Atender las Altas Capacidades en Chile: Facilitadores y barreras del contexto escolar

María Paz Gómez-Arizaga; María Leonor Conejeros-Solar; Katia Sandoval-Rodríguez; Sandra Catalán Henríquez; María Caridad García Cepero

doi:10.18800/PSICO.202002.012

Atender las Altas Capacidades en Chile: Facilitadores y barreras del contexto escolar

Translated title of the contribution: Addressing high ability in Chile: Facilitators and barriers in the school context

María Paz Gómez-Arizaga, María Leonor Conejeros-Solar, Katia Sandoval-Rodríguez, Sandra Catalán Henríquez, María Caridad García Cepero

Research output: Contribution to journal › Article › peer-review

2 Scopus citations

Abstract

This research investigates the beliefs that 14 members of the leadership team of four schools report about the strengths and obstacles present in these schools for addressing High Ability students. The qualitative content analysis of semi-structured interviews reveals two broad themes, beliefs and valuations and actions and practices. The results indicate openness about the subject, a restricted understanding of High Ability and administrative and technical obstacles to address High Ability students in the context of educational inclusion. A concerted and systematic effort that involves the entire school community is required in order to provide real opportunities for recognition and development for this group of students.

Translated title of the contribution	Addressing high ability in Chile: Facilitators and barriers in the school context
Original language	Spanish
Pages (from-to)	667-703
Number of pages	37
Journal	Revista de Psicologia (Peru)
Volume	38
Issue number	2
DOIs	https://doi.org/10.18800/PSICO.202002.012
State	Published - 2020

Bibliographical note

Publisher Copyright:
© 2020 Pontificia Universidad Catolica del Peru. All rights reserved.

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10.18800/PSICO.202002.012

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abstract = "This research investigates the beliefs that 14 members of the leadership team of four schools report about the strengths and obstacles present in these schools for addressing High Ability students. The qualitative content analysis of semi-structured interviews reveals two broad themes, beliefs and valuations and actions and practices. The results indicate openness about the subject, a restricted understanding of High Ability and administrative and technical obstacles to address High Ability students in the context of educational inclusion. A concerted and systematic effort that involves the entire school community is required in order to provide real opportunities for recognition and development for this group of students.",

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AU - Sandoval-Rodríguez, Katia

AU - Henríquez, Sandra Catalán

AU - Cepero, María Caridad García

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Atender las Altas Capacidades en Chile: Facilitadores y barreras del contexto escolar

Abstract

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