الاتجاهات المعاصرة في أبحاث تعليم الموهوبين
(مراجعة منهجية)
الكلمات المفتاحية:
تعليم الموهوبين، المراجعة المنهجية، الكشف، إعداد معلمي الطلبة الموهوبين
الملخص
هدفت الدراسة إلى استكشاف اتجاهات الأبحاث العلمية في مجال تعليم الموهوبين من خلال تحليل ثلاث مجلات علمية دولية رائدة مصنفة في Web of Science. ركزت هذه المراجعة على تحديد أهم مواضيع البحث واتجاهاته في أدبيات تعليم الموهوبين، ودراسة المناهج والبرامج المتخصصة، وتجميع النتائج لإثراء البحث العلمي والممارسات والسياسات المتعلقة بمجال تعليم الموهوبين. وقد استرشد التحليل بأربعة أسئلة بحثية: (1) ما ممارسات الكشف والتقييم الأكثر فعالية لضمان تكافؤ فرص الوصول إلى خدمات تعليم الموهوبين بين مختلف فئات الموهوبين؟ (2) ما الخصائص الاجتماعية والعاطفية الرئيسية واحتياجات الدعم للطلاب الموهوبين في مختلف السياقات الثقافية واللغوية والقدرات؟ (3) كيف تؤثر التدخلات التعليمية ونماذج البرامج المتخصصة على التطور الأكاديمي والاجتماعي والعاطفي للطلاب الموهوبين؟ (4) ما العوامل التي تؤثر على اختيار وتأهيل المعلمين في تلبية احتياجات الطلاب الموهوبين والمتفوقين؟ تم إجراء مراجعة منهجية للمقالات المنشورة في مجلة Roeper Review، ومجلة Gifted Child Quarterly، ومجلة Journal for the Education of the Gifted، خلال الفترة من 2021 إلى 2025. وظف الباحث نموذج Excel لتحليل (302) ورقة علمية، تم نشرها في المجلات الثلاثة المستهدفة خلال الفترة الزمنية المحددة. كما تم تحليل المقالات باستخدام التحليل الموضوعي لتحديد محاور البحث الرئيسية ومعالجة أسئلة البحث. وقد برزت خمسة محاور رئيسية هي: (1) الإنصاف والوصول في تعليم الموهوبين، (2) ممارسات الكشف والتقييم، (3) التطور الاجتماعي والعاطفي، (4) التدخلات والبرامج التعليمية، و(5) إعداد المعلمين والتطوير المهني. وبالتالي فقد كشف التحليل عن اهتمام متزايد بقضايا الإنصاف، وطرق الكشف والتقييم المبتكرة، والدعم الشامل للاحتياجات الاجتماعية والعاطفية، ونماذج تعليم الموهوبين القائمة على الأدلة والبراهين، وبرامج تحسين إعداد المعلمين.
المراجع
1. Acar, S., Berthiaume, K., Grajzel, K., Dumas, D., Flemister, C., & Organisciak, P. (2021). Applying automated originality scoring to the verbal form of Torrance Tests of Creative Thinking. Gifted Child Quarterly, 65(4), 296-315. https://doi.org/10.1177/00169862211061874
2. Alodat, A. M., Gentry, M., & Lee, H. (2024). Validity evidence of the HOPE teacher rating scale-Arabic version for identifying gifted refugee students. Gifted Child Quarterly, 68(4), 251-263. https://doi.org/10.1177/00169862241256047
3. Atmaca, F., & Baloglu, M. (2022). The two sides of cognitive masking: A three-level Bayesian meta-analysis on twice-exceptionality. Gifted Child Quarterly, 66(4), 277-295. https://doi.org/10.1177/00169862221110875
4. Ayoub, A. E. A., Alabbasi, A. A. M., Alsubaie, A. M., Runco, M. A., & Acar, S. (2022). Enhanced open-mindedness and problem finding among gifted female students involved in future robotics design. Roeper Review, 44(2), 85-93. https://doi.org/10.1080/02783193.2022.2043500
5. Aykutlu, H. C., Dereli, F., Turan, B., Kurtca, T. T., & Dursun, O. B. (2024). Gifted children and psychiatric disorders: Is the risk increased compared with their peers? Gifted Child Quarterly, 68(3), 226-237. https://doi.org/10.1177/00169862241239649
6. Barnes, K. L. (2022). The inherent racism of (gifted) education. Gifted Child Quarterly, 66(2), 119-120. https://doi.org/10.1177/00169862211037705
7. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
8. Chowkase, A. A. (2022). A bioecological systems view of school experiences of high-ability students from rural India. Gifted Child Quarterly, 66(1), 41-61. https://doi.org/10.1177/00169862211030311
9. Duplenne, L., Bourdin, B., Fernandez, D. N., Blondelle, G., & Aubry, A. (2024). Anxiety and depression in gifted individuals: A systematic and meta-analytic review. Gifted Child Quarterly, 68(1), 65-83. https://doi.org/10.1177/00169862231208922
10. Fleith, D. D., Vilarinho-Pereira, D., & Prado, R. M. (2024). Voices from the families: Strategies for and challenges in raising a gifted child. Journal for the Education of the Gifted, 47(2), 162-181. https://doi.org/10.1177/01623532241235576
11. Gallagher, S. A. (2023). Reclaiming history: How the Marland Report addressed culturally, linguistically, and economically diverse students. Gifted Child Quarterly, 67(3), 198-219. https://doi.org/10.1177/00169862231166110
12. Guilbault, K. M., & Meyer, M. S. (2024). Toward equity and transparency: A content analysis of Florida elementary acceleration policies. Gifted Child Quarterly, 68(4), 316-339. https://doi.org/10.1177/00169862241265101
13. Johnson, R. M., Rinn, A. N., Mun, R. U., & Yeung, G. (2024). Perspectives of parents of highly and profoundly gifted children regarding competence, belonging, and support within a sociocultural context. Gifted Child Quarterly, 68(4), 294-315. https://doi.org/10.1177/00169862241254840
14. Jolly, J. L., & Robins, J. H. (2022). The Marland Report: A defining moment in gifted education. Journal for the Education of the Gifted, 45(1), 3-3. https://doi.org/10.1177/01623532211064366
15. Lassila, E., Hyry-Beihammer, E. K., Kizkapan's, O., Rocena, A., & Sumida, M. (2023). Giftedness in inclusive classrooms: A cross-cultural examination of pre-service teachers' thinking in Finland, Austria, Turkey, the Philippines, and Japan. Gifted Child Quarterly, 67(4), 306-324. https://doi.org/10.1177/00169862231183652
16. Lee, H., Gentry, M., & Maeda, Y. (2021). Validity evidence of the HOPE Scale in Korea: Identifying gifted students from low-income and multicultural families. Gifted Child Quarterly, 66(1), 23-40. https://doi.org/10.1177/00169862211024590
17. Lee, H. S., Karakis, N., Akce, B. O., Tuzgen, A. A., Karami, S., Gentry, M., & Maeda, Y. (2021). A meta-analytic evaluation of Naglieri Nonverbal Ability Test: Exploring its validity evidence and effectiveness in equitably identifying gifted students. Gifted Child Quarterly, 65(3), 199-219. https://doi.org/10.1177/0016986221997800
18. Makkonen, T., Lavonen, J., & Tirri, K. (2022). Self-evaluated multiple intelligences of gifted upper-secondary-school physics students in Finland. Roeper Review, 44(1), 19-34. https://doi.org/10.1080/02783193.2021.2005205
19. Mofield, E. L., & Peters, M. P. (2022). Understanding the interplay of psychosocial competencies in talent development: Typologies and differences for gifted students. Roeper Review, 44(3), 144-156. https://doi.org/10.1080/02783193.2022.2071368
20. Neumeister, K. L. S. (2024). Maximizing the potential of twice-exceptional learners: Creating a framework of stakeholder supports. Gifted Child Quarterly, 68(1), 19-33. https://doi.org/10.1177/00169862231193699
21. Nicholas, M., Skourdoumbis, A., & Bradbury, O. (2024). Meeting the needs and potentials of high-ability, high-performing, and gifted students via differentiation. Gifted Child Quarterly, 68(2), 154-172. https://doi.org/10.1177/00169862231222225
22. Novak, A. M., & Lewis, K. D. (2023). Perceptions of a gifted coordinator on university/district collaboration providing culturally responsive gifted professional learning: A phased analysis of the four-zone equity-driven model of professional learning. Journal for the Education of the Gifted, 46(3), 276-315. https://doi.org/10.1177/01623532231180903
23. Ottwein, J. K., & Mun, R. U. (2023). Colorblind racial ideology among teachers of gifted students and its relationship with culturally responsive pedagogy. Gifted Child Quarterly, 67(4), 259-277. https://doi.org/10.1177/00169862231185559
24. Ozen, Z., Pereira, N., Karatas, T., Castillo-Hermosilla, H., & Maeda, Y. (2025). A meta-analytic evaluation: Investigating evidence for the validity of the Cognitive Abilities Test. Gifted Child Quarterly, 69(1), 3-15. https://doi.org/10.1177/00169862241285593
25. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
26. Pereira, N. (2021). Finding talent among elementary English learners: A validity study of the HOPE teacher rating scale. Gifted Child Quarterly, 65(2), 153-166. https://doi.org/10.1177/0016986220985942
27. Peters, S. J. (2022). The challenges of achieving equity within public school gifted and talented programs. Gifted Child Quarterly, 66(2), 82-94. https://doi.org/10.1177/00169862211002535
28. Peters, S. J., Langi, M., Kuhfeld, M., & Lewis, K. (2025). Unequal learning loss: How the COVID-19 pandemic influenced the academic growth of learners at the tails of the achievement distribution. Journal for the Education of the Gifted, 48(1), 25-47. https://doi.org/10.1177/01623532241301079
29. Peters, S. J., Johnson, A., Makel, M. C., & Carter, J. S. (2024). Who's got talent for identifying talent? Predictors of equitable gifted identification for Black and Hispanic students. Gifted Child Quarterly, 68(3), 238-246. https://doi.org/10.1177/00169862241240483
30. Rambo-Hernandez, K. E., Brigandi, C., Amin, S., & Spillane, N. (2023). Who gets identified? The consequences of variability in teacher ratings and combination rules for determining eligibility for gifted services for young children. Journal for the Education of the Gifted, 46(2), 111-139. https://doi.org/10.1177/01623532231162612
31. Ronksley-Pavia, M. (2024). The additional burden of auditory processing skill deficits for a young person with multiple exceptionalities: A case study of a twice-exceptional student. Roeper Review, 46(2), 140-159. https://doi.org/10.1080/02783193.2024.2309401
32. Sambuis, S., & Bourdin, B. (2025). Teachers' attitude towards gifted students and their education: A systematic review. Journal for the Education of the Gifted, 48(1), 48-81. https://doi.org/10.1177/01623532241301088
33. Shaunessy-Dedrick, E., Suldo, S. M., O'Brennan, L., Dedrick, R., Parker, J., Ferron, J., & DiLeo, L. (2022). Acceptability of a preventative coping and connectedness curriculum for high school students entering accelerated curricula. Journal for the Education of the Gifted, 45(3), 203-237. https://doi.org/10.1177/01623532221105307
34. Shen, Y. (2022). Incubating future scholars in the humanities: A case study of an honors program at Peking University. Journal for the Education of the Gifted, 45(3), 292-313. https://doi.org/10.1177/01623532221105294
35. Siegle, D., Hook, T. S., & Wright, K. J. (2024). Confronting the Gordian knot: Disentangling gifted education's major issues. Gifted Child Quarterly, 68(3), 175-188. https://doi.org/10.1177/00169862241239617
36. Silverman, L. K. (2024). The overlooked role of modalities in multi-exceptional children. Roeper Review, 46(2), 90-102. https://doi.org/10.1080/02783193.2024.2309137
37. Tran, B. T. N., Wai, J., McKenzie, S., Mills, J., & Seaton, D. (2022). Expanding gifted identification to capture academically advanced, low-income, or other disadvantaged students: The case of Arkansas. Journal for the Education of the Gifted, 45(1), 64-83. https://doi.org/10.1177/01623532211063936
38. Woo, H., & Cumming, T. M. (2023). South Korean preservice teachers' self-perception as gifted: Impact on teacher self-efficacy and attitudes toward gifted education. Journal for the Education of the Gifted, 46(4), 374-397. https://doi.org/10.1177/01623532231199266
39. Worrell, F. C., & Dixson, D. D. (2022). Achieving equity in gifted education: Ideas and issues. Gifted Child Quarterly, 66(2), 79-81. https://doi.org/10.1177/00169862211068551
40. Yang, Y., & Gentry, M. L. (2023). Striving to excel in STEM: Insights from underrepresented, minoritized graduate students with high academic ability. Gifted Child Quarterly, 67(2), 110-136. https://doi.org/10.1177/00169862221119208
41. Yao, Z., Rawlinson, C., & Hamilton, R. (2024). Listen to the voices of gifted Chinese students in New Zealand: A culturally responsive framework. Gifted Child Quarterly, 68(1), 3-18. https://doi.org/10.1177/00169862231193700
2. Alodat, A. M., Gentry, M., & Lee, H. (2024). Validity evidence of the HOPE teacher rating scale-Arabic version for identifying gifted refugee students. Gifted Child Quarterly, 68(4), 251-263. https://doi.org/10.1177/00169862241256047
3. Atmaca, F., & Baloglu, M. (2022). The two sides of cognitive masking: A three-level Bayesian meta-analysis on twice-exceptionality. Gifted Child Quarterly, 66(4), 277-295. https://doi.org/10.1177/00169862221110875
4. Ayoub, A. E. A., Alabbasi, A. A. M., Alsubaie, A. M., Runco, M. A., & Acar, S. (2022). Enhanced open-mindedness and problem finding among gifted female students involved in future robotics design. Roeper Review, 44(2), 85-93. https://doi.org/10.1080/02783193.2022.2043500
5. Aykutlu, H. C., Dereli, F., Turan, B., Kurtca, T. T., & Dursun, O. B. (2024). Gifted children and psychiatric disorders: Is the risk increased compared with their peers? Gifted Child Quarterly, 68(3), 226-237. https://doi.org/10.1177/00169862241239649
6. Barnes, K. L. (2022). The inherent racism of (gifted) education. Gifted Child Quarterly, 66(2), 119-120. https://doi.org/10.1177/00169862211037705
7. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
8. Chowkase, A. A. (2022). A bioecological systems view of school experiences of high-ability students from rural India. Gifted Child Quarterly, 66(1), 41-61. https://doi.org/10.1177/00169862211030311
9. Duplenne, L., Bourdin, B., Fernandez, D. N., Blondelle, G., & Aubry, A. (2024). Anxiety and depression in gifted individuals: A systematic and meta-analytic review. Gifted Child Quarterly, 68(1), 65-83. https://doi.org/10.1177/00169862231208922
10. Fleith, D. D., Vilarinho-Pereira, D., & Prado, R. M. (2024). Voices from the families: Strategies for and challenges in raising a gifted child. Journal for the Education of the Gifted, 47(2), 162-181. https://doi.org/10.1177/01623532241235576
11. Gallagher, S. A. (2023). Reclaiming history: How the Marland Report addressed culturally, linguistically, and economically diverse students. Gifted Child Quarterly, 67(3), 198-219. https://doi.org/10.1177/00169862231166110
12. Guilbault, K. M., & Meyer, M. S. (2024). Toward equity and transparency: A content analysis of Florida elementary acceleration policies. Gifted Child Quarterly, 68(4), 316-339. https://doi.org/10.1177/00169862241265101
13. Johnson, R. M., Rinn, A. N., Mun, R. U., & Yeung, G. (2024). Perspectives of parents of highly and profoundly gifted children regarding competence, belonging, and support within a sociocultural context. Gifted Child Quarterly, 68(4), 294-315. https://doi.org/10.1177/00169862241254840
14. Jolly, J. L., & Robins, J. H. (2022). The Marland Report: A defining moment in gifted education. Journal for the Education of the Gifted, 45(1), 3-3. https://doi.org/10.1177/01623532211064366
15. Lassila, E., Hyry-Beihammer, E. K., Kizkapan's, O., Rocena, A., & Sumida, M. (2023). Giftedness in inclusive classrooms: A cross-cultural examination of pre-service teachers' thinking in Finland, Austria, Turkey, the Philippines, and Japan. Gifted Child Quarterly, 67(4), 306-324. https://doi.org/10.1177/00169862231183652
16. Lee, H., Gentry, M., & Maeda, Y. (2021). Validity evidence of the HOPE Scale in Korea: Identifying gifted students from low-income and multicultural families. Gifted Child Quarterly, 66(1), 23-40. https://doi.org/10.1177/00169862211024590
17. Lee, H. S., Karakis, N., Akce, B. O., Tuzgen, A. A., Karami, S., Gentry, M., & Maeda, Y. (2021). A meta-analytic evaluation of Naglieri Nonverbal Ability Test: Exploring its validity evidence and effectiveness in equitably identifying gifted students. Gifted Child Quarterly, 65(3), 199-219. https://doi.org/10.1177/0016986221997800
18. Makkonen, T., Lavonen, J., & Tirri, K. (2022). Self-evaluated multiple intelligences of gifted upper-secondary-school physics students in Finland. Roeper Review, 44(1), 19-34. https://doi.org/10.1080/02783193.2021.2005205
19. Mofield, E. L., & Peters, M. P. (2022). Understanding the interplay of psychosocial competencies in talent development: Typologies and differences for gifted students. Roeper Review, 44(3), 144-156. https://doi.org/10.1080/02783193.2022.2071368
20. Neumeister, K. L. S. (2024). Maximizing the potential of twice-exceptional learners: Creating a framework of stakeholder supports. Gifted Child Quarterly, 68(1), 19-33. https://doi.org/10.1177/00169862231193699
21. Nicholas, M., Skourdoumbis, A., & Bradbury, O. (2024). Meeting the needs and potentials of high-ability, high-performing, and gifted students via differentiation. Gifted Child Quarterly, 68(2), 154-172. https://doi.org/10.1177/00169862231222225
22. Novak, A. M., & Lewis, K. D. (2023). Perceptions of a gifted coordinator on university/district collaboration providing culturally responsive gifted professional learning: A phased analysis of the four-zone equity-driven model of professional learning. Journal for the Education of the Gifted, 46(3), 276-315. https://doi.org/10.1177/01623532231180903
23. Ottwein, J. K., & Mun, R. U. (2023). Colorblind racial ideology among teachers of gifted students and its relationship with culturally responsive pedagogy. Gifted Child Quarterly, 67(4), 259-277. https://doi.org/10.1177/00169862231185559
24. Ozen, Z., Pereira, N., Karatas, T., Castillo-Hermosilla, H., & Maeda, Y. (2025). A meta-analytic evaluation: Investigating evidence for the validity of the Cognitive Abilities Test. Gifted Child Quarterly, 69(1), 3-15. https://doi.org/10.1177/00169862241285593
25. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
26. Pereira, N. (2021). Finding talent among elementary English learners: A validity study of the HOPE teacher rating scale. Gifted Child Quarterly, 65(2), 153-166. https://doi.org/10.1177/0016986220985942
27. Peters, S. J. (2022). The challenges of achieving equity within public school gifted and talented programs. Gifted Child Quarterly, 66(2), 82-94. https://doi.org/10.1177/00169862211002535
28. Peters, S. J., Langi, M., Kuhfeld, M., & Lewis, K. (2025). Unequal learning loss: How the COVID-19 pandemic influenced the academic growth of learners at the tails of the achievement distribution. Journal for the Education of the Gifted, 48(1), 25-47. https://doi.org/10.1177/01623532241301079
29. Peters, S. J., Johnson, A., Makel, M. C., & Carter, J. S. (2024). Who's got talent for identifying talent? Predictors of equitable gifted identification for Black and Hispanic students. Gifted Child Quarterly, 68(3), 238-246. https://doi.org/10.1177/00169862241240483
30. Rambo-Hernandez, K. E., Brigandi, C., Amin, S., & Spillane, N. (2023). Who gets identified? The consequences of variability in teacher ratings and combination rules for determining eligibility for gifted services for young children. Journal for the Education of the Gifted, 46(2), 111-139. https://doi.org/10.1177/01623532231162612
31. Ronksley-Pavia, M. (2024). The additional burden of auditory processing skill deficits for a young person with multiple exceptionalities: A case study of a twice-exceptional student. Roeper Review, 46(2), 140-159. https://doi.org/10.1080/02783193.2024.2309401
32. Sambuis, S., & Bourdin, B. (2025). Teachers' attitude towards gifted students and their education: A systematic review. Journal for the Education of the Gifted, 48(1), 48-81. https://doi.org/10.1177/01623532241301088
33. Shaunessy-Dedrick, E., Suldo, S. M., O'Brennan, L., Dedrick, R., Parker, J., Ferron, J., & DiLeo, L. (2022). Acceptability of a preventative coping and connectedness curriculum for high school students entering accelerated curricula. Journal for the Education of the Gifted, 45(3), 203-237. https://doi.org/10.1177/01623532221105307
34. Shen, Y. (2022). Incubating future scholars in the humanities: A case study of an honors program at Peking University. Journal for the Education of the Gifted, 45(3), 292-313. https://doi.org/10.1177/01623532221105294
35. Siegle, D., Hook, T. S., & Wright, K. J. (2024). Confronting the Gordian knot: Disentangling gifted education's major issues. Gifted Child Quarterly, 68(3), 175-188. https://doi.org/10.1177/00169862241239617
36. Silverman, L. K. (2024). The overlooked role of modalities in multi-exceptional children. Roeper Review, 46(2), 90-102. https://doi.org/10.1080/02783193.2024.2309137
37. Tran, B. T. N., Wai, J., McKenzie, S., Mills, J., & Seaton, D. (2022). Expanding gifted identification to capture academically advanced, low-income, or other disadvantaged students: The case of Arkansas. Journal for the Education of the Gifted, 45(1), 64-83. https://doi.org/10.1177/01623532211063936
38. Woo, H., & Cumming, T. M. (2023). South Korean preservice teachers' self-perception as gifted: Impact on teacher self-efficacy and attitudes toward gifted education. Journal for the Education of the Gifted, 46(4), 374-397. https://doi.org/10.1177/01623532231199266
39. Worrell, F. C., & Dixson, D. D. (2022). Achieving equity in gifted education: Ideas and issues. Gifted Child Quarterly, 66(2), 79-81. https://doi.org/10.1177/00169862211068551
40. Yang, Y., & Gentry, M. L. (2023). Striving to excel in STEM: Insights from underrepresented, minoritized graduate students with high academic ability. Gifted Child Quarterly, 67(2), 110-136. https://doi.org/10.1177/00169862221119208
41. Yao, Z., Rawlinson, C., & Hamilton, R. (2024). Listen to the voices of gifted Chinese students in New Zealand: A culturally responsive framework. Gifted Child Quarterly, 68(1), 3-18. https://doi.org/10.1177/00169862231193700
منشور
2025-11-28
كيفية الاقتباس
د. ناصر بن محمد المطيري. (2025). الاتجاهات المعاصرة في أبحاث تعليم الموهوبين: (مراجعة منهجية). Journal of Educational and Human Sciences, (48), 445-461. https://doi.org/10.33193/JEAHS.48.2025.718
إصدار
القسم
المقالات
الحقوق الفكرية (c) 2025 د. ناصر بن محمد المطيري
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