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Tytuł:
Miejsce ucznia zdolnego w praktyce dydaktycznej
The place of a gifted student in teaching practice
Autorzy:
Maria Porzucek-Miśkiewicz, Maria Porzucek-Miśkiewicz
Powiązania:
https://bibliotekanauki.pl/articles/644753.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
gifted student
abilities
needs of a gifted student
problems of a gifted student
Opis:
The aim of the thesis is to draw attention to issues related to gifted students, their needs and problems at school. The author reflects on the ways of satisfying the needs of a gifted student in the classroom. A gifted student is a person with special educational needs. Teachers in schools, which should take care of the development of each individual, often leave gifted students without assistance, as they believe that they will manage on their own. The author shows fragments of the Polish educational reality of gifted students.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2018, 14, 2
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Creativity among gifted and non-gifted students
Autorzy:
Matrić, Maja
Duh, Matjaž
Powiązania:
https://bibliotekanauki.pl/articles/2012182.pdf
Data publikacji:
2015-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
creativity
gifted
non-gifted
gender
elementary school
primary school
Opis:
An overview of the literature on gifted students suggests that students can be gifted by showing intelligence and/or creative abilities. Whether teachers are able to recognize intelligent and/or creative students is a matter of being skilled and can have a tremendous impact on students’ course of education. In out study, we included students of Slovenian primary schools who were either recognized as gifted or non-gifted by their teachers. To find out what differences occur in the creativity levels of gifted and non-gifted students, their creativity levels were recorded using the LV1Test, measuring their artistic-creative and artistic-appreciative abilities. Data analysis reveals that the gifted students were more successful in gaining a higher average score on the test, as well as the majority of individual items in the test.
Źródło:
The New Educational Review; 2015, 40; 247-259
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Przygotowanie nauczycieli przedszkoli oraz edukacji wczesnoszkolnej do rozpoznawania w grupie rówieśniczej dzieci zdolnych
Preschool and early elementary teachers’ readiness for identifying gifted children in a peer group
Autorzy:
Derwich-Zdybel, Samanta
Powiązania:
https://bibliotekanauki.pl/articles/903579.pdf
Data publikacji:
2016
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
uczeń zdolny
rozpoznawanie ucznia zdolnego
gifted students
identifying gifted students
Opis:
The article presents the findings of research on preschool and early elementary teachers’ knowledge of gifted students’ psychosocial characteristics and on methods of identifying them in a peer group. First, the Author makes some terminological comments on the gifted student concept and cognate terms, and – based on the literature on the subject - provides a psychosocial description of gifted children and the methods of identifying them. A diagnostic poll was the method used in the research and the participants were surveyed with the survey questionnaire Test on Gifted Education, designed by the Author. The research findings showed that the preschool and early elementary teachers participating in the research rightly saw gifted students as creative and inquisitive individuals with a high IQ on the one hand, and on the other hand, relatively stereotypically, as good, well-behaved students. It should be pointed out that all children – both gifted and non-gifted ones – may have emotional and social problems that may effectively conceal a child’s giftedness; however, the participants – especially the early elementary teachers – seemed to perceive the occurrence of behavior issues among gifted children to a significantly smaller extent, which could reinforce the popular view of gifted children in their opinions. On the other hand, the usefulness of all the methods of identifying gifted students was assessed positively, which could be helpful and favorable for identifying gifted children to later support their development in a broad way.
W artykule zaprezentowano wyniki badań nad zasobem wiedzy nauczycieli przedszkoli oraz edukacji wczesnoszkolnej na temat psychospołecznej charakterystyki ucznia zdolnego oraz sposobami jego identyfikacji w grupie rówieśniczej. Przedstawiono uwagi terminologiczne dotyczące pojęcia uczeń zdolny oraz terminów pokrewnych, a także dokonano, na podstawie literatury przedmiotu, psychospołecznej charakterystyki dziecka zdolnego i sposobów identyfikacji jednostki zdolnej. Metodą wykorzystaną w badaniach jest sondaż diagnostyczny, natomiast wybraną techniką jest ankietowanie za pomocą kwestionariusza Test wiedzy na temat kształcenia uczniów zdolnych własnego autorstwa. Na podstawie wyników badań ustalono, że w opiniach badanych nauczycieli przedszkoli oraz edukacji wczesnoszkolnej uczeń zdolny jawi się z jednej strony jako osoba twórcza i dociekliwa, o wysokim ilorazie inteligencji, z drugiej zaś – stosunkowo stereotypowo, jako dobrze uczący się i grzeczny wychowanek. Należy zwrócić uwagę, że zarówno w grupie dzieci zdolnych, jak i pozostałych występują problemy emocjonalne i społeczne, które mogą skutecznie maskować posiadane zdolności. Badani jednak, zwłaszcza nauczyciele edukacji wczesnoszkolnej, zdają się istotnie słabiej dostrzegać występowanie w grupie dzieci zdolnych problemów wychowawczych, co gruntowałoby potoczny obraz ucznia przejawiającego zdolności w ich opinii. Pozytywnie natomiast wypada ocena przydatności wszystkich sposobów identyfikacji uczniów zdolnych, co byłoby pomocne do prawidłowego wskazania jednostki zdolnej w celu późniejszego wszechstronnego wspierania jej rozwoju.
Źródło:
Szkoła Specjalna; 2016, LXXVII(1); 5-16
0137-818X
Pojawia się w:
Szkoła Specjalna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Situation of Gifted Students in the Polish Education System
Autorzy:
Dyrda, Beata
Powiązania:
https://bibliotekanauki.pl/articles/16530424.pdf
Data publikacji:
2013-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
education of the gifted
supporting gifted pupils’ development
triangulated research
Opis:
The author presents results of triangulated qualitative and quantitative research concerning institutional and individual support for gifted students’ development in Polish schools. The research study was conducted in three stages: case studies of schools, a survey of teachers’ perceptions and educational biographies transcribed from interviews of gifted and talented students. Conclusions are presented in the form of a model of educational support of gifted students’ development and recommendations concerning the planning and implementation of this support are proposed.
Źródło:
The New Educational Review; 2013, 34; 198-207
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Myths about Gifted Learners from the Perspective of Teachers
Autorzy:
Portešová, Šárka
Budíková, Marie
Juhová, Dana
Powiązania:
https://bibliotekanauki.pl/articles/2031766.pdf
Data publikacji:
2014-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
myths
intellectually gifted
teachers
Opis:
The aim of the presented paper was to find out whether Czech and Slovak teachers are affected by myths about the gifted. We selected myths concerning the nature of giftedness, its identification, social and emotional characteristics of the gifted, and their education. The myths were examined in regard to determinants regarding educators. Data from 434 teachers (350 women) were collected by a foreign questionnaire. The results showed that these educators tend to hold myths about overachievement of the gifted without special care, simultaneity of giftand creativity, and the correlation of giftedness with social and emotional problems. The group with a higher risk to be susceptible to certain myths are teachers over 40 years of age, with experience longer than 10 years, teaching in villages and having no contact with giftedness. Thus, we recommend focusing especially on further training of these high-risk groups of teachers in order to rebut their misconceptions about the gifted. The research was supported by the research grant of the Grant Agency of the Czech Republic registered under number P407/11/1272.
Źródło:
The New Educational Review; 2014, 37; 229-242
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Social Climate in the School Classes for Gifted Children Compared with Regular School Classes
Autorzy:
Flešková, Marta
Powiązania:
https://bibliotekanauki.pl/articles/28762921.pdf
Data publikacji:
2005-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
classroom
social climate
gifted children
Opis:
In this article we examine the results of the research on social climate in the school classes for gifted children in comparison with regular classes of the 1st stage elementary school. The research sample was made up by 36 children from 3 classes for gifted children and 73 pupils from regular classes. The research has proved some dissimilarity among monitored school classes as to how they perceive social climate evaluated by means of the questionnaire My Class Inventory. Gifted children have more difficulties in relationships, they are more competitive, less satisfied, and they feel to burdened by learning than pupils from regular classes.
Źródło:
The New Educational Review; 2005, 6; 105-112
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Psychological perspectives on gifted education – selected problems
Autorzy:
Sękowski, Andrzej
Łubianka, Beata
Powiązania:
https://bibliotekanauki.pl/articles/430310.pdf
Data publikacji:
2015-12-01
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
education
educational challenges
gifted students
Opis:
The present article reviews the psychological literature on selected problems of gifted education. It discusses issues which are particularly important from the point of view of the skills and tools used by psychologists, educational specialists, teachers and tutors in their daily work with gifted children and adolescents. The problems described include diagnosis of giftedness in education, types of educational support provided to the gifted, and the requirements placed on teachers of gifted students. A particular emphasis is put on the contemporary research-related and practical challenges faced by gifted support specialists in schools.
Źródło:
Polish Psychological Bulletin; 2015, 46, 4; 624-632
0079-2993
Pojawia się w:
Polish Psychological Bulletin
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rewards and punishments as educational infl uences of parents of gifted children
Autorzy:
Joanna, Łukasiewicz-Wieleba,
Powiązania:
https://bibliotekanauki.pl/articles/893712.pdf
Data publikacji:
2020-01-27
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
parents
gifted children
rewards
punishments
Opis:
Rewards and punishments are an integral element of upbringing in a family. They shape attitudes educatively desirable and limit those undesirable. The presented article shows what kind of role rewards and punishments play in upbringing gifted children. On the basis of the narrative of parents recognizing their children as gifted, an analysis of parents’ educational strategies related to rewarding and punishment has been made. The results of the research have shown that parents of gifted children most often use rewards and punishments in domestic situations when they want to shape a specific attitude, achieve a specific effect in action or appreciate the efforts and achievements of children. It has turned out that parents do not use punishments to strengthen the development of children’s abilities. Rewards, especially praise and approval, are used when a parent feels proud of the effort or successes of his/her child.
Źródło:
Problemy Opiekuńczo-Wychowawcze; 2018, 575(10); 25-38
0552-2188
Pojawia się w:
Problemy Opiekuńczo-Wychowawcze
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:
Social Intelligence of Gifted Pupils
Autorzy:
Machů, Eva
Červinková, Hana
Powiązania:
https://bibliotekanauki.pl/articles/2031719.pdf
Data publikacji:
2014-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
gifted children
social-emotional characteristics of gifted children
social intelligence
TSIS – Tromsø social intelligence scale
Opis:
The article describes research whose aim was to find differences between the social intelligence structure of gifted children and children with no diagnosed giftedness. The social intelligence was determined by TSIS scale enabling its specification into three parts. Social Information Processing and Social Awareness give evidence about the cognitive aspect and Social Skills about the behavioral aspect of social intelligence. There were no statistically significant differences between gifted children and children with no diagnosed giftedness in Social Information Processing. We registered a higher level of Social Awareness and Social Skills in children with no diagnosed giftedness. The results are discussed due to the theoretical background of this study.
Źródło:
The New Educational Review; 2014, 37; 130-139
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Gifted Education in the United States: Perspectives of Gender Equity
Autorzy:
Pierson, Melinda R.
Powiązania:
https://bibliotekanauki.pl/articles/437999.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
gender equity
gifted education
equal opportunity
Opis:
An overview of education for gifted and talented children and adolescents in the United States will be presented. Issues of gender equity will be discussed and suggestions for creating equal opportunities for all students will be outlined.
Źródło:
Journal of Gender and Power; 2014, 1; 99-110
2391-8187
Pojawia się w:
Journal of Gender and Power
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A study on determining the needs of gifted individuals based on parental views
Autorzy:
Gürlen, Eda
Yurtçu, Meltem
Turan, Sevgi
Powiązania:
https://bibliotekanauki.pl/articles/957798.pdf
Data publikacji:
2017
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
Gifted students
need assesment
parents’ views
Opis:
Ensuring that gifted individuals receive differentiated and enhanced education, which is suitable for their areas of skills and developmental characteristics, will contribute to revealing their skills and developing their multiple developmental areas to bring them to upper levels. The purpose of this study is to determine the needs of gifted individuals by  developing a curriculum which considers their educational needs. In the scope of this study, interviews were made with ten parents using the Snowball Sapling Method. The questionnaires used in the interviews were prepared in a semi-structured manner in light of variables determined from the literature on the subject . Interviews were made by  two researchers. The two researchers assessed data obtained separately; and thus, codes of study were obtained. Themes were formed according to common components of the codes. Three main themes were formed on needs analysed in light of data obtained from the  literature on the topic. These themes were  “Characteristics of Gifted Individuals”; “School and Expectations from It”; and “Being Parents of Gifted Individuals”. These themes were separated into sub-themes.The parents explained “different behaviour patterns of their gifted children”, “characteristic of their children” and “situations their gifted children like/do not like” in the “Characteristics of Gifted Individuals” theme.The  “School and Expectations from It” theme consisted of two sub-themes, which were  “satisfaction of parents with  school”, and “expectations of parents from school”. In the “Being Parents of Gifted Individuals” theme, the parents explained, “their concerns ”, “their regrets”, “the difficulties they have with their children”, and “their complaints”. Results of this study led to initialising a curriculum development study for gifted children which is based on their characteristics and needs.
Źródło:
Journal of Education Culture and Society; 2017, 8, 2; 193-207
2081-1640
Pojawia się w:
Journal of Education Culture and Society
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
Tytuł:
Gifted Students’ Perceptions of Scientists
Autorzy:
Ozel, Murat
Dogan, Alev
Powiązania:
https://bibliotekanauki.pl/articles/26469811.pdf
Data publikacji:
2013-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
gifted students
scientist
perception of scientist
Opis:
Despite a high number of studies on students’ images of scientists, there is a lack of research on gifted students’ perceptions of scientists in the research literature. The aim of this study was to investigate gifted students’ perceptions of scientists and stereotypical images of scientists. The participants were 42 gifted students. The Draw-a-Scientist Test (DAST) was used to collect data. The findings demonstrated that gifted students had a variety of stereotypical images of scientists. The findings also showed that students’ drawings included fewer indicators of the stereotypic model on average. The drawings of fourth-grade students included more elements when compared to fifth-grade students’ drawings. As a result, it was found that there are some findings different from previous research. Considering the findings obtained from this study, this study has provided findings for teachers and science educators.
Źródło:
The New Educational Review; 2013, 31; 217-228
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Педагог и одаренный ребенок: проблема взаимодействия
An educator and a gifted child: the problem of interaction
Autorzy:
Молоков (Molokov), Дмитрий Сергеевич (Dimitry)
Powiązania:
https://bibliotekanauki.pl/articles/466380.pdf
Data publikacji:
2014
Wydawca:
Towarzystwo Naukowe Płockie
Tematy:
взаимодействие педагога и учащихся
выявление одаренных и талантливых детей
психолого-педагогическое сопровождение одаренных детей
an educator and a gifted student interaction
identity of gifted students
psycho-pedagogical support for gifted children
Opis:
В статье представлен анализ проблемы взаимодействия педагогов с одаренными учащимися, разработаны рекомендации по усовершенствованию психолого-педагогического сопровождения одаренных детей.
The article presents an analysis of the problem of interaction between educators and gifted children. Recommendations have been developed to improve psycho-pedagogical support for gifted children.
Źródło:
Rocznik Towarzystwa Naukowego Płockiego; 2014, 6; s. 273-283
0860-5637
Pojawia się w:
Rocznik Towarzystwa Naukowego Płockiego
Dostawca treści:
Biblioteka Nauki
Artykuł
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