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Identification of high-ability students in Spain is based on educational legislation. However, the absence of unified national regulations delegates this responsibility to the autonomous communities, resulting in highly diverse approaches. This study aims to analyze the detection processes implemented in Castilla y León. To achieve this, we used a qualitative methodology based on document analysis and focusing on the high-ability detection protocol. The DETECTA program is identified as the main regional screening model. This program follows a tiered approach consisting of three phases: teacher questionnaires (EOPRO), family questionnaires (EOPAM), and application of an objective test. The DETECTA program reflects the commitment of public institutions to addressing the under-identification of high-ability students. Although significant progress has been made in the detection processes, the DETECTA program still presents areas for improvement that could enhance both the identification process and the promotion of talent within this group.
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Many potentially talented students remain unidentified and unsupported due to resource limitations. This study aimed to create a screening tool to identify highly able students through a brief assessment of Executive Functions (EF). The TEXI questionnaire for EF was administered to students in an enrichment program for highly able students (n = 53) and mainstream education (n = 34). Additionally, the CHEXI questionnaire gathered parents’ perspectives on their children’s EF abilities (n = 28) to check diverse perspectives. Data analysis showed that highly able students had superior EF abilities, particularly in working memory and cognitive flexibility. Hence, evaluating EF benefits the screening process for highly able students, and incorporating diverse viewpoints from parents and children can improve its efficacy.
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Background: High-ability students require effective educational strategies. This study introduces and evaluates a curriculum enrichment programme aimed at enhancing creativity. The programme is based on a competency framework and was implemented using variations of Project-Based Learning (PBL) strategies. Method: A quasi-experimental design compared two interventions using pre-test and post-test groups. The first intervention ( N = 38) involved a 12-week PBL unit focused on designing a video game using block-based programming through Scratch. The second intervention ( N = 51), also lasting 12 weeks, comprised three separate projects involving vectorial design and programming of an Arduino-based robot. Both interventions used strategies for creative-thinking development. The sample included high-ability students from 8 to 12 years of age. Results: Both interventions significantly increased creativity, with no statistical differences between them. This suggests that both types of PBL interventions effectively improved participants’ creativity. Conclusions: This study suggests that PBL-based curricular enrichment programmes are effective in fostering creativity among high-ability students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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- Journal Article (3)
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Entre 2000 y 2026
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Entre 2020 y 2026
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Entre 2020 y 2026
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