Independent study projects for gifted students pdf

Different independent study projects for gifted students pdf of intelligence and their implicit theory lead to differentiating the performance. Defining gifted students didn’t mean that they had the same level in different kinds of intelligence. Students’ beliefs about intelligence have positive effect on their performance.

Implicit theory of intelligence had positive effect on different kinds of intelligence. The current study aimed at identifying to what extent gifted students’ academic performance differs in light of their emotional, social, analytical, creative, practical, and implicit intelligence, and to explore which of these are more effective for differentiating students’ performance. This study was also an attempt to determine the direct effects of different kinds of intelligence on student performance, and to generate a structural model that could explain the relationship among different kinds of intelligence, students’ implicit theories of intelligence, and student performance. The 174 participants were randomly chosen from primary school students who participated in summer enrichment programs.

An emotional intelligence scale, a social intelligence scale, the analytical, creative, and practical intelligence tests of the Aurora Battery, an implicit intelligence scale, and performance assessment inventory were administered. A cluster analysis revealed that there were three profiles for students. The structural equation model confirmed that the predictor factors had positive and significant effects on performance. Ultimately, the factors affecting student performance were, in order of decreasing magnitude, emotional intelligence, analytical intelligence, practical intelligence, creative intelligence, implicit intelligence, and social intelligence. Furthermore, there were strong effects of implicit theory of intelligence on the different kinds of intelligence. Check if you have access through your login credentials or your institution. It is a characteristic of children, variously defined, that motivates differences in school programming.

It is thought to persist as a trait into adult life, with various consequences studied in longitudinal studies of giftedness over the last century. Definitions of giftedness also vary across cultures. The various definitions of intellectual giftedness include either general high ability or specific abilities. For example, by some definitions an intellectually gifted person may have a striking talent for mathematics without equally strong language skills. In particular, the relationship between artistic ability or musical ability and the high academic ability usually associated with high IQ scores is still being explored, with some authors referring to all of those forms of high ability as “giftedness”, while other authors distinguish “giftedness” from “talent”. There is still much controversy and much research on the topic of how adult performance unfolds from trait differences in childhood, and what educational and other supports best help the development of adult giftedness.

The identification of giftedness first emerged after the development of IQ tests for school placement. Developing useful identification procedures for students who could benefit from a more challenging school curriculum is an ongoing problem in school administration. Because of the key role that gifted education programs in schools play in the identification of gifted individuals, both children and adults, it is worthwhile to examine how schools define the term “gifted”. 1916, equated giftedness with high IQ.

This “legacy” survives to the present day, in that giftedness and high IQ continue to be equated in some conceptions of giftedness. Research conducted in the 1980s and 1990s has provided data which support notions of multiple components to intelligence. The many different conceptions of giftedness presented, although distinct, are interrelated in several ways. Most of the investigators define giftedness in terms of multiple qualities, not all of which are intellectual. IQ scores are often viewed as inadequate measures of giftedness. Renzulli’s definition, which defines gifted behaviors rather than gifted individuals, is composed of three components as follows: Gifted behavior consists of behaviors that reflect an interaction among three basic clusters of human traits—above average ability, high levels of task commitment, and high levels of creativity. Individuals capable of developing gifted behavior are those possessing or capable of developing this composite set of traits and applying them to any potentially valuable area of human performance.

Persons who manifest or are capable of developing an interaction among the three clusters require a wide variety of educational opportunities and services that are not ordinarily provided through regular instructional programs. There is a federal government statutory definition of gifted and talented students in the United States. The term “gifted and talented” when used in respect to students, children, or youth means students, children, or youth who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities. 74th legislature of the State of Texas, Chapter 29, Subchapter D, Section 29. Sortable table showing actual I.


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