To sir, with love: Messages for educators from gifted financially disadvantaged young people

N. Ballam
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引用次数: 1

Abstract

Over the last decade, the New Zealand Ministry of Education (2000, 2012) has continued to identify young people from low socioeconomic backgrounds as one of six groups who are consistently underrepresented in gifted and talented programmes in New Zealand schools. This paper reports on a research project that explored the lived experiences of 101 gifted young people from low socioeconomic backgrounds. These young people were invited to reflect on questions related to recognition and perceptions of their abilities, school and classroom provisions, and aspects of their schooling that limited or enabled the development of their talents. Three key messages that are relevant to educators emerged from their responses. These messages highlighted the importance of relationships, the pressure to perform and the main source of their drive to achieve. This paper provides a starting point for considering how gifted, financially disadvantaged students might be effectively supported to develop their potential.
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致先生,用爱:来自有天赋、经济困难的年轻人给教育工作者的信息
在过去的十年中,新西兰教育部(2000年,2012年)继续将来自低社会经济背景的年轻人确定为新西兰学校天才和天才项目中持续代表性不足的六个群体之一。本文报告了一项研究项目,探讨了101名来自低社会经济背景的天才青年的生活经历。这些年轻人应邀就以下问题进行思考:对他们能力的认识和看法、学校和课堂规定、以及学校教育中限制或促进他们才能发展的方面。从他们的回答中可以得出与教育工作者相关的三个关键信息。这些信息强调了人际关系的重要性,表现的压力以及他们取得成就的主要动力来源。本文提供了一个起点,考虑如何有效地支持天才,经济困难的学生发展他们的潜力。
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来源期刊
Australasian Journal of Gifted Education
Australasian Journal of Gifted Education Social Sciences-Education
CiteScore
2.90
自引率
0.00%
发文量
11
期刊最新文献
Factors that Influence the Motivation for Teachers to Differentiate Curriculum for Gifted Students An Interview with Genevieve Thraves The Australian Paradigm: A Point in Time Snapshot of Gifted Education Across Australian State and Territory Policy Documents, Guidance, and Web-Based Information Know Thyself: How Gifted Adolescents’ Knowledge of Giftedness Impacts their Self-Concept Yolŋu Way and the DMGT (Talent Development): A Mismatch
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