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1.
We provide here a brief historical analysis of a movement in progress from a belief‐based “mystery” model to an evidence‐based “mastery” model of giftedness and talent development. We have observed that educators concerned about exceptionally capable learners are moving from a categorical notion of “the typical gifted child” with somewhat mysteriously defined attributes and learning needs, toward the perspective that some children have exceptionally advanced learning needs that require more flexibly responsive educational attention. We discuss factors that differentiate the two models, and observe some benefits of the shifting paradigm, arguing that by conceptualizing gifted education as providing a dynamically responsive educational match for students who otherwise experience a mismatch with the curriculum normally provided, the mastery model is socially, educationally, and politically more defensible. We discuss some practical implications of this shift in perspective. 相似文献
2.
Distance learning and educational equity both began with an emphasis on access, on providing underserved students with an increased access to education. Today definitions of equity have gone beyond simple access to include equal or equivalent treatment and outcomes while definitions of underserved students have expanded to include girls, children of color, children with limited English proficiency and children with disabilities. At the same time the definition of distance learning has expanded to include new technologies, new audiences and new roles. Based on these new definitions and roles, the article raises a number of equity challenges for distance learning educators centering around who is taught, what is taught and how the teaching is done. To answer these challenges, a series of recommendations are suggested that educators can implement to make distance learning a leader in increasing educational equity for all students. The time to act is now. 相似文献
3.
在社会转型的特殊时期,如何提高理想信念教育的实效性,是全社会面临的重大理论和现实问题,关系到社会主义事业的前途和命运。卓有成效地开展理想信念教育,教育者要以自信和正己为前提,坚定自身的理想与信念;要以认清两大社会制度本质为重点,强化教育对象的理想信念意识;要以"三观"教育为核心,培养坚定的理想信念者。 相似文献
4.
《Quest (Human Kinetics)》2012,64(2):116-129
Historically the individual and society pendulum has swung back and forth between individuals and conformity and individuals and community. Individuals and society are mutually dependent yet conflicts of interest have shown how one has sometimes flourished at the expense of the other. As the world and society changes, learning must follow so individuals or groups can participate in society. And because participation in society inherently involves learning physical educators and kinesiologists (among others) need to address how we can assist students to be engaged learners who transform experiences into fruitful knowledge, skills, attitudes, values, and beliefs and give meaning to their lives. The paper will situate learning and in particular, student engagement, as a vector for the pervasive change and the associated profound challenges that will be presented to individuals and society this century. Student engagement, particularly at a philosophic level, has essentially been ignored within our field. 相似文献
5.
Although outcome‐based education (OBE) is currently a popular reform movement, it is difficult to describe because of its many versions. Central to all interpretations, however, is a commitment to equity and excellence in learning for all students—particularly the traditional “have nots.” Whether OBE currently achieves these goals is not so clear, and its ramifications for gifted programs may be not only an operational definition of giftedness that expands opportunities, but also potential losses for bright students who, for whatever reasons, do not meet criteria for enrichments. These ramifications should pose concerns for gifted educators. 相似文献
6.
Veli-Matti Vesterinen Sakari Tolppanen Maija Aksela 《International Journal of Science Education》2016,38(1):30-50
With increased focus on sustainability and socioscientific issues, dealing with issues related to citizenship is now seen as an important element of science education. However, in order to make the world a better place, mere understanding about socioscientific issues is not enough. Action must also be taken. In this study, 35 international gifted students—potential scientists—aged 15–19 were interviewed to investigate what they were doing to make the world a better place. The interviews were analyzed using qualitative content analysis with focus on students’ actions toward a better world, their rationalizations for such actions, and the role of science in the rationalizations. The analysis shows that students consciously take a wide range of actions, and that they see citizenship as a process of constant self-development. The three categories created to highlight the variation in the ways students take action were personally responsible actions, participatory actions, and preparing for future. Although many students saw that science and scientists play a big role in solving especially the environmental problems, most of them also discussed the structural causes for problems, as well as the interplay of social, economic, and political forces. The results indicate that citizenship science education should take the variety of students’ actions into consideration, give students the possibility to take individual and participatory action, as well as give students opportunities to get to know and discuss the ways a career in science or engineering can contribute to saving the world. 相似文献
7.
Hani Morgan 《Early Childhood Education Journal》2013,41(6):477-483
Many children struggle with reading and are seldom engaged in this process when teachers assign them to read. Young learners may lack motivation to read an dislike this activity because they have had frequently have unpleasant experiences with reading. If educators fail to provide support for struggling readers, these pupils will likely experience academic problems in later years. One strategy that instructors can implement to provide help for students who perform poorly in reading is to teach reading with multimodal e-books. Multimodal e-books are interactive electronic resources that combine text with sound, animation, and images and often include text that is read aloud and highlighted. The purpose of this article is to discuss how teachers can use multimodal e-books to help children make academic gains in reading and to provide guidelines for selecting good interactive e-books. Also included in this article is an annotated bibliography of CD-ROMs and e-book apps for children. 相似文献
8.
After attending a summer institute on gifted education, teachers reported they changed their beliefs about gifted learners. This article traces the nature and course of the changes these teachers made in their classrooms over a two year period. Factors that supported and impeded change are considered. These include student success, personal challenge and increasing self confidence. Obstacles are feelings of isolation, school bureaucracy, large class sizes, fear and lack of time. 相似文献
9.
Much research has shown that a science teacher’s beliefs are related to their teaching practice. This line of research has often defined “belief” epistemologically. That is, beliefs are often defined relative to other mental constructs, such as knowledge, dispositions, or attitudes. Left unspecified is the role beliefs play in cognition and how they come to influence science teachers’ classroom practice. As such, researchers and science teacher educators have relied on an (at times, implicit) assumption that there is a direct causal relationship between teachers’ beliefs and classroom practice. In this paper, we propose an operational, as opposed to epistemological, definition of belief. That is, we are explicit about the role a belief plays in science teachers’ cognition and how that leads to classroom practice. We define a belief as a mental representation that influences the practice of a teacher if and only if the belief is active in cognition. We then turn our attention to two limitations in the literature on that have arisen via previous definitions and assumptions regarding science teacher beliefs, showing how defining beliefs operationally helps think about these issues in new ways. The two limitations surround: (1) the difficulty in precisely delineating belief from knowledge; and (2) the interconnectedness of beliefs such that they draw meaning from one another. We then show how our definition of beliefs is congruent with other models of teacher cognition reported in the literature. Finally, we provide implications arising from this definition of belief for both science teacher educators and those who conduct research on the beliefs of both preservice and in-service science teachers. 相似文献
10.
Steven Grubaugh 《Clearing house (Menasha, Wis.)》2013,86(6):255-258
In this article, the author compares the potential academic and attitudinal gains of a gifted and talented population using different instructional methods. It has been found that instruction for identified high-achieving students must be different than that of general education students. Gifted and talented students cannot maximize learning opportunities unless they are appropriately challenged and motivated to learn. When gifted learners are lethargic and disinterested in learning, better-matched instruction is needed. Using contract activity packages with a gifted and talented population will support high-end learners in the classroom. During this project, the contract activity packages method of instruction provided the children with choice, flexibility, and challenged them at a higher level than they experienced through traditional lessons. 相似文献
11.
Because of these learners’ potential as future leaders, it is imperative that educators develop gifted students’ ability to identify and solve complex social justice problems. Nourishing students’ affective traits, including empathy for others, understanding of themselves, and the ability to connect to others in local and global society, will help students to recognize and seek out authentic problems. This article examines the nuances around the creative problem-solving process and how educators can infuse the curriculum with opportunities to develop and strengthen the skills students need to become engaged, real-world problem seekers, as we call it, and problem solvers. Through the combination of social justice issues and creative problem seeking, students can be motivated to engage with the community and promote positive change in the world. 相似文献
12.
School psychologists in today's schools have the unique opportunity—and responsibility—to guide identification for gifted programs. “Who is gifted?” remains a perennial question in the gifted education literature, not answered by group intelligence screeners that purportedly level the playing field for all. As the student body grows more diverse, there is increasing necessity to ensure that all students have equal access to gifted programs. Failure to identify and develop the advanced abilities of gifted children who are culturally diverse, economically deprived, highly gifted, or twice exceptional is justifiably viewed as a civil rights violation. The National Association for Gifted Children's 2018 position statement, “Use of the WISC-V for Gifted and Twice Exceptional Identification,” offers important considerations for identifying the gifted. Based on a national research study of 390 gifted children on the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V), the statement recommends that the traditional practice of mandating Full Scale intelligence quotient scores be abandoned. Instead, it embraces the use of any one of six expanded index scores that are better measures of abstract reasoning for selecting students for gifted provisions. As gifted children are oftentimes asynchronous, alternate index scores are less biased and better able to document the strengths of all gifted children. What is learned from the WISC-V can be applied by school psychologists to improve the choice of comprehensive individual intelligence tests, brief intelligence tests, and the body of evidence gifted children must exhibit. 相似文献
13.
学生的理想学生观念反映了学生作为学习者的自我认识,并对其受教育动机和愿望有重要影响,而教师的理想学生观念与教室内主流的教育教学模式紧密相关。研究采用半结构式问卷的方法,让教师和学生罗列出他们认为理想学生应具备的最重要的五项特征。研究结果表明,小学教师和学生的理想学生观念主要体现在学习、道德、行为和身心发展四个类别上,其中学生的理想学生观念中成绩好非常重要,但对学习动机、学习能力和学习习惯的重视程度不高;而教师的理想学生观念中最重要的是学生的品德,教师对学习成绩、学习动机和学习能力的重视程度较高,对学习习惯的重视程度较低。教师与学生的理想学生观念存在差异,且他们的观念与国家课程改革提出的教育目标也存在差异。 相似文献
14.
Amber N. Warren 《Teaching Education》2019,30(1):69-85
This study presents an investigation of teachers’ beliefs about working with English learners, as constructed in online class discussions. Using conversation and discourse analysis from a discursive psychology (DP) perspective, analysis focuses on the discursive production of beliefs and the social actions achieved by this production in interaction. By orienting to teachers’ beliefs as interactionally emergent phenomena, findings highlight the ways that teachers account for their belief claims and the ways that teachers’ statements of belief work to perform certain social functions within the forum itself, including affiliation and disagreement. Implications for teacher education and for the potential of DP to contribute to research on teachers’ beliefs are discussed. 相似文献
15.
Rauna Keshemunhu Haitembu Rouaan Maarman 《Journal of Research in Special Educational Needs》2023,23(2):116-125
The provision of education to children is a human right that most countries including Namibia are trying to achieve. Hence, through educational inclusion, educators strive for removal of barriers within education systems for all children to learn. The purpose of this study was to explore how the Namibian inclusive education (IE) policy responds to gender non-conforming learners. Drawing upon the Social Identity Perspective (SIP) and interviews with four education officers and employing a transformative case study, this study revealed that the Namibian IE policy does not clearly pronounce itself on inclusion of gender non-conforming learners. The study further discovered culture, religious beliefs, lack of training and lack of information on gender non-conformity as factors preventing teachers to interpret the IE policy statement in relation to gender non-conformity. The study recommends for the IE policy to have a clear statement and guidelines on handling of gender non-conformity issues in schools. The study further recommends for the programmes for in-service teacher training to integrate the content on sexuality and gender diversity. Moreover, through in-service teacher training, education officers should provide correct information on gender non-conformity to curb the discrimination towards gender non-conforming learners within the school communities. 相似文献
16.
17.
A. Harry Passow 《High Ability Studies》1991,2(1):5-11
Research on giftedness and programs for fostering its development often neglect the affective component: the social, emotional and personal components which release (or block) a person's abilities. One problem of gifted children is that their accelerated intellectual development may outstrip affective development. Nonetheless, available research findings paint a positive picture of the social‐emotional characteristics of such children. Among other things they tend to be highly motivated, have a positive self‐concept and be particularly sensitive to social and ethical issues. This suggests that designers of learning experiences should pay greater attention to the affective aspects of instruction. All subject areas offer opportunities for stressing the affective dimension, science as much as literature. This involves creating a classroom climate which offers an “invitational” environment. The highly developed social values of gifted children suggest that they can be encouraged to apply their talents to the solution of the myriad problems with which contemporary society is afflicted. 相似文献
18.
Solomon Sibiya Linda Van Rooyen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,51(5-6):479-497
This study seeks to identify the key factors influencing the participation of adult learners in literacy campaigns in South Africa. Preliminary research has indicated that adult educators often do not know and understand what inspires adult learners to participate in literacy education. The present study underscores that illiterates tend to be motivated by the same desire for self-actualization as any other member of society, and may well stop participating in classes unless educators are more responsive to their needs and aspirations. Vocational and economic expectations, children’s education, family relations, health, social motives, and gender issues as well as simply the hope for a better future all need to be taken account of. It is also shown that functional literacy in itself does not automatically empower women in the workplace. 相似文献
19.
Young children's attribution of action to beliefs and desires 总被引：4，自引：0，他引：4
When and how children understand beliefs and desires is central to whether they are ever childhood realists and when they evidence a theory of mind. Adults typically construe human action as resulting from an actor's beliefs and desires, a mentalistic interpretation that represents a common and fundamental form of psychological explanation. We investigated children's ability to do likewise. In Experiment 1, 60 subjects were asked to explain why story characters performed simple actions, such as looking under a piano for a kitten. Both preschoolers and adults gave predominantly psychological explanations, attributing the actions to the actor's beliefs and desires. Even 3-year-olds attributed actions to beliefs and false beliefs, demonstrating an understanding of belief not evident in previous research. In Experiment 2, 24 3-year-olds were tested further on their understanding of false belief. They were given both false belief prediction and explanation tasks. Children performed well on explanation taks, attributing an anomalous action to the actor's false belief, even when they failed to predict correctly what action would follow from a false belief. We concluded that 3-year-olds and adults share a fundamentally similar construal of human action in terms of beliefs and desires, even false beliefs. 相似文献
20.
Hongliang Hu 《Roeper Review》2019,41(1):42-50
This article explores how resilience draws upon positive individual, social, contextual, and cultural variables and buffers gifted children from the harmful impact of their psychosocial and emotional needs. Its purpose is to consider building resilience in gifted children and advocating the resilience curriculum requirement for their unique social and emotional development. Based on resilience theory, recommended policies and practices are categorized as program design, curriculum planning, educators’ capacity and continuum of gifted supports, programs, and services. This resilience framework for meeting their best interests is rethought to allow a greater opportunity for growth of innovation and change of curriculum to reflect recent trends in the field. If gifted children are to achieve their academic potential, social and emotional aspects of giftedness must be recognized and developed, because excelling in one academic area requires thriving in others. 相似文献