Celebrating mediocrity?How schools shortchange gifted students

Gifted and talented students

Optimising the Learning of Gifted Aboriginal Students

According to the United Nations Educational, Scientific and Cultural Organisation’s (2000) “Education for All” goals, all students are entitled to opportunities to fulfil their potential. This implies that appropriate programs need to be in place for all children, especially gifted Aboriginal students. Accordingly, this means that all educational institutions in Australia have an obligation to ...

Identifying stressors and reactions to stressors in gifted and non-gifted students

Using the Student Life Stress Inventory and the Coopersmith Self-Esteem Inventory, stressors and reactions to stressors were identified in gifted high school students and compared with non-gifted students. Altogether, 340 boys and girls (156 gifted and 184 non-gifted students) from four high schools in Shiraz (two high schools for gifted and two for non-gifted students) took part. Although ther...

Learning Styles of Gifted and Non- Gifted Students in Tafila Governorate

This study aimed to investigate learning styles of gifted and nongifted students, and its relationship with school type, gender and grade. The sample of this study consists of 90 (Female=41, Male=49) gifted Students, and 90 (Female=43, Male=47) nongifted student in Tafila Governorate Hashemite Kingdom of Jordan, for the second semester of the academic year 2012/2013. Learning style Questionnair...

Micropolitics of School and EFL Teachers’ Professional Interests: The Case of Schools for Gifted Students in Iran

The aim of this qualitative study is to explore the role of the micropolitics of schools for gifted students in the EFL teachers’ professional interests in the workplace. Results of interviews revealed that to establish their professional interests, teachers involved in conflict and rivalry as well as collaboration and coalition. Furthermore, teachers’ micropolitical actions were in...