Marion Porath

Reflections on the International Baccalaureate Program: Graduates’ Perspectives:

This paper presents the results of a survey administered during the spring of 2005. At this time, graduates of the International Baccalaureate (IB) Program from two public schools in a large city in British Columbia, Canada, were asked to respond to 20 statements on a 4-point Likert-type scale, and to 7 open-ended questions. Graduates from the years 1996 and 2000 were selected. At the time of this survey, many of the graduates of 2000 were just finishing their undergraduate postsecondary programs, and the graduates of 1996 were settling into their chosen careers. Both groups were in a position to reflect on their experiences while they were in the program, and also to analyze the benefits of IB, if any, that they experienced during their postsecondary studies. Overall, graduates reported positive experiences in the program. They felt that the rich curriculum to which they were exposed, and the critical thinking and time management skills that they developed, were well worth the extra effort required to earn an IB diploma. Furthermore, they felt that the IB experience prepared them well for postsecondary studies.

Mentoring the gifted: a conceptual analysis

Mentoring is considered among the most effective pedagogical measures, yet it is rarely used in gifted education. One of the main reasons for this neglect seems to be the lack of a thorough analysis of its conceptual foundations from the point of view of giftedness research. This contribution starts with a discussion of conceptual and definitional issues pertinent to mentoring gifted individuals. An ideal definition is proposed, followed by a review of the effectiveness of mentoring programs. Existing mentoring programs rarely take full advantage of the educational potential inherent in mentoring. Next, the conditions and characteristics of effective mentoring are analyzed. From a general pedagogical point of view, mentoring should allow full use of the “Learning Triad” of modeling, instruction, and provision of learning opportunities and satisfy the “Big Four” effective learning processes (improvement‐oriented learning, individualization, feedback, practice). Mentoring can promote excellent development of the whole actiotope of a gifted individual.

Narrative Performance in Verbally Gifted Children

Young, verbally gifted children were compared to chronological- and mental-age controls on a number of variables pertaining to narrative ability. Using a structural-developmental analysis, the gifted children were found to organize their story plots in a way typical of children two years older. Elaborations on the basic plot structure were even more advanced, with gifted children telling stories that were more elaborate than those of their chronological- and mental-age peers. Gifted children also showed considerable advancement on a number of language skills. Conceptual understanding of plot structure appears more related to age than the acquisition of language skills. However, it is what verbally gifted children do with the conceptual structures available to them that distinguishes their narratives. Their story plots indicate elaborate structures and their specific language abilities contribute to the richness and sophistication of their narratives.

Affective and Motivational Considerations in the Assessment of Gifted Learners.

The inclusion of measures of self‐perception and motivational orientation in assessment may contribute to understanding the dynamics underlying the relationships between self‐concept, motivation, and achievement in gifted learners. The research literature suggests that individual differences in gifted learners’ achievement motivation and perceptions of academic abilities and social relationships may have important implications for educational planning that often are overlooked. An approach to assessment is described in which elementary school‐aged childrens motivation to learn and perceptions of ability and social acceptance are measured, in addition to the more traditional ability and achievement measures. Parents and teachers also are asked for their perceptions of the childs ability and acceptance. Four case studies highlight some of the ways in which individual differences in self‐ and others’ perceptions of ability, acceptance, and motivation can impact on gifted childrens learning and development.

Common and Domain-Specific Cognitive Characteristics of Gifted Students: An Integrated Model of Human Abilities.

The purpose of this study was to identify common and domain‐specific cognitive characteristics of gifted students based on an integrated model of human abilities. This study is based on the premise that abilities identified by tests can appear as observable characteristics in test or school situations. Abilities proposed by major models of intelligence were reviewed in terms of their power to explain cognitive characteristics of gifted students. However, due to the lack of their explanatory power and disagreement on common and domain‐specific cognitive abilities, a new integrated model was conceptualized in a unique way based on interrelationships between abilities proposed by the models. The newly established model hypothesizes a cognitive mechanism that accounts for how domain‐specific knowledge is formed, as well as which abilities are common and domain‐specific, how they are related functionally, and how they account for common and domain‐specific cognitive characteristics of gifted students. The cognitive mechanism has important implications for our understanding of the chronically controversial concepts ‘intelligence’ and ‘knowledge’. Clearer definitions of what intelligence is (g or multiple), what knowledge is, and how knowledge develops (‘genetic or environmental’, ‘rationalistic or empiricist’) may result from this model.

The conceptual underpinnings of giftedness: developmental and educational implications

This paper describes a developmental psychological approach to understanding giftedness. A theoretical model of exceptional expertise is used to frame our understanding of how gifted childrens conceptual knowledge develops in a variety of domains and how the interplay of this conceptual knowledge with domain‐specific skills results in rich, elaborate thinking. This model provides a ‘design for development’ of giftedness in a variety of domains.

Shona Culture of Zimbabwe's Views of Giftedness.

In an exploratory study designed to investigate Shona culture of Zimbabwe’s views of giftedness, data were collected from sixteen Zimbabwean academics of Shona cultural background. Using questionnaire narratives, the study established that Shona culture views giftedness as an unusual ability blessed in an individual through ancestry which enables him/her to perform with unparalleled expertise even in challenging domains. The hallmarks of Shona culture’s views of giftedness are ability to succeed, solve problems, creativity, interpersonal relationships and spirituality. When values are held constant, Shona culture’s views of giftedness do not differ from views in contemporary psychology. The study recommends fusing together cultural and modern views of giftedness in the school curriculum in order to develop a diversity of talents in students.

Gifted young artists: Developmental and individual differences ∗

From a cognitive‐developmental perspective, an investigation of gifted young artists revealed that, in ability to render perspective, there are age‐related trends which are similar to those of children with average ability. Flexible and elaborate use of these perspectival abilities was, however, apparent in the work of the gifted subjects. Artistic abilities other than perspective appeared to be less influenced by development, showing advancement for some gifted subjects. Individual differences in manifestations of giftedness also were found.

A Developmental Model of Artistic Giftedness in Middle Childhood.

Artistic giftedness in 4-, 6-, 8-, and 10-year-olds was investigated from a neo-Piagetian perspective, which articulates the increasingly complex structures for representing spatial relations in drawing during middle childhood. Composition, color use, and competence in human-figure drawing also were studied. Gifted young artists structured the spatial relations in their drawings, composed their drawings, and used color in a fashion similar to average children. However, they often used these variables in a flexible way, resulting in distinctive drawings. Their drawings were distinguished by graphic competence and the degree of elaboration in their human figures, skills that appear to be less constrained by developmental factors. Artistic giftedness may be demonstrated by the flexible and elaborate way in which gifted young artists use their structural capabilities and by their advanced mastery of specific artistic skills.

Ndebele culture of Zimbabwe's views of giftedness

This study explored Ndebele culture of Zimbabwes views of giftedness. Using questionnaire narratives, data were collected from thirty Zimbabwean teachers and lecturers of Ndebele cultural background. The study established that Ndebele culture views giftedness as an unusually outstanding ability blessed in an individual from birth, which manifests in extraordinary performances and expertise including creativity and inspirational power. The hallmarks of Ndebele cultures views of giftedness are achieving exceptionally outstanding success, creativity, ability to solve problems and inspirational power. Indigenous views warrant attention since contemporary psychology now recognizes multiple views of giftedness. The study therefore recommends considering the implications of indigenous views in planning and implementing broad‐based culturally sensitive gifted programs in Zimbabwe.