Ключевые слова

High ability, giftedness, educational equity, educational intervention, enrichment program, emerging technologies, adaptation, primary education

Резюме

This article notes the low rate of highly talented or gifted students formally identified in Spain compared to international benchmarks. These students are not properly identified, so a lack of specific educational responses for these highly talented students is also expected. Trying to counteract this trend, this article presents an enrichment program imparted to a group of students with high intellectual abilities during the academic year 2017/18 over three weekly sessions during school hours, where emerging technologies were an important key in how it was delivered. The experimental design included an experimental group of high ability students and two control groups, one consisting of students with high abilities who did not receive specific educational responses and another consisting of a group of regular schoolchildren in terms of abilities. The results showed that the implementation of specific educational responses improved children’s levels of adaptation and in some cases, their school performance. These data are discussed in an attempt to recommend enrichment programs integrated into the classroom as an appropriate educational response to gifted or high ability students. Attention to diversity of all students in the classroom is possible, for example by resorting to ICT, increasing the educational inclusion of students with high intellectual capacity.

Посмотреть инфографику

Ссылки

Almeida, L., & Oliveira, E. (2010). Los alumnos con características de sobredotación: La situación actual en Portugal. Revista Electrónica Interuniversitaria de Formación del Profesorado, 13(1), 85-95. https://bit.ly/2C36Hvh

Link Google Scholar

Besnoy, K.D., Dantzler, J.A., & Siders, J.A. (2012). Creating a digital ecosystem for the gifted education classroom. Journal of Advanced Academics, 23(4), 305-325. https://doi.org/10.1177/1932202X12461005

Link DOI | Link Google Scholar

Borland, J.H., & Wright, L. (2000). Identifying and educationg poor and under-represented gifted students. In K.A. Heller, F.J. Monks, R.J. Sternberg, & R.F. Subotnik (Eds.), International handbook of giftedness and talent (pp. 587-594). New York: Elsevier. https://doi.org/10.1016/b978-008043796-5/50041-3

Link DOI | Link Google Scholar

Callahan, C.M. (1998). Lessons learned from evaluating programs for the gifted. Promising practices and practical pitfalls. Educación XXI, 1, 53-71. https://doi.org/10.5944/educxx1.1.1.397

Link DOI | Link Google Scholar

Díez, E.J. (2012). Modelos socioconstructivistas y colaborativos en el uso de las TIC en la formación inicial del profesorado. Revista de Educación, 358, 175-196. https://doi.org/10-4438/1988-592X-RE-2010-358-074

Link DOI | Link Google Scholar

Ecker-Lyster, M., & Niileksela, Ch. (2017). Enhancing gifted education for underrepresented students: Promising recruitment and programming strategies. Journal for the Education of the Gifted, 40(1) 79-95. https://doi.org/10.1177/0162353216686216

Link DOI | Link Google Scholar

Freeman, J. (1995). Gifted children growing up. Dondon: Cassell Educational Limited. https://doi.org/10.4324/9780203065587

Link DOI | Link Google Scholar

Gagné, F. (2008). Talent development: Exposing the weakest link. Revista Española de Pedagogía, 240, 203-220. https://bit.ly/2ICyMiH

Link Google Scholar

García, R. (2018). La respuesta educativa con el alumnado de altas capacidades intelectuales: funcionalidad y eficacia de un programa de enriquecimiento curricular. Sobredotação, 15(2), 131-152. https://bit.ly/2tH4TmJ

Link Google Scholar

García, R., & Jiménez, C. (2016). Diagnóstico de la competencia matemática de los alumnos más capaces. Revista de Investigación Educativa, 34(1), 17, 205-219. https://doi.org/10.6018/rie.34.1.218521

Link DOI | Link Google Scholar

Gobierno de la Región de Murcia (Ed.) (2018). Talleres de enriquecimiento extracurricular para alumnos con altas capacidades. https://bit.ly/2SquoCL

Link Google Scholar

González, M. (2016). Formación docente en competencias TIC para la mediación de aprendizajes en el Proyecto Canaima Educativo. Telos, 18(3), 492-507. https://bit.ly/2Tfj6FV

Link Google Scholar

Hernández, D., & Gutiérrez, M. (2014). El estudio de la alta capacidad intelectual en España: Análisis de la situación actual. Revista de Educación, 364, 251-272. https://doi.org/10.4438/1988-592X-RE-2014-364-261

Link DOI | Link Google Scholar

Hernández-Guanir, P. (2015). Test autoevaluativo multifactorial de adaptación infantil. Madrid: TEA.

Link Google Scholar

Jiménez, C. (2010). Diagnóstico y educación de los más capaces. Madrid: Pearson.

Link Google Scholar

Jiménez, C., & Baeza, M.A. (2012). Factores significativos del rendimiento excelente: PISA y otros estudios. Ensaio, 20(77), 647-676. https://doi.org/10.1590/s0104-40362012000400003

Link DOI | Link Google Scholar

Jiménez, C., & García, R. (2013). Los alumnos más capaces en España. Normativa e incidencia en el diagnóstico y la educación. Revista Española de Orientación y Psicopedagogía, 24(1), 7-24. https://doi.org/10.5944/reop.vol.24.num.1.2013.11267

Link DOI | Link Google Scholar

Kim, M. (2016). A meta-analysis of the effects of enrichment programs on gifted students. Gifted Child Quarterly, 60(2), 102-116. https://doi.org/10.1177/0016986216630607

Link DOI | Link Google Scholar

Lee, S.-Y., Olszewski-Kubilius, P., & Peternel, P. (2010). Achievement after participation in a preparatory program for verbally talented students. Roeper Review, 32(3), 150-163. https://doi.org/10.1080/02783193.2010.485301

Link DOI | Link Google Scholar

López, B., Beltrán, M.T., López, B., & Chicharro, D. (2000). Alumnos precoces, superdotados y de altas capacidades. Madrid: Centro de Investigación y Desarrollo Educativo.

Link Google Scholar

Mandelman, S.D., Tan, M., Aljughaiman, A.M., & Grigorenko, E.L. (2010). Intelectual gifteness: Economic, political, cultural and psychological considerations. Learning and Individual Differences, 20, 286-297. https://doi.org/10.1016/j.lindif.2010.04.014

Link DOI | Link Google Scholar

Martínez, M.C., Sádada, C., & Serrano-Puche, J.S. (2018). Desarrollo de competencias digitales en comunidades virtuales: Un análisis de ‘ScolarTIC’. Prisma Social, 20, 129-159. https://bit.ly/2U7OUKn

Link Google Scholar

Ministerio de Educación y Formación Profesional (Ed.) (2019). Datos estadísticos no universitarios. https://bit.ly/2XnLKUD

Link Google Scholar

Ministerio de Educación, Cultura y Deporte (2013). Ley Orgánica 8/2013, de 9 de diciembre, para la Mejora de la Calidad Educativa. Boletín Oficial del Estado, 10 de diciembre de 2013, 295, 97858?97921.

Link Google Scholar

Muñoz, J.M., & Espiñeira, E.M. (2010). Plan de mejoras fruto de la evaluación de la calidad de la atención a la diversidad en un centro educativo. Revista de Investigación Educativa, 28(2), 245-266. https://bit.ly/2T5zzxu

Link Google Scholar

Obergriesser, S., & Stoeger, H. (2015). The role of emotions, motivation, and learning behavior in underachievement and results of an intervention. High Ability Studies, 26(1), 167-190. https://doi.org/10.1080/13598139.2015.1043003

Link DOI | Link Google Scholar

Palomares, A., García, R., & Cebrián, A (2017). Integración de herramientas TIC de la Web 2.0 en Sistemas de Administración de Cursos (LMS) tipo Moodle. In R. Roig (Ed.), Investigación en docencia universitaria. Diseñando el futuro a partir de la innovación educativa (pp. 980-990). Barcelona: Octaedro. https://bit.ly/2SZbWXk

Link Google Scholar

Pereira, S., Fillol, J., & Moura, P. (2019). Young people learning from digital media outside of school: The informal meets the formal. [El aprendizaje de los jóvenes con medios digitales fuera de la escuela: De lo informal a lo formal]. Comunicar, 58, 41-50. https://doi.org/10.3916/C58-2019-04

Link DOI | Link Google Scholar

Peters, W.A, Grager-Loidl, H., & Supplee, P. (2000). Underachievemnt in gifted children and adolescents: Theory and practice. In K.A. Heller, F.J. Monks, R.J. Sternberg, & R.F. Subotnik (Eds.), International Handbook of giftedness and talent (pp. 609-620) (2nd ed.). New York: Elsevier. https://doi.org/10.1016/b978-008043796-5/50009-7

Link DOI | Link Google Scholar

Prieto, M.D., & Ferrando, M. (2016). New Horizons in the study of High Ability: Gifted and talented. Anales de Psicología, 32(3), 617-620. https://doi.org/10.6018/analesps.32.3.259301

Link DOI | Link Google Scholar

Renzulli, J.S. (2012). Reexamining the role of gifted education and talented development for the 21st century: A four?part theoretical approach. Gifted Child Quarterly, 56(3), 150?159. https://doi.org/10.1177/0016986212444901

Link DOI | Link Google Scholar

Renzulli, J.S., & Gaesser, A. (2015). Un sistema multicriterial para la identificación del alumnado de alto rendimiento y de alta capacidad creativo-productiva. Revista de Educación, 368, 96-131. https://doi.org/10.4438/1988-592X-RE-2015-368-290

Link DOI | Link Google Scholar

Rodríguez-García, A.M., Martínez, N., & Raso, F. (2017). La formación del profesorado en competencia digital: clave para la educación del siglo XXI. Revista Internacional de Didáctica y Organización Educativa, 3(2), 46-65. https://bit.ly/2tDuoWg

Link Google Scholar

Román, M. (2014). Aprender a programar ‘apps’ como enriquecimiento curricular en alumnado de alta capacidad. Bordón, 66(4), 135-155. https://doi.org/10.13042/bordon.2014.66401

Link DOI | Link Google Scholar

Sacristán, A. (2013). Sociedad del conocimiento, tecnología y educación. Madrid: Morata.

Link Google Scholar

Sainz, M., Bermejo, M.R., Ferrándiz, C., Prieto, M.D., & Ruíz, M.J. (2015). Cómo funcionan las competencias socioemocionales en los estudiantes de alta habilidad. Aula: Revista de Pedagogía de la Universidad de Salamanca, 21, 33-47. https://doi.org/10.14201/aula2015213347

Link DOI | Link Google Scholar

Sak, U. (2016). EPTS Curriculum Model in the Education of Gifted Students. Anales de Psicología, 32(3), 683-694. https://doi.org/10.6018/analesps.32.3.259441

Link DOI | Link Google Scholar

Santoveña-Casal, S. & Bernal-Bravo, C. (2019). Exploring the influence of the teacher: Social participation on Twitter and academic perception. [Explorando la influencia del docente: Participación social en Twitter y percepción académica]. Comunicar, 58, 75-84. https://doi.org/10.3916/C58-2019-07

Link DOI | Link Google Scholar

Sastre, S. (2014). Intervención psicoeducativa en la alta capacidad: funcionamiento intelectual y enriquecimiento extracurricular. Revista de Neurología, 58, 89-98. https://doi.org/10.33588/rn.58s01.2014030

Link DOI | Link Google Scholar

Sastre, S., Fonseca, E., Santarén, M., & Urraca, M.L. (2015). Evaluation of satisfaction in an extracurricular enrichment program for high-intellectual ability participants. Psicothema, 27(2), 166-173. https://doi.org/10.7334/psicothema2014.239

Link DOI | Link Google Scholar

Tourón, J. (2008). La educación de los más capaces: un reto educativo y social. Revista Española de Pedagogía, 240, 197-202. https://bit.ly/2EwbXZQ

Link Google Scholar

Tourón, J. (2010). El desarrollo del talento y la promoción de la excelencia: Exigencias de un sistema educativo mejor. Bordón, 62(3), 133-149. https://bit.ly/2Ebvsph

Link Google Scholar

Veas, A., Castejón, J.L., O´Reilly, C., & Ziegler, A. (2018). Mediation analysis of the relationship between educational capital, learning capital, and underachievement among gifted secondary school students. Journal for the Education of the Gifted, 21. https://doi.org/10.1177/0162353218799436

Link DOI | Link Google Scholar

Walsh, R.L., Kemp, C.R., Hodge, K.A., & Bowes, J.M. (2012). Searching for evidence-based practice: A review of the research on education interventions for intellectually gifted children in the early childhood years. Journal for the Education of the Gifted, 35(2), 103-128. https://doi.org/10.1177/0162353212440610

Link DOI | Link Google Scholar

Wu, E. (2013). Enrichment and acceleration: Best practice for the gifted and talented. Gifted Education Press Quarterly, 27(2), 1-8. https://bit.ly/2EvLdbH

Link Google Scholar

Fundref

Crossmark

Техническая спецификация

Получила: 22-01-2019

пересмотренный: 15-02-2019

Принятый: 20-02-2019

OnlineFirst: 15-05-2019

Дата публикации: 01-07-2019

Время пересмотра статьи: 24 дней | Среднее время пересмотра вопроса 60: 48 дней

Время принятия статьи: 29 дней | Время приема Номер 60: 64 дней

Время редактирования препринта: 114 дней | Выпуск препринта среднего времени редактирования 60: 149 дней

Время редактирования статьи: 159 дней | Среднее время редактирования журнала 60: 194 дней

метрика

Метрики этой статьи

Просмотров: 40185

Ознакомление с аннотациями: 31065

загрузки PDF-файлов: 9120

Полные метрики 60

Просмотров: 327725

Ознакомление с аннотациями: 282465

загрузки PDF-файлов: 45260

Цитируется

Цитаты в Web of Science

Gonta, Iulia; Bulgac, Aurelia. The Adaptation of Students to the Academic Environment in University REVISTA ROMANEASCA PENTRU EDUCATIE MULTIDIMENSIONALA, 2019.

https://doi.org/10.18662/rrem/137

Barrenetxea-Minguez, Lucia; Martinez-Izaguirre, Miryam. The importance of teacher training for the educational inclusion of gifted and talented students ATENAS, 2020.

Link Google Scholar

Palomares-Ruiz, Ascension; Garcia-Perales, Ramon;. Math Performance and Sex: The Predictive Capacity of Self-Efficacy, Interest and Motivation for Learning Mathematics FRONTIERS IN PSYCHOLOGY , 2020.

https://doi.org/10.3389/fpsyg.2020.01879

Garcia-Perales, Ramon; Palomares-Ruiz, Ascension;. Education in Programming and Mathematical Learning: Functionality of a Programming Language in Educational Processes SUSTAINABILITY , 2020.

https://doi.org/10.3390/su122310129

Arreola, MRG and Soto, BIC. Strategies to enrich cognitive skills of children with outstanding intelligence REVISTA VIRTUAL UNIVERSIDAD CATOLICA DEL NORTE , 2000.

https://doi.org/10.35575/rvucn.n64a4

de la Torre, EH and Montano, MJN. Answer Without Exclusion to the Educational Needs of Gifted Students REICE-REVISTA IBEROAMERICANA SOBRE CALIDAD EFICACIA Y CAMBIO EN EDUCACION, 2000.

https://doi.org/10.15366/reice2021.19.3.001

Perales, RG and Ruiz, AP. Comparison Between Performance Levels for Mathematical Competence: Results for the Sex Variable FRONTIERS IN PSYCHOLOGY, 2000.

https://doi.org/10.3389/fpsyg.2021.663202

Garcia-Martinez, I; Caceres, RG; (...); Leon, SP. Analysing Educational Interventions with Gifted Students. Systematic Review CHILDREN-BASEL, 2000.

https://doi.org/10.3390/children8050365

Uribe-Rios, MY; Gesa, RF; (...); Lagunas, TJ. Research based on the design of Co-CreHAs: co-creation of educational material adapted to high-ability students to improve their motivation CAMPUS VIRTUALES, 2022.

https://doi.org/10.54988/cv.2022.1.944

Saiz-Manzanares, MC; Casanova, J; (...); Martin-Anton, LJ. Student satisfaction with online teaching in times of COVID-19 COMUNICAR, 2022.

https://doi.org/10.3916/C70-2022-03

Gallardo-Fernandez, IM; Saiz-Fernandez, H; (...); Iglesias, ML. Educating in the infant school of the 21st century: dialogue, inclusion and technology INNOEDUCA-INTERNATIONAL JOURNAL OF TECHNOLOGY AND EDUCATIONAL INNOVATION , 2021.

https://doi.org/10.24310/innoeduca.2021.v7i2.12112

Garcia-Perales, R; Palomares-Ruiz, A; (...); Garcia-Toledano, E. Rare Diseases in the Educational Field: Knowledge and Perceptions of Spanish Teachers INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH, 2022.

https://doi.org/10.3390/ijerph19106057

Garcia-Perales, R; Palomares-Ruiz, A; (...); Lopez-Parra, E. Adaptation Analysis in Students With High Mathematical Ability: Preliminary Work in the Field of Giftedness INTERNATIONAL ELECTRONIC JOURNAL OF MATHEMATICS EDUCATION, 2021.

https://doi.org/10.29333/iejme/11430

Rocha, A; Garcia-Perales, R; (...); Almeida, LS. Solving mathematical problems in students with and without intellectual giftedness REVISTA DE PSICOLOGIA PUCP, 2021.

https://doi.org/10.18800/psico.202102.017

Цитаты в Scopus

Palomares-Ruiz, A., García-Perales, R. . Math Performance and Sex: The Predictive Capacity of Self-Efficacy, Interest and Motivation for Learning Mathematics), Frontiers in Psychology, .

https://doi.org/10.3389/fpsyg.2020.01879

García-Perales, R., Palomares-Ruiz, A. . Education in programming and mathematical learning: Functionality of a programming language in educational processes), Sustainability (Switzerland), .

https://doi.org/10.3390/su122310129

Suelves, D.M., Rodríguez, M.M.C., Chacón, J.P., Rodríguez, J. . Bibliometric research in technology-mediated learning with high capacity students | [Investigación bibliométrica en aprendizaje mediado por tecnología con alumnado de altas capacidades]), Revista Brasileira de Educacao Especial, .

https://doi.org/10.1590/1980-54702020v26e0076

García-Perales, R., Jiménez-Fernández, C., Palomares-Ruiz, A. . Academic choices and vocational interest in students with high mathematical ability | [Escolhas acadêmicas e interesse vocacional em estudantes com alta capacidade matemática]), Ensaio, .

https://doi.org/10.1590/S0104-40362020002802539

García Perales, R., Palomares Ruiz, A. . Comparison Between Performance Levels for Mathematical Competence: Results for the Sex Variable), Frontiers in Psychology, .

https://doi.org/10.3389/fpsyg.2021.663202

de la Torre, E.H., Navarro Montaño, M.J. . Answer without exclusion to the educational needs of gifted students | [Responder sin exclusiones a las necesidades educativas de las altas capacidades]), REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educacion, .

https://doi.org/10.15366/REICE2021.19.3.001

García-Martínez, I., Gutiérrez Cáceres, R., Luque de la Rosa, A., León, S.P. . Analysing educational interventions with gifted students. Systematic review), Revista de Psicologia (Peru), .

https://doi.org/10.3390/children8050365

Rocha, A., García-Perales, R., Viseu, F., Almeida, L.S. . Solving mathematical problems in students with and without intellectual giftedness | [Resolución de problemas matemáticos en alumnado con y sin superdotación intelectual]), Ensaio, .

https://doi.org/10.18800/PSICO.202102.017

Uribe-Rios, M.Y., Gesa, R.F., Allepuz, J.P., Cid, M.T., Lagunas, T.J.. Research based on the design of Co-CrehAs: Co-creation of educational material adapted to high-ability students to improve their motivation), Campus Virtuales, .

https://doi.org/10.54988/cv.2022.1.944

Sáiz-Manzanares, M.-C., Casanova, J.-R., Lencastre, J.-A., Almeida, L., Martín-Antón, L.-J. . Student satisfaction with online teaching in times of COVID-19 | [Satisfacción de los estudiantes con la docencia online en tiempos de COVID-19]), Comunicar, .

https://doi.org/10.3916/C70-2022-03

Цитаты в Google Scholar

García-Perales, R., Jiménez-Fernández, C., & Palomares-Ruiz, A. (2020). Elecciones académicas e interés vocacional en alumnado con alta capacidad matemática. Ensaio: Avaliação e Políticas Públicas em Educação, (AHEAD).

https://www.scielo.br/scielo.php?pid=S0104-40362020005010203&script=sci_arttext

Barrenetxea-Mínguez, L., & Martínez-Izaguirre, M. (2019). Relevancia de la formación docente para la inclusión educativa del alumnado con altas capacidades intelectuales. Atenas, 1(49), 1-19.

...

Gonta, I., & Bulgac, A. (2019). The Adaptation of Students to the Academic Environment in University. Romanian Journal for Multidimensional Education/Revista Romaneasca pentru Educatie Multidimensionala, 11(3).

...

MARTINS, B. A., CHACON, M. C. M., & ALMEIDA, L. D. S. (2020). ALTAS CAPACIDADES/SUPERDOTACIÓN EN LA FORMACIÓN DE PROFESORES BRASILEÑOS Y PORTUGUÉS: UN ESTUDIO COMPARATIVO ENTRE LOS CASOS DE UNESP Y UMINHO. Educação em Revista, 36.

https://www.scielo.br/scielo.php?pid=S0102-46982020000100206&script=sci_abstract&tlng=es

Galarza Vera, A. M. (2020). Percepción del docente respecto a las altas capacidades en instituciones educativas del cantón Cuenca (Master's thesis, Universidad del Azuay).

http://dspace.uazuay.edu.ec/handle/datos/10172

García-Perales, R., & Almeida, L. S. (2019). Programa de enriquecimiento para alumnado con alta capacidad: Efectos positivos para el currículum. Comunicar: Revista Científica de Comunicación y Educación, 27(60), 39-48.

https://www.revistacomunicar.com/index.php?contenido=detalles&numero=60&articulo=60-2019-04

MARTINS, B. A., CHACON, M. C. M., & ALMEIDA, L. D. S. (2020). HIGH ABILITIES/GIFTEDNESS IN THE EDUCATION OF BRAZILIAN AND PORTUGUESE TEACHERS: A COMPARATIVE STUDY BETWEEN THE CASES OF UNESP AND UMINHO. Educação em Revista, 36.

https://www.scielo.br/scielo.php?pid=S0102-46982020000100206&script=sci_arttext

SUELVES, D. M., RODRÍGUEZ, M. C., CHACÓN, J. P., & Rodríguez, J. (2020). Bibliometric Research in Technology-Mediated Learning with High Capacity Students. Revista Brasileira de Educação Especial, 26(2), 229-246.

https://www.scielo.br/scielo.php?pid=S1413-65382020000200004&script=sci_arttext

SUELVES, D. M., RODRÍGUEZ, M. C., CHACÓN, J. P., & Rodríguez, J. (2020). Investigación Bibliométrica en Aprendizaje Mediado por Tecnología con Alumnado de Altas Capacidades1. Revista Brasileira de Educação Especial, 26(2), 229-246.

https://www.scielo.br/scielo.php?pid=S1413-65382020000200004&script=sci_arttext&tlng=es

Fakhrou, A. A., & Ghareeb, S. A. (2020). The Effectiveness of a Proposed Program Titled (Creativity Lamp) in Raising the Primary School Students' Academic Achievement and Promoting Creativity among Them in Kuwait. Journal of Curriculum and Teaching, 9(3), 20-32.

https://eric.ed.gov/?id=EJ1268797

de la Torre, E. H., & Montaño, M. J. N. Responder Sin Exclusiones a las Necesidades Educativas de las Altas Capacidades. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación.

https://revistas.uam.es/reice/article/view/12683

Marín Suelves, D., Castro Rodríguez, M. M., Peirats Chacón, J., & Rodríguez, J. (2020). Investigación bibliométrica en aprendizaje mediado por tecnología en alumnado de Altas Capacidades. Revista Brasileira de Educacao Especial, 2020, vol. 26, num. 2, p. 229-246.

https://roderic.uv.es/handle/10550/74976

Palomares-Ruiz, A., & García-Perales, R. (2020). Math Performance and Sex: The Predictive Capacity of Self-Efficacy, Interest and Motivation for Learning Mathematics. Frontiers in Psychology, 11.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7426434/

Barrenetxea-Mínguez, L., & Martínez-Izaguirre, M. (2020). Relevancia de la formación docente para la inclusión educativa del alumnado con altas capacidades intelectuales. Atenas, 1(49), 1-19.

http://atenas.umcc.cu/index.php/atenas/article/view/535

MARTINS, B. A., CHACON, M. C. M., & ALMEIDA, L. D. S. (2020). Altas habilidades/superdotação na formação de professores brasileiros e portugueses: um estudo comparativo entre os casos da UNESP e da UMinho. Educação em Revista, 36.

https://www.scielo.br/scielo.php?pid=S0102-46982020000100206&script=sci_abstract&tlng=es

Rocha, A., ALMEİ̇DA, L., & Perales, R. G. (2020). Comparison of gifted and non-gifted students’ executive functions and high capabilities. Journal for the Education of Gifted Young Scientists, 8(4), 1397-1409.

https://dergipark.org.tr/en/pub/jegys/issue/56816/808796

García-Perales, R., & Palomares-Ruiz, A. (2020). Education in Programming and Mathematical Learning: Functionality of a Programming Language in Educational Processes. Sustainability, 12(23), 10129.

https://www.mdpi.com/2071-1050/12/23/10129

García-Perales, R., Jiménez-Fernández, C., & Palomares-Ruiz, A. (2021). Academic choices and vocational interest in students with high mathematical ability. Ensaio: Avaliação e Políticas Públicas em Educação, 29(110), 160-182.

https://www.scielo.br/scielo.php?pid=S0104-40362021000100160&script=sci_arttext

Скачать

Альтернативные метрики

Как процитировать

García-Perales, R., & Almeida, L. (2019). An enrichment program for students with high intellectual ability: Positive effects on school adaptation. [Programa de enriquecimiento para alumnado con alta capacidad: Efectos positivos para el currículum]. Comunicar, 60, 39-48. https://doi.org/10.3916/C60-2019-04

Доля

           

Oxbridge Publishing House

4 White House Way

B91 1SE Sollihul United Kingdom

Администрация

Редакция

Creative Commons

Данный сайт использует куки-файлы для получения статистических данных о навигации своих пользователей. Если вы продолжите просмотр, мы считаем, что вы принимаете его использование. +info X