Related Research Articles
Intellectual giftedness is an intellectual ability significantly higher than average. 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. There is no generally agreed definition of giftedness for either children or adults, but most school placement decisions and most longitudinal studies over the course of individual lives have followed people with IQs in the top 2.5 percent of the population—that is, IQs above 130. Definitions of giftedness also vary across cultures.
Gifted education is a broad group of special practices, procedures, and theories used in the education of children who have been identified as gifted or talented.
When children are young, schools begin to analyze the youngsters’ abilities and sort them into clusters based on their predicted success. The system labels the cream of the crop as gifted. Clark (2002) defines giftedness as “only a label that society gives to those who have actualized their ability to an unusually high degree or give evidence that such achievement is imminent”. The American government defines giftedness as “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”. Gifted students learn in a different manner and at an accelerated rate compared to their peers in the classroom and therefore require gifted programs to develop and apply their talents.
The Centre for the Talented Youth (Ireland) is a youth programme for students between the ages of six and seventeen of high academic ability in Ireland, run by Dr. Colm O'Reilly.
The Gifted Education Programme (GEP) is an academic programme in Singapore, initially designed to identify the top 0.25% of students from each academic year with outstanding intelligence. The tests are based on verbal, mathematical and spatial abilities. Selected students will then be transferred to schools offering the GEP. GEP classes are designed to fit the students' learning ability, and may cover subjects in greater breadth and depth. The curriculum is designed by the Gifted Education Branch and eschews the use of textbooks for notes that have been prepared by GEP teachers. The programme has now been expanded to 1% of the students from each academic year.
This glossary of education-related terms is based on how they commonly are used in Wikipedia articles. This article contains terms starting with G – L. Select a letter from the table of contents to find terms on other articles.
The Music Manifesto is a government-supported campaign to improve young people's music education in England based on an agreed strategy and set of priorities. It promotes a 'music for all' agenda and wishes to see more musical opportunities for more young people.
The ECTS grading scale is a grading system defined in the European Credit Transfer and Accumulation System (ECTS) framework by the European Commission. Since many grading systems co-exist in Europe and, considering that interpretation of grades varies considerably from one country to another, if not from one institution to another, the ECTS grading scale has been developed to provide a common measure and facilitate the transfer of students and their grades between European higher education institutions, by allowing national and local grading systems to be interchangeable. Grades are reported on a carefully calibrated and uniform A-to-F scale combined with keywords and short qualitative definitions. Each institution makes its own decision on how to apply the ECTS grading scale to its system.
Education in Western Australia consists of public and private schools in the state of Western Australia, including public and private universities and TAFE colleges. Public school education is supervised by the Department of Education, which forms part of the Government of Western Australia. The School Curriculum and Standards Authority is an independent statutory authority responsible for developing a curriculum and associated standards in all schools, and for ensuring standards of student achievement, and for the assessment and certification according to those standards.
The Early Years Foundation Stage (EYFS) is the statutory framework for Early Years education in England. The term was defined in Section 39 of the British government's Childcare Act 2006. The equivalents in Wales and Scotland are the Foundation Phase and the Early Years Framework.
Buttle UK, formerly known as The Frank Buttle Trust, is a UK charity that provides financial grants to children in need. Founded by Frank Buttle in 1937 but not operational until after his death in 1953, the charity has helped many thousands of people throughout the United Kingdom. In 2015–2016, it made 10,068 grants totalling just over £3.9 million.
Education Development Trust is a large not-for-profit organisation which provides education services in the United Kingdom (UK) and internationally. The charity is based in Reading, UK.
The term twice exceptional, often abbreviated as 2e, entered educators' lexicons in the mid-1990s and refers to gifted students who have some form of disability. These students are considered exceptional both because of their giftedness and because they are disabled. Ronksley-Pavia (2015) presents a useful conceptual model of the co-occurrence of disability and giftedness.
NST or the NST Travel Group is a British educational travel company, part of the Holidaybreak group of companies.
The UK educational evidence portal (eep) is an online resource providing easy access to published research and evidence-based guidance across all areas of education, and related aspects of children’s services. It was developed through collaboration between organisations to make research evidence more widely available to a range of audiences, including educational professionals, practitioners, policy makers and the research community.
The National Healthy Schools Programme (NHSP) was a joint Department of Health and Department for Children, Schools and Families project intended to improve health, raise pupil achievement, improve social inclusion and encourage closer working between health and education providers in the United Kingdom.
The National Academy for Gifted and Talented Youth (NAGTY) was based at the University of Warwick and was founded in 2002 by a government (DfES) initiative for high-achieving secondary students in England. It closed in August 2007, after Warwick University decided not to apply for the new contract.
Minor Academy of Sciences of Ukraine is the governmental organization of extracurricular education units in research and experimental area. It is an integral, multilevel system of recognition and selection of gifted children. Minor Academy of Sciences is subordinate the National Academy of Sciences, the Ministry of Education and Science of Ukraine and arose from the local network of pioneer palaces.
A National Challenge School was a school in the United Kingdom that had failed to conform with standards imposed by OFSTED, and rather than being closed and the pupils displaced, was taken over by the Department for Children, Schools and Families (DCSF) who set an improvement agenda.
The PERMATApintar National Gifted Center, UKM, more commonly known as the Malaysian National Gifted Centre, UKM is a gifted center that provides education services for Malaysian gifted and talented students aged 12 – 17 in Malaysia. It was established by University Kebangsaan Malaysia to support the Malaysian Gifted and Talented Program mooted by Datin Seri Rosmah Mansor in 2009. ; the wife of former Prime Minister of Malaysia, Dato' Seri Najib Razak. Universiti Kebangsaan Malaysia under the leadership of the then Vice Canselor, Tan Sri Dato Wira Dr. Sharifah Hapsah binti Syed Hasan Shahabudin was appointed as the implementer of the program. Professor Datuk Dr. Noriah Mohd Ishak was then appointed as the first Director of the Malaysian National Gifted Center Pusat PERMATApintar Negara, UKM. Her role was to develop assessment tools to search for the gifted and talented, develop the academic pathways for the Malaysian gifted and talented children, develop a comprehensive and challenging curriculum for the Malaysian gifted and talented students and implement the program effectively with the support of UKM, for the benefit of the Malaysian Gifted and Talented students. It is the only programme in Malaysia that identify academically gifted and talented students across Malaysia. PERMATApintar currently offers three programmes: the Summer Camp programme (PPCS), the PERMATApintar College programme, and the ASASIpintar programme.
References
- ↑ "The Young Gifted & Talented programme". ygt.dcsf.gov.uk. Retrieved 2008-07-15.
- ↑ "Young, Gifted & Talented Programme". CfBT Educational Trust. Retrieved 2008-07-15.
- ↑ Baker, Martin (2008-06-29). "The City high-flyer who went back to school". The Independent. Retrieved 2008-07-15.