Araştırma Makalesi
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Yıl 2019, Cilt: 8 Sayı: 4, 961 - 982, 20.12.2019

H. Gülhan Orhan-karsak , Burak Gider

Öz

Kaynakça

  • Achter, J. A., Benbow, C. P. & Lubinski, D. (1997). Rethinking multipotentiality among the intellectually gifted: A critical review and recommendations. Gifted Child Quarterly, 41(1):5–15. https://doi.org/10.1177%2F001698629704100102
  • Akar, I., & Uluman, M. (2013). Classroom teachers' ability to nominate gifted students. Journal of Gifted Education Research, 1(3), 199-212.
  • Alemdar, M. (2009). Comparison of parent, teacher and expert opinions in identifying gifted children in early childhood. Unpublished master's thesis. Gazi University, Ankara.
  • Alkan, A. (2015). Investigation of Teachers' Studies on Determining the Gifted Students. Journal of Gifted Education Research, 3(1), 54-65.
  • Altunisik, R., Coskun, R., Bayraktaroglu, S., & Yildirim, E. (2010). Research methods in social sciences. Practiced SPSS. Sakarya: Sakarya Publishing.
  • Al-zoubi, S. M. (2014). Effects of enrichment programs on the academic achievement of gifted and talented students. Journal for the Education of the Young Scientist and Giftedness, 2(2), 22-27.
  • Baltaci, A. (2018). A conceptual study on sampling methods and sample volume problem in qualitative research. Bitlis Eren University Journal of Institute of Social Sciences. , 7(1), 231-274.
  • Battles, B. (2007). Teachers’ perceptions of the federal definition of gifted and talented. Kentucky Teacher Education. Paper 3. http://digitalcommons.wku.edu/kte/3.
  • Bildiren, A. (2018). The interest issues of gifted children. World Journal of Education, 8(1), 17-26.
  • Chan, D. W. (2001). Characteristics and competencies of teachers of gifted learners: The Hong Kong teacher perspective. Roeper Review. 23(4), 197-202.
  • Christensen-Needham, V. (2010). Primary teachers’ perceptions of the social and emotional aspects of gifted and talented education. A dissertation submitted in partial fulfilment of the requirements for the degree of master of Teaching and Learning in the university of Canterbury, New Zealand.
  • Cooper, P. M. (2013) Parents' perceptions of how they serve the social and emotional needs of their intellectually identified gifted children. Texas Wesleyan University, ProQuest Dissertations Publishing, 3606132.
  • Qualitative research method: Research and research design according to five approaches, (tra.. edit.) M. Butun ve S. B. Demir. Ankara: Ani publishing.
  • Celikten, Y. (2017). Gifted children and BILSEM. Turkish Journal of Educational Studies, 4 (3), 87-104.
  • Cetin, A. & Dogan, A. (2018). The problems of Mathematics teachers who work in Science and Art Centers. Ankara University Faculty of Educational Sciences Special Education Journal, 4, 615-641.
  • Cetin, S., Sahin, C., Mertol, H., Arcagok, S. & Girgin, D. (2017). Entrepreneurship capabilities of students in social studies: Comparison of Science and Art Center and primary school students. Turkish Journal of Gifted and Education, 7(2), 110-125.
  • Duran, A. & Daglioglu, H. E. (2017). The metaphoric perceptions of preschool teacher candidates regarding gifted children. GEFAD / GUJGEF 37(3), 855 – 881.
  • Fard, E. K. Keelor, J. L. Bagheban, A. A. Keith, R. W. (2016). Comparison of the Rey Auditory Verbal Learning Test (RAVLT) and Digit Test among typically achieving and gifted students. Iranian Journal of Child Neurology, 10 (2), 26-37.
  • Eraslan-Capan, B. (2010). Metaphorical perceptions of prospective teachers about gifted students. International Journal of Social Research, 3(12), 140-154.
  • Gagne, F. (1985). Giftedness and talent: Reexamining a reexamination of the definitions. Gifted Child Quarterly. 29(3), 103-112.
  • Gokdere, M. & Ayvaci, H. S. (2004). Determination of primary teacher’s knowledge level about giftedness concept. The Journal of Ondokuz Mayıs University Faculty of Education, 18, 17–26.
  • Gallagher, J. J. (2015). Peer acceptance of highly gifted children in elementary school. Journal for the Education of the Gifted, 38(1), 51-57.
  • Green, S. A. (2016). Teacher Perceptions Of Leadership Potential Of Gifted And Talented Students. Unpublished Master Thesis. Education Degree Programme, Morgan State University, The United States.
  • Hemphill, A. N. (2009). How teacher participation in the identification process impacts the under representation of minority students in gifted programs. Unpublished doctoral dissertation, Southern California University, California.
  • Inan, H. Z., Bayindir, N. & Demir, S. (2009). Awareness level of teachers about the charecteristics of gifted childiren, Australian Journal of Basic Applied Sciences, 3(3), 2519-2527.
  • Kadıoglu-Ates, H. (2018). Gifted children metaphor from the perspective of teachers and parents. Journal for the Education of Gifted Young Scientists, 6(2), 30-42.
  • Karatas, Y. & Saricam, H. (2016). The relationship between moral maturity and sense and behaviors of responsibility in gifted children. Global Journal of Psychology Research, 6(1):10–19. https://doi.org/10.18844/gjpr.v6i1.491
  • Kazu, I. Y. & Senol, C. (2012). Views of teachers about gifted curriculum (Case of Science andArt Center). E--International Education Research Journal, 3(2), 13-35.
  • Koc, I. (2015). Opinions of special gifted and talented students continuing to Science and Arts Center on communication skills. . Journal of Gifted Education Research, 3(1), 39-53.
  • Koksal, M. S. Gogsu, D. & Kilic, O. (2017). Gifted and talented development of properties in Turkey must be provided in terms of what? A stakeholder opinion study. Turkish Journal of Gifted and Education, 7(1), 2-18.
  • Kurnaz, A. (2013). Evaluation of Science and Art Centers in the twentieth year depending on the reports and directors' views. Journal of Gifted Education Research, 2(1), 1-22.
  • Kutlu-Abu, N. Akkanat, C. & Gokdere, M. (2017). Teachers' views on the education of gifted students in normal classes. Turkish Journal of Gifted and Education, 7(2), 87-109.
  • Laine, S. Kuusisto, E. Tirri, K. (2016). Finnish teachers’conceptions of giftedness. Journal for the Education of the Gifted, 39(2), 151-167.
  • Leana-Taşçılar, M. Z. (2016). An experimental study on planning capabilities of gifted and normal students. Turkish Journal of Gifted and Education, 6(2), 55-70.
  • Lee, L. (1999). Teachers’ conceptions of gifted and talented young children. High Ability Studies, 10(2), 183-196.
  • Lu, J. Li, D. Stevens, C. Ye, R. (2017). Comparisons and analyses of gifted students’ characteristics and learning methods. Gifted Education International, 33(1), 45-61.
  • Mastropieri, M., & Scruggs, T. (2000). The inclusive classroom: Strategies for effective Instruction. Colombus. OH: Merrill.
  • Miles, M. B. & Huberman, A. M. (1994). An expanded sourcebook. Qualitative data Analysis. Thousand Oaks, CA: SAGE Publications.
  • Muratori, M. C. & Smith, C. K. (2015). Guiding the talent and career development of the gifted individual. Journal of Counseling & Development, 93(2):173–182. https://doi.org/10.1002/j.1556- 6676.2015.00193.x
  • Nar, B. & Tortop, H. S. (2017). Resource room applications for gifted students in Turkey: Problems and implications. Istanbul Aydin University Education Faculty Journal, 3(1), 85-99.
  • Olthouse, J. (2014). How do preservice teachers conceptualize giftedness? A metaphor analysis. Rooper Review, 36(2), 122-132.
  • Olszewski-Kubilius, P. (2018). The Role of the Family in Talent Development. In Pfeiffer, S. (Ed.). Handbook of Giftedness in Children Psychoeducational Theory, Research, and Best Practices. Springer, Cham.
  • Ozcan, D. (2017). Career decision-making of the gifted and talented. South African Journal of Education, 37(4), 1-17.
  • Ozdemir, M. (2010). Qualitative data analysis: A study of the methodology problem in the social sciences. Eskisehir Osmangazi University Journal of Social Sciences, 1(11), 323-343.
  • Ozenç, E. G. & Ozenç, M. (2013). The multidimensional examination of master-doctorial dissertations made in Turkey about gifted and talented students. Turkey Social Research Journal, 171, 13-28.
  • Ozsoy, Y. (2014). Science and Art Center students, teachers and parents metaphors on the concept of gifted students. Journal of Gifted Education Research, 2(1), 74-88.
  • Peterson, J. S. (2015). School counselors and gifted kids: Respecting both cognitive and affective. Journal of Counseling & Development, 93(2):153–162. https://doi.org/10.1002/j.1556-6676.2015.00191.x
  • Renzulli, J. S. (2011). What makes giftedness?: Reexamining a definition. PDK International, 92(8), 81-88.
  • Robins, J. & Chandler, K. (2013). What works: 25 years of curriculum development and research. Waco, TX: Prufrock Press.
  • Roeper, A., & Silverman, L. K. (2009). Giftedness and moral promise. In Morality, ethics, and gifted minds (pp. 251-264). Springer US. https://doi.org/10.1007/978-0-387-89368-6_19
  • Sak, U. Ayas, M. B. Sezerel, B. B. Opengin, E. Ozdemir, N. N. Demirel-Gurbuz, S. (2015). A Critical evaluation of the gifted education in Turkey. Turkish Journal of Gifted and Education, 5(2), 110-132.
  • Sahin, F. (2012).The effectiveness of the training program to improve the level of knowledge of the class teachers about the gifted students and their characteristics. Unpublished doctoral dissertation. Ankara University, Ankara.
  • Sahin, F. Cetinkaya, C. (2015). Investigation of the effectiveness and efficiency of classroom teachers in the identification of the gifted. Turkish Journal of Gifted and Education, 5(2), 133-146.
  • Sahin, F., & Kargin, T. (2013). The effect of a teacher's education on the level of knowledge of teachers about the identification of gifted students. Ankara University Faculty of Educational Sciences Special Education Journal, 14(2), 1-13.
  • Saranli, A. G. Er, S. Deniz, K. Z. (2017). An analysis of language development in gifted preschool children. Education for Life, 31(1), 1-20.
  • Tasdemir, O. M. & Ergul, C. (2015). The giftedness profile analysis based on WISC-R in Ankara city sample. Ankara University Faculty of Educational Sciences Special Education Journal, 16 (3), 271-292.
  • Tavsancil, E. & Aslan, E. (2001). Content analysis and application examples. İstanbul: Epsilon Publishing.
  • Turalbayeva, A. T. Sultanbek, M. Utyupova, C. E. Aidarov, B. Zh., Uaidullakyzy, E. Zhumash, Zh. Uzunboylu, H. (2017). The general preparation of the training of elementary school and the family and the education of gifted children school in cooperation principles. International Journal of Sciences and Research, 73(4), 239-251.
  • Yildirim, A. & Simsek, H. (2008). Qualitative research methods in the social science. Ankara: Seckin Publishing.
  • Zeidner, M. (2018). Emotional Intelligence (EI) and the gifted. In: Pfeiffer S. (eds) Handbook of Giftedness in Children. Springer, Cham.

Metaphorical Perceptions and Views of Teachers About Gifted and Talented Students and Their Education

Yıl 2019, Cilt: 8 Sayı: 4, 961 - 982, 20.12.2019

H. Gülhan Orhan-karsak , Burak Gider

Öz

It is important for pre-school and primary school teachers to be able to empathize on students’ life and to look at problems in the eyes of gifted and talented students and to know their thinking styles, problem solving methods, general and personal characteristics. For this purpose, it is very important to contribute to the field by, putting forth pre-school and primary school teachers’ metaphorical perceptions about gifted and talented students and  determining the teachers’ views about the characteristics of these pupils, their diagnosis and education processes, and the activities in the classroom environment that they can do. A total of 17 teachers, including 6 classroom teachers and 11 pre-school teachers who work at different institutions, participated in this qualitative study, 
phenomenology. Metaphorical perceptions of teachers' about gifted and talented concepts and their views on the characteristics, diagnosis and education of these students were taken individually by giving 50 minutes for each other in writing. Views are analyzed by using content analysis technique and categories and themes created via Nvivo 8.1. Some conclusions are as follows. Teachers stated that gifted and talented students have many different features in cognitive, affective and psychomotor field. In-service teacher trainings and instruction activities which should be arranged by taking into consideration the students' intelligence and ability areas, are necessities. Participant teachers produced ten metaphors in seven different categories related to gifted students and a total of ten metaphors in six different categories related to talented students.

Anahtar Kelimeler

Pre-school teacher primary school teacher gifted talented metaphorical perceptions

Kaynakça

  • Achter, J. A., Benbow, C. P. & Lubinski, D. (1997). Rethinking multipotentiality among the intellectually gifted: A critical review and recommendations. Gifted Child Quarterly, 41(1):5–15. https://doi.org/10.1177%2F001698629704100102
  • Akar, I., & Uluman, M. (2013). Classroom teachers' ability to nominate gifted students. Journal of Gifted Education Research, 1(3), 199-212.
  • Alemdar, M. (2009). Comparison of parent, teacher and expert opinions in identifying gifted children in early childhood. Unpublished master's thesis. Gazi University, Ankara.
  • Alkan, A. (2015). Investigation of Teachers' Studies on Determining the Gifted Students. Journal of Gifted Education Research, 3(1), 54-65.
  • Altunisik, R., Coskun, R., Bayraktaroglu, S., & Yildirim, E. (2010). Research methods in social sciences. Practiced SPSS. Sakarya: Sakarya Publishing.
  • Al-zoubi, S. M. (2014). Effects of enrichment programs on the academic achievement of gifted and talented students. Journal for the Education of the Young Scientist and Giftedness, 2(2), 22-27.
  • Baltaci, A. (2018). A conceptual study on sampling methods and sample volume problem in qualitative research. Bitlis Eren University Journal of Institute of Social Sciences. , 7(1), 231-274.
  • Battles, B. (2007). Teachers’ perceptions of the federal definition of gifted and talented. Kentucky Teacher Education. Paper 3. http://digitalcommons.wku.edu/kte/3.
  • Bildiren, A. (2018). The interest issues of gifted children. World Journal of Education, 8(1), 17-26.
  • Chan, D. W. (2001). Characteristics and competencies of teachers of gifted learners: The Hong Kong teacher perspective. Roeper Review. 23(4), 197-202.
  • Christensen-Needham, V. (2010). Primary teachers’ perceptions of the social and emotional aspects of gifted and talented education. A dissertation submitted in partial fulfilment of the requirements for the degree of master of Teaching and Learning in the university of Canterbury, New Zealand.
  • Cooper, P. M. (2013) Parents' perceptions of how they serve the social and emotional needs of their intellectually identified gifted children. Texas Wesleyan University, ProQuest Dissertations Publishing, 3606132.
  • Qualitative research method: Research and research design according to five approaches, (tra.. edit.) M. Butun ve S. B. Demir. Ankara: Ani publishing.
  • Celikten, Y. (2017). Gifted children and BILSEM. Turkish Journal of Educational Studies, 4 (3), 87-104.
  • Cetin, A. & Dogan, A. (2018). The problems of Mathematics teachers who work in Science and Art Centers. Ankara University Faculty of Educational Sciences Special Education Journal, 4, 615-641.
  • Cetin, S., Sahin, C., Mertol, H., Arcagok, S. & Girgin, D. (2017). Entrepreneurship capabilities of students in social studies: Comparison of Science and Art Center and primary school students. Turkish Journal of Gifted and Education, 7(2), 110-125.
  • Duran, A. & Daglioglu, H. E. (2017). The metaphoric perceptions of preschool teacher candidates regarding gifted children. GEFAD / GUJGEF 37(3), 855 – 881.
  • Fard, E. K. Keelor, J. L. Bagheban, A. A. Keith, R. W. (2016). Comparison of the Rey Auditory Verbal Learning Test (RAVLT) and Digit Test among typically achieving and gifted students. Iranian Journal of Child Neurology, 10 (2), 26-37.
  • Eraslan-Capan, B. (2010). Metaphorical perceptions of prospective teachers about gifted students. International Journal of Social Research, 3(12), 140-154.
  • Gagne, F. (1985). Giftedness and talent: Reexamining a reexamination of the definitions. Gifted Child Quarterly. 29(3), 103-112.
  • Gokdere, M. & Ayvaci, H. S. (2004). Determination of primary teacher’s knowledge level about giftedness concept. The Journal of Ondokuz Mayıs University Faculty of Education, 18, 17–26.
  • Gallagher, J. J. (2015). Peer acceptance of highly gifted children in elementary school. Journal for the Education of the Gifted, 38(1), 51-57.
  • Green, S. A. (2016). Teacher Perceptions Of Leadership Potential Of Gifted And Talented Students. Unpublished Master Thesis. Education Degree Programme, Morgan State University, The United States.
  • Hemphill, A. N. (2009). How teacher participation in the identification process impacts the under representation of minority students in gifted programs. Unpublished doctoral dissertation, Southern California University, California.
  • Inan, H. Z., Bayindir, N. & Demir, S. (2009). Awareness level of teachers about the charecteristics of gifted childiren, Australian Journal of Basic Applied Sciences, 3(3), 2519-2527.
  • Kadıoglu-Ates, H. (2018). Gifted children metaphor from the perspective of teachers and parents. Journal for the Education of Gifted Young Scientists, 6(2), 30-42.
  • Karatas, Y. & Saricam, H. (2016). The relationship between moral maturity and sense and behaviors of responsibility in gifted children. Global Journal of Psychology Research, 6(1):10–19. https://doi.org/10.18844/gjpr.v6i1.491
  • Kazu, I. Y. & Senol, C. (2012). Views of teachers about gifted curriculum (Case of Science andArt Center). E--International Education Research Journal, 3(2), 13-35.
  • Koc, I. (2015). Opinions of special gifted and talented students continuing to Science and Arts Center on communication skills. . Journal of Gifted Education Research, 3(1), 39-53.
  • Koksal, M. S. Gogsu, D. & Kilic, O. (2017). Gifted and talented development of properties in Turkey must be provided in terms of what? A stakeholder opinion study. Turkish Journal of Gifted and Education, 7(1), 2-18.
  • Kurnaz, A. (2013). Evaluation of Science and Art Centers in the twentieth year depending on the reports and directors' views. Journal of Gifted Education Research, 2(1), 1-22.
  • Kutlu-Abu, N. Akkanat, C. & Gokdere, M. (2017). Teachers' views on the education of gifted students in normal classes. Turkish Journal of Gifted and Education, 7(2), 87-109.
  • Laine, S. Kuusisto, E. Tirri, K. (2016). Finnish teachers’conceptions of giftedness. Journal for the Education of the Gifted, 39(2), 151-167.
  • Leana-Taşçılar, M. Z. (2016). An experimental study on planning capabilities of gifted and normal students. Turkish Journal of Gifted and Education, 6(2), 55-70.
  • Lee, L. (1999). Teachers’ conceptions of gifted and talented young children. High Ability Studies, 10(2), 183-196.
  • Lu, J. Li, D. Stevens, C. Ye, R. (2017). Comparisons and analyses of gifted students’ characteristics and learning methods. Gifted Education International, 33(1), 45-61.
  • Mastropieri, M., & Scruggs, T. (2000). The inclusive classroom: Strategies for effective Instruction. Colombus. OH: Merrill.
  • Miles, M. B. & Huberman, A. M. (1994). An expanded sourcebook. Qualitative data Analysis. Thousand Oaks, CA: SAGE Publications.
  • Muratori, M. C. & Smith, C. K. (2015). Guiding the talent and career development of the gifted individual. Journal of Counseling & Development, 93(2):173–182. https://doi.org/10.1002/j.1556- 6676.2015.00193.x
  • Nar, B. & Tortop, H. S. (2017). Resource room applications for gifted students in Turkey: Problems and implications. Istanbul Aydin University Education Faculty Journal, 3(1), 85-99.
  • Olthouse, J. (2014). How do preservice teachers conceptualize giftedness? A metaphor analysis. Rooper Review, 36(2), 122-132.
  • Olszewski-Kubilius, P. (2018). The Role of the Family in Talent Development. In Pfeiffer, S. (Ed.). Handbook of Giftedness in Children Psychoeducational Theory, Research, and Best Practices. Springer, Cham.
  • Ozcan, D. (2017). Career decision-making of the gifted and talented. South African Journal of Education, 37(4), 1-17.
  • Ozdemir, M. (2010). Qualitative data analysis: A study of the methodology problem in the social sciences. Eskisehir Osmangazi University Journal of Social Sciences, 1(11), 323-343.
  • Ozenç, E. G. & Ozenç, M. (2013). The multidimensional examination of master-doctorial dissertations made in Turkey about gifted and talented students. Turkey Social Research Journal, 171, 13-28.
  • Ozsoy, Y. (2014). Science and Art Center students, teachers and parents metaphors on the concept of gifted students. Journal of Gifted Education Research, 2(1), 74-88.
  • Peterson, J. S. (2015). School counselors and gifted kids: Respecting both cognitive and affective. Journal of Counseling & Development, 93(2):153–162. https://doi.org/10.1002/j.1556-6676.2015.00191.x
  • Renzulli, J. S. (2011). What makes giftedness?: Reexamining a definition. PDK International, 92(8), 81-88.
  • Robins, J. & Chandler, K. (2013). What works: 25 years of curriculum development and research. Waco, TX: Prufrock Press.
  • Roeper, A., & Silverman, L. K. (2009). Giftedness and moral promise. In Morality, ethics, and gifted minds (pp. 251-264). Springer US. https://doi.org/10.1007/978-0-387-89368-6_19
  • Sak, U. Ayas, M. B. Sezerel, B. B. Opengin, E. Ozdemir, N. N. Demirel-Gurbuz, S. (2015). A Critical evaluation of the gifted education in Turkey. Turkish Journal of Gifted and Education, 5(2), 110-132.
  • Sahin, F. (2012).The effectiveness of the training program to improve the level of knowledge of the class teachers about the gifted students and their characteristics. Unpublished doctoral dissertation. Ankara University, Ankara.
  • Sahin, F. Cetinkaya, C. (2015). Investigation of the effectiveness and efficiency of classroom teachers in the identification of the gifted. Turkish Journal of Gifted and Education, 5(2), 133-146.
  • Sahin, F., & Kargin, T. (2013). The effect of a teacher's education on the level of knowledge of teachers about the identification of gifted students. Ankara University Faculty of Educational Sciences Special Education Journal, 14(2), 1-13.
  • Saranli, A. G. Er, S. Deniz, K. Z. (2017). An analysis of language development in gifted preschool children. Education for Life, 31(1), 1-20.
  • Tasdemir, O. M. & Ergul, C. (2015). The giftedness profile analysis based on WISC-R in Ankara city sample. Ankara University Faculty of Educational Sciences Special Education Journal, 16 (3), 271-292.
  • Tavsancil, E. & Aslan, E. (2001). Content analysis and application examples. İstanbul: Epsilon Publishing.
  • Turalbayeva, A. T. Sultanbek, M. Utyupova, C. E. Aidarov, B. Zh., Uaidullakyzy, E. Zhumash, Zh. Uzunboylu, H. (2017). The general preparation of the training of elementary school and the family and the education of gifted children school in cooperation principles. International Journal of Sciences and Research, 73(4), 239-251.
  • Yildirim, A. & Simsek, H. (2008). Qualitative research methods in the social science. Ankara: Seckin Publishing.
  • Zeidner, M. (2018). Emotional Intelligence (EI) and the gifted. In: Pfeiffer S. (eds) Handbook of Giftedness in Children. Springer, Cham.
Toplam 60 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

H. Gülhan Orhan-karsak 0000-0001-5927-6341

Burak Gider

Yayımlanma Tarihi 20 Aralık 2019
Yayımlandığı Sayı Yıl 2019Cilt: 8 Sayı: 4

Kaynak Göster

APA Orhan-karsak, H. G., & Gider, B. (2019). Metaphorical Perceptions and Views of Teachers About Gifted and Talented Students and Their Education. Cumhuriyet Uluslararası Eğitim Dergisi, 8(4), 961-982.
 Kapak Resmi İndir

e-ISSN: 2147-1606

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