Page 105 - Kukanja Gabrijelčič, Mojca, and Maruška Seničar Željeznov, eds. 2018. Teaching Gifted and Talented Children in A New Educational Era. Koper: University of Primorska Press.
P. 105
Excellence in Pupils and Teachers’ Attitudes Towards Science
ing the quality of their education, accrediting new teachers, profes-
sional training and necessary materials, etc.
– Leadership of Educational Institutions is important as it provides support
to existing leaders and organizes assistance in developing new high
quality and excellence leaders in the future.
– Each school as an academy, with trained pupils, parents and community,
and with a clearly defined role of the local government. Teachers can be
most effective in excellent schools with excellent leaders.
– Preventing weaker school achievements and providing schools with sup-
port to develop from good to very successful.
– High expectations and leading curriculum for all advocates that every
child deserves to complete their education with such knowledge and
skills that will open up their opportunities for quality living. This will
be achieved through quality curricula, changes in the evaluation of ed-
ucation, programs for the development of positive character traits in
children and resistance to life problems they might face, meeting the
needs of neglected groups of children: exceptionally capable, children
with low achievement, children with developmental difficulties and re-
forming alternative forms of support so that regular schools are respon-
sible for the advancement of children.
– Honest, responsible, flexible educational system for every child.
– Real resources in real hands: investing every single coin into the right place
to achieve the best outcomes.
The known psychologist R. J. Sternberg (2008) raises the question of what
excellence is, because the answer to that question depends on how we want
to approach it. In his work Sternberg presents four models based on real
school examples, which he himself had witnessed. The first model⁵ is the one
in which schools are focused on looking ‘down’ towards children who are less
successful or mostly unsuccessful by considering the ways in which they will
reach minimum accomplishments based on the ‘No Child Left Behind’ doc-
ument. By doing so, other groups of children were neglected, and among
them were gifted pupils as it was considered that they will manage some-
how on their own.
The second model⁶ is based on the looking ‘up’ view. The aforementioned
⁵ For more on schools described by the author as examples for the first model, visit http:
//shadysideschools.com/.
⁶ As an example of this model, the author highlights the Sunnyvale School. For more information,
visit https://www.sesd.org/Page/502.
103
ing the quality of their education, accrediting new teachers, profes-
sional training and necessary materials, etc.
– Leadership of Educational Institutions is important as it provides support
to existing leaders and organizes assistance in developing new high
quality and excellence leaders in the future.
– Each school as an academy, with trained pupils, parents and community,
and with a clearly defined role of the local government. Teachers can be
most effective in excellent schools with excellent leaders.
– Preventing weaker school achievements and providing schools with sup-
port to develop from good to very successful.
– High expectations and leading curriculum for all advocates that every
child deserves to complete their education with such knowledge and
skills that will open up their opportunities for quality living. This will
be achieved through quality curricula, changes in the evaluation of ed-
ucation, programs for the development of positive character traits in
children and resistance to life problems they might face, meeting the
needs of neglected groups of children: exceptionally capable, children
with low achievement, children with developmental difficulties and re-
forming alternative forms of support so that regular schools are respon-
sible for the advancement of children.
– Honest, responsible, flexible educational system for every child.
– Real resources in real hands: investing every single coin into the right place
to achieve the best outcomes.
The known psychologist R. J. Sternberg (2008) raises the question of what
excellence is, because the answer to that question depends on how we want
to approach it. In his work Sternberg presents four models based on real
school examples, which he himself had witnessed. The first model⁵ is the one
in which schools are focused on looking ‘down’ towards children who are less
successful or mostly unsuccessful by considering the ways in which they will
reach minimum accomplishments based on the ‘No Child Left Behind’ doc-
ument. By doing so, other groups of children were neglected, and among
them were gifted pupils as it was considered that they will manage some-
how on their own.
The second model⁶ is based on the looking ‘up’ view. The aforementioned
⁵ For more on schools described by the author as examples for the first model, visit http:
//shadysideschools.com/.
⁶ As an example of this model, the author highlights the Sunnyvale School. For more information,
visit https://www.sesd.org/Page/502.
103
