Evaluation of Gifted Programs According to the Educational and Learning Capital Model
Ahlam Husni Aqel, Alia Al-Oweidi
Ministry of Education (Jordan), The World Islamic Sciences and Education University (Jordan)
This study aims to examine gifted education programs according to the Educational and Learning Capital Model from the perspectives of teachers working with gifted students. The research followed a descriptive survey design. The study sample consisted of 260 teachers of gifted students from King Abdullah II Schools for Excellence and the Jubilee School. Two scales were developed; the first was used to examine gifted education programs according to the Educational Capital Model, and the second was used to examine gifted education programs through the Learning Capital Model. Together, the two scales comprised a total of 70 indicators based on the Educational and Learning Capital Approach (ELCA). Descriptive analysis used means and standard deviations. Teachers reported high levels of availability and use of educational and learning capitals. The mean value obtained from the first scale was 1.67 (SD = 0.274), while the mean value obtained from the second scale was 1.78 (SD = 0.258). Among the educational capitals, didactic educational capital ranked first, while infrastructural educational capital ranked last. Among the learning capitals, telic learning capital ranked first, while organismic learning capital ranked last. The assignment of a dedicated teacher to the innovation laboratory is recommended.
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