How High Achievers Learn That They Should Not Become Teachers

2021 ◽  
Vol 91 (4) ◽  
pp. 433-456
Author(s):  
ZID MANCENIDO
Keyword(s):  
Significant Role ◽  
College Graduates ◽  
Career Exploration ◽  
High Achievers ◽  
Academically Successful ◽  
Classroom Teachers ◽  
High Achieving Students ◽  
High Achieving ◽  
K 12 ◽  
Successful Students

In this article, Zid Mancenido examines how high-achieving students are socialized to believe that they should not become K–12 classroom teachers. Research has well established that academically successful students are often disinterested in teaching as a career, yet there has been little attention to how this disinterest is developed through the process of career exploration. To address this gap in the literature, Mancenido conducts a narrative inquiry based on interviews with high-achieving recent college graduates and graduating seniors. He presents six representative vignettes to demonstrate how high achievers learn through explicit and implicit signals that teaching is not appropriate for someone like them. This process is social, with parents and peers playing a significant role in shaping beliefs. These findings suggest that policy efforts to recruit more high achievers into teaching may benefit from more focus earlier in the career exploration pipeline.

High Achieving Students and Moral Judgment

1993 ◽  
Vol 16 (3) ◽  
pp. 268-279 ◽  
Author(s):  
Darcia Narváez
Keyword(s):  
Moral Judgment ◽  
High Achievers ◽  
Alternative View ◽  
General Factor ◽  
Domain Specific ◽  
High Achieving Students ◽  
High Achieving ◽  
Relationship Of ◽  
The Relationship ◽  
Reporting Data

Research exploring the relationship of intellectual aptitude to moral judgment has indicated that, as a group, those with a high intellectual aptitude score significantly above their age peers on measures of moral judgment. These data support the contention that intelligence is a “general factor” that cuts across domains. Some theorists have advocated an alternative view, that intelligence is domain specific. In looking at high achievers, the current study offers support for both views by reporting data that indicate a dependence of moral judgment precocity upon high intellectual achievement. As a group, the high achieving students scored higher on the Defining Issues Test's Principled score. However, there was a wide variation in scores among the high achievers, indicating that apparent intellectual aptitude was not enough for high scores in moral judgment. This variance, along with the fact that no low achiever received an unusually high score, supports the “independent domains” hypothesis of intelligence.

scholarly journals Excessive Boredom Among Adolescents: A Comparison Between Low and High Achievers

2020 ◽  
Author(s):  
Manuel M. Schwartze ◽  
Anne C. Frenzel ◽  
Thomas Goetz ◽  
Anton Karl Georg Marx ◽  
Corinna Reck ◽  
...  
Keyword(s):  
Personality Traits ◽  
Self Report ◽  
High Achievers ◽  
Personality Profiles ◽  
Achievement Level ◽  
School Students ◽  
Expressive Suppression ◽  
Social And Emotional ◽  
High Achieving Students ◽  
High Achieving

Existing research shows that high scholastic boredom is correlated with a range of undesirable behaviors and personality traits and that the main antecedents of boredom are being over- or under-challenged. No study to date, though, seems to have systematically compared students who are highly bored and low-achieving (thus, likely over-challenged) with students who are highly bored and high-achieving (thus, likely under-challenged). Hence, merely knowing that students are highly bored might be insufficient for drawing conclusions about students’ behavior and personality, without taking their achievement level into account. We, therefore, investigated if low- versus high-achieving students who experience strong mathematics boredom show different behaviors and personality traits. The sample consisted of 1,404 German secondary school students (fifth to 10th grade, mean age 12.83 years, 52% female). We used self-report instruments to assess boredom in mathematics, behavior (social and emotional problems, positive/negative affect, emotion regulation), and personality traits (neuroticism and conscientiousness). In comparing highly bored students (more than one SD above M, n = 258) who were low versus high achievers (as indicated by the math grade, n = 125 / n = 119), results showed that there were no mean level differences across those groups for the behavior and personality trait constructs, with only three exceptions: conduct problems and expressive suppression (higher for low achievers) and positive affect (higher for high achievers). In conclusion, our results suggest that high boredom can occur in both low and high achieving students and that bored low- and high-achievers show largely similar behaviors and personality profiles.

scholarly journals Scholars on the sidelines : a phenomenological study of high-achieving elementary students in southwest Missouri

2018 ◽  
Author(s):  
◽  
Kerri Cox
Keyword(s):  
Elementary Students ◽  
Phenomenological Study ◽  
Academic Experiences ◽  
Suburban Schools ◽  
High Achievers ◽  
Phenomenological Inquiry ◽  
Academic Challenges ◽  
High Achieving Students ◽  
High Achieving ◽  
Classroom Structures

High-achieving students are those who enter the classroom ready and able to learn. They demonstrate their abilities by earning high grades in their coursework and by receiving high scores on standardized tests. The purpose of this phenomenological inquiry was to articulate the lived experiences of high-achieving elementary students in suburban schools in southwest Missouri. How would high-achieving elementary students, their parents, and their classroom teachers describe the academic experiences of high-achieving elementary students in suburban schools in southwest Missouri? Specific research probes looked at the degree to which these students received differentiated instruction and sought to uncover the classroom experiences and academic structures that best support and most hinder these students? growth. The findings show that students have limited differentiated opportunities. In speaking to parents, students, and teachers, the following classroom structures and academic structures emerged as those that most hinder learning: (a) mixed-ability classrooms, (b) a focus on standardization, (c) teaching to the middle, and (d) personality clashes with teachers. The following classroom structures and experiences emerged from the data as those that support high-achieving students: (a) pursuing their passions in and out of the classroom; (b) supportive teachers; and (c) confronting and conquering academic challenges. Implications from this study could provide researchers, educators, and administrators more insight into the needs of high-achievers and recommendations for supporting these students in the classroom.

scholarly journals Academic performance of K-12 students in an online-learning environment for mathematics increased during the shutdown of schools in wake of the COVID-19 pandemic

PLoS ONE ◽  
2021 ◽  
Vol 16 (8) ◽  
pp. e0255629
Author(s):  
Markus Wolfgang Hermann Spitzer ◽  
Sebastian Musslick
Keyword(s):  
Online Learning ◽  
Mathematical Problem ◽  
School Closures ◽  
High Achieving Students ◽  
Low Achieving Students ◽  
Rapid Spread ◽  
High Achieving ◽  
Learning Software ◽  
Education Gap ◽  
K 12

The shutdown of schools in response to the rapid spread of COVID-19 poses risks to the education of young children, including a widening education gap. In the present article, we investigate how school closures in 2020 influenced the performance of German students in a curriculum-based online learning software for mathematics. We analyzed data from more than 2,500 K-12 students who computed over 124,000 mathematical problem sets before and during the shutdown, and found that students’ performance increased during the shutdown of schools in 2020 relative to the year before. Our analyses also revealed that low-achieving students showed greater improvements in performance than high-achieving students, suggesting a narrowing gap in performance between low- and high-achieving students. We conclude that online learning environments may be effective in preventing educational losses associated with current and future shutdowns of schools.

scholarly journals Comparing computer game and traditional lecture using experience ratings from high and low achieving students

2012 ◽  
Vol 28 (4) ◽  
Author(s):  
Michael Grimley ◽  
Richard Green ◽  
Trond Nilsen ◽  
David Thompson
Keyword(s):  
Computer Games ◽  
Computer Game ◽  
High Achievers ◽  
Student Experiences ◽  
Instructional Tools ◽  
Traditional Group ◽  
Course Content ◽  
High Achieving Students ◽  
Low Achieving Students ◽  
High Achieving

<span>Computer games are purported to be effective instructional tools that enhance motivation and improve engagement. The aim of this study was to investigate how tertiary student experiences change when instruction was computer game based compared to lecture based, and whether experiences differed between high and low achieving students. Participants consisted two cohorts enrolled in a first year university course (Cohort 1, traditional: male=42, female=17; Cohort 2, computer game: male=42, female=7). Cohort 1 experienced course content as traditional lectures, Cohort 2 experienced course content embedded within a computer game. Csikszentmihalyi's experience sampling method was used to sample experiences of students for each cohort during instruction. Results showed that the computer game group were more challenged and valued the activity more than the traditional group, but were inclined to wish they were doing something else. High achieving students during game mode showed greater concentration but found it harder to concentrate and found game mode more sociable and lecture mode more boring. High achievers perceived greater success for lecture mode and found lectures more satisfying. Individual profiles of high and low achieving students for each mode indicated that games afforded better experiences for low achieving students but poorer experiences for high achieving students.</span>

scholarly journals Excessive boredom among adolescents: A comparison between low and high achievers

PLoS ONE ◽  
2020 ◽  
Vol 15 (11) ◽  
pp. e0241671
Author(s):  
Manuel M. Schwartze ◽  
Anne C. Frenzel ◽  
Thomas Goetz ◽  
Anton K. G. Marx ◽  
Corinna Reck ◽  
...  
Keyword(s):  
Self Report ◽  
High Achievers ◽  
Personality Profiles ◽  
Achievement Level ◽  
School Students ◽  
Expressive Suppression ◽  
Personality Variables ◽  
Social And Emotional ◽  
High Achieving Students ◽  
High Achieving

Existing research shows that high achievement boredom is correlated with a range of undesirable behavioral and personality variables and that the main antecedents of boredom are being over- or under-challenged. However, merely knowing that students are highly bored, without taking their achievement level into account, might be insufficient for drawing conclusions about students’ behavior and personality. We, therefore, investigated if low- vs. high-achieving students who experience strong mathematics boredom show different behaviors and personality traits. The sample consisted of 1,404 German secondary school students (fifth to 10th grade, mean age 12.83 years, 52% female). We used self-report instruments to assess boredom in mathematics, behavioral (social and emotional problems, positive/negative affect, cognitive reappraisal, and expressive suppression), and personality variables (neuroticism and conscientiousness). In comparing highly bored students (more than one SD above M, n = 258) who were low vs. high achievers (as indicated by the math grade, n = 125 / n = 119), results showed that there were no mean level differences across those groups for all variables. In conclusion, our results suggest that high boredom can occur in both low- and high-achieving students and that bored low- and high-achievers show similar behaviors and personality profiles.

“Over-zealous Parents, Over-programmed Families”: Asian Americans, Academic Achievement, and White Supremacy

2021 ◽  
pp. 233264922110184
Author(s):  
Pawan Dhingra
Keyword(s):  
Asian Americans ◽  
Asian American ◽  
White Supremacy ◽  
Minority Group ◽  
People Of Color ◽  
White Educators ◽  
Asian American Students ◽  
American Students ◽  
High Achieving ◽  
K 12

Discussions of white supremacy focus on patterns of whites’ stature over people of color across institutions. When a minority group achieves more than whites, it is not studied through the lens of white supremacy. For example, arguments of white supremacy in K-12 schools focus on the disfranchisement of African Americans and Latinxs. Discussions of high-achieving Asian American students have not been framed as such and, in fact, can be used to argue against the existence of white privilege. This article explains why this conception is false. White supremacy can be active even when people of color achieve more than whites. Drawing from interviews and observations of mostly white educators in Boston suburbs that have a significant presence of Asian American students, I demonstrate that even when Asian Americans outcompete whites in schools, white supremacy is active through two means. First, Asian Americans are applauded in ways that fit a model minority stereotype and frame other groups as not working hard enough. Second and more significantly, Asian Americans encounter anti-Asian stereotypes and are told to assimilate into the model of white educators. This treatment is institutionalized within the school system through educators’ practices and attitudes. These findings somewhat support but mostly contrast the notion of “honorary whiteness,” for they show that high-achieving minorities are not just tools of white supremacy toward other people of color but also targets of it themselves. Understanding how high-achieving minorities experience institutionalized racism demonstrates the far reach of white supremacy.

Soaring with Scope-on-a-Rope at LSU: Development of Innovative Microscopy Technology for K-16 Classroom use

2000 ◽  
Vol 6 (S2) ◽  
pp. 1170-1171
Author(s):  
M. C. Henk ◽  
H. Silverman
Keyword(s):  
Classroom Teachers ◽  
Classroom Setting ◽  
College Classrooms ◽  
Industrial Inspection ◽  
K 12 ◽  
Classroom Use

LSU began introducing a prototype SCOPE-ON-A-ROPE (SOAR) to selected teachers in Louisiana and Tennessee three years ago as part of our K-12 outreach activities. It proved to be an invaluable aid to all K-12 classrooms as well as to college classrooms or laboratories in several disciplines. The SOAR is extremely easy to use in the normal classroom setting, but can also introduce sophisticated concepts usually possible only through complicated microscopy exercises with specialized instrumentation.The professional microscopist who occasionally teaches students how to use microscopes can only begin to appreciate the position of classroom teachers who are routinely faced with inadequate, insufficient microscopes for classes of 20- 30 students at a time. This SOAR, inspired by industrial inspection devices, aids the teacher in introducing valuable concepts in microscopy and scale while easily serving the functions of many different microscopes and accessories. It is a comfortably hand-held device that can be used capably even by a five-year-old to provide excellent,

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