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Cooperation between gifted students and university staff: a micro case study of the Preliminary Academic Research Project (PARP) in Germany

Year 2022, Volume 9, Issue 3, 291 - 298, 30.09.2022

Abstract

The Preliminary Academic Research Project (Besondere Lernleistung, abbreviated as BeLL) is a self-chosen, but also self-responsible contribution of a student to increase the ability to study and to prepare for university studies. By working on a Preliminary Academic Research Project (PARP), students demonstrate complex action competence and further develop their communicative and cooperative skills. This micro case study highlights the importance of working with external partners at universities and shows, from the perspective of an external supervisor, what is expected of actors in the process of creating a PARP and how such work can contribute to the promotion of gifted and high-achieving students in the form of enrichment. To this end, the content and formal requirements of a PARP are presented and placed in the context of the timeline of the work process from a praxeological angle. Based on the theoretical and legal framework of a PARP as well as experience, this micro case study aims at making suggestions on how to support the mentees in the work process in order to provide the external supervisors with a clearer picture of the requirements for their role.

References

  • Abdrafikova, A., Akhmadullina, R., & Singatullova, A. (2014). The Implementation of Project and Research Activities in Working with Gifted Children in Terms of School—University Network Cooperation (Regional Aspect). English Language Teaching, 7(12), 54–59. https://doi.org/10.5539/elt.v7n12p54
  • Alpi, K. M., & Evans, J. J. (2019). Distinguishing case study as a research method from case reports as a publication type. Journal of the Medical Library Association, 107(1), 1–5. https://doi.org/10.5195/jmla.2019.615
  • Gaver, W. (1996). Affordances for interaction: The social is material for design. Ecological Psychology, 8(2), 111–129.
  • Gibson, J. J. (1979). The ecological approach to visual perception. Boston: Houghton Mifflin Harcourt.
  • Herbert, A., & Kraus, A. (2013). Praxeology as a challenge: Modelling the tacit dimensions of pedagogy. Münster, New York, Munich, Berlin: Waxmann Verl.
  • Behrens, W. A., & Roberts, J. L. (2021). Partnerships in Gifted Education. Gifted Child Today, 44(1), 5–6. https://doi.org/10.1177/1076217520965088
  • Fischer, C., & Müller, K. (2014). Gifted education and talent support in Germany. CEPS Journal, 4(3), 31–54. https://doi.org/10.25656/01:9616
  • Hoffmann, E., & Henry-Huthmacher, C. (2016). Wie ausbildungs- und studierfähig ist unsere Jugend? [How employable and able to study is our youth?]. In Hoffmann, E., & Henry-Huthmacher, C. (Eds.), Ausbildungsreife & Studierfähigkeit (pp. 5–9). Sankt Augustin, Berlin: Konrad-Adenauer-Stiftung e.V.
  • Kultusministerkonferenz. (1997). Vereinbarung zur Gestaltung der gymnasialen Oberstufe und der Abiturprüfung [Agreement relating to the structure of the upper classes of academic high schools and the school leaving examinations]. Bonn.
  • Mannewitz, T. (2020). Zehn „goldene Regeln“ zum Schreiben einer (ersten) wissenschaftlichen Arbeit [Ten “golden rules” for writing your (first) academic paper]. Exposé – Zeitschrift für wissenschaftliches Schreiben und Publizieren, 2, 11–14. https://doi.org/10.3224/expose.v1i2.04
  • Martin-Beyer, W., & Mergenthaler-Walter, B. (1999). Facharbeit und besondere Lernleistung im naturwissenschaftlichen Unterricht [Research papers and preliminary academic research projects in STEM education]. Stuttgart: Klett.
  • Mofield, E., & Phelps, V. (2020). Collaboration, coteaching, and coaching in gifted education: Sharing strategies to support gifted learners. New York: Routledge.
  • Piske, F. H. R., Stolz, T., Rocha Valencia, A., Costa-Lobo, C., & Nunez, M. (Eds.). (2021). Identification and enrichment programs for gifted students. Berlin, Münster: Lit-Verl.
  • Reis, S. M., Renzulli, S. J., & Renzulli, J. S. (2021). Enrichment and gifted education pedagogy to develop talents, gifts, and creative productivity. Education Sciences, 11(10), 615. https://doi.org/10.3390/educsci11100615
  • Sächsisches Staatsministerium für Kultus. (2008). Handreichung: Qualitätskriterien für die Besondere Lernleistung [Guidelines: Quality criteria for preliminary academic research projects]. Retrieved August 19, 2022 from https://www.schule.sachsen.de/download/hr_bell_09.pdf
  • Sächsisches Staatsministerium für Kultus. (2011). Schulordnung Gymnasien Abiturprüfung [Saxon school ordinance for academic high schools and school leaving examinations]. Dresden.
  • Tortop, H. S. (2021). Gifted programming: Bridging education with universities. In Piske, F. H. R., Stolz, T., Valencia, A. R., Costa-Lobo, C., & Nunez, M. (Eds.), Identification and enrichment programs for gifted students (pp. 145–178). Berlin, Münster: Lit-Verl.

Year 2022, Volume 9, Issue 3, 291 - 298, 30.09.2022

Abstract

References

  • Abdrafikova, A., Akhmadullina, R., & Singatullova, A. (2014). The Implementation of Project and Research Activities in Working with Gifted Children in Terms of School—University Network Cooperation (Regional Aspect). English Language Teaching, 7(12), 54–59. https://doi.org/10.5539/elt.v7n12p54
  • Alpi, K. M., & Evans, J. J. (2019). Distinguishing case study as a research method from case reports as a publication type. Journal of the Medical Library Association, 107(1), 1–5. https://doi.org/10.5195/jmla.2019.615
  • Gaver, W. (1996). Affordances for interaction: The social is material for design. Ecological Psychology, 8(2), 111–129.
  • Gibson, J. J. (1979). The ecological approach to visual perception. Boston: Houghton Mifflin Harcourt.
  • Herbert, A., & Kraus, A. (2013). Praxeology as a challenge: Modelling the tacit dimensions of pedagogy. Münster, New York, Munich, Berlin: Waxmann Verl.
  • Behrens, W. A., & Roberts, J. L. (2021). Partnerships in Gifted Education. Gifted Child Today, 44(1), 5–6. https://doi.org/10.1177/1076217520965088
  • Fischer, C., & Müller, K. (2014). Gifted education and talent support in Germany. CEPS Journal, 4(3), 31–54. https://doi.org/10.25656/01:9616
  • Hoffmann, E., & Henry-Huthmacher, C. (2016). Wie ausbildungs- und studierfähig ist unsere Jugend? [How employable and able to study is our youth?]. In Hoffmann, E., & Henry-Huthmacher, C. (Eds.), Ausbildungsreife & Studierfähigkeit (pp. 5–9). Sankt Augustin, Berlin: Konrad-Adenauer-Stiftung e.V.
  • Kultusministerkonferenz. (1997). Vereinbarung zur Gestaltung der gymnasialen Oberstufe und der Abiturprüfung [Agreement relating to the structure of the upper classes of academic high schools and the school leaving examinations]. Bonn.
  • Mannewitz, T. (2020). Zehn „goldene Regeln“ zum Schreiben einer (ersten) wissenschaftlichen Arbeit [Ten “golden rules” for writing your (first) academic paper]. Exposé – Zeitschrift für wissenschaftliches Schreiben und Publizieren, 2, 11–14. https://doi.org/10.3224/expose.v1i2.04
  • Martin-Beyer, W., & Mergenthaler-Walter, B. (1999). Facharbeit und besondere Lernleistung im naturwissenschaftlichen Unterricht [Research papers and preliminary academic research projects in STEM education]. Stuttgart: Klett.
  • Mofield, E., & Phelps, V. (2020). Collaboration, coteaching, and coaching in gifted education: Sharing strategies to support gifted learners. New York: Routledge.
  • Piske, F. H. R., Stolz, T., Rocha Valencia, A., Costa-Lobo, C., & Nunez, M. (Eds.). (2021). Identification and enrichment programs for gifted students. Berlin, Münster: Lit-Verl.
  • Reis, S. M., Renzulli, S. J., & Renzulli, J. S. (2021). Enrichment and gifted education pedagogy to develop talents, gifts, and creative productivity. Education Sciences, 11(10), 615. https://doi.org/10.3390/educsci11100615
  • Sächsisches Staatsministerium für Kultus. (2008). Handreichung: Qualitätskriterien für die Besondere Lernleistung [Guidelines: Quality criteria for preliminary academic research projects]. Retrieved August 19, 2022 from https://www.schule.sachsen.de/download/hr_bell_09.pdf
  • Sächsisches Staatsministerium für Kultus. (2011). Schulordnung Gymnasien Abiturprüfung [Saxon school ordinance for academic high schools and school leaving examinations]. Dresden.
  • Tortop, H. S. (2021). Gifted programming: Bridging education with universities. In Piske, F. H. R., Stolz, T., Valencia, A. R., Costa-Lobo, C., & Nunez, M. (Eds.), Identification and enrichment programs for gifted students (pp. 145–178). Berlin, Münster: Lit-Verl.

Details

Primary Language English
Subjects Education and Educational Research
Published Date September 2022
Journal Section Differentiated Instruction for Gifted
Authors

Marco SCHOEBER> (Primary Author)
Leipzig University
0000-0002-8193-8871
Germany

Publication Date September 30, 2022
Published in Issue Year 2022, Volume 9, Issue 3

Cite

APA Schoeber, M. (2022). Cooperation between gifted students and university staff: a micro case study of the Preliminary Academic Research Project (PARP) in Germany . Journal of Gifted Education and Creativity , 9 (3) , 291-298 . Retrieved from https://dergipark.org.tr/en/pub/jgedc/issue/71264/1165595

Sponsorship: Journal of Gifted Education and Creativity supported by Association for Young Scientists and Talent Education and International Congress on Gifted Youth and Sustainability of the Education

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