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1.
The Possibilities and Limitations of Gifted Education in Korea: A Look at the ISEP Science- Gifted Education Center 总被引：1，自引：0，他引：1
Ki-Soon Han 《Asia Pacific Education Review》2007,8(3):450-463
Education for gifted children is currently one of the hottest educational issues in Korea. Much money and effort are being invested in this area of education. Recent announcements by the Korean Ministry of Education state that all children should be educated to the level of which they are capable, and the current program for gifted students should be and will be extended. However, there is little attention paid to the actual substance of gifted education in Korea. What is happening in the name of gifted education? What is the meaning of giftedness and gifted education? How and in what respects can the gifted program be differentiated from general programs? What are the problems and concerns in serving gifted students? What are the effects of gifted programs? These are the main questions of the present qualitative study. For the purposes of this ethnographic study, the ISEP science gifted education center in Korea was observed for a six-month period, and 10 professors and 50 students at the ISEP were interviewed in depth. The results of the study are as follows. First of all, the ISEP science gifted education center provides differentiated learning environments and teaching methods. Second, through these differentiated learning experiences, students improve their thinking skills and creative problem solving abilities, as well as developing positive self-esteem. In addition, the formation of human net works, the special meaning of the ‘gifted’ label, and the acquisition of personal knowledge were seen to be some of the major educative possibilities on offer at the ISEP gifted education center. However, some professors’ low levels of motivation, the absence of individualized educational plans, bureaucratic management, weak student commitment to set tasks, and a lack of opportunity for students’ social activities were clearly limitations of the ISEP gifted education center. The results of this study will contribute to, specifically, the search for new ideas to improve the operation of gifted education as well as helping to surmount the hidden problems lurking beneath the surface of the current gifted education practices in Korea, and, more generally, to enhance our understanding of the diverse gifted educational practices in operation worldwide. 相似文献
2.
《Journal of School Choice》2013,7(4):27-52
Abstract School-within-a-school programs are an alternative school choice that can provide differentiated learning opportunities for academically gifted students, but they are often politically contentious. In a recent study, we interviewed 530 students and teachers in gifted and regular streams in three publicly funded secondary schools with different approaches to high-ability school-within-a-school programs: gifted, International Baccalaureate, and science-focused. Although teachers and students across conditions expressed strong satisfaction with the academic challenges provided by the special programs, they also expressed serious concerns about the relationship between these programs and the larger schools within which they are housed. Taking into consideration concerns about gifted education usurping resources from more urgent educational and societal goals, we discuss policy implications of our findings, considering ways to “allow idiosyncratic learners to thrive” (in the words of a teacher interviewed in this study), while minimizing misconceptions, prejudices, and perceptions of elitism. 相似文献
3.
《Exceptionality》2013,21(2):139-141
Culturally diverse students are receiving much deserved attention by educators of the gifted. Historically, the field has been unable to answer all concerns about this "minority within the gifted minority"; however, research and census data indicate that diversity has become a priority in educational settings. Understanding the meaning of cultural diversity and accepting new paradigms for developing organizational and instructional strategies are important variables that lead to success in meeting the needs of this population. Research has shown that conceptual and attitudinal changes toward the recognition of hidden abilities often overlooked in culturally diverse groups have enriched successful programs for the gifted. Recommendations for the involvement of administrators, teachers, parents, and the community in the planning process for inclusion of culturally diverse students in programs for the gifted provide a roadmap for this complex process. 相似文献
4.
Adam Winsler Deepti Gupta Karkhanis Yoon Kyong Kim Jerome Levitt 《The Urban Review》2013,45(4):416-447
Although it is well established that Black male students are underrepresented in gifted educational programs in the United States, due to a scarcity of longitudinal prospective research, little is known about the protective factors at the child, family, and school level that increase the probability of Black male students being identified as gifted during early elementary school. Using data from the Miami School Readiness Project, we followed 6,926 low-income Black males from preschool through 5th grade to describe trajectories for the 453 Black males (6.5 %) who were identified as gifted, and examined child, family, and preschool variables associated with gifted classification. Boys were most commonly identified as gifted in first and second grade, and 15 % of the identified boys did not appear to be receiving gifted courses. Hierarchical multiple logistic regression analyses revealed that being classified as gifted in early elementary school was more likely for Black males who (a) attended public school pre-K programs at age four, (b) had higher cognitive, language, fine motor, behavioral, and emergent literacy school readiness skills before entering kindergarten, (c) spoke a language other than English at home, (d) were older upon entering kindergarten, (e) received higher grades in school, and (f) scored higher on standardized tests of math and reading. Predictors of gifted identification in the kindergarten year were different and weaker compared to identification in later years. Implications for early identification and intervention for talented Black males are discussed. 相似文献
5.
Gifted children from low-education backgrounds often experience barriers to educational and career success. This article reviews the growing body of literature regarding gifted students from low-education backgrounds and the related literature on the challenges and characteristics of first-generation college students. A mother and daughter interview provides a contextual example of the issues identified in the literature review. Implications for educators and practitioners are suggested, including ways in which elementary and middle schools can proactively address the issues facing low-education background students in gifted programs. 相似文献
6.
James J. Gallagher 《Roeper Review》2013,35(4):211-212
This article proposes a critical thinking approach to cultural literacy for gifted students. The premise of the article is that all students profit from a curriculum rich in reasoning within and about diverse cultural points of view on historical and contemporary reality. The article posits that increasing racial, gender and socioeconomic intolerance can only be confronted with a curriculum that affords students the opportunity to enter em‐pathetically within cultural points of view often similar or disparate from their own. The author also attempts to call attention to issues of educational equity to assure that all students, gifted or potentially gifted, do not become tracked or placed in remedial learning programs owed solely to their cultural background, gender, ethnicity, or socioeconomic class. 相似文献
7.
Through the reflections of 17 Black adults who attended gifted schools in New York City, this qualitative study investigated how they transitioned into and through gifted programs as students. Findings suggest four themes: (a) Many students were referred to gifted programs during their elementary school experience either by their teachers or by their parents; (b) participants expressed having an easy transition into gifted programs in elementary because their schools and gifted programs were racially diverse and provided a welcoming school environment; (c) during middle and high school, participants noted difficulty transitioning through school as gifted students, due to being one of few Black students in their gifted programs, as well as having to attend schools outside of their neighborhood; and (d) despite this, through supportive relationships and community partnerships, they were able to find the space to survive (and thrive) in their programs. Recommendations are provided for educators to support gifted Black students. 相似文献
8.
美国的一些重点学校非常重视资优生的培养,并确实做到了因材施教.由于中美中小学教师从不同的视角进行教学,中美数学教育的研究方向和焦点及教师的教学方法有很多不同的地方.中国的教育应该思索和继承中华民族好的教学传统,同时学习和吸收发达国家培养优秀人才的经验,以保证和提升基础教育在世界的领先地位,同时,要在中学阶段因材施教,充分重视数学资优生的培养.不能以美国有多少诺贝尔奖获得者来抨击中国的中小学教育. 相似文献
9.
Tracy C. Missett Amy Price Azano Carolyn M. Callahan Kimberly Landrum 《Exceptionality》2016,24(1):18-31
Twice-exceptional students show evidence of high academic performance or potential and also have a disability that impedes their ability to learn. Twice-exceptional students remain under-represented in gifted programs, and some researchers attribute such under-representation to the negative beliefs and low expectations about twice-exceptional students held by teachers. While researchers have begun to investigate the curricular models and instructional strategies that are effective for twice-exceptional students, little research addresses how teacher beliefs and expectations about student ability are reflected in the ways teachers implement such models and strategies for twice-exceptional students in gifted classrooms. Even less research addresses gifted students with emotional and behavioral disabilities. We used a case study of a third-grade teacher using a structured, model-based language arts curriculum to better understand how her expectations about a gifted student with an emotional disability influenced her instructional choices. Using observational and interview data, the case study approach allowed the researchers to personalize the experiences of this teacher and provided a context in which to examine the subtleties of teacher expectations when teaching a gifted student with an emotional disability. Implications for educational practice, particularly the need for comprehensive school-based support systems for students with emotional disabilities, are discussed. 相似文献
10.
This study reports data extending work by Marsh and colleagues on the “big-fish-little-pond effect” (BFLPE). The BFLPE hypothesizes that it is better for academic self-concept to be a big fish in a little pond (gifted student in regular reference group) than to be a small fish in a big pond (gifted student in gifted reference group). The BFLPE effect was examined with respect to academic self-concept, test anxiety, and school grades in a sample of 1020 gifted Israeli children participating in two different educational programs: (a) special homogeneous classes for the gifted and (b) regular mixed-ability classes. The central hypothesis, deduced from social comparison and reference group theory, was that academically talented students enrolled in special gifted classes will perceive their academic ability and chances for academic success less favorably compared to students in regular mixed-ability classes. These negative self-perceptions, in turn, will serve to deflate students' academic self-concept, elevate their levels of evaluative anxiety, and result in depressed school grades. A path-analytic model linking reference group, academic self-concept, evaluative anxiety, and school performance, was employed to test this conceptualization. Overall, the data lend additional support to reference group theory, with the big-fish-little-pond effect supported for all three variables tested. In addition, academic self-concept and test anxiety were observed to mediate the effects of reference group on school grades. 相似文献
11.
School psychologists in today's schools have the unique opportunity—and responsibility—to guide identification for gifted programs. “Who is gifted?” remains a perennial question in the gifted education literature, not answered by group intelligence screeners that purportedly level the playing field for all. As the student body grows more diverse, there is increasing necessity to ensure that all students have equal access to gifted programs. Failure to identify and develop the advanced abilities of gifted children who are culturally diverse, economically deprived, highly gifted, or twice exceptional is justifiably viewed as a civil rights violation. The National Association for Gifted Children's 2018 position statement, “Use of the WISC-V for Gifted and Twice Exceptional Identification,” offers important considerations for identifying the gifted. Based on a national research study of 390 gifted children on the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V), the statement recommends that the traditional practice of mandating Full Scale intelligence quotient scores be abandoned. Instead, it embraces the use of any one of six expanded index scores that are better measures of abstract reasoning for selecting students for gifted provisions. As gifted children are oftentimes asynchronous, alternate index scores are less biased and better able to document the strengths of all gifted children. What is learned from the WISC-V can be applied by school psychologists to improve the choice of comprehensive individual intelligence tests, brief intelligence tests, and the body of evidence gifted children must exhibit. 相似文献
12.
13.
Hani Morgan 《Clearing house (Menasha, Wis.)》2013,86(4-5):156-162
When implemented well, gifted education creates opportunities for future success. However, when gifted students are not placed in gifted programs, they typically struggle in school. Unfortunately, low-income students of color are underrepresented in gifted education. A variety of causes, including a lack of teachers of color and biased methods of identifying students for these programs, contribute to this problem. This essay focuses on why teachers of color are likely to enhance the education of gifted minority students in the United States and why few teachers of color work in school settings. It also offers recommendations for increasing the percentage of students of color in gifted education. 相似文献
14.
从近几年高校领域的法律实践来看,许多对学生开除或退学的处理决定显然已经直接剥夺了公民受教育权的案件都被法院以不属于受案范围为由而驳回.我国法律在高校学生受教育权的保护上,缺乏明确的规定.没有救济就没有权利,为保障高校学生受教育权,需要建立良好的内部救济制度,并通过法律明确司法审查对于高校管理的合理介入,以充分保障我国高校学生受教育权的实现. 相似文献
15.
学生的法律地位是教育法学研究的基本理论问题,也是我国教育法治进程中的重大实践问题。学生的权利与义务是学生法律地位的体现。基于现行教育法律关于学生权利义务的规定,可将学生的法律地位归纳概括为民法上的特殊民事主体和行政法上的特殊行政相对人。但当前学生受教育权的可诉性、程序性、公正性不足,有必要将受教育权的救济纳入行政司法审查的范围,对学生权利进行全面救济,并兼顾实体权利与程序权利,依法保障学生受教育权的实现。 相似文献
16.
Annemarie Roeper 《Roeper Review》2013,35(4):246-247
This study examined whether gifted students in Texas who had learning disabilities were being identified for gifted programs. Results from a survey of gifted program coordinators (n = 388) demonstrated that few school districts (n = 75) reported selecting gifted children with learning disabilities for gifted programs. However, districts that did modify their selection process in order to include these children as well as school districts that identified more than 5% of their students for gifted programs were the most likely to include children with learning disabilities. 相似文献
17.
Christine Marvin 《Roeper Review》2013,35(1):25-33
Numerous projects funded by the Jacob K. Javits Gifted and Talented Students Education Act in 1989 contributed to answering important questions in the field of gifted education. However, little evaluation has examined how their findings are used or linked to current educational practices. This pilot‐study followed up on 18 students, identified as potentially gifted during the 1992 Javits‐sponsored Nebraska Project which used a teacher observation protocol. This follow‐up study examined the students' current status in gifted education programs, academic performance, and social/behavioral attributes, and the stability of the attributes associated with able/creative students over the past five‐year period. Results indicate a continued use of traditional identification practices in the school districts studied, and a presence of underachieving behaviors in students believed to be gifted during the Nebraska Project but not recognized as such currently by their school districts. The attributes associated with able/creative students in 1992, however, were found to be stable over the five year period. Results are discussed in light of the paradigm shift in gifted education practices and possible suggestions for reducing perpetual research‐practice gaps. 相似文献
18.
Although numerous studies have researched gender differences in gifted identification and program participation, the results of these studies are largely mixed. The goal of the present study was to synthesize data on gender differences in gifted identification and programming by combining data from multiple studies into a single meta-analysis. The combined results from 130 studies published between 1975 and 2011 indicated that boys were 1.19 times more likely than girls to be identified as gifted and included in gifted programs. Moderator analyses indicated that gender differences were particularly evident among pre-adolescents, within gifted summer programs, and for students who were identified as gifted using IQ scores and standardized tests. Recommendations for reducing gender bias include encouraging pre-adolescent girls to participate in gifted programs and using multiple assessment criteria to identify gifted students. 相似文献
19.
Michael Clay Thompson 《Roeper Review》2013,35(3):208-209
After over two decades of discussions regarding the identification of giftedness among non‐traditional populations in the United States, the issues remain the same. Many students continue to be under represented in programs for the gifted because of traditional assessment instruments used to identify gifted students. Moreover, the sociocultural influences on giftedness still have not been integrated into the identifying process. This article presents the efforts of a project responding to the need for culturally relevant alternatives to present assessment practices in the identification of giftedness among the rural Mexican American population in the southwest United States. 相似文献
20.
Two hundred fourteen school officials who had students participate in an academic talent search through the Center for Talent Development of Northwestern University responded to a survey regarding how they use off‐level test scores for students’ talent development in school. Data showed that generally talent search is perceived by schools as a means of providing access to outside‐of‐school academic opportunities such as summer and distance learning courses. Few schools use talent search scores to design school‐based educational programs or to determine eligibility for in‐school gifted programs. Other findings included that schools learned about talent search mainly through mailings from the talent search center, gifted coordinators primarily administered talent search in their schools and participation was encouraged via letters to families, students were selected for talent search participation based on achievement test scores at the 95th percentile or above and follow‐up on talent search scores typically consisted of passing out certificates at a special ceremony. Schools that were more active versus less active in talent search were not different in terms of how they conducted or used talent search off‐level test scores. More efforts are needed from local schools to recognize the important role that talent search scores can have in their local programming to enhance the impact of talent search on gifted students. 相似文献