Teacher and Student Perspectives on Safe Learning Climate in Gifted Education

Autor/inn/en	Haidari, Sayed Masood; Karakus, Fazilet; Koçoglu, Ayhan
Titel	Teacher and Student Perspectives on Safe Learning Climate in Gifted Education
Quelle	In: Journal of Theoretical Educational Science, 13 (2020) 2, S.311-333 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Haidari, Sayed Masood) ORCID (Karakus, Fazilet) ORCID (Koçoglu, Ayhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1308-1659
Schlagwörter	Teacher Attitudes; Student Attitudes; Academically Gifted; Gifted Education; Secondary School Students; Security (Psychology); Emotional Experience; Self Disclosure (Individuals); Test Anxiety; Teacher Student Relationship; Peer Relationship; Educational Environment; Physical Environment; Crowding; Secondary Schools; Learning Processes; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schülerverhalten; Sekundarschüler; Security; Psychology; Sicherheit; Examination phobia; Testangst; Prüfungsangst; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Natürliche Umwelt; Sekundarschule; Learning process; Lernprozess; Ausland; Türkei
Abstract	This study explored the views of the lower secondary gifted students in relation to the learning climate established in their regular schools and the gifted education centers, with a focus on their psychological safety, in the Turkish context. It also investigated what these students and their teachers expect from a potentially safe and desirable learning atmosphere. Therefore, a qualitative research approach was employed. The data were collected through one-to-one semi-structured interviews with the gifted students (N=12) and their teachers (N=5). Then, the interview data were transcribed and content analyzed. The findings show that gifted students had a positive description of the Art and Science Center (SAC) as a safe and desirable place compared to their regular schools. They felt happy and psychologically safe at the SAC, where they could disclose their opinions and ask questions without being subjected to embarrassment. The regular schools, however, were not described as fully safe from a psychological perspective, mostly because of the crowded classrooms. Students' expectations of a safe learning climate were in relation to teacher approachability, peer relationships, learning process and the physical characteristics of the learning environment. Teachers were also of similar opinions with regard to these findings. (As Provided).
Anmerkungen	Afyon Kocatepe University. ANS Kampusu, Egitim Fakultesi, Merkez, Afyonkarahisar 03200, Turkey. Tel: +90-272-2181740; Fax: +90-272-2281418; e-mail: editorkebd@gmail.com; Web site: https://dergipark.org.tr/en/pub/akukeg
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01