SCHOOL GIFTEDNESS AND CORRELATIONS WITH MOTOR AND SPORTS ACTIVITIES
Abstract
Continuous socio-cultural progress imposes the need to respond, from a pedagogical-educational point of view, to the different abilities and needs of students at school (Turemuratova, Minajov, Bekniyazova, 2023). School giftedness, namely the presence of above-average intellectual and creative abilities, represents a challenge and an opportunity for contemporary educational systems. This study was conducted in partnership with two Comprehensive Institutes involving ten primary school sections for a total of 300 pupils and explores the correlations between school surplus endowment and students' participation in motor and sports activities, with the aim of identifying potential benefits and challenges.
Keywords
Full Text:
PDFReferences
Aslan, A., & Shiong, P. K. (2023). Learning in the Digital Age Full of Hedonistic Cultural Values Among Elementary School Students. Bulletin of Pedagogical Research, 3(2), 94-102.
Baccassino, F., & Pinnelli, S. (2023). Giftedness and gifted education: A systematic literature review. In Frontiers in Education (Vol. 7, p. 1073007). Frontiers.
Bailey, R., & Morley, D. (2006). Towards a model of talent development in physical education. Sport, education and society, 11(3), 211-230.
Baum S.M., Schader R.M., Hébert T.P. (2014), Through a different lens: Reflecting on a strengths-based, talent-focused approach for twice-exceptional learners, «Gifted Child Quarterly», vol. 58, pp. 311-327.
Borland, J. H. (2003). The death of giftedness. In J. H. Borland (Ed.), Rethinking gifted education (pp. 105-124). New York: Teachers College Press.
Brazzolotto, M. (2019). La didattica per lo sviluppo dei talenti. Teoria, riflessioni e metodologie.
Casino-García, A. M., Llopis-Bueno, M. J., Gómez-Vivo, M. G., Juan-Grau, A., Shuali-Trachtenberg, T., & Llinares-Insa, L. I. (2021). “Developing Capabilities”. Inclusive Extracurricular Enrichment Programs to Improve the Well-Being of Gifted Adolescents. Frontiers in Psychology, 12, 731591.
Cavas, B., & Cavas, P. (2020). Multiple intelligences theory—Howard Gardner. Science Education in Theory and Practice: An Introductory Guide to Learning Theory, 405-418.
Coggi, C., & Bellacicco, R. (2023). Per l'inclusione: fondamenti, azioni e ricerca per ambienti di apprendimento e di socializzazione flessibili e plurali. Per l'inclusione, 1-295.
Cohn S.J. (1981), What is giftedness? A multidimensional approach. In A.H. Kramer (a cura di), Gifted Children, New York, Trillium Press.
Colangelo N., Assouline S. e Gross M. (a cura di) (2004), A nation deceived: How schools hold back America’s brightest students, Iowa City, The University of Iowa.
d’Alonzo, L. (2016). La differenziazione didattica per l’inclusione. Metodi, strategie, attività. Trento: Erickson.
Dai, D. Y. (2010). The nature and nurture of giftedness: A new framework for understanding gifted education. New York: Teachers College Press.
Dai, D. Y., & Chen, F. (2013). Three paradigms of gifted education: In search of conceptual clarity in research and practice. Gifted Child Quarterly, 57, 151-168.
Dai, D. Y., Steenbergen-Hu, S., & Yang, Y. (2016). Gifted education in Mainland China: How it serves a national interest, and where it falls short. In D. Y. Dai & C. C. Kuo (Eds.), Gifted education in Asia: Problems and prospects (pp. 51-75). Charlotte, NC: Information Age Pub-lishing.
Davis, G., Rimm S., Siegle, D. (2017). Education of the Gifted and Talented. Pearson. New York. 7th Ed.
De Simone, G., & Annarumma, M. (2018). L’alto potenziale e le strategie didattiche. Formazione & insegnamento, 16(3), 29-38.
Feldhusen J. F. & Hansen J. (1988), Teachers of the gifted: Preparation and supervision, Gifted Education International, 5, 84–89.
Feldman, D. H. (2003). A developmental, evolutionary perspective on giftedness. In J. H. Borland (Ed.), Rethinking gifted education (pp. 9-33). New York: Teachers College, Columbia Uni-versity.
Frabboni, F., & Baldacci, M. (2009). La controriforma della scuola: il trionfo del mercato e del mediatico. La controriforma della scuola, 0-0.
Gagné F. (1995), From giftedness to talent: Adevelopmental model and its impact on the language of the field, «Roeper Review», vol.18.
Gagné F. (2004), Transforming gifts into talents: Tthe DMGT as a developmental theory, «High Ability Studies», vol. 15, n. 2.
Gagnè, F. (2013). The DMGT: Changes Within, Beneath, and Beyond. Talent Development & Excellence. Vol. 5, No. 1, 5–19.
Gallagher, J. (1994). Current and Historical Thinking on Education for Gifted and Talented Students. Washington, DC.
Hernández-Torrano, D., & Saranli, A. G. (2015). A cross-cultural perspective about the implementation and adaptation process of the schoolwide enrichment model: The importance of talent development in a global world. Gifted Education International, 31(3), 257-270.
Margiotta, U. (2015). Teoria della formazione. Ricostruire la pedagogia (Vol. 993, pp. 1-283). Carocci.
Miato, S. A., & Miato, L. (2003). La didattica inclusiva: organizzare l'apprendimento cooperativo metacognitivo. Edizioni Erickson.
Milan L. e Reis S.M. (2020a), The Implementation of the Schoolwide Enrichment Model in Italian Schools, International Journal for Talent Development and Creativity, vol. 8, n. 1.
Milan L. e Reis S.M. (2020b), The Implementation of the Schoolwide Enrichment Model in Italian Schools, International Journal for Talent Development and Creativity, vol. 8, n. 2.
Miranda, L., Werneck, F. Z., Coelho, E. F., Ferreira, R. M., Novaes, J. D. S., Figueiredo, A. J. B., & Vianna, J. M. (2019). Motor talent and biological maturation in military college students. Revista Brasileira de Medicina do Esporte, 25(5), 372-378.
Morganti, A., & Bocci, F. (Eds.). (2017). Didattica inclusiva nella scuola primaria: educazione socio-emotiva e apprendimentio cooperativo per costruire competenze inclusive attraverso i" compiti di relatà". Giunti Edu.
Perla L. (2013), Per una didattica dell'inclusione. Prove di formalizzazione. LECCE:Pensa MultiMedia.
Perla, L., & Vinci, V. (2021). La formazione dell’insegnante attraverso la ricerca. Un modello interpretativo a partire dalla didattica dell’implicito. Annali online della Didattica e della Formazione Docente, 13(21), 38-67.
Platvoet, S. W., Elferink-Gemser, M. T., Baker, J., & Visscher, C. (2015). Physical education teachers’ perceptions of sport potential: development of the Scale for Identification of Sport Potential (SISP). Annals of research in physical activity & sport, 6, 63-79.
Reid, E. (2015). Development of Gifted Education and an Overview of Gifted Education in the USA, Canada, Equator and Mexico. P. 241–245.
Reis S.M., Renzulli J.S. e Burns D.E. (2016), Curriculum compacting: A guide to differentiating curriculum and instruction through enrichment and acceleration, Waco, TX, Prufrock Press.
Renzulli, J. S. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 53-92). Cambridge. England: Cambridge University Press.
Renzulli J.S. e Reis S.M. (2014), The schoolwide enrichment model: A how-to guide for talent development (3rd Ed.), Waco, TX, Prufrock Press.
Renzulli, J. S., & Reis, S. M. (2021). The schoolwide enrichment model: A how-to guide for talent development. Routledge.
Robins, J. H. (2010). An Explanatory History of Gifted Education: 1940-1960. A Dissertation on Educational Psychology. Baylor University.
Jolly, J. L. (2009). A History of American Gifted Education. Gifted Child Today. Vol. 31. №2. P. 36–37.
Jolly, J. L., Kettler, T. (2008). Gifted Education Research 1994 - 2003 : A Disconnect Between Priorities and Practice. Journal for the Education of the Gifted. Vol. 31 (4). Pp. 427– 446.
Schulz, S. (2005). The Gifted: Identity Construction through the Practice of Gifted Education. International Education Journal, 5(5), 117-128.
Sorrentino, C. (2017). Giftedness e contesti secondo una prospettiva pedagogica. Italian journal of special education for inclusion, 5(1), 161-170.
Sternberg, R. J. (2017). ACCEL: A new model for identifying the gifted. Roeper Review, 39(3), 152-169.
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking Giftedness and Gifted Education: A Proposed Direction Forward
Tannenbaum, A. J. (1983). Gifted children: Psychological and educational perspectives. New York: Mac-millan.
Turemuratova, A., Minajov, R., & Bekniyazova, D. (2023). Development of modern educational models to increase students'interest in science in specialized schools. академические исследования в современной науке, 2(25), 8-14.
Valditara, G. (2024). La scuola dei talenti. Piemme
VanTassel-Baska, J. (2021). Curriculum in gifted education: The core of the enterprise. Gifted child today, 44(1), 44-47.
Vegliante, R., De Angelis, M., & Miranda, S. (2020). Construction and validation of a tool for evaluating inferential skills in primary school: the AbInf test Costruzione e validazione di uno strumento per la valutazione delle abilità inferenziali nella scuola primaria: l’AbInf test. Educational Research, 25, 74-88.
Vinci, V., & Sgambelluri, R. (2020). Riconoscere e promuovere il talento e l’alto potenziale di studenti Gifted: dai test di valutazione alle strategie didattiche personalizzate. Formazione & insegnamento, 18(2), 253-269.
Vladut, A., Vialle, W., & Ziegler, A. (2016). Two studies of the empirical basis of two learning resource-oriented motivational strategies for gifted educators. High Ability Studies, 27(1), 39-60.
Zanetti M.A (2016), Una doppia difficoltà in classe: i bambini ad alto potenziale, Proceedings of the 12th Applied Behavior Analysis Conference, 24-25 Giugno, Milano.
Zanetti, M. A. (2017). Sostenere l’alto potenziale a scuola: un modello inclusivo. In Atti congresso. ITA.
Winebrenner S. (2001) Teaching gifted kids in the regular classroom: Strategies and techniques every teacher can use to meet the academic needs of the gifted and talented, Minneapolis, MN: Free Spirit Publishing.
Witty, P. A. (1958). Who are the gifted? . In N. B. Henry (Ed.), Education of the gifted. 57th Yearbook of the National Society for the Study of Education, Part 2 (pp. 41-63). Chicago: University of Chicago.
DOI: https://doi.org/10.32043/gsd.v8i2.1103
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Italian Journal of Health Education, Sports and Inclusive Didactics
ISSN printed: 2532-3296