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Syftet med den här studien är att fördjupa kunskapen om särskilt begåvade elevers behov avanpassningar, och att, genom att läsa tidigare forskning, hitta metoder och strategier för attanpassa undervisningen för särskilt begåvade elever i högstadiet, genom användning avexempelvis differentiering, berikning och/eller acceleration, främst i ämnet moderna språk.Resultatet av mina sökningar visar att det finns många beprövade sätt att differentieraundervisning på som gynnar särskilt begåvade elevers inlärningssätt, bland annat genomindividuella instruktioner, nivågrupperingar av olika slag samt anpassad- och/ellerkomprimerad/utökad läroplan. Ett annat sätt att differentiera undervisningen på är genomberikning och fördjupning i form av mer avancerat material, möjlighet att välja mellanenklare och mer komplext material, högre nivå av frågeställningar, möjligheter tillanvändning av kritiskt och/eller kreativt tänkande och så kallat högre ordningens tänkande.Ytterligare sätt är multidiciplinära arbetsuppgifter och möjlighet att skriva och läsa på en meravancerad nivå. Acceleration kan användas dels genom att elever får accelerera inom ett ellerflera ämnen, eller genom att elever får möjlighet att flytta upp en eller flera årskurser och påså sätt gå igenom grundskolan i en snabbare takt. Metoden som har använts i denna studie ären systematisk litteraturstudie, som innefattar att systematiskt söka, granska ochsammanställa litteratur inom ett valt ämne eller problemområde.

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(in English): The thesis called "The Relationship between perfectionism, achievement motivation, subjective life satisfaction and self-esteem among gifted and non-gifted high school students' aims to explore the differences between gifted high school students in natural sciences and their perrs in school achievement motivation, level of self-esteem, subjective life satisfaction and perfectionism. The thesis is divided into three parts: theoretical, methodological and empirical. The theoretical part deals with variables examined in the context of the giftedness and also outlines the results of previous studies in this field. The thesis focuses on intellectually gifted high school students in a field of natural sciences, especially in biology and chemistry. Research in tis thesis is quantitative. To detect self-esteem was used Rosenberg self-esteem scale, for detecting a level of global life satisfaction we used life satisfaction scale recommended by the OECD and the manual by The New Economics Foundation, school achievement motivation was measured by evaluation tool according to Hrabal and Pavelková (2011). For measuring of perfectionism, we used a modified questionnaire to measure perfectionism in sport according to Stoeber and Rambow (2007). The empirical part is devoted to statistical data...

The aim of the study - to analyze the main factors of learning achievements of intellectually gifted children. The sample consists of 16 - 18 year old students (N = 54), whose Reasoning Total (RT) scores in Intelligence Structure Test 2000R (I-S-T 2000 R, Amthauer R., Brocke B., Liepmann D, Beauducel, 2001) are 90 percentile or higher. This thesis analyses the peculiarities of intellectual activity of intellectually gifted 16- 18 years old students, their learning achievements and has the objective to determine individual and environmental factors of their learning achievements. The results show that Intellectually gifted 16 - 18 year old students have unique intelligence structure when fluid intelligence (Gf) is higher than crystallized intelligence (Gc) and numerical abilities are higher than verbal abilities. Part of older intellectually gifted students are underachievers and their learning achievements are not related to their intelligence. Learning motivation, study/organizational skills and gender are the most important factors of learning achievements of intellectually exceptionally gifted and gifted 16 - 18 year old students and they not depend on the level of their intellectual abilities. / Disertacijos tikslas – išanalizuoti intelektualiai gabių vaikų pasiekimų veiksnius. Tyrime dalyvavo 16–18 m. mokiniai (n = 54), kurių Bendrieji samprotavimo gebėjimai, tirti Intelekto struktūros testu (I-S-T 2000R) (Amthauer ir kt., 2007) atitinka 90 ir didesnį procentilį. Tyrime įvertinti mokinių intelektinės veiklos ypatumai, mokymosi pasiekimai bei mokymosi pasiekimų individualūs ir aplinkos veiksniai. Remiantis tyrimo rezultatais nustatyta, kad intelektualiai gabūs 16–18 m. mokiniai pasižymi savita intelekto struktūra, kai fluidinis intelektas (Gf) yra aukštesnis už kristalizuotą intelektą (Gc), o matematiniai gebėjimai yra didesni nei verbaliniai. Dalis intelektualiai gabių vyresnių klasių mokinių mokosi prasčiau nei geba ir tokie jų mokymosi rezultatai nėra susiję su jų intelekto ypatumais. Mokymosi motyvacija, mokymosi įgūdžiai ir lytis yra svarbiausi itin gabių ir gabių 16–18 m. mokinių mokymosi pasiekimų veiksniai ir nepriklauso nuo jų intelektinių gebėjimų lygio.

Disertacijos tikslas – išanalizuoti intelektualiai gabių vaikų pasiekimų veiksnius. Tyrime dalyvavo 16–18 m. mokiniai (n = 54), kurių Bendrieji samprotavimo gebėjimai, tirti Intelekto struktūros testu (I-S-T 2000R) (Amthauer ir kt., 2007) atitinka 90 ir didesnį procentilį. Tyrime įvertinti mokinių intelektinės veiklos ypatumai, mokymosi pasiekimai bei mokymosi pasiekimų individualūs ir aplinkos veiksniai. Remiantis tyrimo rezultatais nustatyta, kad intelektualiai gabūs 16–18 m. mokiniai pasižymi savita intelekto struktūra, kai fluidinis intelektas (Gf) yra aukštesnis už kristalizuotą intelektą (Gc), o matematiniai gebėjimai yra didesni nei verbaliniai. Dalis intelektualiai gabių vyresnių klasių mokinių mokosi prasčiau nei geba ir tokie jų mokymosi rezultatai nėra susiję su jų intelekto ypatumais. Mokymosi motyvacija, mokymosi įgūdžiai ir lytis yra svarbiausi itin gabių ir gabių 16–18 m. mokinių mokymosi pasiekimų veiksniai ir nepriklauso nuo jų intelektinių gebėjimų lygio. / The aim of the study - to analyze the main factors of learning achievements of intellectually gifted children. The sample consists of 16 - 18 year old students (N = 54), whose Reasoning Total (RT) scores in Intelligence Structure Test 2000R (I-S-T 2000 R, Amthauer R., Brocke B., Liepmann D, Beauducel, 2001) are 90 percentile or higher. This thesis analyses the peculiarities of intellectual activity of intellectually gifted 16- 18 years old students, their learning achievements and has the objective to determine individual and environmental factors of their learning achievements. The results show that Intellectually gifted 16 - 18 year old students have unique intelligence structure when fluid intelligence (Gf) is higher than crystallized intelligence (Gc) and numerical abilities are higher than verbal abilities. Part of older intellectually gifted students are underachievers and their learning achievements are not related to their intelligence. Learning motivation, study/organizational skills and gender are the most important factors of learning achievements of intellectually exceptionally gifted and gifted 16 - 18 year old students and they not depend on the level of their intellectual abilities.

據報載，建國中學學生自殺事件頻繁，十一年內多達七件案例，震撼國內教育當局，也讓社會大眾開始重視資優生的心理輔導與壓力調適問題。自殺事件的報導在近年來逐漸受到重視，又以被冠以「名校」光環的建國中學、台灣大學等校學生自殺事件受到矚目。 依據國外新聞學界對新聞價值的各種界定，資優生的自殺事件符合「顯著性（prominence）」以及「不尋常性（unusualness）」，自殺者的身分會成為媒體特別關注的焦點，國外研究也指出，影劇界或政治界的名人自殺容易造成模仿，新聞媒體的報導抉擇點也是出自於新聞價值的判斷與選擇。 根據國內學者研究，媒體對資優教育及資優生的認知仍有待加強，通常只要是就讀明星學校或學業表現較佳的學生，就會被媒體冠上「資優生」的標籤。然而這些學生確實「資優」嗎？ 本研究論文將藉由分析國內四大報對於「資優生」自殺事件的新聞，了解我國報紙媒體是否在「資優生」的正確認知上進行報導，探究媒體報導的正確比率；同時，也將分析報紙媒體如何報導「資優生」自殺事件，以及報紙媒體如何報導其自殺原因？而報導中有無汙名化、標籤化或刻板印象的敘述？本論文將使用內容分析法，針對國內四大報近十一年（2003-2014）內的新聞內容進行內容分析，分別從「新聞報導觀點」、「自殺原因」、「自殺者形象報導」以及「資優生形象報導」探究自殺事件的報導，深入研究自殺新聞文本並逐步回答研究問題，探討報紙新聞如何報導自殺事件及呈現方式，以及如何再現自殺事件。

What kind of and how much mathematics should a high school maths teacher know? The experience with a math camp, an innovative form of bringing together high school pupils, university math students and math teacher students as well as university professors in the common aim to teach mathematics sheds new light on this question. Different interests define different positions. The different actors have little common aims since they rarely form a joint community of practice. Over the seven years of its existence the math camp has evolved from a classical lecture-centred activity for gifted pupils to a much more encompassing experience illustrating the importance of a two way communication between advanced mathematics and elementary mathematics in schools.

Made available in DSpace on 2015-04-22T21:56:10Z (GMT). No. of bitstreams: 1 Claudia Solange Rossi Martins.pdf: 1468462 bytes, checksum: 70679fef8aaea2c5367a77e21e902a15 (MD5) Previous issue date: 2006-12-11 / Fundação de Amparo à Pesquisa do Estado do Amazonas / The current perspective of the educational system opts for a model of school which is understanding, integrating and open to diversity. This standard generates the need for qualified professionals who know how to diagnose individual students learning capacities, as to guide and to assist their special educational needs as well. Within this framework of diversity, we draw attention to exceptionally gifted students who, because of their high learning ability and specific motivations, require enriching educational experiences favorable to the use and development of their abilities. However, one of the greatest challenges in the area of highly gifted students consists of visualizing efficient ways to recognize children that present signs of superior ability with the highest possible degree of success, as well as economy of time and resources. In this way, the identification of such students is inserted into an extremely complex problem due to the inherent limitations of any measurement instrument adopted, which could lead to the misclassification of many capable individuals. Researchers in the area affirm that the identification of exceptionally gifted students should be made through a group of procedures employing multiple criteria and obtaining information from a variety of sources. Following this line of reasoning, the present study aimed to pinpoint a methodology for the identification of students with the potential to be considered highly gifted from the 5th to 8th grades (denominated primary education II in the Brazilian school system) based on the analysis and evaluation of procedures employed to this end: identification through nomination by a teacher/educator (pre and post training); identification through nomination by classmates; and identification through self nomination. Besides the analysis and evaluation of each of these, it was possible to locate the characteristics of problems and of learning difficulties or of low performance among the nominated students by the teacher/educator (before training) and by the student himself. It was also possible to verify whether the nominations made by the teachers/educators pre-training differ from the nominations done post-training. The nature of the study is characterized as being of the exploratory type. The research follows a socio-critical methodological approach presented in the quali-quantitative form. The source of direct information was from field research and the indirect sources were the bibliographical and Internet based. The procedures used for collection of data were the questionnaires with questions opened/closed and interviews semistructured. The analysis of the data indicated that the identification of highly gifted students from grades 5 through 8 (primary education II) through the procedures of nomination by teachers and nomination by classmates were shown to be effective when analyzed from operational methodology through the use of multiple criteria. In relation to the characteristics of problems and of learning difficulties or of low performance, it was detected that, between the students identified with potential for being highly gifted, 50% require specific assistance. Finally, the results show that nominations made by teachers/educators pre-training reveal both qualitative and quantitative differences from the post-training nominations. / Na perspectiva atual onde o sistema educacional opta por um modelo de escola compreensiva, integradora e aberta à diversidade, vemos a necessidade de profissionais qualificados que saibam diagnosticar capacidades e ritmos de aprendizagem de cada aluno, assim como orientar e atender as necessidades educacionais especiais deles. Dentre esta diversidade, chamamos a atenção para os alunos com altas habilidades/ superdotação (AH/S) que, por apresentarem elevada capacidade de aprendizagem e motivações específicas, solicitam experiências educacionais enriquecedoras, favoráveis ao aproveitamento e desenvolvimento de suas habilidades. No entanto, um dos maiores desafios na área da superdotação consiste em visualizar maneiras eficientes de reconhecer crianças que apresentam sinais de capacidade superior, com a maior garantia possível de acerto, economia de tempo e recursos. Assim, a identificação está inserida num problema bastante complexo, devido às limitações inerentes a qualquer instrumento de medida adotado, podendo levar à perda muitos indivíduos capazes. Pesquisadores da área afirmam que a identificação deve ser feita através de um conjunto de procedimentos, utilizando-se de múltiplos critérios, como informações obtidas de diferentes fontes. Neste sentido, o presente estudo buscou indicar uma metodologia para a Identificação do aluno com potencial para AH/S do Ensino Fundamental II (5ª a 8ª) com base na análise e avaliação dos procedimentos empregados para este fim: identificação pela nomeação do professor/ educador (pré e pós capacitação); identificação pela nomeação dos colegas de classe; e identificação pela nomeação do próprio aluno. Além destes, foi possível localizar as características de problemas e de dificuldades de aprendizagem ou de sub-desempenho, dentre os alunos nomeados pelo professor/ educador (antes da capacitação) e do próprio aluno, e ainda comprovar se as nomeações feitas pelos professores/ educadores pré-capacitação diferem das nomeações feitas pós-capacitação. A natureza do estudo caracteriza-se como do tipo exploratório. O método de abordagem foi o sócio-crítico apresentado na forma quali-quantitativa. A fonte de informação direta foi a pesquisa de campo e as indiretas foram a bibliográfica e webgráfica. Como procedimentos de coleta de dados foram utilizados questionários com questões abertas/ fechadas e entrevista semi-estruturada. A análise do estudo foi efetivada pelo método de Análise do Conteúdo (Bardin). Os resultados indicaram que a identificação do aluno do Ensino Fundamental II, através dos procedimentos de indicação dos professores e dos colegas de classe, demonstram eficácia quando operacionalizados com múltiplos critérios. Das características de problemas e de dificuldades de aprendizagem ou de sub-desempenho, foi detectado que, dentre os alunos identificados com potencial para AH/S, 50% necessitam de um atendimento específico às necessidades que estão vivenciando. E finalmente, o resultado nas nomeações feitas pelos professores/ educadores pré-capacitação revelam diferença tanto qualitativa como quantitativa, das nomeações feitas pelos professores após a capacitação.