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Identification Process of Young Gifted Learners: The Malaysian Experience

Year 2017, Volume 5, Issue 2, 71 - 81, 12.06.2017

Abstract

The world has seen many gifted individuals who leave profound marks in many spheres of human life. These individuals are classified as prodigies and are assets to any civilizations. Some of these individuals are more fortunate than others when they are identified early. However, the less fortunate ones are never identified, and continue to live their lives in misery because they could not find a fit in the society. Inevitably, they become the underachievers and their potentials are never uncovered. The questions such as “can we identify the gifted students from young?” or “what are the strategies that can be effectively used to identify a gifted child?” remain as questions commonly researched by scholars in the area. This paper will answer these questions by looking at the present scenario on definition of giftedness, characteristics of young gifted students, the process of gifted students’ identification in general, and an example of identification process conducted by PERMATApintar™ – the Malaysian National Gifted Center.

References

  • Almeida, L.S., Prieto, L.P., Ferrando, M., Oliveira, E. & Ferrándiz, C. (2008). Torrance Test of creative thinking: The question of its construct validity. Thinking Skills and Creativity, 3, 1, 53-58.
  • Benbow, C.P. & Minor, L.L. (1990). Cognitive profiles of verbally and mathematically precocious students: Implications for identification of the gifted. Gifted Child Quarterly, 34, 1, 21-26.
  • Brown, S.W., Renzulli, J.S., Gubbins, E.J., Siegle, D., Zang, W., & Chen, C–H. (2005). Assumptions underlying the identification of gifted and talented students. Gifted Child Quarterly, 49, 68-79.
  • Callahan, C.M. (2005). Theory into practice: Identifying gifted students from underrepresented populations. Gifted Education, 44, 2, 98-104.
  • Colangelo, N., Kerr, B., Christensen, P., & Maxey, J., (1993). A comparison of gifted underachievers and gifted high achievers, Gifted Child Quarterly, 37, 155-160.
  • Dai, D.Y., Moon, S.M., & Feldhusen, J.F. (1998). Achievement motivation and gifted students: A social cognitive perspective. Educational Psychologist, 33, 2, 45-63.
  • Davis, G.S, Rimm, S.B., & Siegle, D. (2011). Education of the gifted and talented (6th ed). New York, NY: Pearson.
  • DeHaan, R.F. (1957). Identifying gifted children. The School Review. 65, 1, 41-48.
  • Dunn, R.S. & Price, G.E. (1980). The learning styles characteristics of gifted students. Gifted Child Quarterly, 24, 1, 33-36.
  • Frasier, M.M., Garcia, J.H., & Passow, A.H. (1995). A review of assessment issues in gifted eduation and their implications for identifying gifted minority students. Storrs, CT: The National Research Centre on the Gifted and Talented, University of Connecticut.
  • Frasier, M.M., Hunsaker, S.L., Lee, J., & Mitchell, S. (1995). Core attributes of giftedness: A foundation for recognizing the gifted potential of minority and economically disadvantaged students. Storrs, CT: The National Research Centre on the Gifted and Talented, University of Connecticut.
  • Ford, D.Y. (1998). The underrepresentation of minority students in gifted education problems and promises in recruitment and retention. Journal of Special Education, 32, 4-14.
  • Ford, D.Y. (2004). Intelligence testing and cultural diversity: Concerns, caution and, considerations. Storrs, CT: The National Research Centre on the Gifted and Talented, University of Connecticut.
  • Gagne, F. (2004). Transforming gifts into talents: the DMGT as a developmental theory. High Ability Studies, 15, 2, 119-147.
  • Goodhew, G. (2009). Meeting the needs of gifted and talented students. London, UK: Continuum International Publishing Group.
  • Gross, M.U.M. (2004). Radical acceleration (in a Nation deceived in The Templeton National Report on Acceleration). Washington D.C.
  • Gross, M.U.M. (2006). Exceptionally Gifted Children: Long-Term Outcomes of Academic Acceleration and Non-acceleration. Journal for the Education of the Gifted, 29, 4, 404-429.
  • Heller, K.A., Perleth, C., & Lim, T.K. (2005). The Munich model of giftedness designed to identify and promote gifted students in conception of giftedness (In R.J. Sternberg & J.E. Davidson). London, UK: Cambridge University Press.
  • Hoover, S.M., Sayler, M., & Feldhusen, J. H. (1993). Cluster grouping of gifted students at the elementary level. Roeper Review, 16, 1, 13-15.
  • Hong, E., & Akui, Y. (2004). Cognitive and motivational characteristics of adolescents gifted in Mathematics: Comparisons among students with different types of giftedness. Gifted Child Quarterly, 48, 3, 191-201.
  • Isaksen, S.G., & Puccio, G.J. (1988). Adaption-innovation and the Torrance Tests of Creative Thinking: The level-style issue revisited. Psychological Reports, 63, 659-670.
  • Jarosewich, T., Pfeiffer, S.I., & Morris, J. (2002). Identifying gifted students using Teacher Rating Scales: A review of existing instruments. Journal of Psychoeducational Assessment, 20, 4, 322-336
  • Johnsen, S.K. (2004). Identifying gifted students: A practical guide. Waco, TX: Prufrock Press Inc.
  • Jones, J. & Noriah, M.I. (2013). Worldwide interest in developing innovators: The case of the Centre for the Talented Youth (United States) and PERMATApintar (Malaysia) (in Handbook of Innovation Education by Shavinina, L.V.).
  • McBee, M. (2010). Examining the probability of identification for gifted programs for students in Georgia elementary schools: A multilevel patch analysis study. Gifted Child Quarterly, 54, 283-297. Morris, J. (2001). African American students and gifted education: The politics of race and culture. Roeper Review, 24, 2, 59-62.
  • Noriah, M.I., Rosadah, A.M., & Siti Fatimah, M.Y. (2009). PERMATApintar: Pengalaman UKM. Bangi: Penerbit UKM.
  • Peters, S.J., & Gentry, M (2010). Multigroup construct validity evidence of the HOPE scale: Instrumentation to identity low-income elementary students for gifted programs. Gifted Child Quarterly, 54, 298-313.
  • Pfeiffer, S.I., & Jarosewich, T. (2007). The Gifted Rating Scales-School Form: An analysis of the standardization samples based on age, gender, race and diagnostic efficiency. Gifted Child Quarterly, 51, 39-50.
  • Purcell, J.H., & Eckert, R.D. (2006). Designing Services and Programs for High-Ability Learners. Thousand Oaks, CA: Corwin Press.
  • Putallaz, M., Baldwin, J., & Selph, H. (2005). The Center for Talented Youth Talent Search and Academic Programs. High Ability Studies, 16, 41-54.
  • Renzulli, S.J. (2000). The enrichment model (In Fundamentals of Gifted Education: Considering Multiple Perspectives by C.M. Callahan & H.L. Hertberg-Davis). New York, NY: Routledge.
  • Rigby, K. (2005). ‘Rocky Mountain Talent Search’ at the University of Denver. High Ability Studies, 16, 71-76. Silverman, L.K. (1990). Social and emotional education of the gifted: The discoveries of Leta Hollingworth. Roeper Review, 12, 3, 171-178.
  • Sayler, M. & Boazman, J. (2011). Personal well-being of gifted students following participation in an early college-entrance program. Roeper Review, 33, 2, 76-85.
  • Sayler, M.F., Dixon, F.A., & Moon, S.M. (2006). Special schools for the gifted and talented. Waco, TX: Prufrock Press Inc. Sternberg, R.J. (2003). What is an expert student? New York, NY: SAGE Publication
  • Tuttle, F.C. & Becker, L.A. (1980). Characteristics and identification of gifted and talented students. New York, NY: New York Academy Press.
  • Tomlinson, J. (1999). Globalization and Culture. Chicago, IL: University of Chicago Press.

Year 2017, Volume 5, Issue 2, 71 - 81, 12.06.2017

Abstract

References

  • Almeida, L.S., Prieto, L.P., Ferrando, M., Oliveira, E. & Ferrándiz, C. (2008). Torrance Test of creative thinking: The question of its construct validity. Thinking Skills and Creativity, 3, 1, 53-58.
  • Benbow, C.P. & Minor, L.L. (1990). Cognitive profiles of verbally and mathematically precocious students: Implications for identification of the gifted. Gifted Child Quarterly, 34, 1, 21-26.
  • Brown, S.W., Renzulli, J.S., Gubbins, E.J., Siegle, D., Zang, W., & Chen, C–H. (2005). Assumptions underlying the identification of gifted and talented students. Gifted Child Quarterly, 49, 68-79.
  • Callahan, C.M. (2005). Theory into practice: Identifying gifted students from underrepresented populations. Gifted Education, 44, 2, 98-104.
  • Colangelo, N., Kerr, B., Christensen, P., & Maxey, J., (1993). A comparison of gifted underachievers and gifted high achievers, Gifted Child Quarterly, 37, 155-160.
  • Dai, D.Y., Moon, S.M., & Feldhusen, J.F. (1998). Achievement motivation and gifted students: A social cognitive perspective. Educational Psychologist, 33, 2, 45-63.
  • Davis, G.S, Rimm, S.B., & Siegle, D. (2011). Education of the gifted and talented (6th ed). New York, NY: Pearson.
  • DeHaan, R.F. (1957). Identifying gifted children. The School Review. 65, 1, 41-48.
  • Dunn, R.S. & Price, G.E. (1980). The learning styles characteristics of gifted students. Gifted Child Quarterly, 24, 1, 33-36.
  • Frasier, M.M., Garcia, J.H., & Passow, A.H. (1995). A review of assessment issues in gifted eduation and their implications for identifying gifted minority students. Storrs, CT: The National Research Centre on the Gifted and Talented, University of Connecticut.
  • Frasier, M.M., Hunsaker, S.L., Lee, J., & Mitchell, S. (1995). Core attributes of giftedness: A foundation for recognizing the gifted potential of minority and economically disadvantaged students. Storrs, CT: The National Research Centre on the Gifted and Talented, University of Connecticut.
  • Ford, D.Y. (1998). The underrepresentation of minority students in gifted education problems and promises in recruitment and retention. Journal of Special Education, 32, 4-14.
  • Ford, D.Y. (2004). Intelligence testing and cultural diversity: Concerns, caution and, considerations. Storrs, CT: The National Research Centre on the Gifted and Talented, University of Connecticut.
  • Gagne, F. (2004). Transforming gifts into talents: the DMGT as a developmental theory. High Ability Studies, 15, 2, 119-147.
  • Goodhew, G. (2009). Meeting the needs of gifted and talented students. London, UK: Continuum International Publishing Group.
  • Gross, M.U.M. (2004). Radical acceleration (in a Nation deceived in The Templeton National Report on Acceleration). Washington D.C.
  • Gross, M.U.M. (2006). Exceptionally Gifted Children: Long-Term Outcomes of Academic Acceleration and Non-acceleration. Journal for the Education of the Gifted, 29, 4, 404-429.
  • Heller, K.A., Perleth, C., & Lim, T.K. (2005). The Munich model of giftedness designed to identify and promote gifted students in conception of giftedness (In R.J. Sternberg & J.E. Davidson). London, UK: Cambridge University Press.
  • Hoover, S.M., Sayler, M., & Feldhusen, J. H. (1993). Cluster grouping of gifted students at the elementary level. Roeper Review, 16, 1, 13-15.
  • Hong, E., & Akui, Y. (2004). Cognitive and motivational characteristics of adolescents gifted in Mathematics: Comparisons among students with different types of giftedness. Gifted Child Quarterly, 48, 3, 191-201.
  • Isaksen, S.G., & Puccio, G.J. (1988). Adaption-innovation and the Torrance Tests of Creative Thinking: The level-style issue revisited. Psychological Reports, 63, 659-670.
  • Jarosewich, T., Pfeiffer, S.I., & Morris, J. (2002). Identifying gifted students using Teacher Rating Scales: A review of existing instruments. Journal of Psychoeducational Assessment, 20, 4, 322-336
  • Johnsen, S.K. (2004). Identifying gifted students: A practical guide. Waco, TX: Prufrock Press Inc.
  • Jones, J. & Noriah, M.I. (2013). Worldwide interest in developing innovators: The case of the Centre for the Talented Youth (United States) and PERMATApintar (Malaysia) (in Handbook of Innovation Education by Shavinina, L.V.).
  • McBee, M. (2010). Examining the probability of identification for gifted programs for students in Georgia elementary schools: A multilevel patch analysis study. Gifted Child Quarterly, 54, 283-297. Morris, J. (2001). African American students and gifted education: The politics of race and culture. Roeper Review, 24, 2, 59-62.
  • Noriah, M.I., Rosadah, A.M., & Siti Fatimah, M.Y. (2009). PERMATApintar: Pengalaman UKM. Bangi: Penerbit UKM.
  • Peters, S.J., & Gentry, M (2010). Multigroup construct validity evidence of the HOPE scale: Instrumentation to identity low-income elementary students for gifted programs. Gifted Child Quarterly, 54, 298-313.
  • Pfeiffer, S.I., & Jarosewich, T. (2007). The Gifted Rating Scales-School Form: An analysis of the standardization samples based on age, gender, race and diagnostic efficiency. Gifted Child Quarterly, 51, 39-50.
  • Purcell, J.H., & Eckert, R.D. (2006). Designing Services and Programs for High-Ability Learners. Thousand Oaks, CA: Corwin Press.
  • Putallaz, M., Baldwin, J., & Selph, H. (2005). The Center for Talented Youth Talent Search and Academic Programs. High Ability Studies, 16, 41-54.
  • Renzulli, S.J. (2000). The enrichment model (In Fundamentals of Gifted Education: Considering Multiple Perspectives by C.M. Callahan & H.L. Hertberg-Davis). New York, NY: Routledge.
  • Rigby, K. (2005). ‘Rocky Mountain Talent Search’ at the University of Denver. High Ability Studies, 16, 71-76. Silverman, L.K. (1990). Social and emotional education of the gifted: The discoveries of Leta Hollingworth. Roeper Review, 12, 3, 171-178.
  • Sayler, M. & Boazman, J. (2011). Personal well-being of gifted students following participation in an early college-entrance program. Roeper Review, 33, 2, 76-85.
  • Sayler, M.F., Dixon, F.A., & Moon, S.M. (2006). Special schools for the gifted and talented. Waco, TX: Prufrock Press Inc. Sternberg, R.J. (2003). What is an expert student? New York, NY: SAGE Publication
  • Tuttle, F.C. & Becker, L.A. (1980). Characteristics and identification of gifted and talented students. New York, NY: New York Academy Press.
  • Tomlinson, J. (1999). Globalization and Culture. Chicago, IL: University of Chicago Press.

Details

Primary Language English
Journal Section Gifted Education
Authors

Noriah Mohd. ISHAK This is me (Primary Author)
Pusat PERMATApintar™ Negara, Universiti Kebangsaan
Malaysia


Abu Yazid ABU BAKAR>
Faculty of Education, Universiti Kebangsaan
Malaysia

Publication Date June 12, 2017
Published in Issue Year 2017, Volume 5, Issue 2

Cite

Bibtex @review { jegys431934, journal = {Journal for the Education of Gifted Young Scientists}, eissn = {2149-360X}, address = {editorjegys@gmail.com}, publisher = {Genç Bilge Yayıncılık}, year = {2017}, volume = {5}, number = {2}, pages = {71 - 81}, title = {Identification Process of Young Gifted Learners: The Malaysian Experience}, key = {cite}, author = {Ishak, Noriah Mohd. and Abu Bakar, Abu Yazid} }
APA Ishak, N. M. & Abu Bakar, A. Y. (2017). Identification Process of Young Gifted Learners: The Malaysian Experience . Journal for the Education of Gifted Young Scientists , 5 (2) , 71-81 . Retrieved from https://dergipark.org.tr/en/pub/jegys/issue/37336/431934
MLA Ishak, N. M. , Abu Bakar, A. Y. "Identification Process of Young Gifted Learners: The Malaysian Experience" . Journal for the Education of Gifted Young Scientists 5 (2017 ): 71-81 <https://dergipark.org.tr/en/pub/jegys/issue/37336/431934>
Chicago Ishak, N. M. , Abu Bakar, A. Y. "Identification Process of Young Gifted Learners: The Malaysian Experience". Journal for the Education of Gifted Young Scientists 5 (2017 ): 71-81
RIS TY - JOUR T1 - Identification Process of Young Gifted Learners: The Malaysian Experience AU - Noriah Mohd. Ishak , Abu Yazid Abu Bakar Y1 - 2017 PY - 2017 N1 - DO - T2 - Journal for the Education of Gifted Young Scientists JF - Journal JO - JOR SP - 71 EP - 81 VL - 5 IS - 2 SN - -2149-360X M3 - UR - Y2 - 2018 ER -
EndNote %0 Journal for the Education of Gifted Young Scientists Identification Process of Young Gifted Learners: The Malaysian Experience %A Noriah Mohd. Ishak , Abu Yazid Abu Bakar %T Identification Process of Young Gifted Learners: The Malaysian Experience %D 2017 %J Journal for the Education of Gifted Young Scientists %P -2149-360X %V 5 %N 2 %R %U
ISNAD Ishak, Noriah Mohd. , Abu Bakar, Abu Yazid . "Identification Process of Young Gifted Learners: The Malaysian Experience". Journal for the Education of Gifted Young Scientists 5 / 2 (June 2017): 71-81 .
AMA Ishak N. M. , Abu Bakar A. Y. Identification Process of Young Gifted Learners: The Malaysian Experience. JEGYS. 2017; 5(2): 71-81.
Vancouver Ishak N. M. , Abu Bakar A. Y. Identification Process of Young Gifted Learners: The Malaysian Experience. Journal for the Education of Gifted Young Scientists. 2017; 5(2): 71-81.
IEEE N. M. Ishak and A. Y. Abu Bakar , "Identification Process of Young Gifted Learners: The Malaysian Experience", Journal for the Education of Gifted Young Scientists, vol. 5, no. 2, pp. 71-81, Jun. 2017

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