Martina Endepohls-Ulpe

Primary school teachers' criteria for the identification of gifted pupils.

Which are the characteristics leading teachers to judge a child as ‘gifted’? To answer this question 384 German primary school teachers were asked to describe a gifted child in their own words as well as on a 90 item rating scale. A total of 192 teachers, who declared they had never instructed a gifted child, described a fictitious child; the other teachers described a child they had instructed. Only in a small group of persons in the two subsamples of German primary school teachers do the results show evidence of negative stereotypes concerning gifted children. Furthermore, the results point to the fact that gifted underachievers, children with low achievement motivation and gifted girls are at risk to be overlooked.

Diversity Management in „diversen“ Bildungskontexten in Deutschland und Europa

Der Beitrag gibt einen Uberblick uber Ursachen und Auswirkungen von individuellen Voraussetzungen fur den Bildungsprozess und uber die daraus resultierende Diversitat in Bildungskontexten. Dabei wird sowohl auf unterschiedliche Bildungsphasen (primare, sekundare, tertiare Bildung) eingegangen als auch auf verschiedene Diversitatsmerkmale (Geschlecht, Alter, kulturelle, soziale Herkunft). Diese werden nicht nur in ihrer Relevanz fur das deutsche Bildungssystem erortert, sondern auch im internationalen, insbesondere im europaischen Vergleich thematisiert.

How They Became Different

One issue of concern with respect to gender differences in educational and occupational systems in almost all European societies is the frequently claimed horizontal segregation – the fact that women and girls are considerably underrepresented in science and technological education, fields and jobs (EURYDICE/EACEA, 2010).

Gender, Social Behaviour and Domain of Ability--Influences on Teachers' Diagnoses of Giftedness.

Abstract This study examines the question why teachers seem to have more difficulties identifying giftedness in girls than boys. A total of 241 German teachers completed a questionnaire requiring them to identify and make recommendations for children portrayed with a few sentences; differing in gender, social behaviour, i.e., maladapted, socially integrated or shy; and domain of giftedness, i.e., general cognitive abilities, mathematics, literacy skills. Although results failed to show evidence of influences of gender stereotypes on teachers’ diagnoses, they did reveal significant effects with respect to social behaviour and domain of giftedness.

Gifted and Talented in the Early Years - Practical Activities for Children Aged 3 to 5

m。イァ。イ・エ sオエィ・イャ。ョ、 ゥウ 。 ャ・」エオイ・イ ゥョ 。、、ゥエゥッョ。ャ ウオーーッイエ ョ・・、ウ 。エ エィ・ uョゥカ・イウゥエケ ッヲ gャ。ウァッキN r・。、ゥョァ エィ・ ヲゥイウエ ー。ァ・ウ ッヲ ィ・イ 「ッッォL ゥエ 「・」。ュ・ ・カゥ、・ョエ エッ ュ・ エィ。エ ウィ・ ゥウ 。ョ 。、カッ」。エ・ ッヲ ゥョ」ャオウゥカ・ ・、オ」。エゥッョ ッヲ 。ャャ 」ィゥャ、イ・ョ エィ。エ 。イ・ ゥョ ウッュ・ キ。ケ B、ゥヲヲ・イ・ョエBL 。 ーッウゥエゥッョ i ウエイッョァャケ 。ァイ・・ キゥエィN eウー・」ゥ。ャャケ エィ・ ・。イャケ ケ・。イウL ウ・エエゥョァ ゥウ 。ョ ゥ、・。ャ ーャ。」・ ヲッイ ゥョ」ャオウゥカ・ ャ・。イョゥョァL 。ウ ウィ・ ーッゥョエウ ッオエL 「・」。オウ・ ケッオョァ 」ィゥャ、イ・ョ 、ッョGエ キッイイケ 。ウ ュオ」ィ 。「ッオエ ウッュ・ッョ・ 「・ゥョァ B、ゥヲヲ・イ・ョエB 。ウ 。、オャエウ ッヲエ・ョ 、ッN m・・エゥョァ エィ・ ウー・」ゥ。ャ ョ・・、ウ ッヲ ァゥヲエ・、 。ョ、 エ。ャ・ョエ・、 」ィゥャ、イ・ョ ゥョ 。ョ ゥョ」ャオウゥカ・ ウ・エエゥョァ 」。ョ ァゥカ・ エィ・ュ 。 ウ・ョウ・ ッヲ 「・ゥョァ Bカ。ャオ。「ャ・ ュ・ュ「・イウ ッヲ エィ・ ャ・。イョゥョァ 」ッュュオョゥエケB HーNRIN