Teacher's conceptions and practices related to gifted education in Kazakhstan
| dc.contributor.author | Hernández-Torrano, Daniel | |
| dc.contributor.author | Tursunbayeva, Xeniya | |
| dc.date.accessioned | 2015-11-04T06:02:02Z | |
| dc.date.available | 2015-11-04T06:02:02Z | |
| dc.date.issued | 2014 | |
| dc.description.abstract | Conceptions of giftedness are culturally grounded and differences on the ways that cultural groups define and describe giftedness are evident (Cahallan, 2009; Sternberg, 2007; see Phillipson & McCann, 2007). Cultural conceptions of giftedness largely determine the procedures for the identification and education of gifted students on that cultural group. The conceptions and beliefs that teachers hold about giftedness have a significant impact on the education of gifted students. Then, a closer examination of how teachers understand giftedness and how their beliefs, attitudes and expectations shape their classroom practices related to talent development is needed in Kazakhstan. | ru_RU |
| dc.identifier.isbn | 9786018046728 | |
| dc.identifier.uri | http://nur.nu.edu.kz/handle/123456789/746 | |
| dc.language.iso | en | ru_RU |
| dc.publisher | Nazarbayev University | ru_RU |
| dc.subject | conceptions | ru_RU |
| dc.subject | practices | ru_RU |
| dc.subject | education | ru_RU |
| dc.title | Teacher's conceptions and practices related to gifted education in Kazakhstan | ru_RU |
| dc.type | Abstract | ru_RU |
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