„Die Gruppe der Spitzenschüler wird immer kleiner. Der Anteil jener Jugendlichen, die in mindestens einem der drei Testgebiete Naturwissenschaften, Mathematik und Lesen Spitzenleistungen erbracht haben, ist von 2005 bis 2015 um fünf Prozent gesunken. Bei der Lesestudie Pirls, an der heimische Viertklässler zuletzt vor zwei Jahren teilgenommen haben, lag der Anteil besonders guter Leser bei acht Prozent – und damit im EU-Vergleich im unteren Drittel.“

Der Standard online am 21. April 2018

„Im Vergleich zu anderen teilnehmenden EU-Staaten gibt es in Österreich signifikant weniger leistungsstarke Leser/innen. Unter den 24 EU-Vergleichsländern befindet sich Österreich im unteren Drittel.“

MMag. Dr. Claudia Resch, Geschäftsführerin des Österreichischen Zentrums für Begabtenförderung und Begabungsforschung (ÖZBF), Pressemitteilung vom 6. Dezember 2017

„LehrerInnen neigen deshalb dazu, sich auf das mittlere Leistungsfeld zu konzentrieren, denn hier ist es am einfachsten, Zugewinne zu generieren. Dabei geht das Augenmerk auf SchülerInnen, die über- oder unterdurchschnittliche Leistungen erbringen, verloren.“

Univ.-Prof. Dr. Stefan Hopmann, progress-online.at am 21. Juni 2017

„Wenn sich […] die schulischen Anforderungen nicht an den Bedürfnissen eines besonders begabten Kindes orientieren, kann es zu Langeweile, Unterforderung, Ausgeschlossenheit und Verhaltensauffälligkeiten kommen.“

Dr. Letizia Gauck u. a., „Hohe Begabung und Verhaltensauffälligkeit“. In: özbf (Hrsg.), „news&science“, Ausgabe 2, 2017, S. 4

„Die Gefahr einer Depressionsentwicklung besteht u. a. dann, wenn die schulischen Anforderungen nicht an die jeweiligen Begabungen angepasst sind.“

Dr. Letizia Gauck u. a., „Hohe Begabung und Verhaltensauffälligkeit“. In: özbf (Hrsg.), „news&science“, Ausgabe 2, 2017, S. 8

„Befunde aus der Begabtenforschung sprechen dafür, dass die intrinsische Motivation, die aus einer herausfordernden Aufgabe entsteht, eine wesentliche Rolle bei der Entwicklung von Hochbegabung spielt. Entsprechend wird befürchtet, dass das Anspruchsniveau eines Unterrichts, der sich häufig an den durchschnittlichen Schülerinnen und Schülern einer Klasse orientiert, zu gering sein könnte. Dies könne wiederum zu einer Verringerung der Lernmotivation der potenziell leistungsstarken Schülerinnen und Schüler führen und deren Bildungskarrieren damit langfristig negativ beeinflussen.“

Prof. Dr. Petra Stanat u. a., „IQB-Bildungstrend 2016. Kompetenzen in den Fächern Deutsch und Mathematik am Ende der 4. Jahrgangsstufe im zweiten Ländervergleich“ (2017), S. 325f

„Offenbar fördert eine intellektuell besonders fordernde und anregende Lernumwelt die Intelligenz von Schüler_innen, während eine wenig anregende Lernumwelt die Intelligenz stagnieren lässt.“

Univ.-Prof. Dr. Miriam Vock u. a., „Umgang mit Heterogenität in Schule und Unterricht“ (2017), S. 38

„Während sich die Leistungen der deutschen Schüler_innen im unteren Leistungsbereich in den letzten Jahren kontinuierlich verbessert haben, ist die Spitzengruppe nahezu unverändert geblieben.“

Univ.-Prof. Dr. Miriam Vock u. a., „Umgang mit Heterogenität in Schule und Unterricht“ (2017), S. 93

„In Hungary, the development of gifted children is an important element in educational discourse, so it is not surprising that more teachers learn how to identify giftedness.“

Kristina Sonmark, MSc, u. a., „Understanding teachers' pedagogical knowledge“ (2017), S. 72

„Fördert man Begabte nicht, können ihre Begabungen verkümmern. Ihre Motivation kann in Desinteresse umschlagen – es besteht sogar die Gefahr, dass sie zu Risikoschülerinnen und –schülern werden.“

MMag. Dr. Claudia Resch, Geschäftsführerin des Österreichischen Zentrums für Begabtenförderung und Begabungsforschung (ÖZBF), „Das Schulblatt“ (Zeitschrift des CLV Oberösterreich) vom November 2016, S. 17

„In 2010, China launched a ten-year National Talent Development Plan to support and guide top students into science, technology and other high-demand fields. In Europe, support for research and educational programmes for gifted children has ebbed, as the focus has moved more towards inclusion.“

Tom Clynes, „How to raise a genius“ in „Nature“ Vol. 537 vom 8. September 2016, S. 154

„In der Klassenstufe 5 bis 7 haben wir sehr, sehr deutliche Vorteile gefunden für die Begabtenklassen in allen Leistungsbereichen, aber auch im sozio-emotionalen Bereich, in Motivation, Selbstbild und so weiter, und wir haben erst kürzlich eine Nachuntersuchung abgeschlossen in der 10. Klassenstufe.“

Univ.-Prof. Dr. Wolfgang Schneider, www.deutschlandfunk.de am 26. August 2016

„Die Lesestudie PIRLS (2011) ergab, dass der Anteil leistungsstarker Volksschüler im Lesen nur 5 Prozent betrug (Kompetenzstufe 4), womit Österreich die Schlussposition unter den 14 Vergleichsländern einnahm. Durchschnittlich gibt es 9 Prozent Spitzenleser, in Singapur sogar 24 Prozent.“

Presseaussendung des Österreichischen Zentrums für Begabtenförderung und Begabungsforschung (ÖZBF) vom 23. Juni 2016

„Gifted students in middle school grades can benefit from enrichment programs for their socioemotional outcomes. Middle school gifted students are in the early developmental stages of adolescence, and start to make many critical life decisions related to future career paths.“

Dr. Mihyeon Kim, „A Meta-Analysis of the Effects of Enrichment Programs on Gifted Students“. In: Gifted Child Quarterly 2016, Vol. 60(2), S. 113

„Personal growth in middle school–age students is important, along with positive social relationships. Supporting gifted students by offering access to enriched and advanced coursework with peers helps students set their goals for the future and make a commitment to achieving those goals.“

Dr. Mihyeon Kim, „A Meta-Analysis of the Effects of Enrichment Programs on Gifted Students“. In: Gifted Child Quarterly 2016, Vol. 60(2), S. 113

„In der Gesamtstichprobe zeigte sich im Vergleich der Begabten- mit den Regelklassen überwiegend konstante Leistungsvorsprünge der Begabtenklassen. In sämtlichen standardisierten Leistungstests der in PULSS I untersuchten Fächer – Mathematik, Deutsch (Lesegeschwindigkeit und -verständnis), Englisch, Latein und Biologie – ergaben sich diese Vorsprünge zu allen Erhebungszeitpunkten.“

Univ.-Prof. Dr. Wolfgang Schneider u. a., „Ergebnisse der Folgestudie PULSS II (Laufzeit 2014–2015)“ (2016), S. 27

PULSS verglich die Entwicklung von SchülerInnen von 16 speziellen Begabtenklassen Bayerns und Baden-Württembergs mit der Entwicklung hochbegabter SchülerInnen in gymnasialen Regelklassen.

„Für eine Facette des sozialen Selbstkonzepts – die soziale Anerkennung – berichteten Schülerinnen und Schüler der Begabtenklassen im Vergleich zu denjenigen der Regelklassen über eine bessere soziale Akzeptanz durch Mitschülerinnen und Mitschüler.“

Univ.-Prof. Dr. Wolfgang Schneider u. a., „Ergebnisse der Folgestudie PULSS II (Laufzeit 2014–2015)“ (2016), S. 29

„Sicherzustellen, dass die begabtesten und nicht die wohlhabendsten Schülerinnen und Schüler Zugang zu den besten Bildungsmöglichkeiten haben, ermöglicht […] einen effizienten Einsatz von Ressourcen und eine generelle Verbesserung der Ergebnisse im Bildungs- und Sozialbereich.“

OECD (Hrsg.), „PISA 2015 Ergebnisse. Exzellenz und Chancengerechtigkeit in der Bildung“ (2016), S. 218

„Österreich liegt mit einer Spitzengruppe von 8 % im OECD-Schnitt. Die österreichische Naturwissenschafts-Spitzengruppe ist somit rund halb so groß wie in den führenden

Ländern.“

BIFIE (Hrsg.), „PISA 2015. Grundkompetenzen am Ende der Pflichtschulzeit im internationalen Vergleich“ (2016), S. 43

„It is important for gifted children to experience challenging educational experiences and to be exposed to opportunities to mix with others with similar abilities and interests to maintain or retrieve their motivation to achieve.“

Joyce Gubbels, „The dynamics of giftedness in the upper primary grades“ (2016), S. 106

„Cooperative learning in homogeneous groups with other gifted children is beneficial for gifted children’s academic self-esteem.“

Joyce Gubbels, „The dynamics of giftedness in the upper primary grades“ (2016), S. 119

„Across OECD countries, 39 % of students are enrolled in schools that offer a science club (Anm.: in Österreich nur 5 %) and 66 % attend schools that offer science competitions (Anm.: in Österreich nur 31 %).“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 59

„The performance of the best students at the end of primary education decreases during secondary education if they are not immediately placed in homogenous pre-university education (VWO) classrooms or gymnasium schools.“

OECD (Hrsg.), „Netherlands 2016 – Foundations for the Future“ (2016), S. 86

„So wie leistungsschwächere Schülerinnen und Schüler einer besonderen Förderung bedürfen, so müssen leistungsstärkere ebenso gefordert und gefördert werden, nicht zuletzt deshalb, damit sie ihre besonderen Fähigkeiten, Kenntnisse und Fertigkeiten in den Dienst von Wissenschaft, Wirtschaft und Gesellschaft in eine mit immer komplexeren Problemstellungen befasste Welt einbringen können. Dies kann nur gelingen, wenn sie in der Schule individuell gefordert und gefördert werden und sich nicht langweilen.“

Univ.-Prof. Dr. Susanne Lin-Klitzing, „Stärker fördern und besser fordern“ in „Profil“ (Zeitung des dphv) vom Dezember 2015, S. 31

Bayern, Baden-Württemberg: „Im Bereich der Sekundarstufe lässt sich […] zunehmend die Tendenz erkennen, dass besonders begabte Kinder in speziell zusammengesetzte Klassen wechseln. Das klassische Argument für die Gruppierung Hochbegabter in separaten Klassen ist das der angemessenen Förderung.“

Univ.-Prof. Dr. Franzis Preckel, „news&science“, Ausgabe 2, 2015, S. 36

„In June 2013, Ofsted published ‚The most able students: are they doing as well as they should in our non-selective secondary schools?‘ The report made it clear that many of our most able students who attend non-selective secondary schools fail to achieve their potential compared with students who attend selective and independent schools.“

Ofsted (Hrsg.), „The most able students“ (2015), S. 4

„Where there is a reasonable proportion of most able students, they do far better than when they are in a very small minority.“

Ofsted (Hrsg.), „The most able students“ (2015), S. 5

„National data show that too many of the most able students are still being let down and are failing to reach their full potential.“

Ofsted (Hrsg.), „The most able students“ (2015), S. 7

„The most able students appear to do best when there are more of them in a school. In schools where there are few most able students, they perform considerably less well.“

Ofsted (Hrsg.), „The most able students“ (2015), S. 26

Niederlande: „Established in 2004, Junior College is a collaboration between Utrecht University and 27 secondary schools. It offers enrichment programs in science & mathematics for talented and motivated 12- to 18- year old high school students (grades 7-12) in an academic environment. High school students who successfully finish the program in grade 11 and 12 receive a certificate that allows them to enter honours courses in the first year of the science bachelor programs.”

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 47

Niederlande: „In a 2014 report, a quarter of all secondary school pupils indicated that they are often or even always bored because their curriculum is too easy. Among the pupils who count themselves among the top 20 % performers of their class, this percentage is 56 %.”

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 50

Niederlande: „In March 2014 an extensive plan to make provisions for talented pupils in primary and secondary education was presented. The plan mentions over 20 measures, including the removal of legal barriers for pupils to follow certain subjects at higher levels and the possibility of businesses giving grants to talented pupils. The measures are aimed at all levels of education and top talents are defines as 'the 20 % of pupils that can perform best. At all levels.'“

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 53

Belgien: „While there are no recognized special schools for gifted children, a number of schools run so-called 'kangaroo classes'. Here, gifted children at the school come together 2-4h per week to work on special projects.”

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 80

Dänemark: „There are now special schools for gifted children, called Mentiqa schools. Mentiqa schools are especially aimed at gifted students who do not feel understood, respected or challenged enough in the school environment.“

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 111

Finnland: „The upper secondary level has witnessed an increase in the number of 'special schools', focusing on the education of talented youngsters in arts, sports, science and languages. According to Finnish researchers Kirsi Tirri and Elina Kuusisto, 'these special schools can just as well be called schools for the gifted and talented as it is very difficult to be accepted into them'. Selection is based on the marks of the student, while most places organize their own admission exam as well.“

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 159

Dänemark: „In Denmark, the Nordic egalitarian tradition is strong, but attitudes towards excellence have changed in recent years. In the early 2000s, the government started to prioritize talent development.“

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 244

„There are more provisions for talented and gifted students in 2014 than there were in 2000. Special legislation about gifted and talented students has been introduced throughout Germany, Denmark, Belgium, Switzerland, and the Netherlands. Special schools and/or classes are now in place in Denmark and Finland.“

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 271

„There are many signs that the culture is slowly changing towards more focus on excellence. […] Talent development has gained a higher place on the agenda of policy makers and educators in many countries over the last decade.“

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 277

„Werden derartige Fähigkeiten auf Dauer ignoriert oder bleiben unerkannt, sind nicht nur individuelle Entwicklungsmöglichkeiten gefährdet, sondern es kann auch zu Verhaltensauffälligkeiten und störendem Verhalten der betreffenden Kinder kommen.“

Prof. Dr. Gabriele Weigand, „Begabung oder Hochbegabung?“ in Weigand u. a., „Personenorientierte Begabungsförderung“ (2014), S. 45

„Auffälligkeiten und Störungen sind vorprogrammiert, wenn sich ein Schüler auf Dauer im Unterricht langweilt und sich weigert, gleichförmige Übungen zu wiederholen, wenn eine Schülerin, die die Aufgaben längst verstanden und gelöst hat, dies auch entsprechend artikuliert, aber damit als besserwisserisch oder vorlaut wahrgenommen und möglicherweise ausgegrenzt wird.“

Prof. Dr. Gabriele Weigand, „Begabung oder Hochbegabung?“ in Weigand u. a., „Personenorientierte Begabungsförderung“ (2014), S. 46

„The Dutch government has launched a range of initiatives to promote excellence in education. This includes a focus on providing better support to gifted and talented students and increasing the proportion of students achieving the highest levels on national and international assessments.“

OECD (Hrsg.), „Reviews of Evaluation and Assessment in Education: Netherlands“ (2014), S. 28

„Kinder sollten gefordert und gefördert werden, damit sich für jeden das maximal mögliche Niveau kognitiver Grundfähigkeiten herausbilden kann. Fordern und fördern heißt, dass den jeweiligen Prädispositionen entsprechende Angebote gemacht werden, die weder unter- noch überfordern.“

Nationale Akademie der Wissenschaften Leopoldina (Hrsg.), „Frühkindliche Sozialisation“ (2014), S. 88

„Our findings suggest that a comprehensive tracking program that establishes a separate classroom in every school for the top-performing students could significantly boost the performance of the most talented students in even the poorest neighborhoods, at little or no cost to other students or the District's budget.“

Univ.-Prof. Dr. David Card u. a., „Does Gifted Education Work? For Which Students?“ (2014), S. 34

„Die Daten von PIRLS 2011 bestätigen, dass es in Österreich eine vergleichsweise große Gruppe von Volksschülerinnen und Volksschülern gibt, denen es an grundlegenden Lesefähigkeiten mangelt. Aus einer unzureichenden Förderung könnte diesen Kindern ein erheblicher Nachteil für ihr weiteres Leben entstehen. Umgekehrt zeigt der geringe Anteil der Leistungsstarken, dass auch in der Förderung der begabten Schüler/innen Entwicklungspotenzial steckt.“

BIFIE (Hrsg.), „Nationaler Bildungsbericht Österreich 2012“ (2013), Band 1, S. 132

„Besonders hoch ist der Anteil leistungsstarker Schüler/innen in Korea (39 %), Japan (30 %) und Nordirland (24 %). In Österreich zählen hingegen nur 2 % zu Kompetenzstufe 4.“

BIFIE, „Nationaler Bildungsbericht Österreich 2012“ (2013), Band 1, S. 132

Naturwissenschaftlich Leistungsstarke unter den 10-Jährigen: „Besonders hoch ist der Anteil leistungsstarker Schüler/innen in Korea (29 %) und Finnland (20 %). In Österreich zählen 8 % zu dieser Kompetenzstufe.“

BIFIE, „Nationaler Bildungsbericht Österreich 2012“ (2013), Band 1, S. 134

Niederlande: „There are different kinds of services for gifted students, such as 'schools with gifted profiles' (found in primary and secondary education), schools with the so-called 'Leonardo profile' (school-within-a-school), enrichment classes, and pull-out classes. The impetus for all this is the potential economic benefits of gifted education. This is a worldwide trend and the Netherlands is no exception.“

Greet De Boer, MSc, u. a., „Gifted Education in the Netherlands“. In: „Journal for the Education of the Gifted“ (2013) 36(1), S. 134

„Since 2009, appropriate education for gifted and outstanding students has become an important issue on the political agenda. Until 2009, considerations of what education was appropriate for gifted students had only been an educational issue.“

Greet De Boer, MSc, u. a., „Gifted Education in the Netherlands“. In: „Journal for the Education of the Gifted“ (2013), 36(1), S. 140

„Only Singapore had more than half of its students reach the high benchmark in all three subjects, and only two more countries, Chinese Taipei and Finland, had at least half of their fourth grade students reach the high benchmark in each subject separately.“

IEA (Hrsg.), „TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade“ (2013), S. 5

Von Österreichs 10-Jährigen erreichten nur 18 % in allen drei Bereichen den „high benchmark“ (= 550 Punkte); beim Lesen waren es 39 %, in der Mathematik 26 % und in den Naturwissenschaften 42 %.

„The Singaporean fourth grade students showed a particular strength in mathematics, with 78 percent reaching the high benchmark, although achievement was also very good in science (68 %), and in reading (62 %).“

IEA (Hrsg.), „TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade“ (2013), S. 20

Von Österreichs 10-Jährigen erreichten in Mathematik nur 26 % den „high benchmark“ (= 550 Punkte); in den Naturwissenschaften waren es 42 %, beim Lesen 39 %.

Taiwan: „The fourth grade students in Chinese Taipei […] showed a particular strength in mathematics, with about three-fourths (74 %) reaching the High Benchmark.“

IEA (Hrsg.), „TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade“ (2013), S. 20

Von Österreichs 10-Jährigen erreichten in Mathematik nur 26 % den „High Benchmark“ (= 550 Punkte).

„Hong Kong SAR had the greatest percentage (82 %) of students reaching the High International Benchmark in mathematics, and mathematics was a considerable strength.“

IEA (Hrsg.), „TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade“ (2013), S. 20

Von Österreichs 10-Jährigen erreichten in Mathematik nur 26 % den „High International Benchmark“ (= 550 Punkte).

„More than three-fifths of the fourth grade students reached the high benchmark in science (65 %) and reading (63 %), and half reached that level in mathematics.“

IEA (Hrsg.), „TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade“ (2013), S. 20

Von Österreichs 10-Jährigen erreichten in den Naturwissenschaften 42 % den „high benchmark“ (= 550 Punkte); im Lesen waren es 39 %, in Mathematik sogar nur 26 %.

„The most pressing issue is to ensure that the curriculum stretches the best young mathematicians enough, and that they are motivated (and incentivised) to fully develop their already accumulated academic skill.“

John Jerrim u.a., „The mathematics skills of school children: How does England compare to the high performing East Asian jurisdictions“ (2013), S. 19

„Sweden has recently taken important initial steps towards the development of gifted education. […] New national policies such as the new Education Act explicitly attend to students at the higher end of the ability scale when emphasising the right to get guidance and stimulation for students who can easily reach the knowledge requirements.“

Linda Mattsson, „Tracking mathematical giftedness in an egalitarian context” (2013), S. 2

„The results showed that students enrolled in gifted classes performed better academically and often needed less time to achieve certain curriculum milestones compared with students from regular classes in the same schools. The study showed, furthermore, that those gifted pupils who attended gifted classes did better than comparably gifted pupils who remained in regular classes. No substantial differences in noncognitive variables were found.“

Univ.-Prof. Dr. Albert Ziegler u. a., „Gifted Education in German-Speaking Europe“. In: „Journal for the Education of the Gifted“ (2013) 36(3), S. 399

Ergebnisse von PULSS (Projekt für die Untersuchung des Lernens in der Sekundarstufe; durchgeführt ab 2008 in Bayern und Baden-Württemberg):

„Regarding environmental factors, the gifted classes provided a better social climate for gifted children than the regular classes; gifted pupils participating in gifted classes reported decreasing levels of aversion toward school compared with the levels they had indicated for their primary-school experiences.“

Univ.-Prof. Dr. Albert Ziegler u. a., „Gifted Education in German-Speaking Europe“. In: „Journal for the Education of the Gifted“ (2013) 36(3), S. 399

„Übung bedeutet bei ihnen (Anm.: bei besonders Begabten) nicht, immer wieder das Gleiche zu wiederholen, sondern den Schwierigkeitsgrad zu steigern – bis zu dem Punkt, an dem sie scheinbar nicht mehr weiterkommen.“

Univ.-Prof. Dr. Franzis Preckel, Focus ONLINE am 2. Dezember 2012

„Cluster grouping enables gifted students, as well as all the other students, to make meaningful progress.“

Dr. Dina Brulles u.a., „Clustered for Success“ in „Educational Leadership“ (Februar 2012), S. 41

Slowenien: „The highly complex process of talent nomination and identification starts at age 9, as is recommended by development psychologists, and special development starts in Grade 4.“

Anna Cseh, „National and Local Achievements of the Slovenian Talent Support Programme“. In: Győri, „International horizons of talent support II. Best practices within and without the European Union II“ (2012), S. 143f

„Internationally well-known intelligence tests and exercise series examining reading literacy and logical thinking are used for the assessment. The process has two stages. First every pupil takes part in talent identification at his/her own school, then the top 15 % is subjected to a second round where their abilities are assessed again, and the best performers are offered participation in various talent support programmes.“

Dr. Andrea Frank u. a., „Freedom and Creativity – Programmes of the Israel Center for Excellence through Education“. In: Győri, „International horizons of talent support II. Best practices within and without the European Union II“ (2012), S. 66

„The public system identifies gifted children at a very early age, with intelligence tests, channelling the top 5 % to the support programmes.

Dr. Andrea Frank u. a., „Freedom and Creativity – Programmes of the Israel Center for Excellence through Education“. In: Győri, „International horizons of talent support II. Best practices within and without the European Union II“ (2012), S. 70

Singapur: „Following performance measurement at age 9 (after primary school Grade 3), the best may join the GEP, the Gifted Education Program or the HAL, the High-Ability Learners’ Program. Those in the top 8 % can take part in another round of testing, and the Ministry of Education offers GEP and HAL education from Grade 4 on to those in the topmost 1 % and the next 4 %, respectively.“

Dr. János Gordon Győri u. a., „Mathematical Talent Support at the National University of Singapore High School of Mathematics and Science“. In: Győri, „International horizons of talent support II. Best practices within and without the European Union II“ (2012), S. 127

Singapur: „For a few years now, the Gifted Education Branch (GEB) of the Ministry has been offering an even more attractive talent support option: the most outstanding 3 pupils in every 100,000 (based on the statistical headcount) are provided a very special and highly individualised form of education, with personalised curriculum and topics, and the support of a special professional training staff.“

Dr. János Gordon Győri u. a., „Mathematical Talent Support at the National University of Singapore High School of Mathematics and Science“. In: Győri, „International horizons of talent support II. Best practices within and without the European Union II“ (2012), S. 127

„A summer academic talent camp is an excellent opportunity for talent support. Naturally, it cannot satisfy all needs in the education of intellectually talented students, because a lot of other individual and group opportunities are needed to develop the capabilities of intellectually gifted people (e.g., research institution activities, scientific student conferences, local, national and international contests organised in academic fields, university courses brought forward and lots of other activities), but there is no doubt that this form has great benefits both for learning and from social aspects.“

Dr. János Gordon Győri u. a., „Summer Talent Support Camp – Talent Support Programme of the German Student Academy“. In: Győri, „International horizons of talent support II. Best practices within and without the European Union II“ (2012), S. 61

„The most important thing for talented children is to develop appropriate contacts with peers active in the same field of interest. A healthy competitive spirit is also necessary for outstanding performance.“

Balázs Hornyák, „The Millennium Youth Camp for Young Researchers in Finland”. In: Győri, „International horizons of talent support II. Best practices within and without the European Union II“ (2012), S. 29f

Saudi-Arabien: „To put more emphasis on human resource, as a key to overall development, the Kingdom embarked on a formal gifted and talented education program in 1999.“

Dr. Mohammed Jamalallail, „Gifted Education in Saudi Arabia“. In: Győri, „International horizons of talent support II. Best practices within and without the European Union II“ (2012), S. 113

Vietnam: „The mission of education and training are not only to improve people‘s knowledge, to educate and train human resources, but also to foster talents so as to exploit the country‘s talent potential and provide the country with high quality labour-force.“

Nguyen Van Tuan u. a., „Talent Support in Vietnamese Education“. In: Győri, „International horizons of talent support II. Best practices within and without the European Union II“ (2012), S. 191

Vietnam: „Almost all primary and secondary schools have at least one talent class.“

Nguyen Van Tuan u. a., „Talent Support in Vietnamese Education“. In: Győri, „International horizons of talent support II. Best practices within and without the European Union II“ (2012), S. 193

Vietnam: „In Vietnam, children with good and excellent performance are identified and selected into special classes at most primary and secondary schools (usually called specialized classes). […] Specialized schools are established at upper secondary level for students with excellent achievements in learning to develop their talents in certain subjects while assuring comprehensive general education.“

Nguyen Van Tuan u. a., „Talent Support in Vietnamese Education“. In: Győri, „International horizons of talent support II. Best practices within and without the European Union II“ (2012), S. 193f

Vietnam: „From the late 1980s, gifted math classes of the universities and then gifted schools around the country have conducted their independent entrance examination process so as to select the gifted math students and intensively develop their talent according to their own requirements.“

Nguyen Van Tuan u. a., „Talent Support in Vietnamese Education“. In: Győri, „International horizons of talent support II. Best practices within and without the European Union II“ (2012), S. 204f

„Immer mehr Befunde der Genetik, der Neurowissenschaften, der Psychologie zeigen, dass wir eben nicht von Geburt an alle gleich sind, sondern mit unterschiedlichen Potenzialen auf die Welt kommen.“

Univ.-Prof. Dr. Aljoscha C. Neubauer, Die Presse vom 19. November 2011

„Talent ist zu hundert Prozent eine genetische Sache. Talentiert wird man nicht durch Lehrer, sondern man ist es oder nicht. […] Das Talent zu entdecken und es durch harte Arbeit in Erfolg umzuwandeln, wird durch die Umwelt bestimmt.“

Univ.-Prof. Mag. Dr. Markus Hengstschläger, Kurier vom 26. Februar 2011

Spanien: „The Spanish Public Education Act acknowledges the right of students to have the highest-level public education matching their talents/gifts, and it makes special reference to obligations related to those with outstanding abilities. […] There are numberless new programmes in this area, and Spain has joined the international and European systems of talent development.“

Istvan Benyhe, „Links between of Spanish Public Education and Gifted Education“. In: Győri, „International horizons of talent support. Best practices within and without the European Union“ (2011), S. 191

Israel: „The nationwide selection of gifted and outstanding children takes place at a rather early age, in the second and third grades, with the help of cognitive tests drafted by the Szold Institute on appointment by the Ministry of Education.“

Dr. János Gordon Győri u. a., „Centres for talent development in Israel“. In: Győri, „International horizons of talent support. Best practices within and without the European Union“ (2011), S. 122f

„The ‘pull-out’ method is a popular form of talent development in many countries, because it is a bridge between segregating (separated talent classes) and integrating (students developing in their own heterogeneous classes) methods. The version applied in Israel is managed so that students study in their own primary school for most of the week together with their peers, but they also participate in various enhancing programmes one morning a week at pull-out centres established by the regions.“

Dr. János Gordon Győri u. a., „Centres for talent development in Israel“. In: Győri, „International horizons of talent support. Best practices within and without the European Union“ (2011), S. 129

Singapur: „In the first four years of secondary education, the subsequent level, students are distributed in several streams. There is a 'Special Stream' which gathers the top 10 % best-performing students. Children in this stream learn English and their mother tongue (Malay, Chinese etc.) at the highest linguistic level. The Special Stream is followed by the 'Express', the 'Normal Academic' and the 'Normal Vocational' streams, respectively, the academic quality of which decreases in that order.“

Dr. János Gordon Győri, „Talent Support in Southeast Asia: The Singapore Example“. In: Győri, „International horizons of talent support. Best practices within and without the European Union“ (2011), S. 148

Singapur: „Talented/gifted children are identified nationally in the 3rd form of primary school (that is, screening covers every student in 3rd form, unless the family refuses participation), which is an unusually early age in international comparison.“

Dr. János Gordon Győri, „Talent Support in Southeast Asia: The Singapore Example“. In: Győri, „International horizons of talent support. Best practices within and without the European Union“ (2011), S. 150

Finnland: „At secondary level, 37 of the 463 general secondary schools of the country provide special education. These could also be defined as talent support institutions, for it is very difficult to be admitted there. Selection is based on the marks of the student, while most places organise their own admission exam as well.“

Balázs Hornyák, „Pillars of Talent Support in Finland“. In: „Győri, „International horizons of talent support. Best practices within and without the European Union“ (2011), S. 56

„The student most neglected in heterogeneous classes, in terms of reaching his or her full potential, is the gifted student of mathematics.“

Dr. Dina Brulles u. a., „Improving performance for gifted students in a cluster grouping model“. In: „Journal for the Education of the Gifted“ (2010), Vol. 34, No. 2, S. 346

„Special classrooms for the gifted usually combine ability tracking with changes in curriculum aimed to increase the quality of education. There is ample empirical evidence that this form of grouping is beneficial for gifted students' achievement and some evidence for socioaffective benefits, like improved social relationships or more positive attitudes towards subject matters.“

Univ.-Prof. Dr. Franzis Preckel u. a., „Ability grouping of gifted students: Effects on academic self-concept and boredom“ in „British Journal of Educational Psychology“ 80 (2010), 3, S. 452

„Gifted children face additional challenges in schools that may undermine the development of passion. One issue for gifted youth is the lack of challenge in regular classrooms that can lead to boredom and underachievement among gifted youth.“

Dr. Jennifer Fredricks u. a., „Developing and Fostering Passion in Academic and Nonacademic Domains“ in „Gifted Child Quarterly“ (2010), 54(1), S. 21

„We found that youth had more positive feelings toward school in classes where their learning was supported, encouraged, and valued by their peers. This is more likely to occur when gifted students are placed in classrooms with other students at their ability level.“

Dr. Jennifer Fredricks u. a., „Developing and Fostering Passion in Academic and Nonacademic Domains“ in „Gifted Child Quarterly“ (2010), 54(1), S. 27

„It is estimated that nearly half of gifted youth achieve significantly below their potential.“

Dr. Dominique Morisano u. a., „Can personal goal setting tap the potential of the gifted underachiever?“. In: „Roeper Review“, 2010, 32(4), S. 249