Teacher`s perceptions and prejucies about high ability students

Teacher`s perceptions and prejucies about high ability students

Teacher`s perceptions and prejucies about high ability students

Symposium253Carmen Ferrándiz, Murcia University, Spain; Purificación Checa, Granada University, Granada, Spain; Rosa María Pons, Murcia University, Spain; Ángela Conejero, Granada University, Granada, Spain

Kilimanjaro 1Thu 15:45 - 17:15

Scientific

The principal aim of the simposium is to show research studies about teacher`s prejuicies of high abilities students and their education. Also two studies about teacher`s perceptions of high abilities cognitive skills will be shown. Finally the last paper will present a summary about the topic of study. The studies were carried out at southeast of Spain.

Summary

The principal aim of the simposium is to show research studies about teacher`s prejuicies of high abilities students. Also two studies about teacher`s perceptions of high abilities cognitive skills will be shown. First of all, we present the results of the study about teacher`s prejuicies on high ability students acceleration. The work will be presented by PhD. Pons, R., et al. Secondly, we will show the results of the study about pre service teacher`s perception of working memory of high ability students. The work will be presented by PhD Conejero, A. et. al. The third study will be present the results of preservice teacher`s perception about cognitive inhibition process of high ability students.The work will be presented by PhD. Checa, P., et al.. Finally, the last work will be to try to solve the following question: How does the research about teacher`s prejuicies go?, through a systematic review analysis The work will be presented by PhD. Ferrándiz, et. al.

Presentation 1: Preservice-teachers’ prejuicies on high ability students acceleration
By Pons, R**., Fernández, M.C**., Conejero, A*., and Ferrándiz, C**.Murcia University**Granada University*(Spain)
The studies made about self-perceptions of high ability students of the educational school’s response to their needs, show that in general the achievement and valoration/satisfaction is positive if the educational practices are adapted to the educational needs and also show them a cognitive challenge. If not, the probability of school failing will grow, because of boredom or lack of psychosocial support. Results of preview research underlying the necessity of more research about teacher perceptions, highlighting school educational level differences. The aim of the work is to analyze the prejuicies of preservice teachers about acceleration and attitudes to scholar acceleration of high ability students. The sample of participants of the student were preservice-teachers university students. The instrument used was the Gagné & Nadeau (1991) questionnaire about high ability students and their education. The results will respond to the questions about who are the attitudes of preservice-teachers students to school acceleration. If they think that is elitist and if it is prejudicial for high ability students. Educational practical implications to help for a better quality education of high abilities students will be considered at the conclusions.

Presentation 2: The perception of preservice teachers on working memory capacity of elementary school students with High Ability
By Conejero, A.*,Checa, P*., Fernández, M.C.**, and Ferrándiz, C.**Granada University*Murcia University**(Spain)

Working memory (WM) is defined as the ability to maintain and manipulate information and is a basic cognitive function at the core of complex executive functions such as planning, decision taking or reasoning. In fact, performance in WM tasks is highly correlated with intelligence IQ. There is also evidence indicating that gifted children show better WM skills. Studies investigating teachers’ perception on HA children skills have mainly addressed teachers’ perception on general academic-related cognitive abilities. It has been recently suggested that perception of preservice teachers may have a great impact in their future educational practice and highlight the importance of generating balanced expectations on single cognitive skills of children with HA. To our knowledge, this is the first study to examine preservice teachers' perception on WM regarding HA. With this purpose, we administered the Child Executive Functions Inventory Spanish (CHEXI) to a sample of preservice teachers to rate their perception on executive functioning of elementary school children with and without HA in day-to-day contexts. Analyses revealed that preservice teachers consistently rated higher WM of children with HA. The influence of gender attribution, training on HA or prior experience with people with HA were further explored. Keywords: Working memory, perception, preservice children, High Ability, elementary school

Presentation 3: Preservice teacher`s perception about cognitive inhibition process of High ability students
By Checa, P.*, Ferrando, M.**, Conejero, A.*, and Pons. R.**Granada University*Murcia University**(Spain)

Some teachers are aware of the existence of High ability (HA) students in the classroom. Nevertheless, teachers sometimes fail to detect them and determine their cognitive characteristics. Recent studies show that teachers tend to perceive HA students as faster in processing information compared to their peers and more able to manage their own learning. However, there are contradictory results showing actual differences in cognitive abilities among HA and not HA students. Whereas some studies found outstanding ability of HA in facial recognition or set shifting, others studies found that HA children do not differ to other children in inhibition or planning. The aim of this study is to analyze the preservice teacher`s perception of inhibition of HA and non-HA students. The participants are teacher`s preservice college students. To measure inhibition perception, the Child Executive Functions Inventory Spanish (CHEXI) version is used. The results of this study will be discussed in the educational framework and open the debate about the influence of teacher`s percepcion on the educational practice of HA students.

Keywords: inhibition, teacher`s perception, High Ability, educational practice

Presentation 4: How does the research about teacher`s prejuicies go? A systematic review analysis
By Ferrándiz, C.**, Checa, P*., Ferrando, M.** and Pons, R.**Murcia University**Granada University*(Spain)
The proposal aims to realize a systematic review analysis of teacher`s prejuicies about high abilities students. The eligibility criteria of studies are based on empirical quality, age of participants, sample size…The work will present the most significative results that research studies had found about teacher`s prejuicies of high ability students. The work will analyze the most usual prejuicies between teachers; also, the importance of preview knowledge about giftedness and teacher degree. Finally, gender differences in prejuicies teachers will be summarized. PRISMA criteria will be considered. The results will be discussed in the educational framework and open the debate about the influence of teacher`s percepcion on the educational practice of high abilities students.

Key words: teacher`s prejuicies, high ability students, systematic review

Connecting Research & Practice in Meaningful Ways
_PRACTITIONERS, _RESEARCHERS, _TEACHERS, High ability students, Perceptions`s teachers, Prejudices`s teachers, Systematic review
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