This doctoral dissertation we studied the characteristics of the institutional education of gifted pupils. It consists of theoretical and empirical work. The theoretical part through shorter historical lighting, discussed the definition and characteristics of giftedness and talent. Both terms have been discussed with the different substantive perspectives, while we show how they form part of a science system illuminated by different scientists and theories.
This was followed by a theoretical outline of the development of curricula for gifted pupils. We have touched upon the problems of didactics and curricular theories and to clarify some of the dilemmas that occur at these terms. Then we presented a theoretical overview of some of the most recognizable and useful world curriculum designs for gifted education.
At the end of the theoretical part, we demonstrated the state on field of development of talent in Slovenia: from legislation to the concept of developing giftedness and talent (Koncept za razvijanje nadarjenosti in talentiranosti), as we find out, based on the fair outdated definition of giftedness. We highlighted some teaching strategies from the paradigmatic point of view. Teachers can use these strategies in class and at the same time stimulate cognitive and psychomotor processes of gifted and talented pupils.
In the empirical part, we presented a study in which we want to examine the situation and the views of teachers and coordinators of gifted pupils in our schools. We were interested in what affects the relationship of teachers and coordinators who are 'guardians' of gifted pupils at schools, to gifted pupils. We have explored what and how teachers work with gifted children in Slovenian schools, and what is the impact of that work. We were very interested in the relationship of teachers to their own teaching skills for work with gifted pupils and if they conduct any additional professional training in this area. We interviewed also identified gifted pupils of the school where the action research was introduced as a novelty - participatory individualized plan for gifted pupil.
Data were collected through a combination of quantitative and qualitative research - triangulation. We carried out a study, which surveyed 207 teachers participated from 49 Slovenian elementary schools. Data was analyzed with descriptive and multivariate method. We conducted two interviews in the time of two years. In the first attended 35 students and in the second interview 34. 20 pupils that attended the second interview were the same as in the first one. This is 60% of total sample.
The survey was designed on the basis of criteria which like to consider the education of gifted population in schools and to identify any differences according to different criteria. It also wanted to establish the latent structure of attitudes coordinators and teachers of the gifted. Also, we wanted to know whether the use of different forms, methods, or strategies and additional professional education correlates with self-assessment skills of teachers to work with the gifted. We also determined differences in satisfaction with the existing system of care for gifted children among teachers and coordinators. In the qualitative part of the research we studied pupils' attitudes towards an individualized program, while we tried to determine if the situation following the introduction of new programs, improved.
We performed the first survey of the situation and attitudes towards gifted children in Slovenian schools, since the introduction of the concept Odkrivanje in delo z nadarjenimi učenci v devetletni OŠ, 1999, which some of the findings can be generalized to the whole population. Based on the results obtained and the lessons we drew attention to 'malnutrition' of the gifted pupils and teachers in schools and indicated guidelines for improving existing practices. With the introduction of participatory individualized plan, which was designed in parallel with the development of a doctoral thesis, we have shown that this improvement in practice introduced extremely positive effects, and most importantly - it has given a new motivation and direction for development and progress to gifted and talented pupils.
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