Literaturnachweis - Detailanzeige
| Autor/inn/en | Easton, Vernitta; Gaffney, Janet S.; Wardman, Janna |
|---|---|
| Titel | "I Need to Do Better, but I Don't Know What to Do": Primary Teachers' Experiences of Talented Young Writers |
| Quelle | In: Australasian Journal of Gifted Education, 25 (2016) 2, S.34-51 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1323-9686 |
| Schlagwörter | Foreign Countries; Elementary School Teachers; Academically Gifted; Talent; Semi Structured Interviews; Elementary School Students; Writing (Composition); Writing Skills; Talent Identification; Barriers; Teacher Competencies; Faculty Development; Student Needs; New Zealand |
| Abstract | The study investigated New Zealand primary school teachers' understandings and experiences of talented young writers. Data were gathered using semi-structured interviews in Auckland schools. The interview data were thematically analysed using an interpretivist framework. The focus of this report is on the teachers' selection and interpretation of writing samples. Findings from this study indicated that the teachers did not use the school's policy guidelines on gifted and talented students. Teachers offered similar meanings of giftedness and talent, utilized a narrow range of behaviours in the identification process, and relied upon assessment data and teaching experience in decision making. Minimal in-class provisions were available to lift their achievement. Teachers identified many challenging aspects in teaching talented writers. This study reinforces the need for, and importance of, continuing professional development regarding the teaching of talented young writers in primary schools. (As Provided). |
| Anmerkungen | Australian Association for the Education of the Gifted and Talented. School of Education, The University of New South Wales, Sydney NSW 2052, Australia. e-mail: EditorAJGE@aaegt.net.au; Web site: http://www.aaegt.net.au/?page_id=736 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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