1998
DOI: 10.1080/1359813980090204
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Paragons of Virtue: teachers’ conceptual understanding of high ability in an egalitarian school system

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Cited by 43 publications
(40 citation statements)
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“…Depending on the method of data collection-open-ended questions vs. rating scale descriptions-contradictory results are gained concerning the relevance of social behaviour as a criterion for identification. When analysing free descriptions of gifted children negative (Copenhaver & McIntyre, 1992) or extremely positive (Persson, 1998) aspects of social behaviour appeared as central elements of the interviewees' concepts of giftedness, whereas social behaviour was of no importance when analysing rating scale descriptions (Busse et al, 1986a,b;Dahme & Eggers, 1988). Dahme and Eggers (1988) did not even find any importance of features from the field of social behaviour in open-ended descriptions of gifted pupils done by secondary school teachers.…”
Section: Issue and Conception Of The Studymentioning
confidence: 98%
“…Depending on the method of data collection-open-ended questions vs. rating scale descriptions-contradictory results are gained concerning the relevance of social behaviour as a criterion for identification. When analysing free descriptions of gifted children negative (Copenhaver & McIntyre, 1992) or extremely positive (Persson, 1998) aspects of social behaviour appeared as central elements of the interviewees' concepts of giftedness, whereas social behaviour was of no importance when analysing rating scale descriptions (Busse et al, 1986a,b;Dahme & Eggers, 1988). Dahme and Eggers (1988) did not even find any importance of features from the field of social behaviour in open-ended descriptions of gifted pupils done by secondary school teachers.…”
Section: Issue and Conception Of The Studymentioning
confidence: 98%
“…This stereotype stems from the seminal work by Terman, where he asserts "there is no evidence from these reports that gifted children tend more often than others to be socially maladjusted" (1925, p. 433). Building on this, Persson (1998) identified that teachers' conceptions about the character traits of gifted children are stereotypical in which teachers attributed qualities such as independence, initiative takers, more compliant, and cooperative to gifted children. Additionally, Baker (1995) reported no differences between regular students and gifted students in levels of depression or suicide idealization.…”
Section: Introductionmentioning
confidence: 99%
“…A few teachers only were an exception to the rule for a handful of participants. In addition, a majority of the participants suffered ridicule, punishment, and bullying, and were sometimes ordered to assist teachers helping "the weak" without teachers realizing that they were, in fact, creating another group of "weak students" by ignoring, misunderstanding, or even discriminating against their intellectually gifted students (Persson, 1998). The current Swedish school system has been promoted as inclusive and widely touted as "a school for all."…”
Section: Discussionmentioning
confidence: 99%
“…Indeed, what student, irrespective of their degree of ability, would fare well under such circumstances? Persson (1998) studied 232 teachers unfamiliar with the notion of gifted education in the Swedish comprehensive school system, to chart their commonsense understanding of giftedness, which would potentially indicate how highly gifted children would generally fit in to the school system. He found that the general understanding of someone who is gifted is that of a paragon of virtue: he or she is a leader, a role model for others, a humanitarian, acts as an assistant to the teacher, and in all is an ideal student who always does as told.…”
mentioning
confidence: 99%