Volume 5, Issue 1 (March 2023)
IEEPJ 2023, 5(1): 259-273 |
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Abbasiani M, Safarnavadeh M, Shafiee N, Mehdizadeh A H. (2023). Developing a Model for Identifying the Talents in Elementary schools: A Case study of Schools in Tehran. IEEPJ. 5(1), 259-273. doi:10.52547/ieepj.5.1.259
URL: http://ieepj.hormozgan.ac.ir/article-1-695-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-695-en.html
1- Phd Student of Educational Sciences, Curriculum Planning, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran
2- Associate Professor, Faculty member of the Ministry of Health and Medical Education, Tehran, Iran ,safarnavadeh@gmail.com
3- Assistant Professor, Department of Educational Sciences, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran
2- Associate Professor, Faculty member of the Ministry of Health and Medical Education, Tehran, Iran ,
3- Assistant Professor, Department of Educational Sciences, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran
Abstract: (951 Views)
The purpose of this study was to develop a model for identifying talents in elementary schools in Tehran using a qualitative approach. The sample consisted of 22 experts in the field, chosen through purposive sampling. Data was collected through interviews, and triangulation was used to validate the results. Reliability was established using a Kappa test of 0.651. Analysis of the data involved open, axial, and selective coding. The study resulted in the identification of 126 indicators, 21 components, and 5 dimensions. These dimensions are: students' talent (observing intellectual and behavioral habits, preparing checklists, organizing friendly competitions, conducting aptitude tests), multiple intelligences (logical and mathematical intelligence, physical and motor intelligence, verbal intelligence, naturalistic intelligence, musical intelligence, individual/social intelligence, visual/spatial intelligence), individual differences and learning (learning abilities, students' interests and hobbies, personality traits), quality of executive processes (employing professional teachers, improving the curriculum, supplementary and extracurricular education, guidance and counseling), and effective interaction between home and school (holding meetings with families, building trust, empowering parents). The findings could be useful for school counselors and psychologists in guiding students academically in the future.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2022/04/22 | Accepted: 2022/11/24 | Published: 2023/03/1
Received: 2022/04/22 | Accepted: 2022/11/24 | Published: 2023/03/1
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