Teachers’ Conceptions of Giftedness and Special Needs of Gifted Students

Kaya, Fatih

doi:10.15390/eb.2015.2885

Cited by 15 publications

(28 citation statements)

References 29 publications

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“…Shaunessy (2005) emphasizes the students' emotional security in the classroom to enable them to function well in the learning process by responding to and asking higher-order questions or disclosing their opinions. However, a study in an American gifted education program revealed that teachers often find it difficult to deal with the individual gifted students because of their different needs and their never-ending questions (Kaya, 2015). This situation put them in a difficult situation, but they admitted that it is their responsibility to create suitable learning opportunities for these students and overcome the existing problems.…”

Section: Discussion and Conclusion Learning Climates At Schools And Tmentioning

confidence: 99%

Üstün Yeteneklilerin Eğitiminde Güvenli Öğrenme Ortamına İlişkin Öğrenci ve öğretmen Görüşleri

Haidari¹,

Karakuş²,

Koçoğlu³

2020

Kuramsal Eğitimbilim

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This study explored the views of the lower secondary gifted students in relation to the learning climate established in their regular schools and the gifted education centers, with a focus on their psychological safety, in the Turkish context. It also investigated what these students and their teachers expect from a potentially safe and desirable learning atmosphere. Therefore, a qualitative research approach was employed. The data were collected through one-to-one semi-structured interviews with the gifted students (N=12) and their teachers (N=5). Then, the interview data were transcribed and content analyzed. The findings show that gifted students had a positive description of the Art and Science Center (SAC) as a safe and desirable place compared to their regular schools. They felt happy and psychologically safe at the SAC, where they could disclose their opinions and ask questions without being subjected to embarrassment. The regular schools, however, were not described as fully safe from a psychological perspective, mostly because of the crowded classrooms. Students' expectations of a safe learning climate were in relation to teacher approachability, peer relationships, learning process and the physical characteristics of the learning environment. Teachers were also of similar opinions with regard to these findings.

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Section: Discussion and Conclusion Learning Climates At Schools And Tmentioning

confidence: 99%

Üstün Yeteneklilerin Eğitiminde Güvenli Öğrenme Ortamına İlişkin Öğrenci ve öğretmen Görüşleri

Haidari¹,

Karakuş²,

Koçoğlu³

2020

Kuramsal Eğitimbilim

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“…Therefore, these conceptions play a significant role in helping young gifted students advance their talent (Mann, 2006;Pettersson, 2008). Several studies have shown that teachers relate giftedness to motivation to learn quickly, intelligently, and creatively (Kaya, 2015;Laine, Kuusisto, & Tirri, 2016;Mattsson, 2010;Moon & Brighton, 2008). One study of Swedish teachers saw motivation as including persistence and enjoyment of mathematics (Mattsson, 2010).…”

Section: Supporting the Motivation Of Gifted Studentsmentioning

confidence: 99%

“…It is interesting to note that Nordic teachers mainly associate positive socialemotional characteristics such as enthusiasm, sensitivity, and curiosity with giftedness (Kaya, 2015;Laine et al, 2016;Mattsson, 2010). In general, gifted students are seen as well-behaving, well-managing independent learners (Kaya, 2015;Mattsson, 2010;Moon & Brighton, 2008).…”

Section: Supporting Relationships Of Gifted Studentsmentioning

confidence: 99%

Educators’ perceptions of mathematically gifted students and a socially supportive learning environment – A case study of a Finnish upper secondary school

Haataja

Laine

Hannula

2020

LUMAT

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This article explores five educators’ conceptions of the characteristics of mathematically gifted students and a social learning environment that supports their development in a school for mathematically gifted adolescents in Finland. We conducted this qualitative study through semi-structured interviews and participant observations in a Finnish upper secondary school with a special mathematics program. The research shows that gifted students and their educators form a tight community, the social learning environment of which supports shared motivation, healthy perfectionism, and practicing social skills. The results deepen the understanding of gifted education in the Finnish context and the significance of educators’ shared understanding of social activities as a basis for successful gifted education.

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“…Respecto de los primeros, Al Zoubi (2018) encontró que algunas creencias se restringían a áreas académicas, mientras que otras incorporaban aspectos socioemocionales, como el desajuste social. Kaya (2015), constató que las creencias docentes pueden tener un fuerte impacto en términos de dónde focalizan su atención y a quienes consideran como potenciales candidatos a participar de programas para la atención de la AC.…”

Section: Alta Capacidadunclassified

Atender las Altas Capacidades en Chile: facilitadores y barreras del contexto escolar

Gómez-Arizaga

Conejeros-Solar

Sandoval-Rodríguez

et al. 2020

PSICO

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Esta investigación indaga las creencias que 14 integrantes del equipo directivo de cuatro establecimientos educativos reportan en relación a las fortalezas y obstáculos presentes en las escuelas para la atención de la Alta Capacidad. El análisis de contenido cualitativo de las entrevistas semiestructuradas revela dos amplias temáticas, creencias y valoraciones, y acciones y prácticas. Los resultados señalan apertura a la temática, una comprensión restringida de la Alta Capacidad y obstáculos administrativos y técnicos para su atención en el contexto de la inclusión educativa. Se requiere de un esfuerzo concertado y sistemático que involucre a toda la comunidad escolar, a fin de brindar oportunidades reales de reconocimiento y desarrollo a este estudiantado. Palabras clave: alta capacidad, atención educativa, escuela, barreras, facilitadores 1 Las autoras agradecen el apoyo de FONDECYT Proyecto N°1181857.

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Teachers’ Conceptions of Giftedness and Special Needs of Gifted Students

Cited by 15 publications

References 29 publications

Üstün Yeteneklilerin Eğitiminde Güvenli Öğrenme Ortamına İlişkin Öğrenci ve öğretmen Görüşleri

Üstün Yeteneklilerin Eğitiminde Güvenli Öğrenme Ortamına İlişkin Öğrenci ve öğretmen Görüşleri

Educators’ perceptions of mathematically gifted students and a socially supportive learning environment – A case study of a Finnish upper secondary school

Atender las Altas Capacidades en Chile: facilitadores y barreras del contexto escolar

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