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Education Sciences
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Gifted Education
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Gifted Education

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 (31 October 2020) | Viewed by 25913

Special Issue Editor

Dr. Susen Smith

E-Mail Website
Guest Editor
Senior Lecturer in Gifted Education, GERRIC Senior Research Fellow, GERRIC, School of Education, University of New South Wales, Sydney, NSW 2052, Australia
Interests: gifted education; twice exceptionality; underachievement; curriculum differentiation and pedagogy; special education

Special Issue Information

Dear Colleagues,

You are invited to submit your abstract and manuscript for review for this Special Issue of the Education Sciences journal. It is evident in the increasing research from the Asia-Pacific/Australasian regions, that educators and researchers from this part of the world recognise the need to develop socio-culturally relevant policies, practices, and research. Hence, contributions with a focus on the most recent research in gifted education in the Asia-Pacific region are most welcomed. Examples of the research foci are illustrated in the key themes and references below, which should provide some impetus for further exploration, examination, and elaboration, or you might have a unique research project that you wish to write up for publication.

Collaborations are encouraged, so consider co-authoring with colleagues both within and across fields or disciplines or nations, and, as experts, please include early career researchers, research fellows, or PhD candidates as your co-authors to nurture further tertiary academic talent. It is hoped that the articles in this Special Issue will provide the dissemination of further research to inform effective practice for talent development, especially for diversely gifted students.

I look forward to seeing your submission.

Dr. Susen Smith
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

  • Giftedness, talent, or creativity: Conceptions, definitions, models, frameworks, and/or theories
  • Educating diversely gifted students: Research-based curricula, instructional strategies, programmes, or provisions across the different domains of giftedness
  • Identifying giftedness and scaffolding/supporting gifted potential, talent development, transitions, careers, and/or eminence development
  • Social/emotional/cultural developments, issues, concerns, and/or triumphs
  • Policy development, professional learning, advocacy/associations, and/or community engagement

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Further information on MDPI's Special Issue polices can be found here.

Published Papers (4 papers)

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Research

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17 pages, 297 KiB  
Article
Welcome to the Table: A Bourdieusian Take on Gifted New Zealand Young Women
by Eunice Gaerlan-Price, Janna Wardman and Toni Bruce
Educ. Sci. 2021, 11(3), 106; https://doi.org/10.3390/educsci11030106 - 5 Mar 2021
Cited by 1 | Viewed by 2550
Abstract
The field of gifted and talented studies has its origins in the intelligence quotient research of the late 19th and early 20th century. These psychological foundations remain a strong influence even though the field has since expanded to include other paradigms and greater [...] Read more.
The field of gifted and talented studies has its origins in the intelligence quotient research of the late 19th and early 20th century. These psychological foundations remain a strong influence even though the field has since expanded to include other paradigms and greater diversity in conceptions of giftedness and talent. Some researchers argue that the field could benefit from greater interdisciplinary engagement, especially in studies of gifted and talented girls, which tend to include a focus on how gifted girls’ external environments influence their emotional worlds. This article proposes that concepts developed by critical sociologist Pierre Bourdieu are useful for expanding and deepening understandings of the internal and external worlds of gifted and talented girls. It offers evidence from a recent qualitative study with academically gifted and talented teenaged girls in New Zealand. The results highlighted the marginalised position of the gifted and talented identity and the privileging of identities that were based on dispositions versus innate ability. The study also identified a hierarchy of valued forms of capital within the teenage girl social landscape and a resulting theorisation of an empowered gifted and talented girl habitus. This article demonstrates how Bourdieu’s work is a constructive addition to the field. Full article
(This article belongs to the Special Issue Gifted Education)
16 pages, 3708 KiB  
Article
Behind an Accelerated Scientific Research Career: Dynamic Interplay of Endogenous and Exogenous Forces in Talent Development
by David Yun Dai and Xian (Stella) Li
Educ. Sci. 2020, 10(9), 220; https://doi.org/10.3390/educsci10090220 - 27 Aug 2020
Cited by 5 | Viewed by 3682
Abstract
This study looks at the educational experiences, from the preschool years to advanced professional training in STEM fields, of a targeted sample of 10 (7 male, 3 female) early college entrants in China who later became professors at prestigious USA research universities. The [...] Read more.
This study looks at the educational experiences, from the preschool years to advanced professional training in STEM fields, of a targeted sample of 10 (7 male, 3 female) early college entrants in China who later became professors at prestigious USA research universities. The purpose of the study was to find out (1) what some identifiable endogenous factors were about these individuals that facilitated the success of their accelerated learning and development; (2) what kinds of exogenous factors (e.g., environmental opportunities, resources, support) they experienced from childhood to adulthood that enhanced the successful acceleration experience; and (3) how these endogenous and exogenous factors facilitated their developmental transitions every step of the way, especially from the role of a student to that of an aspiring scientist. These questions are addressed in light of evolving complexity theory. Retrospective interviews were used for data collection. Thematic analysis of the codes from interview data yielded a conceptual map. A distinct set of endogenous and exogenous factors at different developmental junctures were identified, and their dynamic interplay was delineated to account for accelerated trajectories toward a scientific research career. The theoretical significance and practical implications of the study for talent development in science are discussed. Full article
(This article belongs to the Special Issue Gifted Education)
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21 pages, 5464 KiB  
Article
Tales from within: Gifted Students’ Lived Experiences with Teaching Practices in Regular Classrooms
by Maria P. Gomez-Arizaga, Marieta Valdivia-Lefort, Hernan Castillo-Hermosilla, Thomas P. Hébert and Maria Leonor Conejeros-Solar
Educ. Sci. 2020, 10(5), 137; https://doi.org/10.3390/educsci10050137 - 12 May 2020
Cited by 9 | Viewed by 11619
Abstract
Gifted students in regular classrooms have fewer opportunities to develop activities that are based on their characteristics as learners and address their needs; however, many of them spend most of their school time in these classrooms. The results presented here were part of [...] Read more.
Gifted students in regular classrooms have fewer opportunities to develop activities that are based on their characteristics as learners and address their needs; however, many of them spend most of their school time in these classrooms. The results presented here were part of a 2-year qualitative project that analyzed 12 Chilean gifted students’ lived experiences in regular classrooms by exploring the factors that foster and hinder their learning through the use of photos, focus groups, and interviews. The results showed students’ discontent with the national curriculum and teaching practices related to rigidity, lack of meaning, and unchallenging assessments. Nevertheless, positive experiences were reported related to teaching strategies, especially when they add novelty and move away from traditional approaches. Waiting experiences were common, but were often seen by students as opportunities for creative production. Methods for engaging gifted students in their learning are highlighted. Full article
(This article belongs to the Special Issue Gifted Education)

Other

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13 pages, 699 KiB  
Concept Paper
Conceptualising Gifted Student (Dis) Engagement through the Lens of Learner (Re) Engagement
by Michelle Ronksley-Pavia and Michelle M. Neumann
Educ. Sci. 2020, 10(10), 274; https://doi.org/10.3390/educsci10100274 - 10 Oct 2020
Cited by 8 | Viewed by 7294
Abstract
It is well-recognised that disengagement is a growing problem in schools across the globe. Furthermore, statistics show that nearly 60% of all gifted students are not actualising their potential, exposing the loss of potential for both the individual and society. While disengagement and [...] Read more.
It is well-recognised that disengagement is a growing problem in schools across the globe. Furthermore, statistics show that nearly 60% of all gifted students are not actualising their potential, exposing the loss of potential for both the individual and society. While disengagement and underachievement are complex issues with no one root cause, it is well-established that when students are actively engaged in their learning, they learn more effectively. Talent actualisation is not guaranteed just because a student is gifted. As such there is heightened concern about student (dis)engagement, where there is a failure to adequately support (re)engagement so that gifted potential can develop into talent actualisation, which is evidenced through mastery. This conceptual article provides a new lens through which to explore (re)engagement opportunities for gifted students by conceptualising the interrelationship between three interconnected constructs: (1) four engagement dimensions (behavioural, affective, social, and cognitive); (2) Neihart and Betts’ six profiles of the gifted; and (3) appropriate pedagogical approaches aimed at (re)engagement. The authors’ focus on proposing new conceptualisations of these three interdependent constructs through a framework titled the (Re) Engagement Nexus Model. This model is intended as a starting point for future research in personalising (re)engagement opportunities for gifted learners and preventing underachievement and disengagement before it becomes entrenched. Full article
(This article belongs to the Special Issue Gifted Education)
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