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dc.contributor.authorSak, Uğur
dc.date.accessioned2019-10-23T17:56:01Z
dc.date.available2019-10-23T17:56:01Z
dc.date.issued2011
dc.identifier.issn1300-1337
dc.identifier.urihttps://hdl.handle.net/11421/22807
dc.description.abstractThe purpose of this article is to review the Education Programs for Talented Students (EPTS) model by focusing on its social validity. The EPTS is a university-based, after-school program for talented students in elementary and secondary schools. It is a 6-component program model including identification, curriculum, instruction, assessment, program organization, and teacher training models. Research participants included 84 sixth, seventh and eighth grade students who were identified to be talented in mathematics and science by the EPTS identification system. The participants had attended the EPTS for one to five semesters. The EPTS Evaluations Student Form was used to investigate the social validity of the EPTS. Findings showed students' perceptions about the EPTS to be positive and higher than the criteria 3 (very good). That is, the EPTS has high social validity.en_US
dc.language.isoturen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectEducation Programs For Talented Students (Epts)en_US
dc.subjectGifted Studentsen_US
dc.subjectSocial Validityen_US
dc.titleAn overview and social validity of the education programs for talented students model (EPTS) [Üstün yetenekliler egitim programlan modeli (ÜYEP) ve sosyal Ceçerligi]en_US
dc.typereviewen_US
dc.relation.journalEgitim ve Bilimen_US
dc.contributor.departmentAnadolu Üniversitesi, Üstün Yetenekliler Eğitim Programları Araştırma ve Uygulama Merkezien_US
dc.identifier.volume36en_US
dc.identifier.issue161en_US
dc.identifier.startpage213en_US
dc.identifier.endpage229en_US
dc.relation.publicationcategoryDiğeren_US]
dc.contributor.institutionauthorSak, Uğur


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