Gifted Learners’ Upbringing at Comprehensive School: Conflicting Actions and Their Management

Based on a survey of National Agency for School Evaluation, the peculiarities of gifted learners’ upbringing are described. The type of the problems is determined by the conflict of needs. The article seeks 1) to bring out the features illustrating the conflicting interaction between gifted learners and their classmates as well as teachers; 2) to reveal the potential of the needs’conflict management at school. The investigation embrased 8395 pupils aged 11 to 19 years (5th–12th grades) from Lithuanian basic, secondary schools and gymnasia. Data based on the content analysis of the External School Evaluation Report were also used. According to data analysis, the interaction between gifted learners and their classmates sometimes becomes conflicting: about 26 procent of pupils claimed that there was sneering at good learners; 47 percent of respondents claimed that they were disturbed to learn during some lessons. These aggressive treatments were more common for younger pupils and those from basic schools. It has also been established that sometimes there is a conflicting interaction between gifted pupils and teachers, because the teachers don’t pay special attention to gifted pupils. About 35 percent of pupils said the teachers differentiated exercises for pupils of different abilities and paid more attention to gifted pupils. There were only a few schools among those 85 investigated, which had a school policy for their gifted learners. At these schools, there is a complex system consisting of defining the giftedness, identifying the gifted learners and supporting them. An effective school policy as regards able learners can manage conflicts between gifted learners and their classmates and teachers.Remiantis Nacionalinės mokyklų vertinimo agentūros tyrimų (išorės vertinimo ataskaitos / Mokinių nuomonių apie mokyklos veiklą apklausa) duomenimis apibūdinama gabių vaikų ugdymo situacija bendrojo ugdymo mokykloje. Kiekybinė ir kokybinė duomenų analizė atskleidžia gabių mokinių sąveikos su klasės draugais ir mokytojais bruožus, išryškina vertintose mokyklose taikomus gabių mokinių atpažinimo ir ugdymo organizavimo ypatumus. Išryškėjusios problemos interpretuojamos poreikio konflikto kontekste. Keliama prielaida, kad tinkamas dėmesys gabių vaikų poreikiams kreips konfliktą konstruktyvia linkme

Bendrojo ugdymo mokyklos veiklos kokybės įsivertinimo rekomendacijos

Projekto „Kokybės vadybos stiprinimas bendrojo ugdymo mokyklose (modelių sukūrimas)“ leidinysVytauto Didžiojo universitetasŠvietimo akademij

Bendrojo ugdymo mokyklos veiklos kokybės įsivertinimo modelis ir rodiklių sistema

Projekto „Kokybės vadybos stiprinimas bendrojo ugdymo mokyklose (modelių sukūrimas)“ leidinysVytauto Didžiojo universitetasŠvietimo akademij

Vilniaus gyventojų gyvenimo vertybės

The aim: to find out the values of students life. Results: 200 respondents completed the questionnaire: 121 (60,5%) females and 79 (39,5%) males. Average age of females – 22 years, average age of males – 23 years. Median is 22 years for both, males and females. Variance of age is 2,86 for females and 2,95 for males. Religion as a value is treated by 35,5% of respondents (34,7% females and 36,7% males). 22,5% respondents treat religion as a value not always, but rather often (28,9% females and 12,7% males). Many respondents maintained that religion is not in the list of their values (21% of all respondents, 10,7% males and 36,7 females). The difference is statistically important. Hope as a value was maintained by 46% of all respondents. 30% of them stated that they feel the hope as their value almost always. 4,5% do not claim the hope as their value of life. With respect to gender, it can be noticed that there is no statistically important differences (p=0,06). Love is treated as value of life by most of respondents (89%). Just 4% (3,3% females and 5,1% males) denied love to be their value. There is no important differences with respect to gender. Love is value for 90,9% females and 86,1% males. 5,8% of females and 8,9% of males said love is their value almost always. Career is value of 47% of respondents. With respect to gender, career is value for 40,5% of females and 57% of males. For 37% of respondents career is value almost always and 5% career is not value at all. For 87,5% of respondents health is important value of life. 1,5% do not appreciate the health at all. 34,5% females and 33,5% males responded that asset is their value always or almost always. Family is one of the most important values in students’ life. The question “Is family your value?” was answered “yes” by 86% of respondents, 10,5% answered “almost always”, 3% of answers were “rarely“ and for 5% of respondents family is not value. Conclusion: 1) Analysis helped to develop that the main impact on building values is made by family(86,5%), love (81,8%), friends (79,5%) and religion(58%). 2) The most important values by respondents is family (96,5%), love(96%), health(96%). The least important values are religion (21%), culture and nationality (14,5%). 3) Values make an impact on making the decisions to 96% of respondents

Bendrojo ugdymo mokyklų veiklos kokybės įsivertinimo modelis ir rodikliai : [elektroninis išteklius]

ES struktūrinių fondų projektas „Bendrojo ugdymo mokyklų įsivertinimo rodiklių atnaujinimas ir naudojimosi jais metodikos / rekomendacijų sukūrimas“ SFMIS nr. VPI-2.1-ŠMM-01-V-03-001Vytauto Didžiojo universitetasŠvietimo akademij