Curricular Decision-Making for the Education of Young Gifted Children

1988 ◽  
Vol 32 (1) ◽  
pp. 196-199 ◽  
Author(s):  
Beverly N. Parke ◽  
Phyllis S. Ness
Keyword(s):  
Decision Making ◽  
Gifted Children ◽  
Curricular Decision Making

Promoting Problem-Posing Explorations

2004 ◽  
Vol 11 (4) ◽  
pp. 180-186
Author(s):  
Phyllis Whitin
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Fourth Grade ◽  
Problem Posing ◽  
Geometric Problem ◽  
Good Opportunity ◽  
Limited Experience ◽  
Fixed Area ◽  
Curricular Decision Making

My fourth-grade class had just completed an exploration of pentominoes (polygonal shapes with an area of five square units). Finding all twelve shapes gives children valuable geometric problem-solving practice by highlighting transformations (flips, slides, and turns) and congruence (shapes can be differently oriented, yet congruent). Before moving on to another lesson, I realized that the students might use the same twelve shapes to examine perimeter and area. Eleven of the shapes have a perimeter of twelve units. Only one shape yields a different perimeter, ten units (see fig. 1). The children had limited experience with perimeter and area; I doubted that they understood that shapes with a fixed area could have perimeters of different lengths. Because they were so familiar with the pentominoes, I felt that this material would give them a good opportunity to address these concepts in more detail. Although I did expect them to calculate the perimeters and areas of the twelve shapes, I did not foresee that the children's follow-up discussion would open an opportunity for problem-posing explorations. This article describes my evolving curricular decision making, the children's investigations, and what I learned from this unanticipated experience.

Curricular decision making in the 1st year of medical education: What can it tell us?

1997 ◽  
Vol 9 (2) ◽  
pp. 103-110
Author(s):  
Dorothy H. Evensen (Deegan) ◽  
Jill D. Salisbury ◽  
Bonnie J. F. Meyer
Keyword(s):  
Decision Making ◽  
Medical Education ◽  
Curricular Decision Making

Curricular decision-making among public sex educators

Sex Education ◽  
2014 ◽  
Vol 14 (6) ◽  
pp. 623-634 ◽  
Author(s):  
Melissa L. Carrion ◽  
Robin E. Jensen
Keyword(s):  
Decision Making ◽  
Public Sex ◽  
Curricular Decision Making

Dilemmas and Directions in the Consideration of Differences in Teachers and Students’ Evaluations of Recommended Financial Accounting Textbooks

2020 ◽  
pp. 002205742097205
Author(s):  
Oyebode Stephen Oyetoro
Keyword(s):  
Decision Making ◽  
Empirical Data ◽  
Curriculum Evaluation ◽  
Financial Accounting ◽  
Southwestern Nigeria ◽  
Open Discourse ◽  
Teachers And Students ◽  
Evaluative Research ◽  
Senior Secondary ◽  
Curricular Decision Making

This provocation focuses on the problems that may emanate from the consideration of differences between stakeholders–teachers’ and students’ evaluation of recommended textbooks for informed curricular decision making. The article draws on empirical data from a study on the evaluation of recommended senior secondary financial accounting textbooks in Southwestern Nigeria. It highlighted the emergence of four dilemmas and describes how a focus on resolving them can proffer remedy for the perennial worrying about the contemptuous misconstructions in the consideration of curriculum (evaluation) outcomes. The article also offers an open discourse for evaluative research practitioners.

CURRICULAR DECISION‐MAKING

1983 ◽  
Vol 78 (1) ◽  
pp. 103-107
Author(s):  
Locke E. Bowman
Keyword(s):  
Decision Making ◽  
Curricular Decision Making

“Whatever Is Comfortable:” Secondary Physical Educators’ Curricular Decision Making: Issues of Knowledge and Gendered Performativity

2015 ◽  
Vol 34 (2) ◽  
pp. 297-315 ◽  
Author(s):  
Matthew Ferry ◽  
Nate McCaughtry
Keyword(s):  
Physical Activity ◽  
Decision Making ◽  
Physical Education ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
Physical Educators ◽  
Socially Constructed ◽  
Curricular Content ◽  
Knowledge Theory ◽  
Curricular Decision Making

Throughout history there have been debates as to what content knowledge (CK) is of most value for physical education (PE). Much recent conversation has circulated around the hope that time spent in PE supports students’ regular participation in physical activity (PA). Researchers’ use of the term PA, however, often stresses the similarities while ignoring important differences. Utilizing teacher knowledge theory, feminist poststructural scholarship, and interpretive methodologies we attempted to better understand how teachers selected curricular content by examining their CK. We found that the teachers’ PA biographies led them to develop deeply embodied and gendered knowledge and competencies, or ±comfort,“ when it came to teaching particular PAs, and this was a major factor in how they selected curricular content. Implications of the study highlight the socially constructed nature of teacher CK and issues associated with secondary PE curricula and wider physical activity culture(s).

Decision-making abilities of intellectually gifted and non-gifted children

1994 ◽  
Vol 46 (1) ◽  
pp. 13-20 ◽  
Author(s):  
Christopher Ball ◽  
Leon Mann ◽  
Cecily Stamm
Keyword(s):  
Decision Making ◽  
Gifted Children ◽  
Intellectually Gifted

scholarly journals THE COOPERATION BETWEEN FAMILY AND SCHOOL AS AN IMPORTANT ASPECT IN THE DEVELOPMENT OF GIFTED CHILDREN

2019 ◽  
Vol 7 (4) ◽  
pp. 422-426
Author(s):  
Gulnara Faritovna Gali ◽  
Anastasiya Viktorovna Fakhrutdinova ◽  
Gulsina Yakupovna Grevtsova ◽  
Ilshatovich Gali
Keyword(s):  
Decision Making ◽  
School Environment ◽  
Primary Schools ◽  
Common Ground ◽  
Professional Competence ◽  
Gifted Students ◽  
Individual Characteristics ◽  
Gifted Children ◽  
Wide Range ◽  
Foreign Governments

Purpose of the Study: One of the important features of effective pedagogical school is the close cooperation of parents and teachers in the gifted students’ educationworldwide. Cooperation represents a joint action and negotiation, which is aimed at finding solutions, and a new, common ground. Cooperation between schools and parents may be traditional and partnership-oriented. In what way it will be achieved and placed, depends on the legal regulations, school environment, professional competence and individual characteristics of teachers, sociodemographic, and psychosocial characteristics of the parents. The study aims to determine the teacher functions in cooperation between the family and school. Methodology: The leading approaches to the study of this problem are: the method of historical and logical analysis of regulatory documents of foreign governments and research papers by leading scientists dealing with gifted education issues and the method of analysis, comparison, synthesis and generalization of innovative foreign, and domestic pedagogical experience. Results: The paper is based on the assumption that parents do not participate in decision-making at the school and that the cooperation between family and school in primary schools is still traditional. The results showed that parents are not involved in decision-making at the school, and the cooperation between family and school is still traditional and that is mainly related to parent meetings and informative conversations, without involvement of the partnership. Implication: The authors focus on the specifics of working with gifted students’ parents, as well as on the analysis of the problems of gifted students’ education in different countries. The studies confirm that the task of parents and teachers working with gifted students is to create the necessary conditions and environment in which the gifted students could successfully develop and learn to overcome various difficulties. Novelty: Materials of the article can be useful for professors, teachers, students, and a wide range of readers interested in the problems of gifted students' education.

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