Contribution
Description: The main theme of this project is the educational processes of highly gifted adolescent persons during their vocational education. Research topics are their choice of employment, their profiles of giftedness, their achievement motivation and their achievement development from the end of the obligatory school until the end of the second year of their vocational education. We are also interested in the support provided and development possibilities offered by the firms where the apprentices are trained and their vocational education. Our focus is on contextual and personal correlatives which give room for the optimal development of these juveniles. The data are collected throughout Switzerland at several measuring points.Swiss institutions have become very interested in the development of highly gifted persons. Almost every department of education and development has started to design development programs for highly gifted primary school students. There are a few programs for grammar school students as well, however, nobody has expected highly gifted students in the vocational education and therefore there are no development programs in this section. Professor Stamm (2004) showed in her longitudinal study on talented children who have early competencies in reading and arithmetic that nine years later in large part these children prefer the vocational education to the grammar school. As far as we know, there exists as yet no German study that focuses on the differences between highly gifted successful and highly gifted unsuccessful juveniles. We want to study these differences which will possibly allow a deeper understanding of institutional processes, structural conditions and social expectations which influence the processes of their development. Stamm, Margrit (2004) Lernentwicklung von Frühlesern und Frührechnerinnen. Ausgewählte Ergebnisse einer Schweizer Langzeitstudie zur Kompetenzstruktur im Kontext von Hochbegabung. (The development of learning in children who have early competencies in reading and arithmetic. Selected results from a Swiss longitudinal study on competency structures in talented children). Zeitschrift für Erziehungswissenschaft, 3, S. 395-415.
Methodology: The project is based on a longitudinal study with a duration of 2 ½ years and five different data collections. We have sent standardised questionnaires including questions of the Leistungs-Prüfungs-System (LPS) to 2757 trainees. We have chosen 463 juveniles (highly gifted & normally gifted) to take part in the study. First we sent the trainees a questionnaire concerning general socio-structural key data. At two measuring points we shall collect data concerning the development and manifestation of performance excellence. We shall use instruments that measure the general competences, the motivation, the leisure time activities and the climate within the school class. Meanwhile we shall ask the task masters of the trainees to measure them according to their achievements (grades) and their general competences. At the date of the pre-conference these data will be collected and analyzed. We shall analyze the data by traditional univariate and multivariate methods. In plus we are going to specify the theoretically postulated connections of the exogenous and endogenous condition and environmental variables with performance excellence. To do this we shall use structural equation models.
Conclusions: Goals and expected results:- To find a connection between talent and vocational education - To enable the comparison of developmental potential during the vocational education- To identify those variables that are important for the development of performance excellence To develop programs for highly gifted trainees
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