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Semantic Scholar extracted view of "¿Quién debe enseñar a los alumnos de altas capacidades?" by Kirsi Tirri

Giftedness in the Finnish educational culture is seen as taboo, and it is easier to talk about talent development. We need to widen the concept in the ways that would address both excellence and ethics. The definition of transformational giftedness includes a beyond-the-self orientation and implies that the purpose of giftedness is to help to make the world a better place. This kind of definition might be the key in using the term “giftedness” in egalitarian and inclusive cultures like Finland. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This editorial provides an introduction to the special issue focusing on current international research on character education and giftedness. The first two articles are discussion articles by experienced experts in the fields of giftedness and character education. The purpose of these articles is to direct and stimulate the future empirical research in these areas. The four articles that follow are research-based empirical studies. The editor concludes by challenging all the authors, as well as our readers, to further explore new horizons in the fields of character education and giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This special issue focuses on the role of motivation in actualizing gifts and talents. Motivation is closely related to the goals we set for our own and others’ learning. All the articles in this special issue contribute to the current research and discussion on motivation and giftedness. Research in these fields must be performed in different ability domains and in various cultural contexts. Cross-cultural comparisons are needed to validate our findings and to test the culture-dependent and culture invariant dimensions of giftedness. We have made an effort to address each of these aspects at least a little bit. However, future studies are needed to explore and evaluate the theories and practices in gifted education and motivation. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Spirituality is an important domain in the holistic education of gifted students. The definition of transformational giftedness makes it possible to emphasize spiritual domain in student development. Spirituality provides possibilities to reflect on the values and meanings of life that could provide purpose for gifted students in their studies and for their future lives. The concepts of religion and spirituality are defined, and their different roles clarified in the context of education. Spiritual sensitivity is introduced as a human capacity that can be measured scientifically with the spiritual sensitivity questionnaire instrument. Research findings among young generation and gifted students indicate that mystery-sensing, contemplation, and search for meaning in life are important aspects in spirituality of our generation. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This special issue focuses on current international research on giftedness. The authors of the volume are the leading researchers in their countries related to empirical research on giftedness. In these articles, the emphasis is on academic talent, which is the easiest type of giftedness to measure with empirical approaches. The majority of the articles deal with mathematical giftedness, which is the easiest talent to operationalize and compare in international comparative research. The countries represented in this volume include Finland, Germany, The Netherlands, the USA, and Australia. Some of the studies highlight national views on giftedness research and the others are comparative studies with datasets from several countries. The editors also note that further studies are needed to explore and evaluate the theories and practices in gifted education. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

This article presents two independent studies of Finnish teachers’ conceptions of giftedness and considers whether it is a malleable or fixed quality. The first qualitative study examined elementary school teachers’ ( N = 212) conceptions via inductive-oriented content analysis, whereas the second study measured teachers’ (elementary n = 184, secondary n = 279) conceptions with a quantitative approach. According to teachers’ open-ended definitions, giftedness was seen to be multidimensional and a characteristic that differentiates the person from others. Giftedness was also described via cognitive, creative, and motivational features of the gifted. Furthermore, the two independent studies suggest quite different views on how Finnish teachers understand the developmental nature of giftedness: The first indicates that the developmental nature of giftedness was not frequently mentioned, whereas the second found that a malleable view of giftedness (i.e., a growth mindset) was dominant. Thus, this article highlights a need for in-depth and mixed-methods research designs to study how teachers see the developing nature of giftedness. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

There is a lack of research on students’ conceptions of giftedness and intelligence, despite recognition of their influence on real-life factors such as achievement and motivation. This paper presents a cross-sectional mixed methods study that investigated Finnish students’ (age 6–16 years; N = 1282) implicit conceptions of giftedness and intelligence and the mindsets underlying such conceptions. More particularly, the study aimed to investigate how giftedness and intelligence are constructed and understood in the minds of students and how students’ mindsets are actualized in their descriptions of giftedness and intelligence. The results indicated that, from very early on, students differentiate between the two concepts. Giftedness and intelligence were both seen as malleable, but views on giftedness were more fixed than were conceptions of intelligence. Both age- and school-related differences were found in students’ conceptions. Furthermore, the study demonstrated differences in conceptions of giftedness and intelligence between growth- and fixed-mindset students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

In the face of global issues such as climate change, the world needs action competent, transformationally gifted citizens, who are willing to step up and take responsibility for a better future. However, empirical evidence on what supports the development of transformational giftedness is limited. Furthermore, the relationship between academic giftedness and transformational giftedness has not been clearly pronounced. The purpose of this study is to address this research gap by examining students’ climate competencies. A total of 1703 students from five Finnish high schools (grades 10–12) participated in this study. Using a questionnaire, students’ climate change knowledge, values, willingness to take action, sense of responsibility, environmental concern, and perceptions on how climate change issues are dealt with in school were examined. Four of the schools were general education high schools, while one was for students formally identified as gifted students. The findings indicate that academically gifted students in both general education schools and the gifted school show more climate competencies than average-ability students. Furthermore, gifted students that attended the school for gifted students show more climate competencies than the gifted students from general education schools. Based on the findings, the paper discusses how the development of transformational giftedness can be better supported in education. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

This study examined Finnish eighth graders’ (N = 1136) educational aspirations and how those can be predicted by mindsets, academic achievement, and gender. Multinomial logistic regression analyses were conducted to investigate how two mindset constructs (intelligence and giftedness), domain-specific academic performance (mathematics and reading), and gender relate to students’ educational aspirations on three levels (academic, vocational, and unknown). The growth mindset about giftedness was found to predict unknown aspirations, whereas the growth mindset about intelligence did not predict educational aspirations. High performance in math predicted students’ academic aspirations, but performance in reading did not predict educational aspirations. Gender-related differences were found, as boys seem to have vocational aspirations, but the effect did not penetrate all schools. Lastly, students’ aspirations differed between schools: from some schools, students are more likely to apply to university, while from other schools, students are more likely to apply to vocational education. Overall, the study demonstrated that a growth mindset does not directly predict academic aspirations, and the relationship between implicit beliefs and educational outcomes might be more complex than suggested. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)

In this chapter Finnish conceptions of giftedness and talent are presented. The Finnish conceptions are explored in the context of an educational system in which a strongly rooted egalitarian ethos and individualistic values are concurrently present. The teachers’ and students’ conceptions related to giftedness and intelligence and conceptions in the national core curriculum for basic education are discussed in the frameworks of domain-specific and developmental theories of giftedness. The implications of Finnish conceptions of giftedness and talent for teaching and learning in school are discussed. Differentiated teaching is advocated as a promising approach for educating gifted students in a Finnish context. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

In this chapter the current empirical research on morality and giftedness is reviewed with an emphasis on ethical sensitivity. The component of moral judgment has been the most studied aspect in morality. Although high ability students have been shown to be superior in moral judgment when compared to average ability students, morality includes other components as well, such as sensitivity, motivation, and character. In this chapter the component of ethical sensitivity is introduced with both quantitative and qualitative empirical results regarding gifted students. Recommendations for the moral education of gifted students are made based on the research findings. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)