Adaptive Learning Models for Gifted and Talented Students: Global Perspectives and Implementation Challenges
Abstract
Keywords
References
Aksoy, F., Özer, B., & Gencel, N. (2023). Evaluation of training workshop curriculums for gifted and talented students. Journal for the Education of Gifted Young Scientists, 11(4), 569–586.
Allsop, D. B., Chelladurai, J. M., Kimball, E. R., Marks, L. D., & Hendricks, J. J. (2022). Qualitative methods with Nvivo software: A practical guide for analyzing qualitative data. Psych, 4(2), 142–159.
Almazroui, K. M. (2023). Project-based learning for 21st-century skills: An overview and case study of moral education in the UAE. The Social Studies, 114(3), 125–136.
Alt, D., & Raichel, N. (2022). Problem-based learning, self-and peer assessment in higher education: towards advancing lifelong learning skills. Research Papers in Education, 37(3), 370–394.
Azimi, E., Jafari, L., & Mahdavinasab, Y. (2023). Using a design-based research methodology to develop and study prompts integrated into GeoGebra to support mathematics learning of gifted students. Education and Information Technologies, 28(10), 12541–12563.
Azimi, E., Jafari, L., & Mahdavinasab, Y. (2024). Correction: Using a design-based research methodology to develop and study prompts integrated into GeoGebra to support mathematics learning of gifted students. Education and Information Technologies, 29(10), 13173.
Bastani, P., Samadbeik, M., Dinarvand, R., Kashefian-naeeini, S., & Vatankhah, S. (2018). Qualitative analysis of national documents on health care services and pharmaceuticals ` purchasing challenges : evidence from Iran. BMCHealthserviceresearch, 1–9.
Baxter, P., & Jack, S. (2008). Qualitative Case Study methodology: Study Design and Implementation for Novice Researchers. The Qualitative Report, 13(4), 544–559. https://doi.org/10.1039/c6dt02264b
Belotto, M. J. (2018). Data analysis methods for qualitative research: Managing the challenges of coding, interrater reliability, and thematic analysis. The Qualitative Report, 23(11), 2622–2633.
Betts, G. (1985). The Autonomous Learner Model for the gifted and talented. Greeley/CO: Autonomous Learning Publications and Specialists.
Betts, G. (2004). Fostering autonomous learners through levels of differentiation. Roeper Review, 26(4), 190–191.
Betts, G., Kapushion, B., & Carey, R. J. (2016). The autonomous learner model: Supporting the development of problem finders, creative problem solvers, and producers of knowledge to successfully navigate the 21st Century. In Giftedness and Talent in the 21st Century (pp. 199–220). Brill.
Betts, G. T., & Kercher, J. J. (2023). The autonomous learner model for the gifted & talented. In Systems and models for developing programs for the gifted and talented (pp. 49–103). Routledge.
Bowen, Glenn, A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9(2), 27–40.
Brigandi, C. B. (2019). Fidelity of implementation for an evidence-based enrichment practice. Journal of Advanced Academics, 30(3), 268–297.
Brigandi, C. B., Gilson, C. M., & Miller, M. (2019). Professional development and differentiated instruction in an elementary school pullout program: A gifted education case study. Journal for the Education of the Gifted, 42(4), 362–395.
Cabrera, D., & Cabrera, L. L. (2023). The Steps to Doing a Systems Literature Review (SLR). Journal of Systems Thinking Preprints.
Callahan, C. M., & Azano, A. P. (2021). Overcoming structural challenges related to identification and curricula for gifted students in high-poverty rural schools. Conceptions of Giftedness and Talent, 51–64.
Campbell, J., & Eyre, D. (2020). The English model of gifted and talented education: Policy, context, and challenges. In Conceptions of Giftedness (pp. 455–471). Routledge.
Carriger, M. S. (2015). Problem-based learning and management development–Empirical and theoretical considerations. The International Journal of Management Education, 13(3), 249–259.
Chen, J., Yun Dai, D., & Zhou, Y. (2013). Enable, enhance, and transform: How technology use can improve gifted education. Roeper Review, 35(3), 166–176.
Cohen, K. (2022). Young, gifted, and black: Inequitable outcomes of gifted and talented programs. Journal of Public & International Affairs, 8.
Coleman, M. R., Collins, K. H., Grantham, T., & Biddle, W. H. (2022). Underrepresented students within gifted and talented education. In Handbook of Special Education Research, Volume I (pp. 299–313). Routledge.
Crawford, B. F., Snyder, K. E., & Adelson, J. L. (2020). Exploring obstacles faced by gifted minority students through Bronfenbrenner’s bioecological systems theory. High Ability Studies, 31(1), 43–74.
Eriksson, G. (2010). Authentic and virtual global connections: The transformation of gifted education. Gifted Education International, 27(1), 19–28.
Esterberg, K. G. (2014). Qualitative Methods in Sosial Research. Mc Graw Hill.
Fossey, E., Harvey, C., Mcdermott, F., & Davidson, L. (2002). Understanding and Evaluating Qualitative Research. Australian and New Zealand Journal of Psychiatry, 36(6), 717–732.
Garcia‐Cepero, M. C. (2008). The Enrichment Triad Model: nurturing creative‐productivity among college students. Innovations in Education and Teaching International, 45(3), 295302.
George, P. S. (2005). A rationale for differentiating instruction in the regular classroom. Theory into Practice, 44(3), 185–193.
Gojkov, G., StojanoviÄ, A., & Gojkov-RajiÄ, A. (2015). Didactic strategies and competencies of gifted students in the digital era. Center for Educational Policy Studies Journal, 5(2), 55–72.
Hashimov, E. (2015). Qualitative Data Analysis: A Methods Sourcebook and The Coding Manual for Qualitative Researchers: Matthew B. Miles, A. Michael Huberman, and Johnny Saldaña. Thousand Oaks, CA: SAGE, 2014. 381 pp. Johnny Saldaña. Thousand Oaks, CA: SAGE, 2013. 303 pp. Taylor & Francis.
Irina, A., Irina, B., Anastasia, G., & Elena, D. (2019). Active learning technologies in distance education of gifted students. International Journal of Cognitive Research in Science, Engineering and Education, 7(1), 85–94.
Ishak, N. M. (n.d.). Learning Style Analysis of Gifted and Talented Children. KINDERGARTEN: Journal of Islamic Early Childhood Education, 7(1), 41–53.
Johnsen, S. K., & Goree, K. K. (2021). Teaching gifted students through independent study. In Methods and materials for teaching the gifted (pp. 445–478). Routledge.
Kettle, K. E., Renzulli, J. S., & Rizza, M. G. (1998). Products of mind: Exploring student preferences for product development using My Way... An Expression Style Instrument. Gifted Child Quarterly, 42(1), 48–57.
King, S. (2022). The education context for twice-exceptional students: An overview of issues in special and gifted education. Neurobiology of Learning and Memory, 193, 107659.
Kitchenham, B., Pearl Brereton, O., Budgen, D., Turner, M., Bailey, J., & Linkman, S. (2009). Systematic literature reviews in software engineering–a systematic literature review. Information and Software Technology, 51(1), 7–15. https://doi.org/10.1016/j.infsof.2008.09.009
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267–277. https://doi.org/10.1177/1365480216659733
Krause, C. S. (1987). A creative arts model for gifted and talented students using community resources and people. Roeper Review, 9(3), 149–152. https://doi.org/10.1080/02783198709553033
Latifah, L., Syafril, S., & Amriyah, C. (2024). Gifted and Talented Curriculum and Services at Islamic Elementary Schools. Istawa: Jurnal Pendidikan Islam, 9(1), 51–68.
Makel, M. C. (2022). Additional challenges to achieving equity in gifted and talented education. Gifted Child Quarterly, 66(2).
McCoach, D. B., & Siegle, D. (2003). The structure and function of academic self-concept in gifted and general education students. Roeper Review, 25(2), 61–65. https://doi.org/10.1080/02783190309554200
Moen, K., & Middelthon, A. L. (2015). Qualitative Research Methods. In Research in Medical and Biological Sciences: From Planning and Preparation to Grant Application and Publication. Elsevier Ltd. https://doi.org/10.1016/B978-0-12-799943-2.00010-0
Newell, S. (2021). Moving Beyond Traditional Investigations and Role-Playing. In Teaching Gifted Children (pp. 227–231). Routledge.
Olszewski-Kubilius, P., Subotnik, R. F., & Worrell, F. C. (2021). Programming for talent development beyond the classroom. In Methods and materials for teaching the gifted (pp. 439–455). Routledge.
Onwuegbuzie, A. J., & Weinbaum, R. K. (2016). Mapping Miles and Huberman’s Within-Case and Cross-Case Analysis Methods onto the Literature Review Process. Journal of Educational Issues, 2(1), 265–288.
Pajchel, K., & Ramton, A. M. T. S. (2021). Hvordan kan et utforskende undervisnings-opplegg i naturfag støtte læring og motivasjon hos elever med stort læringspotensial? Gifted students’ learning and motivation through an inquiry-based science unit. Nordic Studies in Science Education, 17(2), 167–180.
Peters, S. J. (2022). The challenges of achieving equity within public school gifted and talented programs. Gifted Child Quarterly, 66(2), 82–94.
Plucker, J. A., & Peters, S. J. (2020). Excellence gaps in education: Expanding opportunities for talented students. Harvard Education Press.
Rahayu, T., & Syafril, S. (2018). Cara mensintesiskan literature review dalam penelitian.
Reis, S. M., Renzulli, S. J., & Renzulli, J. S. (2021). Enrichment and gifted education pedagogy to develop talents, gifts, and creative productivity. Education Sciences, 11(10), 615. https://doi.org/10.3390/educsci11100615
Reis, S. M., McCoach, D. B., Little, C. A., Muller, L. M., & Kaniskan, R. B. (2011). The effects of differentiated instruction and enrichment pedagogy on reading achievement in five elementary schools. American Educational Research Journal, 48(2), 462–501.
Reis, S. M., & Renzulli, J. S. (1991). The assessment of creative products in programs for gifted and talented students. Gifted Child Quarterly, 35(3), 128–134.
Reis, S. M., & Renzulli, J. S. (1992). Using curriculum compacting to challenge the above-average. Educational Leadership, 50, 51.
Reis, S. M., & Renzulli, J. S. (1995). Curriculum compacting: A systematic procedure for modifying the curriculum for above average ability students. The Journal of the California Association for the Gifted, 26(2), 27–32.
Renzulli, J. S. (2021). The enrichment triad model: A guide for developing defensible programs for the gifted and talented. In Reflections on gifted education (pp. 193–210). Routledge.
Renzulli, J. S., & Reis, S. M. (2012). A virtual learning application of the schoolwide enrichment model and high-end learning theory. Gifted Education International, 28(1), 19–40.
Riedl Cross, J., Cross, T. L., & Mishra, A. (2024). A Study of Unmet Needs Among Highly Intelligent Individuals.
Robertson, D. (2024). The Underrepresentation of Historically Minoritized and Low Socioeconomic Students in Gifted and Talented Education Programs. San Diego State University.
Santos, K. J. R., & Natividad, L. R. (2023). Inclusivity in Education: Assessing the Role of Special Interest Programs for Gifted and Talented Students. LUKAD.
Saputri, A., Syafril, S., Yetri, Y., & Yusof, R. (2024). Planning Program for Gifted and Talented Students in Madrasa. Journal of Innovation in Educational and Cultural Research, 5(2), 238–251.
Scholz, R., & Tietje, O. (2012). Embedded Case Study Methods. In Sage Publication. https://doi.org/10.4135/9781412984027
Scruggs, T. E., Mastropieri, M. A., Monson, J., & Jorgensen, C. (1985). Maximizing what gifted students can learn: Recent findings of learning strategy research. Gifted Child Quarterly, 29(4), 181–185.
Sergeyeva, T., Yermakov, D., Mamiy, D., & Shabanova, M. (2021). Network research project as a model of group mentoring in work with gifted children. SHS Web of Conferences, 98, 5019.
Sharma, J., Biswal, B., Tyagi, P., & Bagai, S. (2024). University-based mentoring program for School-going gifted students. Gifted and Talented International, 39(1), 32–45.
Sisk, D. (2009). Myth 13: The regular classroom teacher can “go it alone.” Gifted Child Quarterly, 53(4), 269–271.
SUBAŞI, M., & Esra, Ö. (2020). The Effect of DNR Based Instruction İn Teaching Immune System to Gifted Students. Elementary Education Online, 18(1), 8.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Ascd.
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2–3), 119–145. https://doi.org/10.1177/016235320302700203
Van Tassel-Baska, J., Landrum, M. S., & Peterson, K. (1992). Cooperative learning and gifted students. Journal of Behavioral Education, 2(4), 405–414. https://doi.org/10.1007/BF00952357
VanTassel-Baska, J., & Baska, A. (2021). Curriculum planning and instructional design for gifted learners. Routledge.
VanTassel-Baska, J., & Hubbard, G. F. (2019). A review of the national gifted standards implementation in eight districts: An uneven picture of practice. Gifted Child Today, 42(4), 215–228.
VanTassel-Baska, J., Hubbard, G. F., & Robbins, J. I. (2021). Differentiation of instruction for gifted learners: Collated evaluative studies of teacher classroom practices. Handbook of Giftedness and Talent Development in the Asia-Pacific, 945–979.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (Vol. 86). Harvard university press.
Wallace, B., Bernardelli, A., Molyneux, C., & Farrell, C. (2012). TASC: Thinking actively in a social context. A universal problem-solving process: A powerful tool to promote differentiated learning experiences. Gifted Education International, 28(1), 58–83.
Webber, M., Riley, T., Sylva, K., & Scobie-Jennings, E. (2020). The Ruamano project: Raising expectations, realising community aspirations and recognising gifted potential in Māori boys. Australian Journal of Indigenous Education, 49(1), 77–88. https://doi.org/10.1017/jie.2018.16
Yew, E. H. J., & Goh, K. (2016). Problem-based learning: An overview of its process and impact on learning. Health Professions Education, 2(2), 75–79.
Yoon, C.-H. (2009). Self-regulated learning and instructional factors in the scientific inquiry of scientifically gifted Korean middle school students. Gifted Child Quarterly, 53(3), 203–216.
DOI: http://dx.doi.org/10.24042/tadris.v9i2.24754
Refbacks
- There are currently no refbacks.
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. p-ISSN 2301-7562 | e-ISSN 2579-7964