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Effective collaboration among various actors is essential to optimally support the educational needs of gifted students. School leaders play an essential role in creating an environment and policies that foster this collaboration. This exploratory mixed-methods study investigated school leaders’ perceptions of the involvement of and interactions with actor groups (parents, teachers, and other school leaders) in the system surrounding gifted students, while identifying key facilitators and barriers. 136 primary and secondary school leaders completed a questionnaire, of whom 18 participated in semi-structured interviews. Findings indicated varying levels of perceived involvement, with teachers being most involved, followed by parents, and other school leaders. This pattern was mirrored in interaction frequencies across most queried topics. Despite these varying levels, school leaders expressed similar satisfaction with the involvement of and interactions with all actor groups. A positive relationship was found between involvement and interaction levels and their corresponding satisfaction. Actors’ willingness to contribute to and/or communicate about gifted education was a key facilitator, while a lack of willingness was frequently mentioned as a barrier. This study provides an initial understanding of factors impacting involvement and interactions in gifted education from school leaders’ perspectives, offering a foundation for enhancing collaboration and support.
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Background Teachers' and parents' judgements of pupils' cognitive abilities influence pupils' daily learning opportunities and experiences, as these judgements affect the difficulty level of materials and instruction that teachers and parents provide. Over time, these judgements thus significantly shape educational success. However, pupils' characteristics, such as special educational needs (SEN), giftedness and socioeconomic status (SES) can influence and bias judgement accuracy. Aims The present study aimed to investigate the relation between pupils' cognitive abilities and their teachers' and parents' judgements of these abilities, and potential bias in these judgements related to SEN, giftedness, and SES. Sample The sample consisted of 1073 primary school pupils from grades 4–6 from 77 classes in 16 schools, and their teachers and parents. Methods Teachers and parents rated their pupils' cognitive abilities. Pupils completed the COVAT‐3, a cognitive ability test. Results Multilevel analyses revealed that parent judgements were significantly higher than teacher judgements, but both informants' judgements were equally strong related to the cognitive ability scores. When controlling for pupils' assessed cognitive abilities, the results revealed small judgement biases: negative for SEN, positive for giftedness, and finally positive for high SES, but only in teachers. Conclusions Overall, the results indicated that teachers and parents can judge their pupils abilities to a moderate degree, but they also hold judgement biases related to SEN, giftedness and SES. As these biases can affect pupils' opportunities, it is important to increase teachers' and parents' awareness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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This study described exceptional items in human figure drawings (HFDs) which have been discussed as possible expressions of intellectual giftedness. The aim was to serve as a first step in the development of a screener for HFDs that can be used as part of the identification process of gifted children. We examined the frequency of occurrence of 158 items in HFDs of 206 children aged 4 to 6 years (17 potentially gifted). Fine details and additions to the human figure turned out to be exceptional, especially in drawings of 4-year-olds. Several exceptional items were drawn more frequently or exclusively by potentially gifted children. Descriptively, exceptionality in drawings of potentially gifted children was most visible in HFDs of 4-year-olds, and tended to become less visible with age. Further research with larger samples is required to draw solid conclusions about HFDs of gifted children. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)
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The present study aimed to determine whether exceptional items in human figure drawings (HFDs) can serve the identification process of talents and (educational) needs of children with high intellectual abilities. Participants were 152 children aged 4 to 6 years at the time of drawing. After 2 years, 85 had received regular curriculum (the typically developing group) and 67 had received enriched curriculum (the potentially gifted group). Analyses of item categories suggested that HFDs can serve as a screener for giftedness for 4- and 5-year-olds, but not for 6-year-olds. For 4- and 5-year-olds, the presence of items that indicated what is drawn or indicated deliberate abnormalities in shape and size predicted the likelihood of being in the potentially gifted group. No such predictive relation was found for items that indicated how good drawings look. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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- Entre 2000 y 2026 (4)