A Multi-Site Case Study of Successful Classroom Practices for High Ability Students

1997 ◽  
Vol 41 (1) ◽  
pp. 42-51 ◽  
Author(s):  
Karen L. Westberg ◽  
Francis X. Archambault
Keyword(s):  
Classroom Practices ◽  
High Ability ◽  
High Ability Students

scholarly journals Analysis of students' thinking level in solving Pythagoras' theorem problems based on Van hiele's theory

2021 ◽  
Vol 4 (2) ◽  
pp. 124
Author(s):  
Sari Wulandari ◽  
Ali Syahbana ◽  
Tanzimah Tanzimah ◽  
Yilun Shang ◽  
Robert Weinhandl ◽  
...  
Keyword(s):  
Case Study Research ◽  
Pythagorean Theorem ◽  
Research Approach ◽  
High Ability ◽  
High Ability Student ◽  
Level Of Thinking ◽  
High Ability Students ◽  
Ability Student ◽  
Low Ability

The aims of this analysis are to explain the level of thinking of grade VIII students at SMP Negeri 1 Talang Ubi in solving Pythagorean Theorem questions based on Van Hiele's theory. The research approach used in this analysis is descriptive qualitative case study research. The subjects of this research were three students of grade VIII of SMP Negeri 1 Talang Ubi, South Sumatera Indonesia. The three students were chosen based on their test answers on the Pythagorean Theorem material, with one being a high-ability student, one being a medium-ability student, and one being a low-ability student. The study's data collection techniques included assessments, interviews, and documentation. Techniques for data processing include data reduction, data presentation, and conclusion. The findings revealed that high-ability students could complete all four stages of Van Hiele's thinking: imagination, interpretation, informal deduction, and deduction. Moderate students achieved three levels of Van Hiele's thinking, including visualization, analysis, and informal deduction, while low-ability students achieved only one level of Van Hiele's thinking, visualization.

scholarly journals “Inspire me” - High-ability students’ perceptions of school science

2018 ◽  
Vol 29 (3) ◽  
pp. 163-173
Author(s):  
Jenny Horsley ◽  
◽  
Azra Moeed ◽  
Keyword(s):  
Case Study Research ◽  
School Science ◽  
Learning Needs ◽  
High Ability ◽  
Science Content ◽  
Wide Range ◽  
Group Interviews ◽  
High Ability Students ◽  
Perceptions Of School

A decline in the number of students opting to study science in high school is a matter of international concern, particularly in relation to students who demonstrate high academic ability in science. These high-ability students have the potential to be the innovators and leaders of the future. There is a paucity of research that provides insight into how schools address the motivational and learning needs of high-ability science students. Underpinned by a constructivist view of learning, this exploratory case study research used student questionnaires and focus group interviews to explore students’ views about their learning experiences in science. It investigated high-ability students’ perceptions of how their needs were being met. Findings indicate that these students generally experienced a wide range of teaching approaches across all science disciplines. Learning was mostly limited to science content and procedures with little evidence of students learning about how science works through Nature of Science.

scholarly journals Tracking effects on achievement and opportunities of middle-high ability students: a case study in Switzerland

2021 ◽  
pp. 1-21
Author(s):  
Franck Petrucci ◽  
Barbara Fouquet-Chauprade ◽  
Samuel Charmillot ◽  
Georges Felouzis
Keyword(s):  
High Ability ◽  
High Ability Students

Are Students Left Behind? The Distributional Effects of the No Child Left Behind Act

2008 ◽  
Vol 3 (2) ◽  
pp. 250-281 ◽  
Author(s):  
John M. Krieg
Keyword(s):  
No Child Left Behind ◽  
Public School ◽  
Panel Data ◽  
School Performance ◽  
Pass Rate ◽  
High Ability ◽  
High Stakes ◽  
Distributional Effects ◽  
Left Behind ◽  
High Ability Students

The No Child Left Behind Act imposes sanctions on schools if the fraction of students demonstrating proficiency on a high-stakes test falls below a statewide pass rate. While the motivation behind this system is improved public school performance, it also provides incentives for schools to focus educational resources on the marginal student rather than those on the tails of the ability distribution. Using statewide, student-level panel data, students on the tails of the ability distribution, especially high-ability students, are demonstrated to score below expectations if their school is in danger from No Child Left Behind sanctions.

Helping High Ability Students Overcome Math Anxiety through Bibliotherapy

1997 ◽  
Vol 8 (4) ◽  
pp. 164-178 ◽  
Author(s):  
Thomas P. Hébert ◽  
Joseph M. Furner
Keyword(s):  
Secondary Students ◽  
Math Anxiety ◽  
Lesson Plan ◽  
Mathematics Learning ◽  
Critical Role ◽  
High Ability ◽  
Negative Attitudes ◽  
Affective Factors ◽  
High Ability Students ◽  
Learning And Instruction

Affective factors play a critical role in mathematics learning and instruction. Evidence of negative attitudes and high levels of anxiety toward mathematics is abundant. Since math anxiety is widespread and the need for the understanding of mathematics is critical to success in school, secondary teachers need practical classroom strategies to use to relieve these anxious feelings in their high ability students. Bibliotherapy is one such strategy through which secondary students may gain helpful insights to deal with their math anxiety. The article provides a lesson plan featuring Math Curse and then suggests available literature dealing with math anxiety.

scholarly journals Profil Kemampuan Koneksi Matematis Mahasiswa Calon Guru dalam Menyelesaikan Masalah Matematika Berdasarkan Taksonomi Solo

2020 ◽  
Vol 13 (1) ◽  
pp. 17-33
Author(s):  
Risma Firda Diana
Keyword(s):  
Mathematical Problem ◽  
High Ability ◽  
Education Students ◽  
Solo Taxonomy ◽  
Interview Guide ◽  
High Ability Students ◽  
Teacher Education Students ◽  
Descriptive Method ◽  
Mathematical Connection ◽  
Research Show

This research aims to describe profil of preservice teacher’s mathematical connection ability in solving mathematical problem based on SOLO taxonomy. The approach of this research is qualitative with descriptive method. Respondent in this research is 29 Madrasah Ibtidaiyah Teacher Education students STAI Al-Fithrah Surabaya. This research uses mathematical connection test and  interview guide to collect data. The result of this research show that the  average mathematical connection ability of high-ability students is 85% with a very good category and that is at the level of multistructural to relational, the  average mathematical connection ability of medium-ability students is 50,5% with enough category and that is at the level of unistructural to multistructural, and  the  average mathematical connection ability of low-ability students is 16% with a very low category and that is at the level of pre-structural until unistructural level.

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