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Statements

Subject Item
n2:RIV%2F60076658%3A12410%2F00%3A00002615%21RIV%2F2001%2FMSM%2F124101%2FN
rdf:type
n5:Vysledek skos:Concept
dcterms:description
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
dcterms:title
Teachers´approaches (expectations) to gifted and non-gifted students Teachers´approaches (expectations) to gifted and non-gifted students
skos:prefLabel
Teachers´approaches (expectations) to gifted and non-gifted students Teachers´approaches (expectations) to gifted and non-gifted students
skos:notation
RIV/60076658:12410/00:00002615!RIV/2001/MSM/124101/N
n3:strany
94
n3:aktivita
n9:Z
n3:aktivity
Z(MSM 124100002)
n3:dodaniDat
n4:2001
n3:domaciTvurceVysledku
Man, František Stuchlíková, Iva
n3:druhVysledku
n10:D
n3:duvernostUdaju
n8:S
n3:entitaPredkladatele
n13:predkladatel
n3:idSjednocenehoVysledku
728875
n3:idVysledku
RIV/60076658:12410/00:00002615
n3:jazykVysledku
n11:eng
n3:klicovaSlova
Teacher expectanties, concept of students ability
n3:klicoveSlovo
n14:concept%20of%20students%20ability n14:Teacher%20expectanties
n3:kontrolniKodProRIV
[481C4A17EF06]
n3:mistoVydani
Belgie
n3:nazevZdroje
7th Workshop on Achievement and Task Motivation
n3:obor
n12:AN
n3:pocetDomacichTvurcuVysledku
2
n3:pocetTvurcuVysledku
3
n3:rokUplatneniVysledku
n4:2000
n3:tvurceVysledku
Man, František Mareš, Jiří Stuchlíková, Iva
n3:zamer
n16:MSM%20124100002
s:numberOfPages
2
n18:hasPublisher
KU Leuven
n15:organizacniJednotka
12410