Shoda pedagogické nominace a skupinového testu inteligence při skríningu intelektového nadání – sonda do problematiky

Q3 Social Sciences

Studia Paedagogica Pub Date : 2020-10-26 DOI:10.5817/sp2020-3-5

Šárka Portešová, Michal Jabůrek, Martin Tancoš, Edita Chvojková, Simona Válková

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引用次数: 0

Abstract

The aim of this pilot study was to describe the process of screening children for intellectual giftedness in a Czech school. The main topic of this study was to compare two procedures for identifying gifted pupils: teacher nomination (including the ranking of children by their assumed level of giftedness) and the results of a groupadministered fluid intelligence test (CFT 20-R). In addition, the length of the teachers’ experience was considered as a factor that might influence the relationship between teacher nominations and CFT 20-R results. The sample consisted of 6 form teachers from a selected primary school who evaluated 106 pupils from the 4th and 5th grades. The level of agreement between the two procedures was quite low and was not influenced by the length of experience in our sample of teachers. However, our study found a weak relationship between the teachers’ ranking of nominated pupils and the pupils’ fluid intelligence as measured by the test. The discussion section of this paper examines these findings and gives possible recommendations for future directions regarding the identification of giftedness and related training of teachers.

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智力人才筛选中教学提名与群体智力测试的一致性问题探讨

这项试点研究的目的是描述捷克一所学校筛查儿童智力天赋的过程。这项研究的主要主题是比较两种识别天才学生的程序：教师提名（包括根据儿童的假定天赋水平对其进行排名）和小组管理的流体智力测试（CFT 20-R）的结果。此外，教师经验的长度被认为是可能影响教师提名和CFT 20-R成绩之间关系的一个因素。样本由一所选定小学的6名班主任组成，他们对4年级和5年级的106名学生进行了评估。两个程序之间的一致性水平相当低，并且不受我们教师样本中经验长度的影响。然而，我们的研究发现，通过测试测量，教师对被提名学生的排名与学生的流动智力之间的关系较弱。本文的讨论部分考察了这些发现，并就未来教师天赋识别和相关培训的方向提出了可能的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studia Paedagogica Social Sciences-Education

CiteScore

1.00

自引率

0.00%

发文量

审稿时长

12 weeks

期刊介绍： Studia Paedagogica publishes original papers on education, upbringing and learning from all spheres of social life. The papers are theoretical, but mainly empirical as the journal publishes research undertaken in the Czech Republic and abroad. The journal publishes only original research papers and is open to both experienced and early researchers. Early researchers can publish their papers in the section Emerging Researchers of the journal and are offered intensive editorial support. The journal is interdisciplinary - it covers current topics in educational research while at the same time providing scope for studies grounded in other social sciences. The journal publishes four issues per year, two issues are dedicated to general interest articles and are in Czech, two issues are on a single topic and are in English. Studia Paedagogica is a peer reviewed journal published by the Masaryk University. The executive editors are members of the staff of the Department of Educational Sciences and the editorial board comprises of international experts. The name of the journal is derived from the name of its predecessor, Studia minora facultatis philosophicae universitatis brunensis (Sborník prací filozofické fakulty brněnské univerzity), which was issued from 1996 to 2008. However, the tradition of the journal dates much further back as the pedagogical-psychological series of the journal was published even between 1966 to 1995.