Su búsqueda

En autores o colaboradores
  • The purpose of this study was to document qualitative descriptors of student behaviors associated with giftedness as valued by the native Hawaiian community. Four research questions were asked: (a) Within the native Hawaiian community, how is giftedness defined? (b) What characteristics do the native Hawaiian community identify as indicative of giftedness in children? (c) To what degree does cultural distinctiveness affect native Hawaiian students' expressions of traits, aptitudes, or behaviors associated with giftedness? and (d) How does the native Hawaiian concept of giftedness relate to a set of core attributes associated with giftedness? Twenty key informants from the Hawaiian islands of Hawai'i and O'ahu were interviewed and the content of the interviews was inductively analyzed. The Hawaiian viewpoint about outstanding human abilities began with the belief that everyone is given gifts by those who come before. The areas of these gifts comprehensively span the whole spectrum of human experience and were believed to be expressible throughout a person's lifetime and across generations. In the Hawaiian community, individuals who excel with their given gifts are doing what they are supposed to do. Therefore the expression of their gifts is a natural phenomenon, not an anomaly or deviation from common law. Five rucial conditions were identified for the nurturance of given gifts. Topical ideas or categories of valued human qualities also emerged. Descriptions of specific traits, aptitudes, and behaviors valued within the Hawaiian community were given. The findings of this study appear to support the idea that gifted individuals, are present in every cultural group. There are however, differences in the interpretation of what constitutes giftedness in the Hawaiian community. The distinct differences included new dimensions such as spirituality, the conscious awareness of one's self, others (whether others were in the past, present, or future time frames), and one (PsycInfo Database Record (c) 2022 APA, all rights reserved)

  • This reprinted article originally appeared in Research Monograph No 95210, 1995, Storrs University of Connecticut, The National Research Center on the Gifted and Talented. The purpose of this paper is to explore a different perspective for observing and assessing characteristics of giftedness in minority, limited proficiency in the English language and economically disadvantaged student populations. First, a summary of what we know about the attributes of gifted and high achieving students from minority or economically disadvantaged families and areas is presented. Second, a proposal for focusing on core attributes that underlie the giftedness construct as a more viable basis for observing and identifying giftedness in minority or economically disadvantaged student groups is presented. A description of how a set of core attributes of giftedness was derived is also provided. Finally, implications for using these core attributes as the basis for a paradigm that better addresses the identification and education of gifted students from underrepresented populations are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Última actualización de la base de datos: 3/10/26, 5:59 (CEST)

Explorar

Tipo de recurso