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Wyświetlanie 1-10 z 34
Tytuł:
Validating the Persian Version of Questionnaire of Educational and Learning Capital (QELC) in Iran
Autorzy:
Niknam, Karim
Baloğlu, Mustafa
Powiązania:
https://bibliotekanauki.pl/articles/26446414.pdf
Data publikacji:
2021
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
QELC
the Actiotope Model of Giftedness
giftedness
Iran
Opis:
Unlike the traditional person-centred models where character traits are attached to the actions, the Actiotope Model of Giftedness (AMG) focuses on the person-environment interactions. The model asserts that successful learning requires essential sources including learning and educational capital situated in the environment. This study aims to validate the Persian version of the Questionnaire of Educational and Learning Capital (QELC) among students in Iran (n = 283). The Persian QELC was prepared and utilised to evaluate the sources revealed in the AMG. Results show that the Persian QELC has satisfactory psychometric properties.
Źródło:
Chowanna; 2021, 2(57); 1-19
0137-706X
2353-9682
Pojawia się w:
Chowanna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Discovering and Supporting Gifted Children in Kindergarten: Approaches and Practices of Preschool Teachers in Slovenia
Autorzy:
Gabrijelčič, Mojca Kukanja
Lukač, Lara
Serrano, Polonca
Powiązania:
https://bibliotekanauki.pl/articles/48520306.pdf
Data publikacji:
2024-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
giftedness
preschool
identification
education
Opis:
The study aimed to investigate the attitudes of preschool teachers towards gifted children. A sample of 70 Slovenian preschool teachers was included in the study. The data was collected using a quantitative data collection technique and a questionnaire as a measurement tool. The results showed that preschool teachers believe gifted children’s characteristics are most easily recognised in the preschool years, especially in the second age group (3-6 years). Most respondents (82.9%) believe it is easier to recognise giftedness in children in the general intellectual domain. Most preschool teachers consider pedagogical differentiation and individualisation important when working with gifted preschool children. More than half of the respondents (57.1%) answered that they do not use tools for discovering gifted children, and the majority of them believe that they do not know the early signs of giftedness. In conclusion, gifted children should be identified in early childhood so that their development and potential can be adequately nurtured.
Źródło:
The New Educational Review; 2024, 76; 92-106
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
When Parents and Teachers Assess Intellectual Giftedness of Preschool Children
Autorzy:
Havigerová, Jana Marie
Juklová, Kateřina
Haviger, Jiří
Powiązania:
https://bibliotekanauki.pl/articles/16538404.pdf
Data publikacji:
2013-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Characteristics of Giftedness Scale
preschool children
assessment of giftedness
parents
nursery teachers
Opis:
The paper deals with the possibility of using a screening method for the assessment of intellectual giftedness at preschool age by two groups of persons – nursery teachers and parents. It presents The Characteristics of Giftedness Scale (CGS) for preschool children from Linda Silverman and its Czech translation that was verified from the aspect of parallel validity with a standardized IQ test. The CGS was filled in by experienced nursery teachers and by parents of preschool children and their assessments were analysed from the aspect of similarity and diversity. The results show that teacher assessment is closer to the IQ test results compared with parents who tend to overestimate their children. Eight items with low agreement between the two groups of respondents were identified and their expected sources discussed.
Źródło:
The New Educational Review; 2013, 34; 188-197
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Uzdolnienia matematyczne – definicja, struktura, pomiar
Mathematical Giftedness – Definition, Structure, Measurement
Autorzy:
ŁUBIANKA, BEATA
Powiązania:
https://bibliotekanauki.pl/articles/456154.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Rzeszowski
Tematy:
uzdolnienia matematyczne
struktura i pomiar uzdolnień
mathematical giftedness
structure and measurement of giftedness
Opis:
W artykule przedstawiono informacje dotyczące wybranych zagadnień związanych z uzdolnieniami matematycznymi. Omówiono poznawcze aspekty odnoszące się do definicji, struktury oraz pomiaru uzdolnień matematycznych. Zaprezentowane analizy stanowią aktualizację wiedzy dla kształcenia nauczycieli w zakresie przedmiotów matematycznych, informatycznych oraz technicznych.
The article presents information on selected issues related to mathematical giftedness Cognitive aspects related to the definition, structure and measurement of mathematical giftedness are discussed. The presented analyzes constitute an update of knowledge for teacher’s education in the fields of mathematical, IT and technical subjects.
Źródło:
Edukacja-Technika-Informatyka; 2018, 9, 4; 31-36
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Childhood and Youth of Adrienne von Speyr (1902–1967): A Case Study of Giftedness
Autorzy:
Kaźmierczak, Paweł
Powiązania:
https://bibliotekanauki.pl/articles/44428346.pdf
Data publikacji:
2022
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
Adrienne von Speyr
giftedness
childhood
youth
the three-ring conception of giftedness
Renzulli
Opis:
The aim of this paper is to explore the unique giftedness of the Swiss physician and mystic Adrienne von Speyr (1902–1967) during her childhood and youth. The following research issues are addressed: 1) the research method and biographical sources on von Speyr, 2) a holistic portrait of her, 3) her early years, 4) the three-ring conception of giftedness as a fitting theoretical framework, and 5) an exploration of Adrienne’s case using Renzulli’s three-ring concept. Case study based on a content analysis of biographical sources was the adopted research method. The context of the research is interest in Adrienne von Speyr as a woman endowed with unique qualities and a unique mission in the Church. This general interest inspired the research into her childhood and youth, when some of these qualities were already present. The argumentation process involved analyzing sources and citing content relevant to the theoretical framework. The research confirms von Speyr’s giftedness in her childhood and youth and delineates its characteristics. We can conclude that her early talents and gifts are in themselves worthy of interest and that they may inspire further research on her life and work in general.
Źródło:
Multidisciplinary Journal of School Education; 2022, 11, 2 (22); 211-233
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Contribution of Gifted Individuals and Nonconformist Behaviours to Virtues in the Public Sphere
Wkład uzdolnionych jednostek i zachowań niekonformistycznych w cnoty w sferze publicznej
Autorzy:
Gierczyk, Marcin
Powiązania:
https://bibliotekanauki.pl/articles/923459.pdf
Data publikacji:
2020-11-18
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
nonconformity
giftedness
virtues
public sphere
Opis:
Giftedness and nonconformist behaviour have become a source of great interest in both the public sphere and in educational research. This is related to the fact that nonconformity (as a personality and character trait) has been, and still is, an indispensable element of the creative transformation of societies in the public sphere.1 The paper presents results of research conducted in the years 2014-2016 on the level of nonconformity of gifted students in Poland and England. The research, conducted with the Creative Behaviour Questionnaire III (CBQ III), was undertaken among 30 purposefully selected students from the University of Silesia (Poland) as well as Oxford University (England). By considering both the influence of nonconformists on the transformations taking place in the public sphere, and also the results of my research, I will examine whether nonconformity is a potential source of strength or weakness to the public sphere. In this context nonconformist is a person who does not conform to a generally accepted pattern of thought or action.
Źródło:
Studia Edukacyjne; 2018, 47; 197-208
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Gifted disabled student in the regular and the special classroom
Autorzy:
David, Hanna
Powiązania:
https://bibliotekanauki.pl/articles/1194017.pdf
Data publikacji:
2015
Wydawca:
Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN
Tematy:
Giftedness
double-exceptionality
gifted disabled
Opis:
The term "special education" is used, in most cases, for the education of children with learning disabilities, emotional problems, behavioral difficulties, severe physical limitations, or difficulties related to low cognitive abilities. "Gifted education", on the other hand, is used for educating the more able, children with high learning ability or special talents, creative children or children who had achieved highly in school-related or any other area, such as chess, music, painting, etc. However, many gifted children belong to both categories. Some suffer from problems or irregularities unrelated to their giftedness, for example – learning disabilities (e.g. dyslexia, dyscalculia, dysgraphia, ADHD), or physical limitations, such as hearing loss, blindness, or paralysis. Some have to deal with issues directly or indirectly connected to their giftedness. For example: social acceptance has to do with conforming to the classroom norms, speaking about subjects considered age-appropriate, or being careful not to use "high level" vocabulary. A gifted child might find it difficult to participate in activities he or she has no interest in, not expressing feelings or ideas because they might seem odd to the peers, or thinking before using any rare or unconventional word or expression. A gifted child who is bored in the classroom might adopt behaviors such as abstention from activities, daydreaming or becoming the "classroom clown" and disturbing the teachers with voice-making, making jokes at others' expense or even at the teacher's. Such behaviors – not necessary a result of the child's giftedness but related to it – lead, in many cases, to labeling the child as "badly adjusted", "socially misfit", "isolated", or the like. In this article I intend to describe the social and the educational difficulties the gifted child has to deal with in the regular as well as in the gifted classroom and present techniques which might help overcoming them. I will present in detail four, all gifted with either learning disabilities or emotional problems, and the successful interventions they had gone through until reaching reasonable results.
Źródło:
World Scientific News; 2015, 9; 17-34
2392-2192
Pojawia się w:
World Scientific News
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Reality and criticism of giftedness in the Spanish education system
Autorzy:
Muñoz-Mohedano, Andrés J.
Martin-Sanchez, Miguel A.
Powiązania:
https://bibliotekanauki.pl/articles/2005055.pdf
Data publikacji:
2016-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
law
education
minority
Spain
giftedness
Opis:
The paper tries to be a critical analysis of and a theoretical reflection on minority students: gifted children in the Spanish education system. To carry out this study and achieve the objectives set up, we took into account a qualitative methodology, framed within the constructivist paradigm in the social sciences. Being a gifted child in Spain is a problem because gifted children are not being adequately addressed, as the Ministry of Education recognizes. An objective analysis of the current situation can become a way of changing it. In addition, we have to pay attention to the principles and rights of the awareness of diversity.
Źródło:
The New Educational Review; 2016, 43; 137-146
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Preconceptions and Their Significance in Early Identification of Potential Giftedness in Preschool-Aged Children
Autorzy:
Lukáčiková, Rebeka Štefánia
Duchovičová, Jana
Teleková, Radka
Powiązania:
https://bibliotekanauki.pl/articles/2159461.pdf
Data publikacji:
2022-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
children’s preconceptions
giftedness
identification of giftedness
preschool age
children on the threshold of education
Opis:
The subject of the study is preconceptions of pre-primary education children about the selected phenomenon of “learning”. We were interested in whether there are differences in children’s identified preconceptions regarding intellectual abilities. Identifying such a difference could be one indicator of giftedness that could also be useful in early educational diagnostics. The research design was mixed; data were obtained through semi-structured flexible micro-interviews made individually with 39 children. Conclusions of the research investigation point to a difference in cognitive and structural components of children’s identified preconceptions and a difference in terms of their intellectual abilities while confirming the diagnostic potential of children’s preconceptions to reveal giftedness also in children of pre-school age.
Źródło:
The New Educational Review; 2022, 70; 118-130
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Labeling in the education of gifted pupils
Autorzy:
Machů, Eva
Kočvarová, Ilona
Císlerová, Tereza
Powiązania:
https://bibliotekanauki.pl/articles/2011761.pdf
Data publikacji:
2015-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
giftedness
gifted pupil
labeling
enrichment curicullum
Opis:
The study presents an analysis of teachers’ tendency to label gifted pupils. A questionnaire was used at the level of lower secondary education. It was aimed at teachers’ educational strategies in the area of enriching the curriculum for gifted pupils, and teachers’ tendency to label gifted pupils. In conclusion, labeling does not belong to educational strategies of most teachers. Gender, pedagogical qualifications and the length of teaching experience do not influence teachers’ tendency to label gifted pupils. Teachers from specialized schools for gifted pupils have a stronger tendency to label them. This tendency is weaker in the case of teachers from small schools.
Źródło:
The New Educational Review; 2015, 41; 218-228
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-10 z 34

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