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Sienings van laerskoolopvoeders en -skoolhoofde van leerders wat begaafd isDe Villiers, Jeanne-Marie 12 1900 (has links)
Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2009. / AFRIKAANSE OPSOMMING: Onderwys in Suid-Afrika het na die eerste demokratiese verkiesing in 1994 ‘n
transformasieproses beleef. Beleidsveranderinge, rasionalisering, kurrikulumvernuwing
en toenemende leerderdiversiteit in elke hoofstroomklaskamer was slegs ‘n paar van die
uitdagings wat opvoeders en skoolhoofde in die laerskool moes hanteer. Resente
publikasies toon dat die transformasie van die nuwe onderwysbedeling ‘n negatiewe
uitwerking op begaafdheidsonderrig gehad het. Daar is minimale aandag aan
begaafdheidsonderrig geskenk. Hoewel Onderwyswitskrif 6 (Departement van
Onderwys, 2001) erkenning verleen aan alle leerderdiversiteite, word daar nie eksplisiet
na begaafdheidsonderrig verwys nie.
Die doel van hierdie kwalitatiewe studie was om ‘n duidelike beeld te verkry oor die
sienings van laerskoolopvoeders en -skoolhoofde van leerders wat begaafd is. Hierdie
studie het spesifiek ten doel gehad om die deelnemers se beskouings onderliggend aan
begaafdheid te identifiseer, asook om die leemtes vas te stel wat toepaslike
begaafdheidsonderrig belemmer.
Hierdie navorsing het bevind dat daar tans in die laerskole van ondersoek ‘n gaping
bestaan tussen amptelike beleid en klaskamerpraktyk. In die lig hiervan erken
opvoeders en skoolhoofde dat leerders wat begaafd is nie effektief en toepaslik ingesluit
word in die huidige hoofstroomklaskamer nie. Dit blyk verder dat ‘n gebrekkige opleiding
in begaafdheidsonderrig, die leemte aan ‘n werkbare nasionale definisie van
begaafdheid, asook uiteenlopende sienings van inklusiewe onderwys, die volhoubare
ondersteuning en toepaslike onderrig belemmer van leerders wat begaafd is.
Deelnemers aan hierdie studie erken dat onvoldoende voorsiening in UGO vir die
spesifieke eise van leerders wat begaafd is, asook baie ander hindernisse in die
hoofstroomklaskamer, veroorsaak dat hierdie leerders nie na behore onderrig en
ondersteun word nie. Die laerskoolopvoeders en -skoolhoofde is van mening dat
suksesvolle implementering van beleid en toepaslike onderrig van leerders wat begaafd
is, nie sonder volhoubare ondersteuning en kollaborasie van alle rolspelers kan geskied
nie. Daarom word die belangrikheid van groter gemeenskapsbetrokkenheid en die
iv
volhoubare ondersteuning van distriksgebaseerde ondersteuningspanne veral
beklemtoon.
Die bevindinge van hierdie studie het ook belangrike implikasies vir onderwysopleiding
binne die huidige onderwyssisteem. Hierdie studie bevestig die noodsaaklikheid van
toepaslike voor- en indiensopleiding in begaafdheidsonderrig vir alle opvoeders sodat
ons land se spreekwoordelike ongeslypte diamante tot sierade vir die samelewing
gevorm kan word.
Sleutelwoorde: sienings, laerskoolopvoeders en -skoolhoofde, leerders wat begaafd is,
inklusiewe onderwys, hoofstroomklaskamer, opleiding, kollaborasie, gemeenskap,
identifisering, definiëring, onderrig / ENGLISH ABSTRACT: Education in South Africa experienced a process of transformation since the first
democratic election in 1994. Policy changes, rationalisation, curriculum changes and
increased learner diversity in each and every mainstream classroom are only a few of
the challenges educators and principals have to face in primary schools. Recent
publications confirm that the transformation of the new education system had a negative
effect on gifted education. Only minimal attention was given to educating the gifted.
Although Education White Paper 6 (Department Education, 2001) acknowledges learner
diversity, gifted education is not explicitly mentioned.
The main purpose of this qualitative study was to achieve a clear vision of the
perceptions of educators and principals in primary schools regarding gifted learners.
The beliefs of the participants were explored regarding gifted education, as well as
present obstacles experienced in this field.
An important research finding was that there is presently a serious gap in primary
schools between official policy and teaching practice. Both educators and principals
acknowledge the fact that gifted learners are not effectively included in the mainstream
classroom. It is furthermore apparent that limited teacher training in gifted education, the
lack of a generally workable definition of giftedness, as well as diverse perceptions of
inclusive teaching, obstruct sustainable support and appropriate teaching of the gifted.
Primary school educators and principals agree that successful implementation of policy
and appropriate teaching of the gifted cannot succeed without adequate support and
collaboration of all role players. Thus increased community involvement and sustainable
assistance of district based support teams are also imperative.
The findings of this study hold major implications for teacher training in the present
education system. This study confirms the necessity of appropriate pre- and in-service
training of all teachers in order to enhance the precious gems of giftedness in primary
schools for the future benefit of South African society.
Key words: perceptions, primary school educators and principals, gifted learners,
inclusive education, mainstream classroom, training, collaboration, society
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Out of school support for gifted and talented learners : an exploration of online discussion forumsKaur, Juss Rani January 2009 (has links)
This thesis explored the potential of engaging gifted and talented learners in an online community of inquiry promoted by the use of asynchronous discussion forums. It employed a mixed-method, case-study approach where non-participant observation of online interactions and focus group meetings with the tutors contributed to the qualitative analysis of how the members realised participation in the forums. Quantitative analysis of membership data and online questionnaire responses revealed member characteristics of the sample members and patterns of active (vocal and silent) participation. Analysis was inductive and interpretive, informed by an original synthesis of the theoretical perspectives of two theories: the online learning theory suggested by Garrison, Anderson and Archer (2000); and the cognitive and affective domains for learning skills, proposed by Bloom et al. (1956) and Krathwohl et al. (1964). Content analysis of over 3000 messages posted or read by approximately 4500 members revealed community-based and ability-based characteristics that enabled the group to deal with social stigma, co-construct knowledge and promote meta- learning skills. The study concluded that participation in online discussion forums held the potential to address several of the needs identified by research for gifted learners: The need for the company of like-minded and similar ability peers; the need to develop higher order thinking skills; and the need to become independent learners. In this online network, the gifted learners could receive communal support from other members and tutors who acted as 'mentors' and role models for honing interpersonal and thinking skills such that they were motivated to pursue their interests to their full potential.
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Peer referral as a process for locating Hispanic students who may be giftedUdall, Anne Jeannette, Udall, Anne Jeannette January 1987 (has links)
The underrepresentation of minority students in gifted programs is well documented, and is due, in large part, to limited definitions of giftedness and inadequate identification techniques. New methods of locating and identifying gifted minority students must be developed. The peer referral procedure has been cited as one method for locating students who may be gifted but are overlooked by the most common referral source--classroom teachers, but researchers have not investigated directly the use of peer referral for locating minority students in any ethnic group. The subjects were the fourth, fifth, and sixth grade students (N = 1564) and their teachers in nine selected schools, divided into three groups: (a) schools with a Hispanic population of over 75%, (b) schools with an equal proportion of Hispanics and Anglos, and (c) schools with less than 25% Hispanic students. Students completed a peer referral form designed to reflect traits of gifted Hispanic students. Also, the number of teacher referrals using the traditional school district procedures was collected. Primary areas of investigation included the (a) relationship between the ethnicity of the nominator and nominee, (b) relationship between the gender of the nominator and nominee, (c) usefulness of peer referral to locate Hispanic students who may be gifted and (d) sensitivity of the peer referral instrument to Hispanic students. Qualitative and quantitative statistical techniques were used, including stepwise logistic regression, cluster analyses, odds ratios, and content analysis. Findings indicated that peer referral was a useful technique for locating Hispanic and Anglo students that teachers did not refer. Few differences were discovered between the Hispanics and Anglos on the instrument. Students referred peers who matched a stereotypical profile of the academically gifted student. In the balanced schools, Anglos tended to nominate other Anglos and Hispanics tended to nominate other Hispanics. Gender nomination patterns varied, depending on the question focus. Peer referral is a promising practice for locating some Hispanic students who may be gifted; however, if minority students who are different from the majority gifted student are going to be found, other methods of referral, besides teachers and peers, are needed. Researchers must continue to explore the differences and similarities between majority and minority children who are gifted.
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The Relationship of School Entrance Age to Sociometric Status, Mental Health, and School Attitudes in Intellectually Superior ChildrenStokes, Elizabeth H. 08 1900 (has links)
The problem of this study consists of two phases: 1) to determine the relationship of a) sociometric status, and b) mental health, to intellectual level in a selected sample of sixth-grade children who entered school before the age of six; and 2) to determine the relationship of a) sociometric status, b) mental health, and c) attitudes toward school to the school entrance age in a selected sample of intellectually superior fifth and sixth-grade children who entered school at different ages.
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The Relationship of Certain Conative Factors of Intellectually Gifted Children to Academic SuccessStanley, William H., 1921- 08 1900 (has links)
The problem of this study was to ascertain the relationship of certain conative factors of intellectually gifted students to academic success» It involved & comparative analysis of the relationship of those conative factors of intellectually gifted students who were nominated for a program of advanced study in the seventh grade of Junior high school and of intellectually gifted students who were not nominated, this study further involved a comparative analysis of those conative factors as they related to students who were successful in an advanced study program in the seventh grade of junior high school and those students who were less successful.
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Teaching Intellectually Gifted StudentsMorris, Richard, fl. 1976- 08 1900 (has links)
The problem with which this study is concerned is the methods and techniques that are utilized by some teachers in the identification of a gifted student. This study has a threefold purpose. The first is to discuss the plight of some of our valuable human resources as manifested by the gifted in the American educational structure. The second is to present and contrast the current approaches to conserving these resources. The third is to project some possible trends in meeting the needs of the gifted segment in American schools. This study concludes that the field of teaching the gifted has been exploited by educators, and that there is very little likelihood in replacing the suggested methods and techniques entirely by new ones. Though there is little chance to replace all the suggested methods and techniques, there is sufficient room for expansion and internal renovations in the American educational mode of arrnagement.
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An Industrial Arts Program for Superior High School StudentsWesley, Joe Gail 12 1900 (has links)
The problem of this study was to develop a set of workable guidelines that could be implemented in the development of an industrial arts program for the superior high school student.
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Enhancement of self-concept in gifted disadvantaged childrenRosenbaum, Linda A January 2015 (has links)
No description available.
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The effects of an enrichment programme on the self-concept of talented and average disadvantaged childrenBrenner, Raine Cohen 26 August 2016 (has links)
RESEARCH REPORT SUBMITTED TO THE FACULTY OF EDUCATION, UNIVERSITY
OF THE WITWATERSRAND, IN PARTIAL FULFILMENT OF THE REQUIREMENTS
FOR THE DEGREE OF MASTER OF EDUCATIONAL PSYCHOLOGY
DATE: MARCH, 1994 / Numerous research reports cover the need for educational programmes that address the
social, intellectual, emotional and creative aspects of the development of gifted
disadvantaged children (Rosenbaum, 1989), This study focuses on assessing. the
effectiveness of an enrichment programme designed to enhance the self-concept of both
identified 'talented' students and their 'average' peers. The term 'talented' was chosen in an
attempt to move away from 'gifted' with its limited definition and biased connotations. Both
the talented and average groups of children were participated in an enrichment programme
which challenged their performance, attitudes and interpersonal skills. Various aspects of the
programme were evaluated: the extent to which such a programme can achieve its
objectives; identifying the programme's strengths and weaknesses and; developing a realistic,
alternative course of action fOr curriculum modification. Support was found for the belief
that the self-concept of all children can be enhanced from an enrichment programme.
Although the identified children initially functioned at higher levels on all the scales the
individual results differed, On the Renzulli Rating Scale all children were seen to benefit,
with greater improvements in the 'average' group, equalizing the two groups.Polt-test
results of the Renzulli Rating Scale - measuring task commitment, creativity and motivation
- and the Torrance measure of creativity indicated that both groups benefited significantly
from the enrichment programme. On the scale of self-awareness the iden1tified group showed
greater benefits.
It was concluded that a multi-dimensional approach to assessing and understanding
children's abilities is useful and recommended. In addition, talent must be understood as a
dynamic concept that exists in varying degrees in different individuals and one that is capable
of change at any stage of development. Evaluation of this programme can provide educators
with an incentive and opportunity for planning developing and improving educational
programmes that have a broader range of emphasis than the current school curriculum. The
relevance of this study for educators and possible directions for future research are
discussed.
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- Jag vet inte, jag bara ser! : En fallstudie med ett yngre särskilt begåvat barn inom matematik, med fokus på att utveckla problemlösningsförmågan. / I do not know, I just see! : A case study with a young especially gifted child in mathematics, with a focus on developing problem solving abilityFransman, Heléna January 2019 (has links)
The purpose of the study is to support a younger mathematically gifted student to develop his problem solving ability in mathematics. The study was based on a micro-ethnographic study through participatory observations, where the analysis was based on Krutetskii's eight mathematical abilities. The result of the analysis shows that even younger, especially talented students in mathematics demonstrate Krutetskii's thoughts on mathematical abilities. The specific child in the study shows that there are several mathematical abilities within him. The problem is that the child does not get enough management and stimulation to develop his or her abilities. The child in the study needs adequate support to be able to reach full potential. Problem solving has been the focus of our meetings in order to develop the ability to motivate mathematical problems. The study has focused on two different types of problems, both closed and open issues. The result of the analysis also shows that the special education teacher needs to guide teachers in rich mathematical problems and treatment for particularly talented students in mathematics.
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