Project GIFT is a pioneer research-based gifted education program which has been found to be effective in fostering holistic development of students in Hong Kong. Nevertheless, little is known whether the Project is beneficial to teachers. To investigate the changes in teachers after participating in the Project, we adopted a quasi-experimental design with pretest and posttest data collected from experimental and control groups in this study. A total of 2031 primary and secondary school teachers participated in the professional development program of the Project. They completed validated measures on teachers' knowledge of and attitudes toward gifted education, teaching behaviors, characteristics and competencies, in addition to well-being before and after participating in the program. Results of one-way ANCOVA showed that the program could promote teachers' knowledge of gifted education and specific teaching strategies to gifted learners. This study provides preliminary support for the program in promoting holistic professional development of participating teachers in gifted education. The theoretical and practical implications of the findings are discussed.
Download full-text PDF |
Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC9368186 | PMC |
| http://dx.doi.org/10.3390/ijerph19159433 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Emotional Intelligence May Be Associated with Some Forms of Creative Potential.
J Intell
November 2024
Department of Educational Psychology, Aswan University, Aswan P.O. Box 81528, Egypt.
The current study examined the relationship between creative potential, estimated with tests of divergent thinking (DT), and emotional intelligence (EI). Previous research has hinted at a relationship, but the EI-DT relationship may differ as a function of the tasks and the specific components of EI. With this in mind, the present investigation compared two DT tests (Social Games vs.
View Article and Find Full Text PDFCardiovascular-Liver-Metabolic Health: Recommendations in Screening, Diagnosis, and Management of Metabolic Dysfunction-Associated Steatotic Liver Disease in Cardiovascular Disease via Modified Delphi Approach.
Circulation
January 2025
Division of Cardiology, Department of Medicine, Emory Clinical Cardiovascular Research Institute; and Emory University School of Medicine, Atlanta, GA (L.S.S.).
There is a new awareness of the widespread nature of metabolic dysfunction-associated steatotic liver disease (MASLD) and its connection to cardiovascular disease (CVD). This has catalyzed collaboration between cardiologists, hepatologists, endocrinologists, and the wider multidisciplinary team to address the need for earlier identification of those with MASLD who are at increased risk for CVD. The overlap in the pathophysiologic processes and parallel prevalence of CVD, metabolic syndrome, and MASLD highlight the multisystem consequences of poor cardiovascular-liver-metabolic health.
View Article and Find Full Text PDFThis article aims to report on the clinical care of a gifted child in the context of Health and Education. The child showed signs of emotional distress and disruptive behaviors, which were related to the school context. Based on the assessment that revealed this child was gifted, his acceleration by one school year was recommended, which in turn resulted in complete remission of symptoms.
View Article and Find Full Text PDFGiftedness identification and cognitive, physiological and psychological characteristics of gifted children: a systematic review.
Front Psychol
November 2024
Faculty of Graduate Studies, York University, Toronto, ON, Canada.
Despite the extensive history of investigation, characterization and diagnostics of giftedness is still a point of debate. The lack of understanding of the phenomenon affects the identification process of gifted children, development of targeted educational programs and state of research in the field of gifted education. In the current systematic review, we seek to delineate the specific aspects in which gifted children differ from their typically developing peers in cognitive abilities, psychophysiology and psychological characteristics.
View Article and Find Full Text PDFUnveiling the potential of fine arts education in enhancing resilience among Chinese gifted students.
Front Psychol
November 2024
Institute of Art & Design, Shandong Women's University, Jinan, China.
Introduction: The current study aimed to explore the complex dynamics influencing the resilience of gifted Chinese students, emphasizing the interconnected roles of fine arts education (FAE), creativity, and self-efficacy (SE). By examining the transformative potential of FAE, this research highlighted creativity and SE as key mediating factors for resilience among Chinese gifted students.
Methods: This study involves administering a structured set of questions to a sample of gifted young adults, thus achieving a high response rate of 93.
Want AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!