Αναπαραστάσεις στελεχών Α/θμιας Εκπαίδευσης αναφορικά με την καταλληλότητα εκπαιδευτικών πρακτικών για χαρισματικούς μαθητές

Abstract

The school director as an educational leader is the one who can guarantee the success of all students, including the gifted and talanted (Hallinger 2003). The school manager is more likely to implement programs which he believes will lead to better academic performance for his students than those that either do not promise the desired result or on the contrary may harm students. Present study constitutes part of a larger research conducted to investigate the representations of a randomly selected sample of school managers on the island of Rhodes regarding gifted students. More specifically, participants' representations are examined regarding the suitability of educational approaches and structures for gifted students in the Greek educational system. For the needs of the survey a 7scale Likert questionnaire was designed based on the results of semi-structured interviews of the pilot study.

Data analysis reveals that the perceptions of the participants agree with the general assumption that educational differentiation refers to human rights identification and rather contributes to social equality or at least to self-realization while the presence of gifted students in the Greek school in their overall view is a reality that the State can no longer ignore.