Commenced in January 2007
Paper Count: 30528
Comparing Academically Gifted and Non-Gifted Students- Supportive Environments in Jordan
Abstract:Jordan exerts many efforts to nurture their academically gifted students in special schools since 2001. During the past nine years of launching these schools, their learning and excellence environments were believed to be distinguished compared to public schools. This study investigated the environments of gifted students compared with other non-gifted, using a survey instrument that measures the dimensions of family, peers, teachers, school- support, society, and resources –dimensions rooted deeply in supporting gifted education, learning, and achievement. A total number of 109 were selected from excellence schools for academically gifted students, and 119 non-gifted students were selected from public schools. Around 8.3% of the non-gifted students reported that they “Never" received any support from their surrounding environments, 14.9% reported “Seldom" support, 23.7% reported “ Often" support, 26.0% reported “Frequent" support, and 32.8% reported “Very frequent" support. Where the gifted students reported more “Never" support than the non-gifted did with 11.3%, “Seldom" support with 15.4%, “Often" support with 26.6%, “Frequent" support with 29.0%, and reported “Very frequent" support less than the non-gifted students with 23.6%. Unexpectedly, statistical differences were found between the two groups favoring non-gifted students in perception of their surrounding environments in specific dimensions, namely, school- support, teachers, and society. No statistical differences were found in the other dimensions of the survey, namely, family, peers, and resources. As the differences were found in teachers, school- support, and society, the nurturing environments for the excellence schools need to be revised to adopt more creative teaching styles, rich school atmosphere and infrastructures, interactive guiding for the students and their parents, promoting for the excellence environments, and re-build successful identification models. Thus, families, schools, and society should increase their cooperation, communication, and awareness of the gifted supportive environments. However, more studies to investigate other aspects of promoting academic giftedness and excellence are recommended.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1331409Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 1506
 Al-Shabatat, A., Abbas, M. & Ismail, H. (2010). The Direct and Indirect Effects of the Achievement Motivation on Nurturing Intellectual Giftedness. International Journal of Behavioral, Cognitive, Educational and Psychological Sciences 2 (3), 158-166.
 Tannenbaum, A. J. (1991). The social psychology of giftedness. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (27-44). Needham Heights, MA: Allyn and Bacon.
 Csikzentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers: The roots of success and failure. Cambridge, England: Cambridge University Press.
 Winner, E. (1996). Gifted children: Myths and realities. New York: Basic Books.
 Amabile, T. M. (1983). The social psychology of creativity. New York: Springer-Verlag New York Incorporated.
 Csikzentmihalyi, M., & Rathunde, K. (1998). The development of the person: An experiential perspective on the ontogenesis of psychological complexity. In R. M. Lerner (Ed.), Handbook of child psychology. Vol. 1: Theoretical models of human development (5th ed., 635-684). New York: Wiley.
 Li, J. (1997). Creativity in horizontal and vertical domains. Creativity Research Journal, 10, 107-132.
 Bloom, B. S. (1985). Developing talent in young people. New York, Ballantine.
 Haensly, P. (2004). Parenting gifted children. Gifted Child Today, 27, 1, 31.
 Ryan, A. (2001). The peer group as a context for the development of young adolescent motivation and achievement. Child Development, 72, 1135-1150.
 Guimond, S. (1999). Attitude change during college: normative or informational social influence, Social Psychology of Education, 2, 237-261.
 Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology, (5th ed.), 3, 1017-1095. New York, NY: Wiley.
 VanTassel-Baska, J. (1997). Guide to teaching a problem-based science curriculum. Dubuque, IA: Kendall/Hunt Publishing Co.
 VanTassel-Baska, J. (2003). Content-based curriculum for high-ability learners: An introduction. In J. VanTassel-Baska & C. Little (Eds.). (pp. 1-24). Content-based curriculum for high-ability learners. Waco, TX: Prufrock Press.
 Rogers, K. B. (2002). Re-forming gifted education: Matching the program to the child. Scottsdale, AZ: Great Potential Press Inc.
 Al-Shabatat, A. M. (2011). Gifted and talented education in Jordan: A spotlight on programs and activities. Talent Talks, 2(2), 7-10.
 Jordanian Ministry of Education, JMOE. (2008). Gifted and talented programs
[online] (accessed 20th December 2010). Available from the World Wide Web: http://www.moe.gov.jo/-Departments/DepartmentsMenuDetails. aspx? Menu ID= 319& Department ID=17
 Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.
 Al Azzam, D. (2006). Evaluation of King Abdullah II Schools for Excellence administrations from their staff point view. Unpublished Master-s Thesis. Al-Yarmouk University. Jordan
 Al Momany, S. (2006). Evaluation of the gifted students- programs in Jordan. Unpublished Master-s Thesis. University of Jordan. Jordan.
 Al Kasi, A. (2004). The status of nurturing gifted students in some educational regions from supervisors- point views in Saudi Arabia. Unpublished Master-s Thesis. Um Al-Qura University. Saudi Arabia.
 Al Sror, N. (2001). Evaluation of the talented program in Kuwait. Field study for the general secretariat of special education. Kuwait.
 Al-Shabatat, A., Abbas, M. & Ismail, H. (2009). The Direct and Indirect Effects of the Environmental Factors on the Intellectual Giftedness. International journal of special education. 24 (3), 121-131.