Attitudes Towards Gifed Students and Teir Education in the Slovenian Context

Juriševič, Mojca; Žerak, Urška

doi:10.11621/pir.2019.0406

Cited by 12 publications

(13 citation statements)

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“…Most of them used a metaphor which reflected gifted children's possible benefits to society and focused on their added value. This is consistent with prior studies that demonstrated teachers' positive attitudes toward these children (Juriševič andŽerak, 2019;Lassig, 2009;McCoach and Siegle, 2007). As David (2011) revealed, a positive attitude is the most preferred teacher characteristic for gifted children.…”

Section: Discussionsupporting

confidence: 92%

Teachers’ metaphors and views about gifted students and their education

Akgül

2021

Gifted Education International

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Gifted students differ from their peers in many areas, and require additional effort and skills from their teachers in regular schools. Teachers in regular education play a critical role in the identification of gifted students and education. Therefore, considering their attitudes toward these students and gifted education in general will provide a deeper understanding of teachers’ needs regarding the quality of gifted education. The present study aims to examine teachers’ perceptions about gifted students through the use of metaphors and attitudes toward gifted education. Qualitative data were collected from 136 teachers utilizing two open-ended questions. Teachers used metaphors based on three categories: gifted education, the social value and various characteristics related to giftedness. The results were discussed in terms of practical implications, teachers’ training needs, educational strategies for gifted students and challenges endemic to the identification process in Turkey.

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Section: Discussionsupporting

confidence: 92%

Teachers’ metaphors and views about gifted students and their education

Akgül

2021

Gifted Education International

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“…The research in various countries indicates that the psychometric properties of the translated versions of OTG and ATGE are not sufficient. First of all, it was not possible to confirm the six-factor structure of the questionnaires, as demonstrated by Slovenian (Juriševič & Žerak, 2019), Croatian (Perković Krijan & Borić, 2015), American (Mc-Coach & Siegle, 2007), Greek (Polyzopoulou et al, 2014) and Irish (Cross et al, 2018) researchers. In contrast, researchers from Serbia (Blanuša et al, 2021) reported a positive validation of the questionnaire.…”

Section: Teachers' Attitudes Toward Gifted Students' Education -A Res...mentioning

confidence: 96%

Theoretical Assumptions and Validation of a Scale for International Comparative Research on Teachers’ Attitudes Toward Educating Talented Students

Giza

2022

MJSE

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The aim of the research was to construct a scale of teachers’ attitudes toward the education of gifted students that could identify the types and predictors of attitudes. The research was prompted by the current lack of tools with good psychometric parameters. A questionnaire was prepared for the needs of an international comparative study on teachers (N = 630) from six Central and Eastern European countries: Belarus, Bulgaria, Poland, Romania, Slovakia, and Ukraine. The theoretical models of giftedness and empirical data both indicated the important role teachers play in the development of students’ giftedness. The teachers’ characteristics were somewhat ambiguous. The article describes the assumptions, construction stages, and validation results of the questionnaire, which contained 64 statements (items) selected from a wide range of opinions after thorough substantive and linguistic consultations. The fundamental descriptive statistics for each item were analyzed. The final selection of items occurred as a result of confirmatory factor analysis, which did not demonstrate sufficient fit between the questionnaire’s theoretical structure and the data. Exploratory factor analysis, on the other hand, allowed for the version of the questionnaire with a three-factor structure to be adopted. Three types of attitudes were identified regarding gifted students’ education: one expressing a negative attitude and two positive ones. As a result of the validation, a scale of attitudes was created with appropriate psychometric characteristics, consisting of 33 items. Further studies are being conducted to interpret the three dimensions of the scale and the variables that differentiate them.

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“…Při identifikaci pedagogických situací vedoucích k elitářství se zaměřujeme na učitele jako na možného strůjce elitářství a na kurikulum, které uplatňuje ve výuce, jakožto prostředek podmiňující elitářství. Jelikož reálně aplikovaná podoba kurikula může být důsledkem preferovaných postojů učitelů k edukaci nadaných žáků (Godor, 2019;Juriševič & Žerak, 2019), zaměřme se nyní na další klíčový koncept, kterým jsou postoje, resp. elitářské postoje k nadaným.…”

Section: Elitářské Postoje Učitelů K Edukaci Nadaných žáKůunclassified

“…O elitářství k nadaným se zmiňují jen okrajově, přičemž tyto postoje detailněji neoperacionalizují. Rozhovory s učiteli (Juriševič & Žerak, 2019) a otevřené otázky (Hansen & Feldhusen, 1994) jsou spíše doplňkovou metodou k postojovým dotazníkům. Identifikace postojů učitelů pomocí pozorování výuky je prováděna (např.…”

Section: Elitářské Postoje Učitelů K Edukaci Nadaných žáKůunclassified

Modifikace kurikula jako „příležitost“ k elitářství nadaných žáků

Klimecká¹

2022

Orbis Scholae

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Elitism in education is often applied by a different and prefered approach to students belonging to the so-called elite. This elite is segregated and developed, often at the expense of the needs of other students. Can elitism be one of the problems of pedagogical practice with intellectually gifted students in ordinary inclusive primary schools? We carried out qualitative research in the environment of ordinary primary schools by observing school lessons and interviews with teachers. We spent 70 hours in eight schools, tracking 24 gifted students. The aim was to identify and describe the pedagogical situations leading to the elitism of gifted pupils. We focused on teachers as the creator of a modified curriculum for gifted pupils, which gives space for the emergence of elitism. We analyzed the data using open and axial coding. We found that teachers apply pedagogical situations leading to the elitism of gifted pupils, in all components of the modified curriculum, but especially in pedagogical strategies such as extracurricular activities, gifted as a teacher's assistant, complementary tasks and group work. Finally, the features of the curriculum leading to elitism are defined. Research highlights one of the negative consequences of increasing formal support of giftedness.

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Attitudes Towards Gifed Students and Teir Education in the Slovenian Context

Cited by 12 publications

References 0 publications

Teachers’ metaphors and views about gifted students and their education

Teachers’ metaphors and views about gifted students and their education

Theoretical Assumptions and Validation of a Scale for International Comparative Research on Teachers’ Attitudes Toward Educating Talented Students

Modifikace kurikula jako „příležitost“ k elitářství nadaných žáků

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