Should the teacher of the gifted be gifted?

2013 ◽  
Vol 30 (3) ◽  
pp. 263-270 ◽  
Author(s):  
Shoshana Rosemarin
Keyword(s):  
Effective Teachers ◽  
Experimental Studies ◽  
Gifted Students ◽  
Central Component ◽  
Teaching Skills ◽  
Gifted Learners ◽  
The Social ◽  
Teachers And Students ◽  
Emotionally Intelligent ◽  
Successful Teaching

There are relatively few research studies focusing on the understanding of teachers of gifted learners, though it is assumed that not all teachers should be assigned to teach the gifted. Most of the studies investigated this issue by examining the perceptions of teachers and students. In most of those studies the results show a preference to the social qualities of the teacher. The ability to respond to students as individuals is considered a central component of successful teaching. Yet, experimental studies show different results. Mills (2003) found that the characteristics of effective teachers of the gifted were similar to those typically ascribed to the gifted students. How important are the teaching skills of the teachers of the gifted? And how significant is his or her expertise in the field? Because the gifted population is not homogeneous, it seems that different students would have different preferences. Yet, it could be concluded that in order to be a successful mediator for gifted students, one would undoubtedly have to be intelligent enough to be able to understand their way of thinking, knowledgeable enough to be able to challenge them and, last but not least, emotionally intelligent.

Teacher as Counselor: Enhancing the Social, Emotional, and Career Development of Gifted and Talented Students in the Classroom

2005 ◽  
Vol 19 (3) ◽  
pp. 226-235
Author(s):  
Meredith J. Greene
Keyword(s):  
School Counselors ◽  
Career Counseling ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Social Emotional ◽  
Gifted Learners ◽  
Gifted Program ◽  
The Social ◽  
Affective Curriculum ◽  
Talented Students

Two of the guiding principles of gifted program standards are that gifted learners must be provided differentiated guidance efforts and affective curriculum (Nevitt, 2001), yet many gifted and talented students are receiving inadequate social, emotional, and career counseling. There are many reasons for this, including a shortage of personnel trained in working with gifted students, emphasis on academic achievement and tests scores, and the belief that gifted students can manage on their own. In many schools, guidance or counseling of students is the sole domain of professional counselors; however, most school counselors do not have training in gifted education and because they are burdened with large caseloads, administrative duties (i.e., scheduling), and crisis counseling, they often must function in a triage mode, attending to only the most serious problems with little time left for anything else.

scholarly journals Researching a Social Justice Course in a Charter School: A Duoethnographic Conversation

in education ◽  
2013 ◽  
Vol 16 (2) ◽  
Author(s):  
Darren E. Lund ◽  
Cheryl Veinotte
Keyword(s):  
Social Justice ◽  
Charter School ◽  
Narrative Approach ◽  
Critical Dialogue ◽  
Gifted Learners ◽  
The Social ◽  
School Programs ◽  
Teachers And Students ◽  
Dialogic Approach ◽  
Justice Program

This paper uses a dialogic approach following duoethnography to report on a research study conducted in a charter school offering a locally designed social justice course.  This narrative approach involves a critical dialogue between two people, each of whom pushes the other to further insights and understandings.  The urban prairie school under study focused on gifted learners and was funded as a public school.  Multiple methods of data collection included document and policy analysis, field observations, and open-ended interviews with administrators, teachers and students who were directly involved with the social justice program.  The results and discussion focus on student engagement in schools on issues of human rights and social justice, inquiry-based approaches to the curriculum, and include implications for educational policy and practice.Keywords: alternative school programs; social justice; duoethnography; inquiry learning

What Can Experimental Studies of Bias Tell Us About Real-World Group Disparities?

2021 ◽  
pp. 1-82
Author(s):  
Joseph Cesario
Keyword(s):  
Real World ◽  
Experimental Studies ◽  
White Men ◽  
Human Mind ◽  
Behavioral Differences ◽  
Social Categories ◽  
Systematic Testing ◽  
Black And White ◽  
Research Tradition ◽  
The Social

Abstract This article questions the widespread use of experimental social psychology to understand real-world group disparities. Standard experimental practice is to design studies in which participants make judgments of targets who vary only on the social categories to which they belong. This is typically done under simplified decision landscapes and with untrained decision makers. For example, to understand racial disparities in police shootings, researchers show pictures of armed and unarmed Black and White men to undergraduates and have them press "shoot" and "don't shoot" buttons. Having demonstrated categorical bias under these conditions, researchers then use such findings to claim that real-world disparities are also due to decision-maker bias. I describe three flaws inherent in this approach, flaws which undermine any direct contribution of experimental studies to explaining group disparities. First, the decision landscapes used in experimental studies lack crucial components present in actual decisions (Missing Information Flaw). Second, categorical effects in experimental studies are not interpreted in light of other effects on outcomes, including behavioral differences across groups (Missing Forces Flaw). Third, there is no systematic testing of whether the contingencies required to produce experimental effects are present in real-world decisions (Missing Contingencies Flaw). I apply this analysis to three research topics to illustrate the scope of the problem. I discuss how this research tradition has skewed our understanding of the human mind within and beyond the discipline and how results from experimental studies of bias are generally misunderstood. I conclude by arguing that the current research tradition should be abandoned.

The Social Competence Intervention Project: Developing Educational Procedures for Teaching Social Interaction Skills to Handicapped Children

1983 ◽  
Vol 8 (2) ◽  
pp. 120-127 ◽  
Author(s):  
Robert M. Day ◽  
James J. Fox ◽  
Richard E. Shores ◽  
David P. Lindeman ◽  
Joseph J. Stowitschek
Keyword(s):  
Social Interaction ◽  
Social Competence ◽  
Social Withdrawal ◽  
Experimental Studies ◽  
Critical Aspect ◽  
Handicapped Children ◽  
Social Initiations ◽  
Training Materials ◽  
The Social ◽  
Social Interaction Skills

Social interaction with other children is a critical aspect of a child's development. Many handicapped children display pronounced deficits in this area of development. The Social Competence Intervention Project (SCIP) addressed the problem of social withdrawal of handicapped children by meeting four goals. These were (a) identify social behaviors that are likely to set the occasion for a positive social encounter, (b) evaluate the effectiveness of critical social initiations when used by handicapped children, (c) develop empirically valid teaching procedures, and (d) translate the results of the experimental studies of the first three goals into teacher training materials.

The Old and New Face of Civic Education: Expert, Teacher, and Student Views

2003 ◽  
Vol 2 (3) ◽  
pp. 446-454 ◽  
Author(s):  
Heinrich Mintrop
Keyword(s):  
Social Movements ◽  
Critical Thinking ◽  
Civic Education ◽  
Community Organizing ◽  
Educational Achievement ◽  
International Association ◽  
Political Activity ◽  
Expert Teacher ◽  
The Social ◽  
Teachers And Students

Using the representative database of the Second International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study, this article takes a look at civic education through the lens of expert scholars, teachers, and students. The data reveals that, as some of the experts reported, political interest is not pervasive among students and classrooms are not places where a culture of debate, controversy, and critical thinking flourishes for students. But things have changed if civic education was primarily an imparting of facts about national history and the workings of the political system. As for teachers, now the discourse of rights and the social movements associated with it top the list of curricular concerns. Large majorities of teachers share with national scholars a conceptualization of civic education as critical thinking and value education, repudiating knowledge transformation as ideal, and they recognize the wide gulf that exists between these ideals and reality. As for many students, political disinterest notwithstanding, forms of participation born out of social movements and community organizing are the preferred channels of political activity. And yet, it seems the experts have a point: the field is not where it should be.

scholarly journals Self-organizing dominance hierarchies in a wild primate population

2015 ◽  
Vol 282 (1814) ◽  
pp. 20151512 ◽  
Author(s):  
Mathias Franz ◽  
Emily McLean ◽  
Jenny Tung ◽  
Jeanne Altmann ◽  
Susan C. Alberts
Keyword(s):  
Individual Differences ◽  
Social Dynamics ◽  
Experimental Studies ◽  
Self Organization ◽  
Social Self ◽  
Dominance Hierarchies ◽  
Change Over Time ◽  
Winner And Loser Effects ◽  
The Social ◽  
Over Time

Linear dominance hierarchies, which are common in social animals, can profoundly influence access to limited resources, reproductive opportunities and health. In spite of their importance, the mechanisms that govern the dynamics of such hierarchies remain unclear. Two hypotheses explain how linear hierarchies might emerge and change over time. The ‘prior attributes hypothesis’ posits that individual differences in fighting ability directly determine dominance ranks. By contrast, the ‘social dynamics hypothesis’ posits that dominance ranks emerge from social self-organization dynamics such as winner and loser effects. While the prior attributes hypothesis is well supported in the literature, current support for the social dynamics hypothesis is limited to experimental studies that artificially eliminate or minimize individual differences in fighting abilities. Here, we present the first evidence supporting the social dynamics hypothesis in a wild population. Specifically, we test for winner and loser effects on male hierarchy dynamics in wild baboons, using a novel statistical approach based on the Elo rating method for cardinal rank assignment, which enables the detection of winner and loser effects in uncontrolled group settings. Our results demonstrate (i) the presence of winner and loser effects, and (ii) that individual susceptibility to such effects may have a genetic basis. Taken together, our results show that both social self-organization dynamics and prior attributes can combine to influence hierarchy dynamics even when agonistic interactions are strongly influenced by differences in individual attributes. We hypothesize that, despite variation in individual attributes, winner and loser effects exist (i) because these effects could be particularly beneficial when fighting abilities in other group members change over time, and (ii) because the coevolution of prior attributes and winner and loser effects maintains a balance of both effects.

scholarly journals Evaluation of Disaster Management E-Learning Webs in Turkey

2013 ◽  
Vol 4 (12) ◽  
pp. 53-60
Author(s):  
Kubilay KAPTAN ◽  
Onur YILMAZ
Keyword(s):  
Risk Mitigation ◽  
Earthquake Insurance ◽  
Insurance Supervision ◽  
Successful Solution ◽  
The Social ◽  
Teachers And Students ◽  
E Learning ◽  
Disaster Education ◽  
Education In Turkey ◽  
Technical Organizations

It is emphasized that Turkey experiences frequent earthquakes, causing extensive losses to economy, life and limb. In order to mitigate the losses due earthquakes, a number of issues are identified to be studied and managed properly on a national scale. Firstly, the importance of education and research about earthquakes and earthquake preparedness, from cradle to grave, is stressed. Secondly, for a successful solution of the risk mitigation problems, the legislative and financial structures as well as the social and technical organizations are presented. Recommendations are given, concerning the disasters management, dealing with emergency matters during and after the earthquake, and also the risk management, dealing with preparations before the earthquake. Finally, the problems related to inventory of buildings, repair and retrofitting issues, earthquake insurance, supervision of design and construction of buildings are discussed. E-learning is a new project for education based on the adoption of new computerised, multimedia and telematic technologies. Its application has deeply changed the concept of a teacher-based teaching to a student-centred educational project. It offers a great flexibility in the educational methodology, in the administration of contents, in the synchronous and/or asynchronous interaction between teachers and students, in the organisation and in the structure of the course, in the educational plans, in the support, the tracking and the evaluation of the student. E-learning could represent a great resource and a possible revolution in the concept of education and in the field of disaster education as well. In Turkey, there are some important websites concerning disaster education. These websites are reviewed to evaluate if these sites provide good e-learning environments. The official websites concerning disaster education in Turkey are scorched and the websites are reviewed according to the established protocol. Each website has been evaluated by two independent reviewers. The average scores were obtained by averaging the two scores. Of the available 6 websites, the total scores of these 6 websites varied from 42 points to 28 points (average 34+12 points). In conclusion, this report demonstrated that the e-learning of disaster education was still primitive in Turkey. It should be the first priority to implement a well-established e-learning environment to provide good disaster education.

scholarly journals Eyetracking a meeting of minds: teachers’ and students’ joint attention during synchronous online language tutorials

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Lijing Shi ◽  
Ursula Stickler
Keyword(s):  
Eye Movement ◽  
Joint Attention ◽  
Mixed Method ◽  
Online Teaching ◽  
Meaning Making ◽  
Language Teachers ◽  
Teaching Skills ◽  
Teaching Online ◽  
Complex Interactions ◽  
Teachers And Students

Abstract The COVID-19 pandemic forced many language teachers to move their teaching online without sufficient preparation. This unexpected change of practice engendered doubt and anxiety in teachers. They worried about their ability to attract and hold their learners’ attention, an element that is essential for successful online teaching. Our dual-point eyetracking study looks into how students and teachers establish joint attention during online language tutorials. It also examines various means teachers employ to guide students’ attention and scaffold their meaning making process. The data was collected from two online language tutorials where the eye movement of one teacher and one student was tracked simultaneously, as well as recordings of their stimulated reflection while watching their own eyetracking visualisation replay. By combining mixed-method data and dual perspectives, we were able to unveil the complex interactions in online language tutorials and offer practical suggestions to language practitioners who hope to improve their online teaching skills.

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