Evaluating Educational Services Offered for Syrian Gifted Refugee Students in Jordanian Schools

Autor/inn/en	Alodat, Ali M.; Momani, Fawwaz A.
Titel	Evaluating Educational Services Offered for Syrian Gifted Refugee Students in Jordanian Schools
Quelle	7 (2019) 2, S.253-271 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alodat, Ali M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2149-360X
Schlagwörter	Foreign Countries; Refugees; Gifted; Validity; Reliability; Standards; Professional Associations; Principals; Administrator Attitudes; Identification; Faculty Development; Curriculum Development; Enrollment Trends; Comparative Analysis; Educational Practices; Enrichment; Acceleration (Education); Elementary Secondary Education; Emergency Shelters; Special Education; Educational Environment; Jordan; Syria + Suchen Sie Ihr Suchwort? Ausland; Flüchtling; Begabter, Hoch Begabter; Gültigkeit; Reliabilität; Standard; Principal; Schulleiter; Identifikation; Identifizierung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungspraxis; Bereicherung; Acceleration; Beschleunigung; Notunterkunft; Special needs education; Sonderpädagogik; Sonderschulwesen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Syrien
Abstract	This study aimed to evaluate educational services offered for Syrian gifted refugee students in Jordanian schools from the point of view of schools' principals or educational supervisors. The researchers extracted validity and reliability indicators from the Arabic translated form of the National Association for Gifted Children (NAGC) standards. 72 schools were evaluated in terms of the use, importance, and availability of the four gifted education standards: identification, curriculum, programs, and professional development. The findings showed that there are differences in the numbers of gifted Jordanian students compared with Syrian students enrolled in gifted programs in Jordanian schools. Moreover, there is a gap between types of gifted educational programs and services provided in the schools inside and outside the refugee camps. The findings also showed that the overall gifted education services provided for Syrian gifted refugee students were low with an average of 2.34 for the use, 2.15 for the importance, and 2.44 for the availability of these practices. Finally, suggestions and recommendations are provided to develop the gifted educational services in these schools. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01