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  Previous issue (2019. Vol. 11, no. 2)

Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

DOI: http://dx.doi.org/10.17759/psyedu

License: CC BY-NC 4.0

Started in 2009

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Representations of administrators of educational institutions of gifted students 1212

Popova L.V., PhD in Psychology, Professor of Psychology Department, Faculty of Pedagogy and Psychology, FGBOU VPO Moscow Pedagogical State University, Moscow, Russia, vlasova13@yandex.ru
Meshkova N.V., PhD in Psychology, Head of the Sector for Academic Journals Development, Moscow State University of Psychology & Education, Moscow, Russia, nmeshkova@yandex.ru
Abstract
We substantiate the necessity of targeted training of school administrators in the organization of work with gifted students, consider foreign experience of such training. We present a study of representations of administrators of the Moscow schools, conducted by the City Resource Center of Giftedness, Moscow State University of Psychology and Education, within the research to identify the conditions of the educational environment for gifted students. The results of interviews and questionnaires of administration officials in 24 schools showed that the majority of the administration are not sufficiently aware of the giftedness and of the range of problems faced by gifted students. We revealed tasks, main directions and training requirements for administrators of educational institutions needed to target the organization of work with gifted students. Provided are practice-oriented recommendations for the preparation of training programs for administrators of educational institutions.

Keywords: administrators; gifted, implicit representation, professional training of teachers

Column: Psychology of creativity and giftedness

DOI: http://dx.doi.org/10.17759/psyedu.2015070110

For Reference

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