The Impact of Written Feedback on Gifted and High-ability Learners PDF Download
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Author: Michelle S. Bennett Publisher: ISBN: Category : English language Languages : en Pages : 460
Book Description
For this study, a qualitative design was utilized to examine teacher perceptions of the impact of written feedback on the mindset, motivation, and self-efficacy of gifted and high-ability middle grades language arts students. AIG certified teachers from four public schools in a rural southeastern North Carolina school district participated in an open-ended survey to provide their perceptions of the impact of feedback on their students. Examples of written teacher feedback were examined to provide additional data on existing feedback practices. -- The guiding question for this study was, “How does teachers’ use of written feedback as a type of formative assessment impact the mindset, motivation, and self-efficacy of gifted and higher-level learners?” Qualitative methods of document analysis and open-ended survey questions were used to collect data to answer four research questions focusing on the types of written feedback given by middle school language arts teachers and how those teachers perceive the purpose, effectiveness, and impact of their feedback on their gifted and higher-ability students. The results obtained from analysis of the perceptual data and document analysis indicated the teachers’ perceptions of their feedback practices did not always match the actual feedback they provided to their students. Additionally, the participants had varying opinions on whether their written feedback made an impact on the mindset, motivation, or self-efficacy of their gifted and higher-ability learners. -- Participating teachers believed the type of feedback they provided to their students was assignment dependent, was a combination of verbal and written feedback, was a combination of positive and negative feedback, and was more specific on writing assignments. Recommendations addressed specific changes in teacher feedback practices as well as further professional development on the characteristics of effective feedback with a focus on providing effective feedback to gifted and higher-ability learners.
Author: Michelle S. Bennett Publisher: ISBN: Category : English language Languages : en Pages : 460
Book Description
For this study, a qualitative design was utilized to examine teacher perceptions of the impact of written feedback on the mindset, motivation, and self-efficacy of gifted and high-ability middle grades language arts students. AIG certified teachers from four public schools in a rural southeastern North Carolina school district participated in an open-ended survey to provide their perceptions of the impact of feedback on their students. Examples of written teacher feedback were examined to provide additional data on existing feedback practices. -- The guiding question for this study was, “How does teachers’ use of written feedback as a type of formative assessment impact the mindset, motivation, and self-efficacy of gifted and higher-level learners?” Qualitative methods of document analysis and open-ended survey questions were used to collect data to answer four research questions focusing on the types of written feedback given by middle school language arts teachers and how those teachers perceive the purpose, effectiveness, and impact of their feedback on their gifted and higher-ability students. The results obtained from analysis of the perceptual data and document analysis indicated the teachers’ perceptions of their feedback practices did not always match the actual feedback they provided to their students. Additionally, the participants had varying opinions on whether their written feedback made an impact on the mindset, motivation, or self-efficacy of their gifted and higher-ability learners. -- Participating teachers believed the type of feedback they provided to their students was assignment dependent, was a combination of verbal and written feedback, was a combination of positive and negative feedback, and was more specific on writing assignments. Recommendations addressed specific changes in teacher feedback practices as well as further professional development on the characteristics of effective feedback with a focus on providing effective feedback to gifted and higher-ability learners.
Author: Catherine Clark Publisher: ISBN: Category : Education Languages : en Pages : 150
Book Description
Perceived to be academically successful, highly able or gifted children often appear not to require much teacher assistance and subsequently are given less attention. However, these students do have needs, and this book seeks to explain what these are and ways in which teachers can begin to meet them, even when working in difficult circumstances with little support. This revised second edition includes chapters on identification of high ability and the impact of that identification, unrecognised ability, teaching methods, underachievement, student/teacher relations, organisation of learning, gender and culture, general advice to teachers, parental and community involvement.
Author: Erin M. Miller Publisher: Routledge ISBN: 1000487660 Category : Psychology Languages : en Pages : 222
Book Description
This valuable text will help readers to understand the physical, social, and cognitive development of high ability children. Written by experts in the fields of education and psychology, each chapter applies core principles of psychology to the development of gifted and talented children. Through the content, readers will be shown how these children are like all children as well as the ways in which their development is unique. Covering the psychology of learning and learners, personality differences, language and physical development, problem solving, and motivation of high ability children, this book provides readers with a strong foundation for supporting and developing advanced learners. The text also includes Field Notes and Eye for Diversity sections to enable readers to put into practice, and recognize, important issues being discussed. Throughout, the editors blend discussions of research with practical advice for individuals charged with nurturing children with advanced cognitive potential. It is an essential read for students, counsellors, administrators, therapists, and parents seeking to support high ability children and their needs.
Author: Karen B. Rogers Publisher: PRUFROCK PRESS INC. ISBN: 1593631928 Category : Ability grouping in education Languages : en Pages : 66
Book Description
This book gives teachers tips for grouping gifted students in and out of the classroom and provides a menu of options for serving gifted students.
Author: Rosemary Cathcart Publisher: Routledge ISBN: 1000041069 Category : Education Languages : en Pages : 262
Book Description
Have you ever wondered... how to cope with a very bright child when you’ve got 30 other children in the class? what to do now you’re in charge of the gifted programme? what giftedness really is, and what it means? Introducing for the first time in book form, the Holistic Descriptor of Giftedness – a definition for the 21st century, recognising the impact of giftedness on the whole person from infancy to adulthood, providing a deep and satisfying approach to working with gifted learners. Based on this far-reaching approach, this book: sets out five key concepts to help you recognise and meet the needs of gifted learners at every level of schooling (the REACH model) includes a wealth of thoroughly practical teaching strategies to implement the model, with loads of high-interest examples drawn from work by teachers just like you and from gifted learners just like those you know introduces a special three-question conceptual lesson-planning tool to bring all these strategies into highly effective and exciting units of work covers a wide range of supporting topics such as identification, parent perspectives, cultural differences, acceleration, grouping, giftedness with other special needs, and more. This book is written for everyone who lives or works with a gifted young person – classroom teachers, gifted programme coordinators, parents, special needs teachers, counsellors and home-schooling families.
Author: Carolyn M. Callahan Publisher: Corwin Press ISBN: 1506318479 Category : Education Languages : en Pages : 169
Book Description
The expert guide to the major issues, the chief trends, and the most effective models of program evaluation in gifted education! The readings in this ready-reference report on specific program evaluations, offer critical guidance in the development and utilization of instruments for assessing gifted and talented programs, and are designed to stimulate the discussion of issues surrounding the evaluation of gifted programs. Key features include: Carolyn M. Callahan′s comprehensive and insightful examination of the past, present, and hopeful future of gifted program evaluation Research-informed theories, practical guidelines, and successful models of evaluation Recommendations for future exploration Program evaluation has been considered an important, but neglected component of gifted education for the last three decades. Program Evaluation in Gifted Education provides much needed direction to program developers and practitioners who desire to increase the effectiveness and efficiency of their gifted programs. The ERGE Series: The National Association for Gifted Children series Essential Readings in Gifted Education is a 12-volume collection of seminal articles from Gifted Child Quarterly. Put the knowledge and power of more than 25 years of research on giftedness and talent into your hands with the leading theories, studies, and findings the experts in the field have to offer.
Author: Del Siegle Publisher: PRUFROCK PRESS INC. ISBN: 1593630158 Category : Educational acceleration Languages : en Pages : 66
Book Description
Presents practical strategies for developing appropriate curriculum for accelerated gifted children, explaining how acceleration can be employed in all classroom levels and subject areas.
Author: Kate Lafferty Publisher: Taylor & Francis ISBN: 1000927067 Category : Education Languages : en Pages : 164
Book Description
The Teacher’s Guide to Gifted and Talented Education: Practical strategies for the Classroom demonstrates ways to build and enhance your understanding of gifted learners with evidence-based, hands-on strategies to use in the classroom. Whether you are looking to improve your own practice or starting out as a Gifted Education coordinator in your school, this book will guide you through each step. Written by an author with extensive practical and research experience in the field, the book is informed by research and covers essential topics from theoretical frameworks to differentiation and innovative pedagogies. Each chapter includes a ‘Back to basics’ section, which provides the key information for those wanting just enough to get going, a ‘Taking it further’ section, which offers a more in-depth critique of the content and a ‘Chapter reflection’ which provides an opportunity to plan and set goals. This book offers a way of thinking about developing the talents of students, at all year levels, in all learning domains and in all contexts. It provides approaches that can be applied in the classroom immediately, or spark bigger conversations within the school. Filled with tips, strategies, checklists and templates, The Teacher’s Guide to Gifted and Talented Education is an essential resource for all educators, from early childhood through to secondary school.
Author: Michelle S. Bennett
Author: Michelle S. Bennett
Author: Catherine Clark
Author: Erin M. Miller
Author: LaNesha Tabb
Author: Graham Nuthall
Author: Karen B. Rogers
Author: Rosemary Cathcart
Author: Carolyn M. Callahan
Author: Del Siegle
Author: Kate Lafferty