Please use this identifier to cite or link to this item:
http://hdl.handle.net/1942/36310
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | VAN GERVEN, Eleonora | - |
dc.date.accessioned | 2021-12-21T13:27:58Z | - |
dc.date.available | 2021-12-21T13:27:58Z | - |
dc.date.issued | 2021 | - |
dc.date.submitted | 2021-08-23T13:37:18Z | - |
dc.identifier.citation | JOURNAL FOR THE EDUCATION OF THE GIFTED, 44 (2) , p. 171 -200 | - |
dc.identifier.uri | http://hdl.handle.net/1942/36310 | - |
dc.description.abstract | Currently, in Western society, five significant paradigm shifts can be distinguished affecting Dutch and Flemish gifted education: (a) an inclusive approach of education, (b) response to educational needs, (c) new perspectives on giftedness, (d) social constructivism, and (e) evidence-informed teaching. In this review article, the positioning of the education of gifted students in primary schools in the Netherlands and Flanders is explained within the context of these five significant paradigm shifts. There are frictions between what is, from a theoretical perspective, desirable optimally and what can currently be realized in Dutch and Flemish education. The process of change demonstrates a need for competent specialists in gifted education. Because basic teacher competencies for the Netherlands and Flanders are already prescribed by law, the construction of a competency matrix is recommended for specialists in gifted education that combines the general teaching competencies with competencies that apply specifically for gifted education. | - |
dc.description.sponsorship | The author received no financial support for the research and/or authorship of this article. | - |
dc.language.iso | en | - |
dc.publisher | PRUFROCK PRESS | - |
dc.rights | The Author(s) 2021 | - |
dc.subject.other | effective teachers of the gifted | - |
dc.subject.other | gifted education | - |
dc.subject.other | gifted teacher | - |
dc.subject.other | professional development | - |
dc.subject.other | teacher education | - |
dc.title | Educational Paradigm Shifts and the Effects on Educating Gifted Students in the Netherlands and Flanders | - |
dc.type | Journal Contribution | - |
dc.identifier.epage | 200 | - |
dc.identifier.issue | 2 | - |
dc.identifier.spage | 171 | - |
dc.identifier.volume | 44 | - |
local.bibliographicCitation.jcat | A1 | - |
local.publisher.place | 100 NORTH 6TH STREET, STE 400, WACO, TX 76701-2032 | - |
local.type.refereed | Refereed | - |
local.type.specified | Article | - |
local.class | IncludeIn-ExcludeFrom-List/ExcludeFromFRIS | - |
dc.identifier.doi | 10.1177/01623532211001452 | - |
dc.identifier.isi | 000638955500001 | - |
local.provider.type | Web of Science | - |
local.uhasselt.international | no | - |
item.fullcitation | VAN GERVEN, Eleonora (2021) Educational Paradigm Shifts and the Effects on Educating Gifted Students in the Netherlands and Flanders. In: JOURNAL FOR THE EDUCATION OF THE GIFTED, 44 (2) , p. 171 -200. | - |
item.accessRights | Restricted Access | - |
item.contributor | VAN GERVEN, Eleonora | - |
item.fulltext | With Fulltext | - |
item.validation | vabb 2023 | - |
crisitem.journal.issn | 0162-3532 | - |
crisitem.journal.eissn | 2162-9501 | - |
Appears in Collections: | Research publications |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
Educational Paradigm Shifts and the Effects on Educating Gifted Students in the Netherlands and Flanders.pdf Restricted Access | Published version | 376.48 kB | Adobe PDF | View/Open Request a copy |
WEB OF SCIENCETM
Citations
3
checked on Jul 18, 2024
Page view(s)
32
checked on Sep 7, 2022
Download(s)
48
checked on Sep 7, 2022
Google ScholarTM
Check
Altmetric
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.