Results 31 to 40 of about 7,462 (202)

Changing perspectives: The development of preservice teachers' field‐specific ability beliefs across academic disciplines

British Journal of Educational Psychology, Volume 96, Issue 1, Page 337-355, March 2026.
Abstract Background Field‐specific ability beliefs (FABs) reflect the perception that success in academic fields depends on innate, unteachable abilities. These beliefs affect teaching practices and student motivation. However, little is known about their longitudinal development during teacher education. Aims This study examines how FABs evolve during
Katharina Asbury, Bastian Carstensen, Uta Klusmann   +2 more
wiley   +1 more source

WHO EDUCATES MATHEMATICALLY GIFTED STUDENTS: PERSPECTIVES OF PROSPECTIVE MATHEMATICS TEACHERS [PDF]

Istraživanja u Pedagogiji
This qualitative research aimed to examine prospective mathematics teachers’ perspectives about the teachers of mathematically gifted students. The participants of this study were 17 prospective secondary mathematics teachers and 23 prospective primary ...
Gönül Yazgan-Sağ
doaj   +1 more source

‘Attitude Problems’: Racializing Hierarchies of Affect in Post‐Brown U.S. Science Education

Science Education, Volume 110, Issue 1, Page 123-139, January 2026.
ABSTRACT Attending to the affect of minoritized students now appears crucial to promoting just and dignity‐affirming science education. Yet, elevating affect as an objective of science learning has a history that predates equity reforms. This study explores the politics of scientific uptakes of affect that have long served to mark hierarchical ...
Kathryn L. Kirchgasler
wiley   +1 more source

Perceptions of primary and secondary school principals on the support, educational forms and methods of gifted students in Greece

Journal of Research in Special Educational Needs, Volume 26, Issue 1, January 2026.
Abstract Principals' perceptions of the education of gifted students play an important role, as teachers are those who mainly influence gifted students. Since there are no studies concerning principals' views on primary and secondary education in Greece, it is crucial to investigate the factors influencing these students' education.
Eleftherios Dimitros, Dimitra V. Katsarou, Evangelos Mantsos, Anna Bara, Agathi Argyriadi, Alexandros Argyriadis, Theodoros Goupos   +6 more
wiley   +1 more source

Do Student Teachers Have Domain-Specific Beliefs About Talent? An Intra- and Inter-Individual Comparison

Education Sciences
This study examines the nature of talent beliefs among student teachers. As teacher beliefs are linked to disciplinary content and teacher identity, understanding if these beliefs are influenced by specific domains is important to shaping future teacher ...
Julia Klug, Kathrin Claudia Hamader, Silke Rogl   +2 more
doaj   +1 more source

Innate talents: reality or myth? [PDF]

, 1998
Talents that selectively facilitate the acquisition of high levels of skill are said to be present in some children but not others. The evidence for this includes biological correlates of specific abilities, certain rare abilities in autistic savants ...
Davidson, J.W., Howe, M.J.A., Sloboda, J.A.   +2 more
core   +1 more source

The Influencing Factors of High‐Achieving Students’ Mental Health: A Systematic Review

Perspectives in Psychiatric Care, Volume 2026, Issue 1, 2026.
Purpose This systematic review aims to identify and analyze factors affecting mental health among high‐achieving students through a comprehensive examination of personal, family, school, and social dimensions. Design and Methods Four electronic databases (PubMed, Web of Science, PsycINFO, and ERIC) were systematically searched through December 31, 2024,
Xiaowei Hao, Congbin Guo, Jiaqi Wu, Tizhen Hu, Jianan Yang, Xinqiao Liu   +5 more
wiley   +1 more source

Design features of gifted education in mathematics for secondary school students: a systematic literature review

Frontiers in Education
BackgroundThe domain of mathematics is relevant for future innovations. However, we see a decline of the number of students with exceptional mathematical competencies.
Peter Kaiser, Moritz Zehnder
doaj   +1 more source

Language as “Resource”? Why Science Education's Raciolinguistic Histories Matter Today

Journal of Research in Science Teaching, Volume 62, Issue 10, Page 2169-2189, December 2025.
ABSTRACT Our study explores how US science education has evaluated multilingual students' languages as deficits and/or assets by comparing them against normative ideals. As a raciolinguistic genealogy, the study situates current premises of language in science education (e.g., as problem versus resource) within epistemological practices shaping the ...
Kathryn L. Kirchgasler, Diego Román
wiley   +1 more source

Able and gifted: judging by appearances? [PDF]

, 2002
In this article I reflect upon an aspect of my research involving Year 6 pupils identified by their teachers as ‘able’ or ‘gifted’ in mathematics, using ‘able’ to refer to high achievers and ‘gifted’ to exceptionally high achievers.
Briggs, Mary (Mary J.), Wilson, Kirsty
core