Main Article Content
The studies of the life and work of the writers of the second half of the 19th Century, such as N.S. Leskov and F.M. Dostoevsky allow considering the problem of giftedness in the literary aspect. The authors of the article identify the charactersâ€™ inborn, professional and acquired giftedness in the reviewed literary works, and consider features of the images of the gifted characters. The practical significance of the study is in providing teachers with methods of work during elective classes on studying the problem of giftedness. The results of the authorsâ€™ experimental work prove that this form of studies contributes to the development of schoolchildrenâ€™s interest in literature, and stimulates their research activities.
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Boor-Klip, H. J., Cillessen, A. H. N., & van Hell, J. G. (2014). Social understanding of high-ability children in middle and late childhood. Gifted Child Quarterly, 58(4), 259-271. doi:10.1177/0016986214547634
Chan, D. W., Chan, L., & Chanannette, C. (2013). Parenting gifted children among hong kong chinese parents: What differences does westernization make? Roeper Review, 35(3), 177-186. doi:10.1080/02783193.2013.794891
Dai, D. Y., & Steenbergen-Hu, S. (2015). Special class for the gifted young: A 34-year experimentation with early college entrance programs in china. Roeper Review, 37(1), 9-18. doi:10.1080/02783193.2014.975882
Dostoevsky, F.M. (1991). Collected Works in Fifteen Volumes. Leningrad: Science. 696 Ñ€.
HÃ¤ndel, M., Vialle, W., & Ziegler, A. (2013). Student perceptions of high-achieving classmates. High Ability Studies, 24(2), 99-114. doi:10.1080/13598139.2013.843139
Holondovich, E.N. (2012). The personality of a genius (a study performed on the example of studying the life path and works of FM Dostoevsky). In the collection: The Modern
Personality: Psychological Studies. Ser. "Proceedings of the Institute of Psychology RAN". Institute of Psychology RAN. Moscow.
Leskov, N.S. (1989). Story and stories. Ufa: Bashkir book publishing house. 432 Ñ€.
Leites, N.S. (2003). What does a "gifted child" mean? Art at school. No. 3.
Mudrak, J., & Zabrodska, K. (2015). Childhood giftedness, adolescent agency: A systemic multiple-case study. Gifted Child Quarterly, 59(1), 55-70. doi:10.1177/0016986214559602
Olthouse, J. (2014). How do preservice teachers conceptualize giftedness? A metaphor analysis. Roeper Review, 36(2), 122-132. doi:10.1080/02783193.2014.884200
Panyutina, N.I. (2008). The system of work of an educational institution with gifted children. 2nd edition, stereotypical. Volgograd: Teacher Publishing House, 2008. 204 p.
Preckel, F., Gotz, T., & Frenzel, A. (2010). Ability grouping of gifted students: Effects on academic self-concept and boredom. British Journal of Educational Psychology, 80(3), 451-472. doi:10.1348/000709909X480716
Renzulli, J.S. (1994). Schools for talent development: A practical plan for total school improvement. Mansfield Center, CT: Creative Learning Press
Rubinstein, S.L. (2009). Basics of general psychology. St. Pererburg: Peter. 713 p.
Sisk, D. (2008). Collaborative Literacy: Using Gifted Strategies to Enrich Learning for Every
Student Softcover, Corwin. 340 p.
Subotnik, R.; Olszewski-Kubilius, P. & Frank, C. (2011). Worrell Rethinking Giftedness and Gifted
Education: A Proposed Direction Forward Based on Psychological Science. Psychological Science in the Public Interest. 12(1).
Teplov, B.M. (1982). Ð¢he Abilities and giftedness, Psychology of individual differences. Texts Moscow: Moscow State University Publishing House. 404 p.
Troxclair, D. A. (2013). Preservice teacher attitudes toward giftedness. Roeper Review, 35(1), 58-64. doi:10.1080/02783193.2013.740603
Ziegler, A.; Balestrini, D. & Stoeger, H. (2018). An International View on Gifted Education: Incorporating the Macro-Systemic Perspective. In: Pfeiffer S. (eds). Handbook of Giftedness in Children. Springer, Cham.