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ERIC Number: EJ888710
Record Type: Journal
Publication Date: 2010-Jun
Pages: 20
Abstractor: As Provided
Reference Count: 96
ISBN: N/A
ISSN: ISSN-1359-8139
Mentoring the Gifted: A Conceptual Analysis
Grassinger, Robert; Porath, Marion; Ziegler, Albert
High Ability Studies, v21 n1 p27-46 Jun 2010
Mentoring is considered among the most effective pedagogical measures, yet it is rarely used in gifted education. One of the main reasons for this neglect seems to be the lack of a thorough analysis of its conceptual foundations from the point of view of giftedness research. This contribution starts with a discussion of conceptual and definitional issues pertinent to mentoring gifted individuals. An ideal definition is proposed, followed by a review of the effectiveness of mentoring programs. Existing mentoring programs rarely take full advantage of the educational potential inherent in mentoring. Next, the conditions and characteristics of effective mentoring are analyzed. From a general pedagogical point of view, mentoring should allow full use of the "Learning Triad" of modeling, instruction, and provision of learning opportunities and satisfy the "Big Four" effective learning processes (improvement-oriented learning, individualization, feedback, practice). Mentoring can promote excellent development of the whole actiotope of a gifted individual. (Contains 3 notes, 1 table, and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A