An Integral Analysis of Labeling, Inclusion, and the Impact of the K-12 School Experience on Gifted Boys

Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0897-7.ch019 ◽

2017 ◽

pp. 355-381

Author(s):

Laurie Alisat ◽

Veronika Bohac Clarke

Keyword(s):

School System ◽

Gifted Students ◽

School Experiences ◽

Integral Model ◽

Gifted Learners ◽

Learner Centred Learning ◽

Education Support ◽

K 12 ◽

Urban Public School ◽

The Impact

Gifted learners are frequently marginalized in community classrooms, as they are placed in competition for special education support, with the students who struggle to meet the minimal curricular demands. In this chapter, we describe the practices of identifying and labelling gifted boys, from the perspective of gifted boys attending high school and from the perspectives of a school system. The case discussed is a large urban public school system, which endeavours to effectively identify gifted students and provide them with learner-centred learning environments. We use Wilber's (2000, 2006) Integral model as a conceptual framework to analyze the findings from an empirical study of gifted boys' school experiences (Alisat, 2013). These findings are also supported by our critical praxis, observing and conversing with gifted young people. The Integral Model is a useful framework for understanding the multiple factors impacting gifted students' daily experiences, engagement and achievement.

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Principal succession in schools: A literature review (2003–2019)

Educational Management Administration & Leadership ◽

10.1177/1741143220940331 ◽

2020 ◽

pp. 174114322094033

Author(s):

Felipe Aravena

Keyword(s):

School Improvement ◽

School System ◽

Methodological Approach ◽

Common Pattern ◽

Principal Succession ◽

Educational Management ◽

Factors Affecting ◽

Leadership Quality ◽

K 12 ◽

The Impact

Principal succession is an inevitable phenomenon in school systems. Given the relevance of principal succession for leadership quality and school improvement, there has been a lack of research in recent decades that has synthesized principal succession. This study aims to review the literature from 2003 to 2019 on principal succession in schools. Using a systematic review as the methodological approach, the eight core educational management and administration leadership journals were selected to collect the sources. Among this corpus of data, four main topics emerged: (a) factors affecting principal succession; (b) the dilemma between change and continuity; (c) the impact of principal succession on teachers; and (d) the evaluation of succession programs. We found that the volume of evidence on principal succession in K-12 schools is low and narrow, even with the importance of the topic. Given the increasingly common pattern of principal movements across the school system, it is urgent to research principal succession in greater detail. Otherwise, the association between principal succession and school failure will be maintained.

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Check Your Privilege

Gifted Child Today ◽

10.1177/1076217517690189 ◽

2017 ◽

Vol 40 (2) ◽

pp. 96-102

Author(s):

Sara Newell

Keyword(s):

Classroom Environment ◽

Culturally Responsive ◽

Gifted Students ◽

Comprehensive Analysis ◽

Literature Instruction ◽

Responsive Classroom ◽

Global Context ◽

Gifted Learners ◽

The World ◽

The Impact

Today’s gifted students are in a unique position. Many come from traditionally advantaged backgrounds. However, the societal tide is shifting, and gifted learners should be at the forefront of change. Exposure to and comprehensive analysis of literature by diverse authors will help prepare students for the world they stand to inherit and will open their minds to the faulty systems that work to their advantage. As gifted students gain an appreciation of global context and the impact of colonial influence and oppression, they will be better positioned to demand change and equity. Participating in a culturally responsive classroom environment is one way to facilitate this awareness. This article includes specific examples of both the challenges and strategies to address issues surrounding diversity in the gifted classroom through inclusive literature instruction.

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The Digital Divide and K-12 Student Computer Use

10.28945/2926 ◽

2005 ◽

Author(s):

James N. Morgan ◽

Craig A. VanLengen

Keyword(s):

Digital Divide ◽

Computer Use ◽

Census Data ◽

Internet Access ◽

Demographic Characteristics ◽

The Internet ◽

Substantial Impact ◽

Limited Basis ◽

K 12 ◽

The Impact

The divide between those who have computer and Internet access and those who do not appears to be narrowing, however overall statistics may be misleading. Measures of computer availability in schools often include cases where computers are only available for administration or are available only on a very limited basis (Gootman, 2004). Access to a computer and the Internet outside of school helps to reinforce student learning and emphasize the importance of using technology. Recent U.S. statistics indicate that ethnic background and other demographic characteristics still have substantial impact on the availability and use of computers by students outside of the classroom. This paper examines recent census data to determine the impact of the household on student computer use outside of the classroom. Encouragingly, the findings of this study suggest that use of a computer at school substantially increases the chance that a student will use a computer outside of class. Additionally, this study suggests that computer use outside of the classroom is positively and significantly impacted by being in a household with adults who either use a computer at work or work in an industry where computers are extensively used.

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Gifted Students' Motivation and its Impact on the Development of their Giftedness

Journal of Education in Black Sea Region ◽

10.31578/jebs.v3i1.118 ◽

2018 ◽

Vol 3 (1) ◽

Author(s):

Hussein SALEM MUBARAK BARABWD ◽

Mohammad YUSOFF BIN MOHD NOR ◽

Noriah Mohd Ishak

Keyword(s):

Extrinsic Motivation ◽

Gifted Students ◽

Qualitative Approach ◽

The Other ◽

Phenomenological Method ◽

Self Confidence ◽

Verbal Praise ◽

Intrinsic Motivations ◽

The Impact ◽

Intrinsic And Extrinsic Motivations

The aim of the current study is to examine the intrinsic and extrinsic motivations of the gifted students from Hadhramout Gifted Center HGC in Yemen, and to investigate the impact of these intrinsic and extrinsic motivations on their giftedness development. A qualitative approach was adopted; data has been collected through an open- ended questionnaire that was prepared by the researcher and distributed among a sample of gifted students who were chosen purposively from HGC. The interpretative phenomenological method has been used to analyze the data using, Atlas ti. The results indicate that the majority of the participants consider it interesting to explore new things, and experience curiosity and desire to achieve their goals as their intrinsic motivations. Whereas, the minority consider preference to serve the community, competition preference and self-confidence as their intrinsic motivations. On the other hand, half of the participants consider rewards as their extrinsic motivation, whereas 40 % of them consider exams scores, verbal praise, parents and environment as their extrinsic motivations. Regarding the impact of intrinsic and extrinsic motivations on the development of giftedness, the majority of the participants believe that intrinsic and extrinsic motivations affect positively the development of their giftedness development. Finally, based on the findings, some recommendations were provided.

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Use of Emerging Conductive Materials for K-12 STEAM Outreach Activities and the Impact on Community Education Resilience

2020 Resilience Week (RWS) ◽

10.1109/rws50334.2020.9241277 ◽

2020 ◽

Author(s):

Ashley Del Valle-Morales ◽

Alejandro Aponte-Lugo ◽

Jahannie Torres-Rodriguez ◽

Eduardo I. Ortiz-Rivera

Keyword(s):

Community Education ◽

Conductive Materials ◽

K 12 ◽

The Impact

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The Impact of Entrepreneurial Skills, Entrepreneurship Education Support Programmes and Environmental Factors on Entrepreneurial Behaviour: A Structural Equation Modelling Approach

World Journal of Entrepreneurship Management and Sustainable Development ◽

10.47556/j.wjemsd.18.2.2022.6 ◽

2022 ◽

Vol 18 (2) ◽

pp. 111-138

Author(s):

Beauty Akter ◽

◽

Asif Iqbal ◽

Keyword(s):

Environmental Factors ◽

Structural Equation Modelling ◽

Structural Equation ◽

Entrepreneurial Behaviour ◽

Entrepreneurial Skills ◽

Equation Modelling ◽

Support Programmes ◽

Education Support ◽

The Impact ◽

Modelling Approach

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Teaching students out of harm’s way

Journal of Information Communication and Ethics in Society ◽

10.1108/jices-02-2018-0012 ◽

2018 ◽

Vol 16 (3) ◽

pp. 290-302

Author(s):

Esther Charlotte Moon

Keyword(s):

Technology Integration ◽

School Districts ◽

Digital Citizenship ◽

Digital Environment ◽

Content Type ◽

Instructional Content ◽

Device Integration ◽

The Usa ◽

K 12 ◽

The Impact

Purpose The purpose of this paper is to demonstrate how changes in K-12 educational delivery methods in the USA impacts students as 1:1 device programs become a required tool for learning. This change produces gaps in knowledge and understanding of the digital environment and exposes minors to risk. Mandatory technology integration by school districts places the ethical responsibility on school districts to prepare students to use the digital environment to mitigate risk. Design/methodology/approach The author’s literature review focused on the impact of personal device integration in education on students. The author surveyed teachers in the district on what they perceived as risk to students accessing the digital environment and what they believe creates value in digital citizenship instructional content. The author also gathered information while serving on the school district technology steering committee and digital citizenship working group. Findings Mandatory 1:1 device programs used for learning provide unlimited access to the digital environment. This technology integration creates digital knowledge gaps in understanding among students and exposes them to risk or dangers such as loss of privacy, psychological harms and engaging in or being a victim of illegal online activities. School districts are responsible for providing a remedy to close this gap and mitigate risk by developing learning content resources for teachers. Social implications As 1:1 device programs continue to grow in school districts in the USA, it is essential for students to learn to apply protocols and understand norms of the digital world. Providing a digital citizenship curriculum in a format such as a Google Site will offer educators access to instructional content that teaches students to apply protocols, understand norms of the internet and social media and foster critical thinking to analyze power structures, biases and recognize manipulation online. Student must learn how to apply rules that challenge assumptions behind the digital content they see, and they must be able to identify and resolve digital practices and behaviors that are problematic, so they are prepared to participate in a digital society. Originality/value This perspective may be relevant to school districts contemplating personal device integration, providing insight into how 1:1 device use impacts students and develops an ethical position for creating digital citizenship resources for teachers.

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