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Yıl 2020, Cilt: 8 Sayı: 2, 919 - 934, 15.06.2020

Alia Al-oweidi , Ali Freihat

https://doi.org/10.17478/jegys.716274

Öz

Kaynakça

  • Al-Houry, G. (2015). The role of middle and high school principals in caring for gifted students from the viewpoint of teachers in Qatar, (unpublished Master Thesis), Middle East University: Amman, Jordan.
  • Al-Kaabi, S. (2007). The role of principals of education schools in the United Arab Emirates in caring for the Gifted from the viewpoint of the principals themselves, (unpublished Master Thesis), Yarmouk University: Irbid, Jordan.
  • Al-Khatib, M. (2011). Building a proposed strategy to develop the reality of educational services for gifted students in view of international standards, (unpublished doctoral thesis), Amman Arab University: Amman, Jordan
  • Al-Momanim, H., & Al-Oweidi, A. (2020). The Psychometric Characteristics of the Renzulli Scale of Behavioral Characteristics (3rd Edition) in the Detection of Gifted Students in the Age Group (12-18) in Jordan. Journal for the Education of Gifted Young Scientists, 8(1), 105-132. http://dx.doi.org/10.17478/jegys.626513
  • Al-Oweidi, A. (2019). The Impact Training of a Program on Improving the Cognitive Competencies of Teachers in Identifying Gifted Preschoolers. Journal for the Education of Gifted Young Scientist, 7(2), 363–372. http://dx.doi.org/10.17478/jegys.539724
  • Al-Saadi, R. (2008). “The school’s role in developing the talent of students from the viewpoint of principals of public schools in the Jenin Governorate.” Research paper presented to the Sixth Arab Scientific Conference for Gifted People, Amman, (26-28) 2008.
  • Al-Shahrani, F. (2003). The contributions of the school administration in discovering and caring for gifted students from the viewpoint of primary school principals and educational supervisors in Bisha Governorate (unpublished Master Thesis), Umm Al-Qura University: Mecca, Saudi Arabia.
  • Al-Srour, N., & Al-Oweidi, A. (2013). The level of services provided to gifted students in regular schools. Journal of Educational Sciences, King Saud University, 25(2),303-326.
  • Aslan, S., & Yukay-Yuksel, M. (2018). An investigation of the relationship between social behavior characteristics and self-perceptions of gifted children in primary school. Journal for the Education of Gifted Young Scientists, 6(1), 17-42. https://doi.org/10.17478/JEGYS.2018.71
  • Al-Tal, S, Al-Batsh, M & Abu Zaina (2007). Research Methods for Research Design and Statistical Analysis. Dar Al Masirah: Amman
  • Bailey, C. L. (2011). An examination of the relationships between ego development, Dabrowski’s theory of positive disintegration, and the behavioral characteristics of gifted adolescents. Gifted Child Quarterly, 55(3), 208–222. https://doi.org/10.1177/0016986211412180
  • Bekey, S. W., & Michael, W. B. (1987). The performance of gifted girls in upper elementary school grades on Piagetian tasks of concrete and formal operations. Educational Research Quarterly, 10(4), 2–9.
  • Birlean, C., & Shore, B. M. (2018). Cognitive development of giftedness and talents: From theory to practice. In J. L. Roberts, T. F. Inman, & J. H. Robins (Eds.), Introduction to gifted education (pp. 95–118). Waco, TX: Prufrock Press.
  • Clark, B. (2002). Growing up giftedness (6th Ed.). New York: Macmillan Publishing Company.
  • Colangelo, N., & Assouline, S. G. (2000). Counseling gifted students. In K. A. Heller, F. J.
  • Cross, J. R., & Cross, T. L. (2015). Clinical and mental health issues in counseling the gifted individual. Journal of Counseling & Development, 93(2), 163–172. https://doi.org/10.1002/j.1556-6676.2015.00192.x.
  • Cross, T. L., Anderson, L., Mammadov, S., & Cross, J. R. (2017). Social and emotional development of students with gifts and talents. In J. L. Roberts, T. F. Inman, & J. H.
  • Jarwan, F. (2016). Gifted and Talented. (7th ed), Amman: Al-Fikr Publishers.
  • Juma, P. (2006). The role of the principal of the school in discovering and caring for talented students in government primary schools in Riyadh, (unpublished Master Thesis), King Saud University: Riyadh, Saudi Arabia.
  • Jung, J. Y, & Worrell, F. C. (2017). School psychological practice with gifted students. In M. Thielking & M. Terjesen (Eds.), Handbook of Australian school psychology: Integrating international research, practice, and policy (pp. 575–593). Cham, Switzerland: Springer.
  • Jung, J. Y. (2012). Giftedness as a developmental construct that leads to eminence as adults: Ideas and implications from an occupational/career decision-making perspective. Gifted Child Quarterly, 56(4), 189–193. https://doi.org/10.1177/0016986212456072
  • Kouzes, J., & Posner, B. (2002). The leadership challenge (3rd ed.). San Francisco, CA: Jossey-Bass.
  • Lewis, E. & Milton, M. (2005). Attitudes of teachers before and after Professional Development. Australasian Journal of Gifted Education, 14(1), 5−14.
  • Lewis, J. D., Cruzeiro, P., & Hall, C. (2007). Impact of two elementary school principals’ leadership on gifted education in their buildings. Gifted Child Today, 30(2), 56–62.
  • Lunenburg, F. C., & Ornstein, A. C. (2004). Educational administration: Concepts and practices. Belmont, CA: Thomson.
  • Macdonald, J (2014). Stakeholder or gatekeeper: the role of the principal in gifted education, Doctorate Thesis.
  • Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Aurora, CO: McREL.
  • Massad,M. (2002). Jordanian Experience in caring with Gifted Students, ministry of Education, www.moe.gov.jo.
  • McClain, M.-C., & Pfeifer, S. (2012). Identification of gifted students in the United States today: A look at state definitions, policies, and practices. Journal of Applied School Psychology, 28(1), 59–88. https://doi.org/10.1080/15377903.2012.643757.
  • Patterson, J. L., & Kelleher, P. (2005). Resilient school leaders: Strategies for turning adversity into achievement. Alexandria, VA: ASCD.
  • Qatami, Y., Zouini, F., Qatmai, N., Abu Zaid, N., Zaza, H., Matar, J., Samawi, F., &Rababa, H. (2016). Methods and methods of detecting gifted and outstanding (1st ed.) Amman:Dar Wael for Publishing and Distribution.
  • Reis, S. & Housand, A. (2007). Characteristics of Gifted and Talented Learners: Similarities and Differences A Cross Domains. In F. A. Karnes & K. R. Stephens (Eds). Achieving Excellence (pp. 52-81) New York, NY: Pearson, Merrill Prentice Hall.
  • Renzulli, J. S. (2016). The three-ring conception of giftedness: A developmental model for promoting creative productivity. In S. M. Reis (Ed.), reflections on gifted education: Critical works by Joseph S. Renzulli and colleagues (pp. 55–90). Waco, TX: Prufrock Press.
  • Robins, J. H., Coleman, L. J., Micko, K. J., & Cross, T. L. (2015). Twenty-five years of research on the lived experience of being gifted in school: Capturing the students’ voices. Journal for the Education of the Gifted, 38(4), 358–376. https://doi.org/10.1177/0162353215607322
  • Siegel, D., Moore, M., Mann, R. L., & Wilson, H. E. (2010). Factors that influence inservice and preservice teachers’ nominations of students for gifted and talented programs. Journal for the Education of the Gifted, 33(3), 337-360.
  • Tortop, H. S., & Dinçer, S. (2016). Opinions of Classroom Teachers Working with Gifted Students in Support Training Rooms. Journal of Gifted Education Research, 4(2), 11-28.

The role of school principals in caring for gifted students

Yıl 2020, Cilt: 8 Sayı: 2, 919 - 934, 15.06.2020

Alia Al-oweidi , Ali Freihat

https://doi.org/10.17478/jegys.716274

Öz

The current study aimed to identify the role of school principals in caring for gifted students in Ajloun governorate. The study sample consisted of (56) principals of public and private schools who were chosen by the survey method. A scale consisted of (27) items were distributed on three areas The role of the principal in providing the physical environment for gifted students consisted of (7) paragraphs.The role of the principal in discovering gifted students consisted of (6) paragraphs. The role of the principal in caring for gifted students and professional development for supervisors of gifted students consisted of (14) paragraphs. After verifying the indications of validity and reliability of the scale, the researchers applied the scale to the study members during the first semester of the academic year (2019/2020), and the results showed: The role of school principals in Ajloun Governorate in caring for gifted students was moderate, "and the absence of statistically significant differences due to the gender variable, the experience variable, the school stage variable, and the educational qualification variable.

Anahtar Kelimeler

Caring for the Gifted Gifted Students School Principals

Kaynakça

  • Al-Houry, G. (2015). The role of middle and high school principals in caring for gifted students from the viewpoint of teachers in Qatar, (unpublished Master Thesis), Middle East University: Amman, Jordan.
  • Al-Kaabi, S. (2007). The role of principals of education schools in the United Arab Emirates in caring for the Gifted from the viewpoint of the principals themselves, (unpublished Master Thesis), Yarmouk University: Irbid, Jordan.
  • Al-Khatib, M. (2011). Building a proposed strategy to develop the reality of educational services for gifted students in view of international standards, (unpublished doctoral thesis), Amman Arab University: Amman, Jordan
  • Al-Momanim, H., & Al-Oweidi, A. (2020). The Psychometric Characteristics of the Renzulli Scale of Behavioral Characteristics (3rd Edition) in the Detection of Gifted Students in the Age Group (12-18) in Jordan. Journal for the Education of Gifted Young Scientists, 8(1), 105-132. http://dx.doi.org/10.17478/jegys.626513
  • Al-Oweidi, A. (2019). The Impact Training of a Program on Improving the Cognitive Competencies of Teachers in Identifying Gifted Preschoolers. Journal for the Education of Gifted Young Scientist, 7(2), 363–372. http://dx.doi.org/10.17478/jegys.539724
  • Al-Saadi, R. (2008). “The school’s role in developing the talent of students from the viewpoint of principals of public schools in the Jenin Governorate.” Research paper presented to the Sixth Arab Scientific Conference for Gifted People, Amman, (26-28) 2008.
  • Al-Shahrani, F. (2003). The contributions of the school administration in discovering and caring for gifted students from the viewpoint of primary school principals and educational supervisors in Bisha Governorate (unpublished Master Thesis), Umm Al-Qura University: Mecca, Saudi Arabia.
  • Al-Srour, N., & Al-Oweidi, A. (2013). The level of services provided to gifted students in regular schools. Journal of Educational Sciences, King Saud University, 25(2),303-326.
  • Aslan, S., & Yukay-Yuksel, M. (2018). An investigation of the relationship between social behavior characteristics and self-perceptions of gifted children in primary school. Journal for the Education of Gifted Young Scientists, 6(1), 17-42. https://doi.org/10.17478/JEGYS.2018.71
  • Al-Tal, S, Al-Batsh, M & Abu Zaina (2007). Research Methods for Research Design and Statistical Analysis. Dar Al Masirah: Amman
  • Bailey, C. L. (2011). An examination of the relationships between ego development, Dabrowski’s theory of positive disintegration, and the behavioral characteristics of gifted adolescents. Gifted Child Quarterly, 55(3), 208–222. https://doi.org/10.1177/0016986211412180
  • Bekey, S. W., & Michael, W. B. (1987). The performance of gifted girls in upper elementary school grades on Piagetian tasks of concrete and formal operations. Educational Research Quarterly, 10(4), 2–9.
  • Birlean, C., & Shore, B. M. (2018). Cognitive development of giftedness and talents: From theory to practice. In J. L. Roberts, T. F. Inman, & J. H. Robins (Eds.), Introduction to gifted education (pp. 95–118). Waco, TX: Prufrock Press.
  • Clark, B. (2002). Growing up giftedness (6th Ed.). New York: Macmillan Publishing Company.
  • Colangelo, N., & Assouline, S. G. (2000). Counseling gifted students. In K. A. Heller, F. J.
  • Cross, J. R., & Cross, T. L. (2015). Clinical and mental health issues in counseling the gifted individual. Journal of Counseling & Development, 93(2), 163–172. https://doi.org/10.1002/j.1556-6676.2015.00192.x.
  • Cross, T. L., Anderson, L., Mammadov, S., & Cross, J. R. (2017). Social and emotional development of students with gifts and talents. In J. L. Roberts, T. F. Inman, & J. H.
  • Jarwan, F. (2016). Gifted and Talented. (7th ed), Amman: Al-Fikr Publishers.
  • Juma, P. (2006). The role of the principal of the school in discovering and caring for talented students in government primary schools in Riyadh, (unpublished Master Thesis), King Saud University: Riyadh, Saudi Arabia.
  • Jung, J. Y, & Worrell, F. C. (2017). School psychological practice with gifted students. In M. Thielking & M. Terjesen (Eds.), Handbook of Australian school psychology: Integrating international research, practice, and policy (pp. 575–593). Cham, Switzerland: Springer.
  • Jung, J. Y. (2012). Giftedness as a developmental construct that leads to eminence as adults: Ideas and implications from an occupational/career decision-making perspective. Gifted Child Quarterly, 56(4), 189–193. https://doi.org/10.1177/0016986212456072
  • Kouzes, J., & Posner, B. (2002). The leadership challenge (3rd ed.). San Francisco, CA: Jossey-Bass.
  • Lewis, E. & Milton, M. (2005). Attitudes of teachers before and after Professional Development. Australasian Journal of Gifted Education, 14(1), 5−14.
  • Lewis, J. D., Cruzeiro, P., & Hall, C. (2007). Impact of two elementary school principals’ leadership on gifted education in their buildings. Gifted Child Today, 30(2), 56–62.
  • Lunenburg, F. C., & Ornstein, A. C. (2004). Educational administration: Concepts and practices. Belmont, CA: Thomson.
  • Macdonald, J (2014). Stakeholder or gatekeeper: the role of the principal in gifted education, Doctorate Thesis.
  • Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Aurora, CO: McREL.
  • Massad,M. (2002). Jordanian Experience in caring with Gifted Students, ministry of Education, www.moe.gov.jo.
  • McClain, M.-C., & Pfeifer, S. (2012). Identification of gifted students in the United States today: A look at state definitions, policies, and practices. Journal of Applied School Psychology, 28(1), 59–88. https://doi.org/10.1080/15377903.2012.643757.
  • Patterson, J. L., & Kelleher, P. (2005). Resilient school leaders: Strategies for turning adversity into achievement. Alexandria, VA: ASCD.
  • Qatami, Y., Zouini, F., Qatmai, N., Abu Zaid, N., Zaza, H., Matar, J., Samawi, F., &Rababa, H. (2016). Methods and methods of detecting gifted and outstanding (1st ed.) Amman:Dar Wael for Publishing and Distribution.
  • Reis, S. & Housand, A. (2007). Characteristics of Gifted and Talented Learners: Similarities and Differences A Cross Domains. In F. A. Karnes & K. R. Stephens (Eds). Achieving Excellence (pp. 52-81) New York, NY: Pearson, Merrill Prentice Hall.
  • Renzulli, J. S. (2016). The three-ring conception of giftedness: A developmental model for promoting creative productivity. In S. M. Reis (Ed.), reflections on gifted education: Critical works by Joseph S. Renzulli and colleagues (pp. 55–90). Waco, TX: Prufrock Press.
  • Robins, J. H., Coleman, L. J., Micko, K. J., & Cross, T. L. (2015). Twenty-five years of research on the lived experience of being gifted in school: Capturing the students’ voices. Journal for the Education of the Gifted, 38(4), 358–376. https://doi.org/10.1177/0162353215607322
  • Siegel, D., Moore, M., Mann, R. L., & Wilson, H. E. (2010). Factors that influence inservice and preservice teachers’ nominations of students for gifted and talented programs. Journal for the Education of the Gifted, 33(3), 337-360.
  • Tortop, H. S., & Dinçer, S. (2016). Opinions of Classroom Teachers Working with Gifted Students in Support Training Rooms. Journal of Gifted Education Research, 4(2), 11-28.
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Özel Eğitim ve Engelli Eğitimi
Bölüm Gifted Education
Yazarlar

Alia Al-oweidi 0000-0002-5204-5433

Ali Freihat

Yayımlanma Tarihi 15 Haziran 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 8 Sayı: 2

Kaynak Göster

APA Al-oweidi, A., & Freihat, A. (2020). The role of school principals in caring for gifted students. Journal for the Education of Gifted Young Scientists, 8(2), 919-934. https://doi.org/10.17478/jegys.716274
AMA Al-oweidi A, Freihat A. The role of school principals in caring for gifted students. JEGYS. Haziran 2020;8(2):919-934. doi:10.17478/jegys.716274
Chicago Al-oweidi, Alia, ve Ali Freihat. “The Role of School Principals in Caring for Gifted Students”. Journal for the Education of Gifted Young Scientists 8, sy. 2 (Haziran 2020): 919-34. https://doi.org/10.17478/jegys.716274.
EndNote Al-oweidi A, Freihat A (01 Haziran 2020) The role of school principals in caring for gifted students. Journal for the Education of Gifted Young Scientists 8 2 919–934.
IEEE A. Al-oweidi ve A. Freihat, “The role of school principals in caring for gifted students”, JEGYS, c. 8, sy. 2, ss. 919–934, 2020, doi: 10.17478/jegys.716274.
ISNAD Al-oweidi, Alia - Freihat, Ali. “The Role of School Principals in Caring for Gifted Students”. Journal for the Education of Gifted Young Scientists 8/2 (Haziran 2020), 919-934. https://doi.org/10.17478/jegys.716274.
JAMA Al-oweidi A, Freihat A. The role of school principals in caring for gifted students. JEGYS. 2020;8:919–934.
MLA Al-oweidi, Alia ve Ali Freihat. “The Role of School Principals in Caring for Gifted Students”. Journal for the Education of Gifted Young Scientists, c. 8, sy. 2, 2020, ss. 919-34, doi:10.17478/jegys.716274.
Vancouver Al-oweidi A, Freihat A. The role of school principals in caring for gifted students. JEGYS. 2020;8(2):919-34.