The Quest

2002 ◽  
Author(s):  
Joanne Haroutounian
Keyword(s):  
Gifted And Talented ◽  
Rating Scales ◽  
Research Performance ◽  
Daily Basis ◽  
Performance Criteria ◽  
Specialized Schools ◽  
The Status ◽  
Quantitative Results ◽  
Talented Students ◽  
The University

A point has been reached in this discussion of musical talent and its identification where some concrete questions must be answered. We have examined perspectives of talent across fields and synthesized a simple set of musical talent criteria. Will teachers and musicians agree that these criteria are valid indicators of talent in students they teach on a daily basis? What must be added to define this criteria further? We recognize the need to identify talented students in music; however, we have yet to find an effective procedure to carry out this identification. What is the best way to unveil potential as well as demonstrated talent in a variety of school settings? The research discussed in this chapter sought to answer these pressing questions. This personal quest began with an analysis of data from the National Research Center on the Gifted and Talented (NRC G/T) at the University of Virginia, augmented by data from different specialized schools. This analysis provided a look at the status quo of what criteria and procedures were currently being used in schools across the country. A survey containing criteria and procedures drawn from this analysis was sent to musicians, teachers, researchers, and specialists across the music and gifted fields in over 15 states. My goal was to see which criteria were deemed “absolutely essential” by people who work with talented music students. In addition, what procedures are currently being used and what types of activities will effectively reveal musical talent? The survey also sought opinions about what performance criteria were important to consider on assessment forms. Quantitative results created a list of criteria and procedures that showed their degree of importance according to the mean of the survey rating scales. Numbers on paper provide quantitative results. However, discussions with experts across the music and gifted fields could allow clarification of ideas, substantive qualitative input, and brainstorming of possible procedures for identification that all seem invaluable for answering questions concerning musical talent. Therefore, this research concluded with a set of interviews of experts across the music and gifted fields of education, research, performance, and psychology to gather this vital information.

scholarly journals Die identifisering van maatstawwe vir die navorsingsprestasie van akademici

1990 ◽  
Vol 16 (2) ◽  
Author(s):  
H. A. Labuschagne ◽  
M. L. Watkins
Keyword(s):  
South African ◽  
Research Performance ◽  
Academic Research ◽  
Performance Criteria ◽  
Pass Rates ◽  
Development Participation ◽  
The University ◽  
Academic Personnel ◽  
Participation In Research

Identification of criteria for academic research performance. At South African universities, the achievement of objectives is usually measured in terms of so-called "process criteria" (e.g. pass rates), instead of performance criteria which reflect the quality of academic personnel. Stimulated by the need to identify valid indices of research performance, as a component of academic performance, this study investigated the dimensionality of several criteria, identified from empirical and literature studies. It was found that various valid criteria could be represented by six constructs, viz.: the stature of the researcher as scientist; scientific contributions; enhancement of own profession; community development; participation in research projects; and giving advice to persons or institutions outside the university. Opsomming By Suid-Afrikaanse universiteite word doelwitbereiking gewoonlik aan die hand van sogenaamde "prosesmaat-stawwe" (bv. slaagsyfers) in plaas van prestasiemaatstawwe wat die gehalte van akademiese personeel weerspieel, gemeet. Na aanleiding van 'n behoefte aan die identifisering van geldige rigtingwysers vir navorsingsprestasie as 'n komponent van akademiese prestasie, is daar ondersoek ingestel na die dimensionaliteit van verskillende maatstawwe wat vooraf deur middel van empiriese- en literatuurstudies geidentifiseer is. Daar is gevind dat verskeie geldige maatstawwe deur ses konstrukte verteenwoordig word, te wete: die statuur van die navorser as wetenskaplike, wetenskaplike bydraes, uitbouing van eie professie, gemeenskapsontwikkeling, deelname aan navorsingsprojekte en advieslewering aan persone of instellings buite die Universiteit.

The Call for Raising Standards: Promising Responses

2002 ◽  
Vol 25 (2) ◽  
pp. 57-61
Author(s):  
Lee Alvoid
Keyword(s):  
High School ◽  
Gifted And Talented ◽  
School Principal ◽  
High School Principal ◽  
The Status ◽  
Talented Students

What is the status of ambitious national recommendations designed to develop the talent of our brightest students? Have states, districts, and individual schools taken action? Are we much further along as a nation in raising the expectation level for gifted and talented students? As a former middle and high school principal, I have pictures of specific students in mind when I contemplate these answers. There has been progress, but not nearly enough has been accomplished.

Historical Overview of Adult Gifted Education in the United States

2016 ◽  
pp. 1-10
Author(s):  
Judith Bazler ◽  
Letitia Graybill ◽  
Meta Van Sickle
Keyword(s):  
United States ◽  
Gifted And Talented ◽  
Basic Education ◽  
The United States ◽  
Gifted And Talented Education ◽  
Talented Students ◽  
K 12 ◽  
The University ◽  
Assessment Strategies ◽  
Special Needs Services

Giftedness is not present only in childhood. It persists for a lifetime. However, even though most colleges/universities provide special needs services for appropriate students, most if not all college faculty might not believe it necessary to provide any accommodations for gifted/talented students either at undergraduate or at the graduate level. In order to accommodate one or more gifted/talented students in a class, faculty need to rethink their pedagogy and assessment strategies. At the college/university level accommodations are usually absent because faculty do not perceive a need to do so in their courses. In courses for pre-service teachers, some instructors provide practices in courses including how to teach gifted and talented students in basic education settings for K-12 grades. This chapter presents a brief overview of gifted and talented education in the United States focusing more specifically on gifted and talented at the university (or adult) level.

scholarly journals The employment of Łódź University tourism and recreation graduates: A sociological analysis

Turyzm ◽  
2017 ◽  
Vol 27 (1) ◽  
pp. 65-74
Author(s):  
Remigiusz Żulicki
Keyword(s):  
Logistic Regression ◽  
Institutional Characteristics ◽  
Sociological Analysis ◽  
Independent Variables ◽  
Graduate Employment ◽  
The Status ◽  
Quantitative Results ◽  
One Year ◽  
The University

This article is focused on selected aspects of the economic ‘fate’ of Tourism and Recreation graduates of the University of Łódź (UŁ). Its aim is to seek answers to the question: ‘What determines graduate employment?’ Surveys conducted by the Career Office of University of Łódź among graduates one year after graduation in 2014, 2015 and 2016 are the empirical basis. Tourism and Recreation graduates were compared with others from the Faculty of Geographical Sciences UŁ. The logistic regression technique was used to predict the status of graduate employment based on independent variables. The strongest predictors of graduate employment were structural and institutional characteristics. The quantitative results were interpreted in the context of the modern role of universities.

Attributions for Success and Failure of Academically Gifted High School Students

1983 ◽  
Vol 53 (2) ◽  
pp. 597-598 ◽  
Author(s):  
Stephen Powers ◽  
Peggy Douglas
Keyword(s):  
High School Students ◽  
Academic Success ◽  
Attribution Theory ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Academic Failure ◽  
School Students ◽  
Talented Students ◽  
The University ◽  
Academically Gifted

The 24-item Multidimensional-Multiattributional Causality Scale: Achievement was administered to 74 academically gifted students enrolled in the University of Arizona's Precollege Program for Gifted and Talented Students. Attributions for academic success or failure to ability, effort, context, and luck were examined. Data supported predictions derived from attribution theory that academic success would be attributed to ability and effort, and academic failure would be attributed to lack of effort.

Practice and Theoretical Exploration of Supernormal Education of Mathematics in Gifted and Talented Children from 6–8 Years

1997 ◽  
Vol 12 (2) ◽  
pp. 98-102
Author(s):  
Liu Zhiping ◽  
Liu Pengzhi
Keyword(s):  
Gifted And Talented ◽  
Primary Schools ◽  
Great Success ◽  
Beijing Area ◽  
Start Up ◽  
The Status ◽  
Discovery Method ◽  
The University ◽  
Stimulation Of ◽  
Visual Geometry

From 1992 we began to explore supernormal education of mathematics in gifted and talented children selected from the first and second grades of several primary schools and it seems a great success. We are the first to carry out such activity in the Beijing area and have compiled and published four textbooks of teaching materials which have been adopted by many schools. It is intended in this paper to provide a briefing on the status of offering such education. The problems encountered in the supernormal education and the teaching experiences accumulated are discussed on the following issues: Start-up with audio-visual geometry Stress on combination of shape and number Launching our mathematics activities Stimulation of ability of imagination Application of the discovery method Induction-find the University regularity Mathematics-search out model Modernization on mathematics education We firmly believe that all the above issues are extremely important to the supernormal education of mathematics in gifted and talented children from 6–8 years.

scholarly journals THE EMPLOYMENT OF ŁÓDŹ UNIVERSITY TOURISM AND RECREATION GRADUATES: A SOCIOLOGICAL ANALYSIS

Turyzm ◽  
2017 ◽  
Vol 27 (1) ◽  
pp. 65-74
Author(s):  
Remigiusz Żulicki
Keyword(s):  
Logistic Regression ◽  
Institutional Characteristics ◽  
Sociological Analysis ◽  
Independent Variables ◽  
Graduate Employment ◽  
The Status ◽  
Quantitative Results ◽  
One Year ◽  
The University

Abstract This article is focused on selected aspects of the economic ‘fate’ of Tourism and Recreation graduates of the University of Łódź (UŁ). Its aim is to seek answers to the question: ‘What determines graduate employment?’ Surveys conducted by the Career Office of University of Łódź among graduates one year after graduation in 2014, 2015 and 2016 are the empirical basis. Tourism and Recreation graduates were compared with others from the Faculty of Geographical Sciences UŁ. The logistic regression technique was used to predict the status of graduate employment based on independent variables. The strongest predictors of graduate employment were structural and institutional characteristics. The quantitative results were interpreted in the context of the modern role of universities.

scholarly journals Black and Gifted in Rural America: Barriers and Facilitators to Accessing Gifted and Talented Education Programs

2020 ◽  
Vol 10 (2) ◽  
pp. 85-100
Author(s):  
Joy Lawson Davis ◽  
Donna Y. Ford ◽  
James L. Moore III ◽  
Erinn Fears Floyd
Keyword(s):  
Rural Communities ◽  
Black Students ◽  
Gifted And Talented ◽  
Gifted Students ◽  
The United States ◽  
Daily Basis ◽  
Psychosocial Needs ◽  
Gifted And Talented Education ◽  
Research Curriculum ◽  
Talented Students

Nationwide, Black students are underrepresented in gifted and talented education and advanced learner programs. These tragic outcomes occur in all demographic communities: urban, suburban, and rural. As a result, the academic and psychosocial supports needed by gifted Black students are overlooked, disregarded, and underdeveloped. Rural communities are frequently depicted as remote, lacking in social and academic experiences and opportunities, and predominantly White and economically disadvantaged. For gifted and talented Black students, these characterizations contribute to feelings of isolation and alienation in school on a daily basis. Despite their high intellectual potential, they are constantly victimized by racially oppressive conditions in society that cause stress and anxiety. The Black rural community, including Black gifted and talented students, is almost invisible in scholarship that discusses rural education in the United States. This article explores the nature of the rural communities where these students reside; shares intellectual, academic, and cultural characteristics that make Black gifted students from rural communities unique; and delineates recommendations for research, curriculum, and specific programming to meet their intellectual, academic, cultural, and psychosocial needs with an emphasis on access, equity, and excellence.

Historical Overview of Adult Gifted Education in the United States

2015 ◽  
pp. 17-29
Author(s):  
Judith Ann Bazler ◽  
Letitia Graybill ◽  
Meta Lee Van Sickle
Keyword(s):  
United States ◽  
Gifted And Talented ◽  
Basic Education ◽  
The United States ◽  
Gifted And Talented Education ◽  
Talented Students ◽  
K 12 ◽  
The University ◽  
Assessment Strategies ◽  
Special Needs Services

Giftedness is not present only in childhood. It persists for a lifetime. However, even though most colleges/universities provide special needs services for appropriate students, most if not all college faculty might not believe it necessary to provide any accommodations for gifted/talented students either at undergraduate or at the graduate level. In order to accommodate one or more gifted/talented students in a class, faculty need to rethink their pedagogy and assessment strategies. At the college/university level accommodations are usually absent because faculty do not perceive a need to do so in their courses. In courses for pre-service teachers, some instructors provide practices in courses including how to teach gifted and talented students in basic education settings for K-12 grades. This chapter presents a brief overview of gifted and talented education in the United States focusing more specifically on gifted and talented at the university (or adult) level.

scholarly journals Developing Transferable Research Skills in First Year Agricultural Economics Students

2010 ◽  
Vol 7 (2) ◽  
pp. 81-98
Author(s):  
Tony Koppi ◽  
◽  
Elizabeth Nolan ◽  
Damien Field ◽  
◽  
...  
Keyword(s):  
Market Failure ◽  
Research Performance ◽  
Agricultural Economics ◽  
Performance Criteria ◽  
Structured Learning ◽  
First Year ◽  
Research Skills ◽  
First Semester ◽  
The University ◽  
Research Criteria

A problem-based learning approach was adopted for a unit of study in first year agricultural economics at the University of Sydney with the aim of starting development of students’ research skills earlier than usual. The novel teaching approach employed a structured and guided problem activity in the first semester and progressed to a more authentic problem activity in the second semester where the students worked in online peer groups to identify their own problem within a specified challenging area (market failure), carry out research and discuss findings prior to submitting an individual essay on their chosen topic. A structured learning journal with 10 questions was used in the second semester where the students recorded their reflections on a range of aspects of the learning process. None of the questions specifically asked about research yet 72% of the students mentioned it at least once. These learning journals were analysed for unsolicited comments about learning and research to gauge what the students themselves believed they had learned about research and how it can be transferred to other disciplines and future employment. The final essays were independently analysed by using eight research performance criteria to estimate the degree of research skills displayed by the students. Most of the students performed well in six of the research criteria indicating that development of research skills can be initiated in the first year of a degree program.

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