scholarly journals Examining 4th Grade Gifted and Non-Gifted Students Understanding Levels of Place Value

2021 ◽  
Vol 8 (3) ◽  
pp. 161-179
Author(s):  
Seyhan PAYTAR ◽  
Adem DOĞAN
Keyword(s):  
Experimental Studies ◽  
Gifted Students ◽  
Fourth Grade ◽  
Central Anatolia ◽  
Place Value ◽  
Natural Numbers ◽  
Representation Dimension ◽  
Regular School ◽  
Thinking Differently ◽  
Mixed Approach

The aim of this research is to reveal the understanding of dimensions and sub-dimensions of the place value in natural numbers of gifted and non-gifted students attending fourth grade. A mixed approach was adopted in the research. The research is quantitative in terms of revealing the levels of place value, counting, representing, naming, renaming, comparing and calculating the dimensions of the students and comparing the general mean score of both groups with the mean score for each dimension, and it is qualitative in terms of revealing the mistakes made in these dimensions. The study group of the research consists of 76 students diagnosed as gifted who attend four different SACs and 90 non-gifted fourth grade students attending in a regular school in town in the Central Anatolia Region. According to the findings obtained in the research, it was revealed that students with a diagnosis of giftedness could not reach the desired learning level in the count by 10 forward sub-dimension of the counting dimension of the place value. It was also revealed that they could not reach the desired learning level in the non-standard representation sub-dimension of the representation dimension. On the other hand the non-gifted students could not reach the desired learning level also in the division sub-dimension of the calculation dimension. It was concluded that students that are diagnosed as gifted had high success in terms of understanding the place value of natural numbers. For both groups of students, it can be said that they have difficulties in operations with non-standard representations, and they have difficulty in thinking differently because they are used to doing the questions by memorization and rules. Experimental studies can be carried out on the dimensions of the place value.

Classroom Practices Used with Gifted Third and Fourth Grade Students

1993 ◽  
Vol 16 (2) ◽  
pp. 103-119 ◽  
Author(s):  
Francis X. Archambault ◽  
Karen L. Westberg ◽  
Scott W. Brown ◽  
Bryan W. Hallmark ◽  
Wanli Zhang ◽  
...  
Keyword(s):  
Public Schools ◽  
Gifted And Talented ◽  
Classroom Practices ◽  
Gifted Students ◽  
Fourth Grade ◽  
Classroom Teachers ◽  
Regular Classrooms ◽  
Fourth Grade Students ◽  
High Concentrations ◽  
Talented Students

The Classroom Practices Survey was conducted by The National Research Center on the Gifted and Talented (NRC/GT) to determine the extent to which gifted and talented students receive differentiated education in regular classrooms. Six samples of third and fourth grade teachers in public schools, private schools and schools with high concentrations of four types of ethnic minorities were randomly selected to participate in this research. The major finding of this study is that third and fourth grade classroom teachers make only minor modifications in the regular curriculum to meet the needs of gifted students. This result holds for all types of schools sampled. It also holds for classrooms in different parts of the country and for different types of communities. Implications of these findings for researchers and gifted education specialists are discussed.

CLASSROOM ACTIVITIES FOR ABLE STUDENTS: In Third and Fourth Grades

1981 ◽  
Vol 28 (6) ◽  
pp. 49-57
Author(s):  
Linda Schulman
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Mathematics Curriculum ◽  
Gifted Students ◽  
Fourth Grade ◽  
Major Goal ◽  
Classroom Activities ◽  
Fourth Grade Students ◽  
Basic Content

A major goal of the mathematics curriculum for third- and fourth-grade students is the development of numeration and computation skills. These skills are frequently maintained through routine drill. Most gifted students have a strong dislike for drill, preferring activities that require the use of higher cognitive processes. One way of providing for these students is to present them with problems related to the basic content that also enhance their problem-solving abilities.

Open-Ended Activities and Their Role in Maintaining Challenge

1997 ◽  
Vol 21 (1) ◽  
pp. 54-81 ◽  
Author(s):  
Nancy B. Hertzog
Keyword(s):  
Qualitative Study ◽  
Differentiated Instruction ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Fourth Grade ◽  
Third Grade ◽  
Grade Classroom

This paper examines the use of open-ended activities as a strategy for providing differentiated instruction and challenge for identified gifted students. In a qualitative study of open-ended activities in one third-grade and one fourth-grade classroom, findings revealed that the use of open-ended activities perpetuated patterns of consistency and comfort in learning of students who were gifted and talented. Teachers implemented differentiation according to their own ideas. The responses of five children are presented to demonstrate the patterns of consistency found in the pursuit of open-ended activities. The instructional implications for designing open-ended activities that maximize opportunities to challenge students are then presented.

Comparing Ability and Achievement in Three Academic Areas for Upper Elementary Gifted Students

1985 ◽  
Vol 8 (2) ◽  
pp. 149-154 ◽  
Author(s):  
James E. Whorton ◽  
Frances A. Karnes ◽  
Billye B. Currie
Keyword(s):  
Grade Level ◽  
Gifted Students ◽  
Fourth Grade ◽  
Upper Elementary ◽  
Classroom Strategies ◽  
Intellectually Gifted ◽  
Elementary Gifted ◽  
Males And Females ◽  
Achievement Levels

Discrepancies between ability and achievement were calculated for reading, spelling, and arithmetic for 64 intellectually gifted students in grades 4–6. Means were plotted for males and females. While no statistically significant differences were found between groups, females scored closer to their expected achievement levels than males, except at the fourth grade level in reading. The data are presented graphically and are discussed relative to classroom strategies.

Should the teacher of the gifted be gifted?

2013 ◽  
Vol 30 (3) ◽  
pp. 263-270 ◽  
Author(s):  
Shoshana Rosemarin
Keyword(s):  
Effective Teachers ◽  
Experimental Studies ◽  
Gifted Students ◽  
Central Component ◽  
Teaching Skills ◽  
Gifted Learners ◽  
The Social ◽  
Teachers And Students ◽  
Emotionally Intelligent ◽  
Successful Teaching

There are relatively few research studies focusing on the understanding of teachers of gifted learners, though it is assumed that not all teachers should be assigned to teach the gifted. Most of the studies investigated this issue by examining the perceptions of teachers and students. In most of those studies the results show a preference to the social qualities of the teacher. The ability to respond to students as individuals is considered a central component of successful teaching. Yet, experimental studies show different results. Mills (2003) found that the characteristics of effective teachers of the gifted were similar to those typically ascribed to the gifted students. How important are the teaching skills of the teachers of the gifted? And how significant is his or her expertise in the field? Because the gifted population is not homogeneous, it seems that different students would have different preferences. Yet, it could be concluded that in order to be a successful mediator for gifted students, one would undoubtedly have to be intelligent enough to be able to understand their way of thinking, knowledgeable enough to be able to challenge them and, last but not least, emotionally intelligent.

Fourth-Grade Teachers' Perceptions of Giftedness: Implications for Identifying and Serving Diverse Gifted Students

2007 ◽  
Vol 30 (4) ◽  
pp. 479-499 ◽  
Author(s):  
Kristie L. Speirs Neumeister ◽  
Cheryll M. Adams ◽  
Rebecca L. Pierce ◽  
Jerrell C. Cassady ◽  
Felicia A. Dixon
Keyword(s):  
Gifted Students ◽  
Fourth Grade ◽  
Teachers Perceptions

scholarly journals How do we know what is happening online?

2016 ◽  
Vol 13 (4) ◽  
pp. 274-288 ◽  
Author(s):  
Marina Charalampidi ◽  
Michael Hammond
Keyword(s):  
Mixed Methods ◽  
Social Research ◽  
Online Discussion ◽  
Gifted Students ◽  
Interaction Patterns ◽  
Online Participation ◽  
Content Type ◽  
Comprehensive Picture ◽  
E Learning ◽  
Mixed Approach

Purpose The purpose of this paper is to discuss the process of analysing online discussion and argue for the merits of mixed methods. Much research of online participation and e-learning has been either message-focused or person-focused. The former covers methodologies such as content and discourse analysis, the latter interviewing and surveys. The paper discusses the strengths and weaknesses of these approaches in the context of a study of an online social educational network for gifted students. Design/methodology/approach The design of this study included the use of content analysis, visualisation diagrams, interviews and questionnaire survey to understand the nature of online discussion and the experience of taking part. Findings It was found that the message-focused analysis provided insight into participation and interaction patterns, whereas the surveys and interviews enabled access to members’ preferences and attitudes. Originality/value The contribution of the paper is to argue for a mixed approach in which different types of data can be compared and contrasted. While the use of mixed methods in social research in general has long been suggested, its adoption in the field of online learning is yet to be widely established, possibly because of its time-consuming and demanding nature. Despite these constraints, a mixed-methods approach is advocated, as it allows for a comprehensive picture of the use of the network and the experience of online participation.

The Effect of Special versus Regular Classroom Programming on Higher Cognitive Processes of Intermediate Elementary Aged Gifted and Average Ability Students

1992 ◽  
Vol 15 (4) ◽  
pp. 332-343 ◽  
Author(s):  
Christopher Roberts ◽  
Cregg Ingram ◽  
Carl Harris
Keyword(s):  
Cognitive Processes ◽  
Gifted Students ◽  
Analysis Of Covariance ◽  
Treatment Programs ◽  
Special Treatment ◽  
Resource Room ◽  
Average Ability ◽  
Regular School ◽  
K 12 ◽  
Regular Students

Gifted and regular students in a special treatment school (school-wide enrichment, K-12; resource room grades 3–5 on problem solving/problem finding) were compared to gifted and regular students from a comparison (nontreatment) school on the Ross Test of Higher Cognitive Processes. The test was administered at the beginning (pretest) and end (posttest) of the school year. An analysis of covariance using the pretest as the covariate revealed that gifted students involved in special treatment programs made significant gains when compared to average ability students receiving special program treatment, as well as gifted and average ability students attending a regular school receiving no special treatment. It appears that special programming may have an effect on improving higher cognitive process functioning in gifted students, as measured by the Ross test.

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