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Gifted education in Vietnam: Contribution and limitations 越南资优教育:贡献与局限
Pub Date : 2023-03-15 DOI: 10.1177/02614294231163373
Anh-Vinh Le, Hoang Phuong Hanh, D. Bui
The story of Vietnam’s education together with its formulae for success and remaining issues have been much researched. However, there is a rather mysterious group of institutions in the country’s education system that is much less explored yet in close relation to its top ranking in international academic competitions: trường chuyên (specialization schools for the gifted, or in short, gifted schools). Through reviewing government legal documents and relevant reports, this article sketches the overview picture of various fundamental aspects of gifted education in Vietnam, including the evolution history, merits, limitations, and recommendations to improve the system quality. The contribution and shortcomings of this most prestigious group of schools will be examined given the prioritized investment from the Government, current societal context and demands in Vietnam and across the world, alongside most recent global movements in the educational domain.
越南教育的故事及其成功的公式和遗留的问题已经得到了很多研究。然而,在这个国家的教育系统中,有一组相当神秘的机构,很少被探索,但与它在国际学术竞赛中的最高排名密切相关:trường chuyên(天赋学校,或简而言之,天赋学校)。本文通过查阅政府法律文件和相关报告,概述了越南资优教育的发展历程、优点、局限性以及提高制度质量的建议。考虑到政府的优先投资,当前的社会背景和越南以及世界各地的需求,以及最近全球教育领域的运动,将对这一最负盛名的学校集团的贡献和缺点进行审查。
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引用次数: 0
STEM sense of belonging for 12-13 year-old talent search participants: Does gender matter? 12-13岁才艺搜索参与者的STEM归属感:性别重要吗?
Pub Date : 2023-03-08 DOI: 10.1177/02614294231162723
Monica C. Meadows, A. Robinson
Gaps in STEM performance have narrowed over the last 50 years (Leaper et al., 2012; National Science Foundation, 2013). Nonetheless, disparities remain in many STEM fields – with the largest occurring in the physical sciences, computer science, and engineering (UNESCO., 2012). Although gender gaps in science and math performance have been closing, gaps in STEM self-concept and aspirations continue. We investigated academically advanced 12–13 year-old students’ sense of belonging to STEM disciplines and examined the relationship among STEM sense of belonging, STEM classroom/peer climate, amount of STEM exposure, and the strength of self-identification with STEM. Although previous research established that features of the STEM classroom/peer climate can promote as well as detract from underrepresented students’ interest and retention in STEM (Riegle-Crumb et al., 2006; Roberts et al., 2018; Stake & Nickens, 2005), less is known about constructs that underlie STEM sense of belonging. Our results indicated no significant difference in STEM sense of belonging between academically advanced females and males. However, there is a statistically significant interaction between gender and self-identification with STEM. Key predictors of STEM sense of belonging identified by our regression model include classroom/peer climate and STEM self-identification.
在过去的50年里,STEM绩效的差距已经缩小(Leaper等人,2012;国家科学基金会,2013)。尽管如此,在许多STEM领域仍然存在差距,其中最大的差距发生在物理科学、计算机科学和工程领域(联合国教科文组织)。, 2012)。尽管科学和数学成绩上的性别差距正在缩小,但STEM自我概念和抱负上的差距仍在继续。我们调查了12-13岁学生对STEM学科的归属感,并研究了STEM归属感、STEM课堂/同伴氛围、STEM接触量和STEM自我认同强度之间的关系。尽管先前的研究表明,STEM课堂/同伴氛围的特征可以促进或减少代表性不足的学生对STEM的兴趣和保留(Riegle-Crumb et al., 2006;Roberts等人,2018;Stake & Nickens, 2005),对STEM归属感的基础结构知之甚少。我们的研究结果表明,女性和男性在STEM归属感方面没有显著差异。然而,在STEM中,性别和自我认同之间存在统计学显著的相互作用。我们的回归模型确定的STEM归属感的关键预测因素包括课堂/同伴气候和STEM自我认同。
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引用次数: 0
Individual, collective, and contextual aspects in the identification of giftedness 识别天赋的个人、集体和背景方面
Pub Date : 2023-02-11 DOI: 10.1177/02614294231156986
R. Sternberg
Giftedness is typically thought of as an individual characteristic. But the development and labeling of an individual as “gifted” is always a collective process and takes place embedded within local, sociocultural, and temporal contexts. The view of giftedness as individual is deceptive and results in faulty practice, such as the bestowal of huge advantages in development and labeling upon children whose parents have more substantial financial and other resources. This article applies a pentagonal implicit theory of giftedness to the analysis of individual, collective, and contextual factors in development and labeling and concludes that giftedness should never be viewed merely as an individual characteristic. Doing so not only distorts reality but creates procedures that tend to pass identification and development of “giftedness” inequitably through successive generations of families by virtue of the families’ resources.
天赋通常被认为是一种个人特征。但是,一个人的发展和“天赋”的标签总是一个集体的过程,并在当地、社会文化和时间背景下发生。将天赋视为个体的观点是具有欺骗性的,而且会导致错误的做法,比如在发展方面给予孩子巨大的优势,并给父母拥有更多经济和其他资源的孩子贴上标签。本文运用天赋的五边形内隐理论分析了发展和标签中的个人、集体和环境因素,并得出结论,天赋不应仅仅被视为个人特征。这样做不仅扭曲了现实,而且创造了一种程序,倾向于通过家庭资源将“天赋”的识别和发展不公平地传递给几代家庭。
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引用次数: 1
Developing scientific, transformational, eloquent, artistic, mathematical, mechanical, emotional, relational, and social talents through problem solving: A conceptual, practical, evidence-based analysis 通过解决问题来发展科学的、转化的、雄辩的、艺术的、数学的、机械的、情感的、关系的和社会的才能:一个概念性的、实践性的、基于证据的分析
Pub Date : 2023-02-06 DOI: 10.1177/02614294231153519
C. Maker, R. Pease, R. Zimmerman
Building on the definition of steamers (a tasty hot milk-infused drink), we defined STEAMMERS as “a blend of diverse talents, going beyond domain-specific to domain-integrated abilities. Like steamers, they have a rich and colorful ‘flavor’!” They are passionate about solving problems they and others face by honoring and blending diverse perspectives and disciplines. Gifted children and young people have the potential to become STEAMMERS, making outstanding contributions to themselves, their communities, and their world. The underlying principle is to design learning experiences beyond traditional conceptions of STEM, STEAM, and other similar combinations of disciplines in ways that uncover, ignite, cultivate, and extend these potentials. Using Real Engagement in Active Problem Solving (REAPS), an evidence-based teaching model, enables educators to recognize, cultivate, and extend the talents of the STEAMMERS we need for our future. Here, we present our new concept, describe practices, and give evidence showing how it accomplishes these purposes.
基于steamers(一种美味的热牛奶饮料)的定义,我们将STEAMMERS定义为“多种人才的混合体,超越特定领域的能力,达到领域集成能力。”就像蒸笼一样,它们有丰富多彩的‘味道’!”他们热衷于通过尊重和融合不同的观点和学科来解决自己和他人面临的问题。有天赋的孩子和年轻人有潜力成为蒸汽人,为自己、社区和世界做出杰出的贡献。其基本原则是设计超越STEM、STEAM和其他类似学科组合的传统概念的学习体验,以发现、点燃、培养和扩展这些潜力的方式。采用“积极解决问题的真实参与”(Real Engagement in Active Problem Solving, REAPS)这一基于证据的教学模式,使教育者能够认识、培养和拓展我们未来所需要的steam学生的才能。在这里,我们提出了我们的新概念,描述了实践,并给出了如何实现这些目的的证据。
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引用次数: 0
Creative problem-solving ability does not occur by chance: Examining the dynamic system model of creative problem solving ability 创造性解决问题的能力不是偶然产生的:创造性解决问题能力的动态系统模型检验
Pub Date : 2023-01-02 DOI: 10.1177/02614294221149478
Chia-Yi Lin
This study examined Cho’s dynamic system model of creative problem-solving ability in a sample of 112 gifted and non-gifted students. The cluster analysis and t-test results indicated that students should be categorized into high and low performance groups. Students who scored three points or more across all attributes also had a higher likelihood of possessing better mathematical creative problem-solving abilities. Furthermore, significant differences were found in the two groups’ scores on the Creative Problem Solving Attributes Inventory and Mathematical Creative Problem Solving Ability Test. The environment attribute was the only one on which the two groups did not differ significantly; this may be the result of education fever in Asian societies. Finally, the results of this study not only indicated that creativity does not rely on a single factor but that a well-balanced environment is imperative to nurturing creativity.
本研究以112名资优和非资优学生为样本,检验了Cho的创造性问题解决能力动态系统模型。聚类分析和t检验结果表明,应将学生分为高、低成绩组。所有属性得分在3分以上的学生也更有可能拥有更好的数学创造性解决问题的能力。此外,两组学生在创造性解决问题属性量表和数学创造性解决问题能力测试中的得分也存在显著差异。环境属性是两组之间唯一没有显著差异的属性;这可能是亚洲社会教育热的结果。最后,本研究的结果不仅表明创造力不依赖于单一因素,而且一个良好的平衡环境是培养创造力的必要条件。
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引用次数: 1
Developmental characteristics of a 0- to 3-year-old gifted child based on video analysis 基于视频分析的0- 3岁天才儿童的发展特征
Pub Date : 2022-12-13 DOI: 10.1177/02614294221146623
Ahmet Bildiren, Tahsin Fırat, S. Z. Kavruk
The purpose of the present case study was to conduct a detailed analysis of the developmental characteristics of a gifted child. WISC-R intelligence test was administered to a 7-year-old participant. The test result was 140 IQ. The early developmental characteristics of the participant were evaluated using parent-recorded videos over a 3-year period, from birth to 3 years of age. First, all video recordings were transcribed by the research team, then the accuracy and completeness of the transcriptions were verified. The results showed that the participant displayed early gifted developmental characteristics in fine motor skills, cognitive, language, social, and personal developmental domains.
本个案研究的目的是对天才儿童的发展特征进行详细的分析。对一名7岁儿童进行WISC-R智力测验。测试结果是140智商。参与者的早期发展特征是通过父母录制的3年的视频来评估的,从出生到3岁。首先由课题组对所有录像进行转录,然后对转录的准确性和完整性进行验证。结果表明,被试在精细运动技能、认知、语言、社交和个人发展等方面表现出早期的资优发展特征。
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引用次数: 0
A multi-case study of accelerated trajectories of science talent development: Matthew effects re-examined 科技人才加速发展轨迹的多案例研究:马修效应的再检验
Pub Date : 2022-12-13 DOI: 10.1177/02614294221146368
D. Dai, Xian Li
Matthew effect (“the rich get richer”) has been a research topic for decades. It refers to a cumulative advantage, social or individual, in talent development as well as performance or productivity, typically unfolding longitudinally. The present study builds on a previous qualitative study as an attempt to fully understand developmental underpinnings of an accelerated science career, with a focus on developmental changes as potential explanations for the observed Matthew effects. In contrast to traditional theoretical explanations that resort to either social or individual advantages, the present study, in light of Evolving Complexity Theory (ECT), uncovered developmental changes as potentially responsible for a distinct accelerated career trajectory and the apparently unfolding Matthew effects. Implications of the findings in terms of understanding the role of evolving individuality for talent development are discussed.
马太效应(“富人越富”)几十年来一直是一个研究课题。它指的是社会或个人在人才发展以及绩效或生产力方面的累积优势,通常是纵向展开的。本研究建立在先前的一项定性研究的基础上,试图充分理解加速科学生涯的发展基础,重点关注发展变化作为观察到的马修效应的潜在解释。与传统的依赖于社会或个人优势的理论解释不同,本研究在进化复杂性理论(ECT)的基础上,揭示了发展变化对明显加速的职业轨迹和明显展开的马太效应的潜在影响。本文还讨论了这些发现在理解个性发展对人才发展的作用方面的意义。
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引用次数: 0
Editorial to the special issue on contributions of religions and worldviews to conceptions of giftedness 关于宗教和世界观对天赋观念的贡献的特刊社论
Pub Date : 2022-12-07 DOI: 10.1177/02614294221145297
K. Tirri
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引用次数: 1
Gifted Education Teachers’ Concerns about Competency-Based Instruction 资优教育教师对能力本位教学的关注
Pub Date : 2022-11-30 DOI: 10.1177/02614294221141990
Wei-Ren Chen
Teacher concerns influence how teachers respond to education reform. The 12-Year Basic Education is a curriculum reform focusing on a competency-based curriculum and instruction in Taiwan. The aim of the current study was to investigate the stages and types of gifted education teachers’ concerns about competency-based instruction based on the Concerns-Based Adoption Model. A survey was administered to 274 gifted education teachers. The findings indicated that the gifted education teachers’ concern profiles were very similar. Teacher concerns fell into three relatively well-defined stages: the Information concern (stage 1), Refocusing (stage 6), and Personal (stage 2). In addition, teacher concerns were clustered into three types: (a) pursuing change agency with dialectical thinking; (b) looking for efficiency by managing resources; and (c) awareness of current situations but working individually. Each type consisted of its own characteristics and the developmental stages of concern. Recommendations for practice and future studies are also provided.
教师关心的问题影响着教师对教育改革的反应。台湾12年基础教育是一项以能力为本的课程改革。本研究旨在探讨资优教育教师对能力本位教学的关注阶段及类型。对274名资优教师进行了调查。研究结果表明,资优教育教师的关注特征非常相似。教师的关注可以分为三个相对明确的阶段:信息关注(阶段1)、重新聚焦(阶段6)和个人关注(阶段2)。此外,教师的关注可以归纳为三种类型:(a)以辩证思维追求变革能动性;(b)通过管理资源寻求效率;(c)对当前形势的认识,但要独立工作。每种类型都有自己的特点和所关注的发展阶段。并对今后的研究和实践提出了建议。
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引用次数: 0
The educational intervention gifted children need most: To become wise, not just smart 天才儿童最需要的教育干预:变得聪明,而不仅仅是聪明
Pub Date : 2022-11-02 DOI: 10.1177/02614294221138457
R. Sternberg
Gifted students should be taught not only for knowledge and for intelligence-enhancing techniques, but also for wisdom. What the world needs most, but also most lacks, is wisdom in the gifted individuals who become leaders. Teaching for wisdom means helping students to look toward a common good; by balancing their own with others’, and with larger interests; over the long-as well as the short-term; through the infusion of positive ethical values; in order to adapt to, shape, and select environments. This essay deals with how wisdom might be entered into the curriculum for gifted students.
天赋异禀的学生不仅应该学习知识和提高智力的技巧,还应该学习智慧。世界最需要,但也是最缺乏的,是成为领袖的天才个人的智慧。智慧之教意味着帮助学生着眼于共同利益;通过平衡自己与他人的利益,以及更大的利益;无论是长期还是短期;通过积极的伦理价值观的灌输;为了适应、塑造和选择环境。这篇文章讨论了如何将智慧融入天才学生的课程中。
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引用次数: 0
期刊
Gifted Education International
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