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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
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Dona Matthews Joanne Foster Deborah Gladstone Jeannette Schieck Judy Meiners 《Journal of educational and psychological consultation》2013,23(4):315-345
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
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The purpose of this study was to evaluate the effects of a project designed to empower fathers to take a more active role
in their child’s academic literacy development. The fathers were parents of children enrolled in Early Head Start or Head
Start programs. Data sources included transcribed interviews with fathers, the facilitator’s journal, and field notes compiled
by the researchers. Findings in three areas emerged from the data: the fathers became increasingly committed to the literacy
development of their children; participants learned about and regularly engaged in a variety of emergent literacy activities
with their children; and participants developed confidence in their roles as agents for change in their children’s lives. 相似文献
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Kyriakides Leonidas Charalambous Evi Creemers Bert P. M. Antoniou Panayiotis Devine Dympna Papastylianou Dona Fahie Declan 《Educational Assessment, Evaluation and Accountability》2019,31(1):121-149
Educational Assessment, Evaluation and Accountability - This paper presents the results of a European study investigating the extent to which the Dynamic Approach to School Improvement (DASI) can... 相似文献
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A growing body of evidence indicates that for some children, early incidences of challenging behaviors are predictors of later difficulties. These incidences of challenging behaviors may predict mental health issues, social adjustment issues and/or increased challenging behaviors that will impede school success and impact transition to adult life （Lipsey ＆ Derzon, 1998; Wagner, Cometo ＆ Newman, 2003; Walker, Ramsey ＆ Gresham, 2005）. This study seeks to explore the relationship between two commonly used assessments in early childhood settings, the Battelle Developmental Inventory （BDI） （given by caregivers/teachers） （Newborg, 2005） and the Child Behavior Checklist （CBC） （given by both parents and caregivers/teachers） （Achenbach, 2000）. Two significant correlations that linked the use of the BDI and the CBC were found. Further research is needed with larger sample sizes. 相似文献
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Leonidas Kyriakides Bert P. M. Creemers Dona Papastylianou Marietta Papadatou-Pastou 《Scandinavian Journal of Educational Research》2014,58(4):453-478
A framework based on research on bullying and on educational effectiveness was offered to schools to assist them in developing strategies and actions to improve their learning environment, their policy for teaching, and their evaluation mechanisms in order to reduce bullying. At the beginning and end of the intervention, the Revised Olweus Bully/Victim Questionnaire and a teacher questionnaire measuring three school factors (school policy for teaching, school learning environment, and school evaluation) were administered to the experimental and control groups. This experimental study reveals that the intervention had both a direct impact on the reduction of bullying and an indirect impact through improving the school factors. Implications for research into supporting schools to reduce bullying are given. 相似文献
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Dona M. Kagan 《Research in higher education》1987,27(2):176-187
This paper describes theoretical and empirical research suggesting that individuals who are capable of perceiving others in complex and divergent ways may be able to communicate more effectively, adapting verbal messages to fit the perspectives of listeners. This proposition represents a link between several fields of inquiry that researchers rarely interrelate: higher level thinking skills, social cognition, social competency, and communications. Key concepts within each field are historically defined, and directions for future research are outlined. 相似文献
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Dona M. Kagan Leon Dappen Noreen Donelson Ward 《International Journal of Disability, Development & Education》1988,35(1):53-56
This study represents a novel approach to evaluating the effectiveness of an inservice program designed to help teachers enrich classroom instruction to make it more appropriate for gifted students. Results indicate that the number of inservice courses taken by teachers over a two and one‐half year period was associated with increased emphasis in their classes on higher‐level thinking skills and illustrates the use of class climate scales as a tool for program evaluation. 相似文献