The paper first reviews the development of gifted education for the last two decades in Taiwan. The review indicates that gifted students enjoy some advantageous circumstances that regular students do not. Gifted education in Taiwan is, hammer, facing the problems of conservative definition-identification, entrance examinations' negative impact and curricula that are not challenging. Searching far solutions, the author pursued a two year research project in the Affiliated School(AS) of National Kaohsiung Normal University (NKNU). The research project was to develop a pilot program using Renzull's Enrichment Triad Model By doing research an enrichment program was developed.
The purposes were to investigate:
Methods of curriculum compacting.
The impact of curriculum of completing on students' achievement, time and attitudes.
The impact of group training activities on students' creativity and creative-productivity.
Factors conducive to individual and small group investigations.
Observation, experimentation and interview were used to collect data. Findings concerning curriculum compacting, group training activities and investigations of real problems were discussed. Characteristics of the program developed were also described.
Get full access to this article
View all access options for this article.
References
1.
A brief review of special classes for the gifted in R.O.C. (1981). Gifted Education Quarterly, 4, 46.
2.
BurnsD. E. (1987). The effects of group training activities on students' creative productivity. (Doctoral dissertation, University of Connecticut, 1987). MI:UMI Dissertation Services A Bell & Howell Company.
3.
BurnsD. E. (1990). The effects of group training activities On students' initiation of creative investigations. Gifted Child Quarterly, 34 (1), 31–36.
4.
ChangB. L.LiauY. K. (1995), Directory of Special Education, Rehabilitation and Welfare Services in the Republic of Chirm. Taipei: National Taiwan Normal University, Special Education Centre, (in Chinese)
5.
ChenM.I. (1989). A follow-up study of the elementary and junior high school Students who were graduated from the first three years of stage one. Unpublished master's thesis, (in Chinese)Kaohsiung Normal University, Taiwan
6.
ChungS. C. (1981). Examining the effect of resource room projects for gifted students. Gifted Education Quarterly, 3, 15–21(in Chinese)
7.
EdlindE. P.HaenslyP. A., (1985). Gifts of mentorships. Gifted Child Quarterly, 29 (2), 55–60.
8.
KuoC. C. (1995). A study on the identification validity of the gifted students, Bulletin of Special Education, 12, 261–294(in Chinese)
9.
KuoW. F. (1979). An evaluation of the self-concept of gifted children. In Education of the Gifted Children. Taipei; Ministry of Education. (in Chinese)
10.
KuoT. T. (1988). A comparative study of junior high school gifted students on learning environments, learning processes and learning results. Bulletin of Special Education. 4, 171–192. (in Chinese)
11.
LinS. T. (1996). Identification and placement of gifted students. In Handbook of National Conference on Gifted Education. (pp.55–66) Kaohsiung: National Kaohsiung Normal University, Special Education Centre, (in Chinese)
12.
LuC. Y. (1982). A study of the interest development of Chinese school gifted students. Bulletin of Educational Psychology, 15, 1–18. (in Chinese)
13.
The Ministry of Education (1973). The stage one experimental programming for gifted children, Taipei: Author, (in Chinese)
14.
The Ministry of Education (1979), The stage two experimental programming for gifted children. Taipei: Author, (in Chinese)
15.
The Ministry of Education (1979). The Law of National Education. In Laws und Regulations about Special Education and Social Welfare of R.O.C. (p. 22–25). Taipei: National Taiwan Normal University, Special Education Centre, (in Chinese)
16.
The Ministry of Education (1982). The statue of compulsory education. In Laws and Regulations about Special Education and Social Welfare of R.O.C. (p.35–37). Taipei; National Taiwan Normal University, Special Education Centre, (in Chinese)
17.
The Ministry of Education (1982). The law of senior high school education. In Laws and Regulations about Special Education and Social Welfare of R.O.C. (p.86–89), Taipei: National Taiwan Normal University, Special Education Centre, (in Chinese)
18.
The Ministry of Education (1986). The guidelines for curriculums, teaching materials and teaching methods in special Education. In Laws and Regulations about Special Education and Social Welfare of R.O.C. (p.57–59). Taipei: Special Education Centre, National Taiwan Normal University, (in Chinese)
19.
The Ministry of Education (1987), The standard facility requirements in special education. In Laws and Regulations about Special Education and Social Welfare of R.O.C. (p.60–67). Taipei: Special Education Centre, National Taiwan Normal University. (in Chinese)
20.
The Ministry of Education (1987). The certificate requirements and registration rules for special teachers. In Laws and Regulations about Special Education and Social Welfare of R O.C. (p.70–78). Taipei: Special Education Centre, National Taiwan Normal University, (in Chinese)
21.
The Ministry of Education (1987). The supplementary guidelines for the law of special education. In Laws and Regulations about Special Education and Social Welfare of R.O.C. (p.47–56). Taipei: National Taiwan Normal University, Special Education Centre, (in Chinese)
22.
The Ministry of Education and the Special Education Centre pf National Taiwan Normal University. (1981). Gifted and talented education in the Republic of China. Taipei: Author, (in Chinese)
23.
The Ministry of Education (1982). The stage three experimental programming for gifted children. Taipei: Author, (in Chinese)
24.
The Ministry of Education (1987). Main points for guiding the gifted in musk. In Laws and Regulations about Special Education and Social Welfare of R.O.C. (p.342–344), Taipei: National Taiwan Normal University, special Education Centre, (in Chinese)
25.
The Ministry of Education (1987). Main points for guiding the gifted in art. In Laws and Regulations about Special Education and Social Welfare of R.O.C. (p.345–347). Taipei: National Taiwan Normal University, Special Education Centre, (in Chinese)
26.
The Ministry of Education (1988). The enrollment rules for special students. In Laws and Regulations about Special Education and Social Welfare of R.O.C. (p. 79–85). Taipei; National Taiwan Normal University, Special Education Centre, (in Chinese)
27.
The Ministry of Education (1988). The guidelines for gifted students' earlier enrollment. In Laws and Regulations about Special Education and Social Welfare of R.O.C. (p.29–297). Taipei: National Taiwan Normal University, Special Education centre, (in Chinese)
28.
The Ministry of Education (1991). Main points for guiding the gifted in maths and science. In Laws and Regulations about Special Education and Social Welfare of R.O.C. (p.308–311). Taipei: National Taiwan Normal University, Special Education Centre. (in Chinese)
29.
ReisS. M.BurnsD. E.RenzulliJ. S (1992) Curriculum compacting: The complete guide to modifying the regular curriculum for high ability student. Mansfield centre on the gifted and Talented.
30.
RenzulliJ. S. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In SternbergR. J.DavidsonJ. E. (Eds.), Conceptions of giftedness. Cambridge University Press.
31.
RenzulliJ. S.SmithL.H. (1979). A Guidebook for developing indindualized educational programs for gifted and talented students. CT: Mansfield Centre, Creative Learning Press, Inc.
32.
RenzulliJ. S.ReisS. M. (1994). Research relatted to the schoolwide enrichment triad model. Gifted Child Quarterly, 38 (1), 7–20.
33.
RenzulliJ. S.RefeS. M. (1985). The schoolwide enrichment model: A comprehensive plan far educational excellence. CT: Mansfield Centre, Creative Learning Press.
34.
ShuS. T. (1978). Education for gifted children. Taipei: Kaiming Book Store(in Chinese)
35.
WongR. T. (1985). The influence of special programs on gifted students' achievement, creativity and personality. Bulletin of Tainan Teachers' College, 18, 169–202. (in Chinese)
36.
WongT. D. (1996). Curricula and teaching in gifted education. In Handbook of National Conference on Gifted Education, (pp.67–76). Kaohsiung: National Kaohsiung Normal University, Special Education Centre. (in Chinese)
37.
WuW. T. (1985), Evaluation of educational programs for intellectually gifted students in junior high schools in the Republic of China. Paper presented at the 1983 annual convention of NAGC, Philadelphia.
38.
WuW. T.ChenM. F.TsaiC.C. (1985). Personal traits, perceived learning environment, and education benefits of the intellectually gifted Students in junior high schools, Bulletin of Special Education, 1, 277–312.
39.
WuT. W. (1996). Gifted educational administration and systems, In Handbook of National Gifted Education Conference. (pp.9–28). Kaohsiung: National Kaohsiung Normal University, Special Education Centre.
