"Obvio!" -- There Are More Questions than Answers in the Early Identification of Children with Academic Talent -- A Perspective from PENTA UC Escolar, Chile

Autor/in	Boyanova, Diana
Titel	"Obvio!" -- There Are More Questions than Answers in the Early Identification of Children with Academic Talent -- A Perspective from PENTA UC Escolar, Chile
Quelle	In: International Journal for Talent Development and Creativity, 1 (2013) 2, S.113-118 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2291-7179
Schlagwörter	Foreign Countries; Talent Identification; Elementary School Students; Grade 1; Grade 2; Grade 3; Grade 4; Academically Gifted; Gifted Education; Correlation; Creativity; Thinking Skills; Gender Differences; Cognitive Ability; Age Differences; Chile + Suchen Sie Ihr Suchwort? Ausland; Begabtenanalyse; Talentsuche; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Korrelation; Kreativität; Denkfähigkeit; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied
Abstract	PENTA UC Escolar is an extracurricular, intra-school enrichment educational program designed for children from first to fourth grade. It consists of a System for identification and selection, Curriculums in language and mathematics, and a Model for program management. Theoretically, it is based on Sternberg´s Triarchic theory of intelligence and states that the outstanding intellectual performance results from the joint use of three types of abilities -- analytical, practical and creative. Correspondingly, three instruments are applied to measure the abilities in question and to identify students with academic talent. The sample in the present study consists of 5041 children, 519 of which were identified as gifted. Results demonstrated that among talented children, there is generally a negative relationship between creative, analytical and practical abilities. Girls demonstrated higher practical abilities among students in all age groups who were not identified as talented. Boys performed better than girls in tasks for analytical abilities, in the group of talented children, only among older ones. (As Provided).
Anmerkungen	International Centre for Innovation in Education (ICIE) & Lost Prizes International (LPI). Postfach 12 40, D-89002, Ulm, Germany. Web site: http://www.ijtdc.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01