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Academic (under)achievement of intellectually gifted students in the transition between primary and secondary education University of Antwerp KU Leuven
In the last decade, the Achievement Orientation Model (AOM) of Siegle and McCoach has often been used to quantitatively explore different pathways for academic achievement among intellectually gifted students in educational settings, mostly in secondary education. To study the dynamics of the different components in the AOM, we further examined the inhibiting and facilitating factors associated with academic achievement as experienced by ...
Training effects on Belgian preschool and primary school teachers' attitudes towards the best practices for gifted children Hasselt University
Lack of knowledge of effective educational interventions for gifted children is a pressing problem in Belgian schools. Most preschool and primary school teachers enter the profession without any training in the best practices for gifted children. This results in many misconceptions about giftedness and gifted education and a diversity of well-intentioned but ineffective interventions in the classroom. In response to the request for help from ...
Unlocking potential : enhancing motivation and engagement of cognitively gifted students in regular secondary school settings Ghent University
Stimulating and developing talents of all young people is an important goal of education and student counseling. Educational policy in Flanders already pays extensive attention to students with specific educational needs. However, to ensure that our society can remain innovative and prosperous, it is important to focus education and student support also on students with outstanding cognitive abilities. This dissertation revolves around the broad ...
Unlocking potential. Enhancing motivation and engagement of cognitively gifted students in regular secondary school settings. KU Leuven
Stimulating and developing talents of all young people is an important goal of education and student counseling. Educational policy in Flanders already pays extensive attention to students with specific educational needs. However, to ensure that our society can remain innovative and prosperous, it is important to focus education and student support also on students with outstanding cognitive abilities. This dissertation revolves around the broad ...
Professional programs to help gifted children to deal with the challenges of life Hasselt University
Gifted children typically show advanced cognitive abilities and tend to be socially and emotionally more mature than their age mates. Because of this, gifted children have different needs than other children of the same age, both in terms of intellectual challenges and personal development. However, many gifted children experience a big mismatch between these needs and the characteristics of their (learning) environment, and so may become ...
Teachers-in-training perceptions of gifted children’s characteristics and teacher-child interactions: An experimental study KU Leuven
Extending research on the ‘disharmony stereotype’, we examined teachers-in-training’s perceptions of gifted children’s characteristics and their expected teacher-child interactions. Also, we investigated whether adding context information that contrasts the impaired social functioning of gifted students could buffer teachers’ stereotypes. An experiment was conducted (N = 522 teachers-in-training), using a 2 × 2 × 2 between-subjects-design. ...
Dynamic testing of gifted and average-ability children's analogy problem solving: Does executive functioning play a role? KU Leuven
© 2017 The Authors Psychology in the Schools Published by Wiley Periodicals, Inc. In this study, dynamic testing principles were applied to examine progression of analogy problem solving, the roles that cognitive flexibility and metacognition play in children's progression as well as training benefits, and instructional needs of 7- to 8-year-old gifted and average-ability children. Utilizing a pretest training posttest control group design, ...
Problem Posing and Solving for Mathematically Gifted and Interested Students Vrije Universiteit Brussel
Mathematics and mathematics education research have an ongoing interest in improving our understanding of mathematical problem posing and solving. This book focuses on problem posing in a context of mathematical giftedness. The contributions particularly address where such problems come from, what properties they should have, and which differences between school mathematics and more complex kinds of mathematics exist. These perspectives are ...