The Finnish public discussion of giftedness and gifted children

The purpose of this paper is to present the results of research in which the Finnish public discussion of giftedness and gifted children, and conceptions of giftedness and gifted children presented in it, were examined. The research was conducted by analyzing articles from the Finnish newspaper Helsingin Sanomat and the teachers’ periodical Opettaja, using the content analysis method. The results show that giftedness is seen as multidimensional, and both intrapersonal and environmental contributions are recognized as essential in talent development. The conceptions of gifted children were quite diverse, and gifted children’s possible problems were frequently discussed. Moreover, misunderstandings were revealed as well as areas that have not been adequately addressed.     

Fostering Authentic Problem Seeking: A Step Toward Social Justice Engagement

Because of these learners’ potential as future leaders, it is imperative that educators develop gifted students’ ability to identify and solve complex social justice problems. Nourishing students’ affective traits, including empathy for others, understanding of themselves, and the ability to connect to others in local and global society, will help students to recognize and seek out authentic problems. This article examines the nuances around the creative problem-solving process and how educators can infuse the curriculum with opportunities to develop and strengthen the skills students need to become engaged, real-world problem seekers, as we call it, and problem solvers. Through the combination of social justice issues and creative problem seeking, students can be motivated to engage with the community and promote positive change in the world.     

Personal understanding of assessment and the link to assessment practice: the perspectives of higher education staff

The study investigates how higher education staff understand assessment, and the relationship between these understandings and their assessment practices. Nine individuals attended a workshop that guided them through the creation of a concept map about assessment, which was subsequently discussed in one-to-one semi-structured interviews. We found considerable variation in understanding of assessment, both between and within participants, and this appeared to be a consequence of the varied contexts within which assessment operates. Some assessment practices were highly complex, and at times closely entwined with teaching. In addition, individuals’ practices helped to illuminate variation in how underlying concepts (e.g. assessment for learning) were understood. The approach supported the construction of the participants’ understanding of assessment, and enabled the exploration of the interplay between thinking and reported practice, which were closely aligned. It also drew attention to the need to further develop methodologies which capture both the complexity of thinking about assessment and real-world assessment practices.     

超常儿童内部动机与创造力的关系:课堂同伴互动的中介作用

探究课堂环境中的同伴因素在超常儿童内部动机与创造力关系中的影响对培养超常儿童创造力的教育实践有重要意义.本研究选取277名3-6年级普通班中的超常儿童,采用《学习自我调节量表》、《创造性课堂环境问卷》以及改编的创造力测评工具对其内部动机、课堂同伴互动水平及创造力水平进行评估,分析三者的相关关系,并建立结构方程模型,验证...     

论学校教育视域里的性别文化建构

学校教育与性别文化建构存在非常密切的关联 ,建构先进性别文化的教育突显三个主要特征。在学校教育领域 ,存在三个影响较大的制约性别文化建构因素 :异化教育的观念与机制、教师的落后性别观念、课程中大量性别偏见的存在。教育要在性别文化研究、教育研究和实践性别分析视角的引入、女教师人力资源开发和人本管理、相关课程改造与建设、开发有效学习途径、教学运用感性审美原则、改变学生传统学习方式、建设班级女生性别文化、消除教师性别刻板印象和尊重差异、对女生进行挫折教育等方面做出努力。     

打造品牌是职业院校持续发展的制胜策略

职业院校加强品牌建设是职业教育发展到一定阶段的必然要求，是职业院校持续发展的必由之路。职业院校要打造品牌学校，必须突出职教特点，明确办学理念，树立质量意识，加强师资队伍建设，丰富校园文化生活。     

社会性别与发展:实践者的足迹与反思

在进行社会性别培训时,协助者的言行举止会影响参与者对性别平等和参与的认识,这不仅是培训技能的问题,而且是知识生产与再生产的过程。目前农业女性化已成趋势,但现有农、林业体制内普遍缺少性别敏感,因而不感应现实中的社会性别与发展问题,仍是以父权文化为特征的主流声音在制造政策,导致部分农妇边缘化。那些为生存和发展不得不选择流动的女性,又经常处于易受伤害的风险中,被骗或被拐卖,其身份和角色的转换使其处于多重困境。国家和社会应当是维护妇女权益的责任承担者,要在现有体制内促进社会性别机制化。无论哪个层面,性别敏感的提升和持续要靠组织和领导支持,群体间的交流需要机制化,相关计划、决策、预算要真正回应性别需求,包括实用性或战略性需求,也需要有制度化的保障。总之,妇女赋权和性别主流化是两个相辅相成的重要方面。     

Gifted American and German adolescent women: a longitudinal examination of attachment,separation, gender roles,and career aspirations

This study assessed 43 gifted adolescent females in the United States and Germany over a 4‐year period. Initially the girls were assessed during their 7th or 8th grade and again for this current study during their 11th or 12th grade. Factors that were examined included the daughters' attachment to and psychological separation from their mothers, while the study also focused on their gender roles, instrumental (masculine) characteristics, and career aspirations. Results showed that within 4 years, these gifted girls had grown less attached, but at the same time had become psychologically closer to their mothers. Additionally, the German girls became more masculine in their characteristics while the Americans became more feminine. All of the girls developed more traditional gender roles and their desires of attaining leadership or expert roles within their future careers diminished.     

性别差异研究的发展及其思考

性别差异的研究经历了这样的发展过程:以生理上的两性差别作为研究的出发点,从心理性度的角度对性别差异进行考察,以及从社会文化的范畴探讨两性心理和行为的差别。这一过程显示出,性别差异研究的不同取向反映了研究者自身对性别差异所持的不同观念。应该说,两性差异的形成既离不开个体的生理因素也离不开社会文化因素,而后者的影响作用更大。     

性别表演或构建——《新夏娃的激情》的性别艺术

安吉拉＆#183;卡特的代表作《新夏娃的激情》既否定了父权文化下的两性关系,也不推崇母权文化激进派所向往的“安息地”,而是表达作者希望通过变性和变装的方式来说明并没有绝对的男性女性之分,生理性别、社会性别和身体都是社会建构的。本文从朱迪斯＆#183;巴特勒的性别表演角度解读《新夏娃的激情》,进一步论证性别构建、性别表演在小说中的体现。     

性别文化的理念建构与本土特征

性别化对人的制约是全方位的,人对性别化的建设则是多方面的。在制约人的性别化中，有人对性别化的创造；在人创造的性别化里,又有性别化对人的制约。在人类性别化发展的漫长过程中,每一代人都会为他们生活的时代增添一些新的内容。这个建构的过程有纵向继承,也有横向开拓,对性别化的发展来说,两都是一个不断本土化的过程。     

The difficulties of defining development:A case study

In the current climate of change and expansion within higher education in the UK, there are various drivers for change in the way the curriculum is designed and delivered. In the recent past, within the UK, the QAA has presented a Code of Practice with respect to HE provision for students with disabilities and changes in the legislation relating to access to higher education for students with disabilities. These developments have prompted funding councils to resource major projects relating to accessibility. Such is the complexity of terms such as 'curriculum', 'accessibility' and 'disability', that these funded projects require a multidisciplinary approach. However, questions arise as to whether the key players in these multidisciplinary projects actually fully understand each other and have a shared understanding of the terms of reference. This case study highlights some of the difficulties experienced within a multidisciplinary team that did not ensure a shared conception of the complexities of the change management project in which it was engaged. What comes to the foreground is the problematic concept of academic development and how it is understood outside of its own community.     

女性消费文化的社会意义分析

社会性别差异导致女性消费成为一种“代理消费”，这揭示了消费化所隐藏的男权社会中男女不平等关系以及女性的弱势地位。女性消费化具有竞争性、功用性美丽和功用性色情以及媚俗的社会特征，这是社会建构的结果。塑造女性消费化的社会化机制有：生产消费化、媒体消费化和都市消费化。女性消费作为一种化，其消费系统并非建立在对需求和享受的迫切要求之上，而是建立在对社会意义的欲望基础上。     

高校新媒体艺术专业的生存语境及其应对

从事数码新媒体艺术的研究与学习,软件并不是终结者。人与机器的关系、人与社会的关系、人与生活的关系,乃至不同学科,不同技术之间的关系,只有通过学科文化这个特殊的载体,才能将机器、地域、人的精神与情感、文化与思想上升到进行自由的对话与融合这样一个境界,才能在不同的领域找到契合．点。文章从新媒体艺术专业的生存语境和发展应对策略的认识来关注这一全新的专业。提出了价值取向的专业定位和培养目标,以及专业建设应注重的四个要义。     

我国职业教育学科建设:使命与方略

我国职业教育学科建设在学科体系、学科梯队、学科成果、学科平台及学科反思方面取得了令人瞩目的成就。今后的主要任务是:谋划学科布局,明确主攻方向,构建学科体系,完善规训制度,创建研究学派。其建设策略是:着眼价值学科,丰满学科事实;着重应用研究,催生学科理论;着力人才培养,彰显学科功能;着实合作研究,打造学科精品;着手学科整合,构建学科文化。     

幼儿园教育中性别文化的透析与构建

幼儿园是幼儿接触并适应社会生活的重要场所,同时也是影响幼儿性别角色社会化的重要因素之一。文章从性别文化的视野透析幼儿园教育,试图探索幼儿园教育中有利于幼儿性别角色社会化的教育途径和方法。     

“影山文化”源流述略

以莫与俦、莫友芝父子为代表的“影山文化”是在久远的历史文明中逐渐形成并日臻完善的。经过一代代学人的共同努力,“影山文化”将得到更深入、更广泛的研究与传播。     

Contextualising the career pathways of women principals in Hong Kong: a critical examination

The fields of gender and educational leadership have been enriched recently by analyses of national case studies from non-western contexts. By contextualising women’s career development, these studies highlight the importance of including experiences other than those generated from Anglo-American-Australian contexts, thus broadening our knowledge base for more nuanced theorisation in the field. This paper contributes a close examination of the career histories of eight female primary school principals in Hong Kong. Our analyses identify a range of facilitators, including the expansion of promotion opportunities, strong values placed on education and training, professional encouragement and support and help in relieving family responsibilities. Valuable these factors may be, but we argue that they are incidental, informal, familial and individual, and incur the costs of burn-out and guilt. The discussion not only underlines the significance of case study and cultural and contextual specificities, it also provides a nuanced understanding of Chinese patriarchy.     

Curriculum and instruction for the gifted: The role of school psychologists

This paper explores the school psychologist's role in the academic and psychosocial development of students identified as gifted and talented via curriculum. Given the school psychologists' assessment expertize, they can inform the identification to service placement process for students, including advocacy for curricular and instructional opportunities that best meet the student's needs. We discuss modern conceptualizations of giftedness and talent development, the function of curriculum and instruction in meeting the needs of students who are gifted and the school psychologist's role in identifying which curricular adaptations are appropriate for students based on learner data. We also discuss how a school psychologist can work with educators to support the needs of twice exceptional learners and gay, lesbian, bisexual, transgender and questioning students and recommend professional learning opportunities for school psychologists to remain abreast of current issues in gifted education.     

Mentoring of Women Faculty: The Role of Organizational Politics and Culture

This article reports on a key finding of a phenomenological study on the mentoring experiences of women faculty. The study revealed the political climate of the organization as an essential attribute of this experience. Women faculty identified organizational culture and gender issues that affected the mentoring they received. This study suggests the need for human resource and organization development initiatives to facilitate the provision of academic mentoring for women faculty—individually, departmentally, and culturally—as a means to foster transformation and change in academic institutions.Sharon K. Gibson is an Assistant Professor of organization learning and development at the University of St. Thomas. She received her Ph.D. in adult education from the University of Minnesota. She holds an M.S.W. degree and graduate certificate in labor and industrial relations from the University of Michigan and a B.S. from Cornell University. Her research interests focus on developmental relationships including mentoring and coaching, strategic human resource and organization development, and adult learning.