Does ACCEL Excel as a Model of Giftedness? A Reply to Commentators     

Robert J. Sternberg 《Roeper Review》2017,39(3):213-219

In this essay, I respond to commentators on my article on the Active Concerned Citizenship and Ethical Leadership (ACCEL) model for understanding giftedness. I cover a number of topics that arose in or out of the commentaries, in particular, systems inertia; toxic leadership; teaching for creativity; flight from reality; the role of science, technology, engineering, and mathematics (STEM) in teaching for wisdom; the developmental nature of giftedness; making a positive, meaningful, and enduring difference; IQ as a diagnostic tool rather than as a gatekeeper; meeting the needs of marginalized young people; teacher education; and retrospective studies. I conclude that the differences among all of us in this symposium are small and that we all agree that a model like ACCEL—whatever its exact terms—is needed to move the field of giftedness beyond a preoccupation with abilities, narrowly defined.  相似文献   

Mentoring retrained teachers: extending the web     

Les Vozzo  Peter Abusson  Frances Steele 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):335-351

Novice teachers need support if they are to survive the reality of school. A web of relationships involving members of the school community, mentors outside the school community and a university tutor has been shown to be an effective way of providing this assistance. This article describes an extended web of assistance offered to a group of 11 teachers retrained to teach science. As they made the transition to science teaching these teachers identified a need for guidance and support in learning about a new subject and a new school environment. In some cases the school community was able to provide this guidance and support but in other cases the retrained teachers were met with scepticism by their fellow teachers and needed assistance from other sources. The extended web of relationships they accessed included district consultants provided by the employer, mentors located outside of the school, fellow graduates and a university tutor. All retrained teachers were also assisted in their development as reflective teachers by the production of a portfolio. The addition of an online component to the portfolio, allowing the sharing of ideas between the retrained teacher and the university tutor coordinating the program is proposed as a valuable component of the mentoring network.  相似文献   

Bookstores and Other Book Sources     

Ruth Adler  Les Daniels  Chilton R. Bush  Maurice F. Tauber  Hilda Feinberg  Martin E. Dann 《Communication Booknotes Quarterly》2013,44(3):7-8

Ruth Adler's A Day in the Life of the New York Times (Philadelphia: J.B. Lippincott, 1971—$6.77)

Les Daniels and The Mad Peck, Comix: A History of Comic Books in America (New York: Outerbridge &; Dienstfrey, 1971—$7.95)

75 Years of the Comics (Boston: Boston Book and Art Co., 1971—$9.95)

International Newspapers from University Microfilms (Ann Arbor, Michigan: University Microfilms, 1971—free on request, paper)

Chilton R. Bush (ed.) News Research for Better Newspapers (New York: American Newspaper Publishers Association Foundation, 750 Third Ave., 1965-date (annual), $2.00 or $3.00 each (set of last five volumes available for $10.00), paper)

Maurice F. Tauber and Hilda Feinberg's Book Catalogs (Metuchen, N.J.: Scarecrow Press, 1971—$15.00)

Martin E. Dann (ed.) The Black Press: 1827-1890 (New York: Putnam, 1971—$7.95)  相似文献   

The Future of the Library As a Place of Learning: A Personal Perspective     

Les Watson 《New Review of Academic Librarianship》2013,19(1):45-56

As the twenty-first century unfolds and we move to a new economy based not on knowledge but on ideas will the Library as a place disappear? In a connected world where users have extensive access to vast amounts of information why would they go to libraries and, more importantly, are there reasons for us to construct new library buildings in the twenty-first century? While the power of technology makes libraries more able to deliver improved services, digitization and remote access may conspire to make them irrelevant as places. However the real impact of technology is how it affects the practice of teaching and learning. The importance of creating a national learning infrastructure that benefits as many people as possible is more important than ever before for global competitiveness. Libraries focused on their contribution to learning will not merely be important places as the learning society develops but will be essential to its success. To be part of that picture, Libraries need to consider how they can support the ideas economy and provide facilities that become essential to the lives of twenty-first century learners.  相似文献   

Endurance training adherence in elite junior netball athletes: A test of the theory of planned behaviour and a revised theory of planned behaviour     

Claire L Palmer  Les Burwitz  Allison N Dyer  Christopher M Spray 《Journal of sports sciences》2013,31(3):277-288

This study examined the utility of Ajzen's () theory of planned behaviour and Maddux's () revised theory of planned behaviour to predict endurance training intentions and adherence of elite junior netball athletes. One hundred and fifteen athletes from the England Netball World Class Start Programme were assessed on constructs central to the predictions of the two theories. Adherence to a recommended endurance training programme was recorded in self-report diaries across a 9-week period. Validity for the diaries was supported by significant correlations (P <?0.001) with recalls across 7 days and 9 weeks. Adherence was moderate and variable between athletes (mean = 66.05, s = 25.75%). Two separate path analyses were conducted to examine the predictions of the theories. Goodness-of-fit indices suggested acceptable fit of the data to the models. Analyses showed that attitude towards the new behaviour, subjective norms and perceived behavioural control predicted training intentions. The relationship between intention and adherence was weak. The present results suggest that the constructs of the theory of planned behaviour offer some insight into the explanation of intentions to follow an endurance training programme. Constructs unique to the revised theory of planned behaviour did not significantly predict training intentions or behaviour. Implications for practitioners working with team sport performers are provided.  相似文献   

‘It's the end of the university as we know it (and I feel fine)’: the Generation Y student in higher education discourse     

Jason Sternberg 《高等教育研究与发展》2012,31(4):571-583

This paper examines discussions of Generation Y within higher education discourse, arguing the sector's use of the term to describe students is misguided for three reasons. First, portraying students as belonging to Generation Y homogenises people undertaking higher education as young, middle-class and technologically literate. Second, speaking of Generation Y students allows constructivism to be reinvented as a ‘new’ learning and teaching philosophy. Third, the Generation Y university student has become a central figure in concerns about technology's role in learning and teaching. While the notion of the ‘Generation Y student’ creates the illusion that higher education institutions understand their constituents, ultimately, it is of little value in explaining young adults' educational experiences.  相似文献   

Paradigm wars, dialogue or dance: is rapprochement possible and/or desirable?     

Bal Chandra Luitel  Elisabeth Settelmaier  Les Pereira  Paula Joyce  Emilia Nhalevilo  Alberto Cupane  Peter Charles Taylor 《Cultural Studies of Science Education》2009,4(3):529-552

In focusing on the Kincheloe and Tobin paper, ‘The Much Exaggerated Death of Positivism,’ this forum explores the hegemony of positivism in the professional practices of a group of educators whose research expertise lies in the fields of science education, mathematics education and leadership education. Responding to the first question, ‘What is your personal/professional experience of the hegemony of positivism?’, four key issues arise: is positivism part of the external world or is it within us (and thus what is our agency)?, the role of positivism as a driver of Western cultural imperialism, dualism as the chief logic of positivism, and the difficulty of responding to positivism from a pluralist perspective. The second question, ‘Is rapprochement between positivism and other paradigms possible and/or desirable without being re-colonised?’, raises a number of key issues that, although relatively new to science education, are of increasing interest to cultural studies researchers keen to embrace alternative research paradigms with which to create culturally inclusive science curricula. The discussants reveal their personal experiences of being marginalised by the hegemony of positivism and give voice to a range of opinions about how best to respond. The integral perspective of spiral dynamics is proposed as a model of paradigm evolution, our fundamental assumptions about modern progress are questioned, and the non-dualist logic of dialectics is explored as a more inclusive rationality for researchers. In the spirit of counter-hegemonic cultural studies, the discussants draw on their personal Buddhist and Hindu perspectives to open new doorways into complex ontological systems lying beyond the simplistic materialism of crypto-positivism. We are given a glimpse of powerful means of generating new insights into the emergent universe (within and without) that an evolving science endeavours to explain.  相似文献   

Creativity across Time and Place: life span and cross‐cultural perspectives     

Todd I. Lubart  Robert J. Sternberg 《High Ability Studies》1998,9(1):59-74

Creativity varies across time and place. With regard to variations across time, age‐related changes in the quantity, quality, and form of creative performance are examined. These changes are traced to a combination of cognitive, conative, and environmental variables. With regard to variations across place, the effect of cultural environment on creativity is examined. Culture is shown to influence the definition and expression of creativity, channeling creativity into certain task domains or social groups. The quantity of creative activity can be further affected by cultural features such as the value placed on conformity. Life span and cross‐cultural perspectives on creativity, it is argued, are integral to a comprehensive understanding of creativity.  相似文献   

Managing training materials with structured text design. How to use structured text design to increase user's scanning and improve designer' productivity     

Les D. Streit  Sam Stern  Robert H. Collins 《Performance Improvement》1986,25(1):10-12

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Performance characteristics of retarded and normal students on pattern recognition tasks     

Les Sternberg  Michael H. Epstein  Dan Adams 《Contemporary educational psychology》1977,2(3):209-218

The purpose was to compare the performance of normal and educable mentally retarded children on pattern recognition tasks. Pattern recognition was assessed by the administration of 96 pattern tasks which measured the ability of children to find: (a) duplicate patterns and same elements as presented in model pattern sequences; (b) opposite patterns and same elements as presented in model pattern sequences; and (c) duplicate patterns but different elements than presented in model pattern sequences. The normal and mentally retarded children were matched on mental age derived from individual and group intelligence tests. Results indicated significant differences in performance measures between groups and various pattern tasks. The data support the suppositions that: (a) mentally retarded children and normal children show the same type of progression through the hierarchical arrangement of pattern tasks; and (b) mentally retarded children show a slower progression through the hierarchy than normal children when matched on mental age. Educational implications from this study are discussed.  相似文献