Youths Who Reason Exceptionally Well Mathematically and/or Verbally: Using the MVT:D<sup>4</sup> Model to Develop Their Talents

Brody, Linda E.; Stanley, Julian C.

doi:10.1017/cbo9780511610455.003

Cited by 57 publications

(54 citation statements)

References 21 publications

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“…No, najrazrađeniji pristup u operacionalnom definisanju akademskog talenta vezuje se za ime Džulijana Stenlija, koji je osnovao čuveni Centar za talentovanu omladinu na Džon Hopkins univerzitetu (Brody & Stanley, 2005;Durden & Tangherlini, 1993;Fox, 1981). Ovaj centar se već decenijama bavi identifikovanjem akademski darovitih trinaestogodišnjaka, koji stiču mogućnost učešća u naprednoj nastavi iz matematike, prirodnih i društvenih nauka, čiji nivo i tempo realizacije odgovaraju sposobnostima darovite dece.…”

Section: Operacionalne Definicijeunclassified

“…U obzir je uzeta ocena na polugodištu u tekućoj ili prethodnoj školskoj godini, zavisno od toga da li su učenici u momentu sprovođenja istraživanja, koje je trajalo godinu i po dana, pohađali nastavu u prvom ili drugom polugodištu. Ovakva selekcija kriterijuma identifikacije akademski darovitih učenika nalazi potporu u mnogim stanovištima o ovom pitanju koje predočava relevantna literatura (Brody & Stanley, 2005;Renzulli & Reis, 1997;Sternberg, 2003, svi prema Schroth & Helfer, 2009 3) gimnazijsko usmerenje sa pomenuta dva modaliteta predstavlja jedan od kriterijuma selekcije ispitanika usled namere koncipiranja akademske darovitosti kao domenospecifičnog fenomena. Naime, iako se zna da je visoka opšta inteligencija glavna odrednica akademskog talenta, ne smemo iz vida ispustiti ni saznanja da daroviti učenici imaju "jake i slabije tačke" kad je reč o različitim nastavnim predmetima, ili, kako neki autori ekspliciraju, "jedinstvenu kombinaciju izuzetnih postignuća, sposobnosti ili talenata" (Achter, Lubinski & Benbow, 1996, prema Feldhusen & Jarwan, 2000.…”

Section: Varijable I Instrumentiunclassified

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Relacije Akademske Darovitosti Sa Gimnazijskim Usmerenjem Učenika I Nivoom Obrazovanja Roditelja

Pekić¹

2017

gff

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Istraživanje prikazano u radu pretenduje da ponudi odgovore na dva pitanja: kakva je struktura razlika u intelektualnim sposobnostima učenika darovitih u dvema široko definisanim područjima znanja ili akademskim domenima, kao i da li se nivo akademske darovitosti gimnazijalaca razlikuje u odnosu na obrazovanje njihovih roditelja. Istraživanje je sprovedeno na uzorku od 177 gimnazijalaca prirodno-matematičkog i društveno-jezičkog smera sa teritorije Srbije, koji su identifikovani kao daroviti na osnovu natprosečnog postignuća na Kibernetičkoj bateriji testova inteligencije -KOG 3 (IQ>120) i odličnog školskog uspeha (prosečna ocena na polugodištu iznad 4,50). Konstrukt akademske darovitosti definisan je kao napredna ovladanost različitim akademskim područjima znanja, koja se temelji na visokim kognitivnim potencijalima, intrinzičkoj motivaciji i kreativnosti. Ovako definisana akademska darovitost merena je skalom od 13 ajtema, koja je konstruisana za potrebe istraživanja. Ispitivanje razlika u intelektualnom profilu učenika darovitih u dva šire definisana akademska domena upućuje na osnovanost razlikovanja dveju osnovnih formi akademskog talenta, od kojih je jedna verbalnog a druga neverbalnog tipa. Preciznije rečeno, dobijeni rezultati upućuju na veću razvijenost verbalnih sposobnosti u grupi akademski darovitih učenika koji pohađaju društveno-jezički smer gimnazije, dok su više sposobnosti vizuelne spacijalizacije registrovane u grupi darovitih učenika prirodnomatematičkog smera. Osim toga, ispitivanjem relacija između nivoa akademske darovitosti i obrazovanja roditelja, ustanovljene su značajne razlike jedino u odnosu na obrazovni nivo majke.Ključne reči: akademska darovitost, akademski domeni, intelektualne sposobnosti, obrazovni nivo roditelja UVOD Nakon što je Termanova studija darovitosti, u okviru koje je ovaj pojam u celosti poistovećen sa visokim dometima u razvijenosti opšte inteligencije, imala epilog u nalazima koji su ukazivali na neopravdano uprošćavanje prirode darovitosti, dalji napori u određenju ovog pojma upravljali su se neophodnošću zauzimanja šire perspektive koja bi omogućila prepoznavanje darovitosti i izvan domena opšte inteligencije

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Section: Operacionalne Definicijeunclassified

Section: Varijable I Instrumentiunclassified

Relacije Akademske Darovitosti Sa Gimnazijskim Usmerenjem Učenika I Nivoom Obrazovanja Roditelja

Pekić¹

2017

gff

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“…It is precisely this precocity which requires a differenti- 1986; Keating and Stanley, 1972). In sum, the SMPY model sees high ability as synonymous with precocity (Benbow, 1991), relying on multiple investigations into the matter (Jackson and Butterfield, 1986;Keating and Schaefer, 1975;Brody and Stanley, 2005;Stanley, 2005). Table 1.…”

Section: Some Principles About Talent Searchmentioning

confidence: 99%

“…There are some principles that, as we are seeing, it is the result of practice and not of a previous theoretical elaboration, which does not mean in any way that is not perfectly based on well-defined psychoeducational principles (see Brody and Stanley, 2005).…”

mentioning

confidence: 99%

La Identificación del talento verbal y matemático: la relevancia de las medidas fuera de nivel

Tourón

Tourón²

2016

AN PSICOL-SPAIN

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Título: Identificación del Talento Verbal y Matemático: La relevancia de la medida "out of level". Resumen: El presente estudio tiene dos objetivos principales. Por una parte, se ofrece una revisión conceptual de la literatura junto con los trabajos realizados en España por los autores acerca del modelo de identificación del talento, conocido en la literatura internacional como Talent Search model o Talent Search concept. Este modelo creado por J.C. Stanley en los EE.UU. a principios de los 70 ha dado lugar a un inmenso desarrollo en la detección del talento verbal y matemático de los jóvenes, con el objeto de ofrecerles ayudas educativas adecuadas a su capacidad. Lejos de ser un modelo americano, en este trabajo mostramos, y este es el segundo objetivo, a través de los datos de varios años de aplicación del modelo en España, que puede considerarse un modelo universal que, apoyado entre otros en el principio de la medición por encima de nivel (above or out of level), permite discriminar adecuadamente la capacidad diferencial de los alumnos que, al ser medidos solo con pruebas de nivel, su verdadera capacidad queda enmascarada. Se ofrecen algunas sugerencias para el uso a gran escala de estos procedimientos en las escuelas. Palabras clave: Identificación, Talento Verbal, Talento Matemático, Talent Search, Center for Talented Youth, SCAT, Above Level Testing.Abstract: This study has two main objectives. First one to carry out a conceptual review of the literature together with the work done in Spain by the authors about the identification model known in the international literature as Talent Search model or concept. This model created by J. C. Stanley in the early 70s has led to a huge development in the identification of verbal and mathematical talent of young people, in order to provide the appropriate educational provision their ability needs. Far from being an American model, in this paper we show, and this is the second objective, through data from several years of implementation of the model in Spain, that it can be considered a universal model, based among others in the principle of above or out of level measurement. Using this above level measurement, we can adequately discriminate the diverse ability of the students tested, that when measured alone with in level testing, is masked due to lack difficulty and discrimination of the tests used. Some suggestions for large-scale use of these procedures in schools are provided.

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“…The complexities inherent in defining and subsequently identifying giftedness mean that ensuring the needs of these young people are adequately addressed is challenging. Historically identification systems sought to discover pupils through tests such as SAT tests or IQ tests, all of which have their roots in a uni-dimensional view of intelligence (Brody & Stanley, 2005). The categorisations of giftedness often employed based on these tests, such as profoundly gifted or exceptionally gifted, are ones that Tomlinson (2008, p. 60) likens to 'nineteenthcentury debates over gradations of mental retardation' with similar questions about validity and efficacy.…”

Section: Identifying and Supporting Gifted Pupilsmentioning

confidence: 99%

Pogled onkraj statistike: razlogi za razhajanje med zakonodajo, politiko in prakso v zadovoljevanju potreb visoko sposobnih škotskih učencev

Stack¹,

Sutherland²

2014

psio

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Abstract:The question of how best to identify and provide for gifted students has a long and contentious history internationally. In contrast to other countries where there are specialist programmes and in some cases specialist teachers for gifted pupils, Scotland has chosen to adopt an inclusive approach to provision for these students and has created a legislative and curricular framework that in theory provides a strong structure for meeting their educational and developmental needs. While there are significant benefits to this approach, care must be taken to ensure that within the space between intention and practice the needs of these learners have been explicitly identified, considered and met. Each year the Scottish Government conducts a census to collect data from all publically funded schools in Scotland. In accordance with Scottish legislation as part of this process it gathers data pertaining to pupils identified as requiring additional support for their learning, including highly able pupils. However there are anomalies within this data, for example, there are unusual and unexplained discrepancies between the proportions of pupils identified as being highly able in different geographical contexts. The purpose of the present study was therefore to examine the potential causes for these anomalies and to assess the implications for the identification of, and provision for, highly able pupils in Scotland. Thirteen structured telephone interviews were conducted with Local Education Authority personnel across Scotland. These interviews aimed to get behind the statistics and examine how highly able pupils are identified, and provided for, in practice. Several interesting issues emerged from the interviews that may begin to help to explain the anomalies and to help us better understand everyday practice. The results, while encouraging, suggest that there is a need for teachers, educational psychologists, schools and authorities to ensure that the needs of this group of learners are explicitly considered. Keywords: Scottish Schools Census Data, gifted, education, inclusionPogled onkraj statistike: razlogi za razhajanje med zakonodajo, politiko in prakso v zadovoljevanju potreb visoko sposobnih škotskih učencev Niamh Stack in Margaret Sutherland School of Psychology, University of Glasgow, UK Povzetek: Razprava o tem, kako najbolje prepoznavati nadarjene učence ter z njimi delati, ima v mednarodnem prostoru dolgo in bogato zgodovino. V nasprotju z državami, v katerih izvajajo posebne programe in imajo tudi posebne učitelje za nadarjene učence, se je Škotska odločila za inkluzivni pristop do obravnave nadarjenih učencev; razvila je zakonski in kurikularni okvir, ki izhaja iz teoretskih spoznanj o izobraževalnih in razvojnih potrebah visoko sposobnih učencev. Kljub splošnim prednostim tega pristopa pa je treba pozornost nameniti temu, da so potrebe teh učencev dejansko prepoznane, obravnavane in uresničene. Škotska vlada zato vsako leto zbere podatke javnih šol. Ti podatki se v skladu z škotsko zakonodajo nanaša...

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Youths Who Reason Exceptionally Well Mathematically and/or Verbally: Using the MVT:D⁴ Model to Develop Their Talents

Cited by 57 publications

References 21 publications

Relacije Akademske Darovitosti Sa Gimnazijskim Usmerenjem Učenika I Nivoom Obrazovanja Roditelja

Relacije Akademske Darovitosti Sa Gimnazijskim Usmerenjem Učenika I Nivoom Obrazovanja Roditelja

La Identificación del talento verbal y matemático: la relevancia de las medidas fuera de nivel

Pogled onkraj statistike: razlogi za razhajanje med zakonodajo, politiko in prakso v zadovoljevanju potreb visoko sposobnih škotskih učencev

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Youths Who Reason Exceptionally Well Mathematically and/or Verbally: Using the MVT:D4 Model to Develop Their Talents

Cited by 57 publications

References 21 publications

Relacije Akademske Darovitosti Sa Gimnazijskim Usmerenjem Učenika I Nivoom Obrazovanja Roditelja

Relacije Akademske Darovitosti Sa Gimnazijskim Usmerenjem Učenika I Nivoom Obrazovanja Roditelja

La Identificación del talento verbal y matemático: la relevancia de las medidas fuera de nivel

Pogled onkraj statistike: razlogi za razhajanje med zakonodajo, politiko in prakso v zadovoljevanju potreb visoko sposobnih škotskih učencev

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Youths Who Reason Exceptionally Well Mathematically and/or Verbally: Using the MVT:D⁴ Model to Develop Their Talents