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Pub Date: |
2013-02-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Acceleration (Education); Rating Scales; Urban Schools; Academically Gifted; Rural Schools; Suburban Schools; Rural Urban Differences; Teacher Attitudes; Social Influences; Emotional Experience; Student Needs; Teachers; Longitudinal Studies; Extracurricular Activities; Teacher Surveys; School Policy; Parent Attitudes; Measures (Individuals); Focus Groups
Abstract:
Despite extensive research supporting its use, including the 2004 publication of "A Nation Deceived," acceleration is an underutilized strategy for meeting the academic needs of gifted and talented students. Parents' and educators' attitudes and beliefs about acceleration influence the extent to which it is implemented in schools. This study investigated gifted and talented educators' attitudes toward acceleration using a 7-point rating scale measuring concerns about acceleration, beliefs about acceleration, and support for specific acceleration strategies. Data indicated there were no differences in attitudes among teachers from rural, suburban, or urban school districts. Overall, the least popular acceleration strategies were also the easiest to implement, but caused the greatest change in students' environments (i.e., grade-skipping and early entrance to kindergarten). As expected, the educators were most troubled by social issues and least concerned about academic issues related to acceleration. (Contains 6 tables.)
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Pub Date: |
2013-01-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Academic Achievement; Academically Gifted; Cognitive Ability; Student Attitudes; Measures (Individuals); Residential Programs; Child Rearing; Parenting Styles; Factor Analysis; Multiple Regression Analysis; Questionnaires; Age Differences; Gender Differences; Racial Differences; Summer Programs; Preadolescents; Adolescents; Elementary School Students; High School Students
Abstract:
Children whose parents are warm and responsive yet also set limits and have reasonable expectations for their children tend to have better outcomes than their peers whose parents show less warmth and responsiveness, have low expectations, or both. Parenting behavior is related to family race and children's sex, age, and cognitive ability. However, there is no work that examines how children's cognitive abilities are related to their perceptions of their mothers' and fathers' parenting styles and the extent to which these relationships are moderated by race, sex, and age in a sample of gifted students. Participants (N = 332, ages 9-17 years) attended a summer residential program for gifted students and completed the Parental Authority Questionnaire and the verbal battery of the Cognitive Abilities Test. Three main findings emerged. First, factor analyses provided support for the use of the Parent Authority Questionnaire with gifted populations. Second, findings from regression analyses as well as examinations of mean differences by cognitive ability level were consistent with earlier studies suggesting that more cognitively able students were likely to perceive their parents as employing a flexible (i.e., authoritative) parenting style. Finally, consonant with earlier studies with nonidentified populations, age, sex, and race were associated with parenting styles as reported by this group of identified gifted students. Results provide further support for the notion that authoritative parenting promotes positive outcomes for children, particularly those who have been identified as gifted. (Contains 4 tables.)
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Pub Date: |
2013-01-00 |
Pub Type(s): |
Journal Articles; Reports - Research; Tests/Questionnaires |
Peer Reviewed: |
Yes |
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Descriptors:
Academically Gifted; Student Attitudes; Play; Rural Schools; Focus Groups; Online Surveys; Talent; Urban Schools; Suburban Schools; Socialization; Barriers; Attention Control; Learning Motivation; Retention (Psychology); Teamwork; Problem Solving; Cognitive Development; Social Development; Physical Development
Abstract:
The purpose of this study was to explore the concept of play through the eyes of talented and gifted (TAG) fifth- and sixth-grade students. Three focus groups consisting of fifth- and sixth-grade TAG students were conducted in one urban, one suburban, and one rural school district in the Midwest. Students were asked to describe the value of play in the cognitive, physical, and social domains. Additional open-ended questions were asked about the importance of play and its relevance to their lives. From these results, an online survey was created. Data from an additional 162 fifth- and sixth-grade TAG respondents substantiated that play is a significant activity for learning and socializing in the general classroom, gifted programs, and outside their classrooms. Despite its importance, students experienced structural barriers for time to play. Putting the Research to Use: Results of this study hold implications for teachers to acknowledge the value of play as a tool for learning. Children see play as a renewal activity. They see play as motivating and as a way to increase attention, retention, and focus in learning. Children emphasized that play develops teamwork and problem-solving skills. Play enhances meaningful activities in the talented and gifted program as well as the general classroom. Results of this study suggest that parents should acknowledge their children's need for play in all three domains (cognitive, physical, and social) and allow time for self-directed play after school with limits on scheduled activities. (Contains 4 tables.)
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Academically Gifted; Educational Technology; Best Practices; Technology Uses in Education; Literature Reviews; Technology Integration; Meta Analysis
Abstract:
The article aims to explore the progress of technology use in gifted education and highlight the best practices and empirical research in this area. The literature on the use of technology with gifted students and their teachers has been extensive, with articles on best practices, but the empirical research in this area is still emerging. With the increasing interest and awareness about integrating technology, this review will be useful for helping teachers, practitioners, and researchers understand how technology has been used in different areas of gifted programming, including learning and development, assessment, curriculum, learning environments, and professional development. The authors also discuss the current research on technology use in general education and offer suggestions for future research in this area with gifted children and their teachers. (Contains 1 table.)
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Pub Date: |
2013-05-00 |
Pub Type(s): |
Dissertations/Theses; Tests/Questionnaires |
Peer Reviewed: |
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Descriptors:
Academically Gifted; Student Motivation; Learner Engagement; Individualized Instruction; Intervention; Student Attitudes; Grade 5; Elementary School Students; Mathematics Instruction; Music Education; Action Research; Musical Instruments; Surveys; Check Lists; Student Behavior; Grades (Scholastic); Parent Participation; Behavior Problems; Homework
Abstract:
The purpose of this action research project report was to increase student motivation and engagement. There seemed to be an increasing disconnect between student potential and performance, especially among gifted math and beginning music students. Two teacher researchers carried out this research with 25 fifth-grade students at two different sites in a gifted math class and a beginning band class. The research was conducted from September 11th, 2012, through December 17th, 2012. In order to document the lack of student motivation and engagement, three tools were utilized; a teacher survey, a student survey, and a student behavior checklist. After analyzing the collected data, it was evident that a notable percentage of students felt that their school work was too easy while teachers felt their lessons were appropriately challenging. While students felt they were sometimes given the options to make choices in the classroom, teachers reported that they rarely or never gave students the option to choose an assignment or activity. Students felt grades were the most motivating factor while teachers felt parental involvement motivated students more to do their best in school. During direct instruction, several off-task behaviors (hyperactive, withdrawn, poor attention, disruptive, uncooperative) were noted that reflected a lack of motivation and engagement. The interventions implemented to increase motivation and engagement included differentiated instruction based on flexible grouping and giving choices. Differentiated guided groups with a student choice menu were the selected interventions because the research states that these instructional strategies positively benefit student motivation and engagement. The data collected from the Student Survey provided validating insights into student engagement and motivation. After the intervention, more students felt that they were being appropriately challenged. Overall, more student felt that they were given options to choose their assignments in class. Grades, choosing projects, feeling challenged, authenticity, and knowing teachers care were the most motivating factors for students. Based on the post-results of the Student Survey, the teacher researchers concluded that the intervention positively impacted changes in students' perception of their engagement and motivation. Teacher Researchers attributed this result to increased differentiated instruction in their classes and an increase in open-ended choices during non-instruction time. As students were given more choice in the classroom, they perceived their school work to be more appropriately challenging. The Teacher Researchers thought this increase was due to creating a more learner-centered classroom environment. The following appendixes are included: (1) Student Survey; (2) Teacher Survey; (3) Behavior Checklist Chart; (4) Math Menu; (5) Math Test Reflection; and (6) Differentiated Math Homework. (Contains 14 figures and 8 tables.)
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Author(s): |
Nelson, Trudi J. |
Source: |
Voices from the Middle, v20 n2 p16-21 Dec 2012 |
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Pub Date: |
2012-12-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Academically Gifted; Overachievement; Cooperative Learning; Surveys; Cooperation; Gifted
Abstract:
The potential benefits of collaboration often become overwhelmed with complaints of "freeloaders"--students who do not do their share of the work in the group but get the same grade. However, a survey of gifted students shows that they are likely to take on the bulk of the group's work, a situation that may not encourage group members to get involved. Guided by the surveys and teacher interviews, classroom teachers organizing group work are encouraged to consider: 1) the size and structure of the assignment given, 2) the assessment of the group members in content, product, and process, and 3) the training of students to work well together. (Contains 1 footnote.)
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Pub Date: |
2012-10-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
At Risk Students; Dropouts; High School Students; Probability; Dropout Rate; Grade 3; Equal Education; Cohort Analysis; Dropout Prevention; Predictive Measurement; Predictor Variables; Academically Gifted; Resource Allocation; Economics
Abstract:
Nineteen percent of 1997-98 North Carolina 3rd graders were observed to drop out of high school. A series of logits predict probabilities of dropping out on determinants such as math and reading test scores, absenteeism, suspension, and retention, at the following grade levels: 3rd, 5th, 8th, and 9th. The same cohort and variables are used to estimate benefits to the 15,737 students admitted to a special program ostensibly for academically and intellectually gifted children. I estimate the probability of admission for schoolmates with similar ability in math and reading to be substantially higher for those from upper income households. Finally, I conclude that extending similar resources to an equal number of high-risk students, as determined by their 3rd grade predicted probabilities, would lead to a 25% reduction in the total cohort dropout rate, and that even dividing existing resources between the two groups could cut dropout rates by half that. (Contains 6 tables and 5 figures.)
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