This paper aimed to investigate how English teachers in junior high school help and motivate high-ability students to develop their potentials in mixed-ability English classrooms. Five junior high school English teachers from two different schools in Southern Sweden participated in this study. The method used to carry out the investigation was qualitative, with in–depth, semi-structured interviews. Results showed that the participants found that it was difficult to focus their attention on high-ability students in a mixed-ability setting. However, the participants have been positive to have high-ability students in a classroom because they serve as good role models to inspire their classmates. In addition, it was found that teachers prepare various materials with different levels of difficulty to suit to the differing needs of their students. Although the term differentiated instruction was not used by the participants of the study, it was, in fact, the approach they used to motivate their students. It is not possible to recommend best practices for dealing with high-ability students because what works with one student does not automatically work with other students. Furthermore, teachers reported that many high-ability students do not want to have differentiated instruction. This appears to be one of the hindrances to helping high-ability students develop their potentials.

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Made available in DSpace on 2016-04-28T20:37:50Z (GMT). No. of bitstreams: 1 Denise Rocha Belfort Arantes.pdf: 556753 bytes, checksum: 868752fd2ea751a08e75aae92ceb6d05 (MD5) Previous issue date: 2011-10-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / From professional demands, I became interested by deepening the studies of high ability/giftedness and, to the extent that I was discovering more, under the educational focus was questioning me about the relevance of a study on how this phenomenon would impact these people. In the literature, there are studies whose focus is on student, in public policies and in educational programmes for he created, while the emotional aspects and characteristics regarding their affective development have been little explored. This study aims to understand how five people with high ability/giftedness position themselves in the world, through reporting experiences experienced as significant. I use the theoretical reference Marion Milner, to assist in understanding the way how to deal with his creativity and how this impacts on your personalia. Based on the phenomenological method, which allowed to extract the units of meaning present in the interviews conducted, for later psychoanalytic discussion. This survey was conducted in a qualitative vertex, the data were collected through interview, partially open and semi-structured, which led to reports in the form of testimonials, with people with high ability/giftedness, young people and adults. Seven people were interviewed, and for the analysis, after Eidetic reduction, were rewritten and made five. It was concluded that can be hard to be a person with high skills/giftedness, when their host needs are not met. But if she can integrate, through creativity, your interiority, will be facilitated their adaptation to the world by printing it a personal brand, making it habitable / A partir de demandas profissionais, interessei-me pelo aprofundamento dos estudos a respeito das altas habilidades/superdotação e, na medida em que descobria mais a respeito, sob o enfoque educacional, me questionava sobre a relevância de um estudo sobre como esse fenômeno impactaria essas pessoas. Na literatura, há estudos cujo foco está no aluno, nas políticas públicas e nos programas educacionais para ele criados, enquanto que aspectos emocionais e características relativas ao seu desenvolvimento afetivo têm sido pouco explorados. Este estudo pretende compreender a forma como cinco pessoas com altas habilidades/superdotação se posicionam no mundo, por meio do relato de experiências vivenciadas como significativas. Utilizo o referencial teórico de Marion Milner, para auxiliar na compreensão do modo como lidam com sua criatividade e como isto influencia em suas pessoalidades. Baseei-me no método fenomenológico, que permitiu extrair as unidades de significado presentes nas entrevistas realizadas, para posterior discussão psicanalítica. Esta pesquisa foi realizada em vértice qualitativo, os dados foram coletados por meio de entrevista, parcialmente aberta e semiestruturada, que levou a relatos em forma de depoimentos, com pessoas com altas habilidades/superdotação, jovens e adultas. Foram entrevistadas sete pessoas e, para a análise, após redução eidética, foram reescritas e apresentadas cinco. Concluiu-se que pode ser difícil ser uma pessoa com altas habilidades/superdotação, quando suas necessidades de acolhimento não são satisfeitas. Mas se ela puder integrar, por meio da criatividade, sua interioridade, será facilitada a sua adaptação ao mundo, imprimindo nele uma marca pessoal, que o torna habitável

Current gaps in knowledge about twice-exceptional youth relative to those with only one exceptionality (e.g., high ability or ADHD) include how twice-exceptional students perceive their friendships (Foley Nicpon et al., 2010). Some researchers have found friendship qualities to be less positive for youth with ADHD (Humphrey et al., 2007), yet others have found friendships to be rated more positively by gifted youth (Field et al., 1998). The current investigation sought to determine how friendships are perceived by twice-exceptional youth compared to peers with ADHD or high ability or achievement, and those with average ability or achievement and no diagnosis. Participants included 65 youth (35 boys, 33 girls) in middle school. Participants completed the Friendship Qualities Scale (Bukowski et al., 1994), in addition to a demographic questionnaire completed by parents. A repeated-measures ANOVA design was utilized to compare friendship quality ratings based on ability or achievement and ADHD diagnosis, as well as gender. Participants with ADHD, regardless of ability or achievement, reported significantly less companionship, help, and security with a best friend than those without a diagnosis. Boys were observed to report significantly less closeness with a best friend than girls. Implications of the current findings for counseling psychologists in the areas of practice and theory include considerations of how youth are socialized based on societal beliefs about gender and disability. Additionally, recommendations for treatment considerations, particularly for twice-exceptional youth, may include strengths-based interventions to support areas of strength to help accommodate difficulties.

Este trabajo, titulado “Competencia socioemocional en adolescentes de altas habilidades: un estudio comparativo” tiene como objetivo analizar la relación entre la competencia socioemocional y la alta habilidad (superdotación o talento). La muestra estuvo compuesta por 566 estudiantes (386 con alta habilidad y 180 sin alta habilidad), con edades comprendidas entre los 11 y los 18 años. Además, han participado 535 padres y 443 profesores. Los instrumentos utilizados fueron: 1) las escalas de Percepción de Inteligencias Múltiples dirigidas a padres, profesores y estudiantes; 2) el Test de Aptitudes Diferenciales (DAT-5); 3) el Test de Pensamiento Creativo de Torrance (TTCT Figurativo); 4) el Cuestionario de Inteligencia Emocional para niños y adolescentes (Bar-On EQ-i:YV); y 5) el de padres y profesores (Bar-On EQ-i:YV-O). Algunos resultados mostraron que los padres y los profesores percibieron con mayor adaptabilidad a los estudiantes con alta habilidad. Además, los padres percibieron con mayor adaptabilidad a los chicos; y con mayores habilidades interpersonales a las chicas. / This work, entitled Social-emotional Competence of high abilities adolescents: A comparative study, aims to analyse the relationship between social-emotional competences and high ability (giftedness or talent). The sample was composed of 566 students (386 high ability and 180 not high ability students) aged 11 to 18 years old. In addition, 535 parents and 443 teachers have taken part in this study. The instruments used were: 1) Scales of Perception of Multiple Intelligences by parents, teachers and students; 2) The Differential Aptitude Tests (DAT-Fifth Edition); 3) Torrance´s Tests of Creative Thinking (TTCT-Figural); 4) the Emotional Quotient Inventory by children and adolescents (Bar-On EQ-i:YV); and 5) the Emotional Quotient Inventory by parents and teachers (Bar-On EQ-i:YV-O). Some results showed that parents and teachers perceived students with high abilities as being more adaptable. Also, parents perceived boys as having greater adaptability; and girls as having greater interpersonal abilities.

abstract: This dissertation is an action research study that had as its primary goal to increase retention of honors college students at Arizona State University by implementing an additional advising session during the fifth semester of their academic career. Introducing additional, strategically-timed support for the honors thesis and demystifying the thesis project was intended to help honors college students make more successful transitions to the final stage of their undergraduate honors careers. This advising session is not only used to demystify the thesis/creative project, but to introduce the student to the logistical elements of the thesis process. Most importantly, this session was designed to encourage students to find a focal interest for the project and to engage them in the process of identifying an appropriate director for this project. To assess the success of the early upper division thesis group advising session, students were asked to identify steps taken to begin the process early. Pre and post-intervention surveys and follow-up interviews were used to determine if the participants had taken steps necessary to complete the thesis. Questions regarding the identification of potential thesis foci, committee member selection, and research question formation were used to measure forward momentum. The early group advising session was successful in assisting 7 of the 9 participants to move one step closer to the completion of their honors thesis completion. However, the degree of movement was less than I expected or predicted. The early group advising session gave voice to our students by soliciting suggestions that might improve the session. Suggested changes included: - Maintain an optimal size group of six to eight students selected by discipline and projected date of graduation - Breakouts for students to discuss thesis topic and committee member selection strategies facilitated by faculty and honors advisors - Upper division students currently completing or who have successfully completed their thesis/creative projects made available to answer questions and provide success strategies - Specialty research librarians invited to demonstrate web based resources - Faculty approved discipline specific thesis/creative projects (models of best practice) available for review during the group intervention / Dissertation/Thesis / Ed.D. Higher and Postsecondary Education 2012

Social and emotional difficulties observed among highly able students are addressed. The asynchronous development, perfectionism, over-excitability, underachievement, and other social and emotional difficulties are discussed, describing factors related to them. The article finalizes highlighting possible contributions of the psychologist on counseling high ability students, their families and teachers, with the purpose of preventing or reducing maladjustments, as well as of helping them optimize their developmental process. / Se describen dificultades socio-emocionales que fueron observadas en alumnos con altas habilidades. Asimismo, se discute la asincronía entre distintas dimensiones del desarrollo, tales como el perfeccionismo, la hipersensibilidad, el bajo rendimiento, además de otro tipo de dificultades socio-emocionales, presentándose factores asociados a las mismas. Finalmente se señalan las posibles contribuciones del psicólogo en lo que se refiere a la orientación de los alumnos con altas habilidades, sus familias y profesores, a nivel de prevención o minimización de los desajustes, así como para contribuir a la optimización de su proceso de desarrollo.

Are gifted and talented identification programs scientifically based, fair and unbiased? Aregifted enrichment programs effective? Financia! pressures from NGOs and prívate founda­ tions, changes in national educational policies, as well as multicultural issues, are forcing psychologists and educators to face these questions. Our review discusses the important changes that have begun to alter the gifted and talented field in Latin America, especially in Peru. It describes recent empirical studies in multicultural populations and analyses the impact of the intervention programs, both, on the teacher training leve! as well as on thegifted enrichment programs,  which are being developed in the region. / ¿Tienen los programas de identificación del talento y la superdotación bases científicas sólidas, justas e imparciales? ¿Son los programas de intervención para talentosos y superdotados efectivos? Las presiones financieras que ejercen las fundaciones que brindan apoyo económico, los cambios recientes en las leyes, así como las consideraciones respecto a la multiculturalidad están forzando a los psicólogos y educadores alrededor del mundo a confrontar estos cuestionamientos. La presente revisión discute los cambios que han empezado a alterar este campo de estudio en América Latina y en especial en el Perú. Se presenta un análisis de estudios empíricos en poblaciones multiculturales, así como una reflexión sobre el impacto de los programas de intervención, a nivel de capacitación docente y de enriquecimiento cognitivo/afectivo, que se desarrollan en la región.

This study developed propositions concerning the nature of academic tasks as they are experienced in classrooms. Specifically, the purpose of this study was to analyze academic task structures in two language-arts classes, one designated as average-ability and one designated as high-ability. Few studies have concentrated on tasks as they are experienced in classrooms. While propositions concerning task systems are sparse in any curriculum area, language arts classes would seem to be particularly appropriate for supplying information about a wide range of task types. The present research thus described the nature of tasks in two junior high language arts classes.

Understanding how emotions influence motivation among students is critical to the talent development process. Research shows that certain emotions elicit an approach motive while other emotions elicit an avoidance motive. This study explored emotional disposition and fear of failure among undergraduates enrolled in honors college (n = 63) compared to undergraduates enrolled in regular college courses (n = 296). Results suggest that dispositional shame is positively correlated with fear of failure; however, neither gender nor enrollment in honors college predict fear of failure beyond dispositional shame. Students enrolled in honors college do not differ on measurements of shame and fear of failure compared to students not enrolled in honors college. In general, female undergraduates were more likely to report experiences of shame, guilt, fear of shame and embarrassment, and fear of devaluing one's self-estimate than their male peers. The findings are discussed in light of a need to understand high-ability college students.