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Üstün Yeteneklilerin Eğitiminde Mentorluk Programı: Uluslararası Bağlamda Bir İnceleme

Year 2016, Volume: 1 Issue: 1, 29 - 48, 01.06.2016

Abstract

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

References

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  • Dondero, G. M. (1997). Mentors: Beacons of hope. Adolescence, 32(128), 881-886.
  • DuBois, D. L. & Holloway, B. E. & Valentine, J. C. & Cooper, H. (2002). Effectiveness of mentoring programs for youth: A meta-analytic review. American Journal of Community Psychology, 30, 157–97.
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  • Ehrich, L. C. & Hansford, B. C. (1999). Mentoring: pros and cons for HRM. Asia Pacific Journal of Human Resources, 37(3), 92-107.
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Mentorship program in gifted education: an international review

Year 2016, Volume: 1 Issue: 1, 29 - 48, 01.06.2016

Abstract

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

References

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  • Ambrose, D. & Allen, J. & Huntley, S. (1994). Mentorship of the highly creative. Roeper Review, 17, 131-134.
  • Anderson, E. M. & Shannon, A. L. (1995). “Towards a conceptualisation of mentoring”. In Kerry T. and Shelton-Mayes A.S. (Eds.), Issues in mentoring, London: Routledge.
  • Appelbaum, S. H. (1994). Mentoring revisited: An organizational behavior constuct. The International Journal of Career Management, 6, 3-10.
  • Bakioğlu, A. & Göğüş, N. & Ülker, N. & Bayhan, G. & Özgen, B. (2015). “Mentorluk ve eğitimde mentorluk”. Editör: Ayşen Bakioğlu, Eğitimde mentorluk, 3. Baskı, Ankara: Nobel Akademik Yayıncılık.
  • Beck, L. (1989). Mentorships: Benefits and effects on career development. Gifted Child Quarterly, 33, 22-28.
  • Berger, S. L. (1990). Mentor relationships and gifted learner. Reston, VA: Council for Exceptional Children.
  • Berger, S. L. (2006). College planning for gifted students: Choosing and getting into the right college. Waco, TX: Prufrock Press.
  • Bisland, A. (2001). Mentoring. Gifted Child Today, 24(4), 22-27.
  • Callahan, M.C. & Dickson, R.K. (2008). “Mentoring”. In J.A. Plucker & C.M. Callahan, Critical issues and practices in gifted education (ss. 409-423). Texas, USA: Prufrock Press Inc.
  • Chan, D.W. (2001). Learning styles of gifted and nongifted secondary students in Hong Kong. Gifted Child Quarterly, 45(1), 35-44.
  • Clark, B. (2002). Growing up gifted. Developing the potential of children at home and at school (5th ed.). Upper Saddle River, New Jersey: Prentice Hall.
  • Clasen, D. R. & Hanson, M. (1987). Double mentoring: A process for facilitating mentorships for gifted students. Roeper Review, 10(2), 107-110.
  • Clasen, D. R., & Clasen, R. E. (2003a). “Mentoring: A time-honored option for education of the gifted and talented”. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3nd ed., pp. 218-229). Boston: Allyn & Bacon.
  • Clasen, D. R., & Clasen, R. E. (2003b). “Mentoring the gifted and talented”. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 254-267). Boston: Allyn & Bacon.
  • Cohen, L., Manion, L., & Morrisson, K. (2000). Research methods in education (5th Ed.). London: Routlenge Falmer.
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  • Colangelo, N. (2002). Counseling gifted and talented students (RM02150). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
  • Colangelo, N. & Davis, G.A. (2003). Handbook of gifted education (3rd ed.). Boston: Allyn and Bacon.
  • Cox, J. & Daniel, N. & Boston, B. (1985). Educating able learners: Programs and promising practices, Austin, TX: University of Texas Press.
  • Cutts, N. E. & Moseley, N. (2004). Üstün zekâlı ve yetenekli çocukların eğitimi, Çev: İsmail Ersevim, İstanbul: Özgür Yayınları.
  • Davis, G. A. & Rimm, S. B. (2004). Education of the gifted and talented (5th ed.), Allyn and Bacon, MA, USA.
  • De Cenzo, D. A. & Robbins, S. P. (2010). Human resource management. (10thEdition), New York: John Wiley & Sons.
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  • Delisle, J. R. (2006). Parenting gifted kids: tips for raising happy and successful children. Waco, TX: Prufrock Press Inc.
  • Denton, C. & Postlethwaite, K. (1985). Able children, identifying them in the classroom. Windsor: NFER- Nelson.
  • Donaldson, S. I., Ensher, E. A., & Grant-Vallone, E. J. (2000). Longitudinal examination of mentoring relationships on organizational commitment and citizenship behavior. Journal of Career Development, 26, 233-249.
  • Dondero, G. M. (1997). Mentors: Beacons of hope. Adolescence, 32(128), 881-886.
  • DuBois, D. L. & Holloway, B. E. & Valentine, J. C. & Cooper, H. (2002). Effectiveness of mentoring programs for youth: A meta-analytic review. American Journal of Community Psychology, 30, 157–97.
  • Duman, M. (2013). “Üstün zekalı ve yetenekli bireylere yönelik eğitim modelleri ve öğretimsel uygulamaları” (Yayınlanmamış yüksek lisans tezi), Okan Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul.
  • Ehrich, L. C. & Hansford, B. C. & Tennent, L. (2004). Formal mentoring programs in education and other professions: A review of the literature, Educational Administration Quarterly, 40(4), 518-540.
  • Ehrich, L. C. & Hansford, B. C. (1999). Mentoring: pros and cons for HRM. Asia Pacific Journal of Human Resources, 37(3), 92-107.
  • Ellingson, M. K., Haeger, W. W., & Feldhusen, J. F. (1986). The Purdue mentor program: A university- based mentorship experience for G/C/T children. Gifted Child Today, 9(2), 2-5.
  • English, P. & Sutton, E. (2000). Working with courage, fear and failure. Career Development International, 5, 211-215.
  • Feldhusen, J. F. (1997). “Educating teachers for work with talented youth”. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (pp. 547-555).
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There are 110 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Faruk Levent This is me

Publication Date June 1, 2016
Published in Issue Year 2016 Volume: 1 Issue: 1

Cite

APA Levent, F. (2016). Üstün Yeteneklilerin Eğitiminde Mentorluk Programı: Uluslararası Bağlamda Bir İnceleme. Çocuk Ve Medeniyet, 1(1), 29-48.