The current mainstream classroom presents several challenges for teachers and principals. Leaner diversity is seen as one of these challenges that teachers face. The Education White Paper 6 (South-Africa, 1996) recognizes all learner diversities, yet gifted-education is given minimal attention. The purpose of this qualitative research is to create a clear picture about the perspectives of high-school teachers, principals and parents of academically-gifted learners. This study seeks to identify the participants’ views about the education of academically-gifted learners and identify possibly gaps in ways of how academically-gifted learners can be supported productively. The research found that there is currently a lack of adequate educational support to academically-gifted learners. Research shows that there is a gap between official educational policies and the classroom situation. Participants in the study admit that academically-gifted learners are not effectively included in the mainstream classroom. Participants believe that the lack of a national definition of academic-giftedness, the deficit to appropriate training for teachers and the views of inclusive education puts strain on the education of these learners. Secondary school teachers and principals believe that the successful implementation of a policy an appropriate education of academically-gifted learners can only be accomplished if there is cooperation between all interested parties. Participants believe that both the parent and the teachers of academically-gifted learners should work together to form a support network for these learners. The findings of the research confirm the need for appropriate productive education and training to academically-gifted learners, so that all stakeholders can work together to help those learners develop. / MEd (Comparative Education), North-West University, Potchefstroom Campus, 2014

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In the majority of schools gifted learners are given the same quantity and quality of academic work as their non-gifted classmates. In some cases gifted learners are left to look after themselves when they are done with class work or worse still, asked to teach their non-gifted classmates. Some educationists advocate for a differentiated curriculum between gifted and non-gifted learners. This study sought to establish the impact of enrichment programs to gifted Science learners. Forty gifted learners were identified and drawn equally into one of the two groups — experimental or control. These learners wrote a pre-test after which the twenty learners in the experimental group received enrichment. The forty learners then wrote the same post-test to assess their understanding of the concepts learnt. The cycle was repeated but with a different topic. Learners’ marks were compared and it emerged all twenty learners in the experimental group performed better than those in the control group. Gifted learners should therefore be given enrichment as it deepens, broadens, and sharpens their understanding of concepts. / Science and Technology Education / M. Ed. (Natural Science Education)

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This diploma thesis is focused on issues connected to possibilities of developement of mathematically talented pupils from the first grade. In the theoretical part there basic terms related to the education of talented pupils in th Czech Republic are summarised and explained. In next part motivation, processes of motivatiom and the most frequent usage of Math competitions as a part of the education in the Czech Republic are presented. The base of the practical part of this diploma thesis is a set of non standardized tasks and problems, whose target is to activate the cognitive developement of talented pupils. Part of the practical part of this thesis is a protocol about an experiment and analysis of the particular tasks and activities for talented pupils. The main aim of this thesis is to emphasise the importance of the developement of talented pupils and compile/form enriching tasks for talented pupils during Maths lessons. KEYWORDS Talent, talent models, motivation, cognitive process, non standardized tasks, aktivity.

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This study focuses on the use of American Invention Kits from the Smithsonian Institute in conjunction with a 3D printer. In conjunction with a large dataset from a study funded by the National Science Foundation (NSF), this innovative research focuses on the effect the digital fabrication curriculum unit has on gifted and talented students' knowledge and affinity toward the fields of science, technology, engineering, and mathematics (STEM). Students from two rural middle schools in north-central Texas (N = 190) took part in this quantitative study; the students were divided among four subgroups: gifted-contrast (n = 12), gifted-treatment (n = 8), nongifted-contrast (n = 76), and nongifted-treatment (n = 94). The surveys utilized include the STEM Semantics Survey, TIMSS-Limited, and a knowledge assessment for the specific curriculum unit focused on the solenoid. The STEM Semantics Survey is divided into five subsets. Thirty-two separate one-way repeated measures ANOVAs were performed across the surveys and subgroups. Statistically significant results were found on four comparisons. This research holds implications in the areas of advocating for gifted education, collecting field data, utilizing large datasets, and understanding rural schools.

The aim of this study was to research how teachers describe their knowledge of gifted students and their mathematics education with these students in grades 1-3. Through qualitative interviews eight teachers has been asked how they identify gifted students, how they adjust the education and what support they would need to befriend gifted students in mathematics education. The results indicate that the teachers are aware of the presence of gifted student in mathematics. The methods to identify and adjust teaching varied between the respondents and certain approaches was more favorable than others according to previous research. Common to all the respondents, however, was the desire for additional resource and commitment from the organization to help benefit gifted talents within mathematics. The conclusion is that today ́s teachers needs more knowledge about giftedness, as well as support in order to further promote learning for gifted students within the teaching of mathematics. / Studiens syfte var att undersöka hur lärare beskriver sina kunskaper om särskilt begåvade elever och sin matematikundervisning med dessa elever i årskurs 1-3. Genom kvalitativa intervjuer har åtta verksamma lärare intervjuats om hur de identifierar särskilt begåvade elever, hur de anpassar undervisningen samt vilket stöd lärarna anser sig behöva för att undervisa särskilt begåvade elever i matematik. Resultatet visar att pedagogerna är medvetna om förekomsten av särskilt begåvade elever inom matematiken. Metoderna för att identifiera och därefter anpassa undervisningen varierade mellan respondenterna samt vissa tillvägagångssätt var mer gynnsamma än andra enligt tidigare forskning. Gemensamt för alla respondenter var dock önskan om ytterligare resurser och satsning från organisationen för att kunna hjälpa att gynna särskilt begåvade elever inom matematikundervisningen. Utifrån detta kan man dra slutsatser om att dagens lärare behöver mer kunskap kring särskild begåvning, samt stöttning för att vidare kunna främja lärandet för särskilt begåvade elever inom matematikundervisningen.