The purpose of the study was to examine to what extent activities implemented at the educational program for the high ability and talented students at the Brazilian Federal District public schools, were in accordance with the adopted theoretical model. A second purpose was to investigate instructional climate in the resource rooms observed. Four resource classrooms, attended by 77 students, and their 11 teachers were observed. An observation checklist was used to check the educational practices implemented in the program. The results indicated that, in spite of the teachers' theoretical background on giftedness, difficulties were encountered by them to transfer this knowledge to real teaching practice, especially in the implementation of the model adopted in the program.
Get full access to this article
View all access options for this article.
References
1.
AlencarE.M.L.S. (2001). Criatividade e educação de superdotados [Creativity and gifted education]. Petrópolis: Vozes.
2.
AlencarE.M.L.S.FleithD.S. (2001). Superdotados: determinantes, educação e ajustamento [Gifted students: Determinants, education and adjustment]. São Paulo: E.P.U.
3.
AlencarE. M. L. S.Blumen-PardoS.Castellanos-SimonsD. (2000). Programs and practices for identifying and nurturing giftedness and talent in Latin American countries. In HellerK. A.MönksF. J.SternbergR. J.SubotnikR. F. (Eds.), International handbook of giftedness and talent (2a ed., pp. 817–828). Oxford, UK: Elsevier Science.
4.
BloomB.S.EngelhartM.D.FrustE.J.HillN.H.KrathwohlD.R. (Eds.) (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David MacKay.
5.
CallahanM.C. (1986). Asking the right questions: The central issues in evaluating programs for the gifted and talented. Gifted Child Quarterly, 30, 38–42.
6.
CallahanM.C.CaldwellM.S. (1997). A practitioner's guide to evaluating programs for the gifted (4a ed.). Washington, DC: National Association for Gifted Children.
CropleyA.J.UrbanK.K. (2000). Programs and strategies for nurturing creativity. In HellerK. A.MönksF. J.SternbergR. J.SubotnikR. F. (Eds.), International handbook of giftedness and talent (2a ed., pp. 485–498). Oxford, UK: Elsevier Science.
9.
CsikszentmihalyiM. (1996). Creativity. New York: Harper Collins.
10.
FerbezerI. (1998). Validity and reliability of teacher's judgment in identification and follow-up of gifted pupils. Gifted Education International, 12, 190–191.
11.
FleithD.S. (1999). Psicologia e educação do superdotado: definição, sistema de identificação e modelo de estimulação. [Gifted education and psychology: Definition, identification system and stimulation model]. Cadernos de Psicologia [Special Education Journal], 5, 37–50.
12.
FleithD.S. (2001). Criatividade: novos conceitos e idéias, aplicabilidade à educação. Cadernos de Educação Especial, 17, 55–61.
13.
FleithD.S.VirgolimA.M.R. (1999). Brazilian school — psychologists' training course in gifted education. Gifted Education International, 13, 258–264.
GallowayB.PorathM. (1997). Parent and teacher views of gifted children's social abilities. Roeper Review, 20, 118–121.
16.
GubbinsE.J. (1998, Spring). Evaluating your programs and services. The National Research Center on Gifted and Talented Newsletter, pp. 1–5.
17.
GubbinsE.J. (2000, Fall). Professional development — Not an event. The National Research Center on Gifted and Talented Newsletter, pp. 1–3.
18.
GuentherZ.C.FreemanJ. (2000). Educando os mais capazes: idéias e ações comprovadas [Educating the more able: Confirmed ideas and actions]: New concepts and ideas, educational applicability]. Sao Paulo: E.P.U.
19.
HunsakerS.L. (1994). Creativity as a characteristic of giftedness: Teachers see it, then they don't. Roeper Review, 17, 11–19.
20.
Maia-PintoR.R.FleithD.S. (2002). Percepção de professores sobre alunos superdotados [Teachers' perception about gifted students]. Estudos de Psicologia [Studies of Psychology], 19, 78–90.
21.
PorathM. (1997). Affective and motivational considerations in the assessment of gifted learners. Roeper Review, 19, 13–17.
22.
RenzulliJ.S. (1975). A guidebook of evaluating programs for the gifted and talented. Storrs, CT: University of Connecticut Bureau of Educational Research.
23.
RenzulliJ.S. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In SternbergR.J.DavidsonJ.E. (Eds.), Conception of giftedness (pp. 53–92). New York: Cambridge University Press.
24.
RenzulliJ.S. (1999). What is this thing called giftedness, and how do we develop it? A twenty-five year perspective. Journal for the Education of the Gifted, 23, 3–54.
25.
RenzulliJ.S. (2001). Enriching curriculum for all students. Arlington Heights, IL: Skylight.
26.
RenzulliJ.S.ReisS.M. (1997). The schoolwide enrichment model: A how-to guide for educational excellence (2a ed.). Mansfield Center, CT: Creative Learning Press.
27.
Secretaria de Educação do Distrito Federal [The Federal District Educational Secretary] (1994). Atendimento educacional ao aluno portador de altas habilidades. [High abilities students' assistance]. (2a ed.). Brasilia: Departamento de Pedagogia, Divisão de Ensino Especial.
28.
ShaugnessyM.J.StockardJ.W.StanleyN.V.SiegelJ. (1996). Gifted children's, teachers', and parents' perceptions of influential factors on gifted development. Gifted Education International, 11, 76–79.
29.
SiegelJ.MooreJ.N. (1994, April). Regular education teachers' attitudes toward their identified gifted and special education students. Paper presented at the Annual Meeting American Educational Research Association, Los Angeles, LA.
30.
StarkoA.J. (1995). Creativity in the classroom. White Plains, NY: Longman.
31.
SteeleJ.M. (1981). Assessing instructional climate: The class activities questionnaire. Mansfield Center, CT: Creative Learning Press.
32.
SternbergR.J. (2003). The development of creativity as a decision-making process. In SawyerR.K.SteinerV.J.MoranS.SternbergR.J.FeldmanD.H.NakamuraJ.CsikszentmihalyiM. (Eds.), Creativity and development (pp. 91–138). New York: Cambridge University Press.
33.
TirriK.A.Tallent-RunnelsM.K.AdamsA.M. (1998, April). Cross-cultural study of teachers attitudes toward gifted children programs. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
34.
TomlinsonC.A. (1995, October). Differentiating instruction for advanced learners in the mixed-ability middle school classroom. ERIC EC Digest # E536.
35.
TomlinsonC.A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.
