Research Article
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Primary School Teachers' Experiences in the Identification of Gifted Students and Nominating Them to Science and Art Centers

Year 2023, Volume: 24 Issue: 2, 275 - 289, 01.06.2023

Mustafa Erol Osman Gedik Berat Demirtaş

https://doi.org/10.21565/ozelegitimdergisi.950498

Abstract

Introduction: This study aims to examine the experiences of primary school teachers in the identification of gifted students and nominating them to science and art centers.
Method: This research was carried out within the scope of phenomenology design, one of the qualitative research designs. The research study group was determined by the criterion sampling method, one of the purposeful sampling methods. The research study group consisted of 15 primary school teachers working in İstanbul. The study data were obtained through semi-structured interview forms developed by the researchers and personal interviews conducted with the study group. The data were analyzed by content analysis. Researcher triangulation was used in the analysis of the data. To minimize data loss, the data were recorded with a voice recorder.
Findings: According to the study's findings, it was determined that the classroom teachers took into account the students' cognitive, affective, and social characteristics while identification them with giftedness and made observations depending on the process.
Discussion: Although many features are used to identify gifted students when the relevant literature is examined, it has been determined that cognitive features are frequently used in the identification of gifted students.

Keywords

Gifted Students Primary School Teachers Science and Art Centers Experience

References

  • Baldwin, A. Y. (1987). I'm black, but look at me. I am also gifted. Gifted Child Quarterly, 31(4), 180-185. https://doi.org/10.1177/001698628703100410
  • Bildiren, A., Gür, G., Sağkal, A. S., & Özdemir, Y. (2020). The perceptions of the preschool teachers regarding identification and education of gifted children. Ankara University Faculty of Educational Sciences Journal of Special Education, 21(2), 329-356. https://doi.org/10.21565/ozelegitimdergisi.572326
  • Bisland, A. (2004). Developing leadership skills in young gifted students. Gifted Child Today, 27(1), 24-27. https://doi.org/10.1177/107621750402700108
  • Bracken, B. A., & Brown, E. F. (2006). Behavioral identification and assessment of gifted and talented students. Journal of Psychoeducational Assessment, 24(2), 112-122. https://doi.org/10.1177/0734282905285246
  • Brody, L. E., & Stanley, J. C. (2005). Youths who reason exceptionally well mathematically and/or verbally: Using the MVT: D4 model to develop their talents. In R.J. Sternberg, & J.E. Davidson (Eds.), Conceptions of giftedness (pp. 20–37). Cambridge University Press.
  • Callahan, C. M. (2005). Identifying gifted students from underrepresented populations. Theory into Practice, 44(2), 98-104. https://www.jstor.org/stable/3497028
  • Clark, B. (2013). Growing up gifted: Developing the potential of children at school and at home (8th Edition.). Pearson.
  • Clinkenbeard, P. R. (2012). Motivation and gifted students: Implications of theory and research. Psychology in the Schools, 49(7), 622-630.
  • Copenhaver, R. W., & McIntyre, D. J. (1992). Teachers' perceptions of gifted students. Roeper Review: A Journal on Gifted Education, 14(3), 151–153. https://doi.org/10.1080/02783199209553411
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approach (3rd ed.). Sage Publications, Inc.
  • Dai, D. Y., Moon, S. M., & Feldhusen, J. F. (1998). Achievement motivation and gifted students: A social cognitive perspective. Educational Psychologist, 33(2-3), 45-63.
  • Davis, G. A. (2006). Gifted children and gifted education: A practical guide for teacher and parents. Great Potential Press.
  • Delcourt, M. A., Cornell, D. G., & Goldberg, M. D. (2007). Cognitive and affective learning outcomes of gifted elementary school students. Gifted Child Quarterly, 51(4), 359-381. ttps://doi.org/10.1177/0016986207306320
  • Denzin, N. K. (1978). The research act: A theoretical introduction to sociological methods. McGraw-Hill.
  • Endepohls‐Ulpe, M., & Ruf, H. (2006). Primary school teachers' criteria for the identification of gifted pupils. High Ability Studies, 16(2), 219-228. https://doi.org/10.1080/13598130600618140
  • Feiring, C., Louis, B., Ukeje, I., Lewis, M., & Leong, P. (1997). Early identification of gifted minority kinder students in Newark. Gifted Child Quarterly, 41(3), 76-82. https://doi.org/10.1177/001698629704100303
  • Feldhusen, J. F. (2005). Giftedness, talent, expertise, and creative achievement. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 64–79). Cambridge University Press
  • Figg, S. Rogers, K., McCormick, J., & Low, R. (2012). Differentiating low performance of the gifted learner: Achieving, underachieving, and selective consuming students. Journal of Advanced Academics 23(1), 53-71. https://doi.org/10.1177/1932202X11430000
  • Ford, D. Y., & Trotman, M. F. (2001). Teachers of gifted students: Suggested multicultural characteristics and competencies. Roeper Review, 23(4), 235-239. https://doi.org/10.1080/02783190109554111
  • França-Freitas, M. L. P. D., Del Prette, A., & Del Prette, Z. A. P. (2014). Social skills of gifted and talented children. Estudos de Psicologia (Natal), 19(4), 288-295. https://doi.org/10.1590/S1413-294X2014000400006
  • Freeman, J. (1983). Emotional problems of the gifted child. Journal of Child Psychology and Psychiatry, 24(3), 481–485. https://doi.org/10.1111/j.1469-7610.1983.tb00123.x
  • Freeman, J. (2011). A wish for the gifted and talented. Talent Development and Excellence, 3(1), 57-58.
  • Goodman, K. (2020). Giftedness in Young Children: What Do Parents and Teachers Know? Student Research Submissions. 377. Received from: https://scholar.umw.edu/student_research/377
  • Hansen, J. B., & Feldhusen, J. F. (1994). Comparison of trained and untrained teachers of gifted students. Gifted Child Quarterly, 38(3), 115-121. https://doi.org/10.1177/001698629403800304
  • Hébert, T. P. (2019). A longitudinal case study of exceptional leadership talent. Gifted Child Quarterly, 63(1), 22-35. https://doi.org/10.1177/0016986218800068
  • Hong, E., & Aqui, Y. (2004). Cognitive and motivational characteristics of adolescents gifted in mathematics: Comparisons among students with different types of giftedness. Gifted Child Quarterly, 48(3), 191-201. https://doi.org/10.1177/001698620404800304
  • Housand, B. C., & Housand, A. M. (2012). The role of technology in gifted students' motivation. Psychology in the Schools, 49(7), 706-715. https://doi.org/10.1002/pits.21629
  • Hunsaker, S. L. (1994). Creativity as a characteristic of giftedness: Teachers see it, then they don't. Roeper Review, 17(1), 11-15. https://doi.org/10.1080/02783199409553610
  • Jolly, J. L. (2009). A resuscitation of gifted education. American Educational History Journal, 36(1), 37-52. Kaplan Sayı, A. & Yurtseven, N. (2021). How do gifted students learn? Their learning styles and dispositions towards learning. Education 3-13. https://doi.org/10.1080/03004279.2021.1929380
  • Klimecká, E. (2020). Labeling of gifted children in the family from the perspective of teachers and its manifestations at school. Journal of Contemporary Educational Studies/Sodobna Pedagogika, 71(2), 196-212
  • Kunt, K., & Tortop, H. S. (2013). The metaphoric perceptions of science and arts centers for gifted students in Turkey. Üstün Yetenekliler Eğitimi Araştırmaları Dergisi, 1(2), 117-127
  • Maker, C. J., Nielson, A. B., & Rogers, J. A. (1994). Multiple intelligences: Giftedness, diversity, and problem-solving. Teaching Exceptional Children, 27(1), 4-19. https://doi.org/10.1177/004005999402700101
  • Matthews, D. J., & Foster, J. (2005). Being smart about gifted children: A guidebook for parents and educators. Great Potential Press
  • Matthews, M. S. (2004). Leadership education for gifted and talented youth: A review of the literature. Journal for the Education of the Gifted, 28(1), 77-113. https://doi.org/10.1177/016235320402800105
  • Matthews, M. S., ve McBee, M. T. (2007). School factors and the underachievement of gifted students in a talent search summer program. Gifted Child Quarterly, 51(2), 167-181.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Sage. Mönks, F. J., & Pflüger, R. (2005). Gifted education in 21 European Countries: Inventory and perspective. Radboud University
  • Moon, S. (2007). Counseling issues and research. In S. Mendaglio & J. S. Peterson (Eds.), Models of counseling gifted children, adolescents and young adults (pp. 7-27). USA: Prufrock
  • Nacaroglu, O., & Kizkapan, O. (2021). Gifted students' beliefs about knowledge and learning. Journal of Science Learning, 4(3), 275-287. https://doi.org/10.17509/jsl.v4i3.31995
  • Nevo, B., & Rachmel, S. (2009). Education of gifted children: a general roadmap and the case of Israel. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in Mathematics and the 56 Education of Gifted Students (pp. 243-451). Sense Publishers
  • Önal, N. T. & Önal, N. (2021). The effect of augmented reality on the astronomy achievement and interest level of gifted students. Education and Information Technologies. (26). 1-27. https://doi.org/10.1007/s10639-021-10474-7
  • Patton, M. Q. (2015). Qualitative Research and Evaluation Methods. Sage Publishing
  • Persson, R. (2009). Europe, gifted education. In Barbara Kerr (Ed.), Encyclopedia of giftedness, creativity, and talent (pp.330 -334). Sage Publications
  • Phillips, N., & Lindsay, G. (2006). Motivation in gifted students. High Ability Studies, 17(1), 57-73. https://doi.org/10.1080/13598130600947119
  • Plucker, J. & Esping, A. (2014). Intelligence. Springer
  • Reis, S. M., & Renzulli, J. S. (2004). Current research on the social and emotional development of gifted and talented students: Good news and future possibilities. Psychology in the Schools, 41(1), 119-130. https://doi.org/10.1002/pits.10144
  • Renzulli, J. S. (2012). Reexamining the role of gifted education and talent development for the 21st Century: a four-part theoretical approach. Gifted Child Quarterly, 56(3), 150-159. https://doi.org/10.1177/0016986212444901
  • Rinn, A. N., Plucker, J. A., & Stocking, V. B. (2010). Fostering Gifted Students' Affective Development: A Look at the Impact of Academic Self-Concept. TEACHING exceptional children plus, 6(4), 1-13
  • Ritchotte, J. A., Matthews, M. S., & Flowers, C. P. (2014). The Validity of the Achievement-Orientation Model for Gifted Middle School Students An Exploratory Study. Gifted Child Quarterly, 58(3), 183-198, https://doi.org/10.1177/0016986214534890
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Sınıf Öğretmenlerinin Üstün Yetenekli Öğrencileri Belirleme, Bilim ve Sanat Merkezlerine Aday Gösterme Sürecine İlişkin Deneyimleri

Year 2023, Volume: 24 Issue: 2, 275 - 289, 01.06.2023

Mustafa Erol Osman Gedik Berat Demirtaş

https://doi.org/10.21565/ozelegitimdergisi.950498

Abstract

Giriş: Bu çalışmada, sınıf öğretmenlerinin üstün yetenekli öğrencilerin belirlenmesi, bilim ve sanat merkezlerine aday gösterilmesi konusundaki deneyimlerinin incelenmesini amaçlamaktadır.
Yöntem: Bu araştırma, nitel araştırma desenlerinden biri olan fenomenoloji deseni kapsamında yürütülmüştür. Araştırmanın çalışma grubu, amaçlı örnekleme yöntemlerinden biri olan ölçüt örnekleme yöntemi ile belirlenmiştir. Araştırmanın çalışma grubunu İstanbul ilinde görev yapan 15 sınıf öğretmeni oluşturmaktadır. Araştırma verileri, araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formları yoluyla elde edilmiştir. Elde edilen veriler içerik analizi ile analiz edilmiştir. Verilerin analizinde araştırmacı çeşitlemesinden yararlanılmıştır. Veri kaybını en aza indirmek için veriler ses kayıt cihazı ile kaydedilmiştir.
Bulgular: Araştırmanın bulgularına göre, sınıf öğretmenlerinin öğrencileri üstün yetenekli olarak tanımlarken onların bilişsel, duyuşsal ve sosyal özelliklerini dikkate aldıkları ve sürece bağlı gözlemler yaptıkları belirlenmiştir.
Tartışma: İlgili literatür incelendiğinde üstün zekalı öğrencileri belirlemeye yönelik birçok özellik kullanılsa da bilişsel özelliklerin üstün zekalı öğrencileri belirlemede sıklıkla kullanıldığı tespit edilmiştir.

Keywords

Üstün Yetenekli Öğrenciler Sınıf Öğretmenleri Bilim ve sanat merkezleri Deneyim

References

  • Baldwin, A. Y. (1987). I'm black, but look at me. I am also gifted. Gifted Child Quarterly, 31(4), 180-185. https://doi.org/10.1177/001698628703100410
  • Bildiren, A., Gür, G., Sağkal, A. S., & Özdemir, Y. (2020). The perceptions of the preschool teachers regarding identification and education of gifted children. Ankara University Faculty of Educational Sciences Journal of Special Education, 21(2), 329-356. https://doi.org/10.21565/ozelegitimdergisi.572326
  • Bisland, A. (2004). Developing leadership skills in young gifted students. Gifted Child Today, 27(1), 24-27. https://doi.org/10.1177/107621750402700108
  • Bracken, B. A., & Brown, E. F. (2006). Behavioral identification and assessment of gifted and talented students. Journal of Psychoeducational Assessment, 24(2), 112-122. https://doi.org/10.1177/0734282905285246
  • Brody, L. E., & Stanley, J. C. (2005). Youths who reason exceptionally well mathematically and/or verbally: Using the MVT: D4 model to develop their talents. In R.J. Sternberg, & J.E. Davidson (Eds.), Conceptions of giftedness (pp. 20–37). Cambridge University Press.
  • Callahan, C. M. (2005). Identifying gifted students from underrepresented populations. Theory into Practice, 44(2), 98-104. https://www.jstor.org/stable/3497028
  • Clark, B. (2013). Growing up gifted: Developing the potential of children at school and at home (8th Edition.). Pearson.
  • Clinkenbeard, P. R. (2012). Motivation and gifted students: Implications of theory and research. Psychology in the Schools, 49(7), 622-630.
  • Copenhaver, R. W., & McIntyre, D. J. (1992). Teachers' perceptions of gifted students. Roeper Review: A Journal on Gifted Education, 14(3), 151–153. https://doi.org/10.1080/02783199209553411
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approach (3rd ed.). Sage Publications, Inc.
  • Dai, D. Y., Moon, S. M., & Feldhusen, J. F. (1998). Achievement motivation and gifted students: A social cognitive perspective. Educational Psychologist, 33(2-3), 45-63.
  • Davis, G. A. (2006). Gifted children and gifted education: A practical guide for teacher and parents. Great Potential Press.
  • Delcourt, M. A., Cornell, D. G., & Goldberg, M. D. (2007). Cognitive and affective learning outcomes of gifted elementary school students. Gifted Child Quarterly, 51(4), 359-381. ttps://doi.org/10.1177/0016986207306320
  • Denzin, N. K. (1978). The research act: A theoretical introduction to sociological methods. McGraw-Hill.
  • Endepohls‐Ulpe, M., & Ruf, H. (2006). Primary school teachers' criteria for the identification of gifted pupils. High Ability Studies, 16(2), 219-228. https://doi.org/10.1080/13598130600618140
  • Feiring, C., Louis, B., Ukeje, I., Lewis, M., & Leong, P. (1997). Early identification of gifted minority kinder students in Newark. Gifted Child Quarterly, 41(3), 76-82. https://doi.org/10.1177/001698629704100303
  • Feldhusen, J. F. (2005). Giftedness, talent, expertise, and creative achievement. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 64–79). Cambridge University Press
  • Figg, S. Rogers, K., McCormick, J., & Low, R. (2012). Differentiating low performance of the gifted learner: Achieving, underachieving, and selective consuming students. Journal of Advanced Academics 23(1), 53-71. https://doi.org/10.1177/1932202X11430000
  • Ford, D. Y., & Trotman, M. F. (2001). Teachers of gifted students: Suggested multicultural characteristics and competencies. Roeper Review, 23(4), 235-239. https://doi.org/10.1080/02783190109554111
  • França-Freitas, M. L. P. D., Del Prette, A., & Del Prette, Z. A. P. (2014). Social skills of gifted and talented children. Estudos de Psicologia (Natal), 19(4), 288-295. https://doi.org/10.1590/S1413-294X2014000400006
  • Freeman, J. (1983). Emotional problems of the gifted child. Journal of Child Psychology and Psychiatry, 24(3), 481–485. https://doi.org/10.1111/j.1469-7610.1983.tb00123.x
  • Freeman, J. (2011). A wish for the gifted and talented. Talent Development and Excellence, 3(1), 57-58.
  • Goodman, K. (2020). Giftedness in Young Children: What Do Parents and Teachers Know? Student Research Submissions. 377. Received from: https://scholar.umw.edu/student_research/377
  • Hansen, J. B., & Feldhusen, J. F. (1994). Comparison of trained and untrained teachers of gifted students. Gifted Child Quarterly, 38(3), 115-121. https://doi.org/10.1177/001698629403800304
  • Hébert, T. P. (2019). A longitudinal case study of exceptional leadership talent. Gifted Child Quarterly, 63(1), 22-35. https://doi.org/10.1177/0016986218800068
  • Hong, E., & Aqui, Y. (2004). Cognitive and motivational characteristics of adolescents gifted in mathematics: Comparisons among students with different types of giftedness. Gifted Child Quarterly, 48(3), 191-201. https://doi.org/10.1177/001698620404800304
  • Housand, B. C., & Housand, A. M. (2012). The role of technology in gifted students' motivation. Psychology in the Schools, 49(7), 706-715. https://doi.org/10.1002/pits.21629
  • Hunsaker, S. L. (1994). Creativity as a characteristic of giftedness: Teachers see it, then they don't. Roeper Review, 17(1), 11-15. https://doi.org/10.1080/02783199409553610
  • Jolly, J. L. (2009). A resuscitation of gifted education. American Educational History Journal, 36(1), 37-52. Kaplan Sayı, A. & Yurtseven, N. (2021). How do gifted students learn? Their learning styles and dispositions towards learning. Education 3-13. https://doi.org/10.1080/03004279.2021.1929380
  • Klimecká, E. (2020). Labeling of gifted children in the family from the perspective of teachers and its manifestations at school. Journal of Contemporary Educational Studies/Sodobna Pedagogika, 71(2), 196-212
  • Kunt, K., & Tortop, H. S. (2013). The metaphoric perceptions of science and arts centers for gifted students in Turkey. Üstün Yetenekliler Eğitimi Araştırmaları Dergisi, 1(2), 117-127
  • Maker, C. J., Nielson, A. B., & Rogers, J. A. (1994). Multiple intelligences: Giftedness, diversity, and problem-solving. Teaching Exceptional Children, 27(1), 4-19. https://doi.org/10.1177/004005999402700101
  • Matthews, D. J., & Foster, J. (2005). Being smart about gifted children: A guidebook for parents and educators. Great Potential Press
  • Matthews, M. S. (2004). Leadership education for gifted and talented youth: A review of the literature. Journal for the Education of the Gifted, 28(1), 77-113. https://doi.org/10.1177/016235320402800105
  • Matthews, M. S., ve McBee, M. T. (2007). School factors and the underachievement of gifted students in a talent search summer program. Gifted Child Quarterly, 51(2), 167-181.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Sage. Mönks, F. J., & Pflüger, R. (2005). Gifted education in 21 European Countries: Inventory and perspective. Radboud University
  • Moon, S. (2007). Counseling issues and research. In S. Mendaglio & J. S. Peterson (Eds.), Models of counseling gifted children, adolescents and young adults (pp. 7-27). USA: Prufrock
  • Nacaroglu, O., & Kizkapan, O. (2021). Gifted students' beliefs about knowledge and learning. Journal of Science Learning, 4(3), 275-287. https://doi.org/10.17509/jsl.v4i3.31995
  • Nevo, B., & Rachmel, S. (2009). Education of gifted children: a general roadmap and the case of Israel. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in Mathematics and the 56 Education of Gifted Students (pp. 243-451). Sense Publishers
  • Önal, N. T. & Önal, N. (2021). The effect of augmented reality on the astronomy achievement and interest level of gifted students. Education and Information Technologies. (26). 1-27. https://doi.org/10.1007/s10639-021-10474-7
  • Patton, M. Q. (2015). Qualitative Research and Evaluation Methods. Sage Publishing
  • Persson, R. (2009). Europe, gifted education. In Barbara Kerr (Ed.), Encyclopedia of giftedness, creativity, and talent (pp.330 -334). Sage Publications
  • Phillips, N., & Lindsay, G. (2006). Motivation in gifted students. High Ability Studies, 17(1), 57-73. https://doi.org/10.1080/13598130600947119
  • Plucker, J. & Esping, A. (2014). Intelligence. Springer
  • Reis, S. M., & Renzulli, J. S. (2004). Current research on the social and emotional development of gifted and talented students: Good news and future possibilities. Psychology in the Schools, 41(1), 119-130. https://doi.org/10.1002/pits.10144
  • Renzulli, J. S. (2012). Reexamining the role of gifted education and talent development for the 21st Century: a four-part theoretical approach. Gifted Child Quarterly, 56(3), 150-159. https://doi.org/10.1177/0016986212444901
  • Rinn, A. N., Plucker, J. A., & Stocking, V. B. (2010). Fostering Gifted Students' Affective Development: A Look at the Impact of Academic Self-Concept. TEACHING exceptional children plus, 6(4), 1-13
  • Ritchotte, J. A., Matthews, M. S., & Flowers, C. P. (2014). The Validity of the Achievement-Orientation Model for Gifted Middle School Students An Exploratory Study. Gifted Child Quarterly, 58(3), 183-198, https://doi.org/10.1177/0016986214534890
  • Robinson, N. M. (2008). The social world of gifted children and youth. In Handbook of giftedness in children (pp. 33-51). Springer
  • Runco, M. A. (1993). Divergent thinking, creativity, and giftedness. Gifted Child Quarterly, 37(1), 16-22. https://doi.org/10.1177/001698629303700103
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There are 67 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Mustafa Erol 0000-0002-1675-7070

Osman Gedik 0000-0002-6362-7607

Berat Demirtaş 0000-0001-9875-3147

Publication Date June 1, 2023
Published in Issue Year 2023 Volume: 24 Issue: 2

Cite

APA Erol, M., Gedik, O., & Demirtaş, B. (2023). Primary School Teachers’ Experiences in the Identification of Gifted Students and Nominating Them to Science and Art Centers. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 24(2), 275-289. https://doi.org/10.21565/ozelegitimdergisi.950498

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