindergarten year. Therefore, Robert has not been identified as gifted. He, however, is perceived at the early childhood school as a student with high potential of being identified in elementary school as gifted. Thus, he is a student in the Discover program consisting of small enrichment groups conducted weekly. Pullouts twice a week further critical and creative thinking for when the student attends high school and college. (Moon, Feldhusen, & Dillion, 1994)."
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Being Gifted in Ontario, 2008.
An examination of gifted students in Ontario.
932 words (approx. 3.7 pages), 5 sources, MLA, AU$ 54.95
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Abstract
This paper examines all aspects of being a gifted learner in Ontario Canada. The paper explains that depending on how one interprets the purposes of education, what is discussed as giftedness in Ontario education may need revision. The paper also points out that matters of identifying the gifted child should center on the child genuinely hampered by general classes, and when giftedness is identified consideration should be made as to whether the child wants to be streamed towards a gifted program or not. The paper concludes that the numbers of children identified as gifted do prefer to remain in the mainstream and have no objection to their experiences of being different or more advanced. The students enjoy positive relations with peers, and attend to other aspects of their development beyond the scholastic achievement that tends to preoccupy adults.
Outline:
Introduction
Critique
Concluding Discussion
From the Paper
"Such 'gifted' tendencies as showing impatience, diverse interests, faster learning than other students or having a 'zany sense of humour' may not always indicate the outstanding potential that Weber & Bennett assert. (2004) Listed traits nearly all refer to the extroverted child, so that an alert reader questions how many perhaps strongly gifted children are missed who manifest a withdrawn and serious manner, shyness, a failure to speak out in class, some difficulty in learning class materials but other abilities at high level. Perhaps every reader can think of a person considered average or even challenged, later given IQ testing and found to be in the 99th percentile. Weber & Bennett's stereotype of giftedness, moreover, does not fit well with children from cultures valuing fine manners, a solemn attitude towards education, and a lack of North American outspokenness that may be mistaken for intelligence or aptitude for school."
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Issues in Gifted Education, 2002.
Looks at the internal and external influences on the state of being gifted, the controversies of Gifted and Talented Education (GATE) programs, and the resulting implications for instruction.
2,940 words (approx. 11.8 pages), 22 sources, APA, AU$ 139.95
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Abstract
This paper examines a wide range of the issues associated with gifted education. It looks at the gifted programs available, the criticisms of these programs, the difficulties faced by children deemed to be gifted, some of the factors that may affect gifted children, and some of the more promising options and strategies available for working with gifted children.
From the Paper
"Gifted education programs, often referred to as GATE (gifted and talented education), range from providing accommodations within the regular classroom to clustering all of the gifted students into a tracked program. Many are surprised to learn that gifted education programs fall under the special education umbrella. It is designed to meet the special needs of a specific group that, in spite of their innate talents, often flounder in the regular classroom. However, some argue that gifted programs siphon the top performers from the other classrooms, leaving the regular programs devoid of positive role models. The argument continues that while the gifted students receive extra funding, enriched curriculum, and the best teachers, the regular program students are stuck with watered down curriculum and low expectations. This brings us to the classic nature versus nurture question on what sets apart a gifted child from a ?regular? child. Educators must understand the internal and external influences on the state of being gifted and the resulting implications for instruction."
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Gifted and Talented Children, 2002.
A study on the academic resources for gifted children.
3,700 words (approx. 14.8 pages), 7 sources, MLA, AU$ 164.95
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Abstract
This paper examines the education system resources for gifted and talented children. The paper states that these children are often the most neglected population in the classroom, and are expected to independently develop academically. The author writes about the often emotional torment of the gifted child, and the need for training and coaching these children as would be done for a child with athletic talent.
From the Paper
"Gifted and talented, in the past as well as the present, are the ones who have received the least attention as far as education is concerned. The teachers and ones who are responsible for preparing the education system take it for granted that children with exceptional gifts will just develop academically on their own. A gifted child or adult, whether creative, athletic or intelligent, sometimes intimidate authorities who are to educate or supervise them as well as people on their own level which is one of the reasons their resources are the most overlooked, and they lack the skills and knowledge in order for them to achieve their full potential. "
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Gifted Minority Students, 2002.
A discussion about the phenomenon of gifted and talented students among minority groups.
4,151 words (approx. 16.6 pages), 16 sources, MLA, AU$ 179.95
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Abstract
This paper presents a detailed examination of gifted and talented education for minority students. The writer explores the screening process for gifted and talented programs and the various problems that screening process causes when it comes to locating and educating minority students. The writer also explores the societal mindsets and the urban areas that play a part in the overlooking of minority gifted students. The bulk of the exploration is done with a literature review on previous studies, research and decisions regarding the screening and education of minority gifted students.
From the Paper
"Each day across the nation millions of students sit in classrooms and are educated. The classrooms contain a large number of students and the lessons are designed and geared to reach the largest students in each setting. This means that for the most part the lessons are aimed at the average intellect and average abilities student. Within the context of these students there are a few students in each group who are above average in ability and in intellect. These students are often recognized because of their advanced thought process, their advanced abilities and their thinking outside of the box. Students who meet a pre-set criteria in certain areas are labeled as gifted or gifted and talented. Gifted and talented screening varies across the nation but in many cases it includes standardized testing to decide who meets the criteria and who does not. The students who are screened are sometimes chosen by teachers or administrators. Other times they are located because parents have requested a screening. In recent history there has been some focus on whether or not the screening techniques pass over qualified gifted minority students. Through the use of research and studies it appears that the screening process used for the gifted and talented education criteria in American schools negatively affects minority student populations."
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Differentiation Strategies for the Gifted in Heterogeneous Classrooms, 2006.
Explores the meaning of giftedness, the theories of Gardner and Bloom in shaping gifted instruction, and ways to address the needs of gifted students in the general education classroom.
1,312 words (approx. 5.2 pages), 11 sources, APA, AU$ 71.95
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Abstract
This paper addresses the ideas of gifted education and how it came about, starting with Alfred Binet and Lewis Terman's IQ test theories. Giftedness is defined in terms of both academic qualities and affective/social needs. Then, Howard Gardner's Multiple Intelligences and Benjamin Bloom's revised taxonomy are defined as ways of structuring questioning and learning in the classroom. Finally, several general teaching strategies are listed and described as ways for teachers to address the needs of the gifted.
Paper Outline:
Introduction to Gifted Students
General Differentiation Models and Theories
Differentiation Techniques
Conclusion
References
From the Paper
"In any subject area, teachers can differentiate for gifted students through the use of centers. In addition to whole-class instruction for topics most students are unfamiliar with, centers provide independent activities that each student can pursue at his or her own pace. Teachers differentiated the centers with books of various levels, different prompts to reading materials, modified assessments, multiple levels of questioning, and more or less time at individual centers (Johnsen, 2003)."
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Gifted Children in the Classroom, 2008.
This paper examines two articles "Giftedness and the Gifted: What's It All About?" by anonymous and "Creative Strategies for Teaching Language Arts to Gifted Students" by Joan Franklin Smutny.
1,039 words (approx. 4.2 pages), 2 sources, APA, AU$ 58.95
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Abstract
The paper addresses the topic of giftedness by referring to two articles "Giftedness and the Gifted: What's It All About?" by anonymous and "Creative Strategies for Teaching Language Arts to Gifted Students" by Joan Franklin Smutny. The paper summarizes both articles and provides a quotation from them. The paper also highlights the most salient point of the articles and relates the author's personal reflections on both articles.
Outline:
Summary
Quotations
Salient Points
Reflections
Application
From the Paper
"Gifted children are often talked about in educational circles - but how do we actually define gifted children? The article "Giftedness and the gifted: What's it all about?" offers a range of answers to that question. While the sheer breadth of the range may initially seem a little daunting, it is possible to discern sufficient commonalities that the varying definitions seem to hang together, casting light one upon the other. In addition, the checklist of general characteristics offers a quick reference for the busy teacher to identify gifted children in the classroom. This is a pragmatic article and a pragmatic approach, recommending for example that teachers do not become bogged down in the concept of intelligence. Finally, there is a useful section on the use of words that are sometimes associated with giftedness. This article shows that some of these are useful, and some are not. All in all, this is a useful article for both teachers and parents."
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Working with Gifted Children, 2005.
A review of gifted children and a discussion of techniques to assist them in the classroom and at home.
675 words (approx. 2.7 pages), 3 sources, AU$ 42.95
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Abstract
This essay discusses gifted children in the classroom. According to this paper, teachers, parents and others in the past, have not understood what it means to be gifted and what activities including learning centers can be designed to help gifted students. Simple techniques can be used to guide gifted children to explore, to create, to design, and to lead other children in different parts of learning centers and/or activities. Using gifted students as mentors and using creative learning centers are two ways to help all the students in the classroom. "
From the Paper
"How would you change as a child advocator, your programming of activities and learning centers to include a child who is gifted along with all of the other children? The definition of gifted, "those who give evidence of high performance capability in areas as intellectual, creative, artistic, leadership capacity, or academic fields, and who require services or activities not ordinarily provided by the school" (Children Who Are Gifted 2002). "
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Gifted Children, 2006.
An extensive discussion on gifted children and minority groups.
2,237 words (approx. 8.9 pages), 5 sources, MLA, AU$ 111.95
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Abstract
This paper begins with a general definition of gifted children. The paper focuses on the three main reasons for under-representation of children of minority groups namely, African-Americans and Hispanics. The author concludes by suggesting future research on the topic and offers an opinion on the direction such education should take.
Table of Contents:
Introduction
Vygotsky's Social-Historical Theory
Socioeconomics and Gifted Children
Referral of Minority Students to Gifted Programs Based on Ethnicity
Flaws in Identification of Gifted Minority Students
Future Research and Applied Direction
References
From the Paper
"This is an extremely fascinating topic that has far-reaching educational implications. Since 1924, only 2% of the more than 4000 articles written about gifted and talented students were about gifted students from culturally and linguistically diverse backgrounds (Elhoweris, Mutua, Alsheikh, Holloway, 2005). With alarming statistics that show the under-representation of minority groups by as much as 50% in gifted programs, further research in this area is required to fully grasp the implications of this under-representation and to make suitable policy recommendations. As the United States becomes increasingly diverse, this trend of under-representation of the brightest minority students cannot continue since it violates basic rights of these students as citizens of the United States. "
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Gifted Disabled Students, 2003.
A literature review on linguistic disabilities in gifted students.
1,150 words (approx. 4.6 pages), 8 sources, APA, AU$ 63.95
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Abstract
This paper discusses whether otherwise gifted students with linguistic disabilities (e.g., hearing or speech impediments) are overlooked by teachers for nomination to gifted programs, thereby placing a "hidden" hurdle in their academic path.
From the Paper
"Commonly gifted students with some type of disabling condition are referred to as twice-exceptional ..."
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Identified vs. Non-Identified Gifted Labeled Students, 2007.
A research proposal to examine an academic achievement comparison between the success of identified vs. non-identified gifted labeled students.
5,574 words (approx. 22.3 pages), 7 sources, MLA, AU$ 217.95
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Abstract
This paper presents a research proposal designed to compare the academic achievement of students who have been identified as gifted with students who have not been identified as gifted. The proposal includes an introduction, methodology, literature review and limitation of study sections.
Outline:
Chapter One
Introduction
Preliminary Statement
Background of the Study
Purpose of the Study
Limitations of the Study
Summary
Chapter Two
Literature Review
Chapter Three
Research Design
Summary
From the Paper
"The research design that will be used in this study will be achievement and standardized test scoring for all participants. The academic achievement will be drawn from various elements including test scores, GPA' results and teacher surveys. The instrument used will be records from the schools in which the participants attend. The records will be scored to identify those who have been provided a label of gifted intellect and those that have not been labeled. The gifted student records will be drawn randomly from a selection of all gifted students in the school. The non labeled students will also come from a random drawing of student records in the non labeled selection group."
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Gifted and Talented Education Program, 2002.
A paper which discusses the GATE program which was developed to teach gifted children in California.
2,410 words (approx. 9.6 pages), 18 sources, APA, AU$ 118.95
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Abstract
The paper defines the Gifted and Talented Education (GATE) program as one which provides challenging curriculum and instruction to gifted and talented students, who are capable of a higher achievement level than that of other students. The paper discusses how GATE is applied to special needs and non-English speaking students. It describes the identification process, the testing procedure and the factors which inhibit these procedures such as language, economical and environmental problems. The paper explores how GATE is taught to children and the advantages and disadvantages of this program.
From the Paper
"The students themselves may have problems with pull out programs as well. Socialization problems in GATE students may arise when they are removed form the classroom setting. When pulling students from the classroom, their peers may feel resentment. The GATE students may lose the ?group? feeling of the classroom, causing possible behavioral and negative learning problems. However, by keeping students in the classroom, GATE students can better understand and accept their learning differences, and can still feel a part of the group. They learn leadership by ?tutoring? those students who may not learn as fast (Webb, 1994)."
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Gifted Students, 2003.
Discusses the social and emotional development of gifted adolescents.
2,475 words (approx. 9.9 pages), 9 sources, AU$ 140.95
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Abstract
Examines self-perception of gifted students, responses toward stressors such as social coping, the impact of family and educational environment, and self-concept as an indicator of psychological well-being.
From the Paper
"In recent years, the impact of giftedness - a demonstration of extraordinary intellectual and creative ability - on the social and emotional development of gifted children and adolescents has generated tremendous interest among researchers (Chan, 2002)..."
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Gifted Children with Learning Disabilities, 2003.
Examines the challenge to educators of gifted/learning disabled (LD) students.
900 words (approx. 3.6 pages), 1 source, AU$ 50.95
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Abstract
The paper presents coping strategies that could help gifted LD students thrive in schools. It shows practical applications for the special educator. The paper is based on M. Coleman's 2001 article, "Surviving or Thriving?"
From the Paper
"Gifted Students with Learning Disabilities
Coleman (2001) sought to explore the particular challenge to educators of children who seem to possess great potential although they also demonstrate significant difficulties in school. The focus in the article ..."
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Gifted Students with ADHD, 2008.
A look at the problem of dealing with gifted children who suffer from attention deficit disorder (ADHD).
1,024 words (approx. 4.1 pages), 8 sources, APA, AU$ 58.95
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Abstract
This paper discusses the strategies and resources available in the classroom for gifted children with ADHD. It focuses on the multiple exceptions of giftedness and attention deficit hyperactivity disorder (ADHD), explaining the characteristics that distinguish them from children with other disorders.
Outline:
Background Information
Strategies
Available Resources
From the Paper
"In addition to addressing students' learning disabilities, it is important to encourage their special talents and interests. This holds quite true when dealing with a gifted student who also has ADHD. Fortunately, many characteristics of gifted students are similar to those with ADHD, so planning for a student with both is a little easier that planning for a student who has other multiple exceptionalities. The following characteristics are often found in children with both giftedness and ADHD: restlessness, high energy level, problems sleeping, underachievement, frustration, disorganization, forgetfulness, moodiness, a tendency to miss details, and a tendency to question authority (http://add.about.com/od/doubleblessed/ADHD_and_Giftedness.htm). Keeping these characteristics in mind, one could plan and program effectively for the gifted ADHD student. Ken Weber and Sheila Bennett suggest several strategies to use in the classroom when working with a gifted student or a student with ADHD. Combining these strategies should prove effective when working with a student with both exceptionalities. The teacher should establish an environment which clearly shows that intelligent thought and creativity are valued. In this environment, the student should be seated away from distracting stimuli, such as the doorway. If possible, the student should be seated near a stable peer model. Teachers should encourage students to discover and develop their special abilities. This can be done by arranging learning experiences that go beyond the normal knowledge level of that particular grade. Although students are discovering their learning on their own, teachers must still monitor them and ensure that they are remaining on task. Gifted students with ADHD often lack social skills and self-confidence. Teachers should focus on building self-confidence in this type of student. They should look for positives and praise the student when appropriate."
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