An Exploration of Talented Performance
A Case Study of Chinese Teachers' Perceptions
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The purpose of this study is to investigate some important aspects of talented performance (TP) and giftedness from a Chinese culture perspective, with the support of a case study on Chinese teachers perceptions. There are ten chapters within four parts. Part I, Introduction, provides a background to the study, which relates to historical and current research on TP, and presents the problems and definitions of some key issues related to the topic. Part II, Theoretical Background, introduces separately the relevant Western and Chinese literature concerning gifted and talented education. Part II...
The purpose of this study is to investigate some
important aspects of talented performance (TP) and
giftedness from a Chinese culture perspective, with
the support of a case study on Chinese teachers
perceptions. There are ten chapters within four
parts. Part I, Introduction, provides a background
to the study, which relates to historical and
current research on TP, and presents the problems
and definitions of some key issues related to the
topic. Part II, Theoretical Background, introduces
separately the relevant Western and Chinese
literature concerning gifted and talented education.
Part III, Methodology, explains the research methods
employed in this study. Part IV, Discussion and
Conclusion, discusses implications and limitations
of the study.
The results of this study reveal that Chinese
educators believe the concept of TP is essentially
different from that of giftedness. They think that
developmental factors are more important
contributors to TP than innate abilities to learn. A
theoretical Chinese model of TP is developed at the
end of the study.
important aspects of talented performance (TP) and
giftedness from a Chinese culture perspective, with
the support of a case study on Chinese teachers
perceptions. There are ten chapters within four
parts. Part I, Introduction, provides a background
to the study, which relates to historical and
current research on TP, and presents the problems
and definitions of some key issues related to the
topic. Part II, Theoretical Background, introduces
separately the relevant Western and Chinese
literature concerning gifted and talented education.
Part III, Methodology, explains the research methods
employed in this study. Part IV, Discussion and
Conclusion, discusses implications and limitations
of the study.
The results of this study reveal that Chinese
educators believe the concept of TP is essentially
different from that of giftedness. They think that
developmental factors are more important
contributors to TP than innate abilities to learn. A
theoretical Chinese model of TP is developed at the
end of the study.
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