Labeling in the education of gifted pupils

• Authors: Eva Machů , Ilona Kočvarová , Tereza Císlerová

Abstracts

EN

The study presents an analysis of teachers’ tendency to label gifted pupils. A questionnaire was used at the level of lower secondary education. It was aimed at teachers’ educational strategies in the area of enriching the curriculum for gifted pupils, and teachers’ tendency to label gifted pupils. In conclusion, labeling does not belong to educational strategies of most teachers. Gender, pedagogical qualifications and the length of teaching experience do not influence teachers’ tendency to label gifted pupils. Teachers from specialized schools for gifted pupils have a stronger tendency to label them. This tendency is weaker in the case of teachers from small schools.

Keywords

EN

giftedness; gifted pupil; labeling; enrichment curicullum

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2015
• Volume: 41
• Pages: 218-228

Dates

published

2015

Contributors

author

Eva Machů

author

Ilona Kočvarová

author

Tereza Císlerová

References

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• Machů, E. (2013). Causes and Consequences of Labelling Gifted Pupils at Selected Elementary Schools. The New Educational Review, 31 (1), 185-194.
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• Moulton, P. et al. (1998). Gifted & Talented: Exploring the Positive and Negative Aspects of Labeling. Roeper Review, 21 (2), 105-120.
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• Porter, L. (1999). Gifted Young Children. A guide for teachers and parents. Buckingham: Open University Press.
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• Tomlinson, A. (2013). Differentiated instruction. In Callahan,C.M, Herberg-Davis, H.L. Fundamentals of Gifted Education. Considering Multiple Perspectives. NY and London: Routledge.
• Urban, L. (2011). Sociologie trochu jinak. Praha: Grada.

Identifiers

DOI

10.15804/tner.2015.41.3.18

Biblioteka Nauki

2011761