DISCOVER: Assessing and Developing Problem Solving

2001 ◽  
Vol 15 (3) ◽  
pp. 232-251 ◽  
Author(s):  
C. June Maker

Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) is an on-going program of research and development that began in 1987. The primary goal of the project is to design better ways to assess and develop the problem solving abilities of children and youth. Stemming from my doctoral dissertation in which I identified problem solving as a key component in the achievements of successful scientists with disabilities, I (1993; 1978; 1981; Whitmore & Maker, 1985), have investigated problem solving in varied domains, with diverse populations in projects funded by the Javits Gifted and Talented Education Program and The Office of Bilingual Education and Minority Languages Affairs in the United States Department of Education. In this article, I will summarize the important ideas and the research completed, both published and unpublished.

1985 ◽  
Vol 6 ◽  
pp. 220-239
Author(s):  
Richard V. Teschner

From the vantage point of August 1, 1985, the past three years are better characterized by what has failed to happen, politically, in realms directly affecting the concerns of applied linguistics in the United States than by what actually has happened. Despite 55 months of the Reagan Revolution, the Department of Education is still intact, and, with it, the Office of Bilingual Education and Minority Languages Affairs (OBEMLA). Bilingual education continues to receive federal funding, though predictably at levels that satisfy neither its advocates (too low) nor its detractors (too high).


1981 ◽  
Vol 5 (4) ◽  
pp. 283-294
Author(s):  
Don Wells

This article examines a survey and analysis of 41 State Department of Education definitions of gifted and talented. A conceptual framework of components is presented as a means of definition analysis. Definitions are examined and discussed in relation to those characteristic components. Current trends in definitions are placed in an historical context revealing the expansion and refinement of expansion components in definitions for the gifted and talented. The definition issue is discussed in relation to societal values and expectations as they pertain to gifted individuals.


2021 ◽  
Vol 103 (3) ◽  
pp. 48-53
Author(s):  
Paul Bruno ◽  
Dan Goldhaber

The COVID-19 pandemic heightened tensions around standardized testing policy and prompted the United States Department of Education to allow states to request waivers from federal standardized testing requirements. Paul Bruno and Dan Goldhaber describe the waivers that states requested and received, what they suggest about how state test results might be used for different purposes and by different people, and what uses of testing seem to be most salient to policy makers. They conclude with recommendations for policy makers about how to design testing policy that can both improve educational outcomes and maintain robust political support, objectives achieved at best imperfectly by existing testing policy.


Author(s):  
Penelope Debs Keough

Alarming statistics presented by the United States Department of Education reveal a disproportionate number of students of minority language (English language learners) qualify for special education. As far back as 2007, the DOE recognized there was a concerted effort needed to reduce racial and ethnic disproportionality in racial and ethnic identification, placement, and disciplinary actions for minority students' representation in special education. This chapter will examine and address solutions to prevent the over identification of English language learners in special education specifically in the area of identification. As a further objective, the ramifications of this over representation will be examined, and the authors hypothesize about why the over representation occurs. Confusion over the Unz Initiative (1998, Proposition 227) may have inadvertently led to the over identification. A case study, leading to case law, concludes the chapter.


2010 ◽  
Vol 35 (2) ◽  
pp. 211-218 ◽  
Author(s):  
Katherine L. Tucker

Nutrition research has traditionally focused on single nutrients in relation to health. However, recent appreciation of the complex synergistic interactions among nutrients and other food constituents has led to a growing interest in total dietary patterns. Methods of measurement include summation of food or nutrient recommendations met, such as the United States Department of Agriculture Healthy Eating Index; data-driven approaches — principal components (PCA) and cluster analyses — which describe actual intake patterns in the population; and, most recently, reduced rank regression, which defines linear combinations of food intakes that maximally explain intermediate markers of disease. PCA, a form of factor analysis, derives linear combinations of foods based on their intercorrelations. Cluster analysis groups individuals into maximally differing eating patterns. These approaches have now been used in diverse populations with good reproducibility. In contrast, because it is based on associations with outcomes rather than on coherent behavioral patterns, reduced rank regression may be less reproducible, but more research is needed. However, it is likely to yield useful information for hypothesis generation. Together, the focus on dietary patterns has been fruitful in demonstrating the powerful protective associations of healthy or prudent dietary patterns, and the higher risk associations of Western or meat and refined grains patterns. The field, however, has not fully addressed the effects of diet in subpopulations, including ethnic minorities. Depending on food group coding, subdietary patterns may be obscured or artificially separated, leading to potentially misleading results. Further attention to the definition of the dietary patterns of different populations is critical to providing meaningful results. Still, dietary pattern research has great potential for use in nutrition policy, particularly as it demonstrates the importance of total diet in health promotion.


Author(s):  
Judith Bazler ◽  
Letitia Graybill ◽  
Meta Van Sickle

Giftedness is not present only in childhood. It persists for a lifetime. However, even though most colleges/universities provide special needs services for appropriate students, most if not all college faculty might not believe it necessary to provide any accommodations for gifted/talented students either at undergraduate or at the graduate level. In order to accommodate one or more gifted/talented students in a class, faculty need to rethink their pedagogy and assessment strategies. At the college/university level accommodations are usually absent because faculty do not perceive a need to do so in their courses. In courses for pre-service teachers, some instructors provide practices in courses including how to teach gifted and talented students in basic education settings for K-12 grades. This chapter presents a brief overview of gifted and talented education in the United States focusing more specifically on gifted and talented at the university (or adult) level.


Standards for education are established by a number of governing agencies including regional accreditation committees, national accreditation committees, committees on educational standards within colleges and universities, and the United States Department of Education. These standards are long-established and are updated occasionally to reflect the changes in the fields of education. This chapter discusses the standards, as they exist today, in all of the aforementioned accreditation committees. Specifically, this chapter focuses on the educational standards as they currently exist for distance and online education, such as the standards for teacher training, professional development opportunities, and resources for online faculty.


1983 ◽  
Vol 6 (2) ◽  
pp. 120-132
Author(s):  
Pamela Fine Miller ◽  
Tom Ward

Several educational policies and state characteristics have been cited in the literature as having a beneficial influence upon state response to gifted and talented education. These include: 1. state mandated programs for gifted and talented students. 2. state certification of teachers of gifted and talented students. 3. state plan for gifted and talented education. 4. state statutes governing the administration of gifted and talented programs. 5. state educational agency personnel assigned to gifted and talented education. 6. state utilization of Title IV-C funding for gifted and talented programs. 7. administration of gifted and talented programs through special education. 8. state definition of giftedness and talent. 9. level of state expenditures for gifted and talented education. This study sought to ascertain the influence of these selected educational policies and state characteristics on the level of state services provided gifted and talented students and state expenditures provided to support such services observed across the states between 1977 and 1980. Results of this investigation revealed that educational policy, per se, has had little influence upon the level of state services provided gifted and talented students across the United States. However, the selected set of educational policies exerted a moderate influence upon the level of state expenditures for gifted and talented education observed across states between 1977 and 1980. Finally, it was observed that states have become more homogeneous in their response to policy in the area of gifted and talented education over time.


1996 ◽  
Vol 89 (9) ◽  
pp. 786-787
Author(s):  
Sharon Stenglein

In 1989, the Geometry Learning Project (GLP) of the Curriculum Research and Development Group of the University of Hawaii set out to develop a high school geometry curriculum that effectively supports students' construction of geometric knowledge, carrying out the mandates of the NCTM's Standards documents (1989, 1991, 1995) and other calls for substantive change in the htgh school geometry curriculum. Following seven years of intensive research and field testing, which was funded by the National Science Foundation, the United States Department of Education, and the University of Hawaii, a final set of curriculum materials is being made available for broader dissemination.


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