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

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

Producción científica: Contribución a una revista › Artículo › revisión exhaustiva

2 Citas (Scopus)

Resumen

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. © 2020 Pontificia Universidad Catolica del Peru. All rights res

Título traducido de la contribución	Addressing high ability in Chile: Facilitators and barriers in the school context
Idioma original	Español
Páginas (desde-hasta)	667-703
Número de páginas	37
Publicación	Revista de Psicologia (Peru)
Volumen	38
N.º	2
DOI	https://doi.org/10.18800/PSICO.202002.012
Estado	Publicada - 2020

Nota bibliográfica

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

Palabras clave

Barriers
Educational provision
Facilitators
High ability
School

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

Resumen

Nota bibliográfica

Palabras clave

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