The Fishbowl Discussion: A Strategy for Large Honors Classes

1993 ◽  
Vol 82 (6) ◽  
pp. 49 ◽  
Author(s):  
Maria A. Priles
Keyword(s):  
Honors Classes

Advanced and Honors Classes

2013 ◽  
Author(s):  
Kristen Brodie
Keyword(s):  
Honors Classes

The Secondary Triad Model

1989 ◽  
Vol 13 (1) ◽  
pp. 55-77 ◽  
Author(s):  
Sally M. Rei ◽  
Joseph S. Renzulli
Keyword(s):  
Advanced Placement ◽  
Faculty Members ◽  
Elementary Level ◽  
Type I ◽  
Staff Support ◽  
Planning Team ◽  
Gifted Program ◽  
Extra Curricular Activities ◽  
The Subject ◽  
Honors Classes

The Secondary Triad Model (Reis & Renzulli, 1985) evolved after several years of experience with numerous field test sites in which the Enrichment Triad Model had been implemented at the elementary level. In early attempts at the junior and senior high school levels, several problems emerged that were not easily resolved through the use of the elementary administrative design. These problems included scheduling, finding time for creative/productive work in “content crowded” classes, and developing administrative and staff support. How to blend the gifted program into already existing options such as advanced placement, honors classes and extra-curricular activities was an additional concern. The Secondary Triad Model, which has been implemented in many sites, begins with the formation of an Interdisciplinary Planning Team (IPT) that includes faculty members who volunteer to participate from each of the major academic areas. This team plans and organizes program goals and activities, and meets on a regular basis to discuss curriculum compacting options for students and to plan schoolwide enrichment opportunities. The Secondary Model also includes the formation of Talent Pool classes which are based in the Enrichment Triad Model. These classes actually become self-contained Triad programs within each discipline and allow regular curriculum to be compacted so that students may participate in Type I and Type II activities within the subject, and “revolve into” Type III experiences, if interests develop.

Music Honors Classes

1993 ◽  
Vol 80 (3) ◽  
pp. 53-54
Author(s):  
Joseph Rutkowski
Keyword(s):  
Honors Classes

scholarly journals The Impact of Relative Age Effect on Mathematics Achievement

2019 ◽  
Vol 12 (6) ◽  
pp. 39
Author(s):  
Ali Ünal
Keyword(s):  
Mathematics Achievement ◽  
Rural Areas ◽  
Age Effect ◽  
Mathematics Scores ◽  
Relative Age ◽  
Relative Age Effect ◽  
Service Training ◽  
Honors Classes ◽  
The Impact ◽  
Timss 2015

The timing of children’s start to school is the interest of researchers, policy-makers and especially parents. Researches on this issue have recently pointed to the concept of relative age effect (RAE). The purpose of this study is to determine the impact of RAE on mathematics achievement in Turkey. In order to accomplish this purpose, the question was sought: Does RAE have an impact on TIMSS 2015 the fourth and eighth grades mathematics scores of Turkey? The research was conducted in survey model. In the present study, the data obtained from the TIMSS 2015 results of Turkey was used. Totally 6456 students were sampled for TIMSS 2015 the fourth grade in 242 schools. Also, totally 6079 students (2943 girls and 3136 boys) were sampled for TIMSS 2015 the eighth grade in 218 schools. Hierarchical multiple regression analysis was used to analyze the data. In conclusion, it has been reached that RAE has an impact on TIMSS 2015 the fourth and eighth grades mathematics scores of Turkey and the youngest children born just before the cut-off date has the worst performance. The recommendations based on the results have been submitted as making the enrollment dates more flexible, especially for children in rural areas, not applying honors classes in schools, raising awareness about RAE in pre-service and in-service training programs for teachers, no pressure on children at home and at school for their lagging in competition.

scholarly journals Competition or Catastrophe: A Mixed Method Study on the Influence of Class Rank on Course Decisions

2021 ◽  
Vol 10 (4) ◽  
Author(s):  
Shannon Breuer ◽  
Kimberly Grosenbacher
Keyword(s):  
Mental Health ◽  
High School ◽  
Mixed Method ◽  
Dual Credit ◽  
Mixed Method Study ◽  
Class Rank ◽  
Hill Country ◽  
Academic Competition ◽  
Honors Classes ◽  
And Behavior

This study analyzed the extent to which class rank competition influences individual class selection by juniors at a high school in the Texas Hill Country and determined if its effects vary among students of different rankings. Students of both high and low rankings were interviewed to determine their perceptions towards, and behavior in response to academic competition. Subject responses generally correlated to one of three themes: class rank as an academic motivator, the influence of ranking on mental health, and student suggested improvements. The results suggested that GPA played a significant role in many student’s decisions concerning their courses, specifically in encouraging them to take AP, Dual Credit, and Honors classes- regardless of whether they were high or low ranking.

Effects of honors classes on secondary students

Roeper Review ◽  
1989 ◽  
Vol 11 (3) ◽  
pp. 153-156 ◽  
Author(s):  
John F. Feldhusen ◽  
Dorothy M. Kennedy
Keyword(s):  
Secondary Students ◽  
Honors Classes

scholarly journals Understanding the Academic Success of Academically Talented College Students with Autism Spectrum Disorders

2021 ◽  
Author(s):  
Sally M. Reis ◽  
Nicholas W. Gelbar ◽  
Joseph W. Madaus
Keyword(s):  
Academic Success ◽  
Analysis Data ◽  
The United States ◽  
Autism Spectrum ◽  
Structured Interviews ◽  
Academically Talented ◽  
Students With Autism ◽  
Honors Classes ◽  
Talented Students ◽  
Academically Talented Students

AbstractLittle is known about the academic and extra-curricular experiences of academically talented students with Autism Spectrum Disorder (ASD). This study focused on how these capable students with ASD successfully navigated and completed high school, and specifically, the experiences that enabled them to attend competitive colleges. Using comparative case studies and directed content analysis, data were derived from semi-structured interviews with 40 students who had been identified as academically talented with ASD, and were enrolled in, or recently graduated from, highly competitive colleges in the United States. The majority were identified as having academic talents, participated in challenging honors classes, enrichment opportunities, interest-based extra-curricular activities, residential summer programs, and pursued other advanced educational experiences. Implications for educational and talent development services are included.

An Honors Course on Evolution and Creationism: Teaching Experiences in the Deep South

1999 ◽  
Vol 5 ◽  
pp. 217-225
Author(s):  
Patricia H. Kelley
Keyword(s):  
Faculty Member ◽  
Interdisciplinary Approach ◽  
Deep South ◽  
University Of Mississippi ◽  
Teaching Experiences ◽  
Honors Courses ◽  
Teaching Career ◽  
Open Discussion ◽  
Honors Classes ◽  
The University

One of the most stimulating and enjoyable experiences of my teaching career has been an honors course on evolution and creationism, which I developed while a faculty member at the University of Mississippi. At many institutions, honors courses provide the freedom to tackle controversial subjects, employ an interdisciplinary approach, and allow professors and students to take more risks (pedagogically and conceptually) than in non-honors courses. Honors classes tend to be smaller, encourage active learning and critical thinking on the part of students, and emphasize open discussion rather than passive note taking as the faculty member lectures. Such a format is an ideal context for a course on evolution and creationism.

The Predictive Role of School Performance Indicators on Students’ College Achievement

2019 ◽  
pp. 089590481985782
Author(s):  
Jason Giersch ◽  
Martha Cecilia Bottia ◽  
Elizabeth Stearns ◽  
Roslyn Arlin Mickelson ◽  
Stephanie Moller
Keyword(s):  
High School Students ◽  
School Performance ◽  
School Quality ◽  
Public High School ◽  
Market Theory ◽  
School Students ◽  
High Stakes ◽  
Academic Benefits ◽  
Growth Scores ◽  
Honors Classes

The adoption of market theory as a guiding principle of education policy increased the need for assessments of school performance that families could use to compare academic benefits of attending one school to another. Prominent among measures used by states are the school proficiency and growth indicators resulting from high-stakes tests. Using a longitudinal dataset of college-bound public high school students in North Carolina ( N = 17,565), we test the usefulness of proficiency and growth scores of high schools in predicting students’ performance in college. We find both indicators to be useful and have the strongest associations with outcomes for students taking a mix of honors and non-honors classes. We also find that academic track placement has a stronger association with outcomes than either measure of school performance. Therefore, this study shows that reliance on school quality indicators can be inadequate because they exaggerate differences between schools and ignore differences within schools.

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