Educational strategies for gifted children: a comparative study in Australia, Hungary, Russia and Greece
Published:
Sep 14, 2021
Keywords:
gifted children educational strategies Australia Russia Hungary Greece
Abstract
Greek experts, teachers and the gifted children’s parents are highly concerned about the teaching methods that are employed for the gifted students’ education. The aim of this article is to provide a comparative presentation of the educational strategies adopted in Hungary, Russia, Australia and Greece. In this way, we will be in position to look into the teaching methods that are deployed for the gifted children’s education in countries with a long tradition on this issue, with the ultimate goal of examining the prospects for the development of such strategies in our country. Hungary has already made relevant provisions for gifted students through its public education system since 1980.Russia is a country that for more than half a century promotes support schemes for gifted students, especially in science, while Australia is regarded as a pioneer in the educational strategies for gifted children. Finally, in Greece, various efforts are made in relation to the gifted children’s evaluation as well as education, which, nevertheless, are still at an early stage and depend primarily on private initiatives.
Article Details
- How to Cite
-
Παππά Μ., & Αντωνίου Α.-Σ. (2021). Educational strategies for gifted children: a comparative study in Australia, Hungary, Russia and Greece. Pedagogikos Logos, 27(1), 83–100. https://doi.org/10.12681/plogos.27917
- Section
- Articles
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Οι Συγγραφείς που δημοσιεύουν εργασίες τους σε αυτό το περιοδικό συμφωνούν στους παρακάτω όρους:
- Οι Συγγραφείς διατηρούν τα Πνευματικά Δικαιώματα και χορηγούν στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης, ενώ ταυτόχρονα τα πνευματικά δικαιώματα της εργασίας προστατεύονται σύμφωνα με την χρήση άδειας που υιοθετεί ο «Παιδαγωγικός Λόγος - Περιοδική Έκδοση για τις Επιστήμες του Ανθρώπου και την Εκπαίδευση» : Αναφορά Δημιουργού – Μη Εμπορική Χρήση – Όχι Παράγωγα Έργα 4.0 (CC BY-NC-ND). Αυτή η άδεια επιτρέπει στους άλλους να έχουν πρόσβαση στο έργο και να το μοιράζονται με άλλους, εφόσον κάνουν αναφορά σε αυτό, ωστόσο δεν μπορούν να το αλλάξουν με κανένα τρόπο ούτε να το χρησιμοποιούν για εμπορική χρήση.
- Οι συγγραφείς μπορούν να συνάπτουν ξεχωριστές και πρόσθετες συμβάσεις και συμφωνίες για τη μη αποκλειστική διανομή της εργασίας, όπως δημοσιεύτηκε στο περιοδικό αυτό (π.χ. κατάθεση σε ένα ακαδημαϊκό καταθετήριο ή δημοσίευση σε ένα βιβλίο), με την προϋπόθεση της αναγνώρισης και την αναφοράς της πρώτης δημοσίευσης σε αυτό το περιοδικό.
- Το περιοδικό επιτρέπει και ενθαρρύνει τους συγγραφείς να καταθέτουν τις εργασίες τους μέσω διαδικτύου (π.χ. σε ένα ακαδημαϊκό καταθετήριο ή στους προσωπικές τους ιστοσελίδες) πριν και μετά από τις διαδικασίες της δημοσίευσης, καθώς αυτό μπορεί να οδηγήσει σε παραγωγική ανταλλαγή ιδεών και σκέψεων, καθώς επίσης και σε γρηγορότερη και μεγαλύτερη χρήση και ευρετηρίαση της δημοσιευμένης εργασίας
Downloads
Download data is not yet available.
References
BALOGH, L., & NAGY, K. (1996). Developing talented children. In: A. J. Croopley & D. Dehn (Eds.), Fostering the growth of high ability: European perspectives (pp. 65–74). Norwood NJ: Ablex Publishing Corporation.
BALOGH, L., DÁVID, I., NAGY, K., & TÓTH, L. (1997). Learning Techniques and Self-Knowledge with Talented Schoolchildren. Acta Psychologica Debrecina, 20, 173-181.
BALOGH, L., & TÓTH, L. (EDS.) (2001). Gifted Development at Schools: Research and Practice. Debrecen: University of Debrecen, Comenius Program.
BALOGH, L., PERSSON, R. S., & JOSWIG, H. (2000). Gifted education in Europe – Programs, practices and current research. In: K. A. Heller, F. Mönks, R. Sternberg, & R. F. Subotnik (Eds.), International Ηandbook of Giftedness and Talent (pp. 703–734). New York: Elsevier Science.
BORSCHEVA, K., FEDOROVA, Y., BORSCHEVA, N., GLUKHOVA, M., & FEDOROV, E. (2020). Assessment of the Impact of the Social-Economic Environment on the Development of Academic Giftedness of Russian Schoolchildren. Calitatea, 21, 33-35.
BUTI, E. (1968). Public Education in the Hungarian People's Republic. Budapest, Hungary: Tankönyvkiadó.
CEYLAN, Ö. (2020). The effect of the waste management themed summer program on gifted students’ environmental attitude, creative thinking skills and critical thinking dispositions. Journal of Adventure Education and Outdoor Learning, 1-13.
CHOWDHURY, M. A. (2017). Towards the achievement of a unified, uniform and socially-just ‘gifted education’ policy acceptable on a global scale. Journal for the Education of Gifted Young Scientists, 5(1), 1-22.
CONNELLY, J. (2010). Hungary and the United States: A comparison of gifted education. AHEA: E-Journal of the American Hungarian Educators Association, 3, 1-8.
DAVIS, G. A. (2009). New developments in gifted education. In: L. V. Shavinina (Ed.), International Handbook of Giftedness (pp. 1035-1044). Toronto: Springer Science Business Media B.V.
DAVIS, G. A., RIMM, B. S., & SIEGLE, D. (2018). Εκπαίδευση Χαρισματικών Παιδιών. Α.-Σ. Αντωνίου, Μ. Παπαδάτου-Παστού, & Σ. Πολυχρονοπούλου (Επιμ.). 6η έκδοση. Αθήνα: Παρισιάνου.
EURYDICE (2007). Specific educational measures to promote all forms of giftedness at school in Europe. Report, The Education, Audiovisual and Culture Executive Agency (EACEA), Belgium, Brussels, European Union. Διαθέσιμο σε:
GALI, G. F., FAKHRUTDINOVA, A. V., & GRIGORIEVA, L. L. (2017). The teachers’ strategies of identifying and development of gifted students in foreign countries. Modern Journal of Language Teaching Methods, 7(9), 84-90.
GALI, G. F., FAKHRUTDINOV, B. I., SHAKHNINA, I. Z., & ZAGLADINA, E. N. (2019). School problems in the education and development of gifted children: Psychological aspect. Humanities & Social Sciences Reviews, 7(4), 410-415.
GALLAGHER, J. (2002). Gifted education in the 21st century. Gifted Education International, 6(2), 100–110.
GARVIS, S., WINDSOR, S., & PENDERGAST, D. (2021). Gifted and Talented Aboriginal Students in Australia. In: R. S. Smith (Ed.). Handbook of Giftedness and Talent Development in the Asia-Pacific (pp. 693-708). Springer International Handbooks of Education.
GORBUNOVA, I. B., & MOROZOV, S. A. (2020). Computer-Aided Music Technologies in Teaching Students with Visual Impairments in Secondary and High-Level Music Education Institutions in Russia. Talent Development & Excellence, 12, 918-932.
GRIGORENKO, E. L. (2000). Russian defectology: Anticipating perestroika in the field. Journal of Learning Disabilities, 31, 193–207.
GRIGORENKO, E. L. (2002). Intelligence and educational practices. Educational Psychology Review, 12, 361–364.
GRIGORENKO, E. L. (2017). Gifted education in Russia: Developing, threshold, or developed. Cogent Education, 4(1), 1364898.
GROSS, M. U. (1999). Small poppies: Highly gifted children in the early years. Roeper Review, 21(3), 207-214.
GYARMATHY, E. (2013). The gifted and gifted education in Hungary. Journal for the Education of the Gifted, 36(1), 19-43.
HELLER, K. A., & SCHOFIELD, N. J. (2000). International trends and topics of research on giftedness and talent. In: K. A. Heller., F. J. Monks, R. J. Sternberg, & R. F. Subotnik (Eds.), International Handbook of Research and Development of Giftedness and Talent 2nd ed. (pp. 123–137). Oxford: Elsevier.
HEUSER, B. L., WANG, K., & SHAHID, S. (2017). Global Dimensions of Gifted and Talented Education: The Influence of National Perceptions on Policies and Practices. Global Education Review, 4(1), 4-21.
JELTOVA, I., & GRIGORENKO, E. L. (2005). Systemic approaches to giftedness: Contributions of Russian psychology. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of Giftedness (pp. 171-186). New York, NY: Cambridge University Press.
KRONBORG, L. G. (2002). AAEGT President's Report. Australasian Journal of Gifted Education, 11(2), 46-48.
KRONBORG, L., & CORNEJO-ARAYA, C. A. (2018). Gifted educational provisions for gifted and highly able students in Victorian schools, Australia. Universitas Psychologica, 17(5), 1-14.
KURBATOVA, A., BICHEVA, I., IVANOVA, N., ZAITSEVA, S., & KRASILNIKOVA, L. (2019). Career guidance problem as a systemic problem in russian society. Revista Inclusiones, 158-173.
MATHEIS, S., KRONBORG, L., SCHMITT, M., & PRECKEL, F. (2017). Threat or challenge? Teacher beliefs about gifted students and their relationship to teacher motivation. Gifted and Talented International, 32(2), 134-160.
ΜΑΤΣΑΓΓΟΎΡΑΣ, Η. Γ. (2003). Θεωρία και Πράξη της Διδασκαλίας, τόμος Β΄. Στρατηγικές. ∆ιδασκαλίας. Αθήνα: Gutenberg.
MATSAGOURAS, E. G., & DOUGALI, E. (2009). A proposal for gifted education in reluctant schools: the case of the Greek school system. In: T. Balchin, B. Hymer, & D. J. Matthews (Eds.), The Routledge International Companion to Gifted Education (pp. 84-91). London: Routledge.
MCCANN, M. (2005). Our greatest natural resource; Gifted education in Australia. Gifted Education International, 19, 90-106.
MONKS, F. J., & PFLUGER, R. (2005). Gifted Education in 21 European Countries – Inventory and Perspective. Nijmegen: Radboud University Nijmegen. Διαθέσιμο σε: www.bmbf.de/pub/gifted_education_21_eu_countries.pdf
PERSSON, R. S. (2010). Experiences of intellectually gifted students in an egalitarian and inclusive educational system: A survey study. Journal for the Education of the Gifted, 33(4), 536-569.
PLUNKETT, M. M., & KRONBORG, L. G., (2007). Gifted education in Australia: a story of striving for balance. Gifted Education International, 23(1), 72-83.
SĘKOWSKI, A. (2001). Achievements of Gifted Students. Lublin: Scientific Society of the Catholic University of Lublin.
SĘKOWSKI, A. E., & ŁUBIANKA, B. (2015). Education of gifted students in Europe. Gifted Education International, 31(1), 73-90.
SĘKOWSKI A., SIEKANSKA M., & KLINKOSZ, W. (2009). On individual differences in giftedness. In: L. V. Shavinina (Ed.), International Handbook of Giftedness (pp. 467–485). Toronto: Springer Science Business Media B.V.
SHAUGHNESSY, M. F., & PERSSON, R. S. (2009). Observed trends and needed trends in gifted education. In: L. V. Shavinina (Ed.), International Handbook of Giftedness (pp. 1285–1291). Toronto: Springer Science Business Media B.V.
SHATUNOVA, O. V., & SERGEEVA, A. B. (2014). Academic competitions and Technology Olympiads as a means to identify and develop endowments of school students. Life Science Journal, 11(11), 380-383.
SLATER, E. (2018). The identification of gifted children in Australia: The importance of policy. TalentEd, 30(2018), 1-16.
YURKEVICH, V. S. (2018). Intellectual giftedness and social success: an analysis of the contradictory context. Journal of Modern Foreign Psychology, 7(2), 28-38.
VATHY, V. L., & ADRIÁN, N. A. G. Y. (2019). The significance of gifted and talented programmes in contemporary higher education. Network Intelligence Studies, 13, 7-12.
WALSH, R. L., & JOLLY, J. L. (2018). Gifted education in the Australian context. Gifted Child Today, 41(2), 81-88.
