Structured Observation Instruments Assessing Instructional Practices With Gifted and Talented Students: A Review of the Literature

2018 ◽  
Vol 62 (3) ◽  
pp. 276-288 ◽  
Author(s):  
Yara N. Farah ◽  
Kimberley L. Chandler
Keyword(s):  
Instructional Practices ◽  
Gifted And Talented ◽  
Teaching And Learning ◽  
Classroom Practices ◽  
Rating Scale ◽  
Classroom Observation ◽  
Complex Interaction ◽  
Systematic Search ◽  
Observation Instruments ◽  
Talented Students

Teaching and learning are part of a complex interaction between teachers and students. Educational leaders cannot improve the teaching and learning process without quality measurement of effective teaching. One way to capture this complex interaction is by using structured observations. However, the extant literature on classroom observation instruments in the field of gifted education is limited. For that reason, a systematic search was undertaken to identify the observation instruments for assessing instructional practices used with gifted and talented students. In this article, eight observation instruments were identified: (a) Rating Scale of Significant Behaviors in Teachers of the Gifted, (b) Kulieke’s adaptation of the Rating Scale of Significant Behaviors in Teachers of the Gifted, (c) Teaching Observation Form (TOF; also known as Purdue Observation Form), (d) Classroom Practices Record (CPR), (e) Classroom Practices Record–Form VA (CPR-Form VA), (f) Classroom Instructional Practices Scale (CIPS), (g) Classroom Observation Scales–Revised (COS-R), and (h) Differentiated Classroom Observation Scale (DCOS). The instruments are described in terms of developmental process, purpose, and any reliability and validity evidence reported. This systematic search has shown the need for a new observation instrument that is comprehensive and closely tied to professional standards.

Classroom Practices Used with Gifted Third and Fourth Grade Students

1993 ◽  
Vol 16 (2) ◽  
pp. 103-119 ◽  
Author(s):  
Francis X. Archambault ◽  
Karen L. Westberg ◽  
Scott W. Brown ◽  
Bryan W. Hallmark ◽  
Wanli Zhang ◽  
...  
Keyword(s):  
Public Schools ◽  
Gifted And Talented ◽  
Classroom Practices ◽  
Gifted Students ◽  
Fourth Grade ◽  
Classroom Teachers ◽  
Regular Classrooms ◽  
Fourth Grade Students ◽  
High Concentrations ◽  
Talented Students

The Classroom Practices Survey was conducted by The National Research Center on the Gifted and Talented (NRC/GT) to determine the extent to which gifted and talented students receive differentiated education in regular classrooms. Six samples of third and fourth grade teachers in public schools, private schools and schools with high concentrations of four types of ethnic minorities were randomly selected to participate in this research. The major finding of this study is that third and fourth grade classroom teachers make only minor modifications in the regular curriculum to meet the needs of gifted students. This result holds for all types of schools sampled. It also holds for classrooms in different parts of the country and for different types of communities. Implications of these findings for researchers and gifted education specialists are discussed.

scholarly journals Measuring the Quality of Clinical Skills Mobile Apps for Student Learning: Systematic Search, Analysis, and Comparison of Two Measurement Scales (Preprint)

2020 ◽  
Author(s):  
Tehmina Gladman ◽  
Grace Tylee ◽  
Steve Gallagher ◽  
Jonathan Mair ◽  
Rebecca Grainger
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Rating Scale ◽  
Clinical Skills ◽  
Mobile Apps ◽  
Mobile App ◽  
Systematic Search ◽  
Measurement Scales ◽  
High Quality

BACKGROUND Mobile apps are widely used in health professions, which increases the need for simple methods to determine the quality of apps. In particular, teachers need the ability to curate high-quality mobile apps for student learning. OBJECTIVE This study aims to systematically search for and evaluate the quality of clinical skills mobile apps as learning tools. The quality of apps meeting the specified criteria was evaluated using two measures—the widely used Mobile App Rating Scale (MARS), which measures general app quality, and the Mobile App Rubric for Learning (MARuL), a recently developed instrument that measures the value of apps for student learning—to assess whether MARuL is more effective than MARS in identifying high-quality apps for learning. METHODS Two mobile app stores were systematically searched using clinical skills terms commonly found in medical education and apps meeting the criteria identified using an approach based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. A total of 9 apps were identified during the screening process. The apps were rated independently by 2 reviewers using MARS and MARuL. RESULTS The intraclass correlation coefficients (ICCs) for the 2 raters using MARS and MARuL were the same (MARS ICC [two-way]=0.68; <i>P</i>&lt;.001 and MARuL ICC [two-way]=0.68; <i>P</i>&lt;.001). Of the 9 apps, Geeky Medics-OSCE revision (MARS Android=3.74; MARS iOS=3.68; MARuL Android=75; and MARuL iOS=73) and OSCE PASS: Medical Revision (MARS Android=3.79; MARS iOS=3.71; MARuL Android=69; and MARuL iOS=73) scored highly on both measures of app quality and for both Android and iOS. Both measures also showed agreement for the lowest rated app, Patient Education Institute (MARS Android=2.21; MARS iOS=2.11; MARuL Android=18; and MARuL iOS=21.5), which had the lowest scores in all categories except information (MARS) and professional (MARuL) in both operating systems. MARS and MARuL were both able to differentiate between the highest and lowest quality apps; however, MARuL was better able to differentiate apps based on teaching and learning quality. CONCLUSIONS This systematic search and rating of clinical skills apps for learning found that the quality of apps was highly variable. However, 2 apps—Geeky Medics-OSCE revision and OSCE PASS: Medical Revision—rated highly for both versions and with both quality measures. MARS and MARuL showed similar abilities to differentiate the quality of the 9 apps. However, MARuL’s incorporation of teaching and learning elements as part of a multidimensional measure of quality may make it more appropriate for use with apps focused on teaching and learning, whereas MARS’s more general rating of quality may be more appropriate for health apps targeting a general health audience. Ratings of the 9 apps by both measures also highlighted the variable quality of clinical skills mobile apps for learning. CLINICALTRIAL

A survey of classroom practices with third and fourth grade students in the United States

1997 ◽  
Vol 12 (1) ◽  
pp. 29-33 ◽  
Author(s):  
Karen L. Westberg ◽  
Francis X. Archambault ◽  
Scott W. Brown
Keyword(s):  
United States ◽  
Gifted And Talented ◽  
Classroom Practices ◽  
Fourth Grade ◽  
Nationwide Survey ◽  
The United States ◽  
Gifted Learners ◽  
Curricular Practices ◽  
Special Programs ◽  
Talented Students

Advocates of special programs for gifted learners have claimed for years that the needs of gifted and talented students are not addressed in regular classrooms in the United States. Are these claims justifiable? The Classroom Practices Survey, conducted by the University of Connecticut site of The National Research Center on the Gifted and Talented, investigated this issue through a survey of nearly 4000 third and fourth grade classroom teachers. The results of this nationwide survey indicated that only a limited number of teachers make any modifications in their instructional and curricular practices with gifted and talented students.

Challenges in Early Quran Education: Identifying Factors that Affect Permata Insan Summer Camp Students’ Performance

Sains Insani ◽  
2018 ◽  
Vol 3 (3) ◽  
pp. 9-14
Author(s):  
Zulkarnin Zakaria ◽  
Syazwani Md Sallehan ◽  
Wan Ahmad Zakry Wan Kamaruddin ◽  
Ahmad Bazli Ahmad Helmi ◽  
Abdel Rahman Ibrahim Sulieman Islaieh
Keyword(s):  
Gifted And Talented ◽  
Teaching And Learning ◽  
Major Part ◽  
Summer Camp ◽  
Special Group ◽  
Interview Session ◽  
Talented Students

Quran education module is a major part in the PERMATA Insan Summer Camp programme for the pre-college gifted and talented students. The annual camp programme integrates STEM modules together with the Quran and Sunnah modules to help students understand and relate science topics with the Quran and Al-Sunnah. The camp participants as young as eight years old were required to memorise selected Quran verses during the camp. Many struggled to perform in the Quran education module. This study was conducted to identify various issues faced by the students in the Quran module. They were tested on their memorisation and later grouped for a special interview session. The findings on the various problems faced by them were analysed and grouped into themes. The discussion with the group of gifted and talented between the age of 8 and 11 years old revealed many concerns that have been found in earlier research on this special group of students. The findings would help further explore better ways to improve the teaching and learning of gifted and talented Muslim students.Abstrak: Modul Pendidikan Al-Quran merupakan unit penting dalam program kem percutian cuti sekolah PERMATA Insan pelajar pintar pra-kolej. Program kem tahunan ini mengintegrasikan modul STEM bersama modul Al-Quran dan Sunah bagi membolehkan pelajar memahami subjek sains berdasarkan tafsir Al-Quran dan pengajian Sunah. Peserta kem berusia dari lapan tahun perlu menghafal surah Al-Quran yang telah ditetapkan sebagai syarat dan penilaian modul kem. Pelbagai cabaran dihadapi para peserta bagi mencapai silibus hafazan yang telah ditetapkan. Kajian ini dijalankan bagi mengenalpasti permasalahan yang dihadapi dalam modul pengajian Al-Quran. Peserta kajian telah diuji, dibahagikan mengikut pencapaian dan ditemubual bagi mengetahui permasalahan yang dihadapi. Dapatan telah dianalisa dan disusun mengikut tema permasalahan. Maklumat dapatan mengenengahkan pelbagai langkah yang dapat diambil untuk membantu pembelajaran Al-Quran yang lebih mantap bagi pelajar pintar berbakat Islam PERMATA Insan.

World Class Arena: Providing an International Perspective on Assessing Gifted and Talented Students

2003 ◽  
Vol 17 (2) ◽  
pp. 134-139
Author(s):  
Jon Waldren
Keyword(s):  
Problem Solving ◽  
Gifted And Talented ◽  
Teaching And Learning ◽  
International Perspective ◽  
National Strategy ◽  
Policy Document ◽  
The World ◽  
World Class ◽  
Talented Students ◽  
The Uk

When the UK Government introduced its national strategy for gifted and talented students in its policy document Excellence in Cities in March 1999 (DfEE, 1999), the Qualifications and Curriculum Authority (QCA) was given the remit to produce World Class Tests. These tests, in mathematics and problem solving, were to be developed to demonstrate World Class abilities in the top ten per cent of nine and 13 year olds in those subjects internationally. From the inception of the World Class Arena project, it was intended that strong international links would be forged in order to learn from, and contribute to, the teaching and learning of gifted and talented students.

The Classroom Practices Observation Study

1993 ◽  
Vol 16 (2) ◽  
pp. 120-146 ◽  
Author(s):  
Karen L. Westberg ◽  
Francis X. Archambault ◽  
Sally M. Dobyns ◽  
Thomas J. Salvin
Keyword(s):  
Gifted And Talented ◽  
Classroom Practices ◽  
The United States ◽  
Regular Classroom ◽  
Observation Study ◽  
Chi Square ◽  
Verbal Interactions ◽  
Teacher Student ◽  
Curricular Practices ◽  
Talented Students

The Classroom Practices Observational Study conducted by The National Research Center on the Gifted and Talented (NRC/GT) examined the instructional and curricular practices used with gifted and talented students in regular elementary classrooms throughout the United States. This article describes the procedures used in this study and the results obtained from systematic observations in 46 third or fourth grade classrooms. The observations were designed to determine if and how classroom teachers meet the needs of gifted and talented students in the regular classroom. Two students, one gifted and talented and one average ability student, were selected as target students for each observation day. The Classroom Practices Record (CPR) was developed to document the types and frequencies of differentiated instruction that gifted students receive through modifications in curricular activities, materials, and teacher-student verbal interactions. Descriptive statistics and chi-square procedures were used to analyze the CPR data. The results indicated little differentiation in the instructional and curricular practices, grouping arrangements, and verbal interactions for gifted and talented students in the regular classroom. Across five subject areas and 92 observation days, the observed gifted and talented students experienced no instructional or curricular differentiation in 84% of their instructional activities.

scholarly journals PERCEPTION OF HISTORICAL THINKING SKILLS PRACTICE: AN OVERVIEW OF THE DIFFERENCES IN THE ACHIEVEMENT OF GIFTED AND TALENTED STUDENTS

2021 ◽  
Vol 3 (10) ◽  
pp. 01-18
Author(s):  
Nurul Hafizah Maarof ◽  
Nurul Suzaina Joli ◽  
Kamarul Zaman Hamzah ◽  
Rorlinda Yusof
Keyword(s):  
Gifted And Talented ◽  
Teaching And Learning ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Ministry Of Education ◽  
Learning History ◽  
Critical Skills ◽  
The Subject ◽  
Talented Students ◽  
Evidence Interpretation

Teaching and Learning (PdP) in history subject has always been considered tedious by learners and mostly stigmatized by a mindset that learning history demands a high memory capacity for memorization of facts. However, this perception is completely untrue as the Ministry of Education Malaysia (MoE) has instilled creative and critical skills in subjects taught throughout Malaysia including history subjects. In History subjects, creative and critical skills are measured using Historical Thinking Skills (KPS) in its teaching and learning. It is aimed at not only focusing on facts memorising but also inculcating thinking skills of history itself as an element that can make the subject more exciting and able to promote patriotism to students. Therefore, this study was carried out to assess the extent of perception of KPS among gifted and talented students with different abilities at GENIUS@Pintar College, UKM. To achieve this goal, 410 students were randomly chosen to meet the study requirements in looking at perceptions of practices KPS among students with different abilities. All respondents are male and female students from Foundation 1 to Level 2, between 12 to 17 years old of age. Likert scale instruments have been used for data collection and as a measurement of the perception of practice KPS among students with different abilities including identification of historical evidence, interpretation of History, rationalization of History, the imagination of History, and identification of historical chronology.

scholarly journals Measuring the Quality of Clinical Skills Mobile Apps for Student Learning: Systematic Search, Analysis, and Comparison of Two Measurement Scales

10.2196/25377 ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. e25377
Author(s):  
Tehmina Gladman ◽  
Grace Tylee ◽  
Steve Gallagher ◽  
Jonathan Mair ◽  
Rebecca Grainger
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Rating Scale ◽  
Clinical Skills ◽  
Mobile Apps ◽  
Mobile App ◽  
Systematic Search ◽  
Measurement Scales ◽  
High Quality

Background Mobile apps are widely used in health professions, which increases the need for simple methods to determine the quality of apps. In particular, teachers need the ability to curate high-quality mobile apps for student learning. Objective This study aims to systematically search for and evaluate the quality of clinical skills mobile apps as learning tools. The quality of apps meeting the specified criteria was evaluated using two measures—the widely used Mobile App Rating Scale (MARS), which measures general app quality, and the Mobile App Rubric for Learning (MARuL), a recently developed instrument that measures the value of apps for student learning—to assess whether MARuL is more effective than MARS in identifying high-quality apps for learning. Methods Two mobile app stores were systematically searched using clinical skills terms commonly found in medical education and apps meeting the criteria identified using an approach based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. A total of 9 apps were identified during the screening process. The apps were rated independently by 2 reviewers using MARS and MARuL. Results The intraclass correlation coefficients (ICCs) for the 2 raters using MARS and MARuL were the same (MARS ICC [two-way]=0.68; P<.001 and MARuL ICC [two-way]=0.68; P<.001). Of the 9 apps, Geeky Medics-OSCE revision (MARS Android=3.74; MARS iOS=3.68; MARuL Android=75; and MARuL iOS=73) and OSCE PASS: Medical Revision (MARS Android=3.79; MARS iOS=3.71; MARuL Android=69; and MARuL iOS=73) scored highly on both measures of app quality and for both Android and iOS. Both measures also showed agreement for the lowest rated app, Patient Education Institute (MARS Android=2.21; MARS iOS=2.11; MARuL Android=18; and MARuL iOS=21.5), which had the lowest scores in all categories except information (MARS) and professional (MARuL) in both operating systems. MARS and MARuL were both able to differentiate between the highest and lowest quality apps; however, MARuL was better able to differentiate apps based on teaching and learning quality. Conclusions This systematic search and rating of clinical skills apps for learning found that the quality of apps was highly variable. However, 2 apps—Geeky Medics-OSCE revision and OSCE PASS: Medical Revision—rated highly for both versions and with both quality measures. MARS and MARuL showed similar abilities to differentiate the quality of the 9 apps. However, MARuL’s incorporation of teaching and learning elements as part of a multidimensional measure of quality may make it more appropriate for use with apps focused on teaching and learning, whereas MARS’s more general rating of quality may be more appropriate for health apps targeting a general health audience. Ratings of the 9 apps by both measures also highlighted the variable quality of clinical skills mobile apps for learning.

Differentiated Instruction for Gifted and Talented Students

2018 ◽  
pp. 43-60
Author(s):  
HeeKap Lee
Keyword(s):  
Differentiated Instruction ◽  
Instructional Strategies ◽  
Gifted And Talented ◽  
Teaching And Learning ◽  
Quality Education ◽  
Education Programs ◽  
Component Framework ◽  
Educational Framework ◽  
Education Model ◽  
Talented Students

For decades, teachers, parents, and policymakers have dealt with the question of how to provide quality education for gifted and talented students. Even with increased emphasis and attention along with many diverse programs, the effectiveness of education programs for gifted and talented students have been unproductive and sometimes even wasteful. This chapter seeks to explain the reasons why those programs have been ineffective and provides a set of instructional strategies to educate gifted and talented students effectively based on Price and Nelson's (2007) educational framework, diversity responsive education model, where they suggest a three-component framework: 1) what to teach; 2) how to teach; and 3) the context for teaching and learning.

Verbal Interaction in Chemistry Secondary School Classrooms

2013 ◽  
Vol 66 (1) ◽  
Author(s):  
Winnie Sim Siew Li ◽  
Mohammad Yusof Arshad
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Classroom Observation ◽  
Study Data ◽  
Verbal Interaction ◽  
Inquiry Teaching ◽  
Chemistry Teachers ◽  
Observation Instrument ◽  
Inquiry Approach ◽  
Observation Instruments

Chemistry should be taught using inquiry approach to enhance understanding of concept of phenomena investigated. The way teacher implement inquiry teaching in chemistry classroom is vital as it affects the teaching and learning process. This study was carried out to investigate verbal interaction of chemistry teachers who applied inquiry approach in their chemistry lessons. Twenty three chemistry teachers and their pupils were involved in this study. Data collection method was mainly based on observation using Observation Instrument in Inquiry Teaching through Verbal Interaction (OIITVI), which was developed and modified based on previous existing classroom observation instruments. Even though the teachers claimed that they practiced inquiry, findings from this study showed that teachers are still dominating interaction in chemistry classroom. This research also revealed that percentage of teacher’s question is lower compared to teacher’s statement. Besides that, mean percentage of pupils’ questions has increased as observed in this research compared to previous researches. Nevertheless, teachers’ questions and pupils’ questions were found to be of low order thinking questions. Silence or confusion category contributes 37.0% of verbal interaction occurred in chemistry classrooms. Implication of this study showed that teachers should move towards creating inquiry-based classroom with focusing on quality pupil talk. 

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