<p>The current project is the first study to investigate the competence of academically gifted youth across multiple dimensions of the peer system. To date, there is no comprehensive examination of the social functioning of gifted youth, severely limiting what is known about the overall social world of gifted youth and the extent to which the subset of gifted youth with peer problems experience the same adjustment difficulties related to negative peer interactions. By examining how aspects of sociometric status, friendship and social network centrality relate to a myriad of outcome variables, the current study permits a comprehensive investigation of the risk profile associated with problematic peer relations among gifted youth within the adjustment domains (behavioral, academic and psychological functioning). Participants included 327 adolescents, 149 identified as gifted, who were initially assessed in the 7th grade and were then reassessed 2 years later. </p><p>Consistent with prior research, findings from the current student provided evidence that academic giftedness was generally associated with more positive peer relations as well as more positive functioning across behavioral, academic and adjustment domains when compared to non-gifted adolescents. However, findings from the current study did not find evidence suggesting that gifted youth experience significantly less peer problems than their non-gifted peers. As such, the current study substantiates predictions that there are indeed subgroups of gifted youth who experience peer problems and they were found to be similarly at risk as non-gifted adolescents with peer problems regarding negative behavioral, academic and psychological adjustment. However, the most alarming finding revealed that the negative effects of being rejected were more pronounced for gifted students, who were the most victimized students in the entire sample, even more than non-gifted peers who were rejected. Findings from the current study highlight the complexity of the social world of gifted adolescents and underscore the importance for future research to continue examining the social difficulties of gifted youth. Limitations and implications of these results are discussed.</p> / Dissertation

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MOURA, Lucimeire Alves. Da classificação à promoção da aprendizagem: avaliação de alunos com altas habilidades/superdotação. 2009. 154f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2009. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-07-05T15:49:44Z No. of bitstreams: 1 2009_Dis_LAMoura.pdf: 836375 bytes, checksum: 7eadb8253a5d880589ef10de53f830b8 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-20T11:57:22Z (GMT) No. of bitstreams: 1 2009_Dis_LAMoura.pdf: 836375 bytes, checksum: 7eadb8253a5d880589ef10de53f830b8 (MD5) / Made available in DSpace on 2012-07-20T11:57:22Z (GMT). No. of bitstreams: 1 2009_Dis_LAMoura.pdf: 836375 bytes, checksum: 7eadb8253a5d880589ef10de53f830b8 (MD5) Previous issue date: 2009 / This research, in general, aimed to investigate the learning evaluation accomplished by teacher for students with academic giftedness in the areas of portuguese and mathematics. Specifically, intended to verify the type of strategy of learning evaluation used by the teacher for those students; to identify the criteria adopted in the elaboration of that evaluation and to analyze the student’s perfomance in those evaluations. The concept of giftedness has been developing from an unilateral notion to a multidimensional conception, based on the profile of capacities of the subject. Those students demand specific educational provisions in order to preservate and develop their abilities and to progress their learning, refering to the quality of teaching and evaluation methods. In that sense, it was proceeded an investigation of qualitative nature, in the form of a case study, with a sample composed by four teachers, whose students with academic giftedness in his/her regular classroom participated in the project Educar Igual a Motivar o Conhecimento Criativo (E=MC2), in Fortaleza-Ceará-Brazil, for gifted students. The following research instruments were used: non-participant observation, semi-structured interview and the learning evaluations of portuguese and mathematics. The data analysis revealed a significant divergence between theory and practice. This way, the learning evaluation, as it was accomplished, assumed a predominantly classificatory function, denying the necessary dynamic relationships to the construction of knowledge. The criteria adopted in their elaboration were based over all on the memorization and reproduction of knowledge, without the necessary assistance to the Special Education Needs of those students, that need to express and develop the creative thought. The students’ performance was on this side of their real capacities in reason of the prevalence of traditional pedagogic practices, that obstruct creativity and it is inadequate to the Special Education Needs of those students. / Esta pesquisa objetivou, de modo geral, investigar a avaliação da aprendizagem realizada pelo professor para alunos com altas habilidades acadêmicas, nas áreas de português e matemática. Especificamente, intencionou verificar o tipo de estratégia de avaliação da aprendizagem utilizado pelo docente para esses alunos; identificar os critérios adotados na elaboração dessa avaliação e analisar o desempenho discente nas avaliações estudadas. O conceito de altas habilidades tem evoluído de uma noção unilateral para uma concepção multidimensional, baseada no perfil de capacidades do sujeito. Esses alunos demandam provisões educacionais específicas com vistas à preservação e desenvolvimento de suas habilidades e ao progresso da sua aprendizagem, tanto no que se refere à qualidade de ensino como aos métodos de avaliação. Nesse sentido, procedeu-se a uma investigação de natureza qualitativa, na forma de um estudo de caso, com uma amostra composta por quatro professores, cujos alunos com altas habilidades acadêmicas em sua sala de aula regular participavam do projeto Educar Igual a Motivar o Conhecimento Criativo (E=MC2), na cidade de Fortaleza-Ceará-Brasil, destinado a alunos com altas habilidades. Foram utilizados, como instrumentos de pesquisa: a observação não-participante, a entrevista semi-estruturada e as avaliações da aprendizagem de português e matemática. A análise dos dados revelou uma significativa divergência entre a teoria e a prática. Desse modo, a avaliação da aprendizagem, como foi realizada, assumiu função predominantemente classificatória, negando as relações dinâmicas necessárias à construção do conhecimento. Os critérios adotados na sua elaboração se baseavam sobretudo na memorização e reprodução do conhecimento, sem atender às Necessidades Educacionais Especiais (NEEs) desses alunos, que necessitam expressar e desenvolver o pensamento criativo. O desempenho discente se revelou aquém das suas reais capacidades em razão do predomínio de práticas pedagógicas tradicionais, inibidoras da criatividade e inadequadas às NEEs desses alunos.

The goal of this research was to determine how to productively provide in the unique needs of academically gifted learners in the intermediate phase in the South African education system. The study comprised an empirical, qualitative investigation to this end. Individual interviews with primary school principals and focus groups with primary school teachers, academically gifted learners in the intermediate phase and parents served to determine what the educational needs of academically gifted children are. Secondly, a mini-education system for academically gifted learners was planned and a programme for academically gifted learners was developed within this mini-education system. The information for the development of the programme was gathered from the interviews and focus groups. The paradigm that forms the foundation of this research includes elements of a Christian world view and is complemented by elements of interpretivism, constructivism, pragmatism and post-modernism. The literature study on academically gifted learners revealed that these learners possess their own unique characteristics. Although academically gifted, these learners experience many cognitive, social and affective problems in the current education system. The structure of the education system, educational productivity and self-managed and interactive learning as teaching strategy were highlighted as internal determinants of an educative nature that influence academically gifted learners. The current condition of gifted education in South Africa and on an international level form the internal determinants of historical nature. If education to gifted learners, and specifically academically gifted learners, in South Africa is compared to other countries, it is clear that there are still many gaps in the education system. The main external determinants that influence educational provision to academically gifted learners include the demography of academically gifted learners, the economic environment of academically gifted learners, science and technology, the role of politics in the educational provision to academically gifted learners and the co-workers and competitors in the educational provision to academically gifted learners. The number of learners is increasing and that means that the need for educational provision to academically gifted learners is increasing. A distance-based programme is ideal, as academically gifted learners are scattered across our country. The main goal of this study was to plan a mini-education system that will provide in the unique needs of academically gifted learners in the intermediate phase in an educationally productive way in South Africa. The framework for the strategic planning of a mini-education system was used as research method. An achievable, sustainable and affordable distance-based educational programme for academically gifted learners was planned and a grade 4 pilot module developed within this mini-education system. The findings of this study suggest that the framework for the strategic planning of a mini-education system can be successfully used in planning a system that can effectively provide in the needs of academically gifted learners in the intermediate phase. From the interviews and focus group it was also clear that there is a need for educational programmes intended for academically gifted learners and that these programmes can be successfully implemented at schools. / MEd (Comparative Education), North-West University, Potchefstroom Campus, 2014

The goal of this research was to determine how to productively provide in the unique needs of academically gifted learners in the intermediate phase in the South African education system. The study comprised an empirical, qualitative investigation to this end. Individual interviews with primary school principals and focus groups with primary school teachers, academically gifted learners in the intermediate phase and parents served to determine what the educational needs of academically gifted children are. Secondly, a mini-education system for academically gifted learners was planned and a programme for academically gifted learners was developed within this mini-education system. The information for the development of the programme was gathered from the interviews and focus groups. The paradigm that forms the foundation of this research includes elements of a Christian world view and is complemented by elements of interpretivism, constructivism, pragmatism and post-modernism. The literature study on academically gifted learners revealed that these learners possess their own unique characteristics. Although academically gifted, these learners experience many cognitive, social and affective problems in the current education system. The structure of the education system, educational productivity and self-managed and interactive learning as teaching strategy were highlighted as internal determinants of an educative nature that influence academically gifted learners. The current condition of gifted education in South Africa and on an international level form the internal determinants of historical nature. If education to gifted learners, and specifically academically gifted learners, in South Africa is compared to other countries, it is clear that there are still many gaps in the education system. The main external determinants that influence educational provision to academically gifted learners include the demography of academically gifted learners, the economic environment of academically gifted learners, science and technology, the role of politics in the educational provision to academically gifted learners and the co-workers and competitors in the educational provision to academically gifted learners. The number of learners is increasing and that means that the need for educational provision to academically gifted learners is increasing. A distance-based programme is ideal, as academically gifted learners are scattered across our country. The main goal of this study was to plan a mini-education system that will provide in the unique needs of academically gifted learners in the intermediate phase in an educationally productive way in South Africa. The framework for the strategic planning of a mini-education system was used as research method. An achievable, sustainable and affordable distance-based educational programme for academically gifted learners was planned and a grade 4 pilot module developed within this mini-education system. The findings of this study suggest that the framework for the strategic planning of a mini-education system can be successfully used in planning a system that can effectively provide in the needs of academically gifted learners in the intermediate phase. From the interviews and focus group it was also clear that there is a need for educational programmes intended for academically gifted learners and that these programmes can be successfully implemented at schools. / MEd (Comparative Education), North-West University, Potchefstroom Campus, 2014