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Beliefs About Human Intelligence in a Sample of Teachers and Nonteachers
Journal for the Education of the Gifted Pub Date : 2020-03-24 , DOI: 10.1177/0162353220912010
Russell T. Warne 1 , Jared Z. Burton 2
Affiliation  

Research in educational psychology consistently finds a relationship between intelligence and academic performance. However, in recent decades, educational fields, including gifted education, have resisted intelligence research, and there are some experts who argue that intelligence tests should not be used in identifying giftedness. Hoping to better understand this resistance to intelligence research, we created a survey of beliefs about intelligence and administered it online to a sample of the general public and a sample of teachers. We found that there are conflicts between currently accepted intelligence theory and beliefs from the American public and teachers, which has important consequences on gifted education, educational policy, and the effectiveness of interventions.

中文翻译:

教师和非教师样本中关于人类智力的信念

教育心理学研究一致发现智力与学业成绩之间存在关系。然而,近几十年来,包括天才教育在内的教育领域都抵制智力研究,有专家认为不应使用智力测试来识别天才。为了更好地理解这种对智力研究的抵制,我们创建了一项关于智力的信念调查,并在线对普通公众和教师样本进行了管理。我们发现当前公认的智力理论与美国公众和教师的信念之间存在冲突,这对天才教育、教育政策和干预措施的有效性产生了重要影响。
更新日期:2020-03-24
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