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Radosti a trápení nadaných dětí

100%

Machů E.

Studia paedagogica

2013

nr 2-3

125-140

This study presents the fi ndings of a research which aimed to discover the wishes, joys, fears and worries of gifted eleven-year old children. The fi rst research tool was a questionnaire based on the nomination technique which was given to the class teachers. This served as a method for the consecutive identifi cation of 71 gifted children. The children then answered the following open-ended questions from a second questionnaire: What is your greatest wish? What makes you feel the greatest joy? What do you fear the most? What is your biggest worry? The research data were processed for each question separately on the level of primary analysis of frequency of appearance of the categorised answers. Based on the comparison of data gained from both the gifted and the non-gifted children, we defi ned general categories that are considered to be specifi c for the group of gifted children from our research.

Causes and Consequences of Labelling Gifted Pupils at Selected Elementary Schools

100%

Machů E.

The New Educational Review

2013

tom 31

185-194

The article describes qualitative research analyzing causes and consequences of labelling gifted pupils. Causes and consequences were identified after an analysis of semi-structured interviews with gifted pupils, their classmates and teachers. Identified causes included certain pedagogical strategies such as excluding a gifted pupil from a group of their peers, using specific names for classes, excessive media coverage of specialized classes and pupils. Labelling was further promoted by a curriculum differing in its content, processes and materials offered to gifted pupils only. Consequences of labelling included ostracism and ridiculing of gifted pupils by their classmates, rivalry and hostility. The article concludes with proposals which might help to reduce labelling.

Social Intelligence of Gifted Pupils

63%

Machů E. , Červinková H.

The New Educational Review

2014

tom 37

130-139

The article describes research whose aim was to find differences between the social intelligence structure of gifted children and children with no diagnosed giftedness. The social intelligence was determined by TSIS scale enabling its specification into three parts. Social Information Processing and Social Awareness give evidence about the cognitive aspect and Social Skills about the behavioral aspect of social intelligence. There were no statistically significant differences between gifted children and children with no diagnosed giftedness in Social Information Processing. We registered a higher level of Social Awareness and Social Skills in children with no diagnosed giftedness. The results are discussed due to the theoretical background of this study.

Value Preferences of Gifted Fifth Grade Pupils from Selected Elementary Schools in the Czech Republic

63%

Machů E. , Navrátilová Z.

The New Educational Review

2014

tom 35

175-186

This article presents research on value preferences of eleven-year-old fifth grade pupils. Differences between two groups of gifted pupils were observed - between 71 contemporary pupils and 229 pupils in ELSPAC in the years 2002 - 03. The identical identification criteria were used in the selection of both groups. By selecting questions from the ELSPAC questionnaires we compared the value preferences data of both of the gifted groups. We were dealing with research questions: which values the gifted prefer in friends, which priorities of life values they have, and which one is the most important for them. No statistically significant differences were found in the comparison of the majority of the values of the two groups. In the evaluation of friends, all the respondents most preferred the item “how you get along“ and then “their reliability“. The most significant difference was found in the item “the gain from your friendship with them“ which moved from the 15t to the 5t place in 10 years. No statistically significant differences were found in the question of life values between the two groups of gifted children in our data set except for the item “personal property,“ which was more important for the gifted of 2012. The most important value for both of the groups was “family relations“ ahead of the item “health“ and “having friends“.