Learning Content and Process for Academically Talented Students
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Mar 26, 2021
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Abstract
Academically talented students are students who have above average abilities, particularly in the academic since birth, and can develop through a process of training. As their ability to process learning and information is faster than the average students, they are prone to feel frustrated if they are treated the same as the average students. Hence, this study analyzes the content and learning process in-depth required by these academically talented students. The analysis document through the embedded multiple-case design was used for data collection in this study. The data were analyzed qualitatively using NVIVO 12.0 software. The results of the analysis showed that the learning content for academically talented students are; (i) content based on current issues, (ii) significant content, (iii) challenging content, (iv) advanced content, (v) inspiring content), (vi) thematic-integrative, (vii) critical knowledge and experience construction content-based, and (viii) controversial content issue and active debate. While the learning process for academically talented students are; (i) independent study, (ii) problem solving, (iii) criticism learning, (iv) effective learning, (v) inspired learning, (vi) higher-order thinking learning (HOTs), (vii) guesswork learning), (viii) inquiry learning, (ix) possibility learning, (x) exploring learning, (xi) flexibility learning), (xii) straight learning, and (xiii) giving students liberty (learner-centered). Considering the results of this study, to develop the ability of academically talented students to the maximum, behavioristic and constructivist learning and a varied combination of both can be applied.
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Syafril, S. (2021). Learning Content and Process for Academically Talented Students. Asian Social Science and Humanities Research Journal (ASHREJ), 3(1), 73-81. https://doi.org/10.37698/ashrej.v3i1.64
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References
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Cropley, A., & McLeod, J. (1986). Preparing Teachers of the Gifted. International Review of Education, 32(2), 125–136.
Del Giorno, B. J. (1977). Retal as a model for developing critical and divergent thing in gifted and talented students of science. Gifted Child Quarterly, 21(1), 58–69. https://doi.org/10.1177/001698627702100110
Dixon, F. A., Cross, T. L., & Adams, C. M. (2001). Psychological characteristics of academically gifted students in a residential setting: A cluster analysis. Psychology in the Schools, 38(5), 433–445. https://doi.org/10.1002/pits.1032
Eilam, B., & Vidergor, H. E. (2011). Gifted Israeli students’ perceptions of teachers’ desired characteristics: A case of cultural orientation. Roeper Review, 33(2), 86–96. https://doi.org/10.1080/02783193.2011.554156
Esterberg, K. G. (2014). Qualitative Methods in Social 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.
Fox, L. H. (1981). Identification of the academically gifted. American Psychologist, 36(10), 1103–1111. https://doi.org/10.1037/0003-066X.36.10.1103
Gallagher, J., Harradine, C. C., & Coleman, M. R. (1997). Challenge or boredom? Gifted students’ views on their schooling. Roeper Review, 19(3), 132–136. https://doi.org/10.1080/02783199709553808
Gallagher, J. J. (1994). Current and Historical Thinking on Education for Gifted and Talented Students. National Excellence: A Case for Developing America’s Talent., 83–107.
Gordon, W. J. J., & Poze, T. (1980). SES Synectics and Gifted Education Today. Gifted Child Quarterly, 24(4), 147–151. https://doi.org/10.1177/001698628002400402
Gross, M. U. M., & Smith, S. R. (2019). Put Them Together and See How They Learn! Ability Grouping and Acceleration Effects on the Self-Esteem of Academically Gifted High School Students. Springer International Handbooks of Education, 1–26. https://doi.org/10.1007/978-981-13-3021-6_17-1
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Harkness, J. (1988). College studies for the gifted: An academic approach for meeting the needs of gifted, talented, and creative students. Roeper Review, 11(2), 77–79. https://doi.org/10.1080/02783198809553170
James, S. (2013). Participant Observation. Rinehart & Winston Publish.
Jones, K., & Day, J. D. (1996). Cognitive similarities between academically and socially gifted students. Roeper Review, 18(4), 270–273. https://doi.org/10.1080/02783199609553757
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Lapointe, J. M., Legault, F., & Batiste, S. J. (2005). Teacher interpersonal behavior and adolescents’ motivation in mathematics: A comparison of learning disabled, average, and talented students. International Journal of Educational Research, 43(1–2), 39–54. https://doi.org/10.1016/j.ijer.2006.03.005
Lee, K. M., Jones, M. K., & Day, S. X. (2017). The impact of academic competency teasing and self-concept on academic and psychological outcomes among gifted high school students. Learning and Individual Differences, 56, 151–158. https://doi.org/10.1016/j.lindif.2016.10.020
Lee, S., Matthews, M., Shin, J., & Kim, M. (2018). Academically gifted adolescents’ social purpose. High Ability Studies, 00(00), 1–26. https://doi.org/10.1080/13598139.2018.1533452
Lupart, J. L. (1991). Issues in identifying gifted students: How Renzulli's model stacks up. Roeper Review, 14(2), 53–58. https://doi.org/10.1080/02783199109553386
Majida, R. A., & Alias, A. (2010). Consequences of risk factors in the development of gifted children. Procedia - Social and Behavioral Sciences, 7(C), 63–69. https://doi.org/10.1016/j.sbspro.2010.10.010
Maksić, S., & Iwasaki, K. (2009). The perfectionism of Academically Gifted Primary School Students: The Case of Japan. Gifted and Talented International, 24(2), 51–60. https://doi.org/10.1080/15332276.2009.11673529
Martin, C. (2002). Serving gifted students through inclusion: A parent’s perspective. Roeper Review, 24(3), 127. https://doi.org/10.1080/02783190209554152
Mason, J. (2014). Qualitative Researching (2nd ed., p. 59). Sage Publication.
McCoach, D. B., Kehle, T. J., Bray, M. A., & Siegle, D. (2004). The Identification of Gifted Students with Learning Disabilities: Challenges, Controversies, and Promising Practices. Students with Both Gifts and Learning Disabilities, 31–47. https://doi.org/10.1007/978-1-4419-9116-4_3
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