بررسی تحلیلی روش گروه بندی تمام وقت دانش آموزان مدارس استعداد درخشان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری ، گروه علوم تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه اصفهان، اصفهان، ایران

2 داﻧﺸﯿﺎر داﻧﺸﮑﺪه ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ و رواﻧﺸﻨﺎﺳﯽ. داﻧﺸﮕﺎه اﺻﻔﻬﺎن

3 دانشیار گروه روانشناسی و آموزش کودکان با نیازهای خاص، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران

4 دانشیار، گروه علوم تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه اصفهان، اصفهان، ایران

چکیده

هدف این پژوهش بررسی تحلیلی روش گروه‌بندی تمام‌وقت دانش ­آموزان مدارس استعدادهای ­درخشان بود که برای این ‌منظور از روش تحقیق کیفی استفاده شد. جامعه آماری شامل دانش ­آموختگان، والدین، معلمین، مدیران و متخصصین آموزش تیزهوشان بود. جامعه نمونه شامل 48 نفر از جامعه آماری بود که به صورت هدفمند انتخاب، و با آن­ها مصاحبه باز و عمیق انجام گرفت. پس از اشباع نظرات، جهت تحلیل داده ­ها، گزاره‌های استخراج‌شده کدگذاری، ترکیب و مقوله‌بندی شدند. یافته‌های پژوهش، 13 مقوله بود، شامل: "برداشت ناقص از مفهوم استعداد درخشان در عمل، عدم ‌جامعیت شیوه‌ شناسایی تیزهوشان، آسیب روش ­گروه‌بندی ­تمام‌وقت­ تیزهوشان، چالش تفکیک جایگاه استعداد درخشان در ساختار سازمانی آموزش ‌و پرورش، همسویی کم با عدالت ­آموزشی، کم‌توجهی به برنامه‌های ­پرورشی، عدم تطابق برنامه‌های­ آموزشی ­و ­درسی با ویژگی‌های­ فردی ­تیزهوشان، انتظارات بیش ‌از حد والدین، نقص‌های مدیریت ­آموزشی، کمبود معلمان متخصص آموزش تیزهوشان، انتظارات متقابل و بیش ‌از حد جامعه و استعدادهای­ درخشان، عدم توجه به وضعیت پس از دانش ­آموختگی و نداشتن برنامه نگه­داشت استعدادهای­ درخشان". یافته­ های پژوهش به چهار دسته مبانی نظری تیزهوشی، روش اجرا، و عوامل درون ­سازمانی و برون ­سازمانی آموزش ­و ­پرورش تقسیم شدند. بر این اساس، نتیجه می­ شود، اجرای روش گروه‌بندی تمام‌وقت بهتر است به حداقل خود برسد و برنامه ­ریزی همه ­جانبه برای رفع نواقص آموزشی ­و ­پرورشی دانش­ آموزان تیزهوش انجام گیرد.

کلیدواژه‌ها


عنوان مقاله [English]

Analytical review of full-time grouping student of Estedadhaye Derakhshan schools

نویسندگان [English]

  • Mohsen Hajkazemian 1
  • Reza Hoveida 2
  • Ahmad Abedi 3
  • Saeid Rajaipour 4
1 Department of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
3 Department of Psychology and Educational of children with Special Needs, faculty of Educational and Psychology, University of Isfahan, Isfahan, Iran
4 Department of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
چکیده [English]

This study aimed to analyze the full-time grouping approach in Estedad Derakhshan schools. For this purpose, the qualitative method was used. The population included graduates, parents, educators, managers and specialist of G/Tstudents. The sample consisted of 48 people selected with purposive sampling, who were deeply interviewed. After saturation of opinions, for analyzing data, statements were extracted, coded, composed and categorized. The findings included 13 categories: incomplete impression of the concept of G/Tstudent, incomplete G/Tstudent identification, damage of Full-time grouping method, the challenge of G/T position separation in education structure, low alignment with educational justice, lack of attention to instructive programs, mismatch of curriculum with G/T individual characteristics, parents' impossible expectation, educational management defects, the shortage of professional teachers, mutual excessive expectations of society and G/Tstudent, low attention after graduation and the absence of retention schedule for G/Tstudent. Based on the findings, which are divided to four categories: Theories about Giftedness, performance approach, internal and external organizational factors of education, it follows that the implementation of full-time grouping should be minimized and comprehensive planning must be done to eliminate the educational defects of G/Tstudents.

کلیدواژه‌ها [English]

  • Gifted and Talented Student (G/Tstudent)
  • Gifted and Talented Education (GATE)
  • Full-Time Grouping Method
A document of the fundamental transformation of the education system (2012). Supreme Council for Cultural Revolution. Received from:  http://sccr.ir/pages/simpleView.aspx?provID=1798/19/09/2017 )Persian).
A Rapid Development"Look at the increasing population of Sampad Schools", (2015). Gifted and talented Magazine, 63, 53-58. Received from: www.nodet.net/Journal/PDF/69/Sampad%2053-58%20(Roshd).pdf/21/06/2017
Abedi, A. (2011). Written report of Gifted & Talented student. Iran's National Elites Foundation). Persian).
Abedi, A. (2015). Design Tools for identifying & Leading Gifted & Talented student.  Journal of Educational, Research on Gifted & Talented student, 74,144-154.)  Persian).
Abu-Jaber, A. (2011). Educational programs for gifted students. Teacher Mission Journal, 49(4), 23-27.
Afrooz, Gh (2015).  Creativity: Needed to achieve science and technology.  Estedadhaye derakhsan magazine. (2)18, 104-110) .Persian).
Afrooz, Gh. (2016). Perfectionism in gifted children family. Journal of Ruyesh-e-ravanshenasi, 4(17), 29-54.)Persian).
Afrooz, Gh (2017).  Introduction to Psychology and Education of Exceptional Students.  Tehran: Tehran University Press).Persian).
Aghili, R., Mehrvarz, M. & Adeghi Gandomani, K. (2017). The Relationship between perfectionism, internal locus of control and self- test anxiety and academic achievement of talented students center Branch Shahrekord. Rooyeshe ravanshenasi, 6(2), 19, 53-78. (Persian).
Bain, S., Bliss, S., Choate, S., & Brown, K. (2007). Serving children who are gifted: Perceptions of undergraduates planning to become teachers. Journal for the Education of the Gifted, 30(4), 450–478.
Baghban, N. & Andishmand, V. (2016). New theories and methods of identifying gifted student and their education. Scientific Journal of Research Approaches in Social Sciences, 3(10), 17-147) .Persian).
Bangel, N., Enersen, D., Capobianco, B., & Moon, S. (2006). Professional development of preservice teachers: Teaching in the Super Saturday Program. Journal for the Education of the Gifted, 29(2), 339-361.
Bazargan, A. (2015). An introduction to qualitative and mixed methods research by effort. Tehran:Didar Publishers. (Persian).
Besharat, M. A. (2004). The Relationship between parental perfectionism and test anxiety. Journal of psychology & education. 34(1), 1-19. (Persian)
Chamot, A. U. (2012). Differentiated instruction for language and learning strategies: Classroom applications. Perspectives on individual characteristics and foreign language education. 1:115-29.
Chamberlain, M. T., & Chamberlain, S. A. (2010). Enhancing preservice teacher development: Field experiences with gifted students. Journal for the Education of the Gifted, 33(3), 381-416.
Christopher, M. & Shewmaker, J. (2010). The relationship of perfectionism to affective variables in gifted and highly able children. Gifted Child Today, 33(3), 20-30.
Clasen, D. R., & Clasen, R. E. (2003). Mentoring the gifted and talented. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 254-267). Boston: Allyn & Bacon.
Cooper, C. (2009). Myth 18: It is fair to teach all children the same way. Gifted child quarterly. Received from: http://journals.sagepub.com/doi/abs/ 10.1177/0016986209346947?journalCode=gcqb/04/05/2017
Council for Selection and Testimonial of Articles and Posts (2017). Familiarity with Sampad schools. (Edited by: Bahmani, Y. & Misaghi nejad, M.). Tehran: Shahid Rajaee Teacher Training University) .Persian).
Creswell, J. W. (2012). Educational research: planning, conducting and evaluating quantitative and qualitative research. Publisher: PearsoEducation. Received from:  http://basu.nahad.ir/uploads/creswell.pdf/04/04/2018
Dai, D.Y. (2006). “Essential Tensions Surrounding the Concept of Giftedness”. International Handbook on Giftedness, Springer ScienceBusiness Media.
Dee, A. L. (2010). Preservice teacher application of differentiated instruction. The Teacher Educator. 46(1):53-70.
Dehghani, M., Javadipour, M. & Islamdost, S. (2015). The Relationship between Metacognitive and Self-Efficacy of Teachers and their Professional Qualifications. Applied Psychological Research Quarterly, 5(4), 51-68.
Delavar, A. (2009). Qualitative methodology. Rahbord journal, 19(54), 307-329). Persian).
Ed (2015). Gifted Education in the U.S definition. Received from: https://www.nagc.org/resources-publications/resources/gifted-education-us/11/05/2017
EIU (2015). The Global Talent Index Report: The Outlook to 2015.  Published by Heidrick & Struggles. Received from: http://www.globaltalentindex.com/pdf/Heidrick_Struggles_Global_Talent_Report.pdf/20/08/2017
Ejhei, J. (1997). Choosing gifted and talented student before and after the revolution. Exceptional Talents, 6, (1), 26-31.
European agency for development in special needs education (2009). Gifted Learners: A survey of educational policy and provision. Brussels: European agency for development in special needs education.
Falahi, k. & Monavarian, A. (2007). Investigating the factors of elite migration (human capital) and providing appropriate strategies for preventing this phenomenon. Journal of Science and Development (Scientific Research), 24(15), 108-136.( Persian).
Freeman, J., Raffan, J. & Warwick, I. (2010). Worldwide provision to develop gifts and talents: An international survey. Research Report. Reading: CfBT Education Trust. Received from: www.joanfreeman.com/pdf/towereport.pdf/14/06/2017
Friedman-Nimz, R. (2009). Myth 6: Cosmetic use of multiple selection criteria. Gifted Child Quarterly, 53(4), 248-250.
Fornia, G. L. (2001).  The Social and Emotional Needs of Gifted Children: Implications for Family Counseling. THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES, 9 (4), 384-390.
Gall, M.D., Gall, J. P., & Borg, W.R. (2006). Educational research: An introduction. Translated. Tehran: Shahid Beheshti University Publication (Persian).
Ghorban Jahromi, R., Hejazi, E., Ejei, J. & Khodayari Fard, M. (2015). Investigating the Mediating Role of Achievement Goals in the Relationship between Need for Cognition and Cognitive Engagement: The Effect of Procrastination Context. Journal of Psychology, 19(1), 3-21. (Persian).
Hakimadeh, R. (2017). Isolation damaging of gifted student in schools. PorseshgarTalk show interviewer).Persian).
Harmer, R. (2017). Gifted, Talented and More Able Policy. September 2016-2017.
HasanZadeh, S. & Ahmadi, A. (2015). Meta-Analysis of Working Memory Training and its Generalization Effect.  Applied Psychological Research Quarterly, 6(1), 25-46. (Persian).
Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Abington, Oxon: Routledge. Received from: http://www.blomeyerandclemente.com/Documents/ 684_REVOnline%20Learning%20Synthesis-11.15.05-ed.pdf/16/04/2017
Hertzberg-Davis, H. (2009). Myth 7: Differentiation in the regular classroom is equivalent to gifted programs and is sufficient. Gifted Child Quarterly, 53(4), 251-253.
Higher Education Council (2010). Theoretical document of fundamental transformation of education of Iran. The Supreme Council of the Ministry of Education. Received from: http://www.medu.ir/Portal/File/ShowFile.aspx?ID=da462e1d-b982-46b6-adfd-51ec1295fb5c/05/05/2017
JafariHarandi, R., Nasr, A. R. & MirshahJafari, E. (2008). Content analysis method applied in the study of social sciences Behavioral and human, with an emphasis on analyzing the content of textbooks. Seminary & university journal methodology of social science. 14(55), 33-58.) Persian).
JanAlizadeh, H., Aliverdi niya, A. & Purghazi, Sh. (2017). Effective ways to prevent the migration of scientific elites (case study: Mazandaran province). Quarterly of Parliament and Strategy, (23)86, 119-147. ) Persian).
Joorabchi, S. (1993). Identification and education of the gifted and talented. Estedadhaye derakhsan magazine, 3, 114-119). Persian).
Kalbasi, A., Nikneshan, Sh., NasrEdfahani, A., Abedi, A., Mirshahjafari, A. & Jamhidian, A. (2017). Gifted & talented Education. Isfahan: Jahad daneshgahi). Persian).
Kavale, A., & Forenss, R. (2000). History, rhetoric and reality: Analysis of the
      Inclusion debate. Remedial & special education. 21(5), 279-296. Received from: http://www.sedse251.weebly.com/uploads/1/5/8/kavale_inclusion.pdf/04/07/2017
KazemiHaqiqi, N. (2002). Educational progress factors in school. Gifted and talented Magazine, 2(11)14-143.)Persian).
KazemiHaqiqi, N. (1992). Community and gifted. Gifted and talented Magazine1 (1), 2-18.)Persian).
KazemiHaqiqi, N. (1994). The Basics of Genuine Social Education the Role of the Individual, Family and Society. Gifted and talented Magazine, 3(3)151-171). Persian).
KazemiHaqiqi, N., Moqadam, Sh. (2014). Giftedness and cultural intelligence: Theoretical Foundations. Journal of Educational Research on Gifted and talented, 70,151-174. )Persian).
Karamad, H. (2007). Strategies for elite learners. Marefat Journal, 117. Received from: http://www.ensani.ir/fa/content/69791/default.aspx/08/09/2017 ) Persian).
Karimi, S. & Nasr, A. R. (2012). Analysis of interview data. Research journal, 4(1), 71-94. (Persian).
Kerr, B. (2009). Encyclopedia of giftedness, creativity and talent. Sage publitions, Inc.
Khonifar, H. (2004). Look again to methods and techniques of teaching. Qom: boostan ketab. (Persian).
Kraeger, K. A. (2015). Perspective on equity in gifted education. Dissertations, Theses and Capstone Projects.
Kulik, J. A., & Kulik, C.C. (1992). Meta-analytic findings on grouping programs. Gifted Child Quarterly, 36, 73-77.
Lavasani, M. Gh. & Mehdipour Maralani, F. (2015). Attachment to the teacher and academic engagement among female and male students. Applied Psychological Research Quarterly, 6(2), 119-132. (Persian).
Lohman, D, F. (2008). Identifying Academically Talented Students: Some General Principles, Two Specific Procedures. International Handbook on Giftedness, 971-997. Received from:https://faculty.education.uiowa.edu/docs/dlohman/ Identifying_Academically_Talented_principles_and_procedures.pdf
Mafi, M & Roon, A. (2014).   Findings of the Study Needed for the Specialized Curriculum for Talented Teaching Schools. Journal of Educational, Research on Gifted & Talented student, 71, 245-260. (Persian).
Maruška Željeznov Seničar (2016) THE CHALLENGES OF PLANNING INDIVIDUALIZED PROGRAMMES FOR GIFTED STUDENTS. Research in Pedagogy, Vol. 6, No. 2, pp. 138‐153.
Milanifar, B. (1999). Psychology of Exceptional Students and Adolescents. Tehran: Qoms publication.)Persian).
Mirafzali, F. (1992). The role of teacher in fostering creativity. Gifted and talented Magazine, 1(3), 252-268. (Persian).
Mirzaei, Kh. (2015). Qualitative researching. Research, researching & writing. Tehran: Fojan. (Persian).
Mooji T. (2010). Design and implementation of ICT-supported education for highly able pupils; Paper read at European Conference on Educational Research; Helsinki, Finland. Received from: https://www.researchgate.net/publication/254906116_Design_and_implementation_of_ICT-supported_education_for_highly_able_pupils/06/12/2017
Mula, A. K., Janus, P. & Palomar, D. (2017). GIFTED CHILDREN AND S OCIAL RELATIONSHIP. Received from: http://afgfamily.com/blog/gifted-children/gifted-children-and-social-relationships/01/03/2018
Morisano, D., & Shore, B. (2010). Can personal goal setting tap the potential of the
Gifted underachiever? Roeper Review, 32, 249-258.
National Organization for Development of Exceptional Talents. (2017). Recived from: https://en.wikipedia.org/wiki/National_Organization_for_Development_of_Exceptional_Talents/17/09/2017
Neihart, M., & Tan, L. S. (2016). Gifted Education in Singapore. In D. Dai & C. K. Ching (Eds.), a critical assessment of gifted education in Asia: Problems and prospects, 77-96.
O’meara, J. (2011). RTI with Differentiated Instruction, Grades K 5: A Classroom Teacher s Guide. Corwin Press.  Received from:  http://sk.sagepub.com/books/rti-with-differentiated-instruction-grades-k-5/25/06/2017
Olszewski-Kubilius, P., & Clarenbach, J. (2012). Unlocking emergent talent: Supporting high achievement of low-income, high ability students. Received from National. Association for Gifted Children website:
Peters, W. A. M., Grager-Loidl, H., & Supplee, P. (2000). Underachievement in gifted Children and adolescents: Theory and practice. International handbook of giftedness and talent, 609-620.Recived from: https://www.researchgate.net/publication/283406904_Underachievement_in_gifted_children_and_adolescents_Theory_and_practice/10/06/2017.
Pierce, R. L., Adams, C. M., Neumeister, K. L., Cassady, J. C., Dixon, F. A., & Cross, T. L. (2007). Development of an identification procedure for a large urban school corporation: Identifying culturally diverse and academically gifted elementary students. Roeper Review, 29(2), 113-118.
Pierce, R. L., Cassady, J. C., Adams, C. M., Speirs Neumeister, K. L., Dixon, F. A., & Cross, T. L. (2011). The effects of clustering and curriculum on the development of gifted learners’ math achievement. Journal for the Education of the Gifted, 34, 569–594.
Pfeiffer, S., Petscher, Y., & Kumtepe, A. (2008). The Gifted Rating Scales-School Form: A validation study based on age, gender, and race. Roeper Review, 30, 140-146.
Piirto, J. (2007). Talented Children and Adults: Their Development and Education. The SelectedWorks of Jane Piirto. Received from: http://works.bepress.com/jane_piirto/2
Plucker, J. A., Burroughs, N., & Song, R. (2010). Mind the (other) gap! The growing excellence gap in K-12 education. Bloomington: Indiana University, Center for Evaluation and Educational Policy. Received from: http://www.jkcf.org/assets/1/7/ExcellenceGapBrief_-_Plucker.pdf/12/05/2017.
Ruf, D. (2011). Gifted Child Personality Types and Effective School Lesson Plans.  Davidson Institute for Talent Development. Received from: http://www.davidsongifted.org/Search-Database/entry/A10760/06/07/2017
Reis, S. M., &Renzulli, J. S. (2010). Is there still a need for gifted education? An examination of current research. Learning and Individual Differences, 20, št. 4, str. 308–317.
Renzulli, J. S., & Reis, S. M. (2003). The schoolwide enrichment model: Developing creative and productive giftedness. In N. Colangelo, & G.A. Davis (Eds.) Handbook of gifted education (3rd ed., pp.184-203). Boston, MA: Allyn & Bacon.
Rejskind, G. (2000). TAG teachers: Only the creative need apply. Received from:  https://eric.ed.gov/?id=EJ606606/04/06/2017
Research Institute of Hawzah and University (2015). The philosophy of education. Volume1.Tehran: Samt. (Persian).
Rims, S. (2008). Tips for Parents: How Gifted Children Impact the Family. Davidson Institute for Talent Development. Recived from: http://www.davidsongifted.org/Search-Database/entry/A10520/01/04/2018
Robertson, S. G., Pfeifer, S. I., & Taylor, N. (2011). Serving the gifted: A national
     Survey of school psychologists. Psychology in the Schools, 48(8), 786-799.
Rogers, K. B. (2006). A menu of options for grouping gifted students. Waco, TX: Prufrock Press.
Saif, A. A. (2013). Modern educational psychology, psychology of learning and instruction. Tehran: Dowran publication. ) Persian).
SabzehAra Langaroudi, M., Mohsmmadi, M., Mehri, Y. & Talei, A. (2014). The Components of Mental Health and Test Anxiety in Talented and Normal Schools Students. Applied Psychological Research Quarterly, 5(3), 1-17. (Persian)
Subotnik, R. F., Olszewski-Kubilius, P. &, Worrell, F. C. (2011). Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science. Psychological Science in the Public Interest, 12(1), 3-54. Received from: https://www.apa.org/ed/schools/gifted/rethinking-giftedness.pdf/12/09/2017
Shojai, H. (2017). Manifest of sampad schools is being drafted. Received from: http://www.mizanonline.ir/fa/news/167272/06/09/2017) Persian).
Shokoohi Yekta, M. & Parand, A. (2007). Psycology & Education of gifted individuals. Tehran: Teymurzadeh publication. (Persian).
Schuler, P. (2012). Gifted kids at risk: Who’s listening? Supporting the Emotional Needs of Gifted (SENG) newsletter archives. Received from: http://www.sengifted.org/ archives/02-09-12/articles/gifted-kids-at-risk-whoslistening/14/08/2017  
Sisk, D. (2009). Myth 13: The gifted child can go it alone. Gifted Child Quarterly.
Simonton, D.K. (2000). Creativity, personal, developmental and social aspects. American psycologist, 55. Received from: http://teamvdf.free.fr/TER%20M1/Creativity%20cog%20perso%20dev%20soc%20apsects.pdf/06/08/2017
Simonton, D. K., & Song, A. V. (2009). Eminence, IQ, physical and mental health, and
Achievement domain. Psychological Science, 20(4), 429-434.
Smith, T. E., Polloway, E. A., Patton, J. R., Dowdy, C. A., Doughty, T. T. (2015) Teaching students with special needs in inclusive settings. (7th Ed.). New York, NY: Pearson.
Smutny, J. (2003). Gifted education: Promising practices. Phi Delta Kappan Educational Foundation, Bloomington, IN. Received from: https://www.thriftbooks.com/w/gifted-education-promising-practices_joan-franklin-smutny/1656844/#isbn=0873678451/19/07/2017
Soveyzi, M, (2017). The increase in the Sampad schools was justice. Sampadi ke nist, 67-75. Received from: www.sampadia.com/nodet/other-magazines/AyaronlineReport.pdf/06/07/2017. (Persian).
Sternberg, R. J., Jarvin, L.  & Grigorenko, E. L. (2011). Explorations in giftedness. Newyork: Cambridge university press.Received from: https://eclass.hua.gr/modules/document/file.php/explorations%20of%20giftedness.pdf/12/06/2017
Tahavolate sakhtari hoze setadi estedadhaye derakhshan (1393). Received from:  www.nodet.net/Journal/PDF/69/Sampad%2050-52%20(Sakhtar).pdf/15/05/2017.  
Yeluma, Ch. & Tyner, A. (2018). Is There a Gifted Gap? Gifted Education in High-Poverty Schools.  Thomas B. Fordham Institute, advancing educational excellence blog. Received from: https://edexcellence.net/publications/is-there-a-gifted-gap/08/02/2018
VanTassel-Baska, J. (2000). The on-going dilemma of effective identification practices in gifted education. The Communicator, 31, 39–41.
Vanmeerbeek, M., Van Onckelen, S., Boüüaert, C. Burette, P. (2006). Gifted children and the family. Physician Presse Med. 35(1 Pt 2):86-90. https://www.ncbi.nlm.nih.gov/pubmed/16462671/15/07/2017
Wood, J. (2009). Brain drain the scientific fictions of Richard Powers. The New Yorker. Received from: https://www.newyorker.com/magazine/2009/10/05/brain-drain/04/08/2018