Giftedness in Arabic environments: Concepts, implicit theories, and the contributed factors in the enrichment programs

References

• Alamer, S. (2010). Views of giftedness: The perceptions of teachers and parents regarding the traits of gifted children in Saudi Arabia (Unpublished PhD). Monash University, Clayton.
   Google Scholar
• Aljughaiman, A. M. , & Ayoub, Alaa E. A. (2012). The effect of an enrichment program on developing analytical, creative, and practical abilities of elementary gifted students. Journal for the Education of the Gifted , 35 , 153–174.10.1177/0162353212440616
   Google Scholar
• Aljughaiman, A. M. , & Ayoub, Alaa E. A. (2013). Evaluating the effects of the oasis enrichment model on gifted education: A meta-analysis study. Talent Development & Excellence , 5 , 99–113.
   Google Scholar
• Aljughaiman, A. , Ayoub, A. , Maajeeny, O. , Abuoaf, T. , Abunaser, F. , & Banajah, S. (2009). Evaluating gifted enrichment program in schools in Saudi Arabia . Riyadh: Ministry of Education.
   Google Scholar
• Ayoub, A. , & Aljughaiman, A. (2016). A predictive structural model for gifted students’ performance: A study based on intelligence and its implicit theories. Learning and Individual Differences , 51 , 11–18.10.1016/j.lindif.2016.08.018
   Web of Science ®Google Scholar
• Brighton, C. M. , Moon, T. R. , Jarvis, J. M. , & Hockett, J. A. (2007). Primary grade teachers’ conceptions of giftedness and talent: A case-based investigation (RM07232). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
   Google Scholar
• Brown, S. W. , Renzulli, J. S. , Gubbins, E. J. , Zhang, W. , Siegle, D. , & Chen, C. H. (2005). Assumptions underlying the identification of gifted and talented students. Gifted Child Quarterly , 49 , 68–79.10.1177/001698620504900107
   Web of Science ®Google Scholar
• Callahan, C. M. , & Miller, E. M. (2005). A child-responsive model of giftedness. In R. J. Sternberg (Ed.), Conceptions of giftedness (2nd ed., pp. 38–51). New York, NY: Cambridge University Press.10.1017/CBO9780511610455
   Google Scholar
• Cannon, J. G. , Broyles, T. W. , Seibel, G. A. , & Anderson, R. (2009). Summer enrichment programs: Providing agricultural literacy and career exploration to gifted and talented students. Journal of Agricultural Education , 50 , 27–38.
   Google Scholar
• Coleman, L. J. , & Cross, T. L. (2005). Being gifted in school: An introduction to development, guidance, and teaching . Waco, TX: Prufrock.
   Google Scholar
• Davis, G. , Rimm, S. , & Siegle, D. (2011). Education of the gifted and talented (6th ed.). Needham Heights, MA: Allyn & Bacon.
   Google Scholar
• Deemer, S. (2004). Classroom goal orientation in high school classrooms: Revealing links between teacher beliefs and classroom environments. Educational Research , 46 , 73–90.10.1080/0013188042000178836
   Web of Science ®Google Scholar
• Dupeyrat, C. , & Mariné, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults. Contemporary Educational Psychology , 30 , 43–59.10.1016/j.cedpsych.2004.01.007
   Web of Science ®Google Scholar
• Dweck, C. S. (2000). Self-theories: Their role in motivation, personality and development . Philadelphia, PA: Taylor & Francis.
   Google Scholar
• Dweck, C. S. (2012). Implicit theories. In P. A. M. Van Lange , A. W. Kruglanski , & E. T. Higgins (Eds.), Handbook of theories of social psychology (Vol. 2, pp. 43–61). Thousand Oaks, CA: Sage.10.4135/9781446249222
   Google Scholar
• Dweck, C. S. , Chiu, C. , & Hong, Y. (1995). Implicit theories and their role in judgment and reactions: A world from two perspectives. Psychological Inquiry , 6 , 267–285.10.1207/s15327965pli0604_1
   Web of Science ®Google Scholar
• Endepohls-Ulpe, M. , & Ruf, H. (2005). Primary school teachers’s Criteria for the identification of gifted pupils. High Abilities Studies , 16 , 219–228.
   Web of Science ®Google Scholar
• Fleith, D. S. (2000). Teacher and student perceptions of creativity in the classroom environment. Roeper Review , 22 , 148–153.10.1080/02783190009554022
   Google Scholar
• Hughes, P . (2003). Autonomous learning zones . Paper presented at the 10th Conference of the European Association for Learning and Instruction, Padova, Italy.
   Google Scholar
• Hunsaker, S. L. , Finley, V. S. , & Frank, E. L. (1997). An analysis of teacher nominations and student performance in gifted programs. Gifted Child Quarterly , 41 , 19–24.10.1177/001698629704100203
   Web of Science ®Google Scholar
• Karnes, F. A. , & Bean, S. M. (2009). Methods and materials for teaching the gifted (3rd ed.). Waco, TX: Prufrock.
   Google Scholar
• King Abdulaziz & His Companion Foundation for Giftedness and Creativity . (2014). Measuring quality summer enrichment programs . Riyadh.
   Google Scholar
• King Abdulaziz & His Companion Foundation for Giftedness and Creativity . (2015). Definition of enrichment programs . Riyadh.
   Google Scholar
• Lee, K. (1996). A study of teacher responses based on their conceptions of intelligence. Journal of Classroom Interaction , 31 , 1–12.
   Google Scholar
• Lee, L. (1999). Teachers’ conceptions of gifted and talented young children. High Ability Studies , 10 , 183–196.10.1080/1359813990100205
   Google Scholar
• Lee, S. , & Olszewski-Kubilius, P. (2007). The effects of a service-learning program on the development of civic attitudes and behaviors among academically talented adolescents. Journal for the Education of the Gifted , 31 , 165–197.10.4219/jeg-2007-674
   Google Scholar
• Marland, S. P., Jr . (1972). Education of the gifted and talented: Report to the Congress of the United States by the U.S. Commissioner of Education . Washington, DC: U.S. Government Printing Office.
   Google Scholar
• Moon, R. R. , & Brighton, C. M. (2008). Primary teacher’s conceptions of giftedness. Journal for the Education of the Gifted , 31 , 447–480.10.4219/jeg-2008-793
   Google Scholar
• Neihart, M. , Reis, S. , Robinson, N. , & Moon, S. (2002). The social and emotional development of gifted children: What do we know? Waco, TX: Prufrock Press.
   Google Scholar
• Ngara, C. , & Porath, M. (2007). Ndebele culture of Zimbabwe’s views of giftedness. High Ability Studies , 18 , 191–208.10.1080/13598130701709566
   Web of Science ®Google Scholar
• Renzulli, J. , Siegle, D. , Reis, S. , Gavin, M. K. , & Reed, R. E. (2009). An investigation of the reliability and factor structure of four new scales for rating the behavioral characteristics of superior students. Journal of Advanced Academics , 21 , 84–108.10.1177/1932202X0902100105
   Google Scholar
• Runco, M. A. , & Johnson, D. J. (2002). Parents’ and teachers’ implicit theories of children’s creativity: A cross-cultural perspective. Creativity Research Journal , 14 , 427–438.10.1207/S15326934CRJ1434_12
   Web of Science ®Google Scholar
• Sak, U. (2004). About creativity, giftedness, and teaching the creatively gifted in the classroom. Roeper Review , 26 , 216–222.10.1080/02783190409554272
   Google Scholar
• Schroth, S. T. , & Helfer, J. A. (2009). Practitioners’ conceptions of academic talent and giftedness: Essential factors in deciding classroom and school composition. Journal of Advanced Academics , 20 , 384–403.10.1177/1932202X0902000302
   Google Scholar
• Smutny, J. F. (2000). How to stand up for your gifted child: Making the most of kids’ strengths at school and at home . Minneapolis, MN: Free Spirit Publishing Inc.
   Google Scholar
• Sternberg, R. J. (2007). Cultural concepts of giftedness. Roeper Review , 29 , 160–165.10.1080/02783190709554404
   Google Scholar
• Sternberg, R. J. , & Zhang, L. F. (1995). What do we mean by giftedness? A pentagonal implicit theory. Gifted Child Quarterly , 39 , 88–94.10.1177/001698629503900205
   Web of Science ®Google Scholar
• Tieso, C. (2005). The effects of grouping practices and curricular adjustments on achievement. Journal for the Education of the Gifted , 29 , 60–89.10.1177/016235320502900104
   Google Scholar
• Van Tassel-Baska, J. , Avery, L. , Struck, J. , Feng, A. , Bracken, B. , Drummond, D. , & Stambaugh, T. (2003). The William and Mary classroom observation scales- revised . Williamsburg, VA: Center for Gifted Education, The College of William and Mary-School of Education.
   Google Scholar
• Van Tassel-Baska, J. , & Brown, E. F. (2005). An analysis of gifted education curricular models. In F. A. Karnes & S. M. Bean (Eds.), Methods and materials for teaching the gifted (2nd ed., pp. 75–105). Waco, TX: Prufrock Press.
   Google Scholar