The Journal of the World Council for Gifted and Talented Children

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This study (Dijkstra et al., 2011) indicates that gifted individuals most often used positive humour styles. There were no within sex differences in the use of humour styles between the gifted sample and the comparative population sample. Men (in both samples), however, used aggressive humour more than women. Self-enhancing humour (+) and selfdefeating humour (-) were related most consistently to well-being across sub-samples. According to Dijkstra et al. (2011), when it comes to humour as a tool for promoting wellbeing, the results suggest interventions aimed at promoting the well-being of the gifted, and should take into account the differences between gifted men and women in the humour styles that are associated with well-being. In the next article, “The Importance of Multi-Group Validity Evidence in Gifted and Talented Identification and Research”, Scott J. Peters (2011) introduces the very interesting topic, and addresses the rationale and the need for information pertinent to the validity evidence of any instrument before using it for student assessment or in the practice of diagnosing or identifying children with exceptionalities. According to Peters (2011), few test manuals present data on instrument measurement equivalence and invariance or differential item functioning. “This information is critical as it allows the user to determine if the instrument yields equally valid information for a diverse group of children” (p. 99). Peters (2011) concluded that “test authors should evaluate measurement invariance before an instrument is ever put into widespread use and the results from such analyses should be presented in the instrument’s technical manual. If such information is not available, school practitioners and researchers should be wary of using an instrument with diverse groups, as they cannot be sure the instrument measures the same thing for people in various groups.” (p. 103) In the 10 th article, “Gifted Immigrants and Refugees in Israel”, Shoshana Rosemarin (2011) reports the outcomes of her study concerned with gifted immigrants from Ethiopia and Russia. Rosemarin (2011) asserts the importance of preservice and inservice capacity building programmes to enable teachers to deal with cultural diversity, resources, and competencies to avoid underachievement due to cultural isolation and feelings of difference. In the next article, “Views of Gifted Elementary Students about Self-Directed Learning”, Penny Van Deur (2011) pointed out that the development of skills that increase independent learning has been recognised as an essential element in the education of the gifted. Treffinger (1993) asserted the importance of Self-Directed Learning. Treffinger developed his SDL model in the year 1975, and it “has been available as a guide to teachers to build on the strengths and interests of gifted elementary students while developing skills sequentially to enable them to assume more control over their own learning” (p. 111). The results of the study (Van Deur, 2011) suggest that development of knowledge and skills of Self-Directed Learning, together with choice of school-based independent learning inquiries, could provide gifted students with the motivation and challenge they need to plan and implement investigations while evaluating their own progress. In her article, “Student Voice: What do Students who are Intellectually Gifted Say they Experience and Need in the Inclusive Classroom?”, Susan Prior (2011) examines the research to find the voice of mainstream students who are intellectually gifted. In addition, she discusses the possibility of transforming our thinking about education for students who are gifted within the current context of inclusive schooling, and offers suggestions for future research. In the next article, “Greek Talented Students’ Motivation: A Qualitative Analysis”, Dimitrios Zbainos and Anastasia Kyritsi (2011) attempt to investigate aspects of the motivation of Greek gifted students. This study (Zbainos & Kyritsi, 2011) points out that “gifted students need a more flexible schooling system, not only one that incorporates them, but also that motivates them to get better.” (p. 138) In the last article, “Impact of Professional Development Programs for Teachers of the Gifted”, Hava E. Vidergor, and Billie Eilam (2011) assess the impact of the Israeli certification program for teachers of gifted children. According to Vidergor (2011), “the significance of this study is three fold. First, it can serve as a resource for professionals in the examination of the direct and indirect impact of teachers’ professional development programs for teaching gifted students. Second, the study opens a new line of research relating to cultural differences among teachers. And finally, it establishes the international relevance of the American standards for teaching gifted students.” (p. 158) Gifted and Talented International – 26(1), August, 2011; and 26(2), December, 2011. 9
Finally, many thanks go to Kevin Lamoureux for his contribution to the editing of this volume. Many thanks also go to the coeditors for their contributions to the development of this volume. I hope you will find the contents of Gifted and Talented International References The World Council for Gifted and Talented Children (26(1&2), 2011) interesting, fascinating, useful and informative. As always, should you have any comments or suggestions, please feel free to forward them to me. Additional intriguing works are already on the horizon, so stay tuned to Gifted and Talented International. Alnabhan, M. (2011). How does moral judgment change with age and giftedness? Gifted and Talented International, 26(1&2), 25-30. David, H. (2011). The importance of teachers’ attitude in nurturing and educating gifted children. Gifted and Talented International, 26(1&2), 71-80. Dijkstra, P.; Barelds, D.; Ronner, S.; Nauta, A. (2011). Humor styles and their relationship to wellbeing among the gifted. Gifted and Talented International, 26(1&2), 89-98. Gallagher, S.; Smith, S. R.; Merrotsy, P. (2011). Teachers’ perceptions of the socioemotional development of intellectually gifted primary aged students and their attitudes towards ability grouping and acceleration. Gifted and Talented International, 26(1&2), 11-24. Herrmann, A.; Nevo, B. (2011). Gifted education in German-speaking countries. Gifted and Talented International, 26(1&2), 47-62. Peters, S. J. (2011). The importance of multi-group validity evidence in gifted and talented identification and research. Gifted and Talented International, 26(1&2), 99-104. Plunkett, M.; Kronborg, L. (2011). Learning to be a teacher of the gifted: The importance of examining opinions and challenging misconceptions. Gifted and Talented International, 26(1&2), 31-46. Prior, S. (2011). Student voice: What do students who are intellectually gifted say they experience and need in the inclusive classroom? Gifted and Talented International, 26(1&2), 121-130. Riley, T. L. (2011). Competitions for showcasing innovative and creative talents. Gifted and Talented International, 26(1&2), 63-70. Rosemarin, S. (2011). Gifted immigrants and refugees in Israel. Gifted and Talented International, 26(1&2), 105-110. Treffinger, D. J. (1993). Fostering effective independent learning through individualized programming. In J. S. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented. (pp.429-460). Melbourne, Australia: Hawker Brownlow. Van Deur, P. (2011). Views of gifted elementary students about self-directed learning. Gifted and Talented International, 26(1&2), 111-120. Vidergor, H. E. (2011). Impact of professional development programs for teachers of the gifted. Gifted and Talented International, 26(1&2), 143-162. Vu, Phu (2011). Gifted students’ profiles and their attitudes towards a gifted program: The case of Vietnam. Gifted and Talented International, 26(1&2), 81-88. Zbainos, D.; and Kyritsi, A. (2011). Greek talented students’ motivation: A qualitative analysis. Gifted and Talented International, 26(1&2), 131-142. 10 Gifted and Talented International – 26(1), August, 2011; and 26(2), December, 2011.
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The World Council for Gifted and Ta
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This article argues that competitio
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inborn. In the case of Vietnam, ano
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the exam. This implied that success
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Humor Styles Questionnaire (HSQ). S
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What is measurement invariance and
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learning strategies employed and le
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students have little choice in the
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Appendix 1 Interview schedule Quest
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Statistics The World Council for Gi
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