Factors Affecting the Academic Choices of Academically Talented Middle School Students

1995 ◽  
Vol 18 (3) ◽  
pp. 298-318 ◽  
Author(s):  
Paula Olszewski-Kubilius ◽  
Jeff Yasumoto
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Parental Attitudes ◽  
Educational Experiences ◽  
Academic Program ◽  
School Students ◽  
Factors Affecting ◽  
Gifted Middle School Students ◽  
Math Class ◽  
Selection Of

This study examines the factors that influence the couise choices of gifted middle school students who participated in a summer academic program. Specifically, we studied factors that influence the choices between math, science, and verbal oriented courses. The factors included gender, race, ability, previous educational experiences, interests, and parental attitudes. Results show that there was a gender difference favoring males for selection of math and science courses over verbal ones. Parental attitudes and previous educational experiences influenced the selection of a math class over a verbal course. Parental attitudes and race influenced the selection of a science course over a verbal course. The importance that parents place on mathematics and science for the child's future had the most powerful influence over a student's selections compared to other variables and appears to offset negative attitudes that might prevent females from selecting math courses.

Investigation of Variables Related to Computational Thinking Self-Efficacy Level in Middle School Students

2020 ◽  
pp. 54-75
Author(s):  
Hatice Yildiz Durak ◽  
Mustafa Saritepeci ◽  
Ahmet Topçu ◽  
Aykut Durak
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Computational Thinking ◽  
Academic Variables ◽  
School Students ◽  
Programming Education ◽  
Predictive Variables ◽  
Programming Tool ◽  
Math Class

This study examined the predictiveness of demographic and academic variables and the variables which are in relation with programming on computational thinking (CT) self-efficacy of middle school students who received and who did not receive programming education. Relational screening model was utilized in this study. One-hundred ninety-nine middle school students from 5th and 6th grades in Turkey composed the participants of the research. As the result of the research, it was found that CT self-efficacy level is low. Furthermore, programming experiences of the students are approximately two years. The most important predictor of CT self-efficacy of the students who received programming education is demographic variables. Predictive variables' relative order of importance on CT self-efficacy of the students who received programming education are gender, utilized programming tool, math class grade point average, and attitude towards programming.

Drawing out understanding

2015 ◽  
Vol 33 (3) ◽  
pp. 197-209
Author(s):  
Jennifer Eiserman ◽  
Heather Lai ◽  
Chelsea Rushton
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Personality Development ◽  
School Context ◽  
Gifted Students ◽  
School Students ◽  
Ongoing Research ◽  
Interdisciplinary Approaches ◽  
Positive Disintegration ◽  
Gifted Middle School Students

Dabrowski recognized that the creative process is important in the personality development of the gifted and talented. Given the intrinsically creative nature of learning in an arts- infused context, we hypothesize that interdisciplinary approaches to curriculum address the unique needs of the gifted. First, we will summarize Dabrowski’s theory of positive disintegration, providing a theoretical context to discuss an ongoing research project that engages gifted students in arts-based learning. We then briefly describe the implications of positive disintegration in the middle school context, and how art education can support this process. Finally, we describe how two arts integrated projects addressed the process of positive disintegration. In 2013, University of Calgary students in ART 307, “Applied concepts in art with children ages 6-12,” worked with gifted middle school students on an integrated art–social studies–science project called “When Fisher went to Skyland.” In this project, one class of Grade 6 students explored Iroquois culture and sky science through printmaking. In 2014, four classes of Grade 5 students worked with ART 307 students to enhance their understanding of electricity and magnetism through explorations using theatre games, creative movement and animation. We suggest that engaging gifted middle school students in the arts can be a means to facilitate alternative learning methodologies in all subject areas, and provide necessary support in personality development.

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