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Yıl 2023, Cilt: 10 Sayı: 3, 266 - 284, 01.05.2023

Muhammet Davut Gül Zekai Ayık

https://doi.org/10.17275/per.23.55.10.3

Öz

Kaynakça

  • Aljughaiman, A. M., & Ayoub, A. 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(2), 153–154. https://doi.org/10.1177/0162353212440616
  • Besançon, M. (2013). Creativity, Giftedness and Education. Gifted and Talented International, 28(1–2), 149-161. https://doi.org/10.1080/15332276.2013.11678410
  • Brigandi, C. B., Gilson, C. M., & Miller, M. (2019). Professional Development and Differentiated Instruction in an Elementary School Pullout Program: A Gifted Education Case Study. Journal for the Education of the Gifted, 42(4), 362–395. https://doi.org/10.1177/0162353219874418
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge.
  • Davis, G. A., Rimm, S. B., & Siegle, D. (2014). Education of the Gifted and Talented (6th ed.). Pearson.
  • de Bakker, F. G., Groenewegen, P., & den Hond, F. (2005). A bibliometric analysis of 30 years of research and theory on corporate social responsibility and corporate social performance. Business & Society, 44(3), 283–317.
  • Feldhusen, J. F. (1994). Talent Identification and Development in Education (TIDE). Gifted Education International, 10(1), 10–15. https://doi.org/10.1177/026142949401000103
  • Fiddyment, G. E. (2014). Implementing Enrichment Clusters in Elementary Schools: Lessons Learned. Gifted Child Quarterly, 58(4), 287–296. https://doi.org/10.1177/0016986214547635
  • Fox, L. H. (1979). Educating the Gifted: Acceleration and Enrichment. In W. C. George, S. J. Cohn, & J. C. Stanley (Eds.), Educating the Gifted: Acceleration and Enrichment, Revised and Expanded Proceedings of the Ninth Annual Hyman Blumberg Symposium on Research in Early Childhood Education (pp. 89–97). Johns Hopkins University.
  • Gagné, F. (2004). Transforming gifts into talents: The DMGT as a developmental theory. High Ability Studies, 15(2), 119–147. https://doi.org/10.1080/1359813042000314682
  • Gandrud, C. (2013). Getting Started with R, RStudio, and knitr. In Reproducible Research with R and R Studio; Chapman and Hall (pp. 53–84). CRC Press.
  • Gravetter, F. J., & Forzano, L. A. B. (2018). Research methods for the behavioral sciences. Cengage Learning.
  • Gubbels, J., Segers, E., & Verhoeven, L. (2014). Cognitive, socioemotional, and attitudinal effects of a triarchic enrichment program for gifted children. Journal for the Education of the Gifted, 37(4), 378–397. https://doi.org/10.1177/0162353214552565
  • Hébert, T. P. (1993). Reflections at graduation: The long-term impact of elementary school experiences in creative productivity. Roeper Review, 16(1), 22–28. https://doi.org/10.1080/02783199309553529
  • Heller, K. A., Mönks, F. J., Sternberg, R. J., & Subotnik, R. F. (2000). International handbook of giftedness and talent. Pergamon Press.
  • Inman, F. T. (2023). Educating the Gifted; Wisdom and Insights for Inspired Teaching. Routledge: A Prufrock Press Book.
  • Kaufman, S. B., & Sternberg, R. J. (2008). Conceptions of Giftedness. In S. I. Pfeiffer (Ed.), Handbook of Giftedness in Children (pp. 71–93). Springer.
  • Kim, M. (2016). A Meta-Analysis of the Effects of Enrichment Programs on Gifted Students. Gifted Child Quarterly, 60(2), 102–116. https://doi.org/10.1177/0016986216630607
  • Kurup, A., Chandra, A., & Binoy, V. v. (2015). “Little minds dreaming big science”: are we really promoting “children gifted in STEM” in India? Current Science, 108(5), 779–781.
  • Luor, T., Al-Hroub, A., Lu, H. P., & Chang, T. Y. (2022). Scientific research trends in gifted individuals with autism spectrum disorder: A Bibliographic Scattering Analysis (1998-2020). High Ability Studies, 33(2), 169–193. https://doi.org/10.1080/13598139.2021.1948394
  • Miedijensky, S., & Tal, T. (2016). Reflection and assessment for learning in science enrichment courses for the gifted. Studies in Educational Evaluation, 50, 1–13. https://doi.org/10.1016/j.stueduc.2016.05.001
  • Moher, D., Tetzlaff, J., Tricco, A. C., Sampson, M., & Altman, D. G. (2007). Epidemiology and reporting characteristics of systematic reviews. PLoS Medicine, 4(3), 65–78.
  • Olenchak, F. R., & Renzulli, J. S. (1989). The Effectiveness of the Schoolwide Enrichment Model on Selected Aspects of Elementary School Change. Gifted Child Quarterly, 33(1), 36–46. https://doi.org/10.1177/001698628903300106
  • Reis, S. M., Eckert, R. D., McCoach, D. B., Jacobs, J. K., & Coyne, M. (2008). Using enrichment reading practices to increase reading fluency, comprehension, and attitudes. Journal of Educational Research, 101(5), 299–315. https://doi.org/10.3200/JOER.101.5.299-315
  • Reis, S. M., McCoach, D. B., Little, C. A., Muller, L. M., & Kaniskan, R. B. (2011). The effects of differentiated instruction and enrichment pedagogy on reading achievement in five elementary schools. American Educational Research Journal, 48(2), 462–501. https://doi.org/10.3102/0002831210382891
  • Reis, S. M., Renzulli, S. J., & Renzulli, J. S. (2021). Enrichment and gifted education pedagogy to develop talents, gifts, and creative productivity. Education Sciences, 11(10). https://doi.org/10.3390/educsci11100615
  • Reis-Jorge, J., Ferreira, M., Olcina-Sempere, G., & Marques, B. (2021). Perceptions of giftedness and classroom practice with gifted children – an exploratory study of primary school teachers. Qualitative Research in Education, 10(3), 291–315. https://doi.org/10.17583/qre.8097
  • Renzulli, J. S. (1977). The enrichment triad model: A guide for developing defensible programs for the gifted and talented. Creative Learning Press.
  • Renzulli, J. S. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 55–92). Cambridge University Press.
  • Renzulli, J. S. (2012). Reexamining the Role of Gifted Education and Talent Development for the 21st Century: A Four-Part Theoretical Approach. Gifted Child Quarterly, 56(3), 150–159. https://doi.org/10.1177/0016986212444901
  • Renzulli, J. S., Smith, L. H., & Reis, S. M. (1982). Curriculum Compacting: An Essential Strategy for Working with Gifted Students. The Elementary School Journal, 82(3), 185–194.
  • Roberts, J. L., & Inman, T. F. (2007). Strategies for differentiating instruction: Best practices for the classroom. Prufrock Press.
  • Şakar, S. N., & Baloğlu, M. (2022). Twice Exceptionality with RStudio: A Bibliometric Analysis. Hacettepe University Journal of Education. https://doi.org/10.16986/huje.2022.474
  • Sarikaya, O., & Denis-Celiker, H. (2022). Bibliometric Analysis of Scientific Creativity Studies in WoS and Scopus Databases. International Journal of Research in Education and Science, 8(4), 728–751. https://doi.org/10.46328/ijres.2789
  • Schiever, S. W., & Maker, C. J. (2003). New directions in enrichment and acceleration. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (pp. 163–173). Allyn & Bacon.
  • Sternberg, R. J. (2005a). The theory of successful intelligence. Interamerican Journal of Psychology, 39, 189–202.
  • Sternberg, R. J. (2005b). The WICS model of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 327–343). Cambridge University Press.
  • Subotnik, R. F., & Rickoff, R. (2010). Should eminence based on outstanding innovation be the goal of gifted education and talent development? Implications for policy and research. Learning and Individual Differences, 20, 358–364.
  • Tieso, C. L. (2003). Ability grouping is not just tracking anymore. Roeper Review, 26(1), 29–36. https://doi.org/10.1080/02783190309554236
  • Tomlinson, C. A. (2017). How to Differentiate Instruction in Academically Diverse Classrooms (3rd ed.). ASCD.
  • Tomlinson, C. A., & Jarvis, J. M. (2009). Differentiation: Making curriculum work for all students through responsive planning & instruction. In J. S. Renzulli, E. J. Gubbins, K. S. McMillen, R. D. Eckert, & C. A. Little (Eds.), Systems & models for developing programs for the gifted & talented (Vol. 2, pp. 599–628). Creative Learning Press.
  • VanTassel-Baska, J. (1988). Curriculum planning and development. In J. VanTassel-Baska, J. Feldhusen, K. Seeley, G. Wheatley, L. Silverman, & W. Foster (Eds.), Comprehensive curriculum for gifted learners (pp. 23–52). Allyn & Bacon.
  • Yurtçu, M., Güzeller, C., & Erdem Gürlen, E. (2021). A Bibliometric Study on Creativity in the Gifted. Trakya Journal of Education 11(2). https://doi.org/10.24315/tred.763250

Enrichment Studies in Gifted Education: A Bibliometric Analysis with RStudio

Yıl 2023, Cilt: 10 Sayı: 3, 266 - 284, 01.05.2023

Muhammet Davut Gül Zekai Ayık

https://doi.org/10.17275/per.23.55.10.3

Öz

Gifted students are exceptional learners who need differentiated education. Enrichment is the most prevalent differentiation strategy including supplementation learning experiences of the depth, breadth, or intensity of content and process as appropriate to the student’s abilities and needs. Given the importance of assuring such education, the aim of this study is to investigate the trends related to enrichment in recent years by focusing on the bibliometric results of previous studies in the literature on enrichment in gifted education. For this goal, a total of 296 publications on enrichment gathered from Scopus and Web of Science databases were analyzed in terms of different bibliometric variables, and they were presented with visuals and tables. The PRISMA model was used for data collection and RStudio was employed for data analysis and image/table creation. The results of the study showed that the most frequently used keywords in research in both databases were “enrichment program” and “gifted students”. In both databases, the countries that had the highest number of publications were determined as USA and Germany. Furthermore, it was also determined that the top three most cited authors in scientific creativity studies in both databases were Joseph Renzulli, Sally M. Reis, and Marcia Gentry. The highest number of published contributions to the field was made by the University of Connecticut and Purdue University. The most active journals in the field are Gifted Education International and Roeper Review. Researchers interested in enrichment for gifted students can benefit from the results of the present study.

Anahtar Kelimeler

bibliometric analysis differentation enrcihment gifted education

Kaynakça

  • Aljughaiman, A. M., & Ayoub, A. 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(2), 153–154. https://doi.org/10.1177/0162353212440616
  • Besançon, M. (2013). Creativity, Giftedness and Education. Gifted and Talented International, 28(1–2), 149-161. https://doi.org/10.1080/15332276.2013.11678410
  • Brigandi, C. B., Gilson, C. M., & Miller, M. (2019). Professional Development and Differentiated Instruction in an Elementary School Pullout Program: A Gifted Education Case Study. Journal for the Education of the Gifted, 42(4), 362–395. https://doi.org/10.1177/0162353219874418
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge.
  • Davis, G. A., Rimm, S. B., & Siegle, D. (2014). Education of the Gifted and Talented (6th ed.). Pearson.
  • de Bakker, F. G., Groenewegen, P., & den Hond, F. (2005). A bibliometric analysis of 30 years of research and theory on corporate social responsibility and corporate social performance. Business & Society, 44(3), 283–317.
  • Feldhusen, J. F. (1994). Talent Identification and Development in Education (TIDE). Gifted Education International, 10(1), 10–15. https://doi.org/10.1177/026142949401000103
  • Fiddyment, G. E. (2014). Implementing Enrichment Clusters in Elementary Schools: Lessons Learned. Gifted Child Quarterly, 58(4), 287–296. https://doi.org/10.1177/0016986214547635
  • Fox, L. H. (1979). Educating the Gifted: Acceleration and Enrichment. In W. C. George, S. J. Cohn, & J. C. Stanley (Eds.), Educating the Gifted: Acceleration and Enrichment, Revised and Expanded Proceedings of the Ninth Annual Hyman Blumberg Symposium on Research in Early Childhood Education (pp. 89–97). Johns Hopkins University.
  • Gagné, F. (2004). Transforming gifts into talents: The DMGT as a developmental theory. High Ability Studies, 15(2), 119–147. https://doi.org/10.1080/1359813042000314682
  • Gandrud, C. (2013). Getting Started with R, RStudio, and knitr. In Reproducible Research with R and R Studio; Chapman and Hall (pp. 53–84). CRC Press.
  • Gravetter, F. J., & Forzano, L. A. B. (2018). Research methods for the behavioral sciences. Cengage Learning.
  • Gubbels, J., Segers, E., & Verhoeven, L. (2014). Cognitive, socioemotional, and attitudinal effects of a triarchic enrichment program for gifted children. Journal for the Education of the Gifted, 37(4), 378–397. https://doi.org/10.1177/0162353214552565
  • Hébert, T. P. (1993). Reflections at graduation: The long-term impact of elementary school experiences in creative productivity. Roeper Review, 16(1), 22–28. https://doi.org/10.1080/02783199309553529
  • Heller, K. A., Mönks, F. J., Sternberg, R. J., & Subotnik, R. F. (2000). International handbook of giftedness and talent. Pergamon Press.
  • Inman, F. T. (2023). Educating the Gifted; Wisdom and Insights for Inspired Teaching. Routledge: A Prufrock Press Book.
  • Kaufman, S. B., & Sternberg, R. J. (2008). Conceptions of Giftedness. In S. I. Pfeiffer (Ed.), Handbook of Giftedness in Children (pp. 71–93). Springer.
  • Kim, M. (2016). A Meta-Analysis of the Effects of Enrichment Programs on Gifted Students. Gifted Child Quarterly, 60(2), 102–116. https://doi.org/10.1177/0016986216630607
  • Kurup, A., Chandra, A., & Binoy, V. v. (2015). “Little minds dreaming big science”: are we really promoting “children gifted in STEM” in India? Current Science, 108(5), 779–781.
  • Luor, T., Al-Hroub, A., Lu, H. P., & Chang, T. Y. (2022). Scientific research trends in gifted individuals with autism spectrum disorder: A Bibliographic Scattering Analysis (1998-2020). High Ability Studies, 33(2), 169–193. https://doi.org/10.1080/13598139.2021.1948394
  • Miedijensky, S., & Tal, T. (2016). Reflection and assessment for learning in science enrichment courses for the gifted. Studies in Educational Evaluation, 50, 1–13. https://doi.org/10.1016/j.stueduc.2016.05.001
  • Moher, D., Tetzlaff, J., Tricco, A. C., Sampson, M., & Altman, D. G. (2007). Epidemiology and reporting characteristics of systematic reviews. PLoS Medicine, 4(3), 65–78.
  • Olenchak, F. R., & Renzulli, J. S. (1989). The Effectiveness of the Schoolwide Enrichment Model on Selected Aspects of Elementary School Change. Gifted Child Quarterly, 33(1), 36–46. https://doi.org/10.1177/001698628903300106
  • Reis, S. M., Eckert, R. D., McCoach, D. B., Jacobs, J. K., & Coyne, M. (2008). Using enrichment reading practices to increase reading fluency, comprehension, and attitudes. Journal of Educational Research, 101(5), 299–315. https://doi.org/10.3200/JOER.101.5.299-315
  • Reis, S. M., McCoach, D. B., Little, C. A., Muller, L. M., & Kaniskan, R. B. (2011). The effects of differentiated instruction and enrichment pedagogy on reading achievement in five elementary schools. American Educational Research Journal, 48(2), 462–501. https://doi.org/10.3102/0002831210382891
  • Reis, S. M., Renzulli, S. J., & Renzulli, J. S. (2021). Enrichment and gifted education pedagogy to develop talents, gifts, and creative productivity. Education Sciences, 11(10). https://doi.org/10.3390/educsci11100615
  • Reis-Jorge, J., Ferreira, M., Olcina-Sempere, G., & Marques, B. (2021). Perceptions of giftedness and classroom practice with gifted children – an exploratory study of primary school teachers. Qualitative Research in Education, 10(3), 291–315. https://doi.org/10.17583/qre.8097
  • Renzulli, J. S. (1977). The enrichment triad model: A guide for developing defensible programs for the gifted and talented. Creative Learning Press.
  • Renzulli, J. S. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 55–92). Cambridge University Press.
  • Renzulli, J. S. (2012). Reexamining the Role of Gifted Education and Talent Development for the 21st Century: A Four-Part Theoretical Approach. Gifted Child Quarterly, 56(3), 150–159. https://doi.org/10.1177/0016986212444901
  • Renzulli, J. S., Smith, L. H., & Reis, S. M. (1982). Curriculum Compacting: An Essential Strategy for Working with Gifted Students. The Elementary School Journal, 82(3), 185–194.
  • Roberts, J. L., & Inman, T. F. (2007). Strategies for differentiating instruction: Best practices for the classroom. Prufrock Press.
  • Şakar, S. N., & Baloğlu, M. (2022). Twice Exceptionality with RStudio: A Bibliometric Analysis. Hacettepe University Journal of Education. https://doi.org/10.16986/huje.2022.474
  • Sarikaya, O., & Denis-Celiker, H. (2022). Bibliometric Analysis of Scientific Creativity Studies in WoS and Scopus Databases. International Journal of Research in Education and Science, 8(4), 728–751. https://doi.org/10.46328/ijres.2789
  • Schiever, S. W., & Maker, C. J. (2003). New directions in enrichment and acceleration. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (pp. 163–173). Allyn & Bacon.
  • Sternberg, R. J. (2005a). The theory of successful intelligence. Interamerican Journal of Psychology, 39, 189–202.
  • Sternberg, R. J. (2005b). The WICS model of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 327–343). Cambridge University Press.
  • Subotnik, R. F., & Rickoff, R. (2010). Should eminence based on outstanding innovation be the goal of gifted education and talent development? Implications for policy and research. Learning and Individual Differences, 20, 358–364.
  • Tieso, C. L. (2003). Ability grouping is not just tracking anymore. Roeper Review, 26(1), 29–36. https://doi.org/10.1080/02783190309554236
  • Tomlinson, C. A. (2017). How to Differentiate Instruction in Academically Diverse Classrooms (3rd ed.). ASCD.
  • Tomlinson, C. A., & Jarvis, J. M. (2009). Differentiation: Making curriculum work for all students through responsive planning & instruction. In J. S. Renzulli, E. J. Gubbins, K. S. McMillen, R. D. Eckert, & C. A. Little (Eds.), Systems & models for developing programs for the gifted & talented (Vol. 2, pp. 599–628). Creative Learning Press.
  • VanTassel-Baska, J. (1988). Curriculum planning and development. In J. VanTassel-Baska, J. Feldhusen, K. Seeley, G. Wheatley, L. Silverman, & W. Foster (Eds.), Comprehensive curriculum for gifted learners (pp. 23–52). Allyn & Bacon.
  • Yurtçu, M., Güzeller, C., & Erdem Gürlen, E. (2021). A Bibliometric Study on Creativity in the Gifted. Trakya Journal of Education 11(2). https://doi.org/10.24315/tred.763250
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Özel Eğitim ve Engelli Eğitimi
Bölüm Research Articles
Yazarlar

Muhammet Davut Gül 0000-0003-0437-5865

Zekai Ayık 0000-0002-3562-6543

Erken Görünüm Tarihi 14 Mayıs 2023
Yayımlanma Tarihi 1 Mayıs 2023
Kabul Tarihi 9 Nisan 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 10 Sayı: 3

Kaynak Göster

APA Gül, M. D., & Ayık, Z. (2023). Enrichment Studies in Gifted Education: A Bibliometric Analysis with RStudio. Participatory Educational Research, 10(3), 266-284. https://doi.org/10.17275/per.23.55.10.3
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