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Vol. 39 (# 10) Year 2018. Page 32

Development and Implementation of the Project «A Gifted Student»

Desenvolvimento e implementação do projeto «Um estudante superdotado»

Lora NARIKBAYEVA 1; Ardak KALIMOLDAYEVA 2; Kamarsulu IBRAYEVA 3; Zhanil MADALIEVA 4; Akkenzhe USSENOVA 5

Received: 12/10/2017 • Approved: 15/11/2017


Contents

1. Introduction

2. Methods

3. Data, Analysis, and Results

4. Discussion

5. Conclusions

Bibliographic references


ABSTRACT:

The aim of the article is the development and implementation of the project “A Gifted Student”, meeting all needs of the individual and society. The task of the project is an effective search, development and support of gifted students on the basis of scientific research taking into account the legal provisions of the law “On education” in the Republic of Kazakhstan. Solution of necessitates the formation of professional elite that is able to vary in the economic and social life.
Keywords: Gifted Student; Efficiency; Progress; the International Space

RESUMO:

O objetivo do artigo é o desenvolvimento e implementação do projeto "Um estudante superdotado", atendendo a todas as necessidades do indivíduo e da sociedade. A tarefa do projeto é uma busca, desenvolvimento e suporte eficazes de estudantes talentosos com base em pesquisas científicas levando em consideração as disposições legais da lei "Sobre educação" na República do Cazaquistão. Solução de necessita a formação de elite profissional capaz de variar na vida econômica e social.
Palavras chiave: Estudante superdotado; Eficiência; Progresso; o Espaço Internacional

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1. Introduction

Integration of the Republic of Kazakhstan into the world community has put forward high requirements for higher education – training of competitive specialists meeting the modern requirements and progressive experience of mankind.

At the same time, life itself puts forward a self-evident principle for the development of society – have a special social group of people who will shape the future of the country (Lennex&Lesia, 2014; Weigle, 2014; Bakken, Obiakor&Rotatori, 2013). Science (genetics, physiology, psychology, education, sociology, etc.), and the actual practice of training repeatedly demonstrated not only the existence of individual differences in intellectual and creative abilities of people, but also in the success of educational and professional activities (Berger, 2014; Missett, 2014; Pfeiffer, 2015). Helping the gifted young student, with a full-fledged discovery and development of their potential, determines the dignity of the older generation, professional staff. In this context, the problem of finding, developing and supporting gifted students in higher education becomes very important.

Comply with the law of the Republic of Kazakhstan “On Education” and implementing the state program of educational development for 2005-2010, the Ministry of Education and Science of Kazakhstan directs its activities to deepen differentiation and individualization of learning in educational institutions, the establishment of maximum capacity to meet the interests, aptitudes, abilities of gifted students, and their intellectual resources.

A considerable experience to work with gifted children is acquired already, and this activity is managing and coordinating of the multi-functional Republican Scientific and Practical Centre “Daryn”. The activity of this center deserves approval and further improvement. However, this trend is observed at the level of pre-school and school educational institutions. Range of interests and topics of most researchers in this field are concentrated on the study of the problems of gifted children. The reason is a firmly established stereotype for the need of an early detection of a gifted child.

However, endowments – is a phenomenon that is developing in the course of a person's life (Kettler, 2015; Simpson & Adams, 2015; Ktistis, 2014). At the same time, it is known that the development of giftedness and talent can be delayed and sometimes, even ruined not only at the early age, but at any age and at any stage of human development. Talent, due to individual psycho-physiological characteristics of an individual and a variety of social and psychological reasons, may be “late” (be delayed under favorable conditions) or remain permanently “hidden” endowment (Dixon & Moon, 2014).

It is clear that a gifted high-school graduate aspires to get a higher education. Therefore, the complete disclosure and the development of talented individuals is not only in high-school, but also in the higher educational institutes (Chandler & Robins, 2015; Zwick, 2006). Moreover, in the level of specialist’s training with higher education, the development of abilities, intellectual and creative potential will enable them to become optimally efficient in future careers and life in general.

Therefore, the system of measures for dealing with gifted younger generation should be directed to the fact that the search for the most talented and gifted young people during the school-university period purposefully and individually guide the development of their abilities to provide the necessary psychological, pedagogical, material assistance and support in self-development and self-realization to a maximum at all stages of the educational system. This secures the talents for future fruitful professional activity, using them for the benefit of the individual and society.

Gifted and talented people, are those people who by virtue of their outstanding abilities, demonstrate excellence in a particular activity. This means that talent manifests itself: a) in advance of the development of knowledge in the area of academic achievement activities (specific objective activity); b) in the intelligent field; c) in the field of creative thinking and productive activities; g) to advance the social and psychological development.

Thus, the problem is an important direction to development of the modern educational system - Search (identification), special training and development, social and psychological support for gifted young people in higher education – the foundation of human resources and professional elite. The highly skilled professionals of high school are the intellectual and creative potentials of society, which are able to make a qualitative leap in the economic and social life of society, to determine its place in the international community.

Diagnosis, development and support of gifted university students should be treated as a special-ordered system of work with this category of students, both within the university and on a national scale, where each of these aspects of the work in isolation does not make sense, but as closely interconnected and interdependent.

There is a need to focus public action on the formation of the professional elite of the nation (in the technical, scientific, educational, artistic, aesthetic, sports and other areas). It is necessary to create a platform to maximize self-emerging talented future professionals for training in high school and later in their professional activities.

2. Methods

The methodological and theoretical basis of the study are psycho-pedagogical and philosophical concepts of teaching and development of gifted and talented children: training of high-level difficulty, the problem method of training, Basic research, revealing the integrity of the educational process, the concept of programmed instruction, the principles of differentiated instruction, the problem of individual learning, fundamental research on general and special abilities, individual differences and abilities, the psychology of creativity.

2.1. The methodology for the implementation of a comprehensive program includes the following steps

1. To determine the nature and relationship of key terms: “endowments”, “professional skills”, “professional endowments”, “gifted student”, “talent”, “gifted student youth”.

2. To develop the concept of professional giftedness future specialist of higher education. Database developed by the author can serve as a general concept of the future specialist professional giftedness, which is the basis for the construction of pedagogical theory and practice in higher education.

3. To analyze the real state of the practice and the basic content of higher education, in terms of the problems of development abilities and giftedness of future professionals in the Republic of Kazakhstan.

4. To study the experience of working with gifted students in the world of higher education.

5. To identify the basic theoretical and practical approaches to work with gifted students in universities.

6. To identify ways and means of identifying gifted students in high schools.

7. To develop the structure and content of the Republican Center "A gifted student" as the coordinating and managing body of work with gifted student youth of Kazakhstan universities.

8. To start working centers with gifted students at major universities in the country, covering all regions. As a basis there can be taken the model developed by the author of pedagogical work with gifted students at the university on the example of Kazakh National Pedagogical University named after Abai.

3. Data, Analysis, and Results

3.1. Model of the Project

1. To create a center (department)  for “A gifted student” in the framework of the Republican Scientific and Practical Center “Daryn” that will specifically coordinate and intensify the work with gifted and talented students of all higher educational institutions of Kazakhstan, to provide a unified system of study and development of giftedness among various professional specialists of the future.

2. To create regional (provincial, municipal) centers at major universities of Kazakhstan directed to work with the categories of gifted students.

3. To conduct a universal diagnostic testing of students in order to identify the gifted, and determine their interests and abilities, intellectual and creative potential (in each institution of higher education, at all stages (courses) of training students in high school).

4. To develop intellectual abilities and creativity of talented university students in different fields according to the classification of specialties in higher education (natural sciences, humanities and social, educational (pedagogical), technical, socio-economic, artistic (arts and culture, architecture), medical, military, interdisciplinary) on the basis of differentiation and individualization of learning and development in universities.

5. To improve traditional and implement innovative technologies and teaching methods in the educational process of higher education aimed at working with gifted and talented students.

6. To organize and strengthen the ties among all centers and universities to work with gifted students and to improve their effectiveness.

7. To create a data bank of gifted students in each high school and the whole Republican database of talented student youth of Kazakhstan.

8. To anticipate and monitor further destiny, professional and career development of talented graduates.

9. To define a set of measures (psychological, educational, social, material), supporting and encouraging intellectual and creative activity of gifted and talented students as well as teachers and professionals working with them.

10. To intensify research on the professional types of giftedness future specialists depending on the profile of trained specialists and conduct longitudinal studies of giftedness identity in all areas of professional activity at all stages of the age of human development.

3.2. The model of work with gifted students is based on the following principles

1. Scientific validity. The work should be based on the results of basic research on psycho genetics, pedagogy, psychology, psychophysiology and abilities, intelligence, creativity, giftedness, made in our country and abroad. The fundamental basis of the system of work with gifted students should be a theoretically grounded and practically tested conception of gifted professionals for the future specialist, developed by its structural and substantial model with criteria, indicators and levels of development, taking into account the profile of the university and trained specialists.

2. Professional orientation. The work is focused on the future professional activity of trained specialists, and the installation makes the students to develop their abilities and potential for successful future careers.

3. Democracy. The work is intended to enable the full realization of the intellectual and creative potential, abilities and giftedness of each student, as well as to create an adequate educational environment in accordance with the needs and interests not only gifted students, but every student in high school.

4. Humanity. The work is aimed at recognizing the value of the uniqueness of each student, providing diagnostics, training and development, the provision of psychological, pedagogical, social and material assistance and support for gifted and talented students.

5. Comprehensiveness. The program is aimed at relatively autonomous, at the same time at single organic development of all the essential components of professional giftedness future specialist in leading activities (teaching, research, professional) based on the interaction of various forms, methods, tools, content, teaching and development in educational and extra-curricular activities of students in higher education.

6. Availability. Information about the system of work with gifted students in the universities of Kazakhstan, all activities and teaching materials should be made available to any student, teacher and university.

7. Elective. The work with gifted students is focused on providing every gifted student the freedom to choose an elite university, educational services, elective courses, teachers, objectives, content, forms, methods, sources of funds, time, time, place, evaluation of the results of its activities.

8. Selectivity. The work in higher education should be based on a differentiated and individualized approach to learning and the development of abilities and gifted students in all classes and events held both in training and during extracurricular activities (division into separate groups according to levels of development (talented, gifted, able) to suit the individual characteristics and typology of giftedness.

9. Autonomy. The work forms an independent programming and implementation of their students learning and development based on its own experience and the requirements for a modern specialist, as well as for self-evaluation of their development and activities and their transparency.

10. Reflexivity. The work is focused on the formation and understanding of gifted students of all parameters of the process of learning and development actions of his organization in collaboration with teachers, introspection student and teacher, and the results of its own joint venture.

11. Phasing. The work is based on the training and development of the most talented and gifted students in higher education is a consistent, gradual process (from the formation of motivation to the real intellectual and creative in leading active work activities (teaching, research and professional), and covers all stages student learning in high school (from the 1st to the final year of undergraduate, graduate, doctorate), which ensures the continuity and the continuity of the professional future of giftedness specialist.

12. Mass. The work on the identification and development of gifted students should cover all stages of the student's age, taking into account the individual characteristics of the person, in all courses and specialties, as well as all universities of the Republic of Kazakhstan.

Subject to the implementation of these principles will reveal the talent or the general premise of creativity expert in any profession (science, technology, the arts), the premise of formation and development of the creative personality, capable not only to the creation of new and the discovery of new laws, but also to self-expression, self-discovery personality upon and solving new problems. The concept envisages the organization of training, development and education by identifying the age and individual abilities of the individual. Based on the fact that the nature of genius is versatile in a variety of occupations, the main forces of the faculty of each university, the teaching staff, learning technology should be directed at the development of abilities, giftedness, hidden talents of the future specialist, who can become the basis for its further successful career and life.

4. Discussion

The contents of the integrated program of research, development and support of gifted student youth in higher education in RK

For the organization of the “Gifted Student” program is necessary to conduct a series of events (Table 1).

Table 1
The necessary measures for the organization, management system, working with gifted student youth

Activities

Responsible institutions

Term

1.

To create Republican Center “Gifted Student” (Board Division) for coordination and intensification of work with gifted students. Features of the center: coordination of higher education institutions with gifted students, research, diagnostics and development of talented youth.

MES RK, the Committee on Youth

 

2.

New branches of the "Gifted Student" Republican center - university (provincial, municipal) centers (Councils, Departments) coordination and intensification of work with gifted students of high schools.

MES RK, ALS, SDO, GDO  Committee on Youth

 

3.

The education authorities (MES, ODO, GDO) of the number of experts to determine those responsible for coordinating the work with gifted and talented students.

MES RK, ALS, GDO

 

4.

Develop a provincial, municipal program to identify and support talented and gifted students of high schools.

Head of universities, Vice rector.

 

5

To develop a provincial, municipal program for identification and support of talented and gifted students of high schools.

ODO, GDO

 

6.

To conduct seminars, meetings centers managers and specialists of departments of education, "On the establishment of the system with gifted students, the management of the system"

MES RK

1-2 times per year

7.

To conduct seminars, meeting managers and teaching staff of universities "Work on the identification, development and support of gifted students."

MES RK

1-2 times per year

8.

To give audience at the meetings of the Department of Higher Education MES RT heads of regional and city centers on the status of work with gifted students in universities.

MES RK

According to plan

9.

To give audience at the meetings of regional and urban centers (councils). Giving reports to the leaders of university centers on the work with gifted and talented students.

ODO, GDO

According to plan

10.

Create at national and regional (city) focal managers advice on working with gifted students for higher education profile (science, humanities and social, technical, educational, social, economic, artistic and aesthetic, medical, military, interdisciplinary).

MES RK, ODO, GDO

 

11

Develop a system of measures to encourage the involvement of university professors and researchers in the work of finding, development and support of gifted student youth.

MON RK, ODO, GDO,heads of university centers

 

12

Start at the center of the Republican association of private higher education institutions.

MON RK

 

13

Develop provisions:-  of republican specialized Olympiads, contests of branches of science and specialties of higher education;

- The "Student of the Year" competition ("Specialist of the Year", etc.);

- On scientific and practical conferences university students in the sciences;

- Gatherings of gifted and talented students of all universities;

- About the competition students inventors;

- For competitions of professional skill (on the profiles and specializations) students of higher education and other similar com

MON RK Republican Center "A gifted student"

 

To implement the measures for the implementation of the program "A gifted student," you must perform the following tasks (Table 2).

Table 2
Project "A gifted student" tasks to streamline and strengthen the links between higher educational institutions

Conditions

Responsible Institutions

Terms

1.

Expand and streamline the communication of higher education institutions in order to maximize the development of the natural sciences, humanities and social, educational (teaching), teh¬nicheskih, socio-economic, military, veterinary, medical interests and abilities, talent development, artistic solution-operation (Culture, art, architecture) gifted university students.

MON RK, ODO, GDO

 

2.

Expand and strengthen the vocational guidance of schoolchildren (to create a special profile classes, clubs, etc.) in innovative institutions (lyceums, gymnasiums) to the purposeful preparation for postup¬leniyu and quality of professional selection.

MON RK, ODO, GDO,

Universities

 

3.

Create complex "school-high school" continuity of measures for gifted students and talented students (tutorial movement, creative laboratories of pupils and students, and others.).

ODO, GDO,

Universities

 

4.

Create a network of summer and winter student profile schools, camps for the identification and development of gifted and talented students in the recreation camps, tourist complexes, sanatories (in all branches of science).

MON RK, ODO, GDO

2 times per year

5.

Create a Sunday school for gifted students (by industry and science majors).

ODO, GDO,

Universities

1 time per week

6.

New scientific schools, Creative Labs, a group of gifted and talented students by profiles and specialties.

MON RK,Universities

constantly

7.

The republican festivals and competitions "Young Talents" on various types of art, literature, the arts, including national crafts, sports, amateur et al., Sells a wide range of enthusiasm for gifted students.

MON RK,

Each year

8.

Conduct regional, city and republican competition for gifted university students in various fields of science and professional fields (mathematics, physics, technical drawing, biology, chemistry, language and literature, foreign languages, pedagogy, psychology, geography, geology, and the basics of the market economy, the basics right , informati¬ke, astronomy, and others.)

MON RK, ODO, GDO

Each year

9.

Organize correspondent students competitions on various academic subjects.

MON RK

Each year

10.

Develop and submit to the Cabinet of Ministers of the Republic of Kazakhstan "Regulations on state grants and scholarships to gifted and talented students of higher educational institutions", including students in private higher education institutions.

MON RK

 

11.

Develop a system of social benefits "Regulations on the issue of targeted loans, quotas Assembly of Peoples of Kazakhstan and other social benefits" for ordinary and talented students, graduates and make it available for consideration at the Cabinet of Ministers and the Government of the Republic of Kazakhstan.

MON RK

 

12.

Install special prizes for the winners of all kinds of national student contests and competitions involving the Fund "Bolashak" and the Youth Committee.

MES, Youth Committee

 

13.

To develop a position on the direction of the target gifted students and graduates for internships in prestigious international universities in the world.

MON RK,universities

Annually

14.

Create a special fund under the Ministry of Education of Kazakhstan to pay the costs of national measures with gifted students and for participation of gifted and talented students in universities international competitions, contests, festivals, and others. Events.

MON RK, ODO, GDO

 

15.

Provide higher educational institutions, teachers, specialists of scientific-methodical, didactic materials designed to identify and develop abilities and gifted students of high schools.

MON RK, ODO, GDO

Constantly

16.

Create a special Republican Social Fund "gifted personality" to help gifted and talented young people, within which to establish a premium of famous figures of science, culture and art of the Republic of Kazakhstan.

MON RK.

 

An important condition for "Gifted Student" project is a professional team of teachers and scientific and methodological support of the universities (Conklin, 2015)(Table 3).

Table 3
Staffing and scientific and methodological support of the concept of "A gifted student."

Events

Responsible

Terms

1.

Develop and introduce a special course in higher education program "Gifted Student: diagnostics, training and development," a lecture by work with gifted and talented students in high school to university professors and professionals working with this category of young people.

MES, ODO, GDO,

university centers

According to the university’s plan

2.

Organize courses and seminars for the preparation of their teachers of higher educational institutions to work with gifted and talented students in high school.

MON RK, ODO, GDO, Universities.

Annually

3.

Open at the national and regional centers, counseling services for university teachers organi¬zatsii work with gifted students in different academic disciplines.

MON RK, ODO, GDO

Constantly

4.

Organize a competition of copyright lecturers techniques to identify and develop giftedness (according to profiles and professions) in various academic disciplines at different stages of student age (at exchange rates), according to different forms of training (classroom training, teaching practice, and others.).

MON RK, ODO, GDO. Universities

Annually

5.

Create a special register at the Republican Center "A gifted student," where questions with the work of gifted students are answered, as well as by the means weight own information: television, radio, print.

Publishing house of the MES, Radio and Television

Constantly

6.

Create a permanent transfer (column) in the state and Russian languages on Republican radio and television "Talented Youth" with the participation of students, scholars, masters of arts, creative RK unions, university professors and specialists.

MON RK, television and radio company.

According to plan

7.

Develop and publish medical and psychological benefits for parents, teachers of gifted and talented young people.

MON RK, ODO, GDO, Universities

Constantly

8.

To organize a permanent seminar teaching university staff to discuss the theoretical and practical problems of gifted university students.

MES, ODO, GDO, university centers

Constantly

9.

Create in universities, faculties, departments "Professional creativity of young" universities special popular science magazine for gifted students, "Young scientist", "student-researcher" et al. (Journal name on the profile of the University and optional) in the Kazakh and Russian and languages

Publishing house of the universities

periodically

10

Organize targeted (fundamental, application programs), research on the problems of identification and establishment of talented young people, carried out in higher education institutions, research institutes.

Universities, research institutes

Annually

11.

Develop a system of measures of leisure activities of young people, enabling education of gifted and talented students.

MES, Youth Committee

Constantly

12.

Engage to work with gifted and talented young people representatives of creative unions, societies, scientists, science, technology and culture.

MON RK, ODO, GDO, Universities

Annually

13.

Summarize and promote individual programs experience, plans, various technologies of training and development of gifted and talented university students and others.

MON RK, ODO, GDO, Universities

Constantly

14.

To summarize the experience of higher education institutions to identify and develop talented young people, to hear reports on the Board of the Ministry of Education and Science.

MON RK, Universities

Annually

15

Hold contests of new pedagogical technologies of higher education institutions, professional scientific schools, schools of copyright to work with gifted students.

MON RK, ODO, GDO, Universities

Annually

16.

The republican scientific-practical conference of educators' intellectual and creative potential of the Republic of Kazakhstan: “Problems and Prospects”

MON RK

Annually

To identify talented students in higher education institutions, a number of measures necessary to carry out (Table 4).

Table 4
Identification, development and support of gifted and talented students at the university

Events

Responsible Institutions

Terms

1.

Each university to create departments (psycho-pedagogical service) on the organization of work with gifted students and monitor their development.

 

 

1.

Conduct diagnostic evaluation of students in higher education institutions in order to identify gifted and talented young people.

Heads of university centers (laboratories)

Annually

2.

To carry out the selection, starting with the applicants, in the field of gifted stu¬dentov enrolled in special programs in the field of social and natural sciences gumani¬tarnyh providing them with increased scholarships and the right priority and placement of their work.

Heads of university centers, university professors

Annually

3.

Create every university database of gifted students and to predict their development.

university centers

Annually

4.

Create a regional (provincial, municipal) data banks of gifted university students.

ODO, GDO, Universities.

Annually

5.

Create a National Databank for gifted and talented students of universities.

МОN RK

Annually

6

To conduct differentiated and individualized training sessions in groups of gifted students, provide them with psychological and educational support, as much as possible to develop their abilities in academic and extracurricular activities.

Heads of university centers, university professors.

Constantly

7.

Holding the university competitions,by type of future professional activity of students competition ("Competition in Teaching", "Best future specialist (on profile)" and others.)

Universities

Annually

8.

Holding the university competitions, festivals and talent contests in addition to professional activity in other activities, implementing a wide range of interests of students (amateur art, fine art, art of poetry, art teacher,arts and crafts, dance, acting, technical creativity, sports Olympics, etc.).

Universities

Annually

9.

Perform a variety of intellectual and creative competitions and games among gifted students (eg, "Intellectual Marathon", "What? Where? When?", "Debate and others.).

Universities, deans

Annually

10.

To conduct scientific-practical conference of gifted students in science and professions, creating student scientific circles, to carry out collective student research to develop the continuity of generations.

Universities

Annually

11.

To organize in universities, competitions involving students in different academic disciplines.

Universities

Annually

12

Holding the university gatherings gifted students of different specialties.

Universities

Annually

13.

Enter special additional elective courses and electives, "Psychology of Art", "The creative style of activity", "Professional work", "Technical creativity", "Artistic creativity" and others with creative lessons for gifted and talented students of different specialties.

Universities, deans, head. departments, teachers.

Constantly

14.

Create in high school Sunday school for gifted students professionals (industry and science majors).

Universities, deans, heads of departments.

Once a week.

15.

New Tips for young scientists by faculty, student scientific schools (SSS), research schools, creative laboratories of the groups of gifted and talented students in the field and research areas.

Universities, deans, heads of departments.

Constantly

16.

To organize a range of activities leisure activity gifted youth, stimulating education of personal value orientations.

Universities and student unions.

According to plan.

17.

To expand the network with the universities of additional educational services for gifted and talented students in various activities (music, fine arts, art, tourism, sports, etc.).

Universities, heads of departments, university professors

Constantly

18.

Conduct psychological and medical examination of gifted students, organize their timely high-quality treatment and medical examination.

Psychological services, and health care workers universities

Annually

5. Conclusions

5.1. The findings of the author

Implementation of this concept and construction of a specially organized system of work with gifted students in terms of specific universities, and at the national level, setting   goals and objectives for further improving detection, development and support of gifted student youth in the Republic, taking into account trends in the reform of university practices and new economic conditions requires further development of this problem both in theoretical and methodological and at the practical-application level.

Implementation of the proposed integrated program of research, development and support of higher education institutions in the Republic of Kazakhstan will contribute to the dynamic and qualitative development of education and science, the creation of a national system of training and certification of scientific and scientific-pedagogical personnel that meet international standards and allows Kazakhstan adequately integrate into the world educational space.

As a result of putting into practice the provisions of the basic concept of social prestige and increase the demand for researchers in the labor market. It will be developed rewards system that supports the professional skill level to increase the role of human resources that will contribute to solving the strategic task becoming one of the fifty most competitive countries of the world, because the educated and talented people - this is the main "gold reserves" of society in the twenty-first century .

Bibliographic references

Bakken, J. P., Obiakor, F. E.,Rotatori, A. F. (Eds.).(2013).Advances in special education: Learning disabilities: Identification, assessment, and instruction of students with LD (Vol. 24). Bingley, UK: Emerald Group Publishing Limited.

Berger, S. L. (2014). College Planning for Gifted Students: Choosing and Getting into the Right College. Chicago: Sourcebooks, Inc.

Chandler, K.,Robins, J.(2015).Designing Professional Development for Gifted Education: A Practical Guide to Training Those Who Work with High-Ability Learners. Waco: Prufrock Press.

Conklin, W.(2015, January).Differentiating the Curriculum for Gifted Learners- 2nd Edition (160 p.). New York: SHELL EDUC PUB.

Dixon, F.,Moon, S.(2014). The Handbook of Secondary Gifted (696 p.). Chicago: Sourcebooks, Inc.

Kettler, T.(2015).Modern Curriculum for Gifted and Advanced Academic StudentsEducation (424 p.). Chicago: Sourcebooks, Inc.

Ktistis,S. (2014).Fostering Critical Thinking in Gifted Students in the Heterogeneous Classroom: General Educators' Perceptions. Ann Arbor: The University of Michigan Press.

Lennex, L.(2014).Cases on Instructional Technology in Gifted and Talented Education (509 p.). Hershey: IGI Global.

Missett, T. C. (2014, October).The Social and Emotional Characteristics of Gifted Students(52 p.). London: National Association for Gifted Children.

Pfeiffer, S. I. (2015, May).Essentials of Gifted Assessment (192 p.). New York: John Wiley & Sons.

Simpson, J.,Glover Adams, M. (2015, December).Understanding Gifted Adolescents: Accepting the Exceptional (172 p.). Maryland: Lexington Books.

Weigle, B.(2014, November).Elementary Einsteins: 4 Simple Steps to Challenging Gifted Students in Your Clas (108 p.). Washington: Outpost 13, LLC.

Zwick, R. (2006). Higher education admissions testing. In R. L. Brennan (Ed.)Educational measurement(4th ed., pp. 645–677). Westport, CT: Routledge.


1. Doctor of Pedagogical Sciences, Professor of Department of Music Education and Choreography, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan. lnarikbayeva@yahoo.com

2. Doctor of Pedagogical Sciences, Senior lecturer of Department of pedagogy and psychology, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan. akalimoldaeva@mail.ru

3. Candidate of Pedagogical Sciences, Associated professor of Department Music Education and Choreography, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan. kamar.sulu@mail.ru

4. Candidate of philosophical sciences, associated professor of Department of political science and socially philosophical disciplines, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan. zhanna_madalieva@mail.ru

5. Doctor PhD (of Pedagogical Sciences), Senior lecturer of Department of pedagogy and psychology, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan. akkenzhe_08@mail.ru


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