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

Document Type : Research Paper

Authors

1 Department of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran

2 Department of Psychology and Educational of children with Special Needs, faculty of Educational and Psychology, University of Isfahan, Isfahan, Iran

Abstract

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.

Keywords

References

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Journal of Applied Psychological Research
Volume 9, Issue 1
July 2018
Pages 93-122

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History

  • Receive Date: 28 January 2018
  • Revise Date: 19 July 2018
  • Accept Date: 26 April 2018
  • First Publish Date: 22 May 2018
  • Publish Date: 22 May 2018

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