![]() Mueller and Dweck (1998) found that performance on future tasks improves when teachers praise students' effort rather than their ability. Research suggests that they would actually achieve more without any label. Would a gifted and talented student by any other name achieve as much? Probably not. There are so many terms used for students who have a particularly high academic aptitude according to baseline cognitive ability tests: Shakespeare wrote: a rose by any other name would smell as sweet. This article will examine the issues associated with the concept of gifted and talented children, whether differentiation and enriched programs of study are fit for purpose, and practical ways that we can ensure all students are making excellent academic progress. It is equally as important to cater for these students as it is to cater for the other 95%. In the UK, the Department for Education defines gifted students as being in the top 5% for intellectual abilities. There is a lot of pressure on secondary schools and colleges to cater for their brightest students, but some of the strategies employed to do this can unintentionally jeopardize the academic success of those students not identified as gifted and talented. There is probably a box dedicated to it on the lesson plan proforma that comes out each time you are observed.Ĭommon approaches to a gifted and talented education in schools, colleges and universities include: If you are a teacher, I expect you have been asked this question many times in every year of your career. The Center consists of a collaborative team of research methodologists, economists, and gifted education specialists from University of California (UC) Berkeley, UC Santa Cruz, University of Connecticut, University of Iowa, Michigan State, and University of Wisconsin–Whitewater.'How do you cater for your most able students?' Can identification systems be simplified while expanding participation opportunities for underserved populations? What role does teacher nomination play in identification?.Can universal screening for acceleration be effectively implemented? Will universal screening, in combination with teacher training, increase the use of subject and grade acceleration?.What impact do teachers have on gifted students' success?.What are the academic outcomes of gifted education? Do they extend beyond academic achievement?.These four studies are addressing the following questions: Center researchers will complete three secondary studies and one randomized control trial (RCT) to provide stakeholders with tools to better recognize and harness untapped talent and increase our understanding of the outcomes of gifted services. (2) Research on best-practice interventions for gifted students and outcomes of gifted programs and services is sparse. Unfortunately, two crucial issues continue to plague gifted education: (1) Underrepresented populations continue to be under identified as gifted and underserved by programs for the gifted. Policymakers, educators, and parents want assurance that all of the nation’s gifted and talented students receive instruction that is sufficiently challenging and that will allow these students to reach their full potential. ![]()
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