摘要
Giftedspecialeducationexperiencesabroaderdevelopment.Differentiatedcenters,suchasGermanFederalSchoolforHighlyGifted,theGiftedHongKongSchool,DavidsonAcademy,MexicanSchoolforGiftedStudents,andTalentAttentionCenter,areanevidenceofgiftededucationdevelopment.Academicandpsychologicalresultsofthesecentersarewelldocumented.Itisnotknownwhichnon-quantitativefactorsofdifferentiatededucationarethecausesofbetteracademicandpsychologicalresultsincomparisonwithaverageeducation.Thestudywasperformedwith27people,consistingof15giftedstudents（aged4-15）from10countrieswhotakeclassesatoneoftheMexicanAllianceforGiftednessschools,l0professorsorteachersofthegifted,andtwodirectorsoftheseinstitutions.Theresearchwasqualitative,usinginterviewsandfieldobservationforobtainingdataregardingeducationalandpsychologicalactivitieswithingiftedinstruction.Socialandpsychologicalfactorsthatcharacterizedifferentiatedprogramsforthegiftedwerefoundinthisstudy.Teachersingiftededucationfieldhaveactiverolesintheeducationofgiftedstudentsbecomingeducationalleaders.Professorsshowededucationalstrategiesandworkeddifferentlyfromaverage.Intrinsicandextrinsicfactorsthataffectdifferentiatededucationresultswerealsofound,suchasprofessor-studentempathyandpsychological-socialstrategies.Inaddition,theresultsunveiledthetruegiftedstudentacademicexperienceindifferentiatededucation,characterizedbyintensiveacademicscheduleswithregularbreaksforsocialization,exercise,andartsclasses.Furthermore,thisstudyunderminedthemythsaboutgiftedspecialeducationasitshowedholisticallythenon-quantitativefactorscontributingtoitssuccess.
出版日期
2014年11月21日（中国期刊网平台首次上网日期，不代表论文的发表时间）
