بنات شباب
بليز بدي مساعدتكم الله يفوق اللي يساعدني مطلوب مني ترجمة دراسة في التربية الخاصة بس ما عرفت أترجم زين واذا ترجمت ببرامج تطلع الترجمه هندية والترجمة لازم أسلمه الأسبوع الجاي ا
وأنا ماخلصت ولاشي منها الله يسعدكم وهذي هي الدراسة بالله لاحد يطنشني تراني تمرمطت من منتدى لمنتدى مافيه مساعدة من أحد وهذي هي الدراسة:
Questions about gifted learners and the best way to teach them to face expected challenges is often a source of controversy. This is because old stereotype curriculum and conventional instructional strategies may not be enough to give the needed stimulation. Considering the enormity of what is expected to reinforce the education of the gifted, this study investigated the efficacy of Enrichment Triad and Self-Directed learning models on the academic achievement of selected gifted students in some secondary schools in Nigeria. The study used the pre-test, post-test, control group quasi-experiment design in a 3 x 2 factorial matrix. The subjects for the study consisted of 75 Senior Secondary School gifted students from eight secondary schools in Nigeria. Multi-stage sampling technique was utilized for the selection of the participants, which were randomly assigned into three experimental groups. Analysis of Covariance was the main statistical method utilized to test two generated hypotheses at the probability level of 0.05. The findings revealed that there was significant treatment effect on subjects' post-test academic achievement scores. There was no significant main effect of gender. The study also indicated that gifted male subjects exposed to Enrichment Trial and Self-Directed models had higher mean score (x = 80.93) than their female counterparts exposed to the same treatment. Since the Enrichment Triad and Self-Directed models are capable of facilitating gifted students' educational programmes, it is therefore recommended that both regular and special educators should use these models in facilitating the academic achievement for their gifted students.

Gifted and talented individuals do not face challenges in the same way that most children who receive special education services do. However, because of their differences (high levels of intelligence, academic achievement, creativity or unique talents); they are often stifled by educational approaches that do not challenge or develop their cognitive abilities or help them achieve to their potential. For these reasons many parents, policymakers and education professionals, believe that these students need special services (Grantham, 2002).

Schools across the world have been adding more teaching learning models for students of all ages and abilities. Gifted and talented students in many schools, now use various teaching learning models in their classrooms and increasingly large percentage of these students have developed their intellectual functioning through the use of these models. Educators, captains of business and industry, government, and the general public, believe that students must be facilitated through the various teaching learning models for a developed intellectual functioning. The disparity between theory and practice is attributed to many causes, ranging from a lack of educational focus, to shortage of funding. Even those problems have found evidence that students are working smarter, whether they are learning and using more information, understanding better, or developing higher level thinking skill (Holden, 1998). Thus, gifted students are now benefiting from increased use of various teaching learning because their special needs are being met through informed used of these various models (Jones, 1990).
According to Maker (1995) the determination of the specific needs of gifted and talented children is complicated by the widely different opinions of what giftedness is and how it is manifested. Basic research is as varied as Gardner's (1983) theory of multiple intelligences and Renzulli's (1994) congruence between ability, commitment and creativity. Most agree, however, that the talents of gifted youngsters are dynamic, rather than static or fixed, and the youngsters and their talent must be nurtured. How schools nurture the gifted through the use of teaching learning models like enrichment triad and self-directed models and its effect on their academic achievement is the focus of this research.

A teaching learning model therefore, is a structural framework that serves as a guide for developing specific educational activities and environments. A model can be highly theoretical and abstract, or it can be a more practical structural framework. Regardless of whatever it is, theoretical or practical, the distinguishing features common on learning models are implicit assumptions about the characteristics of learners and about the teaching learning process. These include guidelines for developing specific day-to-day learning experiences; definite patterns and requirements for these learning activities and a body of research surrounding their developments or an evaluation of their effectiveness (Maker, 1994).

Joyce and Weil (1999) have identified more that (80) teaching learning models and have divided them into four families based on their common viewpoints about teaching and learning. The first group, social interaction models, emphasizes the relationship of the individual to the society and to other groups, and focuses on the individual ability to relate to others, engage in democracy, and work productivity with society. The third family, personal models, shares an orientation toward the development of self-concept. Behaviour modification and cybernetic models emphasized changes in observable behaviour based on efficient sequencing of learning tasks along with manipulation of antecedents and consequences.

The Enrichment Triad Model
The Enrichment Triad Model was developed as a total enrichment skills, and development of an investigative attitude. Several teaching learning models have been developed for education and used in programmes for the gifted, but few have been developed specifically for teaching gifted children. One of the most popular is Renzulli's(1994) Enrichment Triad. Educators of the gifted and critics of special provisions for the gifted have long been concerned about providing qualitatively different. Learning experiences for these children; therefore, Renzulli presents an enrichment model that can be used as guide in developing defensible programmes for the gifted, this is programmes that are qualitatively different.

According to Renzulli (1994) qualitatively different programmes mean more than freedom of choice, lack of pressure, absence of grading, an individualization of rate or pace, although all of those are important in gifted programmes. Renzulli developed a model for moving the student through awareness, the learning of process, and the development of a product using three different but interrelated types of learning activities. The simplest form of enrichment sometimes referred to as vertical enrichment or acceleration, consists of introducing gifted students to advance courses early. This practice takes care of the student's need to be challenged and to interact with equally advanced peers and more specialized instructor enrichment activities that must be respected; the student's content interest and preferred style these are important components of Renzulli's model. There are two main objectives that Renzulli (1994) recommends for guiding the education of gifted and talented students and that are incorporate into Triad Approach:
1) Students will have an opportunity to pursue their own interests to whatever depth and extent they so desire; and they will be allowed to pursue these interests in a manner that is consistent with their own preferred styles of learning.
2) The primary role of each teacher in the programme for gifted and talented students is to guide students to identify problems that are consistent with the student's interest.

In addition, another role of each teacher is to acquire the necessary methodological resources and investigative skills that are necessary for solving these particular problems. The skills will help the teachers to cope with various problems that may want to impede the success of gifted students.

Renzulli (1994) further noted that enrichment activities consist of three types and these activities are prepared in such a way that each type provides springboard for the other (i.e. type one, two and three) and are interrelated.
Type one focuses on three procedures that teachers can use to allow the student to explore a diversity of areas, which are interest centers, visitation or field trips, and resource persons or guest speakers (Renzulli, 1991). These activities create awareness for the gifted and talented students which later arouses their interests.

Type two provides valuable systems for organizing thinking and feeling processes and factors that are essential for human learning. These processes are necessary for type three because they are the basic skills that serve as foundation for type three. Students must then acquire the process skills and abilities that will enable them to solve problems in a variety of areas. The following are given by Renzulli and Reis (1993) as example of process skills. That is, brainstorming will lead to comparison and comparison will lead to elaboration, observation will lead to categorization and from categorization to hypothesizing, classification to synthesis and synthesis to awareness, interpretation leads to fluency and fluency to appreciation, analysis leads to flexibility and to value classification and evaluation leads to originality and originality to commitment.

In this model, the teachers' role is to be a manager in the learning process and to know when and how to enter into this process. The teacher thus has the following major responsibilities when managing type three. These include: identifying and focusing students' interest findings appropriate outlets for students' products providing students with methodological assistance and developing a laboratory environment (Reinzulli & Reis, 1993).

Self-Directed Model
In addition, one of the important priorities expressed by educators of the gifted is a need to develop self-directedness or independent learning skills in students so that they can continue their learning without constant supervision or assistance from an adult. Often, these educators, along with the parents of gifted children, assume that because their children are gifted, they automatically are or will become if turned loose - self-directed learners. Indeed gifted children are more independent than other children. However, not all gifted children are independent learners, and even if they are more independent than other children they probably do not possess the skills that will enable them to direct their own learning completely or conduct their own research, unless they have had some practice of being self-directed (Maker, 1994).

Treffinger's (1996) model provides exactly the structure needed to developed gradually in students the skills necessary to become self-directed learners. It is a model designed for moving students towards independent learning. Its primary goal is the sequential development of skills in managing individual learning, which builds on the strengths of gifted children, enhances their involvement in their own learning and increase their motivation by allowing them to study in their areas of interest.

The self-directed learning model developed two assumptions about learning, first, children will learn better if involved in their own learning. Second, they will be more motivated to learn if they directed their learning in areas of their own choice. These assumptions are closely related to Bruner's (1994) and Kagan's (1993) ideas about discovery learning. When children are active rather than passive participants in the learning process, they learn more, remember it longer, and develop more self-confidence in their ability to figure things out on their own. This contributes to greater motivation for learning rather than doing what they are told by an adult.

The self-directed learning model provides a structured way for teachers to develop experiences that will move their students and themselves toward student-directed learning. Rather than assuming that gifted students already posses the self-management skills that will enable them to be independent learners, the model provides a way to develop these skills gradually. In this process, both teacher and student roles change drastically as students assume more responsibility. The teacher moves from director to a provider of options, and then to resource person or facilitator when needed by the student. On the other hand, the student moves from passive/learner to a developer and chooser of options, and then to diagnostician, director of learning and self-evaluator (Barton, 1994).

Furthermore, Treffinger (1988) presented the idea underlying self-directed model as the teaching that involves the following four basic factors that can be used to analyze any instructional event or sequence. These include: identification of goals and objectives, assessment of entering behaviour identification and implication of instructional procedures and assessment of performance. In most classrooms, all these factors are completely under the direction and control of the teacher. The teacher decides what the class as a whole will learn.

Statement of the Problem
Most gifted students are not adequately exposed to educational approaches that would challenge or develop their cognitive abilities. Questions about gifted learners and the best way to teach them to face expected challenges are often sources of controversy.

Gifted students manifest or are capable of developing opportunities and services that are not ordinarily provided through regular or traditional instructional programmes. This is because old stereotype curriculum and conventional instructional strategies may not be enough to give the needed stimulation, especially in Nigerian schools.

Considering the challenges faced by the gifted in Nigeria schools and the inability to identify their academic needs, this study therefore investigated the Efficacy of Enrichment Triad and Self-Directed learning models on the academic achievement of selected students in some secondary schools in Oyo State, Nigeria. Thus the outcome of this study will serve as the basis upon which educational programmes for the gifted can be better achieved considering the growing trend in the education of this identified group. This will therefore lay to rest the controversies surrounding the causes of under-achieving among gifted children.

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