Mentoring the gifted: a conceptual analysis

Robert Grassingera Marion Porathb  Albert Zieglera*

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Mentoring the gifted: a conceptual analysis

机译：指导有天赋的人：概念分析

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Mentoring is considered among the most effective pedagogical measures, yet it is rarely used in gifted education. One of the main reasons for this neglect seems to be the lack of a thorough analysis of its conceptual foundations from the point of view of giftedness research. This contribution starts with a discussion of conceptual and definitional issues pertinent to mentoring gifted individuals. An ideal definition is proposed, followed by a review of the effectiveness of mentoring programs. Existing mentoring programs rarely take full advantage of the educational potential inherent in mentoring. Next, the conditions and characteristics of effective mentoring are analyzed. From a general pedagogical point of view, mentoring should allow full use of the âLearning Triadâ of modeling, instruction, and provision of learning opportunities and satisfy the âBig Fourâ effective learning processes (improvementâoriented learning, individualization, feedback, practice). Mentoring can promote excellent development of the whole actiotope of a gifted individual.View full textDownload full textKeywordsmentoring, excellence, giftedness, sociotope, actiotopeRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/13598139.2010.488087

机译：指导被认为是最有效的教学手段之一，但很少在资优教育中使用。这种忽视的主要原因之一似乎是从天赋研究的角度缺乏对其概念基础的透彻分析。这项贡献从讨论与指导有天赋的个人有关的概念和定义问题开始。提出了一个理想的定义，然后审查了指导计划的有效性。现有的指导计划很少充分利用指导固有的教育潜力。接下来，分析有效指导的条件和特征。从一般的教学观点来看，指导应充分利用“学习三合会”的建模，指导和学习机会的提供，并满足“四大”有效学习过程（以改进为导向）学习，个性化，反馈，练习）。指导可以促进有天赋的个人的整个活动表位的良好发展。，delicious，linkedin，facebook，stumbleupon，digg，google，more“，发布编号：” ra-4dff56cd6bb1830b“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/13598139.2010.488087

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《High Ability Studies》 |2010年第1期|p.27-46|共20页
作者
Robert Grassingera Marion Porathb Albert Zieglera*;
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1. An appreciation of a gifted teacher, advisor, colleague, and mentor [J] . Steven J. Ray Spectrochimica Acta, Part B. Atomic Spectroscopy . 2012,第Null期

机译：对有才华的老师，顾问，同事和导师的赞赏
2. Creative, Thus Connected: The Power of Sociometric Creativity on Friendship Formation in Gifted Adolescents—A Longitudinal Network Analysis of Gifted Students [J] . Hopp Manuel D. S., Zhang Zhitian Skylor, Hinch Leeanne, New directions for child and adolescent development . 2019,第1期

机译：创意，因此连接：社会计量创造力对有天赋的青少年友谊形成的能力 - 对天赋学生的纵向网络分析
3. Key effects of mentoring processes - multi-tool comparative analysis of the career paths of mentored employees with non-mentored employees [J] . Baran Malgorzata, Zarzycki Roland Journal of Business Research . 2021,第Jana期

机译：辅导过程的关键效果 - 非媒体员工员工职业发展职业发展的多工具比较分析
4. Does a gifted student need a mentor? [C] . Halozan Jan, Vrbancic Franc MIPRO, 2012 Proceedings of the 35th International Convention . 2012

机译：有天赋的学生需要导师吗？
5. An exploration of intellectually gifted students' conceptual views of mathematics. [D] . Goldberg, Sabrina Rainford. 2008

机译：探索天才学生对数学的概念性看法。
6. Does Mentoring Matter? A Multidisciplinary Meta-Analysis Comparing Mentored and Non-Mentored Individuals [O] . Lillian T. Eby, Tammy D. Allen, Sarah C. Evans, -1

机译：指导很重要吗？多学科的荟萃分析比较有指导和无指导的个人
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Mentoring the gifted: a conceptual analysis

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