2013
An analysis of attitudes towards the gifted students with learning difficulties using two samples of Greek and Czech primary school teachers
GARI, Aikaterini; Kostas MYLONAS a Šárka PORTEŠOVÁZákladní údaje
Originální název
An analysis of attitudes towards the gifted students with learning difficulties using two samples of Greek and Czech primary school teachers
Název česky
Analýza postojů k nadaným studentům s poruchami učení, řecký a český vzorek učitelů
Autoři
GARI, Aikaterini; Kostas MYLONAS a Šárka PORTEŠOVÁ ORCID
Vydání
Gifted Education International, UK, London: Sage Publications, 2013, 0261-4294
Další údaje
Jazyk
angličtina
Typ výsledku
Článek v odborném periodiku
Obor
50100 5.1 Psychology and cognitive sciences
Stát vydavatele
Velká Británie a Severní Irsko
Utajení
není předmětem státního či obchodního tajemství
Označené pro přenos do RIV
Ano
Kód RIV
RIV/00216224:14230/13:00066878
Organizační jednotka
Fakulta sociálních studií
Klíčová slova česky
nadaní; talentovaní
Klíčová slova anglicky
gifted; talented
Příznaky
Mezinárodní význam, Recenzováno
Změněno: 11. 2. 2014 21:43, doc. PhDr. Šárka Portešová, Ph.D.
V originále
The provision of gifted students with learning difficulties (GSLD) composes a complicated educational problem that deserves special care. This study explores teachers’ attitudes towards the GSLD in two samples of primary school teachers: 225 Greek teachers and 158 teachers in the Czech Republic, 40–59 years of age and with 14–28 years of teaching experience. A questionnaire of 26 questions, created for the purpose of this study, was administered referring to teachers’ attitudes towards opinions and information regarding the GSLD characteristics, along with three open-ended questions on the most preferable types of the GSLD educational provision. Through multidimensional scaling solutions in their trigonometric transformation (MDS-T) one large common and one minor separate system of items emerged for the two samples, which were meaningful in the direction of understanding teachers’ difficulties in accepting the contradictory core of the GSLD characteristics and educational needs. These systems of attitudes are discussed in respect to their relative importance to Czech and Greek teachers and the respective educational settings.
Česky
The provision of gifted students with learning difficulties (GSLD) composes a complicated educational problem that deserves special care. This study explores teachers’ attitudes towards the GSLD in two samples of primary school teachers: 225 Greek teachers and 158 teachers in the Czech Republic, 40–59 years of age and with 14–28 years of teaching experience. A questionnaire of 26 questions, created for the purpose of this study, was administered referring to teachers’ attitudes towards opinions and information regarding the GSLD characteristics, along with three open-ended questions on the most preferable types of the GSLD educational provision. Through multidimensional scaling solutions in their trigonometric transformation (MDS-T) one large common and one minor separate system of items emerged for the two samples, which were meaningful in the direction of understanding teachers’ difficulties in accepting the contradictory core of the GSLD characteristics and educational needs. These systems of attitudes are discussed in respect to their relative importance to Czech and Greek teachers and the respective educational settings.
Návaznosti
| GAP407/11/1272, projekt VaV |
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