Gifted Education in German-Speaking Europe

  title={Gifted Education in German-Speaking Europe},
  author={Albert Ziegler and Heidrun Stoeger and Bettina Harder and Daniel Patrick Balestrini},
  journal={Journal for the Education of the Gifted},
  pages={384 - 411}
The authors first briefly describe how the concepts of talents and giftedness found in German-speaking Europe have evolved in the school system and in general over the past two centuries, and how the variety of gifted-education efforts found within and beyond schools as well as counseling efforts attest to these changes. They then discuss four hallmarks of gifted education in German-speaking Europe: (a) the ongoing development of gifted promotion methods through the integration of newer… Expand
9 Citations
Gifted Education in various countries of Europe
Nowadays, gifted education varies considerably from country to country. On one hand, there are countries with elaborated special gifted programmes, and on the other hand there are countries, whichExpand
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Abstract Scholars, psychologists, and teachers from around the world have been dealing with the topic of giftedness for many years. Also in Slovakia, development of giftedness is a highly topicalExpand
Germany: Foundations Supporting Talents
Germany has an extensive network for the support of talented children and students, mainly organized in extracurricular and individualized support programs. In higher education, this works mostlyExpand
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A Cross-National Comparison of School Students' Perceptions Regarding High Performing Peers Öğrencilerin Üst Düzey Performans Sergileyen Akranlarina Yönelik Algilarinin Ülkeler Arasi Karşilaştirmasi
This cross-national scenario based study examined fourth-grade students’ perceptions of high-performing classmates in terms of their expected intellectual abilities, positive social qualities andExpand
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Sweden has a long tradition of comprehensive upper-secondary education. This began in the early 1970s. It culminated in 1994 with all the programmes having a core curriculum that gave general eligi...
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this study analyzes the effects of ability grouping on self-concept measures in a sample of 211 German students in their 1st year at the top track of secondary school (grade level 5; mean age: 10.46Expand
Conceptions of Giftedness: The Munich Model of Giftedness Designed to Identify and Promote Gifted Students
A decisive factor in the determination of effective gifted education is the fit between the individual cognitive and noncognitive (e.g., motivational and other personality) factors of theExpand
Giftedness and Gifted Education
This commentary addresses Subotnik et al.’s target article from the perspective of researchers active in the field of giftedness. First, we self-critically examine the current standing of giftednessExpand
Mentoring the gifted: a conceptual analysis
Mentoring is considered among the most effective pedagogical measures, yet it is rarely used in gifted education. One of the main reasons for this neglect seems to be the lack of a thorough analysisExpand
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Which are the characteristics leading teachers to judge a child as ‘gifted’? To answer this question 384 German primary school teachers were asked to describe a gifted child in their own words asExpand
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The reform ideas in kindergarten education in Germany more than twenty years ago did not change the insufficient recognition and promotion of gifted children in pre‐school age substantially. TheExpand
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The inclusive education of the gifted is often met with skepticism. For example, it might be that gifted pupils are either under-challenged or excessive demands are placed on pupils with averageExpand
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Every empirical science must first determine its object of investigation. In most cases, this is predetermined by a cultural imprint. In the case of empirical giftedness research, the roots reachExpand
Teachers' implicit personality theories about the gifted: an experimental approach.
  • T. G. Baudson, F. Preckel
  • Psychology, Medicine
  • School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association
  • 2013
Teachers' implicit personality theories about the gifted were in line with the disharmony hypothesis, and possible consequences for gifted identification and education are discussed. Expand