Excellence essays in honour of Kurt A. Heller
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Wien [u.a.]
LIT
2011
|
| Schriftenreihe: | Talent - Expertise - Excellence
10 |
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| 245 | 1 | 0 | |a Excellence |b essays in honour of Kurt A. Heller |c ed. by Albert Ziegler ... |
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| adam_text | CONTENTS
Preface
and Dedication
Albert
Ziegler & Christoph Perleth
Chapter
1
Individual Scientific Performance Evaluation by Means of Bibliometric
Single Case Analysis. The Scientific Excellence of Kurt A. Heller
___________
5_
Ralph
Reimann,
Barbara
Schober, & Monika Finsterwald
1
Method
................................................................................................................... 6
2
Results
.................................................................................................................... 7
3
Conclusion and Outlook
...................................................................................... 15
4
Acknowledgement
............................................................................................... 16
5
References
............................................................................................................ 16
Chapter
2
My Lite with a Supermodel
___________________________________________17
Christoph
Perleth
1
Meeting Kurt Heller for the First Time
................................................................
IX
2
The Munich Model of Giftedness (MMG)
........................................................... 19
3
Bringing the MMG to use
.................................................................................... 24
4
From MMG to MDAAM (Munich Dynamic Aptitude-Achievement Model)
..... 27
5
MMG and the Munich High Ability Test
Batterie (MHBT)................................ 34
6
Reception and Fruits of the MMG
....................................................................... 37
7
Conclusion
...........................................................................................................40
8
References
............................................................................................................40
Chapter
3
The Hector Seminar: A Beacon for
High-School Talent Development in STEM School Subjects
______________
47_
Albeit Zicgler
1
Introduction
..........................................................................................................48
1.1
Popularity of Gifted Education in Central Europe
...............................................48
2
General Facts on Excellence Programs in STEM School Subjects
......................49
2.1
Why Should There be an Emphasis on Gifted Education?
..................................49
2.2
Why STEM?
......................................................................................................... 50
2.3
Girls and Women in the STEM Disciplines
......................................................... 52
3
Benefits of the Hector Seminar
............................................................................53
3.1
The Hector Seminar s Conception of Giftedness
.................................................54
3.2
The Rehabilitation of Classical Intervention Methods in the Hector Seminar
.. 54
3.3
The Holistic Program Approach of the Hector Seminar
...................................54
3.4
Specific Findings
.................................................................................................55
3.5
Support for Girls in STEM
..................................................................................56
4
Concluding Remark: Please, No Galapagos Effect !
..........................................56
5
References
............................................................................................................ 57
Chapter
4
Constructive Creativity for Developing Excellence
_____________________60
Ai-Girl Tan
1
My Ties to Germany, Professor Heller, and Munich
...........................................61
2
Outline of the Chapter
..........................................................................................62
3
Constructive Creativity
........................................................................................ 62
3.1
General Assumptions
...........................................................................................62
3.2
Constructive Processes
.........................................................................................63
4
Excellence and Creativity
....................................................................................66
4.1
Service Learning Program for Developing Excellence
........................................68
5
Conclusion
...........................................................................................................69
5.1
Creative Writing and Self-Transformation
..........................................................70
5.2
A Man Who Missed the Rapid Train
...................................................................72
5.3
Final Words
..........................................................................................................72
6
References
............................................................................................................73
Chapter
5
The Troubled Genius: Myths and Facts
__________________________________
76_
Heidrun Stoeger
1
The Genius Concept
.............................................................................................77
2
Scientific Approaches
..........................................................................................78
2.1
Are the Gifted Predisposed to Displaying Behavioral Problems?
........................78
2.2
Do Geniuses Really Have Higher Rates of Behavioral Problems?
......................80
3
Adaptivity and the Causes of Behavioral Problems
.............................................82
3.1
Kurt
Godei
(1906-1978)......................................................................................82
3.2
Excursus: The Concept of Problematic Behavior
.............................................84
3.3
Evidence of Adaptivity in the
Behavior Designated as Problematic in Informal Usage
..................................85
3.4
Adaptive Behaviors Resulting from the
Intentional Utilization or Non-Utilization of Capacities
......................................85
3.5
The Genius Phase
.................................................................................................
87
4
Summary and Closing Thoughts
..........................................................................89
on
5
References
............................................................................................................
w
Chapter
6
Conceptions of Giftedness Among the Oromo People in Ethiopia:
The Relevance of Education
______________________________________94
Hans-Peter Langfeldt
1
An Individual Introduction
..................................................................................95
2
Ethiopia: Coming from Abroad
...........................................................................95
3
Conceptions of Giftedness Among the Oromo People
........................................96
3.1
Findings: Conceptions of Illiterate People
...........................................................97
3.2
Findings: Conceptions of Literate People
............................................................98
3.3
Discussion
............................................................................................................99
4
Final Remarks
.................................................................................................... 100
5
Acknowledgements
............................................................................................ 100
6
References
.......................................................................................................... 101
Chapter
7
The Psychology of Giftedness and the Psychology of Wisdom:
One or Multiple Perspectives?
____________________________________102
Andrzej Sękowski
&
Tomasz Knopik
1
Philosophical Origins of the Psychology of Wisdom
—
an Introduction
............ 103
2
From Giftedness to Wisdom
—
a Theoretical Perspective
.................................. 104
3
Wisdom
-
The Naive Concept
........................................................................... 108
4
The Berlin Wisdom Paradigm
............................................................................ 109
5
Conclusions
........................................................................................................ 113
6
References
.......................................................................................................... 114
Chapter
8
Gifted Girls: Education and Career
Where will Their Education and Career Path Take Them?
_______________
П6
Jennifer
N.
Fiebig
1
Education and Career
......................................................................................... 117
2
STEM Ratios
...................................................................................................... 117
3
Internal Factors and Messages
........................................................................... 117
4
Family and Parental Influences
.......................................................................... 119
5
Persistence in STEM Fields
............................................................................... 120
6
Multipotentiality
................................................................................................ 121
7
Longitudinal Research
....................................................................................... 121
8
Acknowledgement
............................................................................................. 123
9
References
.......................................................................................................... 123
Chapter
9
Gender and Excellence
__________________________________________125
Joan Freeman
1
Cultural Influences on Gender Achievement
..................................................... 126
2
Cultural Gender Differences
.............................................................................. 127
3
Attribution
.......................................................................................................... 131
4
A very Big Experiment in Changing Attributions
............................................. 132
4.1
Inspections to Check for Gender Bias
................................................................ 132
4.2
Style of Education and Assessment
................................................................... 133
4.3
Emotional Changes
............................................................................................ 134
4.4
Socio-Economic Influences
............................................................................... 134
5
Giftedness and Gender over Lifetimes
............................................................... 135
6
Considerations
................................................................................................... 138
7
References
.......................................................................................................... 138
Chapter
10
Exploring Intensive Educational Experiences
for Adolescents Talented in Science
_____________________________142
Rena F.
Subotnik, Ashley Edmiston, G.S. Maie Lee, John
Almarode, &
Robert H.
Tai
1
Study Rationale
.................................................................................................. 144
2
Study Description
.............................................................................................. 145
2.1
Participants
......................................................................................................... 146
2.2
State Residential High Schools:
......................................................................... 146
2.3
Special Schools Housed in Regular High Schools
............................................. 146
2.4
Half-Day Schools
............................................................................................... 146
2.5
Self-Contained Specialized High Schools in Metropolitan Areas
..................... 147
2.6
Design
................................................................................................................ 147
3
Study Results
..................................................................................................... 148
4
Discussion and Implications
.............................................................................. 154
5
References
.......................................................................................................... 156
Chapter
11
Antecedents of Achievement Goals:
Results of a Study in the Context of Mathematics Instruction
______________158^
Robert
Grassinger & Markus Dresel
1.1
Types and Effects of Achievement Goals
.......................................................... 159
1 2
Origins of Achievement Goals
...........................................................................
jj™
1 3
Personal Antecedents of Achievement Goals
....................................................
jo»
1 4
Contextual Antecedents of Achievement Goals
.................................................
*f
L5 Interactions Between Personal and Contextual Antecedents
............................. 163
1.6
Research Questions
................................................................................
ZZZZZ .
164
2
Method
...........................................................................................................
]64
2.1
Procedure and Participants
..............................................................................
2.2
Measurements
.................................................................................................... 165
2.3
Missing Data and Analyses
................................................................................ 166
3
Results
................................................................................................................ 167
3.1
Preliminary Analyses
......................................................................................... 167
3.2
Multilevel Analyses to Regress Achievement
Goals to Individual and Contextual Antecedents
............................................... 168
4
Discussion
.......................................................................................................... 171
4.1
Classroom Goal Structure:
Dichotomous vs. Trichotomous Conceptualization?
........................................... 172
4.2
Individual Antecedents of Achievement Goals
.................................................. 172
4.3
Contextual Antecedents
of Achievement Goals and Their Interaction with Individual Antecedents
....... 173
5
References
.......................................................................................................... 175
Chapter
12
Motivation and Self-Regulation While Learning with Hypermedia:
Results from a Thinking Aloud Protocol Study with Wikipedia
___________180
Markus Dresel
1.1
Processes and Components of
SRL
................................................................... 182
1.2
SRL
with Digital Media
..................................................................................... 182
1.3
Motivational Preconditions of
SRL
(with Digital Media)
.................................. 183
1.4
Measuring
SRL
.................................................................................................. 185
1.5
Research Questions
............................................................................................ 185
2
Method
............................................................................................................... 186
2.1
Overview and Procedure
.................................................................................... 186
2.2
Participants
......................................................................................................... 187
2.3
Paper and Pencil Measurements
........................................................................ 187
2.4
Coding of Verbal Protocol Data
......................................................................... 189
3
Results
................................................................................................................ 190
3.1
Descriptive Statistics and Differences in the Use of Strategies
......................... 190
3.2
Prediction of Strategy Use
................................................................................. 191
3.3
Prediction of Objective and Subjective Learning Gains
.................................... 193
4
Discussion
.......................................................................................................... 195
5
Acknowledgement
............................................................................................. 197
6
References
.......................................................................................................... 198
Chapter
13
The Integrated Curriculum Model
_________________________202
Joyce VanTassel-Baska
1
Overview of the Model
...................................................................................... 203
2
Theoretical Underpinnings
.................................................................................204
2.1
Application
......................................................................................................... 205
2.2
What Types of Students are Best Served Using the ICM?
................................. 206
3
Research on the Effectiveness of the Integrated Curriculum Model
..................207
3.1
Science Curriculum
Effectiveness Data
.............................................................207
3.2
Evidence of Effectiveness for Project Clarion
...................................................207
3.3
Language Arts Curriculum Effectiveness Data
..................................................208
4
Evidence of Effectiveness from Project Athena
................................................208
4.1
Evidence of Effectiveness from Social Studies Curriculum
..............................209
4.2
Other Relevant Findings Across Studies
............................................................209
4.3
Examples of Curriculum and Instructional Modifications, Using the ICM
.......210
4.4
Professional Development Based on the ICM
...................................................210
4.5
The Importance of Innovation in Schools
..........................................................212
4.6
Conclusion
.........................................................................................................213
5
Acknowledgement
..............................................................................................213
6
References
..........................................................................................................213
Chapter
14
Operation Houndstooth:
A Positive Perspective on Developing Social Intelligence
_______________217
Joseph S. Renzulli, Michelle M. Sands,
&
Nancy
N.
Heilbronner
1 Background
........................................................................................................218
2
What Is Social Capital and Why Is It Important?
..............................................220
3
Gifted Education and Social Capital
..................................................................222
4
Operation Houndstooth
......................................................................................223
5
How Can Schools Develop Houndstooth Components?
....................................226
6
Examining Abilities, Interests, and Learning Styles
..........................................227
7
Exploring Areas of Potential Involvement
......................................................... 229
8
The Role of Gifted and General Education in Leadership Training
..................231
9
Houndstooth Intervention Theory
......................................................................232
10
The Rally-Round-the-Flag Approach
................................................................234
11
The Gold Star Approach
....................................................................................234
12
The Teaching-and-Preaching Approach
............................................................235
13
The Vicarious Experience Approach
.................................................................236
14
Direct Involvement
-
1
.......................................................................................237
15
Direct Involvement
-
II
......................................................................................237
16
Adding It All Up
................................................................................................238
17
Conclusion
.........................................................................................................239
18
Are the Goals of Operation Houndstooth Realistic?
..........................................239
19
References
..........................................................................................................241
Chapter
15
Psychological Studies of Inventive Creativity Among Children and
Adolescents: The Concept, a Literature Review, and a Report of
an Empirical Study
____________________________________ 245
Min Tang
1
Inventive Creativity and Relevant Concepts
......................................................246
1.1
Invention and Creativity
....................................................................................246
1.2
Inventive
Creativity (or Inventiveness)
..............................................................247
2
Systems Approach to Creativity
........................................................................248
3
Psychological Studies of Inventive Talents
.......................................................248
3.1
Studies of Adult Inventors
.................................................................................249
3.2
Cognitive Process of Invention: An Ordinary View
..........................................249
3.3
Studies of Young Inventors
...............................................................................250
3.4
Summary
............................................................................................................251
4
China s Young Inventors:
A Systemic View of the Individual and Environmental Factors
........................251
4.1
Comparison of the Young Inventors with and Without Patents
.........................252
4.2
Gender Issues
.....................................................................................................253
4.3
Developmental Issues
........................................................................................254
5
Conclusion
.........................................................................................................254
6
Acknowledgement
.............................................................................................255
7
References
..........................................................................................................255
Chapter
16
No Child Left Behind vs. No Child Left Bored
_______________________259
Franz J. Monks
1
References
..........................................................................................................266
Chapter
17
Predictive Relationships Among Variables on Math Talent Development
Based on the Munich Dynamic Ability Achievement Model
_____________268
Seokhee Cho, Chia-Yi Lin,
&
Dongju Hwang
1
Study I. Impact of Early Interest in Math and Science on
Academic Achievement of Grade
12
Science High School Students
................271
2
Study II. Predictive Relationships Among Giftedness, Family Involvement,
Need for Cognition, Successful Intelligence, and Math Creative Problem
Solving of Scientifically Talented Junior High School Students
.......................272
3
Study III. Predictive Relationships Among Divergent Thinking, Convergent
Thinking, Motivation, Family Involvement, General Knowledge and Skills,
Domain-Specific Knowledge and Skills, and Math Creative Problem Solving
Ability of 5th and 6th Grade Elementary Students
............................................274
4
Study IV. Longitudinal and Cross-Sectional Analyses on Developmental
Trends in and Predictive Relationships Among Environment (Family Processes),
Personal Characteristics (Incremental Belief About Intelligence, Intrinsic
and Extrinsic Motivation, Confidence in Intelligence), and a Criterion
Variable (Creative Problem Solving in Math and Science) of Talented and
General Students in Grades
4
Through
12 .........................................................276
5
Discussion
.......................................................................................................... 278
6
References
..........................................................................................................280
Chapter
18
Applying the Munich Dynamic Ability-Achievement Model
_____________283
James R. Campbell
&
Michelle L. Kyriakides
1
Developing Talent
..............................................................................................284
1.1
Munich Dynamic Ability-Achievement Model
.................................................285
2
Applying the Munich Ability-Achievement Model
...........................................288
2.1
Applications Using
10,000
Hours
......................................................................288
2.2
Applications Using Deliberate Practice
(10,000
Hours)
....................................289
2.3
Applications Using the Olympiad Studies
.........................................................290
2.4
Applications for Other Studies
...........................................................................294
3
Conclusions
........................................................................................................297
3.1
Munich Dynamic Model s Triangles
.................................................................297
3.2
Talent Starting Point
..........................................................................................297
3.3.
Moderators
.........................................................................................................298
4
References
..........................................................................................................298
Chapter
19
Results in the International Mathematical Olympiad
(IMO)
as
Indicators of the Intellectual Classes Cognitive-Ability Level
____________303
Heiner Rindermann
1
The International Mathematical Olympiad
........................................................ 304
2
Cognitive-Ability Theory of Wealth
.................................................................. 305
3
The Intellectual-Class Hypothesis: The Relevance of
the Gifted for Technological Progress and Managing Complexity
.................... 306
4
Results in the International Mathematical Olympiad as
an Indicator of the Cognitive Ability of a Nation s Intellectual Class
...............307
5
Method
...............................................................................................................314
6
Empirical Results
...............................................................................................315
7
Usefulness of
IMO Data
....................................................................................318
8
Acknowledgments
.............................................................................................319
9
References
..........................................................................................................319
Chapter
20
Putting Your Ideas into Practice
_________________________ 322
Jiannong Shi
1
Bio-Socio-Psychological Model of Giftedness
..................................................324
2
Joint Consideration of Accuracy and Reaction Time
.........................................326
3
Intelligence Current in Creative Activities
........................................................327
4
Acknowledegment
.............................................................................................328
5
References
..........................................................................................................329
|
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| discipline | Pädagogik Psychologie |
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| genre | (DE-588)4143413-4 Aufsatzsammlung gnd-content (DE-588)4016928-5 Festschrift gnd-content |
| genre_facet | Aufsatzsammlung Festschrift |
| id | DE-604.BV039693692 |
| illustrated | Illustrated |
| indexdate | 2025-02-03T17:28:01Z |
| institution | BVB |
| isbn | 9783643901286 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024542387 |
| oclc_num | 767774472 |
| open_access_boolean | |
| owner | DE-384 DE-19 DE-BY-UBM DE-355 DE-BY-UBR DE-29 DE-703 DE-20 |
| owner_facet | DE-384 DE-19 DE-BY-UBM DE-355 DE-BY-UBR DE-29 DE-703 DE-20 |
| physical | 329 S. Ill., graph. Darst., Kt. |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | LIT |
| record_format | marc |
| series | Talent - Expertise - Excellence |
| series2 | Talent - Expertise - Excellence |
| spellingShingle | Excellence essays in honour of Kurt A. Heller Talent - Expertise - Excellence Heller, Kurt A. 1931- (DE-588)119065649 gnd Hochbegabung (DE-588)4128223-1 gnd Begabungsdiagnostik (DE-588)4144290-8 gnd Begabtenförderung (DE-588)4069227-9 gnd |
| subject_GND | (DE-588)119065649 (DE-588)4128223-1 (DE-588)4144290-8 (DE-588)4069227-9 (DE-588)4143413-4 (DE-588)4016928-5 |
| title | Excellence essays in honour of Kurt A. Heller |
| title_auth | Excellence essays in honour of Kurt A. Heller |
| title_exact_search | Excellence essays in honour of Kurt A. Heller |
| title_full | Excellence essays in honour of Kurt A. Heller ed. by Albert Ziegler ... |
| title_fullStr | Excellence essays in honour of Kurt A. Heller ed. by Albert Ziegler ... |
| title_full_unstemmed | Excellence essays in honour of Kurt A. Heller ed. by Albert Ziegler ... |
| title_short | Excellence |
| title_sort | excellence essays in honour of kurt a heller |
| title_sub | essays in honour of Kurt A. Heller |
| topic | Heller, Kurt A. 1931- (DE-588)119065649 gnd Hochbegabung (DE-588)4128223-1 gnd Begabungsdiagnostik (DE-588)4144290-8 gnd Begabtenförderung (DE-588)4069227-9 gnd |
| topic_facet | Heller, Kurt A. 1931- Hochbegabung Begabungsdiagnostik Begabtenförderung Aufsatzsammlung Festschrift |
| url | http://deposit.dnb.de/cgi-bin/dokserv?id=3904709&prov=M&dok_var=1&dok_ext=htm http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024542387&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV022759820 |
| work_keys_str_mv | AT ziegleralbert excellenceessaysinhonourofkurtaheller AT hellerkurta excellenceessaysinhonourofkurtaheller |