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Abstract
The study aimed at identifying specific giftedness patterns that teachers discriminate against, and for, when nominating gifted students and focused on the identification of implicit theories adopted by teachers on the topics of intelligence, giftedness, and creativity in light of their specialization and experience. The study examined the differences between the effect of summer enrichment programs and school enrichment programs on students’ performance. Profiles for types of gifted students were created, and implicit theory scales and performance assessment scales were implemented. The results showed that regardless of teachers’ specialization and experience, they tended to increasingly nominate students who are intellectually, creatively, and academically gifted. On the other hand, they are strongly biased against students who were gifted in visual arts, psychomotor, and leadership fields, as well as gifted underachievers. Gifted students’ teachers tended to incremental theories in all fields, compared to classroom teachers who tended to entity theories. The results revealed that differences exist in the effectiveness of summer enrichment programs and school enrichment programs, as gifted students’ performance was favorable in summer enrichment programs. Results showed that trainers’ experience with giftedness programs was a factor on students’ performance, and was dependent on the type of program, age of students, number of students, and trainers’ qualifications.
Public interest statement
This manuscript describes and analyses the system of identification and education of gifted and talented children in Saudi Arabia by focusing on an important topic in the field which is the implicit theory and its impact on the effectiveness of nomination of the gifted students and providing appropriate services that meet their needs. Moreover, it aims at studying the factors which effect on the enrichment programs. The outcome of this report might be of interest to policy-makers, educators, and teachers of gifted students.
Additional information
Notes on contributors
Abdullah M. Aljughaiman
Abdullah Aljughaiman is a full professor at the Special Education Department, Education College in King Faisal University, Saudi Arabia. He is currently a member of the Saudi Parliament and the president of the International Research Association for Talent Development and Excellence (IRATDE). The primary focus of Prof Aljughaiman’s professional activities is the development and education of gifted and talented students. He has published books, book sections, and peer-reviewed articles on the identification of and services for gifted children.
Alaa Eldin A. Ayoub
Alaa Ayoub is a full professor at the Gifted Education Department, College of Graduate Studies, Arabian Gulf University, Bahrain. He has published many studies, and articles on the field of educational psychology and the identification of gifted students. He has made many contributions in preparing scientific scales and tests. He is also the coauthor and the translator of some specialized books. His research interests are in the identification of gifted students and statistical programs.