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What does giftedness mean according to teachers?
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Published:
Jul 17, 2016
Updated:
2016-07-17
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Abstract
The purpose of this research study was to determine the primary school in-service teachers’ views about giftedness. Totally 30 primary school in-service teachers had participated in this study. Data was collected via Semi-structured interview form and comparatively tried to be discussed considering some of the most common conceptions of giftedness. Findings indicated that primary school teachers’ views about giftedness and their knowledge about giftedness are inadequate for the realization and the nomination of the gifted children.
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Keywords: Giftedness, Gifted and Talented Students, Teachers Views, Three Ring Theory.
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How to Cite
Ozcan, D., & Kaya, F. (2016). What does giftedness mean according to teachers?. International Journal of Learning and Teaching, 8(2), 150–155. https://doi.org/10.18844/ijlt.v8i2.645
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References
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Gokdere, M. & Ayvacı, H.Ş. (2004). The determination of the level of knowledge about the characteristics of gifted children and classroom teachers. Ondokuz Mayıs University Faculty of Education Journal, 18, s.17-26.
Ozcan, D., & Genc, Z. (2016). Pedagogical Formation Education via Distance Education. Eurasia Journal of Mathematics, Science & Technology Education,12(2), 347-360.
Renzulli, J. S. & Reis, S. M. (1985). The schoolwide enrichment model: A comprehensive plan for educational excellence. Mansfield Center, CT: Creative Learning Press.
Renzulli, J. S. ( 1999). What is thing called giftedness and how do we develop it? A twenty-five year perspective. Journal for the Education of the Gifted, 23 (1), 3-54.
Renzulli, J. S. (1986). The three ring conception of giftedness: A developmental model of creative productivity. Sternberg, R. J. & Davidson, J. E. (Ed.). Conceptions of Giftedness içinde (s.53-92). New York, Cambridge University Press.
Weiner, J. & O’Shea, H. (1963). Attitudes of university faculty, administrators, teachers, supervisors, and university students toward the gifted. Exceptional Children, 30 (4), 163- 165.
Fraenkel, J. R. & Wallen, N. E. (2006). How to design and evaluate research in education: 6th Ed. New York, The McGraw-Hill.
Gokdere, M. & Ayvacı, H.Ş. (2004). The determination of the level of knowledge about the characteristics of gifted children and classroom teachers. Ondokuz Mayıs University Faculty of Education Journal, 18, s.17-26.
Ozcan, D., & Genc, Z. (2016). Pedagogical Formation Education via Distance Education. Eurasia Journal of Mathematics, Science & Technology Education,12(2), 347-360.
Renzulli, J. S. & Reis, S. M. (1985). The schoolwide enrichment model: A comprehensive plan for educational excellence. Mansfield Center, CT: Creative Learning Press.
Renzulli, J. S. ( 1999). What is thing called giftedness and how do we develop it? A twenty-five year perspective. Journal for the Education of the Gifted, 23 (1), 3-54.
Renzulli, J. S. (1986). The three ring conception of giftedness: A developmental model of creative productivity. Sternberg, R. J. & Davidson, J. E. (Ed.). Conceptions of Giftedness içinde (s.53-92). New York, Cambridge University Press.
Weiner, J. & O’Shea, H. (1963). Attitudes of university faculty, administrators, teachers, supervisors, and university students toward the gifted. Exceptional Children, 30 (4), 163- 165.