What Makes a Student a High-Achiever?

2020 ◽  
pp. 28-42
Author(s):  
Thandeka K. Chapman ◽  
Frances Contreras ◽  
Eddie Comeaux ◽  
Eligio Martinez ◽  
Gloria M. Rodriguez
Keyword(s):  
High Achiever

scholarly journals STUDENTS’ COGNITIVE PROCESSES IN SOLVING PROBLEM RELATED TO THE CONCEPT OF AREA CONSERVATION

2019 ◽  
Vol 10 (1) ◽  
pp. 21-36 ◽  
Author(s):  
Rooselyna Ekawati ◽  
Ahmad Wachidul Kohar ◽  
Elly Matul Imah ◽  
Siti Maghfirotun Amin ◽  
Shofan Fiangga
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Cognitive Process ◽  
Low Achievers ◽  
High Achievers ◽  
Seventh Graders ◽  
Test Results ◽  
Area Formula ◽  
High Achiever ◽  
Cyclic Processes

This study aimed to determine the cognitive process employed in problem-solving related to the concept of area conservation for seventh graders. Two students with different mathematical ability were chosen to be the subjects of this research. Each of them was the representative of high achievers and low achievers based on a set of area conservation test. Results indicate that both samples performed more cyclic processes on formulating solution planning, regulating solution part and detecting and correcting error during the problem-solving. However, it was found that the high achiever student performed some processes than those of low achiever. Also, while the high achiever student did not predict any outcomes of his formulated strategies, the low achiever did not carry out the thought process after detecting errors of the initial solution gained. About the concept of area conservation, the finding also reveals that within the samples’ cognitive processes, the use of area formula come first before students decided to look for another strategy such as doing ‘cut-rotate-paste’ for the curved planes, which do not have any direct formula. The possible causes of the results were discussed to derive some recommendation for future studies.

scholarly journals Can Tracking Raise the Test Scores of High-Ability Minority Students?

2016 ◽  
Vol 106 (10) ◽  
pp. 2783-2816 ◽  
Author(s):  
David Card ◽  
Laura Giuliano
Keyword(s):  
Minority Students ◽  
Test Scores ◽  
Cohort Analysis ◽  
Sixth Grade ◽  
High Achievers ◽  
Urban District ◽  
High Achiever ◽  
Math Scores ◽  
Reading And Math ◽  
Positive Spillovers

We evaluate a tracking program in a large urban district where schools with at least one gifted fourth grader create a separate “gifted/high achiever” classroom. Most seats are filled by non-gifted high achievers, ranked by previous-year test scores. We study the program's effects on the high achievers using (i) a rank-based regres sion discontinuity design, and (ii) a between-school/cohort analysis. We find significant effects that are concentrated among black and Hispanic participants. Minorities gain 0.5 standard deviation units in fourth-grade reading and math scores, with persistent gains through sixth grade. We find no evidence of negative or positive spillovers on nonparticipants. (JEL I21, J21, J24)

The Learning and Educational Capital of Male and Female Students in STEM Magnet Schools and in Extracurricular STEM Programs: A Study in High-Achiever-Track Secondary Schools in Germany

2017 ◽  
Vol 40 (4) ◽  
pp. 394-416 ◽  
Author(s):  
Heidrun Stoeger ◽  
Teresa Greindl ◽  
Johanna Kuhlmann ◽  
Daniel Patrick Balestrini
Keyword(s):  
Secondary Schools ◽  
Magnet Schools ◽  
Female Students ◽  
Magnet School ◽  
School Students ◽  
Male And Female ◽  
High Achiever ◽  
Educational Capital ◽  
And Gender ◽  
Talented Students

Magnet schools focused on science, technology, engineering, and mathematics (STEM) as well as extracurricular programs in STEM support talented students and help increase their participation rates in those domains. We examined whether and the extent to which the learning and educational capital of male and female students ( N = 801) enrolled in high-achiever-track secondary schools in Germany with and without a STEM focus differed. We found both school and gender differences for some types of learning and educational capital but no interaction effect of type of school and gender. We also assessed the relationship between school status as a STEM magnet school, students’ gender, and students’ learning and educational capital, on the one hand, and registration for a 1-year extracurricular program in STEM, on the other hand. Students enrolled in high-achiever-track STEM magnet schools, as well as male students, were more likely to register for the extracurricular program. Some types of learning and educational capital also predicted registration in a regression analysis.

scholarly journals VOCABULARY LEARNING STRATEGY EMPLOYED BY HIGH-ACHIEVER UNIVERSITY STUDENTS AT MALANG

2019 ◽  
Vol 6 (1) ◽  
pp. 78-89
Author(s):  
Zizhi Meyretha Putri ◽  
Erly Wahyuni
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Cognitive Strategy ◽  
Grade Point ◽  
High Achiever ◽  
Qualitative Research Design ◽  
Quantitative And Qualitative Research ◽  
Common Strategy ◽  
Dictionary Use

Learners should learn English language basic skills and also the components such as grammar, pronunciation, and vocabulary. The learners will have a difficulty in understanding interlocutor’s mean or expressing their ideas without having a sufficient vocabulary. In learning vocabulary, students may have various strategies used to improve their vocabulary. High-achiever students are considered as students who perform well in school and have a high academic achievement. This research is conducted to find out the most common strategy in learning vocabulary used by high achiever students and the reasons in choosing the strategy. Mixed methods, which combine quantitative and qualitative research design was applied for this research. Then, the instruments of this research are questionnaire and interview. The researcher takes seventh-semester high-achiever students as population and 26 high-achiever students who have Grade Point Average (GPA) 3, 51 - above were taken as the sample of this research. The result showed that the most common strategy employed by high-achiever student is cognitive strategy with mean score of 79.8. The strategies involved were note-taking, highlighting, analyzing, dictionary-use, etc. The high-achiever students preferred to use cognitive strategy because it helped them in learning English skill, easy to apply, to make them speak English well, effective and also it is comfortable to use during learning process Therefore, appropriate learning strategies would help the students perform their English well.

scholarly journals Tinjauan Teoritis: Self Regulation pada Mahasiswa Underachiever

Humaniora ◽  
2011 ◽  
Vol 2 (1) ◽  
pp. 459
Author(s):  
Nangoi Priscilla Francis
Keyword(s):  
Self Regulation ◽  
Personal Goals ◽  
High Achiever

Self regulation is needed by every individual as a description of their ability to control themselves. Not every individual has good self regulation such as students categorized as underachievers. Self regulation on underachiever students could be said to be lower than high achiever students. There are many factors contributing to low self regulation, such as lack of responsibility towards personal goals, even personal goals that may be set by someone else.This theoretical review is anticipated to help realizing conditions that is happening towards ourselves and what is the factor behind it. Parents and educators may also understand the treatment causing children to have low self regulation and becoming an underachiever. 

scholarly journals VOCABULARY LEARNING STRATEGY EMPLOYED BY HIGH-ACHIEVER UNIVERSITY STUDENTS AT MALANG

2019 ◽  
Vol 6 (1) ◽  
pp. 78
Author(s):  
Zizhi Meyretha Putri ◽  
Erly Wahyuni
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Cognitive Strategy ◽  
Grade Point ◽  
High Achiever ◽  
Qualitative Research Design ◽  
Quantitative And Qualitative Research ◽  
Common Strategy ◽  
Dictionary Use

Learners should learn English language basic skills and also the components such as grammar, pronunciation, and vocabulary. The learners will have a difficulty in understanding interlocutor’s mean or expressing their ideas without having a sufficient vocabulary. In learning vocabulary, students may have various strategies used to improve their vocabulary. High-achiever students are considered as students who perform well in school and have a high academic achievement. This research is conducted to find out the most common strategy in learning vocabulary used by high achiever students and the reasons in choosing the strategy. Mixed methods, which combine quantitative and qualitative research design was applied for this research. Then, the instruments of this research are questionnaire and interview. The researcher takes seventh-semester high-achiever students as population and 26 high-achiever students who have Grade Point Average (GPA) 3, 51 - above were taken as the sample of this research. The result showed that the most common strategy employed by high-achiever student is cognitive strategy with mean score of 79.8. The strategies involved were note-taking, highlighting, analyzing, dictionary-use, etc. The high-achiever students preferred to use cognitive strategy because it helped them in learning English skill, easy to apply, to make them speak English well, effective and also it is comfortable to use during learning process Therefore, appropriate learning strategies would help the students perform their English well.

scholarly journals Deliberative Systems Theory and Citizens’ Use of Online Media: Testing a Critical Theory of Democracy on a High Achiever

2020 ◽  
pp. 003232171989080 ◽  
Author(s):  
Cathrine Holst ◽  
Hallvard Moe
Keyword(s):  
Systems Theory ◽  
Systems Approach ◽  
Prima Facie ◽  
Normative Theory ◽  
Practical Significance ◽  
Online Media ◽  
High Achiever ◽  
The Public ◽  
Epistemic Function ◽  
Theory Of Democracy

Deliberative systems theory is a promising candidate for a normative theory of democracy that combines ideal requirements with feasibility. Yet, recent theoretical elaborations and studies of citizens’ online media use inspired by the theory suffer from an incomplete account of the public sphere’s epistemic function, too rough interpretations of participatory levels, shortcomings in the understanding of online media, and a context-insensitive notion of policy reform. Addressing these weaknesses, the article argues for a refined version of deliberative systems theory. Particular attention is given to feasibility considerations. Reviewing studies of online democracy in Norway, the article shows that the theoretical critique has practical significance. It is also argued that the amended version of the deliberative systems approach produces a diagnosis of Norwegian online democracy more in line with reasonable expectations to a high achiever. This is taken as a prima facie indicator of feasibility.

Klassenprimus bei durchschnittlicher Intelligenz

2010 ◽  
Vol 24 (2) ◽  
pp. 147-155 ◽  
Author(s):  
Jörn R. Sparfeldt ◽  
Susanne R. Buch ◽  
Detlef H. Rost
Keyword(s):  
High Achiever

In einer explorativen Studie werden Overachiever (Jahrgangsstufenbeste, durchschnittliche Intelligenz) unter Kontrolle von Geschlecht, Klassenstufe (9. Klasse), Schulform (Gymnasium) und sozioökonomischem Status mit Average Achievern (vergleichbare durchschnittliche Intelligenz; niedrigere, aber durchschnittliche Schulleistungen) und mit High Achievern (vergleichbare exzellente Schulleistungen; höhere, deutlich überdurchschnittliche Intelligenz) in diversen Variablen (Selbstkonzeptfacetten, schulbezogene Kompetenz- und Kontrollüberzeugungen, Attributionen in Mathematik und Deutsch, Motivation, Abiturquoten, Abiturdurchschnittsnoten, Studienquoten) verglichen. Overachiever wiesen (bei vergleichbaren Abiturleistungen und Studierendenquoten) in einigen schulnahen Variablen ungünstigere Ausprägungen als High Achiever auf (Begabungseffekt). Deutlichere Unterschiede zeigten sich beim Vergleich der Overachiever mit Average Achievern zugunsten der Overachiever (z. B. in schulischen Selbstkonzepten; Schulleistungseffekt). Mehr Overachiever als Average Achiever machten Abitur (mit besseren Zensuren) und begannen ein Studium.

Sign in / Sign up

Export Citation Format

Share Document