Mystery to mastery: Shifting paradigms in gifted education     

Dona J. Matthews  Joanne F. Foster 《Roeper Review》2013,35(2):64-69

We provide here a brief historical analysis of a movement in progress from a belief‐based “mystery” model to an evidence‐based “mastery” model of giftedness and talent development. We have observed that educators concerned about exceptionally capable learners are moving from a categorical notion of “the typical gifted child” with somewhat mysteriously defined attributes and learning needs, toward the perspective that some children have exceptionally advanced learning needs that require more flexibly responsive educational attention. We discuss factors that differentiate the two models, and observe some benefits of the shifting paradigm, arguing that by conceptualizing gifted education as providing a dynamically responsive educational match for students who otherwise experience a mismatch with the curriculum normally provided, the mastery model is socially, educationally, and politically more defensible. We discuss some practical implications of this shift in perspective.  相似文献   

Letting Go of Perfect: Overcoming Perfectionism in Kids. Adelson,J. L., & Wilson,H. E. (2009)     

Joanne Foster 《Roeper Review》2013,35(1):67-68

Given the severe paucity of gifted programs in this nation, the educational and legal rights of gifted students are not being adequately served. This article briefly examines developments at the federal level that impact upon both the legal and educational rights of gifted students. It also reviews educational data supporting the need to establish special programs, and concludes by suggesting implications and recommendations for informed practice.  相似文献   

Discipline and the gifted child     

Joanne R. Whitmore 《Roeper Review》2013,35(2):42-46

The gap between intellectual and social development in gifted children can be bridged by providing opportunities for expanded social experiences.  相似文献   

Ethnic and regional influences on teachers' evaluations of oral answers     

Thomas K Crowl  Joanne R Nurss 《Contemporary educational psychology》1976,1(3):236-240

Tape recordings were made of six white and six black ninth-grade northern boys speaking identically worded answers to typical school questions. Black students were given significantly higher grades than white students by 56 white and 50 black southern teachers. Black teachers gave significantly higher grades than white teachers, but no significant interaction was found between students' and teachers' ethnic group. The study is a partial replication of a previous study in which it was found that black students were given significantly lower grades than white students by northern white teachers.  相似文献   

‘If you miss the ball,you look like a total muppet!’ Boys investing in their bodies in physical education and sport     

Joanne Hill 《Sport, Education and Society》2015,20(6):762-779

Connections have been drawn between masculinity, muscularity and physical or social status in sport. Not only are sporting bodies often related to masculinity but also to whiteness, leading to the devaluing of Asian boys' bodies and sporting experiences. This paper draws on three British Asian teenage boys' visual and verbal narratives to enquire how they negotiate these connections in their physical education and recreational sport experiences. Bourdieu's notion of capital is used to make sense of boys' ways of investing in their bodies to manage their status in school. Drawing from focus-group interviews which used participant-driven photography and photo elicitation techniques, the research indicates how three boys invested in their bodies by doing particular types of physical activity that would enable them to develop muscularity, fitness and/or motor competence, to attain or retain physical and social capital in school. Along the way, they add pertinent comments on the intersections of masculinity and ethnicity in constructing and performing a sporting body.  相似文献   

Girls’ active identities: navigating othering discourses of femininity,bodies and physical education     

Joanne Hill 《Gender and education》2015,27(6):666-684

Within physical education and sport, girls must navigate discourses of valued athletic and gendered bodies that marginalise or ‘other’ non-normative performances through systems of surveillance and punishment. The purpose of this paper is to share girls’ perspectives on how these discourses affected their gender performances and activity engagement. Students aged 13–14 in one ethnically diverse UK secondary school were invited to create a photo diary of the physical activities they engaged in. Photo-elicitation interviews in small groups followed. The girls positioned themselves as physically active but had to carefully manage their activity choices and gender performances in a single-sex physical education environment that regulated deviation from the fit, slender, girly-girl. Although the girls demonstrate the difficulty of resisting, they indicate moments of positioning themselves against norms that suggest the possibilities of shifting gendering processes. The paper points out the importance of listening to ‘other’ girls’ narratives in building positive physical education engagements.  相似文献   

Using Video to Examine Formative Assessment Practices as Measures of Expertise for Mathematics and Science Teachers     

Amelia Wenk Gotwals  Joanne Philhower  Dante Cisterna  Steven Bennett 《International Journal of Science and Mathematics Education》2015,13(2):405-423

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Teaching Science as a Process,Not a Set of Facts     

Öberg  Gunilla  Campbell  Alice  Fox  Joanne  Graves  Marcia  Ivanochko  Tara  Matsuchi  Linda  Mouat  Isobel  Welsh  Ashley 《Science & Education》2022,31(3):787-817

Science & Education - The widespread misperception of science as a deliverer of irrefutable facts, rather than a deliberative process, is undermining public trust in science. Science education...  相似文献   

Ten years later: Findings from a replication of a study of teacher evaluation practices in our 100 largest school districts     

Karen S. Loup  Joanne S. Garland  Chad D. Ellett  John K. Rugutt 《Journal of Personnel Evaluation in Education》1996,10(3):203-226

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Balancing Cultural Diversity and Social Cohesion in Education: The Potential of Shared Education in Divided Contexts     

Rebecca Loader  Joanne Hughes 《British Journal of Educational Studies》2017,65(1):3-25

This article considers how the education systems of divided societies have been shaped in response to the experience of ethnic and religious conflict. The analysis identifies two competing priorities in such contexts – the development of social cohesion and the protection of cultural, ethnic and religious identities – and explores how these may be reconciled through a model of ‘shared education’. Drawing on research evidence and recent experience of shared education in Northern Ireland, the Former Yugoslav Republic of Macedonia and Cyprus, we reflect on the advantages and challenges of this model in areas experiencing conflict and division.  相似文献