66

  • Read count 66
  • Date of publication 28-12-2023
  • Main LanguageO'zbek
  • Pages90-95
Tags
English

The article examines the psychological features of the organization of the educational process among academically
gifted students. This study aims to provide insight into effective instructional strategies and methods to support the development
of academically gifted individuals while recognizing their unique needs and characteristics

№ Name of reference
1 Geake, J. G., & Gross, M. U. (2008). Teachers’ negative affect toward academically gifted students. Gifted Child Quarterly, 52(3), 217-231.
2 Gubbins, E. J., Housand, B., Oliver, M., Schader, R., & De Wet, C. (2007). The John Hopkins Talent Search: Evaluation of a long-term research project on development of academic talent. Gifted Child Quarterly, 51(2), 119-137.
3 Rogers, K. B. (2007). Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted Child Quarterly, 51(4), 382-396.
4 Spicker, H. H., Southern, W. T., & Davis, B. I. (1987). The rural gifted child. Gifted Child Quarterly, 31(4), 155-157.
5 Renzulli, J. S. (2002). Reexamining the role of gifted education and talent development for the 21st century: A four-part theoretical approach. Gifted Child Quarterly, 46(1), 35-44.
6 Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12(1), 3-54.
7 Simonton, D. K. (2009). Talent and genius: The Fuzziness of the nature–nurture relationship, and why it matters to research on expertise. Perspectives on Psychological Science, 4(5), 587-591.
Waiting