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1.
Hani Morgan 《Clearing house (Menasha, Wis.)》2013,86(4-5):156-162
When implemented well, gifted education creates opportunities for future success. However, when gifted students are not placed in gifted programs, they typically struggle in school. Unfortunately, low-income students of color are underrepresented in gifted education. A variety of causes, including a lack of teachers of color and biased methods of identifying students for these programs, contribute to this problem. This essay focuses on why teachers of color are likely to enhance the education of gifted minority students in the United States and why few teachers of color work in school settings. It also offers recommendations for increasing the percentage of students of color in gifted education. 相似文献
2.
This paper reports on a large scale study that investigated the quality of teaching and learning in science in Australian schools. Its purposes were first, to describe ideal practice in the teaching and learning of school science; second, to describe the nature of teaching and learning of science in Australian schools; and third, to make recommendations to move the actual closer to the ideal.Fundamental to the research was the belief that scientific literacy is a high priority for all citizens, helping them to be interested in, and understand the world around them, to be sceptical and questioning of claims made by others about scientific matters, to be able to identify questions, investigate and draw evidence-based conclusions, and to make informed decisions about the environment and their own health and well-being.Based on national and international reports and research literature, and substantial new data collected from teachers, students and other Australian stakeholders in science education, the ideal picture was described in nine themes relating to the curriculum, teaching and learning strategies, professionalism of teachers and their career path, resources and facilities, and the value of science and science education to the community. The actual picture was one of great variability, but overall, it was bleak. The actual curriculum implemented in most schools differs from the intended curriculum, which is focused on developing scientific literacy and helping students progress towards achieving the stated outcomes. Science in primary schools is generally student-centred and activity-based. When students move to high school, many experience disappointment, because the science they are taught is neither relevant nor engaging and does not connect with their interests and experiences. Disenchantment with science is reflected in the decline in science subjects taken by students in upper secondary school. Many science teachers feel undervalued, under-resourced and overloaded with non-teaching duties.The recommendations developed to improve the status and quality of science education were underlain by five fundamental premises: the purpose of science education is to develop scientific literacy, the focus for change is closing the gap between the actual and ideal, teachers are the key to change, change takes time and resources, and collaboration is essential for quality science education. Preliminary recommendations were prepared and scrutinised by members of a government-appointed Steering Committee for the project, critical friends, and teacher focus groups. Recommendations concerning awareness, teachers, resources, assessment, and national collaboration were developed incorporating feedback from the process described, each including a range of suggested actions for implementation that were feasible in the Australian context. If Commonwealth and State governments choose to act on these recommendations, the gap between the actual picture of science teaching and learning in Australia and the ideal will be significantly reduced. 相似文献
3.
Catherine A. Little 《Psychology in the schools》2012,49(7):695-705
Curriculum is the framework around which much of students' school experience is structured; it represents expectations for growth and learning and demonstrates what is valued within the learning environment. The degree to which curriculum is motivating for gifted students depends in part on the individual student and how his or her goals and values align with those in the environment. This article explores the interplay between the school curriculum and the motivations of gifted students to engage with it. Key concepts include achievement goal orientation, challenge and meaningfulness in the curriculum, and boredom and interest, with attention to the interplay among all of these concepts. A summary of recommendations regarding appropriate curriculum for advanced learners is provided. © 2012 Wiley Periodicals, Inc. 相似文献
4.
This paper explores the school psychologist's role in the academic and psychosocial development of students identified as gifted and talented via curriculum. Given the school psychologists' assessment expertize, they can inform the identification to service placement process for students, including advocacy for curricular and instructional opportunities that best meet the student's needs. We discuss modern conceptualizations of giftedness and talent development, the function of curriculum and instruction in meeting the needs of students who are gifted and the school psychologist's role in identifying which curricular adaptations are appropriate for students based on learner data. We also discuss how a school psychologist can work with educators to support the needs of twice exceptional learners and gay, lesbian, bisexual, transgender and questioning students and recommend professional learning opportunities for school psychologists to remain abreast of current issues in gifted education. 相似文献
5.
Nathan E. Sanders Chris Faesi Alyssa A. Goodman 《Journal of Science Education and Technology》2014,23(3):431-440
Educational technology has attained significant importance as a mechanism for supporting experiential learning of science concepts. However, the growth of this mechanism is limited by the significant time and technical expertise needed to develop such products, particularly in specialized fields of science. We sought to test whether interactive, educational, online software modules can be developed effectively by students as a curriculum component of an advanced science course. We discuss a set of 15 such modules developed by Harvard University graduate students to demonstrate various concepts related to astronomy and physics. Their successful development of these modules demonstrates that online software tools for education and outreach on specialized topics can be produced while simultaneously fulfilling project-based learning objectives. We describe a set of technologies suitable for module development and present in detail four examples of modules developed by the students. We offer recommendations for incorporating educational software development within a graduate curriculum and conclude by discussing the relevance of this novel approach to new online learning environments like edX. 相似文献
6.
The Possibilities and Limitations of Gifted Education in Korea: A Look at the ISEP Science- Gifted Education Center 总被引：1，自引：0，他引：1
Ki-Soon Han 《Asia Pacific Education Review》2007,8(3):450-463
Education for gifted children is currently one of the hottest educational issues in Korea. Much money and effort are being invested in this area of education. Recent announcements by the Korean Ministry of Education state that all children should be educated to the level of which they are capable, and the current program for gifted students should be and will be extended. However, there is little attention paid to the actual substance of gifted education in Korea. What is happening in the name of gifted education? What is the meaning of giftedness and gifted education? How and in what respects can the gifted program be differentiated from general programs? What are the problems and concerns in serving gifted students? What are the effects of gifted programs? These are the main questions of the present qualitative study. For the purposes of this ethnographic study, the ISEP science gifted education center in Korea was observed for a six-month period, and 10 professors and 50 students at the ISEP were interviewed in depth. The results of the study are as follows. First of all, the ISEP science gifted education center provides differentiated learning environments and teaching methods. Second, through these differentiated learning experiences, students improve their thinking skills and creative problem solving abilities, as well as developing positive self-esteem. In addition, the formation of human net works, the special meaning of the ‘gifted’ label, and the acquisition of personal knowledge were seen to be some of the major educative possibilities on offer at the ISEP gifted education center. However, some professors’ low levels of motivation, the absence of individualized educational plans, bureaucratic management, weak student commitment to set tasks, and a lack of opportunity for students’ social activities were clearly limitations of the ISEP gifted education center. The results of this study will contribute to, specifically, the search for new ideas to improve the operation of gifted education as well as helping to surmount the hidden problems lurking beneath the surface of the current gifted education practices in Korea, and, more generally, to enhance our understanding of the diverse gifted educational practices in operation worldwide. 相似文献
7.
随着新课改的进行,科学教育在我国基础教育中的地位已越来越重要,为了解培智学校在科学教育方面的情况,本研究对南京地区培智学校教师进行了关于培智学校科学教育情况的凋查。结果表明:科学教育的内容存在于培智学校的多门课程中,绝大部分内容是弱智学生感兴趣和需要的,而教师们在教学方法的运用上还存在着问题;同时弱智学生的学习特点亦说明了普通学校科学教育课程的可借鉴性。因此,在培智学校课程改革中应重视科学教育的作用和有关理念的借鉴运用。 相似文献
8.
This article shares findings from a multilevel analytic induction of administrators, teachers, and gifted students within specialized science, technology, engineering, and mathematics (STEM) schools about their beliefs regarding the role of standards and standardized tests in the education of gifted learners. Sharing results from a cross-case analysis of six schools, we explore the ways in which student experiences of standards-based learning differ from the perceptions of their teachers and school administrators. We found that there is no consensus across administrators, teachers, and students regarding the impact that standards have in the educational process or on outcomes within specialized STEM schools, though all community members value and seek to create deep learning opportunities for students. 相似文献
9.
10.
Leah D. Pride 《理论付诸实践》2014,53(1):41-47
All science, technology, engineering, and mathematics (STEM) educators working in urban public school systems are expected to provide opportunities for students to develop foundational scientific literacy skills in mathematics and science learning. However, the demands on STEM educators teaching the “gifted” or “high-performing” students attending STEM-focused schools are much higher. Educators are expected to motivate, nurture, and propel the intrinsic or earned abilities these students possess. This article shares teaching- and learning-informed stories of a STEM educator (the author) and her students attending New York City Specialized High School for the Sciences. The goal is to document the complexities surrounding the notion of a gifted mindset: first from the author's own experiences as a female scientist and person of color and second from the narratives of the students. Teaching and learning within a prestigious public school for the sciences comes with many narratives of challenge and triumph. The learning stories of empowered students reveal that they desire opportunities in the STEM classroom for meaningful learning. Students who want to take ownership in their learning will find a way to appropriate meaningful learning, even in restrictive classrooms. Learning stories, as a theoretical framework and narrative assessment tool, are particularly useful in contextualizing the multi-dimensional aspects of being a STEM professional in education. 相似文献
11.
《Australian Journal of Learning Difficulties》2013,18(2):79-88
Abstract This study investigated the teaching of gifted children in a Montessori school, with particular reference to gifted students with learning difficulties in writing. Within an action research context, the teachers participated in professional development in the education of gifted children and were provided with ongoing curriculum and resources support. The teachers made modifications to their gifted students’ programs after this professional development. Positive outcomes in aspects of writing, such as punctuation, spelling, sentence control and text organisation, as well as improved social outcomes, were achieved by the gifted students with writing difficulties. 相似文献
12.
High school students’ prevalence as food‐service industry employees and their lack of food safety knowledge make them prime candidates for food safety education. The researchers developed a food‐safety‐focused curriculum for high school students aligned with Indiana Academic Standards for Agriculture, Advanced Life Science: Food. The curriculum was designed to provide students with fundamental food safety concepts through experiential learning and incorporation of science, technology, engineering, agriculture, and mathematics (STEAM) activities in the context of different careers related to agriculture, especially in food science. This study uses the Delphi technique to evaluate the food safety curriculum, including the identification of barriers to incorporating the curriculum into classrooms. The Delphi technique uses an expert panel to generate consensus related to a topic. A panel of experts in the field of education evaluated the curriculum through three rounds of surveys containing questions related to six curriculum assessment topics. Experts rated the degree to which they agreed with statements about the curriculum using a 5‐point Likert scale and multiple‐choice questions. At the conclusion of the study, the cost to purchase materials for cooking labs was the only identified barrier to curriculum incorporation (62.5%). Experts agreed that the curriculum addressed academic standards (100%), was engaging for students (100.0%), was easy for teachers to use (89.5%), and successfully incorporated STEAM (100.0%), experiential learning (89.5%), and career‐education (78.9%). This study highlights the feasibility of providing food safety education to high school students in less traditional disciplines while promoting career development through the incorporation of experiential learning, STEAM, and career‐education components. 相似文献
13.
Annemarie Roeper 《Roeper Review》2013,35(4):246-247
This study examined whether gifted students in Texas who had learning disabilities were being identified for gifted programs. Results from a survey of gifted program coordinators (n = 388) demonstrated that few school districts (n = 75) reported selecting gifted children with learning disabilities for gifted programs. However, districts that did modify their selection process in order to include these children as well as school districts that identified more than 5% of their students for gifted programs were the most likely to include children with learning disabilities. 相似文献
14.
21世纪芬兰经济快速发展,产业结构发生变化,第三产业比重持续上升并成为国民经济的主导产业,加上社会经济与科技的进步,芬兰政府意识到改革基础教育课程的重要性。芬兰在课程理念、课程内容、课程管理、课程设置、师资建设等方面都进行了改革。具体包括:尊重天性,培养终身学习的能力;重视科技与外语课程;课程管理分散灵活,实行"不分年级制";增加课程设置的弹性;整治教师队伍,为课程改革提供师资保证;政府为基础教育课程改革提供财力保障。改革虽然取得了一定的成果,但是其中也存在一些问题,例如,忽视学生学习自觉性的引导,对性别造成的学习差异不够重视,缺乏统一客观的课程评价标准等。芬兰基础教育课程改革的经验与教训启示我们:要注重课程设置的公平性;增加课程设置的弹性;提高师资队伍质量,使其具备配合国家课程改革的综合素质;建立全面而严格的基础教育课程改革评估制度;为学生提供多样化的选课方案以及课程指导制度。 相似文献
15.
Rebecca A. Lynch M. Dale Steen Todd J. Pritchard Paul R. Buzzell Stephen J. Pintauro 《Journal of Food Science Education》2008,7(2):35-42
ABSTRACT: More than 76 million persons become ill from foodborne pathogens in the United States each year. To reduce these numbers, food safety education efforts need to be targeted at not only adults, but school children as well. The middle school grades are ideal for integrating food safety education into the curriculum while simultaneously contributing to national and state education standards in science, technology, and family and consumer sciences. For this project, a multimedia, self-paced online resource for delivering a food safety curriculum to middle school children was developed. Animated characters were used to deliver the lesson content. The application also included video segments, quiz feedback, and interactive games and activities. The effectiveness of the Web site was evaluated using validated cognitive and attitudinal assessment tools, and by comparing student cognitive gains to individual student learning styles. Participants were recruited from 6 middle schools in 5 states, totaling 217 students (20 sixth graders, 157 seventh graders, and 40 eighth graders). The results show that students had statistically significant modest gains in pretest to posttest knowledge and enjoyed using the Web site. The 6th grade students had significantly lower pretest to posttest improvement compared to 7th and 8th grade students, suggesting that this program may not be appropriate for this grade level. Furthermore, the results indicate that this Web-based computer application meets the needs of varying individual student learning styles. 相似文献
16.
王子苓 《安徽教育学院学报》2011,(6):118-121
韩国首个以服务于数学和科学超常生的京畿道科学高级中学自1983年成立以来,至今已经发展到19所。韩国的科学高级中学具有若干特点,如严格的入学要求、提供两类特别的课程、培养学生的创造力、对国际奥林匹克竞赛的重视和注重学生的全面发展等。韩国的科学高级中学已经在韩国和国际上产生了一定的影响,它们的一些做法对于我国的英才教育会有一定的启发。 相似文献
17.
Gilda Segal 《Research in Science Education》1992,22(1):348-357
To address expected negative attitudes to studying science and technology held by primary school student teachers, we devised
a learning model which combined cooperative group strategies with a learners' questions approach in a context which allowed
for pluralism in methodology and epistemology. The model was used in a teacher education elective subject studied by final
year Diploma of Teaching students at the University of Technology, Sydney. We found that some students were inexperienced
in participating in the planning and design of their learning and that for many students, being responsible for their learning
in a science and technology context aroused reactions of alarm and determined avoidance so that alternative pathways for achievement
in the subject had to be offered. Some students reported feelings of satisfaction in their successful learning despite initial
anxiety, low confidence or indifference.
Specializations: children's learning in science and technology; inclusion; contexts, teaching models. 相似文献
18.
Collaborations between the K-12 teachers and higher education or professional scientists have become a widespread approach to science education reform. Educational funding and efforts have been invested to establish these cross-institutional collaborations in many countries. Since 2006, Taiwan initiated the High Scope Program, a high school science curriculum reform to promote scientific innovation and inquiry through an integration of advanced science and technology in high school science curricula through partnership between high school teachers and higher education scientists and science educators. This study, as part of this governmental effort, a scientist–teacher collaborative model (STCM) was constructed by 8 scientists and 4 teachers to drive an 18-week high school science curriculum reform on environmental education in a public high school. Partnerships between scientists and teachers offer opportunities to strengthen the elements of effective science teaching identified by Shulman and ultimately affect students’ learning. Mixed methods research was used for this study. Qualitative methods of interviews were used to understand the impact on the teachers’ and scientists’ science teaching. A quasi-experimental design was used to understand the impact on students’ scientific competency and scientific interest. The findings in this study suggest that the use of the STCM had a medium effect on students’ scientific competency and a large effect on students’ scientific individual and situational interests. In the interviews, the teachers indicated how the STCM allowed them to improve their content knowledge and pedagogical content knowledge (PCK), and the scientists indicated an increased knowledge of learners, knowledge of curriculum, and PCK. 相似文献
19.
Kerry Bissaker 《理论付诸实践》2014,53(1):55-63
The Australian Science and Mathematics School (ASMS) is a purpose-built innovative senior secondary school situated on the grounds of Flinders University, South Australia. The school was established to address declining enrollments in senior secondary mathematics and science, students' negative attitudes, a shortage of qualified science, technology, engineering, and mathematics (STEM) teachers, and a curriculum that lacked relevance to contemporary life. Such research evidence called for transformation in STEM education and acknowledged that teachers' professional learning was central to achieving transformation. A key professional learning strategy employed by the school to transform STEM education was the engagement of teachers and academics as professional partners in developing interdisciplinary curriculum. The value and challenges of the professional partnership are explored in this article, noting the importance of valuing rather than dismissing dissonance between the groups. 相似文献
20.
This paper discusses two major issues confronting any attempts to make technology education an integral part of the school curriculum. The first issue has to do with the lack of agreement—stemming from its diverse origins—regarding the core concepts, instructional strategies, and student outcomes that should comprise technology education. Characterizations of eight different approaches are provided. The second issue concerns the relationship of technology education to the existing school curricula, specifically, the science curriculum and vocational education. The historical connections between science and technology are discussed, and the argument is made that the traditional second-class position of technology in the school curriculum needs to be remedied in favor of making science and technology equal curricular partners. Vocational education, too, needs to be modernized to move from narrow skills training to education for the technological work place. 相似文献