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This paper draws comparisons between the U.K. and Australia (with particular reference to New South Wales) with regard to proposals to a changed school curriculum together with proposed changes in Higher Education. The authors note that the content of the proposed common core curriculum in U.K. schools is very similar to the New South Wales proposal. Further there seems to be little change in the U.K. at least from what was offered there in 1904. In looking at the parallels between the two education systems it is suggested by the authors that there is a hidden agenda particularly in the U.K. Does this hold for Australia as well? The implication is that Australia is following this path. The authors conclude that a divided society is too high a price for us to pay in Australia. 相似文献
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Historically, school leaders have occupied a somewhat ambiguous position within networks of power. On the one hand, they appear to be celebrated as what Ball (2003) has termed the ‘new hero of educational reform'; on the other, they are often ‘held to account’ through those same performative processes and technologies. These have become compelling in schools and principals are ‘doubly bound’ through this. Adopting a Foucauldian notion of discursive production, this paper addresses the ways that the discursive ‘field’ of ‘principal’ (within larger regimes of truth such as schools, leadership, quality and efficiency) is produced. It explores how individual principals understand their roles and ethics within those practices of audit emerging in school governance, and how their self-regulation is constituted through NAPLAN – the National Assessment Program, Literacy and Numeracy. A key effect of NAPLAN has been the rise of auditing practices that change how education is valued. Open-ended interviews with 13 primary and secondary school principals from Western Australia, South Australia and New South Wales asked how they perceived NAPLAN's impact on their work, their relationships within their school community and their ethical practice. 相似文献
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Jillian Gates 《Roeper Review》2013,35(3):200-206
This article explored the effects of the labeling that has become commonplace in schools. Theories such as labeling theory, control theory, the Pygmalion effect, and stigma theory provide evidence of the power labeling has to negatively and positively affect children's beliefs about themselves as well as the perceptions others have of them. Renzulli (1977) suggested changing the way we label gifted students, but this has yet to be implemented effectively in the field of gifted education. Here a renewed call for change is advocated, based on similar changes made in special education. Practical strategies are suggested to help children deal with the label of giftedness and to mitigate potential negative effects labeling may have. 相似文献
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The New Challenge Program was established at the University of Texas‐Pan American's School of Education to provide enrichment experience for gifted children in the Lower Rio Grande Valley of South Texas. Over 125 students in grades K‐12 participate each spring in a course of their choosing designed to explore creativity or foster specialized interests, such as Videography, Engineering in the Real World, Discovering the Art in You, Blood and Guts, and Rocketry and Aviation. The majority of the gifted students in this program are Mexican Americans and are classified as economically disadvantaged. The New Challenge Program staff developed an informal system for selecting and preparing the experts who teach these courses to provide a learning environment that works for all gifted children and a curriculum that is thematic and expands upon the academic content that they learn in school. 相似文献
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Given the lack of information in either the school counseling or the gifted education fields on how school counselors and educators of the gifted work together, research into how individuals from both professions collaborate to serve gifted students and their families becomes important. The purpose of this phenomenological qualitative study was to examine gifted teachers' and coordinators' experiences working with school counselors. Fourteen participants, serving in a variety of K–12 settings, engaged in interviews regarding their different experiences working with their school counselors. Five primary themes resulted from these participants' reported experiences, including educators'/counselors' training and preparation, meeting gifted students' needs through service delivery, school counselors' perceptions and beliefs, systemic barriers and facilitators of collaboration, and teacher and counselor collaborative efforts. These findings are discussed with regard to current literature on gifted education, school counseling, and professional collaboration. 相似文献
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Fanon John Howell 《The Urban Review》2014,46(4):725-746
Although a growing body of literature is produced on reform of urban school districts, few studies examine shifts in the culture of managers resulting from reorganization in these bureaucracies. This article engages an analysis of central office managerial culture in the New York City Department of Education during a culminating moment of district office restructuring. I argue that a lack of consistent practices ensuring inter-office network building was instrumental in shifting the prevailing culture of the central office from an instruction-based to an accountability-based organization. Managerial restructuring was coordinated by way of empowerment, technology, and the use of space. I label this arrangement entropic, arguing an order through disorder as innovation, constraints from the district’s organizational environment, and uncertainty lead to a focus on performance conditions more than institutional capacity. The study draws on ethnographic research and in-depth interviews conducted with upper and middle managers of this school district. 相似文献
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Jeffrey J. Wood 《Early education and development》2013,24(2):223-242
This study tested a conceptual model of a psychosocial pathway to academic competence in preschool. Developmental theory and research with older children suggest that social and psychological factors could have a significant impact on young children's learning and school readiness. Children in 3 preschool classrooms (N = 31) participated. Mothers' perceptions of their children as more or less trusting and secure at age 3 years were rated on the Attachment Behavior Q-Set (Waters, 1987). Sociometric ratings were collected from classmates 1 year later through individual picture interviews. Preschool teachers rated children's academic competence and trait anxiety. Attachment Behavior Q-Set scores at age 3 were associated with teacher ratings of academic competence the following year (ages 4–5 years). However, this effect was mediated by 2 intervening psychosocial variables: anxiety and peer acceptance. Early secure attachment to parents may (a) potentiate less anxiety, removing emotional barriers to learning; and (b) enhance positive relationships with peers, perhaps motivating children to engage more in the preschool curriculum and leading to relatively greater academic competence. Adopting preschool curricula that foster positive peer relationships, anxiety regulation skills, and supportive parent—child relationships could indirectly enhance preschool children's academic competence and school readiness. 相似文献
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Kristen R. Stephens 《Psychology in the schools》2020,57(10):1640-1651
Education laws and policies serve to guide the way programs and services are implemented in schools. The transition from law or policy to implementation can be fraught with complications that impact the education system across many levels. According to Viennet and Pont (2017), one of the areas that can either hinder or support the transition from policy to practice is “inclusive stakeholder engagement” (p. 3). School psychologists are an important stakeholder in the education system thus they should have familiarity with gifted education policy to ensure students are being served appropriately—both academically and socio-emotionally. This article will introduce school psychologists to (a) federal and state laws impacting gifted students, (b) the role litigation, due process, and research has in shaping policy, and (c) relevant gifted education policy considerations. 相似文献
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Shruti Taneja Johansson 《International Journal of Inclusive Education》2013,17(12):1219-1236
Post Salamanca, inclusive education was incorporated in government policies in countries of the North and South. Since then there have been numerous books, articles, and academic debates on the topic but with little representation from the South. This article examines how inclusive education is conceptualised in India, within four recent government policies and in practice. It draws on interview data from a larger study conducted in the metropolitan city of Kolkata and document data. The findings suggest the term inclusive education is well established in government policies and amongst school heads, special educators, and counsellors. While there is consensus on the ‘goodness' of inclusive education and it being synonymous with children with disabilities, there are multiple meanings assigned to inclusive education, inclusive schools, and the includable child. Variations and discrepancies were visible not only between school staff and policy documents but even within policies and schools, respectively. A visible change is schools emerging but varying ‘consciousness of responsibility' towards children with disabilities. Based on the persisting ambiguities surrounding inclusive education, the article argues for developing contextual understanding of how education of children with disabilities can take place in India and adopting a critical stance towards inclusive education. 相似文献
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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
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The present study investigated the coping responses to two childhood stressors of fifth and sixth grade, gifted (n=52) and typical (n=55) children. The subjects were administered the Self‐Report Coping Scale for school and peer stressors (i.e., getting a lower grade than usual and having a fight with a friend). Teachers’ ratings of children's social and academic adjustment and academic potential were also obtained. Results indicated that gifted children endorsed problem‐solving strategies to a greater degree than typical children. Otherwise, gifted and typical children's reported coping strategies did not differ. Teachers’ ratings indicated better academic and social adjustment for gifted children. Future directions for the study of coping with stressors among gifted populations are addressed. 相似文献
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Daniel Memmert 《High Ability Studies》2006,17(1):101-115
A six‐month longitudinal study (N = 33) proved the influence of a diversified sport enrichment program on the development of creative thinking in team ball sports among gifted children. A contrast between a gifted control group and a non‐gifted treatment group showed that the creative performance of the gifted children significantly improved (partial η2 = .26). To explain this surprising short‐term effect, a second experiment chose the Inattentional Blindness paradigm to study the individual differences in the visual attention of gifted (n = 54) and non‐gifted children (n = 58). The results of the monitor‐task by Most et al. (2000) revealed significant differences between both samples in the ‘Near’ condition (delta = .37) but not in the ‘Very far’ condition. The results of both experiments are discussed in connection with further research. 相似文献
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A school‐based project in five kindergartens: the case of teacher development and school development
Yuen Ling li 《International Journal of Early Years Education》2004,12(2):143-155
Kindergarten teachers in Hong Kong are blamed for not putting child‐initiated learning theory into practice. Their competence is challenged. An earlier study (Li, 2003) suggested that the professional development of kindergarten teachers was limited by their inability to extend thinking beyond their own personal concerns so that the needs of the children were not the major determinant of their classroom practice. It was argued that to confront and modify the teachers' personal beliefs the presence of models, action research and joint collaborative activity were the keys. This report was a follow‐up study of a school‐based project, providing opportunities for teachers to engage in collaborative investigation of school curriculum and of pedagogical innovations. In this study, the practice and belief of a group of around 60 teachers were tracked during their participation in the project and the merits of peer coaching, mentoring and collaborative teamwork were examined. Classroom observations and semi‐structured interviews (40–60 minutes) were adopted as the main research procedure. Teaching records, videoed teaching episodes and feedback on project workshops were sources of data collected for triangulation. The findings of the study suggest that collegiality holds some promise for change in teachers' practice, though questions concerning the constancy of change are of concern. 相似文献
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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
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Joy Howard 《Educational Studies A Journal of the American Educational Studies Association》2013,49(5):553-568
Drawing from a 14-month ethnographic study at an elementary school in the US South, I examine the role that the gifted and talented (GT) program played in racial socialization at the school. I use the principle of Whiteness as property (Harris, 1995) to analyze space as curriculum, the physical and social spaces of a school that structure how particular student bodies are positioned in relation to power and privilege. I argue that the segregated GT structure perpetuates racial inequities that young children are taught to accept and emulate. I conclude with implications for practice and future studies about the role of GT in racial socialization. 相似文献
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This study examined Finnish elementary school teachers’ (N = 212) attitudes toward the gifted and their education. On a general level, teachers’ attitudes toward gifted education were slightly positive. Teachers saw that gifted students have social value and that they need special services. The results of teachers’ attitudes toward specific gifted education options were in line with earlier Finnish research, because teachers supported differentiated teaching but were more negative toward acceleration or separating the gifted into their own groups. However, despite the strong support for differentiated teaching for the gifted, teachers’ positions toward practice were more skeptical. 相似文献
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The Progress in International Reading Literacy Study (PIRLS) 2006 findings highlighted concerns about reading literacy teaching quality in South African primary schools (Howie et al., 2007). In response, the national Department of Education (DoE, 2008a, 2008b, 2008c, 2008d) has emphasised instructional practice improvement. However, little emphasis has been placed on the role of school organisation in learners’ reading success or failure. This article presents school organisation findings from a mixed methods study that explored South African Grade 4 teachers’ instruction practices and schooling conditions for reading literacy development. The analysis considered is based on the reclassification of the PIRLS 2006 sample according to class achievement levels on the PIRLS benchmarks and instructional language profiles. Findings from the PIRLS 2006 school questionnaire data are reported together with findings from case studies to illustrate differences and similarities in school organisation for reading literacy across a range of low- and high-performing schools. 相似文献
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The word “acceleration” continues to generate controversy. Although the literature makes it clear that acceleration in its various guises is a positive intervention for many gifted students, educational practitioners in Australia continue to resist the evidence and campaign actively against allowing students to take this option. This article synthesizes 3 research projects conducted in New South Wales, Australia, exploring different forms of acceleration. The first project involved an investigation of the Early Entry policy for gifted children in one region of the state; the second reports on the experiences of students who skipped at least 1 grade; and the third examines a vertical programming system that allows students to accelerate within subjects at an academically selective high school. Based on these research studies, this article explores the issues that are at the center of the acceleration debate. 相似文献