Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

‘I believe in humanity’

Journal ◽  
2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Alejandra Carolina Silva Ronc
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Human Beings ◽  
School Students ◽  
Teaching Experiences ◽  
Social Growth ◽  
Socioemotional Skills

“Education as it always should have been”. That was the motto of the summer school where I taught anthropology for a three-week programme aimed secondary school students. The implications of this slogan went far beyond cognitive goals, aiming at the very acquisition of socioemotional skills and, in my case, the transformation of our idea of humanity and our role within society as human beings. This paper will try to discuss some of the teaching experiences of this period to better understand the nature of an education for uncertain (but hopeful) times and the value of methodologies that address uncertainty as prelude for a personal and social growth.

BUILDING A MULTIVECTOR LOCAL BEHAVIOURAL ENVIRONMENT IN AN INNOVATIVE SCHOOL

2021 ◽  
Vol 12 (1) ◽  
pp. 133-138
Author(s):  
Dimitar Dimitrov ◽  
◽  
Stefana Petrova ◽  
Keyword(s):  
Secondary School ◽  
Theoretical Basis ◽  
Secondary School Students ◽  
Gifted Students ◽  
Educational Needs ◽  
School Students ◽  
Close Cooperation ◽  
The Individual

In the development of synthetic competence of secondary school students, the appropriate behaviour-determining environment is crucial. The school strategy of 125th Secondary School – Sofia includes close cooperation with IMI-BAS, which helps to plan and implement a number of school and extracurricular initiatives that take into account the individual educational needs of gifted students. The article presents several examples of such initiatives, noting how they upgrade the compulsory classroom forms, but also open opportunities for research for secondary school students. A didactic model for building an individual educational trajectory has been adopted as a theoretical basis, as well as an extension of the model for building an multivector educational trajectory for a team of gifted students in the field of mathematics and IT.

scholarly journals Evaluar “para” el aprendizaje, aprender para estar motivado: el orden de los factores sí afecta al producto

2014 ◽  
Vol 18 (2) ◽  
pp. 241
Author(s):  
Jesús Alonso Tapia ◽  
Iván De la Red Fadrique
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Learning Difficulties ◽  
School Students ◽  
Positive Effects ◽  
9Th Grade ◽  
Educational Guidance ◽  
Assessment Procedures ◽  
Interest And Motivation ◽  
Transfer Tasks

RESUMENEste estudio analiza los efectos de la introducción de nuevos procedimientos de evaluación en la motivación. 113 alumnos de Geografía (3º ESO) recibieron enseñanza en la solución de problemas de Geografía mediante tareas que permitían identificar la raíz de sus dificultades y darles retroalimentación precisa. Posteriormente, en lugar de evaluar el conocimiento de conceptos y hechos, se evaluó la comprensión mediante tareas análogas a las utilizadas en el entrenamiento ‑tareas de transferencia‑, y se examinó el valor motivacional que los alumnos atribuían al nuevo modo de evaluación. Los resultados muestran las ventajas y limitaciones del mismo y permiten extraer consecuencias para la Orientación Educativa.ABSTRACTThis study analyses the effects of introducing new assessment procedures on learning motivation. 113 Secondary School students (9th grade) were trained in applying geographical knowledge to solving Geography problems. Tasks used allowed to identify the causes of learning difficulties and to give precise feedback and help. Then, comprehension was assessed using new analogue tasks ‑transfer tasks‑. Students were asked about interest and motivation aroused by the new assessment procedures. Results have shown both the positive effects, and limitations of these procedures, and have important implications for Educational Guidance.

Metalinguistic awareness mediates effects of full biliteracy on third-language reading proficiency in Turkish–German bilinguals

2011 ◽  
Vol 16 (4) ◽  
pp. 402-418 ◽  
Author(s):  
Dominique P. Rauch ◽  
Johannes Naumann ◽  
Nina Jude
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Reading Proficiency ◽  
Metalinguistic Awareness ◽  
School Students ◽  
Third Language ◽  
Positive Effects ◽  
L3 Acquisition ◽  
The Individual ◽  
Turkish German

Bilingualism has been reported to be positively associated with both metalinguistic awareness and third-language (L3) acquisition. In the present research, the assumptions were tested that literacy in both first (L1) and second (L2) language (full biliteracy) is needed for bilingualism to be positively associated with L3 reading proficiency, and that positive effects of full biliteracy on L3 reading proficiency are mediated through metalinguistic awareness. L1, L2 and L3 reading proficiency and metalinguistic awareness were measured in 299 German and Turkish-German secondary school students. Overall, fully biliterate students outperformed monolingual and partially biliterate students in both L3 (Δ R2 = .07) and metalinguistic awareness (Δ R2 = .06). An effect of full biliteracy on L3 reading proficiency persisted when SES, gender, general cognitive ability and school track were controlled for. In addition, within the group of biliterate students, positive effects of the individual degree of biliteracy on L3 reading proficiency could be shown to be an indirect effect that was mediated through metalinguistic awareness.

Factors Related to Suicidal Cognitions of Academically Gifted Students in the Chinese Social–Cultural Context: An Exploratory Study

2020 ◽  
Vol 64 (3) ◽  
pp. 204-218
Author(s):  
Xinjie Chen ◽  
Xitao Fan ◽  
Joseph Wu ◽  
Hoi Yan Cheung
Keyword(s):  
Secondary School ◽  
Cultural Context ◽  
Secondary School Students ◽  
Descriptive Analysis ◽  
Gifted Students ◽  
Psychological Resources ◽  
School Students ◽  
Negative Effect ◽  
Broaden And Build Theory ◽  
Academically Gifted

From the perspective of positive psychology, this study examined the variables in four domains of personal resources under the broaden-and-build theory concerning their relationships with suicidal cognition among academically gifted students. A total of 386 academically gifted secondary school students in China participated in the study. First, the descriptive analysis results indicated that the mean score of suicidal cognition was below average, but these students were experiencing sleep deprivation problem in their daily lives. Second, based on the broaden-and-build theory, correlational analysis results suggested that most of the variables from the four domains of resources were significantly related to suicidal cognition. Most important, regression results showed that cognitive and psychological resources appeared to be the most influential for suicidal cognition. Furthermore, parents should be alerted that, for academically gifted students, parental relationship (social resource) is important, as lack of such a positive relationship (i.e., parents’ alienation) showed strong negative effect on suicidal cognition of these students. This was the first study that used the framework of broaden-and-build theory to study and compare the predictive effects of resources on suicidal cognition of academically gifted secondary school students in the Chinese social and cultural contexts.

scholarly journals Mediation Analysis of the Relationship Between Educational Capital, Learning Capital, and Underachievement Among Gifted Secondary School Students

2018 ◽  
Vol 41 (4) ◽  
pp. 369-385 ◽  
Author(s):  
Alejandro Veas ◽  
Juan-Luis Castejón ◽  
Colm O’Reilly ◽  
Albert Ziegler
Keyword(s):  
Parental Involvement ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
School Achievement ◽  
Gifted Students ◽  
Research Strategies ◽  
School Students ◽  
Educational Capital ◽  
The Relationship

The underachievement of gifted students is a serious problem in gifted education. Although analytic research strategies have identified many causes of underachievement, this kind of approach still needs to be complemented by synthetic research strategies. The actiotope model of giftedness, for example, suggests that the effect of educational capital on achievement is mediated by learning capital. In an empirical study with a sample of 143 gifted Spanish secondary school students, educational capital was characterized by various forms of parental involvement aimed at the learning successes of children. Learning capital was represented by two types of learning strategies: metacognitive strategies and elaboration strategies. Following the method developed by Baron and Kenny, the hypothesized mediation of learning capital between educational capital and school achievement was confirmed.

scholarly journals COGNITIVE BASIS AND SEMANTIC STRUCTURE OF PHENOMENOLOGICAL REASONING ON SCIENCE AMONG LOWER SECONDARY SCHOOL STUDENTS: A CASE OF INDONESIA

2015 ◽  
Vol 14 (4) ◽  
pp. 474-486
Author(s):  
Johanes Pelamonia ◽  
Aloysius Duran Corebima
Keyword(s):  
Secondary School ◽  
Cognitive Process ◽  
Secondary School Students ◽  
Complete Information ◽  
Semantic Structure ◽  
Lower Secondary School ◽  
School Students ◽  
Cognitive Framework ◽  
Structure Complexity ◽  
General Semantic

A study had been conducted in qualitative design employing phenomenology approach to examine the cognitive basis and the semantic structure of phenomena based reasoning of lower secondary school students in Ambon. The data of the study were collected by using a test. Phenomena stimulus of science was given to the informants in the form of cognitive basis and semantic structure of phenomena based reasoning. This study concluded that (1) the cognitive basis of phenomena based reasoning were orientation, inferential abstraction, and inferential affirmation; (2) students were able to analyze phenomena by using systematic cognitive framework only if they had complete information of the phenomena; (3) inference validity related to the cognitive basis is heavily determined by the phenomena analysis ability; (4) the general semantic structures in phenomena based reasoning were definitional and assertional; (5) the semantic structure complexity was determined too by the phenomena knowledge availability which was analyzed. Key words: cognitive basis, cognitive process, knowledge structure, phenomenological reasoning, semantic structure.

scholarly journals The Effectiveness of the Summer Immersion Program for Developing Time Management and Metacognitive Thinking Life Skills among Female Secondary School Students in Saudi Arabia

2018 ◽  
Vol 12 (4) ◽  
pp. 750
Author(s):  
Amani K. Alghamdi ◽  
Neama Abdulsalam
Keyword(s):  
Secondary School ◽  
Time Management ◽  
Life Skills ◽  
Secondary School Students ◽  
Gifted Students ◽  
Thinking Skills ◽  
Metacognitive Skills ◽  
School Students ◽  
Immersion Training ◽  
Post Assessment

This research aimed at examining the effectiveness of the Saudi Aramco Research Science Initiative (SARSI) Summer Immersion training program for developing time management and meta cognitive thinking life skills among female gifted secondary school students. The research sample comprised 31 female gifted students enrolled in various Saudi secondary schools. Their ages ranged from 15 to 17 years old with an average age of 16.23. The Abdul Salam scale was used for the measuring time-management performance and metacognitive thinking skills in the pre- and post-assessment of the SARSI program. Statistical analysis revealed significant differences between the students’ pre- and post-assessments on:  a) time management skills; b) the overall meta cognitive thinking life skills and  c) two subcategories of metacognitive skills: planning and self-monitoring. However, no significant differences were identified in the pre- and post-assessment for self-assessment.

Sign in / Sign up

Export Citation Format

Share Document