Gifted and Talented International

Gifted and Talented International (GTI) is the journal of the World Council for Gifted and Talented Children. GTI an international, refereed journal devoted to publishing original research, theoretical studies, review papers or accounts of practice that contribute to our understanding and promotion of giftedness, talent, creativity, and optimal development of children, adolescents, and adults. Its purpose is to share current theory, research, and practice in gifted education with its audience of international educators, scholars, researchers, and parents. GTI is published twice a year.

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Articles in GTI 34(1-2) - Special Issue on Creativity in Gifted Education

  • Editorial
    Barbara Kerr and M. Alexandra Vuyk
  • Issues and opportunities when using rating scales to identify creatively gifted students: Applying an IRT approach
    Lisa M. Ridgley, Lisa DaVia Rubenstein, and W. Holmes Finch
    Abstract: Identifying creatively gifted students remains a challenging yet important task. Often, teacher rating scales are used to assess students’ creative behaviors; however, the school environment may not always provide opportunities for students to demonstrate creative ability, making it challenging for teachers to observe students’ creative potential. Therefore, the purpose of this study was to (1) explore students’ perceptions of their own creativity, (2) determine the discriminatory validity of the creativity subscale of the Scales for Identifying Gifted Students (SIGS-C), and (3) compare students’ and teachers’ ratings on the SIGS-C. Data were collected from 236 middle and high school students and their teachers in the United States. Significant differences existed between how students perceived their creativity in general and at school (t(217) = 7.946, p < .001), and their SIGS-C scores more closely correlated with their general ratings (r = .64, p < .001) than their school ratings (r = .20, p < .001). SIGS-C items were analyzed using an IRT approach, and two items (breaking gender stereotypes, spending time alone) did not adequately differentiate between levels of creativity on teacher or student rating scales. Finally, teachers’ ratings were minimally but significantly correlated with the students’ ratings (r = .14, p = .046), demonstrating the importance of considering multiple sources of data when identifying creatively gifted students.
  • Discovering the creativity of written works: The keywords study
    Burak Turkman and Mark A. Runco
    This study investigated how creativity reveals itself in written language and showed that creative ideas can be identified in written works by discovering words and phrases (keywords) that are used to introduce new ideas. Additionally, this study sought to find a solution to alleviate creativity’s laborious scoring procedure. The sample included undergraduate level students from a large state university in the Southeastern United States majoring in various fields and the study utilized expert judges using the Consensual Assessment Technique. This keywords study found specific words and phrases that are used with regularity when people introduce a new idea. The study provided an understanding of how creativity is expressed in written works and the keywords were tested by using different sources of writing and transcribed speeches. Expert judges and resulting statistical analyses indicated that specific keywords successfully identified original ideas in written language samples. The findings of this keywords study brought an original and objective method to finding what words or phrases introduce original ideas.
  • Assessing creative productivity
    Hope E. Wilson and Lucinda Presley
    This research investigated the potential for curricula at the intersection of the arts and the sciences to develop creative productivity of students. The purpose of this research was to develop a series of rubric assessments to evaluate the content and creative and higher order thinking on a variety of teacher-made lesson plans and student-made products. The research used an iterative process to identify the criteria for the rubrics. The content validity process involved the use of experts in the domains of art and science education, assessment, and creativity to identify important themes from the research base of each domain. Then the process continued to teachers of cross-curricular lesson plans, to provide insights into usefulness of the constructs in practical contexts. The final instrument was used to evaluate cross-disciplinary student products. These works of art were evaluated by a sample of art teachers with over 5 years of experience. The art teachers had attended professional development offered by the Innovation Collaborative evaluator on arts integration and the rubric. The resulting inter-rater reliability estimates ranged from moderate to excellent, for each of the four rubrics. The resulting rubrics can be used to assess work in research or classroom environments.
  • The effects of models and instructions on children’s divergent thinking
    Lisa A. Bloom, Kristy K. Doss, Cameron Sastre, and Todd H. Martin
    The purpose of this research was to determine the effects of explicit instructions on children’s divergent and creative thinking. Fifty-two children were assigned to one of four groups. Two of the groups were presented a problem with a model and instructions for solving the problem first and then presented problems with no instructions/model. The other two groups had a task with no instructions/model first and then were presented problems and provided instructions and a model for solving the problems. Data were collected from video-tapes of the activities, artifacts of the participants’ solutions to the tasks, participant notes, and interviews of children regarding how they approached the tasks. For one of the problems, there was a wide range of materials available to all groups. Participants produced a wide range of products that demonstrated divergent idea generation with no difference in quality or quantity of ideas between groups though there were more mimics of the model in the model/instructions group. For the second and third problems, materials were limited. Children in the model/instruction group generated solutions that in part mimicked that of the model but also included novel solutions. The group with model/instructions had more success completing the challenge.
  • The relationship between mathematical creativity and intelligence: A study on gifted and general education students
    Nihat Gurl Kaheveci and Savaş Akgul
    Numerous studies have been conducted on the interaction between creativity and intelligence; however, the results of these studies are not consistent. This study aims to understand this interaction by examining the mathematical creativity of gifted and general education students. The sample was collected in Turkey and consists of 176 gifted students, who were selected through intelligence quotient tests and studied in 11 Science and Art Centers (institutions where students identified as gifted receive additional education), and 176 general education students from five schools, who were included in the procedures of the Ministry of National Education to identify gifted students, for the accurate selection of students not identified as gifted. Both groups composed of middle (i.e., junior high and secondary) school students from grades 5th to 8th. The study conducted a survey and used the Mathematical Creativity Scale (MCS) to determine the mathematical creativity of students. The study revealed a statistically significant difference between gifted and general education students in terms of fluency, flexibility, originality, and creativity in Mathematics.
  • Fostering creativity using robotics among gifted primary school students
    Um Albaneen Yusuf Jamali
    Fostering creativity as an imperative 21st-century skill has attracted increasing attention by educators and researchers in last decades. Many creative activities have been suggested. The current article describes the findings from a pilot study, which investigated the impact of a LEGO robotics intervention on fostering creativity among a sample of gifted, female students (n = 15) in a primary school in the Kingdom of Bahrain. The gifted students participated in a LEGO robotics-based program in a classroom setting for a period of 10 weeks (a total of 20 hours). The study adopted a pre-post test design in which the changes in students’ creativity was examined using the Creativity Assessment Packet (CAP). The results suggested significant differences in terms of creative thinking skills of fluency, flexibility, elaboration, and abstract mindset, prior to and after conducting the study. The results suggested a positive impact of a LEGO robotics intervention on fostering creative thinking skills. Implications for policy makers, school leaders, educators, and parents were indicated.
  • Raising the bar for mathematically gifted students through creativity-based mathematics instruction
    Joseph S. Kozlowski and Scott A. Chamberlin
    Student ability to demonstrate mathematical creativity positively affects their mathematical learning. Further, creativity-based mathematical instruction (CBMI) may enhance divergent thinking and precipitate a highly creative mathematical learning environment . In this literature review and discussion, it is posited that CBMI has distinctively beneficial influences on mathematically gifted students’ learning processes and products. With CBMI, a value is placed on creative output, which differs from dispositions generated in algorithmically based classrooms, which may arrest creative or divergent thought. Procedure-based teacher instruction abates mathematically gifted students’ creative possibilities and restricts their thinking potential. By placing unnecessary constraints on mathematical thought, teachers restrict mathematically gifted students’ ability to produce divergent thoughts that may lead to creative products. Contemporary interpretations of giftedness include creativity as a characteristic, and therefore should be considered in mathematical learning episodes. By incorporating CBMI and promoting a mathematical environment in which creativity is valued, mathematics classrooms are raising the learning ceiling for mathematically gifted students. CBMI allows students to explore concepts and construct understanding conceptually and creatively.
  • Integrating creativity into career interventions for twice-exceptional students in the United States: A review of recent literature
    Ching-Lan Rosaline Lin and Megan Foley-Nicpon
    In the United States, scholars both in and out of gifted education have been studying twice-exceptional students for the past several decades. These students often face significant challenges and barriers in the process of achieving their educational and career goals, as they are often confronted with combining their talent domains with the limitations associated with their learning, social, and/or behavioral difficulties. Yet studies have also identified distinct strengths within this population, such as their accelerated creativity. In this article, we reviewed the creativity and career development literature specific to twice-exceptional students and considered how creative approaches toward career intervention, such as the inclusion of the creative arts, may facilitate student exploration. Theoretical and research support for this approach are discussed.
  • Why do teachers connect better with some students than others? Exploring the influence of teachers’ creative-thinking preferences
    Serap Gurak-Ozdemir, Selcuk Acar, Gerard Puccio, and Cory Wright
    Teacher–student connection is influenced by several factors and one possible factor is teachers’ creative – thinking preferences (CTP). The present study investigated the extent to which teachers’ CTP predicts their view of favorable student characteristics. Teachers’ CTP was measured by FourSight that featured four preferences: clarifying, ideating, developing, and implementing. Two hundred seventy-five teachers in the United States completed the FourSight measure and the Torrance Ideal Child Checklist. This checklist of 66 adjectives asks the respondent to identify qualities that should be encouraged or discouraged in their students. Results showed that teachers have a tendency to support characteristics associated with their own preference. Specifically, teachers with a stronger Ideator preference showed a clear tendency to encourage ideating qualities among students over Developer and Implementer characteristics. In sharp contrast, teachers with higher Clarifier preferences did not favor ideating qualities. The results reveal an implicit bias on the part of teachers to promote qualities that align most with their own creative-thinking preferences. These findings underscore the importance of teacher training that promotes awareness of this creative thinking preference.
  • Personality and vocational interests of creative adolescents from racial and ethnic minorities
    M. Alexandra Vuyk and Barbara A. Kerr
    This study examined personality and vocational interests in creative adolescents from racial and ethnic minority groups in the Midwest, identified with a profiling method developed based oncharacteristics that eminent creative individuals presented inadolescence. Participants included 97 students from different racial and ethnic minority groups, whose personality and vocational interests were described and compared using the Six Factor Personality Questionnaire (SFPQ), and the Vocational Preference Inventory (VPI). Participants from all racial and ethnic groups displayed similar personality traits and vocational interests, consistent with creative adults; scoring highest in Openness to Experience, Extraversion, Artistic and Investigative interests, and scoring lowest in Agreeableness, Conscientiousness, and Conventional interests. No significant multivariate differences emerged between racial and ethnic minority groups. These results point to the existence of a cross-cultural creative personality and vocational interests, likely following the pattern of convergence-divergence in different creativedomains observed in eminent individuals from racial and ethnicminorities.

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