Teaching and Learning for Gifted and Advanced Learners
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".
Deadline for manuscript submissions: closed (30 November 2023) | Viewed by 1417
Special Issue Editor
Interests: development of gifts and talents; gifted education; teacher education; self-knowledge; volitional development; unconditioned happiness; positive thinking
Special Issue Information
Dear Colleagues,
The teaching and learning of advanced learners has evolved with the exigencies of Generation X (from 1985 to 1980), Millennials (from 1981 to 1996), and Generation Z (from 1997 to 2012). This Special Issue explains how researchers and educators observe changes in learning and teaching pedagogies over time. It features the typically effective and creative teaching and learning strategies that are befitting of advanced learners growing up in digital times while building upon the classical foundations of curriculum designs for gifted learners. This Special Issue will strengthen the fundamental development of high-order thinking and guide advanced learners towards discovery learning and the independent search for realities in life.
Aims and Scope:
- To identify suitable and future teaching and learning methods in the age of AI and ChatGPT that are commensurate with gifted and advanced learners in respective fields of academic and non-academic learning across ages, from pre-school to post-graduate levels.
- To feature empirical studies that show potential for the effective teaching and learning of gifted and advanced learners in various fields across ages, from pre-school to post graduate levels.
- To present empirical or theoretical evidence of inter-disciplinary learning for gifted and advanced learners in various fields across age.
- To showcase teaching and learning methods that develop:
(i) moral values;
(ii) positivity;
(iii) critical and creative thinking;
(iv) creativity;
(v) interpersonal or social skills;
(vi) motivation and volition;
(vii) emotional management in gifted and advanced learners in respective fields of academic and non-academic learning across ages, from pre-school to post-graduate levels.
- To present theoretical or empirical models for talent development for gifted and advanced learners in respective fields of academic and non-academic learning across age, from pre-school to post-graduate levels.
Dr. Chua Tee Teo
Guest Editor
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- development of gifts and talents
- gifted education
- teaching and learning
- gifted and advanced learners
