CULTURALLY DISADVANTAGED CHILDREN OF HIGHER POTENTIAL, INTELLECTUAL FUNCTIONING AND EDUCATIONAL IMPLICATIONS.

Autor/inn/en	KARNES, MERLE B.; und weitere
Institution	Champaign Community Unit School District 4, IL.
Titel	CULTURALLY DISADVANTAGED CHILDREN OF HIGHER POTENTIAL, INTELLECTUAL FUNCTIONING AND EDUCATIONAL IMPLICATIONS.
Quelle	(1965), (200 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academically Gifted; Attitudes; Case Studies; Comparative Analysis; Creativity; Data; Disadvantaged Youth; Educational Planning; Educational Research; Emotional Adjustment; Intelligence; Language Ability; Middle Class; Parent Attitudes; Psychological Characteristics; Psychological Testing; Self Concept; Social Characteristics; Socioeconomic Status; Statistical Analysis + Suchen Sie Ihr Suchwort? Schulleistung; Attitude; Einstellung; Verhalten; Case study; Fallstudie; Case Study; Kreativität; Daten; Benachteiligter Jugendlicher; Bildungsplanung; Bildungsforschung; Pädagogische Forschung; Emotionale Anpassung; Intelligenz; Klugheit; Mittelschicht; Elternverhalten; Psychological test; psychological tests; Psychological examination; Psychologischer Test; Selbstkonzept; Gesellschaftsbild; Socio-economic status; Sozioökonomischer Status; Statistische Analyse
Abstract	A RESEARCH STUDY WAS CONDUCTED TO DETERMINE THE PSYCHOEDUCATIONAL CHARACTERISTICS OF HIGH-POTENTIAL CULTURALLY DISADVANTAGED CHILDREN AND THE IMPLICATIONS OF THESE CHARACTERISTICS FOR AN EFFECTIVE EDUCATIONAL PROGRAM. INTELLIGENCE TESTS WERE ADMINISTERED TO CHILDREN FROM SIX ELEMENTARY SCHOOLS WITHIN A DISADVANTAGED SCHOOL DISTRICT, AND THE 203 STUDENTS WHO SCORED WITHIN THE TOP 20 PERCENT OF THIS POPULATION WERE SELECTED AS AN EXPERIMENTAL STUDY GROUP. DATA ON THE CHILDREN'S INTELLECTUAL AND PSYCHOLINGUISTIC ABILITIES, CREATIVITY, AND ACADEMIC ACHIEVEMENT WERE OBTAINED FROM STANDARDIZED TESTS AND FROM A DIAGNOSTIC CASE STUDY OF EACH CHILD. DATA WERE ALSO GATHERED AND ANALYZED ON SUCH SOCIAL-EMOTIONAL FACTORS AS (1) THE CHILD'S PERCEPTION OF SELF, PEERS, PARENTS, AND TEACHERS, (2) PARENTAL ATTITUDES, AND (3) FRUSTRATION. THE RELATIONSHIP OF THESE VARIABLES, AND THE CHARACTERISTICS OF THE STUDY GROUP AS COMPARED WITH THOSE OF STUDENTS IN THE TOP 20 PERCENT OF THE GENERAL POPULATION (NORM GROUP), WERE STUDIED. THE DETAILED FINDINGS OF THE RESEARCH ARE PRESENTED AND DISCUSSED AT LENGTH. (LB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01