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dc.contributor.advisorSteyn, H.J.
dc.contributor.authorVan Rheede van Oudtshoorn, Tina-Marie
dc.date.accessioned2014-08-19T09:35:21Z
dc.date.available2014-08-19T09:35:21Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/10394/11238
dc.descriptionMEd (Comparative Education), North-West University, Potchefstroom Campus, 2014en_US
dc.description.abstractThe current mainstream classroom presents several challenges for teachers and principals. Leaner diversity is seen as one of these challenges that teachers face. The Education White Paper 6 (South-Africa, 1996) recognizes all learner diversities, yet gifted-education is given minimal attention. The purpose of this qualitative research is to create a clear picture about the perspectives of high-school teachers, principals and parents of academically-gifted learners. This study seeks to identify the participants’ views about the education of academically-gifted learners and identify possibly gaps in ways of how academically-gifted learners can be supported productively. The research found that there is currently a lack of adequate educational support to academically-gifted learners. Research shows that there is a gap between official educational policies and the classroom situation. Participants in the study admit that academically-gifted learners are not effectively included in the mainstream classroom. Participants believe that the lack of a national definition of academic-giftedness, the deficit to appropriate training for teachers and the views of inclusive education puts strain on the education of these learners. Secondary school teachers and principals believe that the successful implementation of a policy an appropriate education of academically-gifted learners can only be accomplished if there is cooperation between all interested parties. Participants believe that both the parent and the teachers of academically-gifted learners should work together to form a support network for these learners. The findings of the research confirm the need for appropriate productive education and training to academically-gifted learners, so that all stakeholders can work together to help those learners develop.en_US
dc.language.isootheren_US
dc.subjectAcademically gifted studentsen_US
dc.subjectHigh school teachers and educatorsen_US
dc.subjectParents of academically-gifted learnersen_US
dc.subjectTeaching supporten_US
dc.subjectIdentifyingen_US
dc.subjectTrainingen_US
dc.subjectProductive
dc.subjectViews
dc.subjectDefining
dc.subjectTeaching
dc.subjectSupport
dc.subjectProduktief
dc.subjectAkademies-begaafde leerders
dc.subjectHoërskoolonderwysers en -opvoeders
dc.subjectOuers van akademies-begaafde leerders
dc.subjectOpleiding
dc.subjectErvaringe
dc.subjectIdentifisering
dc.subjectDefiniëring
dc.subjectOnderrig
dc.subjectOndersteuning
dc.titleProduktiewe onderwys aan akademies–begaafde leerders in die VOO–band van die Suid–Afrikaanse onderwysstelselafr
dc.typeThesisen_US
dc.description.thesistypeMastersen_US


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