A Secondary School Journey: Programming for Gifted Students at a Catholic High School in Canada

1997 ◽  
Vol 12 (2) ◽  
pp. 72-76 ◽  
Author(s):  
Janice A Leroux
Keyword(s):  
Secondary School ◽  
Gifted Students ◽  
Self Esteem ◽  
Thinking Skills ◽  
Catholic High School ◽  
Personal Learning ◽  
Higher Level Thinking ◽  
Self Image ◽  
Catholic Secondary School ◽  
High Ability Students

At a French Catholic Secondary School in Ottawa, Ontario Canada, a year long study was carried out to determine the academic and social development of high ability students in a congregated class. Students reported the importance of teachers as a source of interest and inspiration in educational outcomes. Teachers' attempts to help students gain a realistic self-image resulted in some lowering of self-esteem by some students, while questioning of their use of higher abilities helped some students reach a new level of wisdom and personal learning. The need for greater challenges to student higher level thinking skills, more use of mentors and enhanced sense of social responsibility among gifted students were indicated in the study.

scholarly journals The Effectiveness of the Summer Immersion Program for Developing Time Management and Metacognitive Thinking Life Skills among Female Secondary School Students in Saudi Arabia

2018 ◽  
Vol 12 (4) ◽  
pp. 750
Author(s):  
Amani K. Alghamdi ◽  
Neama Abdulsalam
Keyword(s):  
Secondary School ◽  
Time Management ◽  
Life Skills ◽  
Secondary School Students ◽  
Gifted Students ◽  
Thinking Skills ◽  
Metacognitive Skills ◽  
School Students ◽  
Immersion Training ◽  
Post Assessment

This research aimed at examining the effectiveness of the Saudi Aramco Research Science Initiative (SARSI) Summer Immersion training program for developing time management and meta cognitive thinking life skills among female gifted secondary school students. The research sample comprised 31 female gifted students enrolled in various Saudi secondary schools. Their ages ranged from 15 to 17 years old with an average age of 16.23. The Abdul Salam scale was used for the measuring time-management performance and metacognitive thinking skills in the pre- and post-assessment of the SARSI program. Statistical analysis revealed significant differences between the students’ pre- and post-assessments on:  a) time management skills; b) the overall meta cognitive thinking life skills and  c) two subcategories of metacognitive skills: planning and self-monitoring. However, no significant differences were identified in the pre- and post-assessment for self-assessment.

A design of gifted personality traits scale

2019 ◽  
Vol 11 (2) ◽  
pp. 49-59
Author(s):  
Saida Attar
Keyword(s):  
Deep Learning ◽  
Secondary School ◽  
Personality Traits ◽  
Learning Style ◽  
Internal Control ◽  
Gifted Students ◽  
Secondary Level ◽  
Self Esteem ◽  
Alpha Coefficient ◽  
Scale Validity

This study aimed to design the ‘gifted personality traits scale’. The dimensions of this scale are determined in the following personality traits: motivation, emotional stability, positive self-esteem, internal control and deep learning style. A scale of (62) items was applied on (54) gifted students of the secondary level in order to extract the psychometric properties.The statistical analysis revealed (45) distinct items. The indicative correlation coefficient of the scale validity (by using split half) reached (0.881). As for the reliability, the alpha coefficient rate of the internal consistency reached (0.873). At last, we consider this scale as a valid tool to identifing gifted students at Algerian secondary school. Keywords: Scale, gifted, traits, students,

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

The Schoolwork Engagement Inventory

2012 ◽  
Vol 28 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Katja Upadaya
Keyword(s):  
Secondary School ◽  
Concurrent Validity ◽  
Structural Equation ◽  
Self Esteem ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Older Students ◽  
School Students ◽  
Factor Solution ◽  
Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

History Teacher Readiness in Applying Historical Thinking Skills in Secondary School

2017 ◽  
Vol 1 (2) ◽  
pp. 113
Author(s):  
Khairunnajwa Binti Samsudin ◽  
Mohd Mahzan Bin Awang ◽  
Anuar Bin Ahmad
Keyword(s):  
Secondary School ◽  
Quantitative Methods ◽  
Procedural Knowledge ◽  
Teaching Experience ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
History Teachers ◽  
Significant Difference ◽  
Years Of Teaching Experience

This article aims to study on the readiness of history teachers to inculcate historical thinking skills among students. This study focused on four aspects which includes 1) Procedural Knowledge, and 2) Pedagogical Knowledge. Thus, to achieve the purpose of the study, quantitative methods are used. Questionnaires were distributed to 30 history teachers in a secondary school in Batu Pahat district. The results showed that there were no significant differences between teachers who were trained to teach History and those who are not. However, there was a significant difference between teachers with ten years of teaching experience with the readiness of history teachers.

Developing a curriculum designed to overcome intolerance: A conceptual approach

2020 ◽  
Vol 16 (2) ◽  
pp. 181-201
Author(s):  
Michael B. Hinner
Keyword(s):  
Multicultural Education ◽  
Diversity Training ◽  
Self Esteem ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Self Awareness ◽  
Conceptual Approach ◽  
Cultural Diversity Training ◽  
Self Image ◽  
Low Levels

Abstract The paper examines the theoretical foundation of intolerance and explores potential topics for a curriculum designed to overcome intolerance. Previous research has shown that a negative self-image and low self-esteem seem to foster intolerance. Likewise, individuals with low levels of self-awareness tend to be more willing to express intolerance while paying less attention to the impression their behaviour and communication has among others. Individuals with a negative self-image and low self-esteem often resist change and tend to look for information that confirms and reinforces their existing viewpoints while ignoring information that contradicts their viewpoints. The research of Kruger and Dunning (1999), though, suggests that instruction in metacognition can overcome these negative characteristics. Especially if metacognitive training is coupled with multicultural education, cultural diversity training, and foreign language instruction as other research has revealed.

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