scholarly journals How high ability students perceived the practice of influential teachers

2009 ◽  
Author(s):  
Jenny Horsley
Keyword(s):  
Academic Success ◽  
New Zealand ◽  
Gifted And Talented ◽  
Effective Teachers ◽  
Educational Achievement ◽  
Reference Group ◽  
Gifted Students ◽  
School Students ◽  
Level 3 ◽  
High Ability Students

In 2005, acting on advice received from the Scholarship Reference Group, the New Zealand government introduced re-designed New Zealand Qualifications Authority Scholarship Awards. One goal of these awards was to help motivate students to strive to develop and display excellence. Distribution was aimed at approximately 3 percent of students studying at Level 3 National Certificate of Educational Achievement with this proportion consistent with the level many consider to be ‘gifted and talented’ learners. This article identifies secondary school students’ perceptions of those factors they perceive to have facilitated their success in New Zealand Qualifications Authority Scholarship. Results show that effective teachers of gifted students demonstrate personal and professional characteristics that facilitate high academic success.

scholarly journals Training Gifted and Talented Children in the Context of Evidence-Based Practice

2020 ◽  
Vol 1 (1) ◽  
pp. 34-46
Author(s):  
N.B. Shumakova
Keyword(s):  
High School Students ◽  
Academic Success ◽  
Gifted And Talented ◽  
Personal Development ◽  
Positive Impact ◽  
Gifted Students ◽  
Evidence Base ◽  
Maximum Effect ◽  
School Students ◽  
Talented Students

The article analyzes modern research on the effectiveness of the application of different teaching practices for gifted and talented students based on acceleration and enrichment strategies. The data of foreign studies on the size of the educational effect on academic success, social and personal development of gifted and talented students, depending on the applied strategies and training programs, as well as educational levels, are discussed. The positive influence of most forms of acceleration and enrichment on the academic success of gifted students can be considered proven, although the size of the effect is different for different forms and different levels of education. With regard to the socio-emotional and personal development of gifted students, the data on the positive impact is not so clear, while enrichment programs have an advantage, and the maximum effect size is shown for high school students. The problem of the lack of empirical data on the effectiveness of enriched programs for gifted students and most of all for gifted elementary school students has been identified. An example of the implementation of the enrichment strategy for gifted children of this educational level in domestic practice is presented — the program of creative interdisciplinary training “The gifted child”, which has a sufficient, although not complete, evidence base. Its wider implementation and distribution is associated with the problem of psychological and pedagogical training of teachers. The article presents.

Attributions for Success and Failure of Academically Gifted High School Students

1983 ◽  
Vol 53 (2) ◽  
pp. 597-598 ◽  
Author(s):  
Stephen Powers ◽  
Peggy Douglas
Keyword(s):  
High School Students ◽  
Academic Success ◽  
Attribution Theory ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Academic Failure ◽  
School Students ◽  
Talented Students ◽  
The University ◽  
Academically Gifted

The 24-item Multidimensional-Multiattributional Causality Scale: Achievement was administered to 74 academically gifted students enrolled in the University of Arizona's Precollege Program for Gifted and Talented Students. Attributions for academic success or failure to ability, effort, context, and luck were examined. Data supported predictions derived from attribution theory that academic success would be attributed to ability and effort, and academic failure would be attributed to lack of effort.

Computer-Based Mathematics and Physics for Gifted Students

1995 ◽  
Vol 39 (1) ◽  
pp. 7-13 ◽  
Author(s):  
Raymond Ravaglia ◽  
Patrick Suppes ◽  
Constance Stillinger ◽  
Theodore M. Alper
Keyword(s):  
High School ◽  
High School Students ◽  
Advanced Placement ◽  
Gifted And Talented ◽  
Gifted Students ◽  
School Students ◽  
Computer Based ◽  
Gifted Youth ◽  
Mathematics And Physics ◽  
Do So

Computer-based education makes it possible for gifted and talented middle school and early high school students to complete advanced courses in mathematics and physics several years before they would nocinally do so Since the fall of 1990, three such groups of students at the Education Program for Gifted Youth at Stanford University have taken courses at the advanced placement level and have done exceedingly well. This report details those results.

scholarly journals Critical Connections: High-Ability Students Perceptions of Factors that Influence NZQA Scholarship - a Mixed Method Study

2021 ◽  
Author(s):  
◽  
Jennifer M Horsley
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
New Zealand ◽  
Extracurricular Activities ◽  
High Ability ◽  
School Students ◽  
High Academic Achievement ◽  
The Impact ◽  
High Ability Students ◽  
Successful Students

<p>This mixed methods study involved 332 high school students and investigated those factors that students perceived as having facilitated their success in New Zealand Qualifications Authority (NZQA) Scholarship. A key finding from this study suggests that New Zealand Scholarship students form a connection with at least one teacher and consider this relationship to be a catalyst in their success. Family, peers and friends play a lesser but still important role in the student's success, providing support for the student. These successful students reported reduced time spent in extracurricular activities in order to prepare for subjects in which they believed they would be successful. Students related experiences where teachers, schools and some learning communities were not supportive of their aspirations for high academic achievement, and described the impact of this on their quest for Scholarship success. This research has identified a number of aspects relating to high academic achievement and New Zealand secondary education that require further investigation. These include an investigation into those practices of teachers who work with high-ability students to yield greater understanding of the beliefs that teachers hold about teaching high-ability students and the ways in which these beliefs affect student outcomes.</p>

Fourth-grade gifted students participation in literature circles

2019 ◽  
Vol 35 (2) ◽  
pp. 121-135
Author(s):  
Diane Barone ◽  
Rebecca Barone
Keyword(s):  
Title I ◽  
Gifted And Talented ◽  
International Baccalaureate ◽  
Gifted Students ◽  
Literature Circles ◽  
Instructional Time ◽  
School Students ◽  
Mainstream Classrooms ◽  
And Mathematics ◽  
Talented Students

This qualitative, practitioner study explored how gifted students, who were not necessarily sophisticated readers, first participated in literature circles. The students were enrolled in a US Title I, magnet Science, Technology, Engineering, and Mathematics (STEM)/International Baccalaureate World Academy (IB) school. Students routinely participated in inquiry science activities, but rarely in literacy instruction in their mainstream classrooms. Their gifted and talented students (GATE) teacher provided an opportunity for them to participate in literature circles within their GATE instructional time. Students responded to their reading by writing, drawing, and discussing. Their earliest responses were closely tied to their reading. Later responses were inferential where they offered multiple interpretations.

scholarly journals Features of professional self-determination of gifted schoolchildren in the conditions of additional education

2021 ◽  
Vol 2 (11) ◽  
pp. 111-119
Author(s):  
Irina N. Grushetskaya ◽  
Keyword(s):  
High School Students ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Self Determination ◽  
Professional Activity ◽  
Gifted Children ◽  
School Students ◽  
Professional Self ◽  
Additional Education

The current situation in the education system requires a revision of the content of work with such a non-standard category as gifted children. Many scientists are aware of the importance of gifted and talented children as the future scientific elite and the engine of the country's progress. Most studies identify a number of difficulties in the social development of the gifted, including the difficulties of communicating with peers and adults, the complexity of personal self-determination, and often the difficulty of professional self-determination. In this regard, the study of issues of professional selfdetermination is seen as an urgent problem that requires psychological and pedagogical consideration. As practice shows, most organizations of additional education have successful and interesting experience in working with gifted children, who later turn out to be prize-winners and winners of the olympic and competitive movement. In 2019– 2020 we conducted a study in which 156 students of senior school age took part. With the help of a questionnaire, we studied and identified the features of professional selfdetermination of gifted high school students in the conditions of additional education organizations in the city of Kostroma (Multi-subject school for the gifted) and St. Petersburg (Academy of talents). In addition, we have revealed some influence of the chosen programs of additional education on the professional choice of young people. The results of the study have shown that additional education plays an important role in the professional self-determination of gifted students, and there is a certain relationship between the profile of future professional activity and the choice of a particular association in organizing additional education.

Intricacies of designing and implementing enrichment programs for high-ability students

2020 ◽  
Vol 36 (2) ◽  
pp. 130-153 ◽  
Author(s):  
Liang See Tan ◽  
Letchmi Devi Ponnusamy ◽  
Shu Shing Lee ◽  
Elizabeth Koh ◽  
Lauren Koh ◽  
...  
Keyword(s):  
Gifted And Talented ◽  
Core Curriculum ◽  
Ad Hoc ◽  
Gifted Students ◽  
After School ◽  
Exposure Level ◽  
Enrichment Programs ◽  
Talented Students ◽  
High Ability Students

A common pedagogical approach to foster creativity and develop talents among gifted students is after-school enrichment programs. However, in practice, there are several issues concerning the conceptualization and implementation of such programs. Since these enrichment programs are typically not part of the core curriculum and scheduled outside curriculum time, these programs are relatively low stakes. As an after-school add-on program, such programs tend to be fragmented and ad hoc in nature. Instead of a systematic program designed to stretch gifted and talented students, with the goal of developing their knowledge and competencies in breadth and depth, the programs that are implemented tend to be pitched at exposure level. To effectively meet the needs of the gifted and talented students, it is imperative to examine the intricacies of these programs. The fidelity has significant implications on the quality of the students’ learning experiences. This article shares the issues and challenges they faced.

Experiences of High-Ability High School Students

2015 ◽  
Vol 38 (4) ◽  
pp. 428-446 ◽  
Author(s):  
Carrie Schmitt ◽  
Vella Goebel
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Experiences ◽  
Gifted Students ◽  
High Ability ◽  
School Students ◽  
Social And Emotional ◽  
Composition Course ◽  
12Th Grade ◽  
High Ability Students

This study attempted to answer the question, “To what extent do 12th-grade high-ability students feel that their past educational experiences, particularly in high school, have challenged their academic abilities?” Much research has been conducted in the field of gifted education about the identification, social and emotional characteristics, and educational needs of gifted students. However, little research has focused on how students themselves feel about the rigor and value of their educational experiences. This case study involved three high school seniors identified as high ability and enrolled in an Advanced Placement Language and Composition course in Indiana. Learning how these students feel about their experiences should help inform educators’ decisions regarding programming options, instructional methods, and differentiation strategies for high-ability students in Indiana.

The shortage of students studying languages for NCEA Level 3

2014 ◽  
pp. 24-32 ◽  
Author(s):  
Crystelle Jones
Keyword(s):  
New Zealand ◽  
Language Learning ◽  
Educational Achievement ◽  
Intermediate Schools ◽  
Level 3 ◽  
Secondary Classes ◽  
Senior Secondary ◽  
Learning Area ◽  
Policies And Practices

In recent years Learning Languages has become a learning area in its own right in the New Zealand curriculum, and there have been initiatives to facilitate more language learning in primary and intermediate schools. Less has been done to increase the number of students in senior secondary classes. This article outlines the findings of a study into the number of students studying international languages at National Certificate of Educational Achievement (NCEA) Level 3, both nationally and in individual schools, and examines contributing policies and practices.

scholarly journals Critical Connections: High-Ability Students Perceptions of Factors that Influence NZQA Scholarship - a Mixed Method Study

2021 ◽  
Author(s):  
◽  
Jennifer M Horsley
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
New Zealand ◽  
Extracurricular Activities ◽  
High Ability ◽  
School Students ◽  
High Academic Achievement ◽  
The Impact ◽  
High Ability Students ◽  
Successful Students

<p>This mixed methods study involved 332 high school students and investigated those factors that students perceived as having facilitated their success in New Zealand Qualifications Authority (NZQA) Scholarship. A key finding from this study suggests that New Zealand Scholarship students form a connection with at least one teacher and consider this relationship to be a catalyst in their success. Family, peers and friends play a lesser but still important role in the student's success, providing support for the student. These successful students reported reduced time spent in extracurricular activities in order to prepare for subjects in which they believed they would be successful. Students related experiences where teachers, schools and some learning communities were not supportive of their aspirations for high academic achievement, and described the impact of this on their quest for Scholarship success. This research has identified a number of aspects relating to high academic achievement and New Zealand secondary education that require further investigation. These include an investigation into those practices of teachers who work with high-ability students to yield greater understanding of the beliefs that teachers hold about teaching high-ability students and the ways in which these beliefs affect student outcomes.</p>

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