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1.
During their socialisation process, many girls gifted in physics acquire a reality construction inconsistent with their objectively measurable competencies. In comparison to boys they rate their action and problem solving competencies unrealistically low, which results, for example, in extremely low participation rates in scientific and technical studies and professions. For this reason differences in motivation and self‐related cognitions become the focus of interest in explaining achievement differences. The present study was carried out prior to initial physics instruction. Students in the 7th grade of the German Gymnasium (243 girls and 282 boys) were divided according to their KFT 4‐13+ results into “average”, “gifted” or “highly gifted groups”. Prior to commencement of physics instruction, boys in general, as well as gifted male and female students, already possessed more knowledge of physics and more favourable motivation for the subject than girls or male and female students of average ability. In addition, domain specific measures and self‐related cognitions were evaluated in accordance with Dweck's model of achievement motivation. 相似文献
2.
Helena Scheblanova 《High Ability Studies》1996,7(1):51-54
This research was carried out as part of the Moscow‐Munich Longitudinal Study of Giftedness, and is based on a multidimensional giftedness concept. A total of 73 gifted students in the first grade (7‐8 years old) were selected from 650 students with the help of a two stage procedure, using teachers' checklists and the Russian version of the KFT, a test of intellectual abilities, and a test of creativity. A control group of the same age consisted of 76 unselected pupils. The groups were tested using the same methods in 1991, 1992 and 1993. Intellectual abilities, creativity, motivation, and other personal characteristics were observed. Significant differences between gifted and nongifted students were found in intellectual domains; there were no sex differences in the cognitive sphere, but teachers considered the girls more gifted than the boys; a relationship between cognitive and personal factors was revealed but this was not very stable. The results demonstrated that gifted students need special support and education. 相似文献
3.
Guenter Trost 《High Ability Studies》1991,1(1):47-51
About 9,000 West German students representing the whole range of academic aptitude were examined at the beginning of their 13th school year. A general scholastic aptitude test was administered, and school marks and information on the pupils’ extracurricular interests and activities recorded. A group of highly gifted students was defined in terms of exceptional performance both in school and on the scholastic aptitude test. The extracurricular activities of this group were compared with those of the representative group. The popular hypothesis that superior cognitive giftedness and outstanding achievement in school go with an ‘impoverishment’ of extracurricular activities was not supported: In most areas a larger percentage of the highly gifted than of the reference group were actively involved. Furthermore, the range of individual activities was somewhat broader among the top students than among the representative group. 相似文献
4.
5.
Jill Olthouse 《Roeper Review》2013,35(2):122-132
One hundred twenty-four undergraduate education majors completed the phrase “a gifted student is ———— ” using a metaphor and then explained their choice of metaphor. Qualitative metaphor analysis influenced by Dai’s (2009) essential tensions determined that preservice teachers conceive of giftedness as rapid memorization of content knowledge and showy demonstrations of achievement. They believe that excellence is rare and that intelligence is generalizable. Responses were mixed as to whether giftedness is a natural state of being or a process of becoming gifted. There was very little evidence to suggest that preservice teachers focused on the motivational aspect of talent development or the notion that gifted students are likely popular with their peers. 相似文献
6.
The study examines the impressions adults form of children as a function of labels of giftedness and gender-typicality. Participants read about a child described as male/female, “gifted”/“average,” and gender-typical/gender-atypical in academic interests; they then responded on 30 adjective scales. Compared with children labeled “average,” children labeled “gifted” are seen as closer to odd than to fits in well. Gender-atypical boys were considered more odd and gender-atypical girls were rated less odd than were gender-typical children, regardless of giftedness. There was no additive negative effect of being both gifted and gender-atypical. Basically, participants described gifted and gender-atypical children differently; some overlap exists between adjectives used to describe these children (e.g., odd). Giftedness and gender-atypicality are related but separate concepts, each with many facets. The interrelationships and diversity of the two concepts must be assessed when individuals consider the impression that gifted or gender-atypical children make on others. 相似文献
7.
David Yun Dai 《Psychology in the schools》2020,57(10):1514-1527
The history of giftedness pertains to historical changes regarding how giftedness is conceptualized and defined, and how it serves the practical purpose of identifying gifted children and providing them an appropriate education. The past century has witnessed debates and controversies about what constitutes this elusive human quality we deem “gifted.” Overall, it has undergone significant changes from monolithic, static to more pluralistic, dynamic conceptions. The first part of this article delineates historical changes in the past 100 years in our understanding of the nature and development of giftedness, followed by the second part on the changing ways we define, assess, and identify gifted children or gifted potential for intervention purposes. The final part of this article depicts a broad trend toward expanding gifted education to a wider range of students, with the understanding that gifts and talents are widely distributed in student populations, and the deliberate cultivation of human potential should not be confined to a selected few. 相似文献
8.
The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different identification criteria (i.e. intelligence test and teacher assessment), and whether the relationship between students’ giftedness and the indicators of their social adjustment was moderated by gender. A total of 404 Slovenian elementary school students (191 males; 47%, 213 females; 53%) participated in the study; among them 85 (21%) were identified as gifted. No significant differences were found between gifted and non-gifted students in positive sociometric nominations and social preference; gifted students received less negative nominations and had lower social impact, but were assessed as more socially accepted by their teachers. Gifted students reported higher academic and general but not peer relations self-concept. No differences in social acceptance and self-concept were found between the groups of gifted students identified with regard to different identification criteria. In addition, we found significant interaction effects between gender and giftedness for peer relations self-concept. The results indicate the importance of investigating individual differences among gifted students in future studies. 相似文献
9.
Elementary students in programs for gifted and highly gifted students were tested using the Stanford‐Binet Intelligence Scales, Fifth Edition (SB5). Students’ scores on the SB5 were significantly lower than their scores on the Wechsler Intelligence Scale for Children— Third Edition (WISC‐III). In addition, rank order was not well preserved between the SB5, WISC‐III scores, and determination of giftedness. While the cause of these findings is unclear, caution should be used when utilizing the SB5 for determinations of gifted status. 相似文献
10.
The investigation of leisure time activities through lifespan analysis has revealed the importance of such activities in the prediction of later life achievements and creative products. They may be more reliable predictors of future performance than IQs, creativity test scores or school achievement. In the present paper creative leisure time activities are considered to be creative products. A total of 192 fifteen year old academic secondary school students were involved in the study: Creative leisure time inventories were filled out, Raven Advanced Progressive Matrices administered, and school grades recorded. Results indicated that differences in leisure time inventory scores between boys and girls with high intellectual potential were smaller than those of students with average potential. Girls were overrepresented in the “schoolhouse gifted” group, but in the “creative gifted” and “intellectually gifted” groups the ratio of girls and boys was balanced. 相似文献
11.
对天才学习不良学生的评估需要同时考虑天才与学习不良的标准,但由于天才学习不良的定义本身不清晰,使得对它的鉴定缺乏明确的标准。已有研究提出的标准主要涉及天才、能力一成绩差异和加工能力缺陷三个方面。目前对天才学习不良学生的鉴定主要是理论层面的探讨,实践研究很少。多数的研究主张综合运用多种方法来鉴定天才学习不良群体。未来的研究应集合天才领域与学习不良领域的专家,将对天才学习不良学生的诊断与干预结合起来,更好地为这一群体提供需要的服务。 相似文献
12.
Tracy L. Cross 《Roeper Review》2017,39(3):191-194
In this response to Sternberg’s article, “ACCEL: A New Model for Identifying the Gifted,” we agree that IQ testing may have outlasted its usefulness as an identification tool for gifted students. The field’s commitment to an imperfect formula has neglected the evolution of offerings in schools and theoretical underpinnings that are moving us away from an outdated conception of giftedness. IQ testing should be reserved for finding specific forms of high ability and as a diagnostic tool, not as a gatekeeper that continues to perpetuate the underrepresentation of some groups. 相似文献
13.
Within the framework of a comprehensive research project entitled “The effects of identification and specific treatment of gifted pupils”, this paper deals with the problem of the effects of such a procedure on the attitudes of pupils, their parents, and teachers regarding giftedness and gifted individuals. Attention was mainly directed towards the effects of identification on the development of personality characteristics of the gifted pupils, on relations between gifted and other pupils, on the characteristics of teachers necessary for work with the gifted, on the controversy about separation of the gifted into special classes or schools, and on society's obligations to the gifted. The results of this two year follow‐up study are based on a comparison of the data from the initial and the final surveys of an experimental and a control group of subjects.
14.
Jane M. Jarvis 《Roeper Review》2013,35(4):234-241
Barriers to the identification of gifted students from traditionally underserved groups have been well documented. Although contemporary definitions of giftedness give heed to both performance and potential, the literature provides little concrete direction for how “potential” can be recognized, particularly in underperforming students who have lacked access to the kind of high-quality, personally relevant, and appropriately challenging curriculum likely to bring their talents to the fore. It is argued that high-quality curriculum can serve as an effective catalyst for the emergence of diverse talent but that such an objective must be a deliberate focus of curriculum planning. The “Famous Five” exercise presented in this article is a heuristic procedure that has been used with experienced educators and is designed to stimulate the thinking of curriculum developers as they design opportunities for unmasking diverse gifted potential. 相似文献
15.
One of the principle reasons responsible for the fact that nurturing the gifted and talented in Germany has (once again) advanced to a pedagogic concern in the 1990’s lies in the dichotomy of equality and excellence. Are these two pedagogic goals actually incompatible, as often maintained in open discussions? After a long period of oscillation between these two poles, in the age of information a new emphasis has increasingly been placed on excellence. “It becomes more and more important for bright students to be using their abilities to stimulate this new era with economic and political productivity. But this will not happen if the current ‘laissez faire’ approach to gifted students continues into the next decade”(Gallagher, 2000, p. 691). Following a short definition of giftedness and related conceptions, arguments for gifted education stemming from the areas of learning psychology and instructional psychology will be discussed. The central problems concerning identification and programming will then be addressed in greater detail. Hypotheses will be developed, on the basis of the ATI model that gifted students need creative, stimulating learning environments. Various approaches will be presented here and discussed in the context of TIMSS and PISA. The second part of the article will deal with guidance and counseling issues with respect to the special needs of gifted children and adolescents and their social contact persons (peers, parents, teachers). In conclusion, German program evaluation, studies in the fields of gifted education, counseling and nurturing giftedness and talent will be presented. The outcomes of these studies and their consequences for improvements for the quality of gifted and talented education and counseling in Germany will be discussed. Excellence is one of the most important educational-psychological challenges of the new century. 相似文献
16.
The purpose of this investigation has been to explore whether differences existed between gifted and nongifted fifth graders and between genders and related subgroups with respect to attitudes toward science. Both groups (N = 25) were matched on the demographic characteristics of school-site, race, sex, and socio-economic background. Gifted students were found to have more positive attitudes toward science than nongifted students; however, no significant differences were found. In all cases, boys (all boys, gifted boys, and nongifted boys) exhibited more positive attitudes toward science; again, no significant differences were uncovered between the boys and their counterpart group or subgroups. The item which consistently reflected the most positive rating (gifted students, all boys and gifted boys, and all girls and nongifted girls) was “usefulness of things done in science class.” Items where discrepancies surfaced included “usefulness of science when playing at home” where nongifted students and gifted girls were significantly more positive than their counterparts, and “spending more time doing science experiments” where all boys and gifted boys were significantly more positive than their counterparts. 相似文献
17.
Although outcome‐based education (OBE) is currently a popular reform movement, it is difficult to describe because of its many versions. Central to all interpretations, however, is a commitment to equity and excellence in learning for all students—particularly the traditional “have nots.” Whether OBE currently achieves these goals is not so clear, and its ramifications for gifted programs may be not only an operational definition of giftedness that expands opportunities, but also potential losses for bright students who, for whatever reasons, do not meet criteria for enrichments. These ramifications should pose concerns for gifted educators. 相似文献
18.
A. Harry Passow 《High Ability Studies》1991,2(1):5-11
Research on giftedness and programs for fostering its development often neglect the affective component: the social, emotional and personal components which release (or block) a person's abilities. One problem of gifted children is that their accelerated intellectual development may outstrip affective development. Nonetheless, available research findings paint a positive picture of the social‐emotional characteristics of such children. Among other things they tend to be highly motivated, have a positive self‐concept and be particularly sensitive to social and ethical issues. This suggests that designers of learning experiences should pay greater attention to the affective aspects of instruction. All subject areas offer opportunities for stressing the affective dimension, science as much as literature. This involves creating a classroom climate which offers an “invitational” environment. The highly developed social values of gifted children suggest that they can be encouraged to apply their talents to the solution of the myriad problems with which contemporary society is afflicted. 相似文献
19.
We provide here a brief historical analysis of a movement in progress from a belief‐based “mystery” model to an evidence‐based “mastery” model of giftedness and talent development. We have observed that educators concerned about exceptionally capable learners are moving from a categorical notion of “the typical gifted child” with somewhat mysteriously defined attributes and learning needs, toward the perspective that some children have exceptionally advanced learning needs that require more flexibly responsive educational attention. We discuss factors that differentiate the two models, and observe some benefits of the shifting paradigm, arguing that by conceptualizing gifted education as providing a dynamically responsive educational match for students who otherwise experience a mismatch with the curriculum normally provided, the mastery model is socially, educationally, and politically more defensible. We discuss some practical implications of this shift in perspective. 相似文献
20.
Kurt A. Heller 《High Ability Studies》1991,2(2):174-188
Following a short discussion of conceptual and theoretical problems of giftedness, the methodological foundations and selected results of a (presently) four year longitudinal study are presented. This study is based on a multidimensional concept of giftedness: intelligence, creativity, social competence, musical ability, psychomotor ability (or practical intelligence). Both academic achievements and leisure activities, as well as cognitive and motivational personality factors and school and family socialisation conditions relevant to giftedness, were studied. During the second project phase developmental aspects and achievement analyses of gifted and normal students aged 6 to 18 years were the central aspects of the study. Finally, methodological problems in the identification of gifted children and adolescents as well as consequences for the nurturing of giftedness are discussed. 相似文献