Educational Strategies Leading to Labeling the Gifted Pupil
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F23%3A63562658" target="_blank" >RIV/70883521:28150/23:63562658 - isvavai.cz</a>
Result on the web
<a href="https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/curj.222" target="_blank" >https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/curj.222</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1002/curj.222" target="_blank" >10.1002/curj.222</a>
Alternative languages
Result language
angličtina
Original language name
Educational Strategies Leading to Labeling the Gifted Pupil
Original language description
Labeling of gifted pupils can negatively affect the life path of gifted individuals. The study explores whether and how a teacher can label gifted pupils when applying educational strategies based on internal differentiation. We focused on formally identified intellectually gifted pupils (age 7 to 12) educated in (mainstream) elementary schools in the Czech Republic (Central Europe). Qualitative data were collected through classroom observations and teacher interviews. We observed 24 gifted pupils and 15 teachers from 12 schools. We identified five main types of educational strategies leading to inappropriate labeling, such as Tasks for Quick-witted, Challenges, Boffins Goes to Competition, Teacher’s Assistant, and Individual Projects. The “inappropriateness” of these strategies consisted of the significant preference and presentation of gifted pupils, in the useless and overused selection of gifted pupils, and the rigidity of the applied strategies. The paper seeks to highlight the existence of a paradoxical phenomenon whereby, when teachers are maximally interested in promoting giftedness, the stagnation of gifted pupils and other pupils in the class occurs. The study concludes with recommendations for eliminating inappropriate labeling of gifted pupils.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2023
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Curriculum Journal
ISSN
0958-5176
e-ISSN
1469-3704
Volume of the periodical
Neuveden
Issue of the periodical within the volume
Neuvedeno
Country of publishing house
US - UNITED STATES
Number of pages
17
Pages from-to
"Neuvedeno"
UT code for WoS article
001052187900001
EID of the result in the Scopus database
2-s2.0-85168527797