Akron's Exploratory School Program: A Program for Gifted and Talented in Mathematics and Science*

1980 ◽  
Vol 80 (7) ◽  
pp. 577-582 ◽  
Author(s):  
J. David Keller
Keyword(s):  
Gifted And Talented ◽  
School Program ◽  
Mathematics And Science

Blast-off mathematics

1971 ◽  
Vol 18 (4) ◽  
pp. 215-221
Author(s):  
Elton E. Beougher
Keyword(s):  
Elementary School ◽  
Space Science ◽  
The Other ◽  
Space Travel ◽  
School Program ◽  
Mathematics And Science

A more appropriate and informative title for this discussion might be “Astronomy, Space Travel, and Arithmetic.” An attempt will be made here to support the claim that the study of arithmetic and of topics from space science can be coordinated in the elementary school program. Further, it is claimed that this coordination can enhance both the mathematics and science areas and that each can promote learning in the other. The author hopes to provide some ideas that teachers might use to give variety to their lessons.

Mathematics in elementary science

1967 ◽  
Vol 14 (8) ◽  
pp. 636-670
Author(s):  
Sam S. Blanc
Keyword(s):  
Elementary School ◽  
Elementary Science ◽  
Human Mind ◽  
Common Language ◽  
School Program ◽  
Salt And Pepper ◽  
Mathematics And Science

Mathematics and science seem to be terms that are joined together in our common language almost as firmly as day and night, salt and pepper, and love and marriage! Everywhere, that is, but in our typical elementary school program. Here, for some reason, a dichotomy of emphasis occurs. As every experi enced teacher knows, mathematics is commonly taught quite separately from science. Children may not be led to discover the relationships that exist between these two major investigative activities of the human mind.

scholarly journals INTERNATIONAL RESEARCH SYSTEMS PISA, TIMSS: SYSTEM OF TASKS AND THEIR ANALYSIS

2021 ◽  
pp. 203-213
Author(s):  
A. D. Sarman ◽  
Zh. T. Issabergenova ◽  
V. A. Kubieva
Keyword(s):  
International Research ◽  
Rank Order ◽  
School Program ◽  
Academic Knowledge ◽  
Research Systems ◽  
Headline News ◽  
Mathematics And Science

In the last 20 years, international surveys assessing learning in reading, mathematics and science have been headline news because they put countries in rank order according to performance. The three most well-known surveys are TIMSS, PISA and PIRLS. The main difference between TIMSS and PISA is type of sample and focus of research. Pupils of the 4th and 8th classes take part in TIMSS. Only 15-year-old pupils of schools (7–12 classes) and colleges participate in PISA. TIMSS measures the academic knowledge (What? Where? When?), 80 % of the TIMSS tasks are directed to reproduction of knowledge. PISA measures functional competences – ability to effectively apply knowledge in various life situations, to logically think and draw valid conclusions (Why? What for? As?) to interpret information schedules and charts, etc. Our teenagers know the school program in biology, but don’t understand what GMO is. They are not bad in calculations, but have problems with statistics... Recently was published results of PISA-2015, sample is more than 400 thousand teenagers from 57 countries.

scholarly journals Tracing Giftedness: An Exploration of Theories, Programmes and Emerging Dilemmas

2017 ◽  
Vol 9 (2) ◽  
pp. 23-32
Author(s):  
Anupama Mahajan
Keyword(s):  
Middle Class ◽  
Cultural Capital ◽  
Gifted And Talented ◽  
Parenting Practices ◽  
Sociology Of Education ◽  
Dominant Focus ◽  
Doctoral Research ◽  
Mathematics And Science

In the recent years, the conception of giftedness in children has garnered a lot of attention from educationists and psychologists in India. Children marked as gifted are said to display above average abilities as compared with their peers. In this paper, I attempt to show that despite multiple notions and theories of giftedness, displaying exceptional abilities in mathematics and science seem to be the dominant focus and trend. In support of this claim, I list out the various Gifted and Talented Programmes of Giftedness in India. By exploring the various landscapes of excellence across diverse schooling environment, I draw from my doctoral research to highlight the ways in which giftedness is socially circulating and the factors that produce, and the processes that enable and sustain it. Through this study, I hope to contribute to the sociology of education in terms of understanding middle class / elite aspirations with regard to education of their children, elite parenting practices, conceptions of giftedness and how ‘cultural capital’ is transmitted from one generation to the next.

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.

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