09 SES 10 C, Teachers’ and Students’ Competencies and Attitudes
Parallel Paper Session
In our presentation we introduce the results of a research and developing activity which was organized within an project called TÁMOP 3.4.4 /B 08/1- 2009- 0114 ‘Networking cooperation for helping gifted students in Heves county” in Hungary.
Our aim was to develop an assessment tool to help the recognition and the identification of gifted students among students at primary and secondary schools. We labeled this tool “Educational observation viewstemplate of identification gifted students”. Primarily it provides an opportunity to recognize gifted students among the studied population and based on data (together with other data like marks, competition results etc.) these students can be selected to take part in the local gift care program of the school. ‘The identification of gifted students basically a long process (taking ages) which can be compartmentalized by assessment, estimation, identification phases.’ (Ferenc Mezo,2008. pp. 13) Being based on this our tool can be used in the identification phase to assess and evaluate giftedness. The development of this tool is based on 3 gift models and we wanted to identify through the observational activities the intrapersonal features being found in the models. Beyond the models we used theoretical description and list of characteristics concerning socially disadvantaged students.
The first gift conception leaning on was by Van Tassel-Baska. He identified the cognitive and affective characteristics of gifted children. The second conception was by Endre Czeizel (1997). It was called 2X4+1 talentum model including inner personal features and external environmental factors. We only used the inner personal features from the model. The third was Gagné’s development model being based on it we used the observational fields of abilities and the intrapersonal catalysts in the tool of Educational observation viewstemplate of identification gifted students. For identification the characteristics of socially disadvantages gifted students we took as a basis Laszlo Toth (1998) special literature review and the experiences of the Janos Arany Gift Care Program (www.ajtp.hu).
We took a pilot study using the developed observational viewstemplate. The pilot study’s aim was to work up the final structure of the observational viewstemplate to determine the standards and to prove the validity of the tool.
We assumed that the students being gifted in their teachers’ judgment get higher score in every factors of observational viewstemplate, than students not being gifted by the teachers’ opinion.
Czeizel, E.(1997) Sors és tehetség, Fitt Image és Minerva Kiadó, Budapest Mező, F.: (2004) A tehetség tanácsadás kézikönyve Tehetségvadász Stúdió, és Kocka Kör Tehetséggondozó Kulturális Egyesület, Debrecen Turmezeyné Heller, E. – Balogh, L.: (2009) Zenei Tehetséggondozás és képességfejlesztés, Kocka Kör és Faculty of Central European Studies, Constantine the Philosopher University in Nitra, Debrecen. Mező, F. (editor). (2008) Tehetségdiagnosztika. Kocka Kör és Faculty of Central European Studies, Constantine the Philosopher University in Nitra, Debrecen. Tóth, L .: (1998) A tehetségesek tanítása, Kossuth Egyetemi Kiadó, Debrecen Dávid, M. – Estefán Varga, M. – Farkas, Zs. – Hídvégi, M. – Lukács, I. (2006) Hatékony tanuló-megismerési technikák, Kézikönyv – Oktatási segédletek pedagógus továbbképzésben résztvevők számára (HEF OP 2.1.1. központi program „A” komponens keretében kifejlesztve) Sulinova, Budapest, www.ajtp.hu
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
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