- Author:
Andrés J. Muñoz-Mohedano
- Author:
Miguel A. Martin-Sanchez
- Year of publication:
2016
- Source:
Show
- Pages:
137-145
- DOI Address:
https://doi.org/10.15804/tner.2016.43.1.11
- PDF:
tner/201601/tner20160111.pdf
The paper tries to be a critical analysis of and a theoretical reflection on minority students: gifted children in the Spanish education system. To carry out this study and achieve the objectives set up, we took into account a qualitative methodology, framed within the constructivist paradigm in the social sciences. Being a gifted child in Spain is a problem because gifted children are not being adequately addressed, as the Ministry of Education recognizes. An objective analysis of the current situation can become a way of changing it. In addition, we have to pay attention to the principles and rights of the awareness of diversity.
- Author:
Eva Machů
- Author:
Ilona Kočvarová
- Author:
Tereza Císlerová
- Year of publication:
2015
- Source:
Show
- Pages:
218-228
- DOI Address:
https://doi.org/10.15804/tner.2015.41.3.18
- PDF:
tner/201503/tner20150318.pdf
The study presents an analysis of teachers’ tendency to label gifted pupils. A questionnaire was used at the level of lower secondary education. It was aimed at teachers’ educational strategies in the area of enriching the curriculum for gifted pupils, and teachers’ tendency to label gifted pupils. In conclusion, labeling does not belong to educational strategies of most teachers. Gender, pedagogical qualifications and the length of teaching experience do not influence teachers’ tendency to label gifted pupils. Teachers from specialized schools for gifted pupils have a stronger tendency to label them. This tendency is weaker in the case of teachers from small schools.
- Author:
Rebeka Štefánia Lukáčiková
- E-mail:
rlukacikova@ukf.sk
- Institution:
Constantine the Philosopher University in Nitra, Slovakia
- ORCID:
https://orcid.org/0000-0002-9758-3198
- Author:
Jana Duchovičová
- E-mail:
jduchovicova@ukf.sk
- Institution:
Constantine the Philosopher University in Nitra, Slovakia
- ORCID:
https://orcid.org/0000-0001-6602-7124
- Author:
Radka Teleková
- E-mail:
rtelekova@ukf.sk
- Institution:
Constantine the Philosopher University in Nitra, Slovakia
- ORCID:
https://orcid.org/0000-0003-0307-8922
- Year of publication:
2022
- Source:
Show
- Pages:
118-130
- DOI Address:
https://doi.org/10.15804/tner.2022.70.4.10
- PDF:
tner/202204/tner7010.pdf
The subject of the study is preconceptions of pre-primary education children about the selected phenomenon of “learning”. We were interested in whether there are differences in children’s identified preconceptions regarding intellectual abilities. Identifying such a difference could be one indicator of giftedness that could also be useful in early educational diagnostics. The research design was mixed; data were obtained through semi-structured flexible micro-interviews made individually with 39 children. Conclusions of the research investigation point to a difference in cognitive and structural components of children’s identified preconceptions and a difference in terms of their intellectual abilities while confirming the diagnostic potential of children’s preconceptions to reveal giftedness also in children of pre-school age.
- Author:
Jiří Mudrák
- E-mail:
mudrak@fss.muni.cz
- Institution:
Masaryk University in Brno
- Year of publication:
2007
- Source:
Show
- Pages:
127-146
- DOI Address:
https://doi.org/10.15804/tner.07.11.1.11
- PDF:
tner/200701/tner1111.pdf
In our article we present an overview of current research on giftedness, achievement and factors influencing their development. Determinants of high achievement such as abilities, social factors, deliberate practice, personality and others are discussed, ways of better support of its successful development are sought and its possible changeability is pointed out.
- Author:
Mojca Kukanja Gabrijelčič
- E-mail:
mojca.k.gabrijelcic@pef.upr.si
- Institution:
University of Primorska, Faculty of Education, Slovenija
- ORCID:
https://orcid.org/0000-0003-0682-613X
- Author:
Lara Lukač
- E-mail:
larci55@gmail.com
- Institution:
Elementary School dr. Slavka Gruma, Slovenija
- Author:
Polonca Serrano
- E-mail:
polonca.pangrcic@almamater.si
- Institution:
Alma Mater Europaea – ECM, Slovenia
- ORCID:
https://orcid.org/0000-0002-5240-7748
- Year of publication:
2024
- Source:
Show
- Pages:
92-106
- DOI Address:
https://doi.org/10.15804/tner.2024.76.2.07
- PDF:
tner/202402/tner7607.pdf
The study aimed to investigate the attitudes of preschool teachers towards gifted children. A sample of 70 Slovenian preschool teachers was included in the study. The data was collected using a quantitative data collection technique and a questionnaire as a measurement tool. The results showed that preschool teachers believe gifted children’s characteristics are most easily recognised in the preschool years, especially in the second age group (3-6 years). Most respondents (82.9%) believe it is easier to recognise giftedness in children in the general intellectual domain. Most preschool teachers consider pedagogical differentiation and individualisation important when working with gifted preschool children. More than half of the respondents (57.1%) answered that they do not use tools for discovering gifted children, and the majority of them believe that they do not know the early signs of giftedness. In conclusion, gifted children should be identified in early childhood so that their development and potential can be adequately nurtured.
- Author:
Šárka Portešová
- Institution:
Masaryk University, Czech Republic
- Year of publication:
2008
- Source:
Show
- Pages:
136-151
- DOI Address:
https://doi.org/10.15804/tner.08.15.2.11
- PDF:
tner/200802/tner1511.pdf
The proposed study introduces the reader to the issue of the so-called twice exceptional children – i.e.intellectually gifted learners with a handicap. In the context of school, giftedness is most frequently combined with a specific learning disability. The author pays attention to issues related to identifying this specific group of learners in school environment, to their social and emotional characteristics, problems and risks that can prevent their exceptional potential from real development. Moreover, the paper also presents a synthesis of empirically verified basic educational and educational-psychological foreign procedures and measures, which are most used in educational care for this very specific population of learners, and it acquaints the reader with the situation in the Czech Republic.