Giftedness is not an automatic guarantee of success. Gifts are natural abilities whereas talents are systematically developed skills. Talented children, by contrast, are those whose abilities have already been translated into achievements, and who are currently performing at a level that places them within the top 10 percent of their age-peers. Gagné (1985, 2000) defines gifted children as those who have high levels of innate ability, in any domain of human ability, that places them within the top 10 percent of their age-peers-even if their high potential is not yet being demonstrated as high performance. Internationally, the most widely used definition of giftedness and talent is that of Françoys Gagné of Quebec. ![]() One important, first step in meeting the needs of the gifted is accurately and efficiently identifying students who might be gifted.Gifted children comprise a minority of the population, although not such a small minority as is sometimes thought. The present findings provided support for the GRS-S as a valid gifted screening instrument. This trend was consistent with analyses of the standardization data and with cross-cultural findings using translated versions of the GRS-S. There was no significant effect for gender, although a trend was noted for girls rated slightly higher than boys across all scales. ![]() Results revealed no effect of race/ethnicity, age, or rater familiarity with the student. Results indicated high internal consistency for the six GRS-S scales: Intellectual Ability, Academic Ability, Creativity, Artistic Talent, Leadership, and Motivation. One hundred twenty-two students in first to eighth grade from elementary and middle schools in the southeastern United States participated in the investigation. The study explored the effect of gender, race/ethnicity, age, and rater familiarity on GRS-S ratings. This study examined the internal consistency and validity of a new rating scale to identify gifted students, the Gifted Rating Scales-School Form (GRS-S). Originality/value:We conclude with a discussion on how to improve someunresolved issues in the field, mainly focusing on an integrative definition of giftedness that will improve the detection of gifted children and thereby enhance the current enrichment programs tailored to these individuals. We discuss new techniques that will help identify children from lower socioeconomic backgrounds. methods commonly used for identifying gifted individuals and its implications for underrepresented groups. In this review, the different definitions of giftedness are summarized.We also provide an analysis of the main characteristics of gifted and talented individuals, as well as a discussion on the possible differences between being gifted and talented. Findings:Researchsuggests that the definition of giftedness should go beyond the domain of schooland into non-academic areas. Methodology:A systematic review based-study was conducted for existing literature regarding different definition about giftedness and talentless anddifferent issues related to talent and giftedness. ![]() Purpose of the study: while gifted and talented students are often defined as individuals who have shown an above-average academic performance compared to their peers of the same age group, there are still some disagreements around what constitutes a gifted individual.
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