scholarly journals A Study on the University Placement System for Gifted Children in Turkey

2019 ◽  
Vol 8 (3) ◽  
pp. 59
Author(s):  
Kamil Arif Kırkıç
Keyword(s):  
Gifted Students ◽  
The United States ◽  
Gifted Children ◽  
College Entrance ◽  
Entrance Exam ◽  
Entrance Exams ◽  
Cross Cultural Comparison ◽  
Step Model ◽  
New Type ◽  
The University

There is no special university entrance exam for gifted students in Turkey. Their only option is to complete the standard university entrance exam at the end of their final year in high school. This system of entrance exams does not benefit gifted students. Other universities around the world support such students in the following two ways: through honor programs and early college entrance systems. This paper examines these two types of programs that support gifted students, and it employs a cross-cultural comparison between Turkey and the United States, China, and Finland. Furthermore, the paper proposes a multi-step model for educating gifted students and for improving the university entrance exam process. The new type of entrance exam that we propose could be employed in Turkey to support gifted students entering university. By implementing the proposed university entrance system, gifted students will become more effective in life for themselves as well as society.

An Example of Using MATLAB for Data Analysis—The Correlation between College Entrance Exam and Students’ Performance at Universities

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Zhihao Ren
Keyword(s):  
Standardized Testing ◽  
College Entrance ◽  
College Entrance Exam ◽  
Entrance Exam ◽  
Entire Cohort ◽  
Entrance Exams ◽  
Future Performance ◽  
Significant Difference ◽  
Exam Scores ◽  
The University

<p>Many universities all over the world use entrance exams as a tool for filtering and selecting applicants to their courses. While entrance exams provide a standardized testing mechanism, it is not clear whether they are a predictor of the student’s future performance at the university. As an initial investigation, the author found and analyzed a raw dataset of students’ entrance exam scores and their performance in the university during the first three semesters. The author carried out statistical analysis for the entire cohort and also according to gender. The analysis was carried out using Matlab. The analysis carried out shows that for the given dataset, there is no correlation between entrance exam scores and university scores. Also, there is no significant difference in the performance at the entrance exam and university scores, between male and female students.</p><p> </p>

Cross-Cultural Comparison of Motivation among Selected Samples of Elementary Education Majors in the United States and Thailand

1977 ◽  
Vol 44 (3_suppl) ◽  
pp. 1148-1150
Author(s):  
William F. White ◽  
Aree Rungsinan
Keyword(s):  
Elementary Education ◽  
Semantic Differential ◽  
The United States ◽  
Education Majors ◽  
Elementary Education Majors ◽  
University Of Georgia ◽  
Cross Cultural Comparison ◽  
Thai Students ◽  
Differential Type ◽  
The University

At the University of Bangkok, Thailand, 100 female education majors completed a semantic differential type scale of 10 concepts written in Thai language. That instrument, in English translation, was presented to 100 randomly selected education majors at the University of Georgia. Semantic differential responses by each group were factor analyzed by the principal components solution. Comparisons were made between the Thai students and the American students on feelings of value, power, and activity toward each of the 10 concepts.

scholarly journals Networking Cooperation in Forming Soft Skills of a New Type of Teacher

2019 ◽  
Vol 7 (3) ◽  
pp. 160-171
Author(s):  
Fayruza G. Rebrina ◽  
Sabina D. Khakimova ◽  
Ann R. Ishkinyaeva
Keyword(s):  
Soft Skills ◽  
Interaction Model ◽  
Integrated Model ◽  
Training System ◽  
Gifted Children ◽  
Network Interaction ◽  
New Type ◽  
University Partnership ◽  
Effective Network ◽  
The University

The primary aim of this research is to develop an effective network interaction model in developing a new teacher’s soft skills. The authors carried out an analysis of a new teacher’s necessary soft skills and the existing models of partnerships. They outlined their views on the development of a networking model that is aimed at the systematic formation of a teacher’s soft skills. The empirical part is executed based on the Elabuga Institute of the Kazan Federal University. The created model can be used for the organisation of training system of a new type of teacher. It might as well be used as a model of the school-university partnership for revealing pedagogically gifted children or as an integrated model for the formation of basic teachers’ soft skills in the university.

scholarly journals Comparison of Applicant's Results for Studies from Russia and Vietnam at the University of Economics, Prague

10.28945/3708 ◽  
2017 ◽  
Author(s):  
Milos Maryska ◽  
Petr Doucek ◽  
Lea Nedomova
Keyword(s):  
Education System ◽  
Logit Model ◽  
Graduation Rate ◽  
Hard Copy ◽  
Education Systems ◽  
Data Set ◽  
Entrance Exam ◽  
Entrance Exams ◽  
Study Results ◽  
The University

Aim/Purpose: The aim of this paper is analysis of applicants for study at the University of Economics, Prague (UEP) that are coming from foreign countries. The second aim is to learn the graduation rate of foreign students. Background: Knowledge about applicants results are important for changing entrance exams according to the changing situation in high school education systems and according to the changing requirements coming from teachers at UEP. The background question is, if the both components of entrance exams should have the same significance. Methodology: Entrance exams results were analysed for 2009-2016 period. We used standard statistics methods supported by the IBM SPSS tool and Microsoft Excel. All data were processed by way of Microsoft SQL Server. We analyzed the faculties that require Mathematics and English entrance exams. We are comparing mainly results of applicants from Russia and Vietnam. For graduation rate estimations the logit model approach has been applied. The data for our analysis came from UEP information systems and hard-copy applications and were then set anonymous. Contribution: Detailed analysis of situation at the UEP and guideline on how to process similar research at another universities. Paper offers comparison of Russian education system results in Mathematics and English with the education system of Vietnam. Further contribution is for Vietnamese potential applicants for study in the Czech Republic. Findings: Based on our analysis, we concluded that total number of applicants for studies was 109,996 students at the UEP during the analyzed period and applicants from Vietnam 1,686 and from Russia 7,227. For studies were accepted 717 applicants from Vietnam (42.5%) and 1,986 applicants from Russia (27.5%). We were also able to prove a slightly positive correlation between the number of points obtained for the English entrance exam and the mathematics entrance exam. However, this correlation goes slightly downhill over time. Further findings are from logit model of correlation between number of obtained points and successfully studies completion. The border for effective acceptance of students from this data set is approximately 170 obtained points in entrance exam. Recommendations for Practitioners : This analysis offers results of entrance exams on UEP from English and Mathematics. Recommendation could be held in comparison of education systems efficiency in Russia and Vietnam in these two areas with reflection requirements on students of economy at University of Economics, Prague. Recommendation for Researchers: The way of analysis, number of analyzed sample, final data and conclusions from this research. Using logit model for study success rate modeling. Offer for cooperation in analysis of entrance exams data queues. Impact on Society: Comparison of entrance exams results on University of Economics, Prague between Russian and Vietnamese applicants for study in the area of economics. Comparison of education systems effectiveness in Vietnam and in Russia in relation to economics studies in EU country. Future Research: Process this analysis in longer period and extend for another countries and nationalities. Next step planned for this is year is analysis of relation among results of Mock Entrance Exams – Entrance Exams – Study Results. This is long-term plan. In next 5 years, we should be able to answer question if there is some probability, that students failed during standard entrance exams when these students pass mock exams for example because he was in stress?

Regular classroom practices with gifted students in Grades 3 and 4 in New South Wales, Australia

1997 ◽  
Vol 12 (1) ◽  
pp. 34-38 ◽  
Author(s):  
Diana Whitton
Keyword(s):  
Independent Schools ◽  
Classroom Practices ◽  
New South ◽  
New South Wales ◽  
Gifted Students ◽  
The United States ◽  
Gifted Children ◽  
Regular Classroom ◽  
South Wales ◽  
Talented Students

The Regular Classroom Practices Survey (RCPS) was conducted to determine the extent to which gifted and talented students received differentiated education in the regular classroom across New South Wales. This research paralleled work recently completed in the United States of America. The survey focused on information on the teachers, their classrooms and regions. Classroom practices, in relation to the curriculum modifications for gifted and average students, were analyzed. The survey sample was drawn from the three sectors of education, Government, Catholic and Independent schools, within the ten regions of New South Wales. This included 401 third and fourth grade teachers in government schools, 138 teachers in Catholic schools and 67 teachers in independent schools. The research questions that guided this study were: (1) Do teachers modify the curriculum content to meet the needs of gifted students? (2) Do teachers modify their instructional practices for gifted students? (3) Are there any organizational variations in planning to meet the educational needs of gifted children? (4) Are there differences in the types of regular classroom services provided for gifted students in relation to the type of school or region?

A Promising Approach for Identifying Gifted Aboriginal Students in Australia

1998 ◽  
Vol 13 (1) ◽  
pp. 73-88 ◽  
Author(s):  
Kay L. Gibson
Keyword(s):  
Gifted Students ◽  
Gifted Children ◽  
Community Members ◽  
Minority Children ◽  
Aboriginal Community ◽  
University Of Georgia ◽  
Aboriginal Students ◽  
The University ◽  
Aboriginal Children ◽  
Identification Of Gifted

Recently research was conducted in Queensland, Australia which was designed to describe a more effective approach for the identification of gifted students. The purpose of the research was to contribute to the improvement of current procedures used in the identification of gifted minority children, particularly urban Aboriginal gifted children. The five year study of Dr. Mary M. Frasier at the University of Georgia served as a basic design model for the research. This paper reports the findings from the two data collection activities of the research project. Firstly interviews of urban Aboriginal community members, including parents of gifted Aboriginal children, were undertaken followed by a state wide survey of Aboriginal teachers in Queensland. The aim of both was to gain information concerning how giftedness was perceived and described by urban Aboriginal community members. This information was then utilised to establish the viability of Frasier's work in the identification of Australian gifted Aboriginal students and to suggest modification to Frasier's model which would heighten its cultural relevance to the Aboriginal society

scholarly journals Associations Between Performance on the Entrance Exam and Subsequent Academic Performance at the Federal University of Minas Gerais

2020 ◽  
Vol 8 (18) ◽  
Author(s):  
André Braz Golgher
Keyword(s):  
Academic Performance ◽  
Predictive Power ◽  
Selection Process ◽  
Minas Gerais ◽  
Entrance Exam ◽  
Entrance Exams ◽  
Second Stage ◽  
Predicting Gpa ◽  
The University ◽  
Mathematics And Science

This paper analyses associations between performance on the entrance exams and subsequent academic performance at the Federal University of Minas Gerais (UFMG). Results clearly indicate that minority students catch up with other students while attending the university. For those who entered this institution in 2009, when the first stage of the selection process was UFMG´s own exam, the Portuguese, Mathematics, and Science exams had a larger predictive power, while the humanities and foreign language exams showed non-significant results or played smaller roles in predicting GPA outcomes. For those who were selected in the entrance exam of 2012, when the National Exam of the Secondary Level (ENEM) was used as the first stage of the selection process, all four exams (Language, Mathematics, Humanities, and Science) showed positive and significant results. In addition, the second stage of UFMG´s exam had a greater predictive power when ENEM was used as the first stage of the selection process.

Guiding Principles in Developing Equity-Driven Professional Learning for Educators of Gifted Children

2020 ◽  
Vol 43 (3) ◽  
pp. 169-183 ◽  
Author(s):  
Angela M. Novak ◽  
Katie D. Lewis ◽  
Christine L. Weber
Keyword(s):  
Professional Learning ◽  
Gifted Students ◽  
The United States ◽  
Cultural Knowledge ◽  
Gifted Children ◽  
History Of ◽  
Guiding Principles ◽  
Gifted Youth ◽  
The Many ◽  
Learning Plans

Gifted education in the United States has a long history of underrepresentation of culturally, linguistically, and economically diverse (CLED) gifted students. Despite the many years of attention toward this pervasive problem, the gap in equity and access to gifted services for CLED students has not closed due to a variety of practices related to assessments, teacher referrals, and support structures. The authors contend that many issues stem from a common underlying cause: a lack of cultural knowledge and competency pertaining to gifted youth. This article presents guiding principles based in professional learning, equity, and gifted pedagogy for use in crafting training experiences: pulse-taking, establishing safe zones, individualizing professional learning plans, cultural training beyond surface-level, school/home connections, identifying grows and glows, and engaging in courageous conversations.

Psychosocial Development of the Gifted: Implications for a Counseling Intervention for Gifted Students

2005 ◽  
Vol 19 (3) ◽  
pp. 213-225
Author(s):  
Dorothy Sisk
Keyword(s):  
No Child Left Behind ◽  
Academic Success ◽  
Psychosocial Development ◽  
School Environment ◽  
Gifted Students ◽  
The United States ◽  
Gifted Children ◽  
Special Schools ◽  
Counseling Intervention ◽  
Counseling Interventions

Traditional approaches to the education of gifted children and youth have focused on cognitive dimensions, with a program emphasis of enriched and accelerated education, providing services in special classes, special schools, and in the regular classroom. In the current public school environment in the United States, considerable attention is being placed on raising standards and testing students. No piece of educational legislation in the past decade has stirred as much comment and controversy as the No Child Left Behind Act that includes a mandate for an extensive testing program across major subject areas (Gallagher, 2004). Academic success and cognitive development have become the focus of educational programs, especially for gifted students. Gifted students feel pressure to succeed; consequently, their emotional and social development is being neglected by the school (Fleith, 2001). This paper examines the critical importance of developing the emotional, social and personal self of the exceptional child who needs to understand the intensities and challenges of functioning fully as a gifted person. The paper includes a summary of the essential counseling interventions for Gifted students.

scholarly journals Cross-disciplinary integration as a high intensity method of gifted students’ training

2017 ◽  
Vol 6 (2) ◽  
pp. 252-258
Author(s):  
Nina Alexandrovna Timoschuk ◽  
Valentin Nicolaevich Mikhelkevich ◽  
Elena Nicolaevna Ryabinova
Keyword(s):  
Educational Institution ◽  
Gifted Students ◽  
Practical Experience ◽  
Educational Systems ◽  
Special Importance ◽  
Self Assessment ◽  
Homogeneous Groups ◽  
New Type ◽  
Cultural Requirements ◽  
The University

The paper contains successful pedagogical experience of Samara State Technical University in the field of exceptional childrens advanced and accelerated training. On the basis of this experience possibilities of the advanced and accelerated training are analyzed. This kind of training is considered to be one of the most effective ways of gifted youths development. On the basis of the available theoretical and practical experience the authors note that technical universities with their multilevel structures of higher education can become very effective intellectual centers of the integrated systems of continuous education, including various educational institutions of pre-university and additional postgraduate training. The paper contains experience of an integrated educational system of continuous and differentiated (on abilities) education School - HEI in homogeneous groups. It is shown that training of gifted students in groups with equal mental capacities favorably influences their self-assessment and they in such situation should study wholeheartedly forces, feeling continuous stimulation from schoolmates. Characteristics of capacity of the academic college as the associated educational institution of the new type functioning on the basis of organizational and methodical merging of the university and school and at the same time being structural division of both founders are given as an example. It is noted that the considered models of structures of the integrated educational systems possess various degree of intensity of training, in communication with what rationing of average loading of students in the academic college acquires the special importance and relevance. Proceeding from the standard maximum permissible week educational loading of the young man caused by his psychophysiological opportunities, social conditions and cultural requirements the technique of her flexible rationing which efficiency is confirmed with long-term monitoring of the graduates of the academic college who have become subsequently successful scientists, inventors, experts is described.

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