Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports).” “Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. National Association for Gifted Children (NAGC) possesses an unusual capacity for leadership or.exhibits high-performance capability in an intellectual, creative or artistic area.“Gifted and talented student” means a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience or environment and who: This definition is now codified in The Texas State Plan for the Education of Gifted/Talented Students (Texas Education Agency, 2009), it is the basis for identification and services that must be provided for gifted and talented students in Texas. Texas State Definition (Texas Education Code) Developing this broader perspective can help ensure that a wider range of gifted and talented students are properly identified and served. Also, students from differing backgrounds may demonstrate their giftedness in differing manners. It is valuable to investigate other well-recognized characterizations, as they include aspects of giftedness not incorporated into the state’s definition. Further development and implementation steps are discussed.There is not universal agreement on a definition of what it means to be gifted. Formative evaluation of the school development process shows that the systemic prevention guidelines seem to improve learning and social progress of gifted pupils, including their self-regulation. Each pupil can choose other pupils to collaborate with in small groups, at self-chosen tasks or activities, while being coached by the teacher. Gifted and other pupils are supported to work at their actual achievement or competency levels since their start in nursery school, in self-regulated learning arrangements either in or out of class. These support the screening of entry characteristics of all four-year old pupils and assignment of adequate play and learning processes and activities throughout the school career. The results constitute prototypes of structured competence domains and supportive software. A three-year pilot in Dutch nursery and primary school is conducted to develop and implement the design in collaboration with teachers. The guidelines imply the facilitation of learning arrangements that provide flexible self-regulation for gifted pupils. The relationships to diagnostic, instructional, managerial, and systemic learning aspects are expressed in guidelines to develop or transform education. The systemic design is characterised by three conditional dimensions: differentiation of learning materials and procedures, integration by and use of ICT support, and strategies to improve development and learning. Systemic preventive combination of such interventions could make these more effective and sustainable. Analysis of various types of educational interventions for gifted pupils reflects positive cognitive or intellectual effects and differentiated social comparison or group-related effects on these pupils. The question is how to design and develop education that fits and further supports such characteristics and competencies of gifted pupils. Gifted pupils differ from their age-mates with respect to development potential, actual competencies, self-regulatory capabilities, and learning styles in one or more domains of competence. Teachers can be supported in improving DP, but this requires school-wide intensive and long support. Qualitative data revealed process characteristics that reflect problems schools encounter with this intervention. DP were enhanced in both intervention conditions, but showed greater improvement in the improved intervention. Correlations confirmed that teacher-reported DP were higher in schools where the intervention was more completely implemented. Quantitative results demonstrate that the intervention fidelity was relatively high in the improved intervention. A pretest–posttest cluster randomised design was used with three conditions: control (n=34), pilot intervention (n=32) and improved intervention (n=34). The intervention was designed to improve the match between student levels and curricular activities, in particular for high-ability students and consists of three components. This article presents the findings from a teacher intervention in Dutch kindergartens aimed at improving teachers’ differentiation practices (DP) to better anticipate student differences.
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