====== Aktuella forskningsrapporter samt pågående forskning kring särskild begåvning ====== {{ :kemi.png?direct&500 |}} ==== PÅGÅENDE FORSKNING ==== [[https://www.specped.su.se/om-oss/nyheter/39-miljoner-kronor-till-forskarskola-i-specialpedagogik-1.562630?fbclid=IwAR0vBYMsmHWgjcYRR_CNW3Xq0oyUQpF6RfzyDO40T-vWYv6rnHboZo1FENI|Specialpedagogiska Institutionen - 39 miljoner kronor till forskarskola i specialpedagogik]]\\ [[https://www.kau.se/en/giftednetwork|Karlstad University Gifted Doctoral Programme]]\\ [[https://www.kau.se/en/giftednetwork|Karlstad University Gifted Network for gifted Education]]\\ ==== FORSKNINGSRAPPORTER ==== [[https://www.skolverket.se/publikationsserier/forskning-for-skolan/2024/bedomning-for-hallbart-larande| Skolverkets forskning: Bedömning för hållbart lärande]]\\ [[http://umu.diva-portal.org/smash/record.jsf?language=sv&pid=diva2%3A1620760&dswid=6393|2021-12-16 Ekesryd Nordström, Malin: Förskolepersonals syn på att uppmärksamma särskild begåvning i förskolan]]\\ [[https://www.diva-portal.org/smash/record.jsf?aq2=%5B%5B%5D%5D&c=34&af=%5B%5D&searchType=SIMPLE&sortOrder2=title_sort_asc&query=Caroline+Sims&language=sv&pid=diva2%3A1803532&aq=%5B%5B%5D%5D&sf=all&aqe=%5B%5D&sortOrder=author_sort_asc&onlyFullText=false&noOfRows=50&dswid=4991| 2023-12-16 Sims, Caroline: From 'the Genius' to 'the Gifted': The Conceptualisations of Giftedness in Educational Discourse in Sweden]]\\ [[https://www.forskning.se/2023/11/20/sarskilt-begavade-barn-beskrivs-pa-negativt-satt-i-skolan/|2023-11-20 Forskning.se Särskilt begåvade barn beskrivs på negativt sätt i skolan ]]\\ [[https://www.forskning.se/2023/11/20/sarskilt-begavade-barn-beskrivs-pa-negativt-satt-i-skolan/|2023-11-20 Umeå Universitet: Särskilt begåvade barn beskrivs på negativt sätt i skolan ]]\\ [[https://l.facebook.com/l.php?u=http%3A%2F%2Fwww.diva-portal.org%2Fsmash%2Fget%2Fdiva2%3A1773529%2FFULLTEXT02.pdf%3Ffbclid%3DIwAR1vDBqCUf0Uyp8If0027gAdfYihgzBRAdO7-ochyPgtRghtBUj0c6Em3So&h=AT23MpyEWw-CY2Clrwquo6UrwMidEUbVoC2jogqmnwft3Pwv_8FdtyHNgzkBe1B210_szpfNUznS4Vw3_7cE2tWTUp6SyoRBOO1p6GJf8GiS-VlrGUkNuCSX-yzZ&__tn__=H-R&c[0]=AT1bc88w2jnssLVTaToCWMwU4bBKYJyhicGWxhQOg33mz1bmO_TC_mLD7iEWzOkmPciMtDYwUImVYH5ppfs1na5bBL5qYQXfH1RheOodz58NjFcUFXhrHcz05svrF4zSiI6vr6H97bNTp0NoLzmhQDHJcTlVS08crHAvXuE9oTyZGw1gGK2w1RqLSZt-R6IB73OSgHArIuREmKXO8VHENkk| 2023-05-30 Malmö Universitet, Ida Silow Forskningsrapport: ”Prata med mig i stället för att dela in mig i en box!” En intervjustudie om särbegåvade barns upplevelser av förskolan]]\\ [[https://www.forskning.se/2023/03/13/sarbegavade-elever-underpresterar-for-att-passa-in/?fbclid=IwAR2j04r2B9CiBI4b1CfZs67kd03FhFFkPid9JG7aeWlKMwMkBshmPL_A1a8#|2023-03-13 Högskolan Gävle, Caroline Sims: Särbegåvade elever underpresterar för att passa in]]\\ [[https://www.creativitypost.com/education/raising-resilient-well-adjusted-and-successful-smart-kids?fbclid=IwAR17O9mFPLBTN738ZXKj-ZmTFa9pm-_mKdhxgAC7w_spYiE5P6k4lcZTWCI|Pfeiffer, Steven, PhD. 2023. Raising Resilient, Well-Adjusted, and Successful Smart Kids]]\\ [[https://scholar.google.se/scholar_url?url=https%3A%2F%2Fwww.researchgate.net%2Fprofile%2FAliza-A%2Fpublication%2F280723136_Dabrowski%27s_Overexcitabilities_Profile_among_Gifted_Students%2Flinks%2F55c3046108aea2d9bdbff62c%2FDabrowskis-Overexcitabilities-Profile-among-Gifted-Students.pdf&hl=sv&sa=X&ei=w4elY5KKHo_mmgHdka7oCw&scisig=AAGBfm0sTVFRfzO9jgOLEnnPucoiGj-aLg&oi=scholarr&fbclid=IwAR30aOmEghxcdxlHmR5fsspu7nnOfulRBc5sK8or90995UH4M77HLrx8TyA| Dabrowski, 2013, Dabrowski’s Overexcitabilities Profile among Gifted Students. PDF]]\\ [[https://psyarxiv.com/qenm4/?fbclid=IwAR30PikZsHavTU2zNM1V9abxGpL1O7WZ3RzwgLMINg2tlHj4FFHJ6ZH6wcg|Balter et al. 2022. Intelligence predicts better cognitive performance after normal sleep but larger vulnerability to sleep deprivation]]\\ [[https://www.uib.no/nye-doktorgrader/156583/den-glemte-gruppen-tilpasset-oppl%C3%A6ring-evnerike-elever?fbclid=IwAR2uqAaOO-qvGlJGQz8eEBUUjlpcPaNsWyKCsf4doSBWFPIGV5z6ZazYxm4|2022-09-09 Universitetet i Bergen Den glemte gruppen? Tilpasset opplæring for evnerike elever. Astrid Knutsdatter Lenvik disputerer 30.9.2022 for ph.d.-graden ved Universitetet i Bergen med avhandlingen "Gifted Education in Norway.]]\\ [[https://www.academia.edu/27233684/Primary_grade_teachers_conceptions_of_giftedness_and_talent_a_case_based_investigation?email_work_card=title|Jarvis J. 2007. Primary Grade Teachers' Conceptions of Giftedness and Talent: A Case-based Investigation]]\\ [[https://www.academia.edu/13181426/Grouping_The_Gifted_Yearly_Academic_Growth_in_Homogeneous_and_Heterogeneous_Grade_3_Reading?email_work_card=view-paper|Schaeffer, Kathryn Pabst . 2015 GROUPING THE GIFTED: YEARLY ACADEMIC GROWTH IN HOMOGENEOUS AND HETEROGENEOUS GRADE 3 READING]]\\ [[https://www.academia.edu/4714398/Acceleration_and_Enrichment?email_work_card=title|Emma Scobie-Jennings, Acceleration and Enrichment]]\\ [[https://www.academia.edu/40451221/Robertson_pfeiffer_rti_gifted_article_revised_08_january_2015_roeper_review?email_work_card=view-paper|Stephanie Robertson and Steven Pfeiffer 2015. Response to Intervention and High Ability Learners]]\\ [[https://www.academia.edu/13431011/Correlates_of_Teacher_Practices_Influencing_Student_Outcomes_in_Reading_Instruction_for_Advanced_Readers?email_work_card=view-paper|Scott Hunsaker, 2010. Correlates of Teacher Practices Influencing Student Outcomes in Reading Instruction for Advanced Readers]]\\ [[https://www.academia.edu/29829216/Development_of_a_Procedural_Guide_to_Implement_Response_to_Intervention_RtI_With_High_Ability_Learners?email_work_card=abstract-read-more|Stephanie Robertson and Steven Pfeiffer, 2016, Roeper Review. Development of a Procedural Guide to Implement Response to Intervention (RtI) With High-Ability Learners]]\\ [[https://www.academia.edu/46875646/Fostering_Giftedness_Challenges_and_Opportunities?email_work_card=view-paper|2021 Bećirović Senad. Fostering Giftedness: Challenges and Opportunities]]\\ [[https://www.academia.edu/57655857/Perfectionism_Coping_and_Underachievement_in_Gifted_Adolescents_Avoidance_vs_Approach_Orientations?email_work_card=view-paper| 2016,Chakraborti-Ghosh, Sumita|Perfectionism, Coping, and Underachievement in Gifted Adolescents: Avoidance vs. Approach Orientations]]\\ [[https://l.facebook.com/l.php?u=https%3A%2F%2Fwww.academia.edu%2F40239211%2FVULNERABILIDAD_EN_J%25C3%2593VENES_CON_ALTAS_CAPACIDADES_TRASTORNOS_DE_APRENDIZAJE_Y_CONDUCTA_EN_NI%25C3%2591OS_Y_ADOLESCENTES_CON_ALTAS_CAPACIDADES_COGNITIVAS_DEPRESI%25C3%2593N_Y_SUICIDIO%3Ffbclid%3DIwAR1RWDTqZ5XVrmH3dk39ffG8DXYqUPUGvEPZ4zT4kyazl_wSKA8nAMB4U68&h=AT1lnpqd4bgjynPXKeNMnWWx4n2Fht6I2EdsLsmoecbWcQvRFqvaEGdGkUasl9WLHlxqmJpwPYIs_4gemi0_gZ2hjSSQGEKBNnfu0kmTBBNZqTYxrFzcxo42Jiq7&__tn__=-UK-R&c[0]=AT3PI-V-9NpgxZo6Fsr3QwEepUIK4FIGZgHFN944Y0I7Hb-NpfznGn5yf2tBEyKuhR9wDXq5RXjTs7kerr4slxNrhA1m38UsCABxZqMwRKE-H8o3D3o34EvENQV9XPoVqldxtwXRgRnuh0_DERdW766SRKpcS0E41vBAJ1ZSnB4hiF5BaxurgQVnWGrxdolNk8UXBmo|Escalona Sagasti, Maria 2019. VULNERABILIDAD EN JÓVENES CON ALTAS CAPACIDADES TRASTORNOS DE APRENDIZAJE Y CONDUCTA EN NIÑOS Y ADOLESCENTES CON ALTAS CAPACIDADES COGNITIVAS. DEPRESIÓN Y SUICIDIO]]\\ [[https://www.academia.edu/36569201/DEPARTAMENTO_DE_PSICOLOG%C3%8DA?email_work_card=title|Vicente Amor Lopez carrion, MOTIVACION Y CREATIVIDAD EN AACC Revista de Psicologia, Vol. XXVI (1), 2008]]\\ [[https://www.academia.edu/539742/SERVING_THE_GIFTED_A_NATIONAL_SURVEY_OF_SCHOOL_PSYCHOLOGISTS?email_work_card=title|Pfeiffer Steven (2011). SERVING THE GIFTED: A NATIONAL SURVEY OF SCHOOL PSYCHOLOGISTS]]\\ [[https://www.academia.edu/42675777/Integrating_a_process_based_challenging_lesson_plan_framework_into_the_syllabus_for_gifted_EFL_learners?email_work_card=view-paper|Celik-Yavas, G., Yavuz, F. (2018).Integrating a process-based challenging lesson plan framework into the syllabus for gifted EFL learners. International Journal of Innovative Research in Education, 5 (3), 62-73.]] [[http://www.nagc.org/resources-publications/gifted-education-practices/what-it-means-teach-gifted-learners-well?fbclid=IwAR3x_kguv4XBUYMBp2zB8d_XhoSQ05t13qjqqKnMah1KURtjaKrdJXO_NaI|Tomlinson Carol Ann, 1997. What it Means to Teach Gifted Learners Well]]\\ [[https://www.psypost.org/2022/01/gifted-and-non-gifted-individuals-differ-in-openness-to-experience-but-not-other-big-five-personality-traits-62326?fbclid=IwAR1yYAHO2z0UNWIKkL-L2vdKy9V41oDVhfCU2UWJ5EFkUN7CxalP0ZVnTys|KaraYakoubian M (2022. Gifted and non-gifted individuals differ in openness to experience, but not other Big Five personality traits]]\\ [[https://www.davidsongifted.org/gifted-blog/self-regulated-learning-and-academically-talented-students/?fbclid=IwAR1O3KMHzHn97cQfp_zxmpGJJT3dJXSuvjRHa_8g33SbHLKDHOQlH8yACRQ|Reis Sally M (2021) Self-Regulated Learning and Academically Talented Students]] [[https://www.anitakullander.se/forskning-kring-begavning|Daw Suzanne Enrichment & Acceleration plus Power Point for staff developmen]]\\ [[https://www.businessinsider.com/what-scientists-learned-about-genius-2016-9?r=UK&IR=T&fbclid=IwAR2S2w26DSidpDohaEcaPLdUqOYb50edk2e-7U3DEVDkszVCMkZgiWNWkhk|Scientists followed 5,000 genius kids for 45 years — here's what they learned about success]]\\ [[https://www.sciencedirect.com/science/article/abs/pii/S0140197121000361?via%3Dihub%F0%9F%91%8F&fbclid=IwAR1s8T5UkwzMQVggb17kPfQhA0cX-f6yGIgNUZhF7OV2EuN9i-AGILjWOZc|Ramos et al Journal of Adolescence. Volume 88, April 2021, Pages 146-161Profiles of maladaptive school motivation among high-ability adolescents: A person-centered exploration of the motivational Pathways to Underachievement model.]]\\ [[https://www.academia.edu/4503861/Bishop_Grosseteste_University_College_PGCE_Secondary_Research_Dissertation_Module_SPM406_Research_Issues_and_MethodologyHigh_Performance?email_work_card=view-paper|Bleasdale, Rose-Anna. 2011. Bishop Grosseteste University College PGCE Secondary Research Dissertation Module SPM406 Research Issues and MethodologyHigh Performance]]\\ [[https://www.academia.edu/34996727/The_Inclusion_of_Multiple_Exceptional_Gifted_Students_in_Talent_Development_Programmes_Interaction_synthesis_of_both_provision_form_and_content?email_work_card=view-paper|Gyarmathy, Eva 2016. The Inclusion of Multiple Exceptional Gifted Students in Talent Development Programmes Interaction synthesis of both provision form and content]]\\ [[https://www.academia.edu/35519552/The_atypical_brain_and_giftedness_II_Outstanding_giftedness_and_gifted_assessments?email_work_card=view-paper&fbclid=IwAR2ls72pJucnsWCfrY96hgeMGwPFUohvZT1CB16SVY_I8yIk9q3secgZaC8|Gyarmathy Eva, (2010) The atypical brain and giftedness II. Outstanding giftedness and gifted assessments ]]\\ [[https://videnskab.dk/kultur-samfund/saadan-undgaar-vi-eksklusion-i-skolen?fbclid=IwAR2XjXvafhtgjWMe5MdiPKjBV3PtukURh6x64Z-NZiz8DNckXlpMgssZucY|Emmersten Lund, Gro (2018. Sådan undgår vi eksklusion i skolen]]\\ [[https://www.academia.edu/34759492/Tracing_Giftedness_An_Exploration_of_Theories_Programmes_and_Emerging_Dilemmas?email_work_card=view-paper|Mahajan Anupama, (2017). 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K., Understanding and Supporting the Flourishing of the Exceptional Ability: A Positive Psychology approach to Educational Psychology Practice]]\\ [[https://www.academia.edu/19483038/Thinking_Beyond_the_Myths_and_Misconceptions_of_Talent_Creating_Music_Education_Policy_that_Advances_Musics_Essential_Contribution_to_Twenty_First_Century_Teaching_and_Learning?email_work_card=title|Scripp Lawrence, 2013 Thinking Beyond the Myths and Misconceptions of Talent: Creating Music Education Policy that Advances Music's Essential Contribution to Twenty-First-Century Teaching and Learning]]\\ [[https://www.davidsongifted.org/gifted-blog/gifted-kids-what-you-should-know/?fbclid=IwAR1Gi5ePXsLq7Ax-rPQBUOC9znfAJG_Yy1JN8w9yzp9-4_BfuOUdbZxG8_k|Davidsosnś Institute, Gifted Kids: What You Should Know]]\\ [[https://www.academia.edu/46861200/The_Start_of_a_Learning_Project?email_work_card=title| Raissa Faria Tatiana Seibe, 2021, Academia Letters The Start of a Learning Project]] [[https://www.academia.edu/26228652/Social_skills_of_gifted_and_talented_children_Habilidades_sociais_de_crian%C3%A7as_dotadas_e_talentosas?email_work_card=view-paper|Zilda Del Prette 2014, Estudos de Psicologia Social skills of gifted and talented children / Habilidades sociais de crianças dotadas e talentosas]]\\ [[https://www.sciencedirect.com/science/article/pii/S014976342100049X?fbclid=IwAR1o8V1ckR2dx4Il6j0KHdT6Y7jvF33bnTlXvfk_aLxgq67bgtsXhXII03w|The World Federation of ADHD International Consensus Statement: 208 Evidence-based Conclusions about the Disorder. 2021]]\\ [[https://www.academia.edu/33857810/Constructing_the_Gifted_and_Academically_Talented_Student_Intelligence_Intelligence_Testing_and_Educational_Opportunity_in_the_era_of_Brown_v_Board_and_the_National_Defense_Education_Act?email_work_card=view-paper|2017, Porter J W. Constructing the "Gifted" and "Academically Talented" Student: "Intelligence," Intelligence Testing and Educational Opportunity in the era of Brown v. Board and the National Defense Education Act]] [[https://pearl.plymouth.ac.uk/handle/10026.1/12822|Bridges, David 2018.Neurosensitivity: Implications for Cognition and Creativity.]] [[https://www.academia.edu/35029797/Giftedness_How_does_it_work_with_Sensitivities_learning_disabilities_and_disorders?email_work_card=abstract-read-more|David Hanna 2017. 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(2020) A neuroscience perspective on the validity of attention-deficit/hyperactivity disorder in the context of (very) high intelligence]] \\ [[https://www.academia.edu/39955565| Stevens, Tiania et.al (2029) Challenges of Equity and Discrimination in the Education of Gifted Children]]\\ [[https://www.academia.edu/41554189/A_Global_Perspective_Gifted_Learners_enlisted_in_mainstream_schools_without_the_necessary_provisions_will_be_negatively_affected_beyond_their_schooling_days?|Regnard, Liane (2020), A Global Perspective: Gifted Learners enlisted in mainstream schools, without the necessary provisions, ...]] \\ [[https://www.academia.edu/38106662/WRESTLING_WITH_GIFTEDNESS|Johnson, Andrew,(?) WRESTLING WITH GIFTEDNESS]]\\ [[https://www.academia.edu/7590508/David_H_2014_Joy_A_young_gifted_underachiever_Advanced_Development_Journal_14_2_89_108?email_work_card=title|David, H. (2014). Joy, A young gifted underachiever. 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