AKTIVNA VLOGA NADARJENEGA UČENCA PRI PRIPRAVI IN EVALVACIJI INDIVIDUALIZIRANEGA PROGRAMA
में बचाया:
| में प्रकाशित: | Revija za Elementarno Izobrazevanje vol. 17, no. 4 (Dec 2024), p. 385 |
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| मुख्य लेखक: | |
| अन्य लेखक: | |
| प्रकाशित: |
Univerza v Mariboru, Faculty of Education/Pedagoska Fakulteta
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| विषय: | |
| ऑनलाइन पहुंच: | Citation/Abstract Full Text - PDF |
| टैग: |
कोई टैग नहीं, इस रिकॉर्ड को टैग करने वाले पहले व्यक्ति बनें!
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| 001 | 3157676101 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 1855-4431 | ||
| 022 | |a 2350-4803 | ||
| 024 | 7 | |a 10.18690/rei.4488 |2 doi | |
| 035 | |a 3157676101 | ||
| 045 | 2 | |b d20241201 |b d20241231 | |
| 084 | |a 173133 |2 nlm | ||
| 100 | 1 | |a Gabrijelčič, Mojca Kukanja |u Univerza na Primorskem, Pedagoška fakulteta, Koper, Slovenija | |
| 245 | 1 | |a AKTIVNA VLOGA NADARJENEGA UČENCA PRI PRIPRAVI IN EVALVACIJI INDIVIDUALIZIRANEGA PROGRAMA | |
| 260 | |b Univerza v Mariboru, Faculty of Education/Pedagoska Fakulteta |c Dec 2024 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Prispevek osvetljuje pomen aktivne participacije nadarjenega učenca v procesu priprave in evalvacije individualiziranega programa (INDEP), ki izhaja iz učenčevih sposobnosti, želja in potreb. S kvalitativno vsebinsko primerjalno analizo tristo individualiziranih programov za nadarjene učence smo ugotavljali upoštevanje temeljnega načela vključenosti nadarjenega učenca v vsebinsko-ciljno pripravo in evalvacijo INDEP. Ugotovili smo, da se pri načrtovanju individualiziranih programov delno upoštevajo: aktivna vloga nadarjenega učenca, vsebinske prilagoditve in izzivi pri pouku, splošni in specifični cilji ter mentorska pomoč in podpora. Zapisani cilji v individualiziranih programih ne izkazujejo individualnih ciljev nadarjenega učenca ter so pogosto enako zapisani za vse nadarjene učence znotraj iste šole. The article highlights the importance of the active participation of gifted students in the process of preparation and evaluation of the Individualized Program (INDEP) based on their abilities, desires and needs. Through a qualitative comparative analysis of the content of three hundred individualized programs for gifted students, we found that the basic principle of involving gifted students in the content preparation and evaluation of the INDEP was taken into account. We found that the active role of gifted students, content adaptations in planning individualized programs and instructional challenges, general and specific objectives, and tutoring and support were partially addressed. Written goals in individualized programs do not reflect the individual goals of particular gifted students and are often worded the same for all gifted students in the same school. | |
| 653 | |a Students | ||
| 653 | |a Psychology | ||
| 653 | |a Academically Gifted | ||
| 653 | |a Individualized Programs | ||
| 653 | |a Student Participation | ||
| 653 | |a Comparative Analysis | ||
| 700 | 1 | |a Seničar, Maruška Željeznov | |
| 773 | 0 | |t Revija za Elementarno Izobrazevanje |g vol. 17, no. 4 (Dec 2024), p. 385 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3157676101/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3157676101/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |