scholarly journals A Muse Mashup: Dabrowski's TPD and an Eisner-esque Approach to Gifted Education

2021 ◽  
Author(s):  
Vicki Boley
Keyword(s):  
Knowledge Acquisition ◽  
Gifted Education ◽  
Teaching And Learning ◽  
Ways Of Knowing ◽  
Theory And Practice ◽  
Font Size ◽  
Learning Practices ◽  
Positive Disintegration ◽  
Theory Of Positive Disintegration ◽  
K 12

<p>Traditional notions of intelligence are crippling the field of Gifted Education and often, whether explicitly or implicitly, perpetuate inequity and disproportionality throughout the field in both theory and practice (Cross, 2021; Owens et al., 2018). A particular reason for this issue takes root in narrow, monocultural conceptualizations of intelligence, “casting it in singular rather than interactive disciplines and ways of representation” (Eisner as interviewed by Buescher, 1986, p. 7). As we seek to reform Gifted Education, “we will need to release ourselves from the grips of traditional stereotypes about what schools should be, how teaching is to proceed, what appropriate curriculum content entails, and how evaluation should occur” (Eisner, p. 89). Drawing from Dabrowski’s <i>Theory of Positive Disintegration</i> (TPD), particularly notions pertaining to the five Overexcitabilities and Development Potential, as well as Eisner’s ideas concerning knowledge acquisition through diverse forms of representation and ways of knowing, I present various ideas and implications for the field of Gifted Education. These ideas and implications inform many K-12 teaching and learning practices as well. </p> @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;}@font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-536859905 -1073732485 9 0 511 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}div.WordSection1 {page:WordSection1;}

scholarly journals A Muse Mashup: Dabrowski's TPD and an Eisner-esque Approach to Gifted Education

2021 ◽  
Author(s):  
Vicki Boley
Keyword(s):  
Knowledge Acquisition ◽  
Gifted Education ◽  
Teaching And Learning ◽  
Ways Of Knowing ◽  
Theory And Practice ◽  
Font Size ◽  
Learning Practices ◽  
Positive Disintegration ◽  
Theory Of Positive Disintegration ◽  
K 12

<p>Traditional notions of intelligence are crippling the field of Gifted Education and often, whether explicitly or implicitly, perpetuate inequity and disproportionality throughout the field in both theory and practice (Cross, 2021; Owens et al., 2018). A particular reason for this issue takes root in narrow, monocultural conceptualizations of intelligence, “casting it in singular rather than interactive disciplines and ways of representation” (Eisner as interviewed by Buescher, 1986, p. 7). As we seek to reform Gifted Education, “we will need to release ourselves from the grips of traditional stereotypes about what schools should be, how teaching is to proceed, what appropriate curriculum content entails, and how evaluation should occur” (Eisner, p. 89). Drawing from Dabrowski’s <i>Theory of Positive Disintegration</i> (TPD), particularly notions pertaining to the five Overexcitabilities and Development Potential, as well as Eisner’s ideas concerning knowledge acquisition through diverse forms of representation and ways of knowing, I present various ideas and implications for the field of Gifted Education. These ideas and implications inform many K-12 teaching and learning practices as well. </p> @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;}@font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-536859905 -1073732485 9 0 511 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}div.WordSection1 {page:WordSection1;}

How Teachers Use Instructional Design in Real Classrooms

2005 ◽  
pp. 1344-1348
Author(s):  
Patricia L. Rogers
Keyword(s):  
Virtual Reality ◽  
Instructional Design ◽  
Teaching And Learning ◽  
Instructional Media ◽  
Virtual Reality Technology ◽  
Post Secondary ◽  
Back Seat ◽  
Learning Practices ◽  
Computer Based ◽  
K 12

From filmstrips and mimeographs, to computer-based simulations and virtual reality, technology seems to dominate teachers’ lives as they master the new instructional media for use in their classrooms. Good teaching and learning practices tend to take a back seat while the focus on mastery of the technology reduces teaching into basic presentations and lectures, a format most easily controlled by the instructor. While most pre-K-12 and post-secondary instructors do develop effective courses in which students learn, many would be hard pressed to describe how they arrive at certain goals and teaching strategies.

The origins and conceptual evolution of overexcitability

2021 ◽  
Vol 62 (20) ◽  
pp. 23-44
Author(s):  
Christiane Wells ◽  
R. Frank Falk
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Gifted Education ◽  
Developmental Potential ◽  
Hyperactivity Disorder ◽  
Positive Disintegration ◽  
Theory Of Positive Disintegration ◽  
Conceptual Evolution

The construct of overexcitability originated from the condition known as “nervousness.” Dąbrowski differentiated it into types many years before publishing the first outline of his theory of positive disintegration. In this paper, we establish the origins of psychic overexcitability (OE), tracing its evolution in Dąbrowski’s work prior to developing his theory and later through its placement within the concept of developmental potential. Based on our study of Dąbrowski’s early Polish work, we challenge the belief that overexcitability is often misdiagnosed as attention-deficit/hyperactivity disorder (ADHD). Piechowski’s elaboration of OE in gifted education is explored, and current misconceptions and misuses of OEs are critiqued. Based on our review, we present possible future applications and elaborations of overexcitability.

scholarly journals Towards A Pedagogy of Transnational Feminism When Teaching and Activism Go Online

2021 ◽  
Vol 121 ◽  
pp. 66-76
Author(s):  
Cara K. Snyder ◽  
Sabrina González
Keyword(s):  
Latin American ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Feminist Pedagogy ◽  
Media Analysis ◽  
Theory And Practice ◽  
Power Dynamics ◽  
Spatial Politics ◽  
Learning Practices

This article explores the possibilities and limitations of online teaching, based on our experience transforming a study abroad program to Argentina into an online class, amidst the COVID-19 pandemic and uprisings for racial justice. In a moment when radical educators and activists are moving online, the article considers the spatial politics involved in teaching about protest and resistance online, and in establishing transnational solidarities between U.S. and Latin American scholars, artists, activists, and students. We introduce the theory and practice of a trasnational feminist pedagogy that incorporates embodied knowledge, fosters transnational collaborations, and promotes liberatory learning practices. Drawing on autoethnography, participant observation, visual and media analysis, student interaction with course materials, and interviews with transnational feminist scholars, we investigate how educators and students adapt their teaching and learning practices to an online environment. Transnational feminist pedagogy is a flexible method that allows for transformative teaching, is attentive to power dynamics in and out of the classroom, and maintains commitments to antiracist, feminist and socialist pedagogy.

How Teachers Use Instructional Design in Real Classrooms

2011 ◽  
pp. 1777-1781 ◽  
Author(s):  
Patricia L. Rogers
Keyword(s):  
Virtual Reality ◽  
Instructional Design ◽  
Teaching And Learning ◽  
Instructional Media ◽  
Virtual Reality Technology ◽  
Post Secondary ◽  
Back Seat ◽  
Learning Practices ◽  
Computer Based ◽  
K 12

“I’ve learned how to use the [insert new instructional technology here], so now how do I use it in class?” From filmstrips and mimeographs, to computer-based simulations and virtual reality, technology seems to dominate teachers’ lives as they master the new instructional media for use in their classrooms. Good teaching and learning practices tend to take a back seat while the focus on mastery of the technology reduces teaching into basic presentations and lectures, a format most easily controlled by the instructor. While most pre-K-12 and post-secondary instructors do develop effective courses in which students learn, many would be hard pressed to describe how they arrive at certain goals and teaching strategies.

scholarly journals Gifted Programming Identification Procedures: A Hidden Curriculum

2021 ◽  
Author(s):  
Vicki Boley
Keyword(s):  
Gifted Education ◽  
Hidden Curriculum ◽  
Theory And Practice ◽  
Font Size ◽  
Paper Briefly ◽  
Gifted Identification ◽  
Gifted Programming ◽  
History Of ◽  
Critical Hope ◽  
Identification Procedures

<p>Monocultural notions of intelligence are crippling the field of gifted education and often, whether explicitly or implicitly, perpetuate inequity and disproportionality in both theory and practice, especially regarding <i>how</i> children are identified as gifted (Cross, 2021; Owens et al., 2018). This paper briefly examines the history of the conceptualization of giftedness and posits that gifted programming identification procedures represent a unique and dangerous hidden curriculum. Drawing from theory on critical hope and positionality, two tables are presented; one to examine hokey versus critical gifted programing practices, and one to examine dehumanizing versus humanizing gifted identification procedures. These tables are intended to generate discussion on what happens when new ways of conceptualizing giftedness meet old ways of understanding, informing, and ordering the field of gifted education. </p> @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman",serif; mso-fareast-font-family:"Times New Roman";}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}div.WordSection1 {page:WordSection1;}

The Relationship Between Perfectionism and Overexcitabilities in Gifted Adolescents

2015 ◽  
Vol 38 (4) ◽  
pp. 405-427 ◽  
Author(s):  
Emily L. Mofield ◽  
Megan Parker Peters
Keyword(s):  
Gifted Education ◽  
Significant Relationship ◽  
Predictor Variables ◽  
Positive Disintegration ◽  
Theory Of Positive Disintegration ◽  
Relationship Of ◽  
The Relationship ◽  
Gifted Adolescents ◽  
Insight Into

Overexcitabilities and perfectionism are often discussed within the context of gifted education, given that both are observed among gifted individuals. The present research (a) explored the relationships between overexcitabilities and dimensions of healthy and unhealthy perfectionism and (b) determined the extent to which overexcitabilities are predictor variables for perfectionism among 130 gifted adolescents. Findings revealed a significant relationship, especially between Emotional overexcitabilities and dimensions of perfectionism. High Emotional, high Intellectual Overexcitabilities, and low Imaginational Overexcitability were also predictor variables for dimensions of healthy perfectionism. Findings shed insight into the relationship of overexcitabilities and perfectionism in light of Dabrowski’s Theory of Positive Disintegration, particularly the notion of overexcitabilities propelling one to achieve higher levels and overcoming negative dynamisms (e.g., guilt, shame, and self-criticism) associated with perfectionism. The study also provides validation of the relationship between emotional vulnerabilities such as heightened sensitivities, intensities, and perfectionism.

scholarly journals Factors that influence the perceived advantages and relevance of Facebook as a learning tool: An extension of the UTAUT

2014 ◽  
Vol 30 (2) ◽  
Author(s):  
Tomás Escobar-Rodríguez ◽  
Elena Carvajal-Trujillo ◽  
Pedro Monge-Lozano
Keyword(s):  
Social Media ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Font Size ◽  
Learning Tool ◽  
Media Technologies ◽  
Use Of Technology ◽  
Media Platform ◽  
Perceived Relevance ◽  
Facilitating Conditions

<span style="font-family: Times New Roman; font-size: small;"> </span><p>Social media technologies are becoming a fundamental component of education. This study extends the Unified Theory of Acceptance and Use of Technology (UTAUT) to identify factors that influence the perceived advantages and relevance of Facebook as a learning tool. The proposed model is based on previous models of UTAUT. Constructs from previous models were used such as performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation and habit. Additionally, two new perspectives were added: perceived advantages and perceived relevance of Facebook as a social media platform. It provides some insights into students' behavioural intentions, and such an understanding can help faculty to examine their assumptions about the role of social media technologies in the teaching and learning process. The study participants were students enrolled in a Spanish public university. Data from 956 usable questionnaires were tested against the research model. Our results provide support to the model and reveal a good model fit. In light of these findings, implications for theory and practice are discussed.</p><p class="MsoNormal" style="margin: 0cm 0cm 0pt; text-align: justify; line-height: normal;"> </p><span style="font-family: Times New Roman; font-size: small;"> </span>

scholarly journals Gifted Programming Identification Procedures: A Hidden Curriculum

2021 ◽  
Author(s):  
Vicki Boley
Keyword(s):  
Gifted Education ◽  
Hidden Curriculum ◽  
Theory And Practice ◽  
Font Size ◽  
Paper Briefly ◽  
Gifted Identification ◽  
Gifted Programming ◽  
History Of ◽  
Critical Hope ◽  
Identification Procedures

<p>Monocultural notions of intelligence are crippling the field of gifted education and often, whether explicitly or implicitly, perpetuate inequity and disproportionality in both theory and practice, especially regarding <i>how</i> children are identified as gifted (Cross, 2021; Owens et al., 2018). This paper briefly examines the history of the conceptualization of giftedness and posits that gifted programming identification procedures represent a unique and dangerous hidden curriculum. Drawing from theory on critical hope and positionality, two tables are presented; one to examine hokey versus critical gifted programing practices, and one to examine dehumanizing versus humanizing gifted identification procedures. These tables are intended to generate discussion on what happens when new ways of conceptualizing giftedness meet old ways of understanding, informing, and ordering the field of gifted education. </p> @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman",serif; mso-fareast-font-family:"Times New Roman";}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}div.WordSection1 {page:WordSection1;}

Administrasi Kurikulum

2020 ◽  
Author(s):  
Qatrin Nada Sanya Rossevin
Keyword(s):  
Teaching And Learning ◽  
School Level ◽  
Educational Institutions ◽  
Educational Goals ◽  
Good Teaching ◽  
Learning Situation ◽  
Whole Process ◽  
Learning Practices ◽  
Teaching Programs ◽  
Principal Task

Curriculum administration is the whole process of planned and intentional and deliberate activities as well as ongoing guidance to the teaching and learning situation in order to help the achievement of educational goals effectively and efficiently.In this connection, at any school level the principal task of the school is to ensure that there are good teaching programs for students. Because basically the management or management of education focuses on all its efforts on teaching and learning practices (PBM). This seems clear that in essence all efforts and activities carried out in schools or educational institutions are always directed at the success of PBM.

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