4,016
Views
3
CrossRef citations to date
0
Altmetric
PROFESSIONAL EDUCATION & TRAINING

Gifted education in United Arab Emirates: Analyses from a learning-resource perspective

ORCID Icon, &
Article: 2034247 | Received 23 Sep 2021, Accepted 17 Jan 2022, Published online: 06 Feb 2022

References

  • Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research. SAGE.
  • Al-Awidi, H. M., & Ismail, S. A. (2014). Teachers’ perceptions of the use of computer assisted language learning to develop children’s reading skills in English as a second language in the United Arab Emirates. Early Childhood Education Journal, 42(1), 29–20. https://doi.org/10.1007/s10643-012-0552-7
  • Albaili, M. A. (2007, July). Differences in thinking styles among low-; average-; and high- achieving college students. In The 13th International Conference on Thinking Norrkoping; Sweden June 17-21; 2007 (No. 021, pp. 5–10). Linköping University Electronic Press.
  • Albaili, M. A. (2003). Motivational goal orientations of intellectually gifted achieving and underachieving students in the United Arab Emirates. Social Behavior and Personality: An International Journal, 31(2), 107–120. https://doi.org/10.2224/sbp.2003.31.2.107
  • Alborno, N. E. (2013). The journey into inclusive education: A case study of three Emirati government primary schools. [Unpublished doctoral dissertation]. the British University in Dubai.
  • AlGhawi, M. A. (2007). Bridging the gap between theory and practice of inclusion in the United Arab Emirates. [Unpublished Master Thesis]. the British University in Dubai.
  • AlGhawi, M. A. (2016). Needs assessment of gifted education programmes in Dubai: An investigative case study of governmental primary schools. [unpublished doctoral dissertation]. the British University in Dubai.
  • AlGhawi, M. A. (2020). Gifted policy benchmarking report: UAE & USA. Unpublished academic report submitted to Mohammed Bin Rashid School of Government as part of the requirements for a Master of Public Policy (MPP).
  • AlGhawi, M. A (2017). Gifted Education in the United Arab Emirates. Cogent education, 4(1), 1368891. https://doi.org/10.1080/2331186X.2017.1368891
  • AlGhawi, M. A. (2019). Hamdan Bin Rashed Al Maktoum Centre for Giftedness & Innovation. WorldTalentWeb Newsletter, 1(1), 5–6.
  • Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children’s aspirations and career trajectories. Child Development, 72(1), 187–206. https://doi.org/10.1111/1467-8624.00273
  • Belbase, S., Mainali, B. R., Kasemsukpipat, W., Tairab, H., Gochoo, M., & Jarrah, A. (2021). At the Dawn of science, technology, engineering, arts, and mathematics (STEAM) education: Prospects, priorities, processes, and problems. International Journal of Mathematical Education in Science and Technology, 1–37. https://doi.org/10.1080/0020739X.2021.1922943
  • Belghali, M., Statsenko, Y., & Al-Za’abi, A. (2021). Improving serious games to tackle childhood obesity. Frontiers in Psychology, 12, 1609. https://doi.org/10.3389/fpsyg.2021.657289
  • Boettger, E. R. H., & Boettger, H. (2015). Gifted education in various countries of Europe. Slavonic Pedagogical Studies Journal, 4(2), 158–171. https://doi.org/10.18355/PG.2015.4.2.158-171
  • Brown, E. F., & Wishney, L. R. (2017). Equity and excellence: Political forces in the education of gifted students in The United States and abroad. Global Education Review, 4(1), 22–33.
  • Chaddock, L., Hillman, C. H., Buck, S. M., & Cohen, N. J. (2011). Aerobic fitness and executive control of relational memory in preadolescent children. Med Sci Sports Exerc, 43(2), 344–9.
  • Chandler, K. L., & Ziegler, A. (2017). Learning resources in gifted education. Journal for the Education of the Gifted, 40(4), 307–309. https://doi.org/10.1177/0162353217735148
  • Checa, D., & Bustillo, A. (2020). A review of immersive virtual reality serious games to enhance learning and training. Multimedia Tools and Applications, 79(9), 5501–5527. 5501–5527. https://doi.org/10.1007/s11042-019-08348-9
  • Creswell, J. W., & Clark, V. L. P. (2011). Designing and conducting mixed methods research (2nd ed.). SAGE.
  • Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
  • Daraghmeh, H. (2018). Gifted and talented education policy analysis: A comparative study of the Gifted and Talented policies in the UAE, UK, USA, and Australia. In S. A. David & A. Abukari (Eds.), Education policy in the age of social advancement: Studies from the United Arab Emirates (pp. 85–105). Mauritius. Retrieved from: Arulraj David, Abdulai Abukari .
  • Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8, 1–44. https://doi.org/10.14507/epaa.v8n1.2000
  • David, H. (2017). A double label: Learning disabilities and emotional problems among gifted children. International Letters of Social and Humanistic Sciences, 75, 22–31. https://doi.org/10.18052/www.scipress.com/ILSHS.75.22
  • David, H. (2018). Gifted education in the Middle East. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbooks in psychology®. APA handbook of giftedness and talent (pp. 113–129). American Psychological Association. https://doi.org/10.1037/0000038-008
  • Debatin, T., Vialle, W., Hopp, M., & Ziegler, A. (2015). Why experts can do what they do: The effects of exogenous resources on the domain impact level on activities (DILA). Psychological Testing and Assessment Modeling, 57(1), 94–110.
  • Edwards, K. (2009). Misdiagnosis, the recent trend in thinking about gifted children with ADHD. APEX, 15(4), 29–44. https://doi.org/10.21307/apex-2009-005
  • Elhoweris, H. (2009). United Arab Emirates pre-service teachers’ attitudes toward gifted and talented children with disabilities. In P. Gowri & K. Themina (Eds.), Volume of educational access and social equity: A global perspective. University press of America.
  • Elhoweris, H. (2014). The effect of the label “giftedness” on United Arab Emirates pre-service teachers’ diagnosis decisions. International Journal of Education and Research, 2(11), 515–524.
  • Ericsson, K. A. (2009). The scientific study of expert levels of performance can guide training for producing superior achievement in creative domains. In Proceedings from the International Conference on the Cultivation and Education of Creativity and Innovation (pp. 5–27). Beijing: Chinese Academy of Sciences.
  • Espinosa-Curiel, I. E., Pozas-Bogarin, E. E., Lozano-Salas, J. L., Martínez-Miranda, J., Delgado- Pérez, E. E., & Estrada-Zamarron, L. S. (2020). Nutritional education and promotion of healthy eating behaviors among Mexican children through video games: Design and pilot test of foodratemaster. JMIR Serious Games, 8(2), e16431. https://doi.org/10.2196/16431
  • Flint, L. J. (2001). Challenges of identifying and serving gifted children with ADHD. Teaching Exceptional Children, 33(4), 62–69. https://doi.org/10.1177/004005990103300409
  • Garn, A. C., Matthews, M. S., & Jolly, J. L. (2010). Parental influences on the academic motivation of gifted students: A self-determination theory perspective. Gifted Child Quarterly, 54(4), 263–272. https://doi.org/10.1177/0016986210377657
  • Hamdan Foundation. (2016). The national policy for supporting gifted learners. [Unpublished project report].
  • Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94(3), 562–575. https://doi.org/10.1037/0022-0663.94.3.562
  • Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
  • Ibrahim, A., Alhosani, N., & Vaughan, T. (2020). Impact of language and curriculum on student international exam performances in the United Arab Emirates. Cogent Education, 7(1), 1808284. https://doi.org/10.1080/2331186X.2020.1808284
  • IEA. (2019). TIMSS 2019 international results in mathematics and science. Retrieved https://timss2019.org/reports
  • Ismail, S. A. A., & Al Allaq, K. (2019). The nature of cooperative learning and differentiated instruction practices in English classes. SAGE Open, 9(2), 2158244019856450. https://doi.org/10.1177/2158244019856450
  • Ismail, S. A. A., & Jarrah, A. M. (2019). Exploring pre-service teachers’ perceptions of their pedagogical preferences, teaching competence and motivation. International Journal of Instruction, 12(1), 493–510. https://doi.org/10.29333/iji.2019.12132a
  • Ismail, S. A., & Shaban, M. S. (2017). Prospective teachers’ views toward the use of English as the medium of instruction in early childhood classes in the United Arab Emirates. International Journal of Research Studies in Language Learning, 6(1), 117–128.
  • Jarrah, A., & Almarashdi, H. (2019). Mathematics teachers’ perceptions of teaching gifted and talented learners in general education classrooms in the UAE. Journal for the Education of Gifted Young Scientists, 7(4), 835–847. https://doi.org/10.17478/jegys.628395
  • Leana-Taşcılar, M. Z. (2015). The actiotope model of giftedness: Its relationship with motivation, and the prediction of academic achievement among Turkish students. The Educational and Developmental Psychologist, 32(1), 41–55. https://doi.org/10.1017/edp.2015.6
  • McInerney, D. M. (2013). The gifted and talented and effective learning: A focus on the actiotope model of giftedness in the Asian context. In S. Phillipson, H. Stoeger, & A. Ziegler (Eds.), Exceptionality in East-Asia: Explorations in the actiotope model of giftedness (pp. 255–268). Routledge.
  • Ministry of Education. (2010). General rules for the provision of special education programs and services (public and private schools). Retrieved https://www.moe.gov.ae/English/SiteDocuments/Rules/SNrulesEn.pdf
  • Ministry of Education. (2020). The national educational system: United Arab Emirates. Retrieved https://www.moe.gov.ae/En/ImportantLinks/Documents/matrix/MOEducationSystem2020-2021.pdf
  • Ministry of Possibilities. (2020). National Agenda of giftedness. Retrieved: https://www.wam.ae/ar/details/1395302879977
  • Morgan, C., & Ibrahim, A. (2020). Configuring the low performing user: PISA, TIMSS and the United Arab Emirates. Journal of Education Policy, 35(6), 812–835. https://doi.org/10.1080/02680939.2019.1635273
  • Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 International Results in Mathematics and Science. Retrieved from Boston College, TIMSS & PIRLS International Study Center website. https://timssandpirls.bc.edu/timss2019/international-results/
  • OECD (2018). The Programme for International Student Assessment (PISA). Retrieved https://www.oecd.org/pisa/publications/PISA2018_CN_ARE.pdf
  • Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). SAGE.
  • Regional Centre for Educational Planning, RCEP, & MoE. (2019). Educational policies dialogue: The policies of discovering and sponsoring gifted students. Retrieved https://www.zawya.com/mena/en/life/story/Ministry_of_Education_aims_to_discover_sponsor_gifted_students_Hussain_Al_Hammadi-WAM20190611183620395
  • Renzulli, J., & Reis, S. (2014). The schoolwide enrichment model: A how-to guide for talent development (3rd ed.). Sourcebooks, Prufrock Press.
  • Rindermann, H., & Ceci, S. J. (2018). Parents’ education is more important than their wealth in shaping their children’s intelligence: Results of 19 samples in seven countries at different developmental levels. Journal for the Education of the Gifted, 41(4), 298–326. https://doi.org/10.1177/0162353218799481
  • Ryan, A. M. (2000). Peer groups as a context for the socialization of adolescents’ motivation, engagement, and achievement in school. Educational Psychologist, 35(2), 101–111. https://doi.org/10.1207/S15326985EP3502_4
  • Schick, B. (2008, September). Research on the actiotope model of giftedness: A discussion. In 11th International Conference of the European Council for High Ability, 17.-20. September 2008, Prague, Czech. Republic.
  • Schilling, S. R., Sparfeldt, J. R., & Rost, D. H. (2006). Families with gifted adolescents. Educational Psychology, 26(1), 19–32. https://doi.org/10.1080/01443410500340959
  • Seidel, T., & Shavelson, R. J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77(4), 454–499. https://doi.org/10.3102/0034654307310317
  • Shaer, S., Zakzak, L., & Shibl, E. (2019). The STEAM dilemma: Advancing sciences in UAE schools – The Case of Dubai. A report publication produced by the Mohammed Bin Rashid School of Government (MBRSG). Retrieved https://www.mbrsg.ae/getattachment/174c88b2-e633-4dc9-9f9a-a473f6c91892/The-STEAMDilemma-Advancing-Sciences-in-UAE-School.aspx
  • Silverman, L. (2013). Why does Denmark need gifted education? Gifted children‘s symposium. Danish Association for Gifted Children, Sorø, Denmark , Denmark, April 20, 2013.
  • Stoeger, H., (2020). Global talent mentoring hub: A global online mentoring platform connecting young STEM talents and STEM experts, Regensburg University, Germany. Retrieved https://gifted.tki.org.nz/assets/Uploads/files/World-mentoring-1-2.pdf
  • Stoeger, H., Luo, L., Balestrini, D. P. (2019). Effective and sustainable online mentoring for stem talent development. Proceedings of the 19th University of Regensburg Expert Meeting, Regensburg University, Germany. Retrieved: https://globaltalentmentoring.org/wp-content/uploads/2020/10/Regensburg-2019-IEM-Proceedings_Web-simplified.pdf
  • Subotnik, R. F., Olszewshi-Kubilius, P., & Worrell, F. C. (2012). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12(1), 3–54. https://doi.org/10.1177/1529100611418056
  • Teddlie, C., & Tashakkori, A. (2011). Mixed methods research: Contemporary Issues in an Emerging Field. In Norman K. Denzin & Yvonna S. Lincoln (Eds), The Sage Handbook of Qualitative Research (pp. 285–300), Sage.
  • Vialle, W., & Stoeger, H. (2018). Educational and learning capital: Implications for gifted education. Journal for the Education of the Gifted, 41(4), 295–297. https://doi.org/10.1177/0162353218807775
  • Vialle, W., & Ziegler, A. (2016). Gifted education in modern Asia: Analyses from a systemic perspective. In D. Y. Dai & C. C. Kuo (Eds.), Gifted education in Asia: Problems and prospects (pp. 273–291). Information Age Publishing.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • WAM. (2020). UAE students make remarkable progress in TIMSS 2019 International Study. Retrieved https://wam.ae/en/details/1395302893976
  • Warner, R. (2018). Education policy reform in the UAE: Building teacher capacity. Mohammed Bin Rashid School of Government. Retrieved from: Education Policy Reform in the UAE: Building Teacher Capacity (edarabia.com)
  • Younis, B. (2019). The role of governmental educational institutions in implementing talents’ development programs in the UAE: An explanatory study. [Unpublished Doctoral dissertation]. The British University in Dubai.
  • Ziegler, A., & Baker, J. (2013). Talent development as adaption: The role of educational and learning capital. In S. Phillipson, H. Stoeger, & A. Ziegler (Eds.), Exceptionality in East-Asia: Explorations in the actiotope model of giftedness (pp. 18–39). Routledge.
  • Ziegler, A., Balestrini, D. P., & Stoeger, H. (2018). An international view on gifted education: Incorporating the macro-systemic perspective. In Steven Pfeiffer (Ed.), Handbook of giftedness in children (pp. 15–28). Cham: Springer.
  • Ziegler, A., Chandler, K. L., Vialle, W., & Stoeger, H. (2017). Exogenous and endogenous learning resources in the actiotope model of giftedness and its significance for gifted education. Journal for the Education of the Gifted, 40(4), 310–333. https://doi.org/10.1177/0162353217734376
  • Ziegler, A., Debatin, T., & Stoeger, H. (2019). Learning resources and talent development from a systemic point of view. Annals of the New York Academy of Sciences, 1445(1), 39–51. https://doi.org/10.1111/nyas.14018
  • Ziegler, A., & Phillipson, S. N. (2012). Towards a systemic theory of gifted education. High Ability Studies, 23(1), 3–30. https://doi.org/10.1080/13598139.2012.679085
  • Ziegler, A., & Stoeger, H. (2016). Gifted identification kit 4-6 for the United Arab Emirates. Hamdan Bin Rashid Al Maktoum Foundation for Distinguished Academic Performance.
  • Ziegler, A., & Stoeger, H. (2017). Systemic gifted education: A theoretical introduction. Gifted Child Quarterly, 61(3), 183–193. https://doi.org/10.1177/0016986217705713
  • Ziegler, A., Vialle, W., & Wimmer, B. (2013). The actiotope model of giftedness: An introduction to some central theoretical assumptions: Albert Ziegler, Wilma Vialle and Bastian Wimmer Phillipson, S., Stoeger, H., and Ziegler, A. Eds. . In Exceptionality in East Asia:Explorations in the Actiotope Model of Giftedness (pp. 16–32). London, England: Routledge.
  • Ziegler, A. (2005). The actiotope model of giftedness. In R. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 411–434). Cambridge University Press.