Su búsqueda
Resultados 5 recursos
-
This article discusses the phenomenon of giftedness in an educational context. Although a general understanding of the phenomenon of giftedness is evident in the literature, missing is a body of information on the thoughts and actions of gifted persons in those situations that one suspects influence the emergence of extraordinary accomplishment. In this article, the author proposes a change in direction for the study of the advanced development. Grounded in the theoretically based research of Feldman and Vygotsky, the author argues that one focuses on the ordinary parts of life that contribute to extraordinary achievements. Extraordinary accomplishment is something that fascinates most people. Extraordinary accomplishment is a recurrent theme in human history. The extraordinary achievements that mark human activity serve as signs of the ability of humans to invent new ways of being in the world. The field of gifted-person education is concerned with understanding and promoting the emergence of such innovative actions and thoughts. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
-
The paper argues that educators of the gifted have overlooked important evidence on the power of special environments because of our habit of considering cognitive outcomes and an outsider view of evidence as the standard for judging the benefits of special environments. The author proposes that social context be used as a construct to help rethink how to study the benefits of special environments. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
-
This article discusses the school-based conception of giftedness (SCG). The development of human potential occurs in a vast array of settings across the world. In the United States, in addition to the options of both public and private schools, parents home school their children and send them to academic summer programs, often resulting in able students developing to a point of extraordinary accomplishment. Some talents are typically developed early in life, whereas others manifest much later. Some talents are developed entirely outside of school, whereas others are developed in schools to a considerable extent. Some talents are in domains that schools have key roles in developing, others may have no direct relationship to a school’s curriculum. Given the limited resources and dominion of schools, we set out to create a conception of giftedness that is situated in schools. SCG clarify what talents schools can and cannot be expected to develop. The SCG will allow for clearer communication among educators, administrators, and school boards about the role and responsibilities of our schools in developing talent. Giftedness is a combination of advanced development and creativity. It is developmental in nature in that it begins as potential evolves into achievement within recognizable domains during the school years, and becomes increasingly advanced through the nonuniversal development of the individual. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
-
The paper explores the question of how gifted and talented adolescents experience being gifted in high school. Fifteen subjects were interviewed twice while attending a special summer program in order to answer this general question. The data were analyzed and interpreted using a set of research questions which postulated that the subjects would voice feelings of difference and would make statements indicating recognition that being gifted interfered with full social acceptance. The results support the notion that many, but not all, gifted and talented adolescents experience giftedness as a social handicap. The data also suggested that some students manage information about themselves to minimize their visibility as gifted students to others. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
-
A study of the effects of schooling on the social cognition of gifted adolescents is reported. A student attitude questionnaire (SAQ) exploring the cognitive behavioral strategies utilized to manage the stigma of giftedness was developed after conducting phenomenological interviews of fifteen gifted adolescents attending the Tennessee Governor’s Schools (Coleman & Cross, 1988). The questionnaire asked subjects to respond to six scenarios described as potentially stigmatizing events during the normal school day. Five common strategies noted during the interviews were provided as options in each of the scenarios. The data reported herein are based on the responses of 1,465 students over a two-year period. The patterns of responses suggested that gifted adolescents utilize the five strategies to differing degrees across situations. Situations most closely associated with test performance seemed to elicit the greatest variation in coping strategies, while those primarily reflecting social situations showed a consistently narrow range of strategies. The “placate” coping strategy was the most frequently used across the school-based scenarios. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
Explorar
Tipo de recurso
- Journal Article (5)