Being gifted in Turkey: Educational and social experiences of high-ability students

2019 ◽  
Vol 35 (3) ◽  
pp. 216-236
Author(s):  
Sakhavat Mammadov
Keyword(s):  
Phenomenological Study ◽  
Social Experiences ◽  
High Ability ◽  
Structured Interviews ◽  
School Students ◽  
High Stakes ◽  
High Stakes Tests ◽  
Common Problems ◽  
Gifted Middle School Students ◽  
High Ability Students

This phenomenological study explored the educational and social experiences of eight gifted middle school students from Turkey. Data were collected from in-depth semi-structured interviews. The findings indicated that boredom and teacher ineffectiveness were among the most common problems that the participant students faced at school. The students also complained about the high-stakes tests that they believed were more anxiety-provoking than their worth. The students reported experiencing high levels of stress and burnout. The findings revealed that having high ability was not a handicap for developing good social relationships, but being labeled as gifted may lead to some negative outcomes based solely on the stigmatization. The overall findings suggested that the parents of these students were aware of their child’s unique needs. However, not all parents knew how to effectively respond to these needs.

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.

High-Ability Students’ Time Spent Outside the Classroom

2011 ◽  
Vol 22 (5) ◽  
pp. 720-749 ◽  
Author(s):  
Matthew C. Makel ◽  
Yan Li ◽  
Martha Putallaz ◽  
Jonathan Wai
Keyword(s):  
High School Students ◽  
Summer Program ◽  
High Ability ◽  
Participation Rates ◽  
Academically Talented ◽  
School Students ◽  
School Year ◽  
Research Findings ◽  
Academic Clubs ◽  
High Ability Students

This study considered how three groups of academically talented high school students—those who attended an academic summer program (TIP), those who qualified for the program but chose not to attend (QNA), and those who did not qualify (DNQ)—spent time outside the classroom. These groupings differentiated students by ability (QNA vs. DNQ) and attendance (TIP vs. QNA). Male–female comparisons were also conducted. By comparing participation rates across a variety of activities and by sex, the current study helps explain the lives of high-ability students outside the arena by which they are defined: their academic ability. Results reveal numerous group and sex differences based on how high-ability students spend their time outside the classroom. Females tended to participate more than males in activities that were generally positively associated with academic achievement, while also participating in more types of activities. Males, however, reported watching more TV and were less likely to participate in any activity. QNA students reported spending more time on academic-related activities, such as homework and academic clubs, than did DNQ students, indicating a generally higher interest in academic endeavors. However, the QNA and TIP groups differed only in their service club participation rates, indicating that attending a summer program is not associated with spending time outside the classroom differently during the school year. This research underscores the heterogeneity of different groups of high-ability students and suggests some caution when generalizing from research findings based only on program participants. Knowing how students spend their time can help parents, educators, and researchers understand and foster adolescent development.

Program Development for Disadvantaged High-Ability Students

2017 ◽  
Vol 40 (2) ◽  
pp. 87-95 ◽  
Author(s):  
Mihyeon Kim ◽  
Jennifer Cross ◽  
Tracy Cross
Keyword(s):  
Low Income ◽  
Personal Development ◽  
Lessons Learned ◽  
High Ability ◽  
School Students ◽  
University Professors ◽  
Staff Members ◽  
Enrichment Program ◽  
And Mathematics ◽  
High Ability Students

Examining lessons learned through 4 years of experience of hosting Camp Launch, a university-based residential science, technology, engineering, and mathematics (STEM) enrichment program for low-income, high-ability, middle school students, this article explores components of the program and offers suggestions for implementing programs that serve this population. The camp exposes students to a variety of learning activities, including academic classes in STEM area and writing, personal development class, evening classes beyond STEM areas such as art and drama, diverse physical activities, career conference, and field trips. For such a program to be successful, it is critical to find and develop good human resources, including teachers experienced with the population and counselors who are mature and effective communicators. Curriculum must be appropriate for high-ability students, and all staff members should be prepared to work with this special population. A network of collaborators, from university professors to museums, helps to make the program successful.

Academic Tracking, High-Stakes Tests, and Preparing Students for College: How Inequality Persists Within Schools

2016 ◽  
Vol 32 (7) ◽  
pp. 907-935 ◽  
Author(s):  
Jason Giersch
Keyword(s):  
High Stakes Testing ◽  
Public High School ◽  
School Students ◽  
High Stakes ◽  
Data Set ◽  
Academic Tracking ◽  
State University System ◽  
High Stakes Tests ◽  
Academic Track ◽  
The Difference

Academic tracking is a common feature of school organization, but it produces inequalities in student outcomes. High-stakes testing policies offer new opportunities for assessing students’ progress, but the instruments raise concerns about relying on such narrow measures of learning. This study utilizes a longitudinal data set that follows one cohort of North Carolina school students from public high school through the state university system to examine the difference in outcomes associated with academic track. Results show that upper track students do better in college even when controlling for achievement on high-stakes tests and that such tests are a stronger predictor of college success for upper track students than they are for lower track students. Interviews suggest that these differences can be attributed to different methods of instruction in each track.

scholarly journals Dimensions of Creativity in Secondary School High-Ability Students

2021 ◽  
Author(s):  
Núria Arís Redó ◽  
Mª Ángeles Millán Gutiérrez ◽  
José-Diego Vargas Cano
Keyword(s):  
Secondary School ◽  
Significant Relationship ◽  
Creative Thinking ◽  
Secondary School Students ◽  
High Ability ◽  
School Students ◽  
Scientific Creativity ◽  
Future Studies ◽  
Teaching Learning ◽  
High Ability Students

Abstract: Abstract: The objective of this article is to analyze the dimensions of creativity concerning students with high abilities. Firstly a review of the most relevant scientific contributions on creativity is carried out. Next the dimensions of creativity in secondary school students who have been previously identified as high- ability students are analyzed. Those abilities associated to di-vergent thinking were assessed by means of the Torrance Test of Creative Thinking [19]. The flu-ency, flexibility and originality dimensions were assessed with the Scientific-Creative Thinking Test (TPCC, [7]). The results obtained evidence that high-ability students achieve greater scores in both the figurative creativity and scientific-creativity dimensions. A significant relationship between creativity and high ability can therefore be established. This study is of an exploratory nature and the results obtained contribute to develop future studies in application of its findings in the teaching-learning process..

scholarly journals Critical Connections: High-Ability Students Perceptions of Factors that Influence NZQA Scholarship - a Mixed Method Study

2021 ◽  
Author(s):  
◽  
Jennifer M Horsley
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
New Zealand ◽  
Extracurricular Activities ◽  
High Ability ◽  
School Students ◽  
High Academic Achievement ◽  
The Impact ◽  
High Ability Students ◽  
Successful Students

<p>This mixed methods study involved 332 high school students and investigated those factors that students perceived as having facilitated their success in New Zealand Qualifications Authority (NZQA) Scholarship. A key finding from this study suggests that New Zealand Scholarship students form a connection with at least one teacher and consider this relationship to be a catalyst in their success. Family, peers and friends play a lesser but still important role in the student's success, providing support for the student. These successful students reported reduced time spent in extracurricular activities in order to prepare for subjects in which they believed they would be successful. Students related experiences where teachers, schools and some learning communities were not supportive of their aspirations for high academic achievement, and described the impact of this on their quest for Scholarship success. This research has identified a number of aspects relating to high academic achievement and New Zealand secondary education that require further investigation. These include an investigation into those practices of teachers who work with high-ability students to yield greater understanding of the beliefs that teachers hold about teaching high-ability students and the ways in which these beliefs affect student outcomes.</p>

scholarly journals Family Caregivers' Experiences of Caring for Patients with COVID-19: A Phenomenological Study

2020 ◽  
Author(s):  
Tahereh Rahimi ◽  
Neda Dastyar ◽  
Foozieh Rafati
Keyword(s):  
Family Caregivers ◽  
Phenomenological Study ◽  
Social Experiences ◽  
Physical And Mental Health ◽  
Structured Interviews ◽  
Community Members ◽  
Step Method ◽  
Positive Experiences ◽  
Qualitative Phenomenological ◽  
Qualitative Phenomenological Study

Abstract Background: Family caregivers of patients with COVID-19 face many challenges that affect their physical and mental health. Aim: The aim of the present study was to explore the family caregivers' experiences of caring for patients with COVID-19. Methods: This qualitative phenomenological study was performed based on 13 family caregivers who had experience in home caring for patients with COVID-19. Data were collected through purposive sampling with in-depth semi-structured interviews. The Colaizzi's 7-step method was used to determine themes. The MAXQDA10 software was used to manage qualitative data analysis.Results: Five themes of (a) “nature of the disease” with 2 subcategories, including “fluctuating symptoms” and “emergent and unpredictable disease;” (b) “unmet needs” with 3 subcategories, including “lack of knowledge,” “lack of health facilities,” and” financial problems;” (c) “unpleasant physical, psychological, and social experiences” with 3 subcategories, including “unpleasant physical experiences,” “unpleasant psychological experiences,” and “unpleasant social experiences;” (d) “care facilitators” with 3 subcategories, including “social support,” “adaptive mechanisms,” and “intrinsic motivations;” and (e) “positive experiences” with 3 subcategories, including “promoting spirituality,” “improving relationships,” and “growth” were extracted.Conclusion: Information and financial support for COVID-19 should be provided to family caregivers. Also, community members should embrace patients and family caregivers and reinforce the positive experiences of caregivers.

scholarly journals ”At knække lærerkoden” – en elevperspektivisk analyse af adressater ved mundtlig eksamen

2021 ◽  
Vol 41 (4) ◽  
pp. 295-311
Author(s):  
Julie Isager
Keyword(s):  
High School ◽  
High School Students ◽  
Case Analysis ◽  
Oral Exam ◽  
School Students ◽  
High Stakes ◽  
High Stakes Tests ◽  
Student Interviews ◽  
Upper Secondary ◽  
Gain Access

In order to graduate, Danish (and Norwegian) upper secondary high-school students are assessed orally in high-stakes tests by two teacher-assessors. Based on a fieldwork following students preparing for the oral exam, the article investigates who the students are presupposing to talk to at the exam. Exam introductions and student interviews are analyzed using Bachtin’s dialogical theory. The paradigmatic case analysis finds that students focus on delivering interpretations that they think the teacher wants to hear, since alternative interpretations are considered a confrontation with the assessors. Potentially, this limits what students allow assessors to gain access to at the exam.

scholarly journals Profil Antisipasi Siswa SMA Dalam Memecahkan Masalah Integral

2015 ◽  
Vol 6 (1) ◽  
pp. 21 ◽  
Author(s):  
Erfan Yudianto
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Integral Formula ◽  
High Ability ◽  
Math Skills ◽  
School Students ◽  
Network Concept ◽  
High Ability Students

<p align="justify">Penelitian ini dilatarbelakangi oleh sulitnya siswa dalam menyelesaikan masalah integral khusunya luas daerah. Banyak siswa hanya menyelesaikan masalah integral hanya berdasarkan rumus yang sudah disediakan. Siswa jarang mengaitkan konsep-konsep yang saling terkait, dalam hal ini konsep integral subpokokbahasan luas daerah.Tujuan penelitian ini untuk mendeskripsikan Profil antisipasi siswa SMA dalam memecahkan masalah integral. Hasil penelitian ini dapat dimanfaatkan oleh guru untuk membantu siswa mengaitkan konsep-konsep yang belum terkait.  Penelitian ini menggunakan metode tes dan wawancara. Tes berupa  tes kemampuan matematika yang diberikan kepada siswa, sehingga diperoleh siswa berkemampuan tinggi dan wawancara diberikan kepada siswa yang bersangkutan untuk menggali dan melihat jaringan konsep yang dimiliki siswa dalam menyelesaikan masalah integral. Subjek dalam penelitian ini termasuk dalam antisipasi terinternasilsasi dikarenakan siswa secara spontan menerapkan rumus integral tanpa menganalisis soal yang diberikan.</p><p align="justify">This research is motivated by the difficulty of students in solving integral problems especially the area. Many students just completed the integral problems just based on a formula that has been provided. Students rarely associate the concepts are interrelated, in this case the integral concept of the area. The purpose of this study was to describe the profile anticipation of high school students in problem solving integrals. The results could be used by teachers to help students link the concepts are not related. This study uses tests and interviews. <em>The t</em><em>ests such as math skills test given to students, in order to obtain a high ability students and interviews given to the student to explore and see the network concept of the students in problem solving integrals. Subjects in this study are included in anticipation terinternasilsasi because students spontaneously apply the integral formula without analyzing the questions that were given</em></p>

scholarly journals KESULITAN BELAJAR SISWA SEKOLAH DASAR DALAM MENYELESAIKAN SOAL HOTS MATEMATIKA BERDASARKAN TEORI NEWMAN

2021 ◽  
Vol 6 (2) ◽  
pp. 43
Author(s):  
Fida Rahmantika Hadi
Keyword(s):  
Test Scores ◽  
Transformation Process ◽  
High Ability ◽  
School Students ◽  
Student Work ◽  
Descriptive Research ◽  
Mathematics Problems ◽  
Finishing Process ◽  
High Ability Students ◽  
Low Ability

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan kesulitan belajar siswa sekolah dasar dalam menyelesaikan soal HOTS matematika berdasarkan Teori Newman. Penelitian ini merupakan penelitian dekriptif. Subjek dalam penelitian ini siswa kelas V SDN Gerih 1 Ngawi sebanyak 23 siswa. Data yang diperoleh berupa hasil tes soal uraian dan hasil dari wawancara siswa yang dianalisis secara kuaitatif. Hasil skor tes siswa dikelompokkan menjadi tiga terdiri dari siswa berkemampuan tinggi (nilai tes antara 86-100), siswa berkemampuan sedang (nilai tes antara 70-85), dan siswa berkemampuan rendah (nilai tes antara 0-69). Selanjutnya untuk wawancara, peneliti memilih secara purposive satu siswa dari masing-masing kategori yang sudah dikelompokkan. Hasil penelitian ini yaitu terdapat 4 siswa kemampuan tinggi, 10 siswa kemampuan sedang dan 9 siswa kemampuan rendah. Indikator kesalahan menurut teori Newman yaitu membaca, memahami soal, transformasi, keterampilan proses serta proses penyelesaian. Hasil pengerjaan siswa ditemukan adanya kesalahan yang berbeda-beda dari setiap subjek.THE DIFFICULTIES OF ELEMENTARY’S STUDENTS LEARNING IN COMPLETING HOTS MATHEMATICS  PROBLEMS BASED ON NEWMAN’S THEORYAbstract: This study aims to describe the learning difficulties of elementary school students in solving mathematics HOTS questions based on Newman's Theory. This research is a descriptive research. The subjects in this study were 23 students of class V SDN Gerih 1 Ngawi. Data in the form of test results and student interviews were analyzed qualitatively. The results of student test scores are grouped into three consisting of high-ability students (test scores between 86-100), medium-ability students (test scores between 70-85), and low-ability students (test scores between 0-69). Furthermore, for the interview, the researcher purposively selects one student from each of the grouped categories. The results of this study were 4 high-ability students, 10 medium-ability students and 9 low-ability students. Indicators of error according to Newman's theory are reading, understanding, transformation, process skills and finishing process. The results of student work found that there were errors that differed for each subject.

Sign in / Sign up

Export Citation Format

Share Document