首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
In this article, we explore how school psychologists who adopt a talent development perspective can play a larger role in cultivating the talent of academically gifted students. Utilizing the talent development megamodel and Ackerman's model of expertise, we outline how school psychologists can consult with school administrators, teachers, and parents to meet the general and domain-specific academic needs of academically gifted students at home and in school. In addition, we discuss how school psychologists can leverage systems of assessment (e.g., universal screening, continued assessment) to identify academically gifted students across academic talent trajectories as well as provide students with multiple opportunities to exhibit their academic talents. We conclude by highlighting some diversity and multi-cultural considerations that school psychologists should keep in mind while developing academic talent, as well as a policy implication of school psychologists adopting a talent development approach to their work.  相似文献   

2.

Enrichment for mathematically gifted students in the elementary school needs to extend beyond puzzles or busywork and support the development of mathematical power through a differentiated curriculum. This article describes a series of enrichment experiences that were designed to develop young gifted children's understanding of large numbers, which was central to their investigation of space travel. Although large numbers are not traditionally included in the mathematics curriculum for young children, the children in this group responded enthusiastically to the enrichment experiences. These experiences provided the children with an opportunity to understand the large numbers they encountered in science resource material and to develop their mathematical power.  相似文献   

3.
Shadow education contributes to the learning and academic careers of Korean students. It benefits, in particular, gifted students who are strongly motivated and who outperform their peers academically. In this study, we explored the innovative characteristics of shadow education curricula for gifted students in terms of curricular programmes, methods, and teaching-learning materials. Also, we explored how shadow education practices meet the academic abilities and needs of students. Informed by a literature review and qualitative research methods, the results reveal how common shadow education is; effects of shadow education; and innovative elements used in shadow education for gifted students in Korea. Overall, we found that shadow education plays a crucial role in gifted education; it is a necessary component for understanding academic excellence among students in Korea. The findings are helpful for teachers, curriculum developers, and policymakers as they explore how public schooling can help to support strongly motivated and academically advanced students.  相似文献   

4.

The authors present the findings of a survey completed by 280 families of children identified as gifted by two Midwestern school districts with distinctly different gifted and talented programs. The authors examined: (a) How parents perceive the learning needs of their children who are identified as gifted; (b) How families address their children's perceived needs; and (c) How children's needs were perceived in school districts with different service delivery models. Parents perceived their children's learning needs similarly across districts. Noted differences were the need for higher level content and time to verbalize ideas. Low on the list of needs was to have a special environment, the need to work with adults, and the need to have role models. Based on the results of this study, the authors address issues associated with developing programs to meet the learning needs of gifted students.  相似文献   

5.
Educators concerned about gifted learners are moving toward an evidence-based perspective focusing on children with exceptionally advanced learning needs who require flexibly responsive educational attention. This article describes two system-wide implementation experiences, one in a mixed urban/rural public school board and the other in an urban board of affiliated parochial schools, designed to meet the educational needs of diversely competent students. The authors discuss the intersecting roles of consultants, teachers, administrators, and parents, and some creative applications they have implemented that illustrate a respect for (a) teachers' professionalism, (b) individual developmental diversity, and (c) context-specific opportunities and constraints. The authors discuss ways that this flexible collaborative approach to integrating consultative processes into board-wide practices addresses the diverse educational needs of gifted learners, and also encourages high-level outcomes in learners not formally identified as gifted.  相似文献   

6.
Enrichment programs provide learning opportunities for a broader or deeper examination of curricular or extracurricular topics and are popular in gifted education. Herein, we investigated the effectiveness of a statewide extracurricular enrichment program for gifted elementary school children in Germany. The program implemented a ”grass roots“ strategy by which local units developed and offered the enrichment courses, which spanned a broad array of topics. The courses targeted different outcomes, including students' cognitive abilities, school achievement, interests, creativity, self-control, self-concept, and social competencies. We compared third-grade students attending the enrichment program (N =423) with nonattending third-grade students (N = 2,328) by means of a propensity score analysis. Specifically, we controlled for potential selection effects and estimated the average causal effect of the enrichment program for children attending the program. The findings revealed positive program effects on academic achievement but not on the other targeted outcomes.  相似文献   

7.
The article presents an analytical overview of the science and technology curriculum from the viewpoint of the inclusive approach adopted toward gifted education in Slovenian basic education. The main research question concerns how the current curriculum fits the learning needs of gifted students. For the purposes of the study, 16 compulsory and elective syllabi of science and technology school subjects were identified and qualitatively analyzed, and the role of activity days was examined within the target framework. The results show a rather weak operationalization of recommendations for gifted education in defined learning objectives and standards in the syllabi. Moreover, it was found that elective school subjects in science and technology are poorly represented in students’ overall selection of elective school subjects. In addition, activity days offer numerous possibilities for the implementation of the general recommendations for teaching the gifted.  相似文献   

8.
This article describes the CREST (Creative Resources Enriching Student Talents) program's creative arts model for gifted elementary school students. Using Type I, II, and III activities adapted from Renzulli's enrichment triad model, courses in the visual and performing arts using community resources and artists are scheduled to broaden and enhance each child's creativity. The process encompasses both the gifted and talented students for whom art studies are a growth experience. Identification, goals, planning, curriculum design, and management are explained, and evidence of successful Type III projects are documented.  相似文献   

9.
Using interview data from secondary teachers, this study examines conflicting perspectives on the effects of the new national curriculum in South Korea, which was intended to grant more autonomy to individual schools and teachers. Contrary to the general belief that teachers want more autonomy to customize their curricula to meet students' needs, this study found that the participating teachers did not welcome the enhanced curricular autonomy nor did they believe it would diversify the school curriculum. The primary causes of this contradiction are the gap between the desired and the granted autonomy, the new national curriculum's negative impact on the relationships among teachers and their job security, and the prevalent credential culture in South Korea. Based on these findings, this study suggests wider implications for curriculum scholars and policymakers in other contexts concerning the nature and effects of teacher autonomy in curriculum development.  相似文献   

10.
Despite the current policy prominence of physical education, there is still unease about the subject's educational contribution. In this respect, we are surprised by how seldom John Dewey's writings inform contemporary reviews of aims and values. We outline how his writings on connecting the child and the curriculum and schools with society are relevant to deliberations on how students could derive enhanced meaning from physical education. We address criticisms by Richard Peters of Dewey and discuss related issues on: interest and engagement, problem solving and criteria for personal growth. We discuss how the thinking of Dewey and Valerie Tiberius might inform the development of physical education curricular that are more deeply connected with the lives of students and which promote well-being. In particular, we argue there is a need for future curriculum to be designed in ways that invite students to cultivate informed and stable physical activity habits and values.  相似文献   

11.
This paper is concerned with a curriculum development project, framed around the cross‐curricular themes as suggested by the NCC guidelines (1991‐a‐f). It is structured as a teacher partnership experience involving close collaboration between university tutors, student teachers and practising teachers in a local school. From the university's perspective, the curriculum development project grew out of the review and evaluation of the education courses which forms 50% of the four year BA/BSc Hons (Education) degree offered for students preparing to be secondary school teachers. From the school's perspective it offered an opportunity to develop a more formal incorporation of cross‐ curriculum themes into the subject curriculum. The paper discusses the project from three perspectives: the university tutors’, the school teachers’ and the students’, describing professional tutoring partnership in practice.  相似文献   

12.

Several factors have increased teachers’ frustrations in the regular classroom as they try to meet the needs of students with varying levels of ability. Limited educational funding, the attitude that gifted students can do without special services, and a push for increased heterogeneous grouping have all contributed to the teacher's problem. The Mustard Seed Project was developed and supported by a grant from the Javits Gifted and Talented Students Education program to train teachers to differentiate for student needs by curricular adaptations. The training for teachers modeled the process of individualization for each learner's level, pace and style. A follow‐up support system of human and material resources was implemented to sustain the teachers through the difficult transition required of change. The sites participating in this study were all rural, ethnically diverse, and economically disadvantaged. Profiles of six gifted fifth‐graders were developed using interviews and classroom observations. The research questions sought to determine the extent of the gifted child's intellectual challenge, exploration of in‐depth selected topics of interest, and social and emotional satisfaction in adapted classrooms.  相似文献   

13.
Eight hundred seventy‐one academically gifted students from nine school districts in North Carolina were asked whether the classes they were taking challenged them and whether their schools’ climate and programs were appropriate and meeting their needs. The students generally agreed that special Academically Gifted and mathematics classes challenged them, but only about half of the students reported a similar satisfaction with their Science, Language Arts, and Social Studies classes. Consistent themes stated by the students about the curriculum's lack of challenge included a slow pace, too much repetition of already mastered information, inability to move on after mastering the regular curriculum, few opportunities to study topics of personal interest, and an emphasis on the mastery of facts rather than the use of thinking skills. Current policies of exclusive heterogeneous grouping at the Middle School level may have impacted the particular dissatisfaction of students from this group. Recommendations include the design of a more differentiated curriculum with a menu of service options and a teaching staff that has been properly prepared to deliver such curriculum.  相似文献   

14.
This article describes some of the findings of an evaluation of a ‘cross- curricular’ digital media arts project for Year 8 students at Lister Community School in the London Borough of Newham. The project was designed to provide opportunities for a thematic curriculum in which quality learning encompassing both independent and collaborative learning was central. The project was also aimed at fostering a range of knowledge, skills and attitudes around students' personal and social development. The findings of the evaluation suggest that the project was successful in a number of ways: in enhancing students' personal and social development; in developing a community of learners in which learning was shared between teachers and students; in developing students' confidence and skills in their own learning; and in providing models of a more integrated and thematic curriculum.  相似文献   

15.
Abstract

School-within-a-school programs are an alternative school choice that can provide differentiated learning opportunities for academically gifted students, but they are often politically contentious. In a recent study, we interviewed 530 students and teachers in gifted and regular streams in three publicly funded secondary schools with different approaches to high-ability school-within-a-school programs: gifted, International Baccalaureate, and science-focused. Although teachers and students across conditions expressed strong satisfaction with the academic challenges provided by the special programs, they also expressed serious concerns about the relationship between these programs and the larger schools within which they are housed. Taking into consideration concerns about gifted education usurping resources from more urgent educational and societal goals, we discuss policy implications of our findings, considering ways to “allow idiosyncratic learners to thrive” (in the words of a teacher interviewed in this study), while minimizing misconceptions, prejudices, and perceptions of elitism.  相似文献   

16.
We investigated how 2 different curricular scaffolds (context-specific vs. generic), teacher instructional practices, and the interaction between these 2 types of support influenced students' learning of science content and their ability to write scientific arguments to explain phenomena. The context-specific scaffolds provided students with hints about the task and what content knowledge to use in or incorporate into their writing. The generic scaffolds supported students in understanding a general framework (i.e., claim, evidence, and reasoning) regardless of the content area or task. This study focused on an 8-week middle school chemistry curriculum that was enacted by 6 teachers with 578 students during the 2004–2005 school year. Analyses of identical pre- and posttests as well as videotapes of teacher enactments revealed that the curricular scaffolds and teacher instructional practices were synergistic in that the effect of the written curricular scaffolds depended on the teacher's enactment of the curriculum. The context-specific curricular scaffolds were more successful in supporting students in writing scientific arguments to explain phenomena, but only when teachers' enactments provided explicit domain-general support for the claim, evidence, and reasoning framework, suggesting the importance of both types of support in successful learning environments.  相似文献   

17.
Abstract

Public preschool programs require the use of a research-based, whole-child curriculum, yet limited research examines whether curricula influence classroom experiences and children’s development. We use five samples of preschool children to examine differences in classroom processes and children’s school readiness by classroom curricular status (curriculum/no curriculum), and across classrooms using different curricular packages. When a teacher reports using a curriculum, their classroom processes are indistinguishable from classrooms where teachers report using no curriculum. Some differences in classroom activities emerged across classrooms using different curricula; however, substantial variability exists across classrooms using the same curriculum. Head Start program fixed effects models and meta-analytic regressions reveal few associations between curricula and children's skills. Findings question whether preschool curricular policy benefit child development.  相似文献   

18.

As was true for many school districts across the United States during the early decades of the twentieth century, Houston Independent School District sought modernization through a multimillion dollar building program and curricular reform. Houston's new course of study, heavily influenced by the theories of child-centered pedagogy, received widespread praise from curricular experts at the nation's top schools of education. In the 1920s, Houston was a segregated, southern city that, in many ways, shared the conservatism of the region. Nevertheless, Houston's superintendent, E.E. Oberholtzer, was able to overcome resistance from taxpayers and teachers to successfully implement his program. Corporate élites from the petroleum industry, among the biggest boosters of progressive educational reform in Houston, believed that a child-centered curriculum would develop the leadership skills and creative ability needed to train white-collar workers for the expanding economy. Those left behind, primarily students of color, were further disadvantaged in the changing job market. Jim Crow was an essential component to the success of the reform policies in Houston. As twenty-five per cent of the population, African-American students deserved twenty-five per cent of the district's revenues. Segregation allowed the district to use almost one hundred per cent of the money for curriculum reform on only seventy-five per cent of the population. Nevertheless, Houston manufacturers were dependent on unskilled black labor and were hit hard by the exodus of the Great Migration. Thus, corporate élites could not be too blatant in their discrimination against African-Americans. The pro-industry school board responded to the threats of migration and the demands of Houston's vociferous black press by building two new modern African-American high schools, refurbishing "Old Colored High School," and vastly improving the number and condition of elementary schools for black children. Yet, although these new schools did represent a vast improvement over black education before Oberholtzer's arrival in Houston, in the face of massive expenditures and dramatic improvements in white education, the material gains of black students lagged far behind the educational opportunities for white students. While the new, child-centered curriculum excluded black students (except for the heroic efforts of individual black educators), curriculum development excluded the vast majority of teachers. White teachers lost considerable power over pedagogical decisions in their own classrooms as they faced onerous, top-down directives. The district maintained control over teacher education by opening a junior college in 1927 to train white teachers according to the new pedagogy. Many white teachers resented the district's efforts to tie salary raises to increased educational qualifications, even for experienced teachers. In 1928 conflicts with the superintendent contributed to the growth of new memberships in the all-white Houston Teachers Association. In response, the school district passed a significant salary increase for white teachers that was funded partially by reducing the automatic annual increases in black teacher salaries. Intense job competition within African-American schools kept black teachers from protesting their discriminatory salaries and treatment. Ironically, many black teachers, excluded from training in child-centered pedagogy, welcomed additional educational opportunities. Black teachers themselves fought for the creation of Houston Junior College for Negroes, although the new college failed to receive adequate funding. Thus, the school administration modernized white schools by denying new educational opportunities to black students and teachers. While many scholars have criticized the supposed "advantages" of progressive education, in Houston, at least, progressivism operated as another form of unearned white privilege.  相似文献   

19.
Although much progress has been made in the identification and remediation of academic learning difficulties, less attention has been given to the career development of students with disabilities. Through their psychoeducational evaluations school psychologists are in an excellent position to provide useful information about the vocational functioning of these students. Some school practitioners may be hesitant to contribute fully to the vocational assessment process because they are unfamiliar with vocational behavior literature. In an effort to encourage greater involvement, the school psychologist's role as member of a career assessment team is discussed, and vocational theory and research concerning interest, ability, and personality characteristics are reviewed. Assessment and data integration strategies are offered. © 2008 Wiley Periodicals, Inc.  相似文献   

20.

Educational reform movements are transforming the shape of schools. Classroom populations are becoming more diverse as the number of students with disparate learning needs increases. Revised standards and performance expectations in the area of social studies are requiring teachers to make major shifts in teaching practices and strategies. Differentiation of instruction is necessary to meet the varied learning needs of diverse learners in social studies classes, especially gifted students. Curriculum compacting provides time for enrichment and/or acceleration for gifted learners. Conceptual thematic units, questioning strategies, interest development centers, independent study programs, and mentor‐ships are enrichment opportunities which can be implemented in regular education social studies classes to meet the learning needs of gifted students.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号