Introduction: The paper deals with a possible level of risk in cerebrally gifted pupils in relation to bullying at lower secondary schools and grammar schools. In terms of personality ...characteristics, gifted pupils form a very diverse group, but some research suggests that they might be a risky group concerning school bullying. In the Czech Republic, the most of cerebrally gifted pupils attend ordinary primary schools or grammar schools and they are in daily contact with other pupils. Due to ambiguous research results, there is a question if it is really possible to think of certain risks in the case of cerebrally gifted pupils in relation to their school environment. Quantitative research tried to answer these questions. Methods: The research was focused on the perception of selected areas in the class social environment by the diagnosed cerebrally gifted pupils, the undiagnosed gifted ones and the ordinary pupil population. A quantitative research strategy for bullying incidence mapping in primary and grammar schools were determined. As a research tool, a questionnaire was chosen. Gathered data from the initial questionnaire were evaluated by the following methods: dispersion analysis (ANOVA) for data spread by Gauss curve, Kruskal-Wallis test for data with non-Gauss distribution, arithmetic mean, Pearson Chi-Square Test, correlation analysis and contingency tables. Results: There are differences among the class climate in ordinary classes and the classes with diagnosed cerebrally gifted pupils and undiagnosed pupils. The comparison was at the level of schools, it means among primary schools and grammar schools. It was found out that the cerebrally gifted respondents repeatedly met some form of bullying. Discussion: On the basis of the findings, the authors assumed that cerebrally gifted pupils (GP) represent a risky group in social interaction with their peers and are more prone to different symptoms of bullying. This has not been statistically confirmed. The overall score was similar in other groups. Limitation: The views of teachers and the views of some psychologists suggest that within the GP group, there is a special group of GP that is not identifiable by traditional questionnaires. For further research, it is worthwhile to consider opting for such research methods that could reveal those pupils. Conclusions: Based on these results, it is possible to support those authors who consider GP as a specific group with their own problems, different values and perceptions, but similar to their peers.
Talented and intellectually gifted students often have difficulties in emotional and personal spheres in their learning process at school. Social maladjustment, emotional instability, increased ...anxiety and a number of other problems in the development of the personal sphere are common to students with a conventional development of intellectual abilities, but in the case of gifted students they are more frequent and intensive. If these problems are ignored by school teachers, psychologists and parents of gifted students, they can lead to a decrease in the ability of these children and even to a certain delay in the development of their academic abilities. The article provides an overview of contemporary foreign works aimed at identification and analysis of personal problems in gifted students. It describes different types of gifted students, their psychological characteristics that must be considered in the process of organizing their schooling with the aim of support to and development of their learning skills
Талантливые и интеллектуально одаренные учащиеся в процессе школьного обучения часто испытывают трудности, относящиеся к эмоциональной и личностной сферам. Социальная дезадаптация, эмоциональная нестабильность, повышенный уровень тревожности и ряд других проблем развития личностной сферы столь же свойственны и ученикам с обычным уровнем развития интеллектуальных способностей, но среди одаренных учеников они проявляются чаще и иногда с большей интенсивностью. Если перечисленные трудности остаются без внимания со стороны школьных учителей, психологов и родителей, это может привести к замедлению формирования академических способностей одаренных учеников. Приведен обзор современных зарубежных работ по выявлению и анализу личностных проблем одаренных учеников. Описаны типы одаренных детей и их психологические особенности, которые необходимо учитывать при организации процесса школьного обучения
Young gifted children perform in the top 10% in assessments of cognitive, social, expressive or other abilities. The study first considers why, and how, cognitively gifted pupils in particular may ...face enforced underachievement as early as in preschool. A longitudinal multilevel model is developed to represent various types of interaction between individual pupil variables, home variables, and early educational variables. The theoretical model is then used to design optimal instructional and learning conditions for gifted and other pupils from the start of preschool. The conditions are elucidated in a set of educational, information and communication technology (ICT), and learning guidelines to improve play and learning practices in preschool and primary school. Some initial experiences in implementing the guidelines in Dutch preschools and primary schools are discussed and compared with school conditions for pupils with emotional and social disorders.
This thesis reports on two different investigations. The first is a systematic review of pedagogical and organizational practices associated with gifted pupils’ education in mathematics, and on the ...empirical basis for those practices. The review shows that certain practices – for example, enrichment programs and differentiated instructions in heterogeneous classrooms or acceleration programs and ability groupings outside those classrooms – may be beneficial for the development of gifted pupils. Also, motivational characteristics of and gender differences between mathematically gifted pupils are discussed. Around 60% of analysed papers report on empirical studies, while remaining articles are based on literature reviews, theoretical discourses and the authors’ personal experiences – acceleration programs and ability groupings are supported by more empirical data than practices aimed for the heterogeneous classroom. Further, the analyses indicate that successful acceleration programs and ability groupings should fulfil some important criteria; pupils’ participation should be voluntary, the teaching should be adapted to the capacity of participants, introduced tasks should be challenging, by offering more depth and less breadth within a certain topic, and teachers engaged in these practices should be prepared for the characteristics of gifted pupils. The second investigation reports on the interaction of mathematical abilities and the role of mathematical memory in the context of non-routine problems. In this respect, six Swedish high-achieving students from upper secondary school were observed individually on two occasions approximately one year apart. For these studies, an analytical framework, based on the mathematical ability defined by Krutetskii (1976), was developed. Concerning the interaction of mathematical abilities, it was found that every problem-solving activity started with an orientation phase, which was followed by a phase of processing mathematical information and every activity ended with a checking phase, when the correctness of obtained results was controlled. Further, mathematical memory was observed in close interaction with the ability to obtain and formalize mathematical information, for relatively small amounts of the total time dedicated to problem solving. Participants selected problem-solving methods at the orientation phase and found it difficult to abandon or modify those methods. In addition, when solving problems one year apart, even when not recalling the previously solved problem, participants approached both problems with methods that were identical at the individual level. The analyses show that participants who applied algebraic methods were more successful than participants who applied particular methods. Thus, by demonstrating that the success of participants’ problem-solving activities is dependent on applied methods, it is suggested that mathematical memory, despite its relatively modest presence, has a pivotal role in participants’ problem-solving activities. Finally, it is indicated that participants who applied particular methods were not able to generalize mathematical relations and operations – a mathematical ability considered an important prerequisite for the development of mathematical memory – at appropriate levels.
At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: In press.
Gifted pupils differ from their age-mates with respect to development potential, actual competencies, self-regulatory capabilities, and learning styles in one or more domains of competence. The ...question is how to design and develop education that fits and further supports such characteristics and competencies of gifted pupils. Analysis of various types of educational interventions for gifted pupils reflects positive cognitive or intellectual effects and differentiated social comparison or group-related effects on these pupils. Systemic preventive combination of such interventions could make these more effective and sustainable. The systemic design is characterised by three conditional dimensions: differentiation of learning materials and procedures; integration by and use of information and communication technology (ICT) support; and strategies to improve development and learning. The relationships to diagnostic, instructional, managerial, and systemic learning aspects are expressed in guidelines to develop or transform education. The guidelines imply the facilitation of learning arrangements that provide flexible self-regulation for gifted pupils. A three-year pilot in Dutch nursery and primary school was conducted to develop and implement the design in collaboration with teachers. The results constitute prototypes of structured competence domains and supportive software. These support the screening of entry characteristics of all four-year-old pupils and assignment of adequate play and learning processes and activities throughout the school career. Gifted and other pupils are supported to work at their actual achievement or competency levels since their start in nursery school, in self-regulated learning arrangements either in or out of class. Each pupil can choose other pupils to collaborate with in small groups, at self-chosen tasks or activities, while being coached by the teacher. Formative evaluation of the school development process shows that the systemic prevention guidelines seem to improve learning and social progress of gifted pupils, including their self-regulation. Further development and implementation steps are discussed.
Hrvatski zakonski okvir određuje mogućnosti školovanja darovite djece i učenika. Po člancima Zakona i svih pravilnika, te ostalih nacionalnih dokumenata1 škole su u obvezi nužno organizirati proces ...identifikacije darovitih učenika, te im omogućiti školovanje u skladu s adekvatnim modelima i diferenciranim kurikulumima. Daroviti učenici često su izloženi ili prevelikim ili preniskim očekivanjima okoline što kod njih stvara osjećaj bespomoćnosti, pogotovo ako ih vršnjaci izoliraju zbog različitosti (interesa, ponašanja, rječnika kojim se služe i sl). Stoga je od presudne važnosti uloga učitelja, koji mora prvenstveno znati prepoznati i identificirati darovitog učenika. Treba uvažavati i poticati njihove specifične obrazovne potrebe, kao i prednosti, a nedostatke koje im njihova darovitost stvara u okolini nastojati ublažiti. Primjena diferenciranih kurikuluma je neophodna. No, prije svega, postavlja se pitanje koliko su naši zakonski i podzakonski akti u skladu s potrebama suvremene škole i koliko su visokoškolski kurikulumi usmjereni prema osposobljavanju budućih učitelja za rad s darovitim učenicima. U radu su analizirani članci važećih propisa u Republici Hrvatskoj koji determiniraju odgoj i obrazovanje darovitih učenika.
Presents the achievements of a program at a research and development institute in Israel where researchers in biology, biotechnology, agriculture, and chemistry supervised talented high-school ...students in performing research work. Reports that an important part of the program is to familiarize students with the Internet and related technology tools as a medium for collaborative, interactive project-based learning. (Author/MM)
U radu je konstruiran Upitnik za ispitivanje stanja i potreba rada s darovitim i talentiranim učenicima. Upitnikom je ispitano stanje i potrebe rada s darovitim učenicima u osnovnim školama Republike ...Hrvatske između 378 učitelja razredne nastave i nastavnika predmetne nastave svih profila. Faktorskom analizom upitnika dobivena su tri faktora: 1) Posebni programi, metode i oblici rada s darovitim i talentiranim učenicima; 2) Skrb o darovitim i talentiranim učenicima; 3) Identifikacija i poticanje darovitih i talentiranih učenika. Zatim su ispitani rezultati na navedena tri faktora s obzirom na različite kategorije učitelja/nastavnika s obzirom na: a) tri različite regije Republike Hrvatske, b) različita profila, c) različitih godina staža i d) različita obrazovanja o darovitima. Rezultati istraživanja pokazuju da učitelji/nastavnici u osnovnim školama s obzirom na regiju Hrvatske statistički značajno više koriste posebne programe, metode i oblike rada u južnoj i srednjoj regiji Hrvatske u odnosu na sjevernu. U srednjoj i sjevernoj regiji Hrvatske u odnosu na južnu učitelji/nastavnici statistički značajno više skrbe o darovitim i talentiranim učenicima. Rezultati na faktoru identifikacije darovitih učenika najniži su među učiteljima/nastavnicima, što ne čudi jer je to prije svega posao stručnih suradnika, oni su statistički značajno veći u južnoj i srednjoj regiji Hrvatske u odnosu na sjevernu. Svi profili nastavnika s darovitim i talentiranim učenicima statistički značajno najviše rade posebne programe, metode i oblike rada, zatim neposredno skrbe o darovitima, a najmanje sudjeluju u identifikaciji darovitih i talentiranih učenika. Sve kategorije učitelja/nastavnika s obzirom na godine staža, kao i s obzirom na obrazovanje o darovitima statistički značajno najviše provode posebne programe, metode i oblike rada s darovitima, zatim neposredno skrbe o njima, a najmanje sudjeluju u njihovoj identifikaciji. Skrb o darovitim i talentiranim učenicima u Republici Hrvatskoj još uvijek nije na zadovoljavajućoj razini, a u radu se daju neke smjernice za unapređenje sustava.
While much has been written and said about the problem of teaching with the main objective of transmitting knowledge, inevitably resulting in pupils merely utilising memory, we see very little ...evidence in schools and the literature that this quantitive approach to teaching and learning is subsiding. Passing exams by reproducing memorised factual content is still very much in place. It seems that the less competent the teacher is, the more he/she clings to this approach.
This problem can be alleviated, as is generally known, by adopting an approach of process-oriented teaching and learning. The question is: Can high-level learning content be dealt with on the elementary level?
An exposition of a teaching-learning unit which addresses the need of the gifted pupil in the elementary grade for qualitative differentiated teaching and learning is presented. Furthermore, a description is given of HOW the teaching can be done.
The problems addressed in this article are:
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What learning content can be used to ensure qualitative differentiated learning for the young gifted child?
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Whatteaching-leaming strategies can be applied to achieve the objective of high-level learning?
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