Building on and Extending the Characteristics of Gifted Learners: Implementing the Real Engagement in Active Problem Solving (REAPS) Teaching Model

2021 ◽  
Vol 30 (2) ◽  
Author(s):  
June Maker ◽  
◽  
Randy Pease ◽  
Keyword(s):  
Problem Solving ◽  
Learning Environments ◽  
Fidelity Of Implementation ◽  
Teaching Model ◽  
Evidence Based ◽  
Gifted Learners ◽  
Real World Problem ◽  
Talented Students ◽  
High Level ◽  
Evidence Based Model

Real Engagement in Active Problem Solving (REAPS) is an evidence-based model for building on and extending the characteristics of gifted learners, enabling them to develop their exceptional talents. The purposes of this study were to (a) identify teachers who implemented the method at a high level of fidelity and (b) describe their ways of applying principles for talent development in content, processes, products, and learning environments. Fidelity of Implementation was high, ranging from 3.0 to 5.8, with a mean of 4.7 on a scale from 0 to 6. Teachers used methods identified as important for exceptionally talented students: engagement, challenge, interest, and relevance. Administrators enabled this high level of implementation. Because the study was conducted in one school, we recommend extending the research to other schools and contexts, and to consider the importance of real-world problem solving in developing the understanding and values needed to use exceptional talents wisely.

The Role of Teachers’ Implementation of the Real Engagement in Active Problem Solving (REAPS) Model in Developing Creative Problem Solving in Mathematics

2021 ◽  
Vol 30 (2) ◽  
Author(s):  
A. Kadir Bahar ◽  
◽  
June Maker ◽  
Alisa Scherbakova ◽  
◽  
...  
Keyword(s):  
Problem Solving ◽  
Gifted And Talented ◽  
Repeated Measures ◽  
Instructional Strategy ◽  
Fidelity Of Implementation ◽  
Teaching Model ◽  
Creative Problem Solving ◽  
The Real ◽  
Creative Problem ◽  
High Level

Teaching is more effective when students are taught through research-based teaching approaches that have been found to be successful in producing the outcomes they advocate. However, use of an effective instructional strategy does not ensure learning, because the success of a sound approach is determined by how well it is implemented. The purpose of this study was to evaluate the effect of the fidelity of implementation of the Real Engagement in Active Problem Solving (REAPS) teaching model on changes in creative problem solving in mathematics. REAPS is a teaching model that was initially designed to meet the needs of exceptionally gifted and talented learners. However, teachers and researchers have found it to be an effective method for teaching all students. Using a repeated measures t-test, we found that creative problem solving of students in a school in which all teachers implemented the REAPS model improved significantly in total scores as well as accuracy and concept subscores. In addition, we found that the level of fidelity of implementation of the model explained 14.8% of the variance in total creative problem solving in mathematics, 20.1% of the variance in accuracy subscore, and finally 4.5% of the variance in concept subscore. We found evidence that teachers can make a significant impact on students’ creative problem solving in mathematics through a high level of fidelity of implementation of the REAPS model.

Virtual reality in Education. Broken promises or new hope?

2021 ◽  
Author(s):  
B. L. McGee ◽  
Lisa Jacka
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Evidence Based ◽  
Research Needs ◽  
Business Environments ◽  
Global Pandemic ◽  
Technology Changes ◽  
Software And Hardware ◽  
High Level ◽  
K 12

Virtual reality in one form or another has been around for over 50 years, most notably in entertainment and business environments. Technology-focused teachers have been leading the way with attempts at utilising and integrating virtual reality into K-12 and Higher Education. However, as quickly as technology changes so does the enthusiasm for the use in educational contexts. Much of this is due to the high-level cost (time and money) with no evidence-based educational return. In 2020 the global pandemic forced the education sector to innovate to provide authentic learning environments for students. The time is right for virtual reality to take centre stage. Over 171 million people worldwide currently use virtual reality, and the market in education is expected to grow by 42% over the next five years. This paper focuses on a range of virtual reality literature encompassing work across the spectrum of software and hardware, identifying where more educational implementation and research needs to be done and providing a perspective on future possibilities focusing on current affordances.

scholarly journals A Day in the Professional Life of a Collaborative Biostatistician Deconstructed: Implications for Curriculum Design

2018 ◽  
Vol 7 (1) ◽  
pp. 20
Author(s):  
Gregory P. Samsa
Keyword(s):  
Problem Solving ◽  
Study Design ◽  
Curriculum Design ◽  
Core Competencies ◽  
Evidence Based ◽  
General Knowledge ◽  
Statistical Education ◽  
Problem Framing ◽  
High Level

Collaborative biostatistics is the creative application of statistical tools to biomedical problems. The relativelymodest literature about the traits of effective collaborative biostatisticians focuses on four core competencies: (a)technical and analytical; (b) substance-matter knowledge; (c) communication; and (d) problem solving and problemframing. Most statistical education concentrates on the technical and analytical competency; here, we focus on theremaining ones. Case studies describing consultations about study design and data analysis are presented, and thetask is to deconstruct the knowledge used by an experienced collaborative biostatistician into components which aremore explicit (and, ultimately, teachable). These components include specific and concrete information aboutstatistical procedures; substance-matter knowledge about biology and medicine; general knowledge about biomedicalstudies, especially study design; insights about the process of effective collaboration; and high-level synthesis.Implications for curriculum design are discussed. To follow up on these qualitative and provisional efforts, the nextstep in scholarly research about to teach communication, problem framing and problem solving within the context ofcollaborative biostatistics should focus on a finer-grained and evidence-based description of what these competenciesactually entail.

scholarly journals From Leading to Guiding, Facilitating, and Inspiring: A Needed Shift for the 21st Century

2021 ◽  
Vol 12 (1) ◽  
pp. 18
Author(s):  
C. June Maker
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
Role Models ◽  
Evidence Based ◽  
Effective Leaders ◽  
Creative Problem ◽  
Collaboration And Communication ◽  
Evidence Based Model ◽  
Context Problem

In the 21st-century context, problem solving, creativity, critical thinking, collaboration, and communication are the most valued skills in the workplace. Thus, those in positions often labeled as “leadership” need to make a valuable shift: to guiding, inspiring, and facilitating rather than directing. In this article, I review research on two styles of leadership, transformational and transactional, and relate this research to discussions of the same two types of giftedness. Research on the effectiveness of leaders at engendering creative problem solving has shown the transformational style to be more effective. Leaders are guides in the process rather than the content, facilitators of the gathering and exchange of information from varied sources, and role models as they exhibit effective problem-solving behaviors themselves. As role models, they inspire others to take risks, think innovatively, and collaborate with others. Examples of methods for identifying exceptionally talented leaders and behaviors to observe are provided. In addition, an evidence-based model for igniting, cultivating, extending, and strengthening exceptional talent in leadership is described.

Systems theories

2018 ◽  
Author(s):  
Marc J. Stern
Keyword(s):  
Social Networks ◽  
Problem Solving ◽  
Natural Resources ◽  
Real World ◽  
Common Pool Resources ◽  
Ecological Systems ◽  
Effective Governance ◽  
Social Ecological Systems ◽  
Social Ecological ◽  
Real World Problem

This chapter covers systems theories relevant to understanding and working to enhance the resilience of social-ecological systems. Social-ecological systems contain natural resources, users of those resources, and the interactions between each. The theories in the chapter share lessons about how to build effective governance structures for common pool resources, how to facilitate the spread of worthwhile ideas across social networks, and how to promote collaboration for greater collective impacts than any one organization alone could achieve. Each theory is summarized succinctly and followed by guidance on how to apply it to real world problem solving.

Student Privacy and the Law in the Internet Age

2019 ◽  
Author(s):  
Leah Plunkett ◽  
Urs Gasser ◽  
Sandra Cortesi
Keyword(s):  
Learning Environments ◽  
School Environment ◽  
Privacy Protection ◽  
Data Privacy ◽  
Digital Technologies ◽  
The United States ◽  
Legal Framework ◽  
Privacy Law ◽  
Student Privacy ◽  
High Level

New types of digital technologies and new ways of using them are heavily impacting young people’s learning environments and creating intense pressure points on the “pre-digital” framework of student privacy. This chapter offers a high-level mapping of the federal legal landscape in the United States created by the “big three” federal privacy statutes—the Family Educational Rights and Privacy Act (FERPA), the Children’s Online Privacy Protection Act (COPPA), and the Protection of Pupil Rights Amendment (PPRA)—in the context of student privacy and the ongoing digital transformation of formal learning environments (“schools”). Fissures are emerging around key student privacy issues such as: what are the key data privacy risk factors as digital technologies are adopted in learning environments; which decision makers are best positioned to determine whether, when, why, and with whom students’ data should be shared outside the school environment; what types of data may be unregulated by privacy law and what additional safeguards might be required; and what role privacy law and ethics serve as we seek to bolster related values, such as equity, agency, and autonomy, to support youth and their pathways. These and similar intersections at which the current federal legal framework is ambiguous or inadequate pose challenges for key stakeholders. This chapter proposes that a “blended” governance approach, which draws from technology-based, market-based, and human-centered privacy protection and empowerment mechanisms and seeks to bolster legal safeguards that need to be strengthen in parallel, offers an essential toolkit to find creative, nimble, and effective multistakeholder solutions.

scholarly journals Fidelity to an evidence-based model for crisis resolution teams: a cross-sectional multicentre study in Norway

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
N. Hasselberg ◽  
K. H. Holgersen ◽  
G. M. Uverud ◽  
J. Siqveland ◽  
B. Lloyd-Evans ◽  
...  
Keyword(s):  
Mental Health ◽  
Multidisciplinary Teams ◽  
Evidence Based ◽  
Crisis Resolution ◽  
Health Crisis ◽  
The Core ◽  
Crisis Resolution Teams ◽  
Fidelity Scale ◽  
The Uk ◽  
Evidence Based Model

Abstract Background Crisis resolution teams (CRTs) are specialized multidisciplinary teams intended to provide assessment and short-term outpatient or home treatment as an alternative to hospital admission for people experiencing a mental health crisis. In Norway, CRTs have been established within mental health services throughout the country, but their fidelity to an evidence-based model for CRTs has been unknown. Methods We assessed fidelity to the evidence-based CRT model for 28 CRTs, using the CORE Crisis Resolution Team Fidelity Scale Version 2, a tool developed and first applied in the UK to measure adherence to a model of optimal CRT practice. The assessments were completed by evaluation teams based on written information, interviews, and review of patient records during a one-day visit with each CRT. Results The fidelity scale was applicable for assessing fidelity of Norwegian CRTs to the CRT model. On a scale 1 to 5, the mean fidelity score was low (2.75) and with a moderate variation of fidelity across the teams. The CRTs had highest scores on the content and delivery of care subscale, and lowest on the location and timing of care subscale. Scores were high on items measuring comprehensive assessment, psychological interventions, visit length, service users’ choice of location, and of type of support. However, scores were low on opening hours, gatekeeping acute psychiatric beds, facilitating early hospital discharge, intensity of contact, providing medication, and providing practical support. Conclusions The CORE CRT Fidelity Scale was applicable and relevant to assessment of Norwegian CRTs and may be used to guide further development in clinical practice and research. Lower fidelity and differences in fidelity patterns compared to the UK teams may indicate that Norwegian teams are more focused on early interventions to a broader patient group and less on avoiding acute inpatient admissions for patients with severe mental illness.

scholarly journals Development and testing of an evidence-based model of mentoring nursing students in clinical practice

2020 ◽  
Vol 85 ◽  
pp. 104272 ◽  
Author(s):  
Kristina Mikkonen ◽  
Marco Tomietto ◽  
Giancarlo Cicolini ◽  
Boris Miha Kaucic ◽  
Bojana Filej ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Evidence Based ◽  
Evidence Based Model
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