Gifted students

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tandfonline.com – Gender-fair assessment of young gifted students’ scientific thinking skills

Posted on by Troels Gannerup Christensen - Læst 14 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper describes an Israeli national-level research examining the extent to which admissions of elementary school students to the gifted programmes based on standardised tests are gender-fair. In the research, the gifted students consisted of 275 boys, 128 girls, and additional 80 girls who were admitted to the gifted programme through affirmative action (AA). To assess these young students’ scientific thinking skills, also referred to as science practices, open-ended questions of case-based questionnaires were developed. The investigated scientific thinking skills were question posing, explanation, graphing, inquiry, and metacognition. Analysis of the students’ responses revealed that gifted girls who entered the programmes through AA performed at the same level as the other gifted students. We found significant differences between… Continue Reading →

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tandfonline.com – Sense of belonging or feeling marginalized? Using PISA 2012 to assess the state of academically gifted students within the EU

Posted on by Troels Gannerup Christensen - Læst 20 gange

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract There are two competing stereotypes of gifted students: harmony theory (gifted students are well adjusted and successful in life) and disharmony theory (giftedness forms a threat to a harmonious development). In this context, the PISA 2012 data were used to explore middle-school students’ experiences in terms of sense of belonging, student–teacher relations and attitudes toward school concerning learning activities/outcomes. Fifteen-year-old students from 13 European countries were selected for this data-set (normative = 79,550, gifted = 1956). Student’s scores on the four scales were tested for significant differences with students from that same country. Tests revealed no significant differences for 55% of the comparisons, 40% of comparisons had positive effect sizes for gifted students, and 4% had negative effect sizes. The evidence presented… Continue Reading →