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Defining and Identifying Giftedness in Lebanon: Findings from the Field

  • Sara El KhouryEmail author
  • Anies Al-Hroub
Chapter
Part of the SpringerBriefs in Psychology book series (BRIEFSPSYCHOL)

Abstract

The research findings in this chapter are divided into three parts. The first part concentrates on the various definitions of giftedness that surfaced from the 15 interviews and 5 focus group discussions (FGDs), collaborated by the 140 survey results. The second part focuses on the different perceived attributes and characteristics that the teachers felt gifted students exhibit, which emerged during the interviews and FGDs. The third part focuses on the identification procedures used by the various teachers. The results of this study are thematically presented, and each section is a combination of the survey results, semi-structured interviews, and the focus group discussions. To maintain the confidentially of the data provided by participants, all names used below are pseudonyms.

Keywords

Definitions of giftedness Identification Intellectual ability Academic performance Social intelligence Leadership Creativity Perceptions of giftedness 

References

  1. Gross, M. U. M. (2003). International perspectives. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 547–557). Boston, MA: Allyn & Bacon.Google Scholar
  2. Serpell, R. (2000). Intelligence and culture. In R. J. Sternberg (Ed.), Handbook of intelligence (pp. 549–577). New York, NY: Cambridge University Press.CrossRefGoogle Scholar

Copyright information

© The Author(s), under exclusive licence to Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Department of EducationAmerican University of BeirutJouniehLebanon
  2. 2.Department of Education, ChairpersonAmerican University of BeirutBeirutLebanon

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