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71	Nadaný žák v současné škole / Gifted student at contemporary school Pánková, Monika January 2014 (has links) This work deals with the gifted children and their education possibilities in Czech schools. The work is divided into two parts: theoretical and practical. In the theoretical part we first look in what talent is, we will explain different terms which are similar in meaning to the word talent and how to differentiate between them, we will introduce models of talent by various authors and also the basic types of talent. Further I mention the characteristics of the gifted children and how to use these characteristics to identify them. Subsequently, we divide the gifted children into different categories depending on the manifestations of their talents. Significant part of this work is the education of the gifted children, which I split into education at school and out of school. I describe concrete forms of education and possibilities of work with the gifted children and I evaluate their pros and cons. By out of school activities I mean family environment and organizations and institutions focused on education of the gifted children. The rest of the theoretical part I provide summary of this of this topic in the Czech Republic and also what is the situation with education of the pedagogues of the gifted children. The practical part includes a questionnaire and its evaluation aimed at finding the...
72	Produktiewe onderwys aan akademies-begaafde leerders in die VOO-band van die Suid-Afrikaanse onderwysstelsel / Tina-Marie van Rheede van Oudtshoorn Van Rheede van Oudtshoorn, Tina-Marie January 2014 (has links) The current mainstream classroom presents several challenges for teachers and principals. Leaner diversity is seen as one of these challenges that teachers face. The Education White Paper 6 (South-Africa, 1996) recognizes all learner diversities, yet gifted-education is given minimal attention. The purpose of this qualitative research is to create a clear picture about the perspectives of high-school teachers, principals and parents of academically-gifted learners. This study seeks to identify the participants’ views about the education of academically-gifted learners and identify possibly gaps in ways of how academically-gifted learners can be supported productively. The research found that there is currently a lack of adequate educational support to academically-gifted learners. Research shows that there is a gap between official educational policies and the classroom situation. Participants in the study admit that academically-gifted learners are not effectively included in the mainstream classroom. Participants believe that the lack of a national definition of academic-giftedness, the deficit to appropriate training for teachers and the views of inclusive education puts strain on the education of these learners. Secondary school teachers and principals believe that the successful implementation of a policy an appropriate education of academically-gifted learners can only be accomplished if there is cooperation between all interested parties. Participants believe that both the parent and the teachers of academically-gifted learners should work together to form a support network for these learners. The findings of the research confirm the need for appropriate productive education and training to academically-gifted learners, so that all stakeholders can work together to help those learners develop. / MEd (Comparative Education), North-West University, Potchefstroom Campus, 2014 Academically gifted students High school teachers and educators Parents of academically-gifted learners Teaching support Identifying Training Productive Views Defining Teaching Support Produktief Akademies-begaafde leerders Hoërskoolonderwysers en -opvoeders Ouers van akademies-begaafde leerders Opleiding Ervaringe Identifisering Definiëring Onderrig Ondersteuning
73	Särskilt begåvade elever i matematikklassrummet : Hur kan lärare upptäcka, stimulera och utmana särskilt begåvade elever i matematik? / Giftedness in the mathematical classroom : How can teachers discover, stimulate and challenge gifted students in mathematics? Gruvstad, Kim, Remes, Ebba January 2018 (has links) Syftet med den här litteraturstudien är att ta reda på hur lärare upptäcker särskilt begåvade elever i ämnet matematik samt hur de stöttar och stimulerar dessa elever på bästa sätt. Syftet är också att göra lärare och pedagoger uppmärksamma på de särskilt begåvade elevernas uttryckssätt och behov. För att få fram relevant litteratur till vår studie har vi använt oss av metoderna databassökning och manuell sökning. Databaserna som vi har använt är ERIC, UniSearch och Google Scholar. Resultatet visar att elever med särskild begåvning kan uttrycka sig på många olika sätt vilket kan göra dessa elever svåridentifierade. Det finns karaktärsdrag hos de särbegåvade eleverna som är gemensamma för de flesta som till exempel motivation, kunskapstörst, nyfikenhet och god problemlösningsförmåga. Dock finns det även karaktärsdrag som ter sig olika från elev till elev, som till exempel förklaringsmetoder och social kompetens. Resultatet visar även vilka speciella behov särbegåvade elever har, samt didaktiska val som kan vara gynnsamma för de särbegåvade eleverna, exempelvis berikning, acceleration, gruppering och mentorskap. Primary school giftedness gifted students math mathematics identification characteristics work methods enrichment acceleration grouping mentoring Grundskolan lågstadiet särbegåvning särskild begåvning matematik identifiering karaktärsdrag arbetssätt berikning acceleration gruppering mentorskap Learning Lärande Didactics Didaktik Pedagogy Pedagogik
74	The Brief Coping Cat for Students who are Gifted and Experience Anxiety Henry, Leanna 09 August 2021 (has links) No description available. Psychology Educational Psychology Mental Health School Counseling School Psychology Gifted Students Gifted Education Anxiety Anxiety Intervention Brief Coping Cat Coping Cat School Based Interventions Adolescent Mental Health Mental Health Cognitive Behavioral Therapy Brief Cognitive Behavioral Therapy
75	Lärares utmaningar i arbetet med att leda och stimulera särskilt matematiskt begåvade elever : En kvalitativ intervjustudie ur ett implementeringsteoretiskt perspektiv Huttu, Johanna, Kärrlander, Pontus, Viebke, Henrik January 2022 (has links) According to the Swedish curriculum for the compulsory school, every teacher has an obligation to differentiate students’ education to promote their development and learning needs. The study carried out in this paper is a qualitative interview study with Swedish teachers that have experience teaching particularly gifted students in mathematics. The study is based on the implementation theory where the aim of the study is to present an overview of different challenges that teachers encounter when trying to implement the decisions made regarding education of gifted students in mathematics. Furthermore, the aim of the study was to see if there were differences, and what those differences were, between the challenges that Swedish teachers mentioned versus the challenges that are acknowledged in previous international research. A deductive approach is used rooting the analysis in key concepts based on previous research. The key concepts or challenges we found were mathematical competence, student interests and motivations, appropriate challenge for students, inclusion, identification, prioritizing, time, materials, lack of education and collegial cooperation. We found plenty of similarities to the previous research on the area but could however also see tendencies in our study which hasn’t been discussed in the presented previous research. For example, we noticed that teachers in our study mentioned the importance of experience. We also noticed that some of the key challenges from the previous research didn’t seem to be as prominent in this study. gifted students teachers’ challenges mathematics mathematical competence student motivation collegial cooperation appropriate challenge identification inclusion time material and implementation theory särskilt begåvade elever matematikundervisning lärares utmaningar matematisk kompetens Social Sciences Samhällsvetenskap Educational Sciences Utbildningsvetenskap Learning Lärande Pedagogy Pedagogik Mathematics Matematik

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