scholarly journals Parental Evaluation of the Socio-Personal Adjustment of High Ability Students in a Cluster Grouping Program

Children ◽  
2022 ◽  
Vol 9 (1) ◽  
pp. 44
Author(s):  
María de los Dolores Valadez ◽  
Julián Betancourt ◽  
Triana Aguirre ◽  
Elena Rodríguez-Naveiras ◽  
África Borges
Keyword(s):  
Social Adjustment ◽  
Ability Grouping ◽  
Teaching Method ◽  
Full Potential ◽  
High Ability ◽  
Personal Adjustment ◽  
Cluster Grouping ◽  
School Year ◽  
Parental Evaluation ◽  
High Ability Students

High ability students have differential cognitive characteristics that require a specific educational response to develop their full potential. Cluster ability grouping is one of the available approaches to respond to their training. One of the main criticisms of this teaching method, also supported by the big-fish-little-pond effect (BFLPE), is that high ability students may show a decrease in their self-concept. The aim of this research is to present the evaluation carried out by parents of primary school high ability students on the effect of an educational cluster grouping program on their personal and social adjustment, comparing these variables before the beginning of the school year and at the end of it. Approximately 100 students’ parents of the Educational Centre for Highly Ability Pupils participated in the evaluation. The instrument used for the evaluation was the Socialization Battery (BAS-2) for parents. The results showed that parents observed some improvements, either due to an increase in the scales measuring positive socialization variables or a decrease in the scales measuring negative socialization variables. The most substantial improvements are found in the second and third grades. We conclude that the results do not support the big-fish-little-pond effect (BFLPE).

High-Ability Students’ Time Spent Outside the Classroom

2011 ◽  
Vol 22 (5) ◽  
pp. 720-749 ◽  
Author(s):  
Matthew C. Makel ◽  
Yan Li ◽  
Martha Putallaz ◽  
Jonathan Wai
Keyword(s):  
High School Students ◽  
Summer Program ◽  
High Ability ◽  
Participation Rates ◽  
Academically Talented ◽  
School Students ◽  
School Year ◽  
Research Findings ◽  
Academic Clubs ◽  
High Ability Students

This study considered how three groups of academically talented high school students—those who attended an academic summer program (TIP), those who qualified for the program but chose not to attend (QNA), and those who did not qualify (DNQ)—spent time outside the classroom. These groupings differentiated students by ability (QNA vs. DNQ) and attendance (TIP vs. QNA). Male–female comparisons were also conducted. By comparing participation rates across a variety of activities and by sex, the current study helps explain the lives of high-ability students outside the arena by which they are defined: their academic ability. Results reveal numerous group and sex differences based on how high-ability students spend their time outside the classroom. Females tended to participate more than males in activities that were generally positively associated with academic achievement, while also participating in more types of activities. Males, however, reported watching more TV and were less likely to participate in any activity. QNA students reported spending more time on academic-related activities, such as homework and academic clubs, than did DNQ students, indicating a generally higher interest in academic endeavors. However, the QNA and TIP groups differed only in their service club participation rates, indicating that attending a summer program is not associated with spending time outside the classroom differently during the school year. This research underscores the heterogeneity of different groups of high-ability students and suggests some caution when generalizing from research findings based only on program participants. Knowing how students spend their time can help parents, educators, and researchers understand and foster adolescent development.

Are Students Left Behind? The Distributional Effects of the No Child Left Behind Act

2008 ◽  
Vol 3 (2) ◽  
pp. 250-281 ◽  
Author(s):  
John M. Krieg
Keyword(s):  
No Child Left Behind ◽  
Public School ◽  
Panel Data ◽  
School Performance ◽  
Pass Rate ◽  
High Ability ◽  
High Stakes ◽  
Distributional Effects ◽  
Left Behind ◽  
High Ability Students

The No Child Left Behind Act imposes sanctions on schools if the fraction of students demonstrating proficiency on a high-stakes test falls below a statewide pass rate. While the motivation behind this system is improved public school performance, it also provides incentives for schools to focus educational resources on the marginal student rather than those on the tails of the ability distribution. Using statewide, student-level panel data, students on the tails of the ability distribution, especially high-ability students, are demonstrated to score below expectations if their school is in danger from No Child Left Behind sanctions.

Helping High Ability Students Overcome Math Anxiety through Bibliotherapy

1997 ◽  
Vol 8 (4) ◽  
pp. 164-178 ◽  
Author(s):  
Thomas P. Hébert ◽  
Joseph M. Furner
Keyword(s):  
Secondary Students ◽  
Math Anxiety ◽  
Lesson Plan ◽  
Mathematics Learning ◽  
Critical Role ◽  
High Ability ◽  
Negative Attitudes ◽  
Affective Factors ◽  
High Ability Students ◽  
Learning And Instruction

Affective factors play a critical role in mathematics learning and instruction. Evidence of negative attitudes and high levels of anxiety toward mathematics is abundant. Since math anxiety is widespread and the need for the understanding of mathematics is critical to success in school, secondary teachers need practical classroom strategies to use to relieve these anxious feelings in their high ability students. Bibliotherapy is one such strategy through which secondary students may gain helpful insights to deal with their math anxiety. The article provides a lesson plan featuring Math Curse and then suggests available literature dealing with math anxiety.

scholarly journals Profil Kemampuan Koneksi Matematis Mahasiswa Calon Guru dalam Menyelesaikan Masalah Matematika Berdasarkan Taksonomi Solo

2020 ◽  
Vol 13 (1) ◽  
pp. 17-33
Author(s):  
Risma Firda Diana
Keyword(s):  
Mathematical Problem ◽  
High Ability ◽  
Education Students ◽  
Solo Taxonomy ◽  
Interview Guide ◽  
High Ability Students ◽  
Teacher Education Students ◽  
Descriptive Method ◽  
Mathematical Connection ◽  
Research Show

This research aims to describe profil of preservice teacher’s mathematical connection ability in solving mathematical problem based on SOLO taxonomy. The approach of this research is qualitative with descriptive method. Respondent in this research is 29 Madrasah Ibtidaiyah Teacher Education students STAI Al-Fithrah Surabaya. This research uses mathematical connection test and  interview guide to collect data. The result of this research show that the  average mathematical connection ability of high-ability students is 85% with a very good category and that is at the level of multistructural to relational, the  average mathematical connection ability of medium-ability students is 50,5% with enough category and that is at the level of unistructural to multistructural, and  the  average mathematical connection ability of low-ability students is 16% with a very low category and that is at the level of pre-structural until unistructural level.

scholarly journals The impact of employing technology in the achievement of the tenth grade students in the national and civil education curriculum developed in the capital city of Amman:  أثر توظيف التكنولوجيا في تحصيل طلاب الصف العاشر الأساسي في مبحث التربية الوطنية والمدنية المطوّر في محافظة العاصمة عمّان

2019 ◽  
Vol 3 (31) ◽  
Author(s):  
Ahmad Yahya Kokash
Keyword(s):  
Educational Software ◽  
Teaching Method ◽  
Capital City ◽  
Control Group ◽  
First Semester ◽  
School Year ◽  
Tenth Grade ◽  
Impact Of Technology ◽  
The Impact ◽  
Experimental Group

  This study aimed to identify the impact of technology utilization on the achievement of the tenth grade students in the field of national and civil education. The study sample consisted of (140) students from two main schools in the university's university. The control and experimental groups were selected randomly, And the study used the experimental method, where the first group was taught using technology as experimental, and the second group of the same material was taught in the traditional way as the control during the first semester of the school year 2018/2019, To achieve the objectives of the study, the achievement test was constructed. The results of the study showed that there were statistically significant differences between the experimental group and the control group and for the benefit of the experimental group. The results also showed no statistically significant differences due to sex. Therefore, the researcher recommends the need to generalize the experience of employing technology in schools and diversify in the use of teaching strategies, and emphasizes the need to train teachers in the design and use of educational software and modern techniques in the teaching method to achieve the maximum amount of learning and effective education.    

scholarly journals An enrichment program for students with high intellectual ability: Positive effects on school adaptation

Comunicar ◽  
2019 ◽  
Vol 27 (60) ◽  
pp. 39-48 ◽  
Author(s):  
Ramón García-Perales ◽  
Leandro-S. Almeida
Keyword(s):  
Gifted Students ◽  
Intellectual Ability ◽  
High Ability ◽  
Enrichment Programs ◽  
Positive Effects ◽  
Intellectual Capacity ◽  
Enrichment Program ◽  
Attention To Diversity ◽  
Talented Students ◽  
High Ability Students

This article notes the low rate of highly talented or gifted students formally identified in Spain compared to international benchmarks. These students are not properly identified, so a lack of specific educational responses for these highly talented students is also expected. Trying to counteract this trend, this article presents an enrichment program imparted to a group of students with high intellectual abilities during the academic year 2017/18 over three weekly sessions during school hours, where emerging technologies were an important key in how it was delivered. The experimental design included an experimental group of high ability students and two control groups, one consisting of students with high abilities who did not receive specific educational responses and another consisting of a group of regular schoolchildren in terms of abilities. The results showed that the implementation of specific educational responses improved children’s levels of adaptation and in some cases, their school performance. These data are discussed in an attempt to recommend enrichment programs integrated into the classroom as an appropriate educational response to gifted or high ability students. Attention to diversity of all students in the classroom is possible, for example by resorting to ICT, increasing the educational inclusion of students with high intellectual capacity. Este trabajo apunta la reducida tasa de alumnado con características de superdotación o altas capacidades identificados formalmente en España tomando los referenciales internacionales. Este alumnado no es debidamente identificado, entonces también se anticipa la falta de respuestas educativas específicas para estos escolares con altas capacidades. Intentando contrariar esta tendencia, este artículo presenta un programa de enriquecimiento aplicado a un grupo de alumnos y alumnas con altas capacidades intelectuales durante el curso académico de 2017/18 a lo largo de tres sesiones semanales en horario escolar y donde las tecnologías emergentes tienen una importancia clave en el desarrollo del mismo. En el plano experimental, se tomó un grupo experimental de escolares con altas capacidades y dos grupos de control, uno conformado por alumnado con altas capacidades que no reciben respuestas educativas específicas y otro constituido por un grupo de escolares regulares en términos de capacidades. Los resultados muestran que la implementación de respuestas educativas específicas mejora los niveles de adaptación infantil y, en algunos casos, su rendimiento escolar. Se discuten estos datos en una tentativa de recomendación de programas de enriquecimiento integrados en las clases como respuesta educativa apropiada a los escolares con superdotación o altas capacidades. La atención a la diversidad de todo el alumnado en las aulas es posible, por ejemplo, recurriendo a las TIC, favoreciendo la inclusión educativa del alumnado con altas capacidades.

scholarly journals ANALISIS KEMAMPUAN MENELAAH DAN MEREVISI TEKS DESKRIPSI

2019 ◽  
Vol 10 (1) ◽  
pp. 16
Author(s):  
Sri Maryani ◽  
Bq Desi Milandari ◽  
Murti Sari Dewi
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
High Ability ◽  
Observation Methods ◽  
Quantitative Descriptive ◽  
High Ability Students ◽  
Descriptive Method ◽  
Low Ability

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan kemampuan menelaah dan merevisi teks deskripsi pada siswa kelas VII SMP. Objek dalam penelitian ini berjumlah 29 siswa. Metode pengumpulan data dalam peneltian ini terdiri dari metode observasi, metode tugas, dan metode dokumentasi. Analisis data menggunakan metode deskriptif kuantitatif dan hasil analisisnya disajikan dalam bentuk angka dan dijelaskan dalam suatu uraian dengan rumus Penilaian Acuan Patokan (PAP). Berdasarkan hasil penelitian maka diperoleh kesimpulan bahwa kemampuan menelaah dan merevisi teks deskripsi pada siswa tergolong normal, dengan rincian 41% siswa berkemampuan tinggi, 59% siswa berkemampuan sedang, 0% berkemampuan rendah, dan diperoleh IPK 65 yang berkisar antara 55 sampai dengan 65.Abstract: This study aims to describe the ability to review and revise the description text in class VII SMP students. The objects in this study were 29 students. The method of data collection in this study consisted of observation methods, task methods, and documentation methods. Data analysis uses quantitative descriptive method and the results of the analysis are presented in numerical form and explained in a description using the Standard Reference Assessment (PAP) formula. Based on the results of the study, it can be concluded that the ability to review and revise the description text in students is classified as normal, with the details 41% of high-ability students, 59% of students with moderate ability, 0% of low ability, and 65 GPA which ranges from 55 to 65.

scholarly journals Americans Visualize Low-Ability Students as Lazy, Unmotivated, and Undeserving of Support

2019 ◽  
Author(s):  
Alexander S. Browman ◽  
David Miele
Keyword(s):  
Instructional Practices ◽  
General Public ◽  
Mental Representations ◽  
Academic Ability ◽  
Educational Policies ◽  
High Ability ◽  
Educational Support ◽  
Lower Ability ◽  
Low Levels ◽  
High Ability Students

The present research demonstrates that both members of the American public and educators can hold culturally-shared mental representations that they reflexively use to (1) subjectively identify particular students as possessing high or low levels of academic ability, and (2) determine which students should receive educational support and opportunities. Specifically, utilizing procedures designed to visually capture people’s mental representations, we first observed both the general public and educators possess qualitatively distinct representations of lower- and higher-ability students. Furthermore, representations of lower (versus higher) ability students captured from Americans and American educators were more likely to be identified by independent, naïve groups of Americans and American educators as low in academic ability, motivation, and potential, and as more likely to exhibit poor work ethic and problematic behavior in school. As a result, the lower (versus higher) ability student was more likely to be denied scholarship support by the American public (Study 5) and to be exposed to unsupportive instructional practices by teachers (Study 6). Finally, we found these effects to be consistent among those who reported both supporting and rejecting the notion that people with lower ability are inherently different and visually differentiable from those with higher ability. Overall, these findings support the notion that Americans hold mental representations of low- and high-ability students that, by virtue of their associations with important academic attributes, might influence both the treatment of individual students and broader educational policies and practices.

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