Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 84-90). Also available on the Internet.

<p> This is a multiple case study of the ways middle grades social studies teachers, as curricular-instructional gatekeepers, may make decisions to provide their gifted students with purposeful differentiated instruction. More specifically, this study explores what teachers believe they should do to instruct gifted students, in what ways teachers prepare and adapt curriculum and instruction for gifted students, and how instruction for gifted learners can take place in a middle school social studies classroom. Through semi-structured interviews, classroom observations, and supportive visual evidence, six middle grades (6-8) social studies teachers disclosed in what ways they differentiate their middle grades social studies curriculum and instruction for their gifted adolescent learners. Through Hatch's (2002) Inductive Analysis model, findings were recorded and presented in the form of individual teacher observation and thematic cross-case analysis. </p><p> Findings suggest that middle grades social studies teachers take into consideration factors that influence their curricular-instructional beliefs, directly affecting the decisions they make in terms of curriculum selection, instructional delivery, and the methods of differentiation employed to meet the needs of their gifted students. Much of what teachers planned, prepared, and adapted was often influenced by the needs of their students, but also addressed mandates of their school and district agendas. This conflict between meeting the needs of both students and administration resulted in gatekeeping that often favored administration, while reducing the frequency of best practices for middle level gifted students in social studies classrooms. </p><p> Implications for the study include how teacher confidence, or the lack there of, effects instructional practices. Time constraints in middle level curriculum pacing and increased assessment also limited opportunities for rigorous, relevant, and differentiated social studies instruction for gifted students. Middle level social studies teachers of gifted call for clearer and more illustrative descriptions of what the academic ceiling for gifted social studies might look like in general. There are distinctive contrasts between models of differentiation and neighboring concepts of individualized and personalized learning. While in theory differentiation is meaningful, middle level social studies teachers find it difficult to implement methods of differentiation in their classroom with desired frequency. There is a distinctive bond between the fields of social studies, English Language Arts, and research skills. Middle level social studies teachers of gifted seek greater opportunities for meaningful professional development options. Lastly, there is a call among middle level social studies teachers for the inclusion of gifted initiatives in teacher education programs. </p><p> Topics that could be explored for future research include a continued effort to expound applicable gatekeeping practices, the provision of purposeful professional development and learning for teacher populations, continued application and practice of differentiation in the field of social studies education, increased inclusion of social studies in the elementary classroom, the awareness and servicing of gifted learners in the middle school social studies classroom, and the increased inclusion of gifted populations with undergraduate and graduate social studies education programs.</p>

Orientador: Eliana Marques Zanata / Banca: Miguel Claudio Moriel Chacon / Banca: Vera Lucia Messias Fialho Chapellini / Resumo: O presente trabalho, centrado em práticas educativas nos Anos Iniciais do Ensino Fundamental, buscou respostas e proposições para práticas docentes cada vez mais inclusivas, tendo como participantes, a pesquisadora e 22 alunos de uma turma de uma escola estadual de um município paulista. O estudo procurou compreender o fenômeno altas habilidades/ superdotação, identificar alunos com estes indicadores e desenvolver uma proposta de enriquecimento curricular que atende os mesmos, bem como todos os alunos de uma classe comum, além de elaborar uma síntese com as possíveis práticas de enriquecimento propostas descritas em formato de livro digital. A pesquisa, de abordagem qualitativa-exploratória, com características de pesquisa ação, foi desenvolvida em três etapas. A primeira etapa caracterizada pelo processo de identificação e confirmação de altas habilidades/superdotação, teve como instrumento de coleta de dados, instrumentos pedagógicos aplicados pela pesquisadora e testes psicológicos aplicados exclusivamente por psicólogos. A segunda etapa caracterizada pela elaboração e aplicação de uma proposta de enriquecimento curricular, teve como instrumento de coleta de dados, o diário de bordo. A terceira etapa constituiu-se pelo desenvolvimento de um livro digital com orientações para que professores possam identificar e desenvolver o enriquecimento curricular por meio de sugestões de práticas voltadas para alunos com altas habilidades/superdotação em classe comum. Os resultados apo... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present work, centered on educational practices in the Early Years of Elementary School, sought answers and propositions for increasingly inclusive teaching practices, having as participants the researcher and 22 students from a class from a state school in a city of São Paulo. The study sought to understand the phenomenon of high skills / giftedness, identify students with these indicators and develop a proposal for curriculum enrichment that serves them, as well as all students of a common class, as well as elaborate a synthesis with possible enrichment practices proposed described in digital book format. The research, with qualitative-exploratory approach, with characteristics of action research, was developed in three stages. The first stage characterized by the process of identification and confirmation of high skills / giftedness, had as instrument of data collection, pedagogical instruments applied by the researcher and psychological tests applied exclusively by psychologists. The second stage, characterized by the elaboration and application of a curricular enrichment proposal, had the logbook as instrument of data collection. The third stage consisted of the development of a digital book with guidelines for teachers to identify and develop curriculum enrichment through suggestions of practices aimed at students with high skills / giftedness in common class. The results pointed out in the first step that it is possible for the teacher to identify students with ind... (Complete abstract click electronic access below) / Mestre

Orientador: Vera Lucia Messias Fialho Capellini / Co-orientador: Olga Maria Piazentin Rolim Rodrigues / Banca: Miguel Claudio Moriel Chacon / Banca: Sandra Leal Calais / Resumo: O desenvolvimento da área de Habilidades Sociais contribuiu de modo relevante para a compreensão das relações interpessoais. Em se tratando de crianças com Altas Habilidades/Superdotação (AH/SD), há poucos estudos que relacionam esses dois temas, sendo que alguns apontam a necessidade de treino de habilidades sociais com essas crianças e, também, a necessidade de apoio familiar. Esta pesquisa foi dividida em dois estudos. O primeiro buscou descrever as habilidades sociais e problemas de comportamento de estudantes com AH/SD, sob o ponto de vista do estudante e de seus respectivos pais/responsáveis e professoras, descrever comportamentos problemáticos e a importância das habilidades sociais para os pais/responsáveis e professoras e, descrever a competência acadêmica dos estudantes segundo as professoras. Participaram 10 pais/responsáveis, oito professoras e 10 estudantes do Ensino Fundamental de uma escola pública, identificados com AH/SD. Os participantes responderam ao questionário Sistema de Avaliação de Habilidades Sociais - SSRS versão para pais, professores e alunos, e ao Questionário de Respostas Socialmente Habilidosas - QRSH versão para pais e professores. Os resultados apontaram que os estudantes apresentaram habilidades sociais, entretanto, com indicativos de necessidade de atenção preventiva e intervenção nos fatores que apresentaram déficits sociais de acordo com o relato dos estudantes, seus respectivos pais/responsáveis e professoras. Tais dados possibilitaram q... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The development of the area of social skills contributed materially to the understanding of interpersonal relationships. In the case of children with giftedness there are few studies that relate these two issue and some point to the need for social skills training with these children, and also the need for family support. This research was divided into two studies The first was to describe the social skills and student behavior problems with giftedness under the student's point of view and their parents/guardians and teachers, describing problem behaviors and the importance of social skills for parents/guardians and teachers and describe the academic competence of students according to teachers. A total of 10 parents/guardians, eigth teachers and 10 students from elementary school to a public school identified with giftedness. Participants answered the Social Skills Rating System - SSRS-BR version for parents, teachers and students, and the Socially Skilled Respnses, from a teacher's and parent's perspective - QRSH. It resulted that the students have social skills, however, signs of need for preventive care and intervention on the factors that have social deficits according to the account of the students, their parents/guardians and teachers. Such data enable preventive interventions are scheduled, as indication of the parents/guardians and teachers and also matched the need pointed out by the students themselves. The second study aimed to describe the repertoire of social skills, behavior problems and academic performance of students with giftedness before and after intervention on the subject with students, parents/guardians and teachers, from their point of view. Participants were eight parents/guardians, eight teachers and nine students identified with giftedness. Participants answered the Social Skills Rating System - SSRS-BR version for parents, teachers and students...(Complete abstract electronic below) / Mestre

In hierdie studie is Tourettesindroom as neuro-genetiese toestand aangespreek en die wyse waarop dit in verskillende leer-, gedrags- en emosionele problema by begaafde Tourettesindroomlyers manifesteer. Begaafde Tourettesindroomlyers se relasievorming en leefwereldstigting word gekonstitueer met hul kognitiewe en affektiewe vermoans asook genetiese potensiaal, wat vir beida hul Tourettesindroom en begaafdheid verantwoordelik is. Die verwarring tussen begaafde Tourettesindroomlyers se superieure intellek en hul emosionele onvolwassenheid is die oorsaak van hul relasieprobleme. Negatiewe betekenisgewing en betrokkenheid by hulle relasievorminge bel"nvloed elke faset van hul menswees en gee aanleiding tot die degradering van hul siening van hul eie waarde. Gebrekkige kennis oor begaafdheid en Tourettesindroom veroorsaak dat waardevolle potensiaal en talente vir Suid-Afrika verlore gaan. Daarom moet daar daadwerklike pogings aangewend word om kennis oor begaafde Tourettesindroomlyers aan ouers, skole en universiteite, beskikbaar te stel met 'n konstruktiewe plan van aksie ter ondersteuning van die betrokkenes en tot voordeel van Suid-Afrika. / This study addresses Tourette syndrome as a neuro-genetic condition and the manner whereby it manifests itself in various learning, behavioural and emotional problems experienced by gifted Tourette syndrome sufferers. Their relationship-formation and life world are constituted by their cognitive, emotive and genetic capacity which manifests itself in Tourette syndrome and giftedness. The emotional immaturity which accompanies their superior intellect causes disorientation which results in problems in their relationships. Negative connotations and involvement in their relationship-formation influences each facet of their being and gives rise to the lowering of their perception of their self worth. In South Africa, valuable potential and talent is lost because of an inadequate knowledge of giftedness and Tourette syndrome. Efforts must be directed towards making information about gifted Tourette syndrome sufferers available to parents, schools and universities. A constructive plan of action is necessary that will support gifted Tourette syndrome sufferers to the benefit of South Africa. / Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)

Orientadora: Alessandra de Morais / Coorientador: Miguel Cláudio Moriel Chacon / Banca: Raul Aragão Martins / Banca: Soraia Napoleão Freitas / Resumo: Atualmente o processo de inclusão é cada vez mais emergente na sociedade, sendo assim, tornar-se-á relevante garantir acessos disponíveis a todos, mas a igualdade não garante o direito diante de todas as diferenças e desigualdades, por isso a equidade visa favorecer e garantir oportunidades, de maneira integrada ao indivíduo em seu meio de forma justa, favorecendo o respeito e compreensão dentro das capacidades e limitações de cada pessoa no convívio social. Esta dissertação teve como objetivo geral o desenvolvimento de um programa com estratégias da Aprendizagem Cooperativa no âmbito da sensibilização artística, dentro do Programa de Atenção ao Aluno Precoce com Comportamento Superdotado (PAPCS), de uma universidade pública do estado de São Paulo, com o intuito de favorecer o desenvolvimento de habilidades cooperativas e da empatia, a integração do grupo, e o desenvolvimento de habilidades artísticas na construção de uma produção coletiva do gênero HQ (história em quadrinhos). Torna-se pertinente ressaltar que tal proposta foi inovadora no âmbito das Altas Habilidades/ Superdotação, por se tratar de um tema pouco abordado, nesse caso a dissertação traz um amparado inédito de pesquisa no campo de enriquecimento artístico dentro da perspectiva da Aprendizagem Cooperativa. A pesquisa foi de delineamento quase experimental, composta por Grupo Experimental, no qual a variável independente esteve presente (ou seja, os sujeitos receberam a intervenção planejada). Participaram da in... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Currently, the inclusion process is increasingly present in society, so it will become relevant to guarantee access available to all, but equality does not guarantee the right to all differences and inequalities, so equity aims to favor and guarantee opportunities, in an integrated way to the individual in their environment in a fair way, favoring the respect and understanding within the limitations of each person in the social life.The dissertation has as general objective the development of a program with strategies of Cooperative Learning in the scope of artistic awareness, within the Program of Attention to the Early Pupil with Gifted Behavior (PAPCS), of a public university of the state of São Paulo, with the intention of to promote the development of cooperative skills and empathy, the integration of the group, and the development of artistic skills in the construction of a collective production of the genre HQ (comics). It is pertinent to emphasize that this proposal was innovative in the scope of High Abilities / Giftedness, because it is a subject little discussed, in this case the dissertation brings an unprecedented support of research in the field of artistic enrichment within the perspective of Cooperative Learning. The dissertation is of a quasi experimental design, composed by Experimental Group, in which the independent variable is present (thas is, the subjects receive the planned intervention). Seven students (children and adolescents) took part in the inter... (Complete abstract click electronic access below) / Mestre

The world has become increasingly complex. Curriculum methods for the gifted are likewise. Extracted from these seminal and ongoing curriculum approaches are six rules based on best practices and research from our field, which can be grasped easily and applied by teachers anywhere. When teachers work from a set of principles they can adapt to needs of students and support growth, regardless of context. Using principles strengthens teaching and supports gifted students, and perhaps all students. The six principles include: a) focus on unique pattern of strengths, b) group students by interests or abilities at least part of the time, c) move as far and as fast in the basic skills as possible, d) enrich individual interests, e) offer mediation, counseling, mentoring and facilitation, and f) provide the tools for life-long learning. / El mundo es cada vez más complejo y los métodos curriculares para los talentosos siguen la misma línea. El presente estudio propone seis reglas extraidas de las aproximaciones curriculares que revelan las mejores practicas e investigaciones en el área y que además pueden ser fácilmente comprendidas y aplicadas en todo lugar. Cuando los profesores trabajan desde un grupo de principios que sustenta su actividad, pueden adaptarlos a las necesidades de sus estudiantes y apoyar su desarrollo, independientemente del contexto. Utilizando estos principios se fortalece la enseñanza y apoya a los estudiantes talentosos, así como a todos los estudiantes. Los seis principios incluyen: a) focalizarse en un patrón único de fortalezas, b) agrupar a los estudiantes por intereses o capacidades por lo menos parte del tiempo, c) ir tan rápido y lejos como se pueda a nivel de destrezas básicas, d) enriquecer los intereses individuales, e) ofrecer mediación, consejería, mentoring y facilitación, y f) brindar herramientas para el aprendizaje a lo largo de la vida.

O presente trabalho busca discutir psicanaliticamente um tema até então prevalecente no campo da psicologia e, profundamente arraigado a uma concepção genética e determinista de homem - a superdotação. Trata-se de um assunto intrinsecamente relacionado ao conceito de inteligência, sendo abordado pela psicologia clássica a partir de três grandes vertentes: a biológica, a ambientalista e a interacionista. Sendo assim, ao longo dos capítulos, buscamos situar de que maneira o modo descritivo como a psicologia aborda essa questão acaba por isolar o superdotado numa condição que impossibilita qualquer alternativa de abordagem que considere o seu discurso e que enfoque os aspectos concernentes à subjetividade. Num contraponto, propomos uma leitura psicanalítica do tema, enfocando preponderantemente casos de neurose, partindo da hipótese de que a constituição cognitiva se encontra em estreita relação com a constituição psíquica do sujeito. Defendemos, assim, a tese de que a superdotação se constitui numa forma peculiar de responder ao desejo materno e ao fantasma parental, podendo ser pensada como um sintoma na medida em que incorre na transformação do mal-estar, próprio da estruturação neurótica, num sofrimento oriundo da colagem do sujeito ao significante superdotado. A partir dessa premissa, propomos uma articulação entre o desejo de saber em Freud e em Lacan, tendo como pressuposto que as questões referentes à inteligência, neste referencial, sofrem um deslocamento dos aspectos biológico, ambientalista e/ou interacionista, estabelecendo-se sob o primado da sexualidade, estando, em muito, associada ao modo como o sujeito se encontra referido à castração e à demanda do Outro. Como material de pesquisa, seguindo o método psicanalítico, foram utilizados os relatos de entrevistas gravadas com duas crianças diagnosticadas como superdotadas e com seus respectivos pais, onde se pôde acompanhar de que modo responder desse lugar - o de superdotado -, surgia como uma forma de atender ao desejo parental. A conclusão da pesquisa confirma a hipótese de que a constituição psíquica possa influir no processo de constituição cognitiva do sujeito, embora admita também a necessidade de uma predisposição inata da criança para a superdotação, articulando a questão simbólica - advinda da incidência do significante e do desejo - aos registros do imaginário e do real. / This work seeks for a Psycho-analytic discussion on a prevailing issue - until now, at least - in the field of Psychology, which is deeply rooted on a genetic and determinist concept of man: the gifted. It's about an issue strongly related to the concept of intelligence, approached by classic Psychology from three main points of view: the biologic, the environmental and the interactional ones. So, as long as the chapters flow, we try to show how the descriptive way Psychology approaches this issue isolates the gifted on a condition which makes impractical any alternative approach that may consider his speech and focus the factors concerning to subjectivity. On the other hand, we propose a Psycho-analytic reading on the issue focusing on the neurosis cases since the hypothesis that the cognitive constitution is closely related with the Psychic constitution of the subject. So, we defend the thesis that gifted child is a unique way of being responsive to mother wish and the parental phantasm, and it can be concerned as a symptom as it turns the indisposition currently related to neurotic structure on a suffering that proceeds from the link of the person to the gifted significant. Starting from this premise, we propose an articulation between the Wish of Knowing on Freud and Lacan, presupposing that the issues concerning to intelligence, in this reference, suffer a displacement of the biologic, environmental and/or interactional factors, setting itself under the primacy of sexuality, and being strongly associated to the way the subject is referred to castration and the Other demands. As research matter, following the Psychoanalytic method, it was used the reports of recorded interviews with two children diagnosed as gifted and their parents, in which it was possible to watch how to respond from this situation - of being a gifted - appears as a way of attend upon parental wish. The conclusion of such a research ratifies the hypothesis that the Psychic constitution may affect on the cognitive constitution process of the subject, though it also admits the need of a innate predisposition of the children to be a gifted, articulating the symbolical issue - which comes from the incidence of the significant and the wish - to the records of the imaginary and the real.

BIBLIOGRAPHICAL IDENTIFICATION Author: Bc. Martina Semivanová Title: Teaching Gifted Children in Inclusive Classroom at Primary School Type of thesis: Master thesis Department: Primary Education Department of the Faculty of Education of the Charles University Supervisor: PhDr. Tereza Krčmářová, Ph.D. The year of presentation: 2017 ABSTRACT This diploma thesis deals with educating gifted students in inclusive classroom. There was a qualitative research created and realized at primary school in inclusive classroom in the Czech Republic. Theoretical part gives a view of actual theoretical knowledge of educating gifted students. Practical part gives a report of actual guality of educating gifted students in one particular primary school in the Czech Republic. The qualitative research is based on observation method, interviews, questionnaires and analyses of school documents such as Annual Report and School Education Programme. Teachers were asked for their attitudes toward giftedness and educating gifted children. There was done the observation of teaching methods used in the classroom where a gifted pupil is placed. The data were evaluated. The conclusions of the study confirm that the school supports the integration of gifted students. The management and teachers' are convinced that talent is important and...

This qualitative, exploratory study describes and interprets the perspectives of giftedness of twelve teachers who work with Deaf and hard of hearing students in a variety of educational settings across Canada. Using in-depth interviews, the resulting twenty-five hours of audio tapes were transcribed and analyzed line by line using procedures suggested by Giorgi and Marton. The supporting literature came from four major areas: (a) the construct of giftedness; (b) giftedness among the disabled population; (c) giftedness among the Deaf and hard of hearing population; and (d) theory related to teachers' knowledge and perspectives. Analysis of the data resulted in presentation of the findings from two perspectives: teachers' understandings of the meanings of giftedness and the process through which these teachers appeared to have gained their knowledge. Teachers' practical knowledge was portrayed in detailed stories of forty-three hard of hearing or Deaf students whom they believed to be gifted and in the way they described the students' achieving, learning and behaving in classroom interactions. The teachers' conceptually oriented knowledge was described as they reflected upon the meanings they associated with giftedness. The teachers' knowledge of giftedness was compared to that found in the gifted literature at both the practical and theoretical levels. Through interpretations derived from daily interactions with students and drawing on knowledge gained from personal experience, these teachers constructed perspectives of giftedness. The process that emerged illustrated the teachers' use of comparison groups as ways of gaining insight about the students and teachers' ideas about the use of labeling. The teachers' perspectives suggest that Deaf and hard of hearing students are gifted in ways similar but not identical to hearing students. The abilities of these students appear to be different from others in the "handicapped-gifted" literature and their needs are unique. The teachers' more conceptually oriented ideas also appeared to be similar but not identical to theoretical definitions of giftedness. The findings support collaboration between teachers and researchers to explore ways in which teachers come to recognize and understand gifted students. Future research must also explore the special educational needs of students who are dealing with the effects of having a hearing loss and being gifted. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate