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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
Journal of Gifted/Talented Education
Journal Basic Information
Journal DOI :
The Korean Society for the Gifted
Editor in Chief :
Volume & Issues
Volume 24, Issue 6 - Dec 2014
Volume 24, Issue 5 - Oct 2014
Volume 24, Issue 4 - Aug 2014
Volume 24, Issue 3 - Jun 2014
Volume 24, Issue 2 - Apr 2014
Volume 24, Issue 1 - Feb 2014
Selecting the target year
Development and Validity of Creative Problem Solving Profile Inventory (CPSPI)
Lee, Hwasun ; Pyo, Jungmin ; Choe, Insoo ;
Journal of Gifted/Talented Education, volume 24, issue 5, 2014, Pages 733~755
DOI : 10.9722/JGTE.2014.24.5.733
This study aims to develop and validate Creative Problem Solving Profile Inventory (CPSPI) which is a scale to measure the creative thinking style, based on the CPS theory. For redeeming the limits of existing scales, this study developed an inventory which includes an evaluation for cognitive ability as well as cognitive preference and the stage to share an idea with others and persuade (Persuasion & communication stage). At the early stage, 7 factors (stages) and 82 items were developed and finally, 5 factors and 39 items were selected through item analysis and validation of construct validity. In conclusion, CPSPI will be used as an educational tool for self-development by knowing own's strengths and weaknesses in the creative problem-solving process, and help in displaying cooperative creativity by understanding other people and interaction, based on creative thinking profiles of group members.
The Case Study of Science Gifted Students Who Dropped Out of School
Huh, Mooyul ; Chun, Miran ;
Journal of Gifted/Talented Education, volume 24, issue 5, 2014, Pages 757~780
DOI : 10.9722/JGTE.2014.24.5.757
The purpose of this study was to explore why gifted students drop out of school by examining two gifted students who chose to drop out their schools. The result of triangulation interviews, observations, and analysis of the available documents revealed the following: first, in regular classrooms they were bored due to the long periods of time they had to wait and they were even unsatisfied at the gifted education programs in which they had high expectations for either; second, they did not have any friends to share the same interests; third, they had a hard time due to their emotional sensitivity and a sense of a justice that most other students overlooked; fourth, they had tough experiences with teachers who did not understood their educational and social needs; and finally, they had parents who did their best and tried to support their extraordinary child. From examining the reasons of the gifted students for deciding to leave the school, it should be noted that more interest and care needs to be given to those students.
Professional Development and Perceptual Changes in Gifted Education by Regular Classroom Teachers
Chun, Miran ; Huh, Mooyul ;
Journal of Gifted/Talented Education, volume 24, issue 5, 2014, Pages 781~806
DOI : 10.9722/JGTE.2014.24.5.781
The purpose of this study is to examine the change in the beliefs of regular classroom teachers after participating in a gifted education lectures and practicum as well as the effectiveness of the lectures and practicum. Each teacher was asked to complete a pre-/ a mid-/ and post-journal, detailing their expected characteristics and then describing what occurred and how their initial expectations were altered. The teachers mentioned high thinking skills, creativity, fast problem solving skills, and a lack of communication skills as intellectual characteristics of gifted students and high motivation and task commitment as social characteristics. They mentioned the characteristics in textbooks on pre- and mid-journals, but presented their observations in post-journals such as lack of communication skills, competitive spirit, and frustrations. The study found that teachers broadened their view of giftedness, recognized the need to adapt instructions for gifted students, realized the necessity of knowing the students to differentiate instruction patterns, and emphasized teaching-learning strategies for the gifted. These results contribute to the promise of having regular classroom teachers engage in a field experience with gifted students to supplement discussions about gifted education lectures.
Expert Delphi Survey on Educational Goals and Subjects for Developing a Music Gifted Curriculum
Lee, Kyungjin ; Choi, Jinyoung ; Choi, Na-Young ;
Journal of Gifted/Talented Education, volume 24, issue 5, 2014, Pages 807~827
DOI : 10.9722/JGTE.2014.24.5.807
The purpose of this study was to extract and validate the educational goals and the subjects for developing a music gifted curriculum. Based on literature review and analysis of music gifted curricula in foreign countries, 19 educational goals and 18 subjects were derived from literature review and analysis of music gifted curricula in foreign countries. To validate the educational goals and the subjects, delphi survey was carried out twice with 26 expert panelists in the field of music, music education and music gifted education. Delphi survey was analyzed using the mean, content validity ratio, and the degree of consensus. The final set of educational goals for music gifted education included 6 skills related goals, 4 creative expression related goals, 4 knowledge related goals, and 2 attitude related goals. The final set of subjects included 4 major-specific subjects, 5 foundational subjects, 4 theory-related subjects, 3 integration and social participation related subjects. The results of this study can be used as baseline data to develop a music gifted curriculum by providing ideas for deciding what to teach and why to teach in music gifted education.
Comparison of Character Strengths, Emotional Intelligence, and Learning Flow between Elementary Gifted Students and General Students and Analysis of the Relationships
Park, Mun-Sook ; Yoo, Mi-Hyun ;
Journal of Gifted/Talented Education, volume 24, issue 5, 2014, Pages 829~849
DOI : 10.9722/JGTE.2014.24.5.829
The purposes of this study were to compare elementary gifted students with general students in respect of their character strengths, emotional intelligence and learning flow and to analyze the relationships. The results obtained in this study were as follows. First, the character strengths, emotional intelligence, and learning flow of the gifted students were higher than those of the general students. Humanity was the highest virtue for both gifted and general students. Gifted students showed a significantly lower mean difference in humility and modesty than that of general students. The gifted students showed a statistically higher mean value in the sub-regions of emotional intelligence and all sub-areas of the learning flow than that of the general students. Second, the strong correlations were found between character strengths and emotional intelligence, between character strengths and learning flow in gifted students. Third, the results showed that the character strengths of gifted students affected their emotional intelligence and learning flow significantly.
Domain Thoughts in Gifted Students and Gifted Students with Learning Disabilities
Song, Kwang Han ;
Journal of Gifted/Talented Education, volume 24, issue 5, 2014, Pages 851~876
DOI : 10.9722/JGTE.2014.24.5.851
As an empirical test of a model of giftedness with learning disabilities (Song & Porath, 2011), this paper investigated domain thoughts of gifted students without learning disabilities and gifted students with learning disabilities (GLD) in reading, writing, and math. Gifted students in each group were interviewed and the data were analyzed for domain thoughts. The results showed that the former group of gifted students exhibited domain thoughts in a more balanced manner, whereas GLD students showed large discrepancies between domain thoughts; they showed weak specific domain thoughts in contrast to strong other domain thoughts. They also showed ambivalent attitudes even in a domain activity; they presented positive and negative thoughts at the same time. With a comprehensive explanation of the differences between the two groups of gifted students through a cognitive mechanism presented in the model of GLD model, this paper provides new approaches for identification and education of gifted students and GLD students.
Factors Influencing Self-regulated Strategies: On Autonomy Support and Beliefs of Intelligence Ability of Gifted and Non-gifted Students
Shin, Min ; Ahn, Doehee ;
Journal of Gifted/Talented Education, volume 24, issue 5, 2014, Pages 877~892
DOI : 10.9722/JGTE.2014.24.5.877
This Study was to examine whether high school students' autonomy support and beliefs of intelligence ability influence their self-regulated strategies. Of the 600 high school students surveyed from 3 high schools in two metropolitan cities, Korea, 478 completed and returned the questionnaires yielding a total response rate of 79.7%. Among the final sample consisted of 109 gifted students (22.8%), 190 high-achieving non-gifted students (39.7%), and low-achieving non-gifted students (37.4%). Measures of students' perceived autonomy support (i.e. from parents, teacher, peer), beliefs of intelligence ability (i.e. incremental, entity) and self-regulated strategies (i.e. managing environment and behavior, seeking and learning information, maladaptive regulatory behavior). Spearman's rho(
) indicated that students' achieving level was positively associated with autonomy support (i.e. parents, teacher), beliefs of intelligence ability (i.e. incremental) and self-regulated strategies (i.e. managing environment and behavior, seeking and learning information). However, students' achieving level was negatively associated with beliefs of intelligence ability (i.e. entity) and self-regulated strategies (i.e. maladaptive regulatory behavior). Hierarchical multiple regression analyses showed that students' perceived autonomy support (i.e. from teacher) and beliefs of intelligence ability (i.e. incremental) were the crucial contributors for enhancing students' self-regulated strategies. Results are discussed in relation to theoretical implications and school settings.