Research Article
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Year 2022, Issue: 92, 263 - 277, 31.12.2022
https://doi.org/10.17753/sosekev.1126624

Abstract

References

  • Akgül, S. (2017). Üstün yetenekliler eğitim programı değerlendirme. Serap EMİR. (Ed.). Özel yeteneklilerin eğitiminde program tasarımı içinde (263-300). Pegem Akademi.
  • Alexander, R. (2001). Culture and pedagogy. Blackwell Publishers.
  • Başaran, İ. E. (1994). Eğitime giriş. Kadıoğlu Matbaası. Baştepe, İ. (2009). Etkili okulun eğitim-öğretim süreci ve ortamı boyutlarının nitelikleri. Elektronik Sosyal Bilimler Dergisi, 8(29), 76-83.
  • Beranek, D. J. (1993). An internationalsurvey of definitions of giftness and procedures to indentify and selectstudentfor gifted programs. Dissertation of Doctor, University Of Oregon Teacher Education and Graduate School. Burg, B. (1988). Programs for gifted children in Israel. Gifted Education International, 5(2), 110-113.
  • Callahan, C. M. (2001). Fourthdown and inches. Journal of Secondary Gifted Education, 12, 148-156.
  • Callahan, C. M., et al. (2014). Contributions to the impact of the javits act by the national research center on the gifted and talented. Journal of Advanced Academics. 25, 422-444.
  • Clark, B. (2002). Growing up gifted. Developing the potentialof children at home and at school. (5th ed.). Upper Saddle River, Prentice Hall.
  • 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. 51–76). Information Age Publishing.
  • David, H. (2013, July). Does contemporary education for the gifted truly encourage them to fulfill their talents. In Book of Proceedings: International Interdisciplinary Conference on Education and Development (pp. 267-295).
  • David, H. (2014). Diagnosis of the gifted in Israel. Gifted Education International, 30(1), 87-90. David, H. (2016). Diagnosing and schooling of gifted children: The example of Israel.
  • Davis, G. A., & Rimm, S. B. (2004). Education of the gifted and talented. Allyn and Bacon.
  • Delcourt, M., Loyd, B., Cornell, D. & Goldberg, M. (1994). Evaluation of the effects of programming arrangements on student learning outcomes. National Research Center on the Gifted and Talented.
  • Department of Education (DE). 2009. National Academy for Gifted and Talented Youth (NAGTY).
  • Eisner, E. W. (2016). “Bir Okulun İşini İyi Yapıyor Olması” Ne Anlama Gelir? Nilay T. Bümen (Çev. Ed.). Eğitim programlarında güncel sorunlar (ss. 21-29). Pegem Akademi.
  • Emir, S. (Ed.). ve Yaman, Y. (2017). Özel yetenekli öğrenciler için eğitim programı nasıl olmalı? Özel yeteneklilerin eğitiminde program tasarımı (1-22). Pegem Akademi.
  • Enç, M. (2005). Üstün beyin gücü. Gündüz Eğitim ve Yayıncılık.
  • Eyre, D. 2009. The english model of gifted education. Shavinina, L. International Handbook on Giftedness. Springer. ISBN: 9781402061615.
  • Feldhusen, J. F. (1997). Educating teachersfor work with talented youth. In N. Colangelo & G. A. Davis (Eds.), Excellence in educating gifted and talented learners. (3. ed.), (pp. 193-209), Love Publishing.
  • Ford, D. Y. (2003). Two other wrongs don’t make a right: Sacrificing the needs of diverse students does not solve gifted education’s unresolved problems. Journal for the education of the gifted, 26, 283-291.
  • Friel, N. C. (2015). The cinderella of education gifted and talented pupils, with a focus on double exceptionality. Linnaeus University Department of Education.
  • Gash, S. (1999). Effective literature searchingfor research. Gower Publishing. Grigorenko, E. L. (2017). Gifted education in Russia: Developing, threshold, or developed. Cogent Education, 4(1), 1364898.
  • Grossenbacher, S. 2005. Country specific information – Switzerland. In: Monks, F.J., Pfluger, R. (ed.) Gifted education in 21 european countries: Inventory and perspective.
  • Radboud University Nijmengen. Gumpel, T. (1996). Special education law in Israel. The Journal of Special Education, 29(4), 457-468.
  • Hayes, W. 2008. No child left behind: Past, present and future. Rowman. Littlefield Publishers. ISBN 9781578868353
  • Horn, C. (2002). Raising expectations of children from poverty. Gifted Education Press Quarterly, 16(4), 2-5.
  • Hunsaker, S. L. (1994). Adjustments to traditional procedures for identifying under-served students: Successes and failures. Exceptional Children, 61, 71-77.
  • Jaeboon, L., Byoungjik, K., & Deoknan, L. (2016). Lawfor gifted and talented education in South Korea: Its development, issues, and prospects. Türk Üstün Zeka ve Eğitim Dergisi, 6(1), 14-23.
  • Jeong, J., & Ryu, M. (2017). A new paradigm on gifted children education in music in South-Korea. International Journal of Interactive Storytelling 1(2), 1-6 http://dx.doi.org/10.21742/ijis.2017.1.2.01
  • Jiao, R., Zhang, R., & Yang, Z. S. (2008). Development of the gifted children: From acceleration education to enrichment education. Journal of Northeast Normal University (Philosophy and Social Sciences), 6 , 20–23.
  • Kanevsky, L. S., & Clelland, D. (2013). Accelerating gifted students in Canada: Policies and possibilities. Canadian Journal of Education, 36(3), 229-271.
  • Larsson, Y. (1986). Governmental policies on the education of gifted and talented children: A world view. Educational Studies in Mathematics, 17(3), 213–219.
  • Leana, Z. M. (2009). Üstün ve normal öğrencilerin yönetici işlevlerinin ve çalışma belleklerinin değerlendirilmesi ve ihtiyaçlarına yönelik eğitim programının uygulanması. (Tez No. 262591) [Doktora tezi, İstanbul Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • LeBlanc, K. (2007). Principals' perceptions of No Child Left Behind's impact on the education of gifted and talented students. University of Northern Colorado.
  • Levent, F. (2014). Üstün yetenekli çocukları anlamak. Nobel.
  • Loo, J. (2016). Gifted education programme. https://eresources.nlb.gov.sg
  • Maker, C. J. (2003). New directions in enrichment and acceleration. In N. Colangelo, G. A. Davis (Eds.), Handbook of gifted education (163-173). Pearson Education, Inc.
  • Margolis, A. A., & Rybtsov, B. B. (2011). State policy in the field of education of gifted students. Psychological Science and Education, 4, 5–14.
  • MEB (2015). Milliği Eğitim Bakanlığı 2015-2019 Stratejik Planı, MEB, Strateji Geliştirme Başkanlığı. Ministery of Education, Singapore. (2019). Enrichment programmes and activities. https://www.moe.gov.sg
  • Moore, A.D. (1992). Gifted and talented children and youth. Lyndal Mc. Bullock (Ed.), Exceptionalities in children and youth. Allyn and Bacon.
  • Mönks, F.J., & Pflüger R. (2005). Gifted Education in 21 Europen Countries: Inventory and Perspective. Radboud University pup.
  • Mueller-Oppliger, V. (2014). Gifted education in Switzerland: Widelyac knowledged, but obstacles still exist in implementation. Center for Educational Policy Studies Journal, 4(3), 89-110.
  • Neihart, M.,& Teo, C. T. (2013). Addressing the needs of the gifted in Singapore. Journal of Education of the Gifted, 36(3), 290-306. https://www.doi.org/10.1177/0162353213494821
  • Oya, R. (2005). Yabancı ülkelerde üstün yeteneklilere yönelik eğitim uygulamaları, Eğitim Bülteni Dergisi, 11, 1-4.
  • Özbaş, E. (2017). Özel yetenekli öğrencilere yönelik rehberlik ve danışmanlık. Marilena Z. Leana-Taşçılar. (Ed.). Özel yetenekli çocukların psikolojisi: Teoriden uygulamaya (199-230).
  • Nobel. Park, M. (2015). Gifted education in South Korea. In mathematics education in Korea: Contemporary Trends in Researches in Korea, 2, 77-91.
  • Persson, R.S., Joswig, H., & Balogh, L. 2000. Gifted education in Europe: Programs, practices and current research. Heller, K.A. et al.: International handbook of giftedness and talent. Elsevier. ISBN 0080437966
  • Persson, R.S. (2009). Gifted education in Europe. In Barbara A. Kerr (eds.), Encyclopedia of Giftedness, Creativity and Talent (Volume 1). Sage Publications.
  • Porter, L. (1999). Gifted young children. Allen&Unvin.
  • Rachmel, S., & Leikin, R. (2009). Education of gifted students in Israel: General and mathematics education. Gifted Education Press Quarterly, 23(1).
  • Reid, E. (2015). Development of gifted education and an overview of gifted education in the USA, Canada, Equator and México. Slavonic Pedagogical Studies Journal, 4(2), 241-247. https://www.doi.org/10.18355/PG.2015.4.2.241-247
  • Reid, E., & Boettger, E. (2015). Gifted education in various countries of Europe. Slavonic pedagogical studies journal, 4(2), 158-171. https://www.doi.org/10.18355/PG.2015.4.2.158-171
  • Renzulli, J.S. (1999). What is thing called giftedness and how do we develop it? A twenty-fiwe year perspective. Journal for the Education of Gifted, 23(1), 3-54.
  • Ryu, J., Lee, Y., Kim, Y., Goundar, P., Lee, J., & Jung, J. Y. (2021). STEAM in Gifted Education in Korea. Handbook of Giftedness and Talent Development in the Asia-Pacific, 787-808.
  • Sak, U., Ayaş, B., Sezerel, B. B., Öpengin, E., Özdemir, N. N., & Demirel-Gürbüz, Ş. (2015). Türkiye’de üstün yeteneklilerin eğitiminin eleştirel bir değerlendirmesi. Türk Üstün Zeka ve Eğitim Dergisi, 5(2), 110-132.
  • Smith, E. C., Polloway, E.A., Patton, J. R., & Dowdy, C. A. (2008). Teaching students with special needs in inclusive settings (5th ed.). Pearson.
  • Şirin, M. R., Kulaksızoğlu, A., & Bilgili, A. E. (2004). Politika ve strateji belirleme raporu. Çocuk Vakfı.
  • Temel Değerlendirme Çalışması Genel Bakış (2015). Üstün zekâlı ve yetenekli çocukların öğretmenleri için yapılan uygulamalara yönelik temel değerlendirme çalışması genel bakış Türkiye – Çek Cumhuriyeti – Almanya – İtalya, Proje Adı: Strateach (Üstün Zekâlı ve Yetenekli Çocukların Öğretmenleri İçin Stratejiler) 2015-1-TR01-KA201-021420.
  • Teng, A. (2019). Some GEP schools have introduced mixed form classes. The Straits Times.
  • https://www.straitstimes.com Tomlinson, C. A. (1999). The differantiated clasroom: Responding to the needs of all learners. Association for Supervision and Curriculum Development.
  • Townsend, M. (1996). Enrichment and acceleration: Lateral and vertical perspectives in provisions for gifted and talented children. In D. McAlpine & R. Moltzen (Eds.), Gifted and talented: New Zealand perspectives (pp. 361–375). ERDC Press.
  • Türkiye Büyük Millet Meclisi. (2012). Türkiye Büyük Millet Meclisi üstün yetenekli çocukların keşfi, eğitimleriyle ilgili sorunların tespiti ve ülkemizin gelişimine katkı sağlayacak etkin istihdamlarının sağlanması amacıyla kurulan Meclis araştırması komisyonu raporu. Yasama Dönemi: 24, Yasama Yılı: 3.
  • Vainer, E. S., Gali, G. F., & Shakhnina, I. Z. (2016). Historicoverview of gifted education in foreign countries. International Journal of Humanities and Cultural Studies. http://www. ijhcs. com/index. php/ijhcs/index.
  • Van Tassel-Baska, J. (2005). Gifted programs and services: What are the non-negotiables? Theory Into Practice, 44(2), 90-97.
  • Varış, F. (1987). Eğitim bilimine giriş. A. Hakan (Ed.). Anadolu Üniversitesi Açıköğretim Fakültesi. Winebrenner, S. (2001). Teaching gifted kids in the regular clasroom. Free Spirit Publishing.
  • Yılmaz, Z., & Er, K. O. (2018). Singapur ve Türkiye’de üstün yetenekli bireylerin eğitiminin karşılaştırmalı olarak incelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 13(2), 1166-1185.
  • Zhang, Z. (2017). Gifted education in China. Cogent education, 4(1), 1364881.
  • Ziegler, A., Stoeger, H., Harder, B., & Balestrini, D.P. (2013). Gifted education in German-Speaking Europe. Journal for the Education of the Gifted. 36(3), pp. 384. ISSN 01623532.

An Educational Critical on The Education of Gifted Talents in Different Countries

Year 2022, Issue: 92, 263 - 277, 31.12.2022
https://doi.org/10.17753/sosekev.1126624

Abstract

The aim of this study is to examine the education of gifted students in different countries from an educational criticism perspective. The study is a descriptive study prepared by literature review, one of the qualitative research techniques. The literature review process was shaped by the examination of the educational practices of gifted students by researchers. When examining the education of the gifted in countries, it is possible to say that an individual-oriented approach has emerged and that the needs and interests are taken into account. According to the situation that emerged as a result of the research, the approaches and studies applied by the countries examined in the education of gifted students; It was noted that acceleration, enrichment, grouping according to the student's ability level (special classes), education in normal classes (grouping, integration-integration) and private schools came to the fore.

References

  • Akgül, S. (2017). Üstün yetenekliler eğitim programı değerlendirme. Serap EMİR. (Ed.). Özel yeteneklilerin eğitiminde program tasarımı içinde (263-300). Pegem Akademi.
  • Alexander, R. (2001). Culture and pedagogy. Blackwell Publishers.
  • Başaran, İ. E. (1994). Eğitime giriş. Kadıoğlu Matbaası. Baştepe, İ. (2009). Etkili okulun eğitim-öğretim süreci ve ortamı boyutlarının nitelikleri. Elektronik Sosyal Bilimler Dergisi, 8(29), 76-83.
  • Beranek, D. J. (1993). An internationalsurvey of definitions of giftness and procedures to indentify and selectstudentfor gifted programs. Dissertation of Doctor, University Of Oregon Teacher Education and Graduate School. Burg, B. (1988). Programs for gifted children in Israel. Gifted Education International, 5(2), 110-113.
  • Callahan, C. M. (2001). Fourthdown and inches. Journal of Secondary Gifted Education, 12, 148-156.
  • Callahan, C. M., et al. (2014). Contributions to the impact of the javits act by the national research center on the gifted and talented. Journal of Advanced Academics. 25, 422-444.
  • Clark, B. (2002). Growing up gifted. Developing the potentialof children at home and at school. (5th ed.). Upper Saddle River, Prentice Hall.
  • 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. 51–76). Information Age Publishing.
  • David, H. (2013, July). Does contemporary education for the gifted truly encourage them to fulfill their talents. In Book of Proceedings: International Interdisciplinary Conference on Education and Development (pp. 267-295).
  • David, H. (2014). Diagnosis of the gifted in Israel. Gifted Education International, 30(1), 87-90. David, H. (2016). Diagnosing and schooling of gifted children: The example of Israel.
  • Davis, G. A., & Rimm, S. B. (2004). Education of the gifted and talented. Allyn and Bacon.
  • Delcourt, M., Loyd, B., Cornell, D. & Goldberg, M. (1994). Evaluation of the effects of programming arrangements on student learning outcomes. National Research Center on the Gifted and Talented.
  • Department of Education (DE). 2009. National Academy for Gifted and Talented Youth (NAGTY).
  • Eisner, E. W. (2016). “Bir Okulun İşini İyi Yapıyor Olması” Ne Anlama Gelir? Nilay T. Bümen (Çev. Ed.). Eğitim programlarında güncel sorunlar (ss. 21-29). Pegem Akademi.
  • Emir, S. (Ed.). ve Yaman, Y. (2017). Özel yetenekli öğrenciler için eğitim programı nasıl olmalı? Özel yeteneklilerin eğitiminde program tasarımı (1-22). Pegem Akademi.
  • Enç, M. (2005). Üstün beyin gücü. Gündüz Eğitim ve Yayıncılık.
  • Eyre, D. 2009. The english model of gifted education. Shavinina, L. International Handbook on Giftedness. Springer. ISBN: 9781402061615.
  • Feldhusen, J. F. (1997). Educating teachersfor work with talented youth. In N. Colangelo & G. A. Davis (Eds.), Excellence in educating gifted and talented learners. (3. ed.), (pp. 193-209), Love Publishing.
  • Ford, D. Y. (2003). Two other wrongs don’t make a right: Sacrificing the needs of diverse students does not solve gifted education’s unresolved problems. Journal for the education of the gifted, 26, 283-291.
  • Friel, N. C. (2015). The cinderella of education gifted and talented pupils, with a focus on double exceptionality. Linnaeus University Department of Education.
  • Gash, S. (1999). Effective literature searchingfor research. Gower Publishing. Grigorenko, E. L. (2017). Gifted education in Russia: Developing, threshold, or developed. Cogent Education, 4(1), 1364898.
  • Grossenbacher, S. 2005. Country specific information – Switzerland. In: Monks, F.J., Pfluger, R. (ed.) Gifted education in 21 european countries: Inventory and perspective.
  • Radboud University Nijmengen. Gumpel, T. (1996). Special education law in Israel. The Journal of Special Education, 29(4), 457-468.
  • Hayes, W. 2008. No child left behind: Past, present and future. Rowman. Littlefield Publishers. ISBN 9781578868353
  • Horn, C. (2002). Raising expectations of children from poverty. Gifted Education Press Quarterly, 16(4), 2-5.
  • Hunsaker, S. L. (1994). Adjustments to traditional procedures for identifying under-served students: Successes and failures. Exceptional Children, 61, 71-77.
  • Jaeboon, L., Byoungjik, K., & Deoknan, L. (2016). Lawfor gifted and talented education in South Korea: Its development, issues, and prospects. Türk Üstün Zeka ve Eğitim Dergisi, 6(1), 14-23.
  • Jeong, J., & Ryu, M. (2017). A new paradigm on gifted children education in music in South-Korea. International Journal of Interactive Storytelling 1(2), 1-6 http://dx.doi.org/10.21742/ijis.2017.1.2.01
  • Jiao, R., Zhang, R., & Yang, Z. S. (2008). Development of the gifted children: From acceleration education to enrichment education. Journal of Northeast Normal University (Philosophy and Social Sciences), 6 , 20–23.
  • Kanevsky, L. S., & Clelland, D. (2013). Accelerating gifted students in Canada: Policies and possibilities. Canadian Journal of Education, 36(3), 229-271.
  • Larsson, Y. (1986). Governmental policies on the education of gifted and talented children: A world view. Educational Studies in Mathematics, 17(3), 213–219.
  • Leana, Z. M. (2009). Üstün ve normal öğrencilerin yönetici işlevlerinin ve çalışma belleklerinin değerlendirilmesi ve ihtiyaçlarına yönelik eğitim programının uygulanması. (Tez No. 262591) [Doktora tezi, İstanbul Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • LeBlanc, K. (2007). Principals' perceptions of No Child Left Behind's impact on the education of gifted and talented students. University of Northern Colorado.
  • Levent, F. (2014). Üstün yetenekli çocukları anlamak. Nobel.
  • Loo, J. (2016). Gifted education programme. https://eresources.nlb.gov.sg
  • Maker, C. J. (2003). New directions in enrichment and acceleration. In N. Colangelo, G. A. Davis (Eds.), Handbook of gifted education (163-173). Pearson Education, Inc.
  • Margolis, A. A., & Rybtsov, B. B. (2011). State policy in the field of education of gifted students. Psychological Science and Education, 4, 5–14.
  • MEB (2015). Milliği Eğitim Bakanlığı 2015-2019 Stratejik Planı, MEB, Strateji Geliştirme Başkanlığı. Ministery of Education, Singapore. (2019). Enrichment programmes and activities. https://www.moe.gov.sg
  • Moore, A.D. (1992). Gifted and talented children and youth. Lyndal Mc. Bullock (Ed.), Exceptionalities in children and youth. Allyn and Bacon.
  • Mönks, F.J., & Pflüger R. (2005). Gifted Education in 21 Europen Countries: Inventory and Perspective. Radboud University pup.
  • Mueller-Oppliger, V. (2014). Gifted education in Switzerland: Widelyac knowledged, but obstacles still exist in implementation. Center for Educational Policy Studies Journal, 4(3), 89-110.
  • Neihart, M.,& Teo, C. T. (2013). Addressing the needs of the gifted in Singapore. Journal of Education of the Gifted, 36(3), 290-306. https://www.doi.org/10.1177/0162353213494821
  • Oya, R. (2005). Yabancı ülkelerde üstün yeteneklilere yönelik eğitim uygulamaları, Eğitim Bülteni Dergisi, 11, 1-4.
  • Özbaş, E. (2017). Özel yetenekli öğrencilere yönelik rehberlik ve danışmanlık. Marilena Z. Leana-Taşçılar. (Ed.). Özel yetenekli çocukların psikolojisi: Teoriden uygulamaya (199-230).
  • Nobel. Park, M. (2015). Gifted education in South Korea. In mathematics education in Korea: Contemporary Trends in Researches in Korea, 2, 77-91.
  • Persson, R.S., Joswig, H., & Balogh, L. 2000. Gifted education in Europe: Programs, practices and current research. Heller, K.A. et al.: International handbook of giftedness and talent. Elsevier. ISBN 0080437966
  • Persson, R.S. (2009). Gifted education in Europe. In Barbara A. Kerr (eds.), Encyclopedia of Giftedness, Creativity and Talent (Volume 1). Sage Publications.
  • Porter, L. (1999). Gifted young children. Allen&Unvin.
  • Rachmel, S., & Leikin, R. (2009). Education of gifted students in Israel: General and mathematics education. Gifted Education Press Quarterly, 23(1).
  • Reid, E. (2015). Development of gifted education and an overview of gifted education in the USA, Canada, Equator and México. Slavonic Pedagogical Studies Journal, 4(2), 241-247. https://www.doi.org/10.18355/PG.2015.4.2.241-247
  • Reid, E., & Boettger, E. (2015). Gifted education in various countries of Europe. Slavonic pedagogical studies journal, 4(2), 158-171. https://www.doi.org/10.18355/PG.2015.4.2.158-171
  • Renzulli, J.S. (1999). What is thing called giftedness and how do we develop it? A twenty-fiwe year perspective. Journal for the Education of Gifted, 23(1), 3-54.
  • Ryu, J., Lee, Y., Kim, Y., Goundar, P., Lee, J., & Jung, J. Y. (2021). STEAM in Gifted Education in Korea. Handbook of Giftedness and Talent Development in the Asia-Pacific, 787-808.
  • Sak, U., Ayaş, B., Sezerel, B. B., Öpengin, E., Özdemir, N. N., & Demirel-Gürbüz, Ş. (2015). Türkiye’de üstün yeteneklilerin eğitiminin eleştirel bir değerlendirmesi. Türk Üstün Zeka ve Eğitim Dergisi, 5(2), 110-132.
  • Smith, E. C., Polloway, E.A., Patton, J. R., & Dowdy, C. A. (2008). Teaching students with special needs in inclusive settings (5th ed.). Pearson.
  • Şirin, M. R., Kulaksızoğlu, A., & Bilgili, A. E. (2004). Politika ve strateji belirleme raporu. Çocuk Vakfı.
  • Temel Değerlendirme Çalışması Genel Bakış (2015). Üstün zekâlı ve yetenekli çocukların öğretmenleri için yapılan uygulamalara yönelik temel değerlendirme çalışması genel bakış Türkiye – Çek Cumhuriyeti – Almanya – İtalya, Proje Adı: Strateach (Üstün Zekâlı ve Yetenekli Çocukların Öğretmenleri İçin Stratejiler) 2015-1-TR01-KA201-021420.
  • Teng, A. (2019). Some GEP schools have introduced mixed form classes. The Straits Times.
  • https://www.straitstimes.com Tomlinson, C. A. (1999). The differantiated clasroom: Responding to the needs of all learners. Association for Supervision and Curriculum Development.
  • Townsend, M. (1996). Enrichment and acceleration: Lateral and vertical perspectives in provisions for gifted and talented children. In D. McAlpine & R. Moltzen (Eds.), Gifted and talented: New Zealand perspectives (pp. 361–375). ERDC Press.
  • Türkiye Büyük Millet Meclisi. (2012). Türkiye Büyük Millet Meclisi üstün yetenekli çocukların keşfi, eğitimleriyle ilgili sorunların tespiti ve ülkemizin gelişimine katkı sağlayacak etkin istihdamlarının sağlanması amacıyla kurulan Meclis araştırması komisyonu raporu. Yasama Dönemi: 24, Yasama Yılı: 3.
  • Vainer, E. S., Gali, G. F., & Shakhnina, I. Z. (2016). Historicoverview of gifted education in foreign countries. International Journal of Humanities and Cultural Studies. http://www. ijhcs. com/index. php/ijhcs/index.
  • Van Tassel-Baska, J. (2005). Gifted programs and services: What are the non-negotiables? Theory Into Practice, 44(2), 90-97.
  • Varış, F. (1987). Eğitim bilimine giriş. A. Hakan (Ed.). Anadolu Üniversitesi Açıköğretim Fakültesi. Winebrenner, S. (2001). Teaching gifted kids in the regular clasroom. Free Spirit Publishing.
  • Yılmaz, Z., & Er, K. O. (2018). Singapur ve Türkiye’de üstün yetenekli bireylerin eğitiminin karşılaştırmalı olarak incelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 13(2), 1166-1185.
  • Zhang, Z. (2017). Gifted education in China. Cogent education, 4(1), 1364881.
  • Ziegler, A., Stoeger, H., Harder, B., & Balestrini, D.P. (2013). Gifted education in German-Speaking Europe. Journal for the Education of the Gifted. 36(3), pp. 384. ISSN 01623532.

ÖZEL YETENEKLİLERİN FARKLI ÜLKELERDEKİ EĞİTİMİNE İLİŞKİN EĞİTSEL BİR ELEŞTİRİ

Year 2022, Issue: 92, 263 - 277, 31.12.2022
https://doi.org/10.17753/sosekev.1126624

Abstract

Bu çalışmanın amacı özel yetenekli öğrencilerin farklı ülkelerdeki eğitimlerine ilişkin eğitimlerini, eğitsel bir eleştiri perspektifinde ele almaktır. Çalışma, nitel araştırma tekniklerinden literatür tarama ile hazırlanmış betimsel bir çalışmadır. Literatür tarama süreci, özel yetenekli öğrencilerin eğitim uygulamalarının araştırmacılar tarafından incelenmesi ile şekillenmiştir. Ülkelerin özel yeteneklilerin eğitimlerine ilişkin incelemeler yapıldığında, birey odaklı bir anlayışın ortaya çıktığını, ilgi ve özelliklerin dikkate alınarak gereksinimlere göre hareket edildiğini söylemek mümkündür. Araştırma sonucunda ortaya çıkan duruma göre incelenen ülkelerin, özel yetenekli öğrencilerin eğitiminde uyguladıkları yaklaşım ve çalışmalar; hızlandırma, zenginleştirme, öğrencinin yetenek durumuna göre gruplama (özel sınıflar), normal sınıflarda (gruplama, kaynaştırma-bütünleştirme) eğitim ve özel okulların öne çıktığı dikkat çekmiştir.

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There are 67 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Uğur Epçaçan 0000-0003-0240-7093

Ferhat Bahçeci 0000-0001-6363-4121

Publication Date December 31, 2022
Published in Issue Year 2022 Issue: 92

Cite

APA Epçaçan, U., & Bahçeci, F. (2022). ÖZEL YETENEKLİLERİN FARKLI ÜLKELERDEKİ EĞİTİMİNE İLİŞKİN EĞİTSEL BİR ELEŞTİRİ. EKEV Akademi Dergisi(92), 263-277. https://doi.org/10.17753/sosekev.1126624