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  • The contribution surveys recent developments in the field. The presentations describes and explains the main concepts elaborated in the U.S.. Further is emphasized the cognitive and emotionale approach to the topic in order to develop complete and accurate accounts of classroom events. Similar approaches have been applied in European research. This study examines the students´ perception of their teachers, and their evaluative reactions after success and failure in ordinary classroom tasks. 115 students (ages of 12-13) were evaluated (chosen) by their teachers as gifted (N=53) or non-gifted (N=62) on the basis of general ability. The findings revealed that the low-rated students reported, generally speaking, significantly different assessment of a poor grade after failing at a moderately difficult task. However, the teaches expressed marginally more pity towards low scores (p<.10). Further, teachers responded significantly differently (p<.001) towards different groups (gifted vs. non-gifted in math
  • The contribution surveys recent developments in the field. The presentations describes and explains the main concepts elaborated in the U.S.. Further is emphasized the cognitive and emotionale approach to the topic in order to develop complete and accurate accounts of classroom events. Similar approaches have been applied in European research. This study examines the students´ perception of their teachers, and their evaluative reactions after success and failure in ordinary classroom tasks. 115 students (ages of 12-13) were evaluated (chosen) by their teachers as gifted (N=53) or non-gifted (N=62) on the basis of general ability. The findings revealed that the low-rated students reported, generally speaking, significantly different assessment of a poor grade after failing at a moderately difficult task. However, the teaches expressed marginally more pity towards low scores (p<.10). Further, teachers responded significantly differently (p<.001) towards different groups (gifted vs. non-gifted in math (en)
Title
  • Teachers´approaches (expectations) to gifted and non-gifted students
  • Teachers´approaches (expectations) to gifted and non-gifted students (en)
skos:prefLabel
  • Teachers´approaches (expectations) to gifted and non-gifted students
  • Teachers´approaches (expectations) to gifted and non-gifted students (en)
skos:notation
  • RIV/60076658:12410/00:00002615!RIV/2001/MSM/124101/N
http://linked.open.../vavai/riv/strany
  • 94
http://linked.open...avai/riv/aktivita
http://linked.open...avai/riv/aktivity
  • Z(MSM 124100002)
http://linked.open...vai/riv/dodaniDat
http://linked.open...aciTvurceVysledku
  • Stuchlíková, Iva
  • Man, František
http://linked.open.../riv/druhVysledku
http://linked.open...iv/duvernostUdaju
http://linked.open...titaPredkladatele
http://linked.open...dnocenehoVysledku
  • 728875
http://linked.open...ai/riv/idVysledku
  • RIV/60076658:12410/00:00002615
http://linked.open...riv/jazykVysledku
http://linked.open.../riv/klicovaSlova
  • Teacher expectanties, concept of students ability (en)
http://linked.open.../riv/klicoveSlovo
http://linked.open...ontrolniKodProRIV
  • [481C4A17EF06]
http://linked.open...i/riv/mistoVydani
  • Belgie
http://linked.open...i/riv/nazevZdroje
  • 7th Workshop on Achievement and Task Motivation
http://linked.open...in/vavai/riv/obor
http://linked.open...ichTvurcuVysledku
http://linked.open...cetTvurcuVysledku
http://linked.open...UplatneniVysledku
http://linked.open...iv/tvurceVysledku
  • Mareš, Jiří
  • Stuchlíková, Iva
  • Man, František
http://linked.open...n/vavai/riv/zamer
number of pages
http://purl.org/ne...btex#hasPublisher
  • KU Leuven
http://localhost/t...ganizacniJednotka
  • 12410
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