Twice-Exceptional Students of Mathematics in England: What Do the Teachers Know?

IF 1.7 Q2 EDUCATION, SPECIAL Roeper Review-A Journal on Gifted Education Pub Date : 2021-04-03 DOI:10.1080/02783193.2021.1881851
Christos Dimitriadis, J. Georgeson, Paty Paliokosta, J. Van Herwegen
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引用次数: 2

Abstract

ABSTRACT Although they have the potential to excel, twice-exceptional (2e) students of mathematics do not usually have this opportunity as their special educational abilities, and special needs, are often misdiagnosed or “missed” diagnosed in schools due to the teachers’ lack of knowledge. The study explored this issue using an electronic survey for primary school teachers in four local authorities in England. It was planned as a pilot study to gather insights from a small number of schools aiming to identify areas for further study and larger-scale research. When comparing responses from teachers with gifted-related training and those without, the study found some knowledge of specific types of 2e students among both groups of teachers, but no significant difference between them. This raised concerns about the effectiveness of the training, as well as identifying areas that need further and more systematic research.
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英国两届数学特等生:老师们知道什么?
虽然数学专业的双优(2e)学生有出类拔萃的潜力,但由于他们的特殊教育能力和特殊需求,由于教师缺乏知识,往往在学校被误诊或“漏诊”,他们通常没有这样的机会。这项研究对英国四个地方政府的小学教师进行了电子调查,探讨了这个问题。这是一项试点研究,旨在从少数学校收集见解,旨在确定进一步研究和更大规模研究的领域。当比较接受过与资优相关培训的教师和没有接受过资优相关培训的教师的回答时,研究发现两组教师都对特定类型的资优学生有所了解,但两者之间没有显著差异。这引起了人们对培训有效性的关注,并确定了需要进一步和更系统研究的领域。
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来源期刊
CiteScore
4.30
自引率
20.00%
发文量
33
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