Perceptions of Teachers and Coordinators of the Gifted toward Characteristic Behaviors of Gifted Females in Rural Schools

1992 ◽  
Vol 8 (1) ◽  
pp. 36-39
Author(s):  
Kyung-Won Jeon ◽  
Robert S. Ristow
Keyword(s):  
Problem Solving ◽  
South Dakota ◽  
Rural Schools ◽  
Gifted Programs ◽  
Career Plans ◽  
Interest In Science ◽  
Sense Of Satisfaction ◽  
Gifted Females ◽  
Gifted Girls ◽  
Perceptions Of Teachers

The purpose of this study was to assess the perceptions of teachers of the gifted toward their students, particularly gifted girls. The characteristics reported in the literature were condensed to the 25 most common characteristics. From these 25 characteristics, a survey was developed which asked teachers and coordinators of the gifted programs in South Dakota to respond to each item. The results indicated that teachers and coordinators tend to view gifted females as: self-confident, having non-traditional career plans, experiencing a deeper sense of satisfaction from their talents, having a greater interest in science and math, worrying about success and failure equally, and as being more global in their problem-solving than their male intellectual peers.

Attitudes toward Computers: Validation of a Computer Attitudes Scale

1987 ◽  
Vol 3 (2) ◽  
pp. 207-218 ◽  
Author(s):  
George G. Bear ◽  
Herbert C. Richards ◽  
Paul Lancaster
Keyword(s):  
Pilot Study ◽  
Rural Schools ◽  
Item Analysis ◽  
Computer Attitudes ◽  
Attitudes Toward Computers ◽  
Attitudes Toward School ◽  
School Subject ◽  
Career Plans ◽  
School Subjects ◽  
Preliminary Version

A preliminary version of a scale to measure attitudes toward computers, the Bath County Computer Attitudes Scale (BCCAS), was developed and piloted on 398 students in grades 4 through 12 who were attending three rural schools in western Virginia. This instrument consisted of thirty-eight Likert items. The scale was judged to be unidimensional and internally consistent. With the aid of an item analysis, the number of items was reduced to twenty-six. The revised BCCAS was administered to 551 students whose demographic make-up was similar to those who participated in the pilot study. The BCCAS scores were found to be predictably related to computer experience and usage, educational and career plans, choice of favorite school subject, and attitudes toward school subjects. In general, the data supported the validity of the BCCAS as a measure of computer attitudes.

Resolving Conflicts in Rural Schools

1998 ◽  
Vol 17 (3-4) ◽  
pp. 18-26 ◽  
Author(s):  
Katharin A. Kelker
Keyword(s):  
Problem Solving ◽  
Rural Schools ◽  
Sense Of Community ◽  
Sense Of Belonging ◽  
Interpersonal Skills ◽  
Model Problem ◽  
Economic Changes ◽  
Shared Set ◽  
Diverse Student ◽  
Small Rural Schools

Small rural schools once thought themselves immune from serious conflict, but these once tranquil environments now find themselves dealing with more diverse student bodies, conflicts in values, and social and economic changes. It is no longer possible to assume that a rural school will have a sense of community—an underlying foundation of shared values and a sense of belonging. Without this shared set of values, conflicts are more difficult to resolve when they arise. More than ever, schools need to make a conscious effort to teach problem-solving and negotiation skills that build a framework for cooperation and the cultivation of mutual respect. Educators themselves must be prepared to resolve conflicts that arise for them with their colleagues and with parents and students. If teachers feel well prepared to handle conflict, they can be effective in modeling this behavior for their students. Master of interpersonal skills—communication, collaborative planning, and emotional “banking”—can keep conflicts within bounds and dialogue focused on problem-solving rather than blaming. When educators have the tools to manage conflict, they can model problem-solving and negotiation skills for their students. Then conflict resolution becomes a way to reestablish effective cooperation an provide opportunities for the creativity, excitement, and energy that come from the exploration of differences among ideas and values.

Attitudes of Adolescent Gifted Girls and Boys toward Education, Achievement, and the Future

1994 ◽  
Vol 9 (3) ◽  
pp. 144-151 ◽  
Author(s):  
Sally M. Reis ◽  
Carolyn M. Callahan ◽  
Diane Goldsmith
Keyword(s):  
School Achievement ◽  
Summer Institute ◽  
University Of Virginia ◽  
Family Attitudes ◽  
Professional Goals ◽  
Education Achievement ◽  
Gifted Females ◽  
The University ◽  
Future Education ◽  
Gifted Girls

A questionnaire was administered to 144 gifted girls and 140 gifted boys in grades six through eight who attended a summer institute at The University of Virginia. The questionnaire examined three aspects of the students' lives: expectations about future education, career and family; attitudes about school and school achievement; and their concept of gender differences. Differences were found between boys and girls in all three areas. Gifted boys had strong opinions about their futures and their professional goals but believe their wives should not pursue a career once children are born. They also believe that girls will spend more time taking care of children and home than they (gifted boys) will when they are adults. These findings raise concerns about the realization of potential in gifted females whose attitudes in this study were very different.

scholarly journals How Do We Encourage Gifted Girls to Pursue and Succeed in Science and Engineering?

2018 ◽  
Vol 41 (4) ◽  
pp. 196-207 ◽  
Author(s):  
Jilana S. Boston ◽  
Andrei Cimpian
Keyword(s):  
Sense Of Belonging ◽  
Evidence Based ◽  
Science And Engineering ◽  
Negative Stereotypes ◽  
Interest In Science ◽  
Intellectual Abilities ◽  
Gifted Girls

Despite having the raw ability to pursue careers in science and engineering, gifted girls often shy away from such careers. Here, the authors explore two explanations for this puzzling phenomenon. Specifically, they argue that exposure to (a) negative stereotypes about women’s intellectual abilities and (b) stereotypes about scientists as “nerdy,” eccentric loners may undermine gifted girls’ confidence in their ability to succeed in science and engineering, their sense of belonging in these fields, and—ultimately—their interest. The authors also suggest evidence-based strategies for inoculating girls against these stereotypes and boosting their interest in science and engineering.

Gifted Females: Teachers, Nurses and Astronauts A Unit on Gender Issues PEAC: Primary Extension and Challenge

1994 ◽  
Vol 9 (3) ◽  
pp. 138-143 ◽  
Author(s):  
Carole C. Peters
Keyword(s):  
Gender Issues ◽  
Full Potential ◽  
Single Sex ◽  
The Status ◽  
Males And Females ◽  
Women In The Workforce ◽  
Gifted Females ◽  
Gifted Girls ◽  
Important Objective ◽  
Status Of Women

Realising the potential of both males and females should be an important objective of every nation. Analysis of the status of women in the workforce provides support for the argument that many women are functioning as underachievers, a loss not only to themselves as they fail to realise their full potential, but also to society which is deprived of their full contribution. In this paper the special challenges for gifted girls are highlighted in a gender issues unit offered to students attending a Primary Extension and Challenge program. A single-sex setting for gifted girls is explored and evaluated. The realization of potential through the breaking with tradition and keeping options and choices open is an important issue for the girls.

The Career Plans of Graduates of Rural Schools

1969 ◽  
Vol 11 (3-5) ◽  
pp. 104-115
Author(s):  
F. N. Rekunov ◽  
N. A. Shlapak
Keyword(s):  
Rural Schools ◽  
Career Plans
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