Teachers of Gifted Girls: Are There Differences in Classroom Management?

1983 ◽  
Vol 6 (2) ◽  
pp. 86-97 ◽  
Author(s):  
Ruth D. Handel
Keyword(s):  
Classroom Management ◽  
Repeated Measures ◽  
Social Relationship ◽  
Gifted Students ◽  
Actual Behavior ◽  
Written Responses ◽  
Academic Challenge ◽  
Assertive Behavior ◽  
Behavior Types ◽  
Gifted Girls

Ninety elementary school teachers responded to descriptions of gifted students by ranking the appropriateness of classroom actions categorized as “social relationship” or “academic challenge” interventions. The purpose of the study was to discover differences in classroom management of gifted girls, as compared to gifted boys or students not identified by sex on the stimulus material. Students were also described as either “conformist” or “assertive” behavior types. The research design was a 3 × 2 factorial analysis of variance with repeated measures on the second factor. Results indicated significantly more “social relationship” interventions for assertive than conformist gifted and significantly more “academic challenge” interventions for conformist than assertive gifted. No significant differences in classroom management of gifted girls appeared. Possible explanations include absence of sex stereotyping of the gifted and salience of giftedness, rather than sex, on the instrument used. Observational studies are proposed as measures of more subtle aspects of classroom management and possible divergence of written responses from actual behavior.

Self-Actualization in Junior High Students: A Pilot Study

1993 ◽  
Vol 73 (2) ◽  
pp. 639-642 ◽  
Author(s):  
Joan D. Lewis
Keyword(s):  
Pilot Study ◽  
Junior High ◽  
Gifted Students ◽  
The Self ◽  
Seventh Grade ◽  
Junior High Students ◽  
Average Group ◽  
Self Actualization ◽  
Raven's Standard Progressive Matrices ◽  
Gifted Girls

The self-actualization scores of 63 junior high students were measured with the Reflections of Self By Youth (ROSY) and the Maslowian Scale. 14 students identified as gifted did not score significantly higher than their more intellectually average peers; however, gifted girls scored slightly higher on the ROSY and two Maslowian Scale subscales. Seventh-grade students scored significantly higher only on the Maslowian Scale-Psychological subscale. Raven's Standard Progressive Matrices identified 10 students among the average group who scored between the 90th and 99th percentiles suggesting some gifted students may have been unidentified.

Performance Patterns of two Culturally Different Populations of Identified Gifted Students on the Ross Test of Higher Cognitive Processes

1983 ◽  
Vol 6 (3) ◽  
pp. 178-194 ◽  
Author(s):  
Jane T. Weaver
Keyword(s):  
Repeated Measures ◽  
Mexican American ◽  
Gifted Students ◽  
Cultural Groups ◽  
Repeated Measures Design ◽  
Program Success ◽  
Culturally Different ◽  
Performance Patterns ◽  
Different Populations ◽  
Status Differences

This study examined performance patterns of Mexican American and Anglo gifted students on the Ross test in a two-year repeated measures design. The purpose was to consider specific critical thinking skill characteristics of culturally different students in the context of a program where these skills were an emphasized goal and where efforts were made to identify proportionate numbers of minority students. Significant improvement for both groups suggests program success, but far greater for the Anglos; differences in scores are seen as due to both cultural and socioeconomic status differences, as well as other potentially intervening variables. Discriminant analysis revealed that 96% of all subjects were correctly classified into cultural groups on the basis of Ross scores. The evidence suggests a number of areas of specific strengths and weaknesses which differ for the two groups. Results are interpreted and used to recommend directions for curriculum and further research.

scholarly journals Spreading lesson study in pre-service teacher instruction

2018 ◽  
Vol 7 (1) ◽  
pp. 23-36 ◽  
Author(s):  
Maria Laura Angelini ◽  
Neus Álvarez
Keyword(s):  
Classroom Management ◽  
Lesson Study ◽  
Structured Interview ◽  
Teacher Instruction ◽  
Content Type ◽  
Written Responses ◽  
School Based ◽  
Further Development ◽  
Pre Service Teacher ◽  
The Way

Purpose The purpose of this paper is to examine the perceptions of pre-service teachers (PSTs) who used lesson study on a five-week school-based teaching placement. The paper analyses 12 undergraduate PSTs’ perceptions of the way lesson study affected classroom-based teaching of English as a foreign language to pre-school and primary school. Design/methodology/approach A qualitative study is carried out from the responses to a semi-structured interview to the PSTs, and written responses to the open-ended question: What are your perceptions of lesson study? Findings This paper provides empirical insights about the way lesson study reinforced the PSTs’ classroom management and lesson planning skills. The case-pupils’ responses to the PSTs’ questions post-treatment indicated that games and active techniques in the classroom led to high retention of the taught content. Nevertheless, PSTs’ evaluations of pupils’ learning outcomes require further development. These evaluations often resulted in vague perceptions of overall lesson performance. Research limitations/implications This study provides hints of how case-pupils better learned and how PSTs did the observations and performed. However, the results cannot be generalized. Originality/value The researchers sustain that the teaching degrees should encourage critical thinking in PSTs’ self-evaluations to reduce the focus on standards and expectations. It is believed that if the pressure of designing perfect lessons is removed from the equation, and instead, sensible and realistic lessons are planned, PSTs will be more inclined to learn and respond resourcefully, creatively, and resolutely to classroom situations.

scholarly journals Classroom Behaviour Management: The effects of in-service training on elementary teachers’ self-efficacy beliefs

2013 ◽  
Vol 48 (2) ◽  
pp. 359-382 ◽  
Author(s):  
Nancy Gaudreau ◽  
Égide Royer ◽  
Éric Frenette ◽  
Claire Beaumont ◽  
Tara Flanagan
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
Elementary School Teachers ◽  
Training Program ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Efficacy Beliefs ◽  
Control Group ◽  
Quebec City ◽  
School Teachers

We examined a training program in classroom management in relation to the efficacy beliefs of elementary school teachers. The training program used a quasi-experimental design with a waitlist control group. Twenty-seven elementary school teachers in the greater Quebec City area participated. The repeated measures ANOVA results revealed positive effect of the program on teachers’ personal teaching efficacy beliefs, and in the teachers’ perceived self-efficacy in managing difficult behaviours in the classroom. A group by time interaction effect was also observed with regard to the teachers’ perceived self-efficacy in eliciting principals’ support where participating teachers were more confident in their interactions with principals at follow-up. Factors that influence the development of self-efficacy beliefs of teachers and implications for practice are discussed.

Interest Correlates to Differential Achievement of Gifted Students in Mathematics

1978 ◽  
Vol 1 (2) ◽  
pp. 24-36 ◽  
Author(s):  
Lynn H. Fox
Keyword(s):  
Economic Status ◽  
Gifted Students ◽  
Career Interests ◽  
Average Ability ◽  
Socio Economic Status ◽  
Differential Achievement ◽  
Gifted Girls ◽  
Mathematics And Science

Far fewer gifted women than gifted men pursue careers in mathematical and scientific areas. In this study gifted boys and girls who were matched on measures of verbal and mathematical aptitude and socio-economic status are compared on measures of values and career interests which contribute to differential achievement. Gifted girls are less likely than the boys to have values and clearly defined career interests associated with careers in mathematics and science as early as grade seven. Girls are more interested than boys in social and aesthetic areas. Gifted girls, however, appear to have more scientific interests than girls of average ability. The implications of these findings for increasing the participation and achievement of gifted girls in mathematics and science are discussed.

Social Performance of Gifted Students as Measured by the Social Performance Survey Schedule

1987 ◽  
Vol 60 (2) ◽  
pp. 396-398 ◽  
Author(s):  
Victor R. D'Ilio ◽  
Frances A. Karnes
Keyword(s):  
Analysis Of Variance ◽  
Repeated Measures ◽  
Social Performance ◽  
Gifted Students ◽  
Social Behaviors ◽  
Gifted Children ◽  
Special Program ◽  
Educational Settings ◽  
Negative Behaviors ◽  
The Social

Few studies have investigated the relative contributions of both positive and negative behaviors in the social performance of intellectually gifted students. In the present study, the Social Performance Survey Schedule was administered to 80 gifted subjects in a special program. To determine whether the observed differences between boys and girls were significant, analysis of variance with repeated measures was performed on the Schedule Total, Part A, and Part B means. Consistent with previous research on the schedule, girls engaged in a greater number of positive social behaviors, engaged in fewer negative behaviors, and generally had higher over-all performance than boys. Suggestions were made concerning the implications of the findings for those who may have contact with gifted children in clinical or educational settings.

scholarly journals Gifted Girls’ Learning Experience in General Education

2019 ◽  
Vol 43 ◽  
pp. 57-70
Author(s):  
Evelina Undro ◽  
Sigita Girdzijauskienė
Keyword(s):  
General Education ◽  
School Environment ◽  
Learning Experience ◽  
Gifted Students ◽  
Research Strategy ◽  
Gifted Children ◽  
Learning Needs ◽  
Practical Training ◽  
Male Image ◽  
Gifted Girls

The Munich Dynamic Ability-Achievement Model during the school period emphasizes the increasing impact of the school environment on the transformation of the ability (potential) of exceptional achievement, making it an integral part of the development of giftedness. However, the literature indicates that the identification and education of gifted children in Lithuania and abroad is often left to the personal discretion and initiative of teachers, parents or gifted students. In general education schools, gaps in teachers’ theoretical and practical training in gifted children education, as well as abilities to determine their academic and emotional needs, can be identified. Gifted are often seen as “awkward” students, and during adolescence they are faced with the need to choose between mimicking “normal teenage life” and being a “geek”. Gifted teens girls additionally feel pressured to conform to the “normal image of a girl” rather than displaying exceptional abilities and vigorously competing for achievement as “normal for the male image”. Teachers often think that boys can accomplish more than girls, so they need more reinforcement and encouragement. These factors pose a greater risk for gifted adolescent girls to be unrecognized, not properly promoted, and have not realized giftedness.A qualitative research strategy was used to reveal the authentic learning experience of gifted girls (teens) in general education schools. Six gifted girls from 13 years 10 months to 14 years 7 months, from three Vilnius schools, participated in the survey. The learning experience of gifted girls was revealed by three themes. They have shown that teachers’ attitudes that all students have equal learning needs, their obligation to help low achievers, and disbelief that gifted students need special education assistance had made gifted girls bored and waste time in the classroom. It was also revealed that the most commonly used methods of teacher training reflect a passive form of teaching that does not facilitate the process of acquiring knowledge. Finally, teacher indifference, high expectations, comparing students to gifted girls cause uncomfortable feelings, while teacher rigidity and insensitivity provoke conflict situations and reduce learning motivation. All of this, combined with inconsistent behaviour by applying different norms for themselves and students, widens the gap between “good” and “bad” students.

Everyday Stressors of Academically Gifted Adolescents

1996 ◽  
Vol 7 (2) ◽  
pp. 356-368 ◽  
Author(s):  
Jean A. Baker
Keyword(s):  
Gifted Students ◽  
Psychosocial Interventions ◽  
Academic Ability ◽  
Psychosocial Characteristics ◽  
Affective Education ◽  
Underachieving Gifted ◽  
Gifted Girls ◽  
Gifted Adolescents ◽  
Academically Gifted

This study evaluated everyday “hassles” and other stressors experienced by academically gifted, exceptionally academically gifted, and academically average adolescents. The results suggest that gifted and non-gifted adolescents experienced similar levels and types of everyday stressors. However, exceptional and to some degree gifted girls endorsed more perfectionistic tendencies than did their average peers. The need for affective education and psychosocial interventions for gifted students in schools is discussed. Adolescence is a time of increased stress for all youth. Educators of the gifted have had a long and enduring concern about the special stressors and pressures affecting gifted adolescents (e.g., Hollingworth, 1942; Seeley, 1993). Although gifted students are often posited to have strong psychosocial characteristics (e.g., Clark, 1988), we also have documentation that giftedness can generate stress and conflict for some students (e.g., Whitmore, 1980). Although we might expect high levels of stress from gifted students experiencing psychosocial or educational difficulties (i.e., underachieving gifted students), we have little normative information about problems and strains experienced by “typical” gifted adolescents. This study focused on specific stressors endorsed by academically gifted adolescents and compared them to those endorsed by their peers of average academic ability.

scholarly journals Problem Finding, Divergent Thinking, and Evaluative Thinking Among Gifted and Nongifted Students

2021 ◽  
pp. 016235322110445
Author(s):  
Ahmed M. Abdulla Alabbasi ◽  
Amnah S. M. Hafsyan ◽  
Mark A. Runco ◽  
Aseel AlSaleh
Keyword(s):  
Cognitive Abilities ◽  
Divergent Thinking ◽  
Gifted Students ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Strong Correlations ◽  
Higher Order Thinking Skills ◽  
Problem Finding ◽  
Gifted Girls ◽  
Evaluative Thinking

Investigations of differences between gifted and nongifted students have examined cognitive abilities, including intelligence quotient (IQ) differences, higher order thinking skills, and divergent thinking (DT). However, little is known about differences in problem finding (PF). Moreover, previous works on gifted students have never explored associations between PF and evaluative thinking (ET). Both PF and ET play a role in the creative process. The present study tested relationships between PF, DT, and ET and examined differences between gifted ( N = 175) and nongifted students ( N = 188). An analysis of variance (ANOVA) revealed significant differences between gifted and nongifted students’ PF, DT, and ET, with effect sizes (η2) ranging from 0.048 to 0.192. Gender differences were also analyzed; gifted girls scored significantly higher than gifted boys in PF fluency and originality, DT originality, and in ET in PF. Originality scores in DT and PF significantly predicted the accuracy of students’ ET ( R2 = 34%–42%). Finally, canonical correlation analyses showed moderate-to-strong correlations between DT, PF, and ET scores. Limitations of this study are discussed.

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