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Gifted and Talented

Columbia university Presentation
by

Amir ElSawy

on 4 September 2012

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Transcript of Gifted and Talented

Gifted and Talented: Are we missing anyone? Outline
History of GATE in Egypt
Problem/ Existing Situation

Examining the adequacy of identification criterion used in Egypt
Comparing the identification methods used in USA, UK, and Egypt
Addressing the public perception of gifted and talented

Literature review
Research questions Introduction How to approach the problem Theoretical Framework Methods Discussion History of GATE in Egypt Classroom annex to a secondary school in Maadi “In Egypt, Giftedness is defined as blessing from God to a few people which enable them to excel and perform better than their peers” Elmenoufy (2007) in 1954 Independent school under the MOE supervision In 1960 25 January revolution
Dr. Ahmed Gamal El-Din Moussa – the former minister of education (2011) New school in 6th of October city Problem/ Existing Situation Gender issues
Identification criteria
Boarding schools
International/Private Schools
Teachers Gender issues Identification Criteria (1) The applicant must have Egyptian nationality.
(2) The candidate must be holding preparatory certificate in the same year.
(3) He must have 90% of the total, at least.
(4)He shouldn't have failed in any year in the basic stage.
(5) He must pass a psychological and written tests determined by the Ministry of Education.
(6) Those who obtained the highest score in the total of psychological and translation tests plus the total grade in preparatory certificate will be registered at the schools. 9th grade (3rd elementary) final examination Boarding School International &
Private Schools Literature review Theoretical Framework Research questions Question 1: Is the screening process for gifted and talented students in Egypt accurately inclusive of all gifted population?

Question 2: What are the widely-held perceptions of shareholders about gifted and talented education in Egypt? Methods Results Teachers The male/female ratio for top 10 students in the preparatory Certificate at the Cairo Governorate level Female 7 : 3 Male

The Top 6 students were girls Cheating Tutoring Educational centers 98% last year Tzuriel, D. et al (2011). Cognitive modifiability, emotional motivational factors, and behavioral characteristics among gifted versus non-gifted childres. journal of Cognitive and Psychology, 10(3), 253-279.

Warwick, I. & Matthews, D. (2009). Fostering gifted in urban and diverse community- context-sensitive solution. In T. Balchin, B. Hymer, & D. Mathews (Eds.), The routledge international companion to gifted education (pp. 265-272). New York: Routledge.

Erwin, J. & Worrell, F. (2012). Assessment practices and the underrepresentation of minority students in gifted and talented education. Journal of Psychoeducation Assessment, 30(1), 74-87.

Swanson, J. (2004). Policy and practice: A case study of gifted education policy implementation. Journal for the Education of the Gifted, 31(2), 131-164. References Education for gifted and talented must equilibrate between excellence and equity. Excellence dictates that Ministry of Education When programs are not adapted to the full range of identified talent, the use of the result of one test as a selection criterion for all students can compromise both goals When attempting to increase diversity practitioners often dismiss traditional measures in favor of alternative assessments:
Teacher and parent ratings (Frasier, Garcia, & Passow, 1995; Harris, Rapp, Martinez, & Plucker, 2007);
Dynamic assessments (Lidz & Macrine, 2001);
Portfolios (Hadaway & Marek-Schroer, 1992);
Performance assessments (VanTassel-Baska, Johnson, & Avery, 2002); and, most commonly,
Nonverbal ability tests (Mills & Ablard, 1993; Saccuzzo & Johnson, 1995). The main criticism of standardized tests is related to lack of consideration of
(a) children’s learning potential especially those coming from minority groups and children with special needs,
(b) motivational, emotional, and personality factors that are detrimental to cognitive functioning, and
(c) lack of information on learning and metacognitive processes
(Haywood & Lidz, 2007; Sternberg & Grigorenko, 2002; Tzuriel, 2001, 2002). Phase One Phase Two Quan data collection Procedure:
collecting 2 tests results
Products:
Numerical item scores Quan data analysis Procedure:
Bivariate correlation statistics are used to determine the relationship between the two variables
Products:
Standard diviation and Means Quan results Procedure:
discuss the differences
Products:
description of results Pose questions to explain quan differences Procedure:
Identify statistically significant differences
Products:
Specify the research questions and data collection plan
select cases for follow-up Qual data collection Procedure:
1 policy maker
interview
2 school principals
interview
10 students
focus group
5 parents
interview
Products:
notes and transcripts Qual data analysis Procedure:
thematic analysis
Products:
stories for each case Qual findings and interpretation Procedure:
Explain the quantitative difference with qualitative findings
Products:
discussion of findings
Full transcript