Theoretical and Methodological Problems of a 10-Year Follow-Up Program Evaluation Study

Heller, Kurt A.; Reimann, Ralph

doi:10.1027//1015-5759.18.3.229

Cited by 12 publications

(6 citation statements)

References 20 publications

(24 reference statements)

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“…Only then will we be able to rely on a sufficient base of qualified personnel for the development and evaluation of gifted educational and counseling programs, including methodological competencies regarding talent search and the diagnosis of giftedness. Here one should make use of the (longer) experiences encountered with special gifted programs in the Eastern part of Germany as well as those reported on an international level, for example, those from the Netherlands or the USA (for an overview see Heller et al, 1993Heller et al, /2002.…”

Section: Resultsmentioning

confidence: 98%

“…For the evaluation of enrichment gifted programs inside and outside of the school see Hany and Heller (1992), Heller (1995), Neber and Heller (2002). For academic acceleration programs and related evaluation studies see Heller and Reimann (2002). Methodological problems of talent search for gifted programs are treated by Hany (1993Hany ( , 1997Hany ( , 2001Hany ( , 2004 and Neber (2004) or-with international perspectivesby Feldhusen and Jarwan (2000), Kanevsky (2000), Sternberg and Grigorenko (2002), and Sternberg and Subotnik (2000).…”

Section: German Gifted Program Activities and Their Evaluationmentioning

confidence: 98%

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Education and Counseling of the Gifted and Talented in Germany

Heller

2005

Int J Adv Counselling

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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 educationalpsychological challenges of the new century.

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Section: Resultsmentioning

confidence: 98%

Section: German Gifted Program Activities and Their Evaluationmentioning

confidence: 98%

Education and Counseling of the Gifted and Talented in Germany

Heller

2005

Int J Adv Counselling

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“…The Gifted Rating Scales [ 33 ] are teacher evaluation scales, which are based on a multidimensional model of giftedness, and are designed to assess the characteristics of a gifted profile along with a wide range of ages. In specific, the Gifted Rating Scales [ 33 ] are based on the Munich Model for the Identification of Giftedness [ 34 , 35 ], and measure different facets of giftedness, not just academic and intellectual abilities. According to this model, giftedness arises in the areas of intellect, creativity, social competence, artistic (musical) ability, and psychomotor ability.…”

Section: Introductionmentioning

confidence: 99%

“…In addition to cognitive abilities, various (noncognitive) personality characteristics such as motives, interests, self-concepts, and so on, are involved. Family and school socialization factors are important learning environmental conditions for developing expertise and domain-specific performances [ 35 ]. As a result, the importance, and the usefulness of accurate identification of high-achieving students are the most critical issue that gifted research circles must illuminate.…”

Section: Introductionmentioning

confidence: 99%

The Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P): A Preliminary Examination of Their Psychometric Properties in Two Greek Samples

et al. 2022

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The present paper is based on data of two samples concerning the Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P) that aimed to gain insight into the psychometric properties (internal consistency reliability, structural and convergent validity) of the Greek version of the GRS-P. In both studies, teachers estimated their students’ giftedness with the GRS-P and executive functions with the Childhood Executive Functioning Inventory (Study 1). In Study 2, kindergarteners were examined in cognitive measurements which included the colored progressive matrices, the children category test, the Athena test, and the mini-mental state examination. Statistical analyses (EFA, CFA, Cronbach’s α, and Pearson’s r coefficients) revealed the excellent internal consistency of the scales as well as their good factorial and convergent/discriminant validity. In relation to the children’s cognitive ability measures, it emphasized the fact that the GRS-P is a reliable and valid tool for teachers to assess their gifted students in a Greek cultural context.

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“…Articles dealing with particular assessment instruments are important and will find their place in EJPA as they always did; but to attract an international readership we will continue our policy to publish, from time to time, special issues or special sections devoted to more general topics. For examples see the Special Issue on Personality Assessment: The Interpersonal Domain (De Raad, 1999; Gurtman, 1999; Martínez-Arias, Silva, Díaz-Hidalgo, Ortet, & Moro, 1999; Pincus, Dickinson, Schut, Castonguay, & Bedics, 1999; Schmidt, Wagner, & Kiesler, 1999; Trobst, 1999), the Special Issue on Clinical Case Formulation (Godoy & Gavino, 2003; Haynes & Williams, 2003; Kroes, Veerman & De Bruyn, 2003; Schiepek, 2003; Wagner, 2003; Westmeyer, 2003a, b), the Special Section on Psychological Assessment Standards and Guidelines (Bartram, 2001; Eignor, 2001; Fernández-Ballesteros, De Bruyn, Godoy, Hornke, Ter Laak, & Vizcarro, Westhoff, Westmeyer, & Zaccagnini, 2001; Hambleton, 2001; Muñiz, Bartram, Evers, Boben, Matesic, Glabeke, Fernández-Hermida, & Zaal, 2001), the Special Section on Program Evaluation (Heller, 2002; Heller & Reimann, 2002; Neber & Heller, 2002; Schober & Ziegler, 2002; Watermann & Klieme, 2000), or the Special Section on Family Assessment and Methodological Issues (Cook, 2005; De Bruyn, 2005; Delsing, Oud, & De Bruyn, 2005; Janssens, De Bruyn, Manders, & Scholte, 2005; Kreppner, 2005; Van Geert & Lichtwarck-Aschoff, 2005). Proposals by distinguished scholars in the field of psychological assessment for special sections or issues are highly welcome as are contributions that address innovative methods off the beaten track.…”

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confidence: 99%

Tradition and Innovation

Westmeyer

2006

European Journal of Psychological Assessment

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In 1985, two professors of psychology from Madrid (Spain), Rocio Fernández-Ballesteros and Fernando Silva, founded a new journal and called it Evaluación Psicológia/Psychological Assessment. In July 1989 at the 1st European Congress of Psychology in Amsterdam, they were the driving forces behind an initiative to found a European Association of Psychological Assessment. Their initiative was successful, and the EAPA exists since 1990. In 1992, the former journal Evaluación Psicológia/Psychological Assessment was renamed to European Journal of Psychological Assessment and became the official organ of the European Association of Psychological Assessment, the founders of the journal staying on as the Editors of EJPA. In 1999, Fernando Silva was replaced by Rolf Steyer, and Rolf Steyer replaced by this author in 2004. In all these years, Rocio Fernández-Ballesteros was the constant element of EJPA -a guarantor of its quality and success. For about 20 years, she served as one of the two Editors-in-Chief and gave her time, expertise, and guidance to EJPA. In 2005, she put her official functions as editor into my hands. She will, however, continue to serve the journal as a consulting editor. On behalf of the journal and its editorial staff I must say: Rocio, you did an excellent job; it was a pleasure to work with you; your outstanding contributions to EJPA will not be forgotten.Rocio Fernández-Ballesteros' leaving as Editor-in-Chief is accompanied by other changes to our Editorial Board. In accordance with what is common practice in most other international journals, there will be only one Editor henceforth. The Editor will be assisted by several Associate Editors, responsible for processing the manuscripts in their respective domains of expertise. Moreover, there will be regular changes in the various positions of the Board. In 2006, I shall be the Editor; in 2007, Eric De Bruyn will take over.

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Theoretical and Methodological Problems of a 10-Year Follow-Up Program Evaluation Study

Cited by 12 publications

References 20 publications

Education and Counseling of the Gifted and Talented in Germany

Education and Counseling of the Gifted and Talented in Germany

The Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P): A Preliminary Examination of Their Psychometric Properties in Two Greek Samples

Tradition and Innovation

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