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As New Zealand tertiary education has undergone extensive review processes, debate has centred not only on the need to extend the participation rates of groups previously under‐represented, but also how to retain these under‐represented groups once they are recruited into tertiary programmes. This paper draws on a large‐scale study of the factors that influence successful completion of tertiary qualifications for Pasifika students. Using a diverse range of data sources throughout New Zealand, the study identified a range of factors that impede retention, as well as positive factors that help increase retention. Its findings support the contention that the capacity of educational facilities to retain students is a function of the interface between student and institution, and the institution and the community. 相似文献
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Steve Coxon & Jeb Puryear 《Roeper Review》2013,35(4):274-275
A thoughtful overview of Gifted Education, Judy W. Eby Joan F. Smutney White Plains, NY: Longmans, 1990 224 pp. 相似文献
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Children using robotics for engineering, science, technology, and mathematics (CREST-M) is an ongoing curriculum creation and evaluation project developing math-focused science, technology, engineering, and mathematics (STEM) curriculum units that incorporate storytelling with math and are designed to be engaging for students from backgrounds traditionally underrepresented in STEM fields and to be appropriate for all ability levels including the gifted. This mixed-methods study evaluated one CREST-M unit, The Tale of the Monarchs, aligned to the Common Core State Standards: Mathematics (CCSS-M) for fourth- and fifth-grade fractions while incorporating all aspects of STEM. The unit includes an engineering design loop to help students create and program robots using LEGO WeDo 2.0. Students also use the scientific method in a problem-based learning (PBL) investigation in which they design and conduct experiments. The unit features a comprehensive storyline in which diverse characters solve real-world problems using STEM skills. The curriculum was evaluated through a CCSS-M aligned pre- and post-assessment of students’ understanding of fractions, the Cognitive Abilities Test Screening Form 7 (CogAT 7), and the Draw-a-Scientist pre- and post-assessment. The curriculum led to significant and meaningful gains in math achievement (Cohen’s d = 0.72) consistent for students at multiple ability levels (including high ability) and children from groups traditionally represented in STEM fields as well as those traditionally underrepresented (across gender, race, and socioeconomic status). In addition, the mental models of the career of a scientist that students articulated before the program were markedly more complex and less stereotypical following the program, indicating increased understanding of the career of a scientist. 相似文献
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Steve Coxon & Kristofor Wiley 《Roeper Review》2013,35(4):273-274
Discrepancies exist between the research literature on the social competence of gifted children and educators’ subjective experience of their students’ social problems. Five alternative hypotheses are examined which may account for discrepancies in these perspectives. To resolve these discrepancies between experience and experiment, five areas of change are suggested to improve research on the social competence of gifted children. 相似文献
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Recent research on the brain and how it functions indicate that education methodologies can be altered to expand a student's intellectual capacity. 相似文献
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Steve Coxon 《Roeper Review》2013,35(4):255-256
The recognition of patterns and creativity are two characteristics associated with mathematical talent. In this study, we analyzed these characteristics in a group of 37 mathematically talented students. The students were asked to find the pattern the Braille code had been built upon and reinvent it with the aim of making its mathematical language become more functional. Initially, the students were unable to identify the formation pattern of Braille, but after experiencing the difficulties that blind people face when reading it, they recognized the generating element and the regularity. The results were in contrast with those of a control group, and it is noted that the students with mathematical talent were more effective in using visualization to identify the regularity of the pattern and their invention proposals were more sophisticated and used less conventional mathematical content. 相似文献
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