Article

Handbook on Gifted Education. Third Edition

Authors:
To read the full-text of this research, you can request a copy directly from the authors.

Abstract

This text contains 47 readings about gifted education grouped into sections on: (1) conceptions and identification; (2) instructional models and practices; (3) creativity, thinking skills, and eminence; (4) psychological and counseling issues; (5) populations of gifted; and (6) special populations. Some of the chapters are: "Issues and Challenges in the Education of Gifted Students" (James Gallagher); "Nature and Nurture of Giftedness" (Abraham Tannenbaum); "Conception of Giftedness and Its Relationship to the Development of Social Capital" (Joseph Renzulli); "Giftedness According to the Theory of Successful Intelligence" (Robert Sternberg); "Multiple Intelligences: A Perspective on Giftedness" (Catya von Karoli and others); "The Relationship between Genetics and Intelligence" (Robert Plomin and Thomas S. Price); "Psychological and Educational Assessment of Gifted Children" (Susan Assouline); "New Directions in Enrichment and Acceleration" (Shirley Schiever and C. June Maker); "The Schoolwide Enrichment Model: Developing Creative and Productive Giftedness" (Joseph Renzulli and Sally Reis); "Talent Searches: Meeting the Needs of Academically Talented Youth" (Ann Lupkowski-Shoplik and others); "Talented Youth at the Secondary Level" (John Feldhusen); "State-Supported Residential High Schools" (Penny Britton Kolloff); "Cooperative Learning and High Ability Students" (Ann Robinson); "Evaluating Gifted Programs: A Broader Perspective" (James Borland); "Identifying Creative Students, Teaching for Creative Growth" (Gary Davis); "Artistic Giftedness" (Ellen Winner and Gail Martino); "Counseling Gifted Students" (Nicholas Colangelo); "Emotional and Spiritual Giftedness" (Michael Piechowski); "Underachievement: A National Epidemic" (Sylvia Rimm); "Extreme Precocity: Prodigies, Savants, and Children of Extraordinarily High IQ" (Martha Morelock and David Feldman); "Young Gifted Children" (Nancy Jackson); "Gender and Giftedness" (Barbara Kerr and Megan Nicpan); "International Perspectives" (Miraca Gross); "Gifted Education for Rural Schools" (Nicholas Colangelo and others); "Technology and the Gifted" (Michael Pyryt); and "Federal Involvement in Gifted and Talented Education" (Patricia O'Connell). (Individual chapters contain references.) (DB)

No full-text available

Request Full-text Paper PDF

To read the full-text of this research,
you can request a copy directly from the authors.

... According to Robinson and Jolly (2014), the field of research on gifted and talented education and individuals can be traced back to the late 19th century. Gifted and talented research originated from a psychological paradigm due to its foundations in the work on IQ and intelligence but, over time, new perspectives within the field have evolved (Colangelo & Davis, 2003;Robinson & Jolly, 2014;Subotnik, Olszewski-Kubilius, & Worrell, 2011). Multiple paradigms of giftedness and talent currently operate within the field of gifted education (L. ...
... has corresponded with the rise of interest and work in the field of psychology in the late 1800s, particularly research on the intelligence quotient (IQ) and intelligence testing (Colangelo & Davis, 2003;Reis & Renzulli, 2010;Robinson, 2014;Robinson & Jolly, 2014;Subotnik et al., 2011) and has since evolved into a distinct field of its own in which multiple paradigms about giftedness operate. Dai and Chen (2013) describe three dominant paradigms: the gifted child, talent development, and differentiation. ...
Thesis
This thesis is an exploration of gifted and talented girls’ identity constructions, notions of empowerment and their engagements with social media. Adopting a critical constructivist position, I utilise Bourdieu’s concepts as thinking tools to explore the intersection between gifted and talented girls and their social fields, including social media, and interrogate the structuring principles of gifted and talented girls’ social fields to explore how their practices and identity constructions reproduce and resist internalised structures that position high-achieving girls as both empowered and vulnerable within their social locations.
... Overexcitabilities as part of the theory of positive disintegration (TPD): Dabrowski's theory of positive disintegration is unique in that it is the only developmental theory that has applied the core characteristics of giftedness [78]. No other theory has included the distinguishing barometers of sensitivity, intensity, awareness, and asynchrony in development, personality, and motivation. ...
... Dabrowski termed this natural human development process "positive disintegration." The organic breaking down of the psyche, the barriers holding back an individual, must be cleared on the path for greater growth and potential [77,78]. ...
Article
Full-text available
Heightened sensitivity, heightened intensity, heightened awareness and advanced cognitive development, compared to chronological aged peers, distinguish the highly-profoundly gifted child and permeate their social, emotional, physical, cognitive and/or altruistic life experiences. This instinctive and often asynchronous development has been historically misunderstood, misidentified, and misdiagnosed by professionals who have not received training on the unique char- acteristics, behaviors, and development typical of this population. As a result, the natural development and potential of highly-profoundly gifted children and adolescents are vulnerable and at high risk. A review of the literature found the characteristics, behaviors and developmental markers of the highly-profoundly gifted strikingly similar to the char- acteristics, behaviors and development of the combination of multiple, higher-level overexcitabilities. Further study of overexcitabilities and Dabrowski’s human development theory found the combination of multiple, higher-level overex- citabilities distinctively different than individual overexcitabilities. Developmental dynamisms explained the multi-facet- ed development of multiple overexcitabilities at the highest level. It was concluded that multiple, higher-level overex- citabilities and the development of dynamisms correlate closely with the heightened sensitivity, heightened intensity, heightened awareness and advanced cognitive development of highly-profoundly gifted children and adolescents and therefore could be an effective tool for identification. Additional research and further development of assessment tools to identify higher-level overexcitabilities, developmental dynamisms and highly-profoundly gifted students are warrant- ed. Education outreach and professional development are recommended for parents, teachers, school administrators, counselors, psychologists, psychiatrists, pediatricians and policy makers to curve misunderstanding, misidentification and misdiagnosis. Mandates to appropriately identify and support the education and development of highly-profoundly gifted children and adolescents, are imperative.
... Research has shown that overachievement and standardization are seen as normative in schools (Ferguson, 2006;Mathison & Ross, 2002;Robbins, 2006;Waite et al., 2014). Afective needs are often seen, at best, as auxiliary to academic needs and, at worst, as irrelevant to standardized and high-stakes curriculum (Colangelo, 2003;Lovecky, 2011;National Association for Gifted Children [NAGC], 2014). ...
... Tese tensions between achievement and well-being contribute to specifc, albeit often unaddressed, social-emotional concerns for gifted and high-achieving young women (Colangelo, 2003;Di Cintio, 2015;Ferguson, 2006;Kerr & Foley Nicpon, 2003;Maurer, 2011). Te "gifted" and "high-achieving" labels don't help with this issue. ...
... Even with the advent of new theories of intelligence (e.g., Gardner, 1983;Sternberg, 1985) and broadened conceptions of giftedness (e.g., Gagné, 1999;Renzulli, 1978Renzulli, , 1988Simonton, 1997), actual practices specified in state and district guidelines continue to be dominated by cognitive ability test scores. Recognition of the need for a broader base of identification criteria has progressed from theoretical and research-based advances to generally accepted recommendations included in standard textbooks in the field (Colangelo & Davis, 1997;Coleman & Cross, 2001;Davis & Rimm, 1998, 2004Gallagher & Gallagher, 1994;Maker & Nielson. 1996;VanTassel-Baska, 1998). ...
... • understand the individual, the cultural-experiential context, and the fields of activity in which the student performs; • employ both self-chosen and required performances; • reassess the adequacy of the identification program on a continuous basis; and • use the identification data as the primary basis for programming experiences. These guidelines also ref lect the researchers and practitioners' experiences of Colangelo and Davis, (1997), Coleman and Cross (2001), Davis and Rimm (2004), Feldhusen (1993), Gagné (1999), Gallagher and Gallagher (1994), and Tannenbaum (1997). Callahan, Tomlinson, and Pizzat (n.d.) studied noteworthy practices in identification of gifted students based on what was learned from various Javits Grants awarded by the U.S. Department of Education's Office of Educational Research and Improvement during the early 1990s. ...
... In Ancient Greece, Plato advocated specialized education for intellectually gifted young men and women. During the Renaissance period, children who exhibited creative talents in art, architecture, and literature were supported by government as well as private patronage (Colangelo & Davis, 1997). In the modern era, William Torrey Harris was the fi rst to initiate a systematic eff ort to educate gifted students in public schools in the United States. ...
Article
Full-text available
As the definition of ‘giftedness’ differs by country, policy set to support gifted education differs accordingly. The objective of this study is to investigate the outcomes of the IT Gifted Program offered by Yi Chuan Senior High School in Shanghai. The participants are 24 students who were or had been enrolled in this program. Data was collected through semi-structured interviews and documents related to the program. The IT Gifted Program is found to boost participants’ confidence in their abilities in the information technology field. Furthermore, most of the gifted students reported great learning improvements in all academic areas, showed increased confidence in general, and were more engaged in both collaborative learning and independent study. Most importantly, positive outcomes in terms of successful admission to higher education institutions are evidenced.
... Sin embargo, a pesar de que ciertos autores también consideran que cada contexto familiar puede recibir de forma diferente a su hijo o hija, tienden a describir la relación como ambivalente. La superdotación genera al mismo tiempo reacciones opuestas, de aceptación y rechazo, según hacen ver Colangelo, Davis (1991) y Gallagher (1991. Así pues, parece que tener hijos de altas capacidades no implica que se produzcan siempre las situaciones anteriormente descritas, pero sí ocasiona cambios en la vida cotidiana. ...
Article
RESUMENEste trabajo analiza las percepciones que tienen las familias y los educadores sobre el desarrollo personal, familiar y cognitivo de los niños y niñas de altas capacidades. Se estudian los aspectos coincidentes y discrepantes entre padres, madres y educadores con el fin de comprender e identificar las causas que dificultan la buena comunicación y colaboración. Se pone de manifiesto que uno de los aspectos más importantes es la relación que las familias mantienen con los centros.ABSTRACTThis essay analyses the perceptions that families, counsellors and teachers have regarding the personal and cognitive development of gifted children. We will study the coinciding and opposing aspects among mothers, fathers and educators with the objective of understanding and identifying the causes that obstruct good communication and collaboration. We will highlight the fact that one of the most important aspects is the relationship that the families maintain with the educational centres.
... Interest in gifted education has ebbed and flowed with the ever changing political, economic, and social climate of the times. In the United States, scholars have documented instances of gifted programming in a small number of schools as far back as the late 1800s (Colangelo & Davis, 2003). However, scholarly research and development in gifted education began in earnest through the contributions of several prominent psychologists, chief among them Stanford psychologist Lewis Terman (Davis et al., 2013;Feldhusen, 2001). ...
Article
Lewis M. Terman’s Genetic Studies of Genius stands as one of the landmark studies of the 20th century in the educational and psychological sciences. This longitudinal study of individuals in the top 1% of general cognitive ability has sparked interest and debate among scholars for nearly 100 years. In this study, we examine how Terman’s Genetic Studies of Genius has influenced academia through a bibliometric citation analysis. We gathered all scholarly works that cited one of the volumes of Terman’s Genetic Studies of Genius and appeared in academic journals and mapped out the growth of scholarly citations within differing academic fields. We found that the influence of Terman’s studies extends beyond the field of education and psychology into business, medicine, and the sciences.
... Research in the separate domains of giftedness and learning disability co-existed in parallel for many years, with little or no transfer of information between the two fields. Most authorities would trace the beginning of objective studies of giftedness back to the seminal work of Terman (1922) in the U.S. Since that time, the field has continued to grow internationally, with many research studies and new theories emerging concerning the nature of giftedness and talent (Colangelo & Davis, 2002;Gagne, 2004;Southern, 1991). ...
... Teacher perceptions regarding prioritization of less able students as outlined in this study are not at odds with other international research where priority is given to average and below average students (Clark, 1997;Colangelo & Davis, 2003;Tirri et al., 2002). Gallagher (2007) and McCoach and Siegle (2007) also suggested that teachers' attitudes generally fluctuate between striving for excellence and their fear of student elitism. ...
... In Ancient Greece, Plato advocated specialized education for intellectually gifted young men and women. During the Renaissance period, children who exhibited creative talents in art, architecture, and literature were supported by government as well as private patronage (Colangelo & Davis, 1997). In the modern era, William Torrey Harris was the fi rst to initiate a systematic eff ort to educate gifted students in public schools in the United States. ...
... A specific population to be analyzed in the health emergency caused by COVID-19 is high ability students, since following the theory that says they show high sensitivity, they may be more likely to present anxiety or depression (Karpinski et al., 2018;Amstrong et al., 2019). High capacities is not an easy construct to define, there is no definition shared by all experts (López Andrada et al., 2000;Colangelo and Davis, 2003;Pérez, 2006;Matthews and Yun Dai, 2014). Additionally, high capacity children and adolescents do not constitute an heterogenous group. ...
Article
Full-text available
The health alert caused by the COVID-19 pandemic and the lockdown have caused significant changes in people’s lives. Therefore, it has been essential to study the quality of life, especially in vulnerable populations, including children and adolescents. In this work, the psychological well-being, distribution of tasks and routines, as well as the physical activity done by children and adolescents from two samples: community and high abilities, have been analyzed. The methodology used was Mixed Method Research, through a survey conducted online through social networks. The informants were the parents of the children and adolescents, 209 in the community sample and 116 in the high ability sample. The instrument used was a questionnaire implemented through Google Forms, with open and closed questions, including the Kidscreen-27 scale to measure well-being. The assessment of the adequacy of the physical activity levels was analyzed through ALCESTE. The results showed the absence of differences between students from community samples and those with high capacities in well-being and physical activity. Parents residing in Spain observed less play time in the high ability sample, and more time spent on homework, whether or not they have a diagnosis of high ability. It is concluded that these results question the misconceptions held about high ability students in terms of poorer personal adjustment and better interest in physical activities.
... Bu program geliştirme yaklaşımı bakışı ile hazırlanan programlar öğrenme yaşantılarının farklılaştırılmasını gerektirmektedir. Bu tarz bir program yaklaşımı her öğrencinin kendi yetenekleri doğrultusunda ulaşabileceği her yöne ve düzeye, kendi hızıyla ilerlemesine imkân tanıyacak bireyselleştirilmiş bir öğretim anlayışıdır (Colangelo, & Davis, 2002;Karabulut, 2010). Üstün yetenekli çocukların bireysel gelişim hızlarına uygun farklılaştırılmış ve zenginleştirilmiş eğitim olanakları ile yetiştirilmesi özelleştirilmiş bir bakış açısını zorunlu kılmaktadır. ...
... Güdülenme neredeyse tüm davranışları yönlendirmede temel bir role sahip olmakla birlikte özellikle öğrenme ve eğitim ile ilgilidir (Fatima, Sharif ve Zimet, 2018: 198). Güdülenmişlik düzeyi yüksek olan bireyler akademik kariyerleri süresince yapmaları gereken görevleri (sınava çalışma, proje yapma, ödev hazırlama vb.) eksiksiz ve zamanında yaparken, güdülenme düzeyi düşük olan bireyler sorumluluklarını yerine getirmede daha başarısız olmakta ve işten zevk almama, devamsızlık ve işten ayrılma gibi olumsuz akademik davranışlar sergilemektedir (Colangelo, 1997). Bu bakımdan, öğrencilerin güdülenme düzeylerinin yüksek olması öğrenme stratejilerini geliştirmekte ve daha zorlu hedeflere ulaşılması için önemli bir etken olarak görülmektedir (Aktaş, 2017(Aktaş, : 1380(Aktaş, -1381. ...
Article
Full-text available
Araştırmanın amacı, lisansüstü düzeyde turizm eğitimi alan öğrencilerin bilimsel araştırma özyeterliliği, araştırmaya yönelik kaygı ve akademik güdülenme düzeylerini belirlemek ve eğer varsa bu değişkenler arasındaki ilişkiyi ortaya koymaktır. Bu amaçla lisansüstü düzeyde turizm eğitimi gören öğrencilere anket uygulanmıştır. Analizler 330 kullanılabilir anket üzerinden gerçekleştirilmiştir. Uygulanan analiz sonuçlarına göre bilimsel araştırma özyeterliliği ile akademik güdülenme, yapılan çalışma sayısı ve yabancı dil seviyesi arasında pozitif yönlü; akademik güdülenme ile araştırmaya yönelik kaygı arasında negatif yönlü ilişki olduğu sonucuna ulaşılmıştır. Araştırma sonucunda öğrencilerin bilimsel araştırma özyeterliliği, akademik güdülenme ve araştırmaya yönelik kaygılarının demografik özelliklerine göre anlamlı farklılıklar gösterdiği tespit edilmiştir.
... Modern scholarship and research into giftedness and talent corresponded with the rise of interest and research in psychology in the late 1800s, particularly on the intelligence quotient (IQ) and intelligence testing [1][2][3][4] and has since evolved into a distinct field of its own in which multiple paradigms about giftedness operate. However, while two of the three dominant paradigms-talent development and differentiation [5]-demonstrate growing recognition of the influence of external social worlds on whether gifted and talented children, including girls, are able to actualise their talents [4,6,7], there has been surprisingly little in-depth engagement with sociological theories. ...
Article
Full-text available
The field of gifted and talented studies has its origins in the intelligence quotient research of the late 19th and early 20th century. These psychological foundations remain a strong influence even though the field has since expanded to include other paradigms and greater diversity in conceptions of giftedness and talent. Some researchers argue that the field could benefit from greater interdisciplinary engagement, especially in studies of gifted and talented girls, which tend to include a focus on how gifted girls’ external environments influence their emotional worlds. This article proposes that concepts developed by critical sociologist Pierre Bourdieu are useful for expanding and deepening understandings of the internal and external worlds of gifted and talented girls. It offers evidence from a recent qualitative study with academically gifted and talented teenaged girls in New Zealand. The results highlighted the marginalised position of the gifted and talented identity and the privileging of identities that were based on dispositions versus innate ability. The study also identified a hierarchy of valued forms of capital within the teenage girl social landscape and a resulting theorisation of an empowered gifted and talented girl habitus. This article demonstrates how Bourdieu’s work is a constructive addition to the field.
... While internally controlled individuals are individuals with high socioeconomic status, externally controlled individuals have low socio-economic status. External controllers state that external forces control the factors of events (Colangelo & Davis, 1997). It has been found that individuals with external control feel more anger and see other people less as friends than individuals who have internal control. ...
... In 1916, Lewis Terman, known as the father of gifted education and a researcher at Stanford University, revised the Binet-Simon test to become the Stanford-Binet Intelligence Test and simplified the test greatly. Terman's refinement and development of the Stanford-Binet Intelligence Test simplified intelligence and influenced current understandings of an intelligence quotient, or IQ (Colangelo & Davis, 2003). Terman's research, based largely on his deep belief in eugenics (Maldonado, 2019), shaped the field of gifted education's constructs of how giftedness manifests and how intelligence is measured. ...
... Independent study is one of the most frequently recommended instructional strategies in programs for gifted students and is included in the majority of introductory texts as a means for differentiating and individualizing instruction. Independent study is also preferred by gifted students (Colangelo & Davis, 2003;Johnsen & Goree, 2005). Johnsen and Johnson (1986) defined independent study as "the process that you apply when you research a new topic by yourself or with others" (p. 1). ...
Article
The purpose of this article is to introduce the development of nanotechnology education in Taiwan using the example of evidenced-based lessons. Combining with the interest in STEM and gifted education, the goals were to cultivate teachers’ capacity to teach new technology, to enhance K–12 high-ability students’ interests and understanding of basic science, and to produce innovations in future industrial and technological development. In the K–12 Nano Tech project, a 5E instructional model was applied in both theory and practice in science. We used the lotus effect lesson of nanoscience education for elementary high-ability students as an example, and there were 28 elementary school students in the enrichment program. The evaluation results showed positive learning outcomes and students expressed that they enjoyed the activities. The work, supported with age-appropriate and well-planned lessons, provides high-ability students the opportunity to learn advanced concepts with STEM curriculum.
... The chef made creativity the cornerstone of his practice and his main issue was to make it sustainable and evolving in the long run (Suárez and Sancho-Caparrini 2013). His commitment to be creative and to make creativity the core of his activity is consistent with the investment theory of creativity that sees this as a decision and, therefore, it can be trained and developed (Colangelo and Davis 1991;Florida 2002;Fontenot 1993;Guilford 1950;Michalko 2006;O'Hara and Sternberg 2001;Osborn 1963;Sternberg 2006;Lubart 1991, 1996). ...
Article
Full-text available
In recent years, the gastronomy industry has increased the demand for rigorous and reliable tools to evaluate culinary creativity; but conceptually, creativity is difficult to define and even more difficult to measure. In this paper, we propose an AI-based method for assessing culinary product creativity by using the renowned high cuisine restaurant elBulli as a case study to understand the proliferation and scale of an entity’s creativity and innovation. To achieve so, we trained a Random Forest Classifier to assess the level of creativity within the restaurant’s recipes. The application of this model to elBulli’s recipes allowed us to answer the following questions: how can creativity in a culinary product be characterized? Is there a single trait that is the key to culinary creativity? Is the creative culinary product a truly original outcome? Our key findings are (1) although ingredients and preparation techniques prove to be suitable attributes to characterize creativity in a recipe, none of them nor an elite subset clearly identifies creative cuisine, (2) new products are not radically novel with respect to previous creations, (3) creativity is more related to new uses and combinations of existing ingredients and techniques rather than to new ingredients or techniques. We believe that our method can find practical applications in supporting and guiding the creation of culinary products, identifying their strengths and weaknesses, and helping restaurants maintain a sustainable competitive advantage.
... However, it is worth reviewing briefly what is traditionally known as the field of 'giftedness' to start up a discussion about those learners in an early years classroom who have the potential, given the right opportunities, to develop at advanced rates and reach high levels of performance in one or more areas of endeavour. The field of gifted education has been inundated with debates over issues of definitions and conceptions of giftedness which are evident from the great deal of literature and research available both within a US context as well as a European and international one (Bailey et al., 2008;Brown et al., 2005;Colangelo, 2003;Eyre, 1997;Freeman, 2007;Heller et al., 1993;Koshy & Casey, 1997;Morgan, 2006;Plucker & Callahan, 2014;Sutherland & Stack, 2014;Wallace et al., 2010). Historically, there was a hierarchical view of giftedness and talent which benefited the intellectually and academically gifted over other forms of talent outside the academic sphere but which eventually gave way to a wider and more dynamic understanding of what constitutes intelligence, ability and cognition (Gardner, 1983;Passow, 1994;Porter, 2005;). ...
... La falta de consenso sobre las características que los definen, hace que formen un grupo altamente heterogéneo (Colangelo y Davis, 2003;Matthews y Yun Dai, 2014). No obstante, los investigadores están de acuerdo en las habilidades cognitivas que presentan: rapidez en el aprendizaje (Cross y Coleman, 2005); mayor velocidad en la comprensión de problemas abstractos de gran complejidad (Renzulli, 1986); dominio verbal; buenas habilidades para la resolución de problemas (Reis, 1989); gran capacidad para almacenar y gestionar información; buen nivel de comprensión e intereses variados y, gran curiosidad por el entorno (Clark, 2002). ...
Article
Full-text available
Los estudiantes con altas capacidades demandan respuestas educativas, tanto dentro como fuera del aula. Es esencial ofrecer a estos estudiantes el apoyo que necesitan, las estrategias utilizadas varían dependiendo del sistema educativo, las familias, las leyes o los países. Sin embargo, gran parte del alumnado no recibe una respuesta educativa adecuada, es por ello, que los padres se ven obligados a recurrir a otras alternativas, como los programas extraescolares. Los progenitores son una parte importante puesto que son los primeros en detectar las características de sus hijos e hijas. En la presente investigación, se presentan las respuestas de los padres sobre la atención educativa que han recibido, y su valoración acerca de los programas extraescolares a los que acuden sus hijos.
... Flavell üstbiliş tanımını bireyin kendi bilişsel süreçlerine yönelik bilgisi ve bu bilgiyi bilişsel süreçlerini kontrol etmek için kullanması şeklinde geliştirmiştir (Flavell, 1987). Zekaya bakış açısıyla ilişkili olan zihin geliştirme ise zekaya yönelik iki temel görüşü göz önüne alır: Zeka, değişmeyen bir yapıya sahiptir ve devamlı sabit kalır, zeka değişken bir yapıya sahiptir ve bir takım uğraş ve aktivitelerle değişebilir (Colangelo, 1997). Bu nedenle, okullarda zihin geliştirici yaklaşımlar ve etkinlikler, öğretim faaliyetleri sürecine entegre edilmelidir. ...
Conference Paper
Full-text available
z 21. Yüzyıl eğitim yapısının bir boyutu olan, meta-öğrenme veya öğrenmeyi öğrenme, sistematik olarak öğrenme bilimidir. 21. Yüzyıl beklentilerine göre dönüşen okullarda öğretmenlerin rolü ön plandadır. Bu bilgiler doğrultusunda, bu araştırmanın amacı ilköğretim matematik öğretmeni adaylarının meta-öğrenme yeterliklerinin düzeylerini belirlemek ve meta-öğrenme yeterliklerini cinsiyet ve sınıf düzeyi değişkenleri açısından incelemektir. Çalışmada tarama ve nedensel karşılaştırma desenleri kullanılmıştır. Çalışmanın örneklemini, Türkiye'nin Doğu Anadolu Bölgesinde bulunan bir devlet üniversitesinde öğrenim gören 82 ilköğretim matematik öğretmeni adayı oluşturmaktadır. Veriler, demografik bilgi formu ve Meta-Öğrenme Ölçeği ile toplanmıştır. Verilerin çözümlenmesinde betimsel istatistikler ve bağımsız gruplar t-testi kullanılmıştır. Çalışma bulgularına göre, öğretmen adaylarının meta-öğrenme yeterlik düzeylerinin iyi (bana uygun) olduğu belirlenmiştir. Kadın öğretmen adaylarının meta-öğrenme yeterliklerinin, erkeklere göre anlamlı düzeyde yüksek olduğu saptanmıştır. Dördüncü sınıf öğretmen adaylarının meta-öğrenme yeterliklerinin üçüncü sınıf öğretmen adaylarına göre anlamlı şekilde yüksek olduğu sonucuna ulaşılmıştır.
... Flavell üstbiliş tanımını bireyin kendi bilişsel süreçlerine yönelik bilgisi ve bu bilgiyi bilişsel süreçlerini kontrol etmek için kullanması şeklinde geliştirmiştir (Flavell, 1987). Zekaya bakış açısıyla ilişkili olan zihin geliştirme ise zekaya yönelik iki temel görüşü göz önüne alır: Zeka, değişmeyen bir yapıya sahiptir ve devamlı sabit kalır, zeka değişken bir yapıya sahiptir ve bir takım uğraş ve aktivitelerle değişebilir (Colangelo, 1997). Bu nedenle, okullarda zihin geliştirici yaklaşımlar ve etkinlikler, öğretim faaliyetleri sürecine entegre edilmelidir. ...
Conference Paper
Full-text available
Lojistik teriminin ilk olarak askeri alanda kullanıldığı, İkinci Dünya Savaşı’ndan sonra ise terimin iş hayatında da kullanılmaya başlandığı bilinmektedir. Dolayısıyla iş lojistiğinin kökenlerinin askeri lojistik bilimine dayandığı savunulmaktadır. Bu nedenle iş sektörü ve askeri sektörde kullanılan lojistik terimleri birbirine benzetilmektedir. Ancak terimlerin kullanımı bakımından uygulamada iki sektör açısından önemli ayrımlar bulunmaktadır. Bununla birlikte kavramsal olarak incelendiğinde terimlerin tanımlanmasında bir karmaşanın olduğu görülmektedir. İşte hem lojistik ve savunma lojistiğinin temelde birbirine dayanması hem de uygulamada bazı farklılıkların olması terimlerin tanımsal olarak incelenmesi ihtiyacını ortaya çıkarmaktadır. Bu nedenle bu çalışmanın temel amacı, lojistik ve savunma lojistiği terimlerinin kavramsal bir analizini yapmaktır. Bu doğrultuda terimlerin çeşitli kaynaklardan derlenen tanımları etimolojik bir yaklaşımla incelenmiştir. Çalışma sonucunda lojistik sözcüğünün Yunanca kökenli olduğu yönünde genel bir görüşün olduğu tespit edilmiştir. Bununla birlikte lojistiğin kullanım açısından etimolojisine bakıldığında, kökeninin dayandırıldığı en eski tarih, Uluburun batığında yapılan analizlere göre Tunç Çağı olarak değerlendirilmektedir. Diğer taraftan savunma lojistiği teriminin genel olarak askeri lojistik, savaş ve sefer lojistiği kavramlarıyla aynı anlamda kullanıldığı görülmüştür. Tüm bunlara ek olarak savunma lojistiği teriminin, askeri lojistik terimini kapsayan daha genel bir anlama sahip olduğunu değerlendiren tanımların da mevcut olduğu incelemeler sonucunda ortaya çıkmıştır. Anahtar Kelimeler: Lojistik, Savunma Lojistiği, Etimolojik İnceleme
... Gifted children are pupils who show great potential in intellectual, creative, artistic, leadership, or academic fields (Colangelo & Davis, 1997;Keser & Erdem, 2019). Compared to their peers, gifted children reach an advanced level in their field(s) of strength. ...
Article
Full-text available
Visual arts media in pre-school and early school years and development of children’s drawing are well researched. However, when one considers that children are endowed with a talent for visual arts, the research is not as comprehensive and clear-cut. The signs of freedom of expression and imagination, intuitiveness and originality, an inclination to individual work, high sensitivity, and other indicators begin to show soon after visual art gifted (VAG) children enter the representative stages of visual arts. This article was based on a longitudinal case study that was carried out to show some aspects of the functioning of a VAG child in pre-school and early school years and to make some suggestions on how to consider the needs of VAG children.
... Some items examine cognitive processes, such as problem-solving ability; several items examine personality characteristics, such as risktaking; other items examine external conditions conducive to creativity, such as seeking solitude. The following characteristics have been identified by professionals as important in individuals who are highly creative, and they span these three perspectives (Amabile, 1996;Clark, 2012;Colangelo & Davis, 2002;Csikszentmihalyi, 1996;Gardner, 1993;Kettler et al., 2018;Perkins, 1981;Piirto, 1999;Presbury et al., 1991;Sternberg & Kaufman, 2018;VanTassel-Baska, 2016): ...
... Όπως προαναφέρθηκε, αυτό συμβαίνει γιατί αισθάνονται το «ασύγχρονο» που υπάρχει στην πνευματική, συναισθηματική και κοινωνική τους ανάπτυξη σε σχέση με τους συμμαθητές τους. Έχει υποστηριχτεί ότι τα παιδιά αυτά επηρεάζονται πνευματικά και ψυχικά από το περιβάλλον τους, και ιδιαιτέρως από αυτό του σχολείου (Colangelo & Davis, 2003). Έτσι, η δυσκολία που προκύπτει από το γεγονός αυτό στην αποτελεσματική αλληλεπίδραση των χαρισματικών παιδιών με τους συνομηλίκους τους μπορεί να οδηγήσει σε χαμηλή σχολική επίδοση, στην απομόνωση και στη μοναξιά (Alexopoulou, Batsou & Drigas, 2019. ...
Article
Full-text available
Σύμφωνα με τονGoleman, ησυναισθηματική νοημοσύνηπεριλαμβάνειχαρακτηριστικά,όπωςικανότητα κινητοποίησης του ατόμου, αντοχή απέναντιστα εμπόδια, ικανότητα ελέγχου των αντιδράσεων, ρύθμιση τηςδιάθεσηςπου εμποδίζειτην ικανότητασκέψης, αποφυγή τουστρες, ενσυναίσθηση, αισιοδοξία. Έρευνες έχουν δείξει πως η ευφυΐα και η συναισθηματική νοημοσύνη δεν είναι αντίθετες έννοιες αλλά συχνά συνυπάρχουν. Τα χαρισματικά παιδιά εμφανίζουν υψηλότερη απόδοση από ό,τι οι συμμαθητές τους ως προς το γνωστικό τους επίπεδο, τη δημιουργικότητα, τις τέχνες και την ηγετική συμπεριφορά. Όσον αφορά τα επίπεδα συναισθηματικής νοημοσύνης των χαρισματικών παιδιών, ευρήματα ερευνών έχουν δείξει σημαντικές διαφορές ως προς τους μέσους νοήμονες μαθητές, καθώς τα χαρισματικά παιδιά φαίνεται να έχουν μεγαλύτερη κοινωνική και συναισθηματική ωρίμαση, καλύτερη προσαρμογή και υψηλότερα επίπεδα συναισθηματικής νοημοσύνης. Πιο συγκεκριμένα, έρευνες έχουν βρει ότι υπάρχουν σημαντικές διαφορές μεταξύ των δύο προαναφερθέντων πληθυσμών στις υποκλίμακες της συναισθηματικής νοημοσύνης που αφορούν στην αυτό-συνείδηση, στη διαχείριση και κινητοποίηση των συναισθημάτων αλλά δεν βρέθηκαν διαφορές στις υποκλίμακες της ενσυναίσθησης και των κοινωνικών δεξιοτήτων. Από την άλλη πλευρά, όμως, υπάρχουν και ευρήματα που δεικνύουν πως δεν υπάρχουν σημαντικές διαφορές ως προς τη συναισθηματική νοημοσύνη μεταξύ των χαρισματικών παιδιών και των συνομηλίκων τους. Είναι ανάγκη, λοιπόν, να υπάρξει περαιτέρω έρευνα στην πληθυσμιακή ομάδα των χαρισματικών παιδιών.
... As shown in Figure 1, in this study, a sample of Chinese Beijing EC educators demonstrated complex understanding of children's creativity. This understanding was mainly based on a personality approach that saw creativity as a trait of the individual child (Colangelo and Davis 1997). A personality approach draws from discourses of the 'universal', normalised child: a decontextualized, culturally homogenous perspective. ...
Article
Full-text available
This paper draws from a cross-cultural study of young children’s arts curricula. The initial phase of the original study consisted of a comparison of the intended arts curriculum for 5–6 year old children in China and Australia. This was followed by a survey in Beijing exploring 88 contemporary early childhood educators’ beliefs about children’s arts education. A case study of the enacted curriculum took place across three kindergartens in Beijing. The data was coded and analysed using grounded theory methodology. The research presented in this paper reported a diverse understanding of children’s creativity among the participant EC educators; it revealed that a pedagogical dilemma of demonstration remains as a challenge to early childhood arts educators. This study provided qualitative descriptions and examples of Chinese Beijing children’s arts education in this era of globalisation. Utilising Foucault’s (1991. “Governmentality.” In The Foucault Effect: Studies in Governmentality, edited by G. Burchell, C. Gordon, and P. Miller, translated by R. Braidotti, 87–104. London: Harvester Wheatsheaf) theory of governmentality as a critical lens to view the issues in this field, the study broadened perspectives regarding the education philosophy and practices of early childhood arts curriculum, in particular, for the cultivation of young children’s creativity.
Thesis
La tesi di laurea analizza i principali modelli teorici della plusdotazione con un approfondimento sul metodo di arricchimento di Joseph Renzully e Sally Reis "The schoolwide enrichment model"
Article
Full-text available
Η κατάλληλη εκπαιδευτική και κοινωνική διαχείριση των χαρισματικών μαθητών αποτελεί μια σύγχρονη αναγκαιότητα. Τα χαρισματικά παιδιά αναμφισβήτητα αποτελούν μια ανομοιογενή ομάδα με την ευφυΐα και τα ταλέντα τους να επικεντρώνονται σε πολλά πεδία. Η ευφυΐα αποτελεί μια από τις εκφάνσεις τις χαρισματικότητας. Οι εκπαιδευτικοί μπορούν να αποτελέσουν τους αρωγούς στην προσπάθεια κατανόησης των ιδιαίτερων αναγκών των χαρισματικών μαθητών, δεδομένης της καθημερινής επαφής τους. Σημαίνον, όμως, στοιχείο στον ρόλο τους αποτελεί η μελέτη του γνωσιακού τους υπόβαθρου ως προς τις αλήθειες και τις παρανοήσεις γύρω από τη χαρισματικότητα. Η εξέταση των ιδεών των εκπαιδευτικών αποτελεί τη βάση για τη συμβολή τους στην αναγνώριση και εκπαίδευσή των χαρισματικών. Κύριος σκοπός της έρευνας είναι η καταγραφή των απόψεων των εκπαιδευτικών Πρωτοβάθμιας και Δευτεροβάθμιας Εκπαίδευσης ως προς τις παρανοήσεις και τις αλήθειες για τα χαρισματικά παιδιά. Η μεθοδολογία περιλαμβάνει ποσοτική έρευνα με τη χρήση ερωτηματολογίου, το οποίο χορηγήθηκε σε εκπαιδευτικούς δημοσίων σχολείων του νομού Αττικής. Τα ευρήματα διακρίνονται σε δύο κατηγορίες, τα κοινωνικά που δείχνουν αντιλήψεις και νοοτροπίες γύρω από τη χαρισματικότητα, και τα εκπαιδευτικά, που αποτυπώνουν ιδέες για την κατάλληλη εκπαίδευση. Εν κατακλείδι, η εξέταση των απόψεων των εκπαιδευτικών έχει ιδιαίτερη σημασία, καθώς αποτελεί τη βάση κάθε αλλαγής ή απόφασης σε επίπεδο εκπαιδευτικό και πολιτειακό.
Thesis
Full-text available
De Kracht in jezelf [The Power in yourself] by Jan Kuipers (2010) is a program to help underachieving gifted children, age 8 to 12 years old, to feel well and get motivated again. The goal of the program is to re-let the children have fun in school and to make them learn something. However, for underachieving gifted adolescents there appeared to be no such program available. In the counseling practice Hoogbloeier, a program that is based on the program ofJan Kuipers but fully translated to adolescents was developed. Each part of De Kracht in jezelf was examined, whether it was appropriate for teenagers and whether anything was lacking regarding counseling of adolescents. First in the introduction of this thesis, it is determined which theoretical model of giftedness Jan Kuipers has used for the development of his program. The converted program Wijs op weg [Wise on your way] for adolescents starts from the same model. An overview is given of the various components of the program, clarifying why a component is kept in the program for adolescents or not and why some missing parts important to adolescents were added to it. Then, the program is evaluated using questionnaires in which the experiences of both parents and the adolescents who participated were investigated. The study examined whether the degree of underachieving after ending the program was reduced, and if there was to notice a difference in the attitudes of the adolescents. The participants were also asked to provide additional suggestions for improving the program in the future. A number of recommendations are made on the basis of the results.
Article
أساليب الارشاد النفسي للأطفال الموهوبين والمتفوقين إعداد: د. عبدالفتاح الخواجه/ جامعة السلطان قابوس مقدم لندوة ثقافة الطفل العماني 18 – 19 /اوكتوبر 2011م ندوة ثقافة الطفل العماني، التي أقيمت بتنظيم من كليتي الآداب والعلوم الاجتماعية وكلية التربية بالتعاون مع وزارة التربية والتعليم الملخص: تهدف الدراسة إلى التعرف على مشكلات وحاجات الطفل الموهوب وكذلك الأساليب الإرشادية المناسبة للتعامل مع هذه الفئة, ولتحقيق أهداف الدراسة النوعية, فقد تم العودة إلى الأدب النفسي في هذا المجال, وإلقاء الضوء على الموهبة وتطور هذا المفهوم, كما تم التعرض الى بعض التجارب العربية والعالمية في تعاملها مع هذه الفئة. وأظهرت النتائج البحثية انه لا زال أمام الأقطار العربية خطوات لتعمل؛ من اجل هذه الفئة فيما يتعلق بالبرامج والأساليب الإرشادية المناسبة لهم. وتوصي الدراسة بإجراء المزيد من البحث حول طبيعة مشكلات هذه الفئة من الطلبة (النفسية والدراسية والشخصية والاجتماعية) بهدف وضع البرامج الوقائية والنمائية والعلاجية المناسبة. الكلمات المفتاحية: الطفل الموهوب, أساليب الإرشاد, حاجات الطفل الموهوب.
Article
Full-text available
Her çocuğun doğuştan getirdiği özellikler birbirine benzemekle birlikte, üstün yetenekli çocuklar bilişsel, psikomotor, duygusal ve sosyal gelişim düzeyleri açısından yaşıtlarından farklılık göstermektedir. Bu özellikteki çocukların bilişsel gelişimi kadar duygusal ve sosyal yönden de desteklenmesi, onların sağlıklı bir kişilik oluşturmaları için çok önemlidir. Üstün yetenekli öğrencilerin kendini keşfetmesine yardımcı olan ve psikososyal gelişimini destekleyen mentorluk programı, başta Amerika olmak üzere gelişmiş birçok ülkede uygulanmaktadır. Bu çalışmanın amacı, üstün yeteneklilerin eğitiminde kullanılan mentorluk programını uluslararası bağlamda incelemektir. Doküman incelemesi yönteminin kullanıldığı bu çalışmada, elde edilen bilgiler üç bölümde toplanmıştır. Birinci bölümde üstün yetenekli öğrencilerin eğitiminde mentorluk, ikinci bölümde mentorluk programının uygulama aşamaları, üçüncü bölümde ise yabancı ülkelerde üstün yeteneklilere yönelik mentorluk programları ele alınmıştır. Elde edilen bilgilere dayalı olarak mentorluğun üstün yeteneklilerin eğitiminde etkili bir model olduğu ve mentorluk programının başarılı olması için her aşamasının çok iyi planlanması gerektiği söylenebilir. / Although some of the innate dispositions of each child are similar, gifted children differ from their peers in terms of cognitive, psychomotor, emotional and social development levels. It is very important to support gifted children from emotional and social aspect as well as cognitive development to develop healthy personality. Mentoring program in terms of self-discovery and support of psychosocial development is being implemented in the education of gifted students in many developed countries, especially in the USA. The purpose of this study is to explore the mentoring program in gifted education in the international context. The document analysis was used in this study. The study consists of three parts. The first part covers mentoring in gifted education while second part explicates the implementation phases of mentorship programs. Finally, the third part reviews mentorship programs for the gifted children in the international context. According to the information obtained from this study, it can be said that mentoring is a powerful model for enhancing gifted education and a successful mentorship program requires a careful planning of each and every stage
Thesis
Full-text available
ABSTRACT The research area about the gifted students needs further investigation. In the current bibliographic research, the gifted students’ definition is attempted to be examined and explored, since the scientific views significantly differ from each other. Furthermore, an effort has been made to outline their profile and their educational needs. Fundamental aim of this study is to display in detail teaching suggestions and didactic applications specially designed for gifted students, as far as lessons related to Humanities are concerned, using Information and Communication Technologies (I.C.T.).
Technical Report
Giftedness, or the existence of remarkable natural talents, is believed to occur once in every hundred individuals, and exceptional giftedness once in every ten thousand as per current definitions. The phenomenon of giftedness has caught the attention of psychologists, pedagogists, educationists and neuroscientists from the from the mid-19th to the 20th centuries. Giftedness research is the basis of various specially developed tests and programmes the world over. These tests and programmes are intended to identify gifted children and to encourage them to develop their talents and realize their potential, as well as to handle the social and emotional issues that may arise from their differentness. Giftedness has been defined in many ways, pointing to the complexities associated with its identification. Inevitably, special programmes for the gifted draw as much criticism as applause, triggering debates on elitism vs. equity in education. The present review of literature of giftedness research attempts to outline the phenomenon of giftedness in children in its various manifestations, the methods of evaluation and tests in current use, the need for gifted programmes and their efficacy, the developmental trajectory of giftedness, the social and emotional issues accompanying giftedness, and the impact of the socio-cultural, educational internation options for gifted children are also discussed.
Article
Full-text available
As in many fields, the use of information and internet in the field of tourism education is increasing day by day. Students use internet and social media extensively both during and after education. When the use of social media is considered within the scope of education, it may be beneficial in some cases and harmful in other cases. The aim of this study is to investigate the effects of social media use of university students on tourism education on their academic motivation behavior. In this context, it was aimed to determine the effect of social media usage levels of university students on academic motivation and whether these two variables differ according to demographic characteristics. . This study is important in terms of revealing the relationship between social media and academic motivation behavior, especially in terms of revealing more concrete studies about university students who continue their education life.The sample of the study consists of 227 students studying in Çanakkale Onsekiz Mart and Karabuk University Tourism Faculties in the academic year of 2019-2020. The data on the social media usage levels of the participants were collected using the Social Media Scale (SMS). Data on Academic Motivation Behaviors were collected using the Academic Motivation Scale (AMS). According to the findings obtained in the research, it was determined that the students used the most Instagram and the least Twitter channels. According to conclusion is the social media usage levels of students have an impact on their academic motivation level. In addition, it is another result that male students generally have higher levels of academic motivation than female students.
Chapter
Full-text available
Özet: Bu bölümün başlangıç kısmında matematikte üstün yetenekli öğrenciler için etkinlik kavramı ele alınmıştır. Üstün yetenek, üstün zekâ, üstün başarı kavramları hem geniş hem de matematik alanına özgü anlamlarıyla ele alındıktan sonra, matematikte üstün yetenekli öğrencilerin eğitiminde kullanılan gruplama hızlandırma ve zenginleştirme modelleri açıklanmış ve uygulama örnekleri sunulmuş ve matematikte üstün yetenekliliğin tanılamasında kullanılan yaklaşımlar açıklanmış-tır. Bölümün ikinci kısmında matematikte üstün yetenekliler için etkinlikler tasarım süreçleri ve kullanım amaçları yönleriyle ele alınmıştır. Bu kısımda, literatürde var olan bilgi birikimi çerçevesinde, matematikte üstün yetenekli öğrencilere yönelik bir etkinlik geliştirme çerçevesi sunulmuştur. Matematik etkinliklerinde kullanılacak sorulara ait üç ana unsur olan matematiksel esneklik, matematiksel akışkanlık ve matematiksel özgünlük kavramları örnekleriyle ele alınmıştır. Geliştirilen etkinlikleri kullanarak matematikte üstün yetenekliliğin nasıl tanılanacağı üzerinde durulmuştur. Son kasımda ise bu matematik öğretmenlerine öneriler sunulmuştur. Anahtar Kelimeler: Matematik etkinlikleri, üstün zekâ, üstün yetenek; matematikte üstün yetenek; matematikte üstün zekâ
Chapter
The concept of giftedness varies in different countries and different school systems. Gifted students have unique learning needs, which require modified and tailored learning strategies. If unidentified and unsupported, giftedness can become a problem. This chapter begins by defining what giftedness is and describes some of the characteristics of gifted students. It moves on to discuss some of the common challenges faced by gifted students.
Article
Full-text available
Bu araştırma, Fen Bilgisi öğretmen adaylarının Lisans seviyesindeki Anatomi dersi kapsamında yer alan sınavlarda seçilmiş olan soru tiplerine göre gösterdikleri başarı düzeyi ile soru tiplerine yönelik görüşlerinin ortaya çıkarılması amacıyla gerçekleştirilmiştir. Çalışmada örneklem olarak, İstanbul’da bir devlet üniversitesinde öğrenim görmekte olan toplam 27 fen bilgisi öğretmen adayı seçilmiştir. Çalışmada veri toplama aracı olarak, öğrencilerin soru tiplerine olan bakış açılarını belirlemek amacı ile nitel araştırma yaklaşımına uygun olarak hazırlanan 5 adet açık uçlu soru sorulmuştur. Öğretmen adayların açık uçlu sorulara verdikleri yazılı cevaplar nitel araştırma teknikleri kullanılarak analiz edilmiştir. Araştırmadan elde edilen veriler bir biyoloji alan uzmanı tarafından da değerlendirilmiş ve güvenirlilik formülü kullanılarak güvenirlik katsayısı hesaplanmıştır. Elde edilen bulgular kullanılarak, soru tipleriyle başarı oranı arasındaki ilişki ve bunların olası nedenleri tespit edilmeye çalışılmıştır ve elde edilen sonuçlar doğrultusunda önerilerde bulunulmuştur. Bu çalışma fen bilgisi öğretmen adaylarının anatomi dersi kapsamında sorulan farklı türdeki soru tiplerinde farklı düzeylerde başarı gösterdiklerini ortaya çıkarmıştır.
Article
Este estudo teve por objetivo analisar o impacto de um programa do Programa Talento Metrópole (IMD-UFRN), a qual visa desenvolver o interesse de jovens com altas habilidades/superdotação (AH/S) em pesquisa científica, além da ampliação das competências e habilidades, expansão da criatividade no campo da Tecnologia da Informação e suas interfaces com outras áreas do conhecimento, visando a inovação e o empreendedorismo. Trata-se de um estudo multicasos, e contou com a participação de três sujeitos com idades de 18 e 24 anos, de ambos os sexos. O levantamento de dados se deu a partir de diferentes meios: entrevistas semiestruturadas, registros de observações comportamentais realizadas no contexto do programa, avaliação da inteligência e criatividade. As análises dos casos evidenciaram pontos de convergência e divergência entre os jovens, no que diz respeito a identificação da inadequação ao modelo escolar, (público e privado); sofrimento psíquico; dificuldades emocionais e comportamentais em razão da ausência de suporte às suas necessidades educacionais especiais, sendo a desmotivação, a queixa mais presente. Desse modo, programas de intervenção e enriquecimento, podem possibilitar ambientes e oportunidades, que proporcionem atividades focadas nos interesses e necessidades dos sujeitos, de acordo com as diferentes formas de expressão das AH/S, um cenário adequado é fundamental para a produção criativa, e desenvolvimento satisfatório, proporcionando assim, a inserção social e profissional satisfatória e que poderá trazer impactos relevantes para a sociedade.
ResearchGate has not been able to resolve any references for this publication.