This study aims to assess the views of outstanding teachers of the gifted regarding their students’ learning environment. Thirty teachers were interviewed and an interpretive approach was used to analyze their views. The teachers’ comments were divided according to the following themes: (a) characteristics of gifted students, (b) characteristics of teachers of the gifted, (c) physical characteristics and population, (d) learning atmosphere, (e) emotional and social aspects, and (f) suitable curriculum and teaching strategies to meet the academic needs of the gifted. The study highlights the significance of exploring teachers’ perceptions regarding the learning environment for the gifted in order to understand in depth what characterizes these particular teachers and to suggest an appropriate pedagogy that will enhance the students’ giftedness. This study can contribute to teachers’ education programs and curriculum design for gifted students, and ultimately benefit all students.
This study presents a thesis seminar model aimed at promoting students' self-regulation. Students' perceptions regarding the contribution of the seminar to their learning process were characterized and the seminar's effect upon their self-regulation expressions was examined. Data was collected using questionnaires and analyzed thematically. The most significant components of the seminar, according to the students, were cognitive knowledge and guidance regarding thesis writing, along with peer learning, and changes in self-efficacy and ability to regulate time and emotion. Students demonstrated self-regulating mechanisms for planning, setting goals, monitoring, self-encouragement, and emotion control. The results emphasize the significance of self-regulation in thesis-writing.
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