Author: Jennifer HoffmanPublisher:
ISBN:
Category :
Languages : en
Pages : 402
Book Description
The Impact of Teachers' Perceptions and Their Instructional Practices on Reading Engagement of Typical and Gifted Students in Grades 3-5
Author: Jennifer HoffmanDissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 534
Book Description
The Impact of Written Feedback on Gifted and High-ability Learners
Author: Michelle S. BennettPublisher:
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.
Beyond Gifted Education
Author: Scott J. PetersPublisher: Routledge
ISBN: 1000490734
Category : Education
Languages : en
Pages : 193
Book Description
Seeking a more comprehensive vision for gifted education, this book offers a modern vision of programs and services for gifted and talented students. Beyond Gifted Education: Designing and Implementing Advanced Academic Programs provides the first comprehensive look at designing and implementing advanced academic student programs. Written by four leading experts in the field, Beyond Gifted Education reviews the current range of traditional gifted education practices and policies. Then, the book offers the concerned gifted program coordinator or school administrator a more expansive approach to educating gifted learners. The authors lead readers through the process of identifying needs, responding with programming, and then finding students who are well-suited for and would benefit from advanced academic programming. Detailed examples walk the reader through real-world scenarios and programs common to the gifted coordinator on topics such as cluster grouping, acceleration, and increasing diversity. Throughout the book, connections are made to Common Core State Standards, Response to Intervention, and a wealth of outside research in order to support ideas.
Resources in Education
Author: Enriching Curriculum for All Students
Author: Joseph S. RenzulliPublisher: Corwin Press
ISBN: 1452280754
Category : Education
Languages : en
Pages : 193
Book Description
"The information in the book is extremely relevant. With the current demands for educational improvement, leaders in the field are searching for new, innovative means of helping students feel connected to their schools." —Tricia Peña, Principal Cienega High School, Vail, AZ "This book does a good job of explaining the purpose, design, and use of the enrichments and their relationship to the general curriculum." —Laurie Peterman, Instructional Facilitator Anoka-Hennpin ISD #11, Lino Lakes, MN Create an instructional program that can transform every student′s learning experience! How can educators spark an enthusiasm for learning in young people? What can classroom teachers do to promote creativity and innovative thinking? In Enriching Curriculum for All Students, Second Edition, the authors present the Schoolwide Enrichment Model (SEM), a groundbreaking instructional program that reaches all students through hands-on problem solving, high-interest activities, and cooperative learning. The revised edition offers updated research and additional guidelines for implementing lessons to support differentiated and enriching learning opportunities for all learners. Demonstrating how teachers can shift from instructor to coach or mentor, and how students′ minds, spirits, and values can be developed within an invigorating atmosphere, the authors focus on: Developing the talent potential of all students Improving academic performance through meaningful, enjoyable learning Fostering a reflective, growth-oriented staff Honoring ethnic, gender, and cultural diversity Involving students, parents, teachers, and administrators in decision making This vital resource combines inspiration with practical methods and highlights the importance of a versatile and imaginative curriculum that gives all students the opportunity to reach their highest potential.
Sense-Making and Shared Meaning in Language and Literacy Education
Author: Sharon MurphyPublisher: Routledge
ISBN: 0429618921
Category : Education
Languages : en
Pages : 238
Book Description
This textbook provides a framework for teaching children’s language and literacy and introduces research-based tactics for teachers to use in designing their literacy programs for children. Exploring how sense-making occurs in contemporary literacy practice, Murphy comprehensively covers major topics in literacy, including contemporary multimodal literacy practices, classroom discourse, literacy assessment, language and culture, and teacher knowledge. Organized around themes—talk, reading and composing representation—this book comprehensively invites educators to make sense of their own teaching practices while demonstrating the complexities of how children make sense of and represent meaning in today’s world. Grounded in research, this text features a wealth of real-world, multimodal examples, effective strategies and teaching tactics to apply to any classroom context. Ideal for literacy courses, preservice teachers, teacher educators and literacy scholars, this book illustrates how children become literate in contemporary society and how teachers can create the conditions for children to broaden and deepen their sense-making and expressive efforts.
Giving Voice
Author: Kathy D. AustinPublisher:
ISBN:
Category :
Languages : en
Pages : 203
Book Description
There is little current research in reading instruction for gifted learners. Children who are identified as gifted in reading are often left to their own devices or provided inadequate reading/literacy instruction (Ries et al., 2004). The purpose of this project was to determine how parents of gifted children and gifted students perceived the children's learning-to-read process, their early school reading experiences, their current school reading experiences, and changes parents and children would like to made to current reading instruction methods. Participants were recruited from various programs including summer enrichment programs for gifted youth ages 8 to 14 years old. Two hundred twenty-two parent-child dyads responded to a mixed-methods internet survey. Results from the quantitative data showed that the children in this study were exhibiting pre-reading and reading skills much younger than previously reported in the literature. In this study, the mean age at which children were able to associate letter sound with letter shape was 23.8 months of age. This skill is not typically achieved until children are between 36 and 48 months of age. Additionally, although 63% of participants responded their child was reading picture books independently between 24 and 60 months of age, 21.9 % of participants responded their child was reading picture books independently before the child was 24 months old and 7.8% of participants responded their child was reading picture books independently before the child's first birthday, a skill typical of late kindergarten or early first grade, between the ages of 66 and 72 months. Qualitative results revealed that many parent participants did not feel their children were getting challenged enough in reading at school. Some parents chose to remove their children from the formal school setting and home school as a result. Parents also advocated for their children, trying to ensure appropriate reading instruction, but not always successfully. Student participants indicated they prefer to be in classes with like-ability peers, choose their own books and projects, and have more time in school for reading books they select. Implications for future research indicate a need to examine university teacher preparation courses in reading methods, how to change current reading curriculum delivery to gifted learners, and improvement in parent/teacher relationships to create more collaborative partnerships in educating gifted learners.
The Impact of Differentiation on the Critical Thinking of Gifted Readers and the Evolving Perspective of the Fifth Grade Classroom Teacher
Author: Judy L. DreeszenPublisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
With the inception of No Child Left Behind, educators are required to ensure proficiency for all students in reading and math, but provide no incentive for developing the talents of gifted students (Gentry, 2006b). Implementing differentiation into the classroom can assist educators in providing appropriate instruction for all students and maximizing the potential of gifted learners. Differentiation modifies curriculum and instruction to meet the diverse needs of students in the classroom (Tomlinson, 1999, 2001, 2003). The purpose of this study was to document how differentiation influenced the gifted readers' ability to think more critically and the fifth grade teacher's perceptions of differentiation as it was implemented into the reading curriculum for all readers in her classroom. This qualitative research study was conducted in a fifth grade classroom in a rural mid-western community from October 24, 2008 to February 4, 2009. Data collection included response journals of the gifted readers, audio recordings of literature circle discussions, observations/field notes, digital voice recording of interviews with the gifted readers and the classroom teacher, teacher reflective journal, and weekly meetings. Data analysis revealed three levels of critical thinking within ten categories as outlined in the Written Response Hierarchy of Journal Critical Thinking. Advanced Level Critical Thinking included the categories of Synthesis, Character Affinity, Character Scrutiny, and Evaluative Inquiry. Intermediate Level Critical Thinking was evidenced by the categories of Inference, Image Construction, Author's Writing Technique, and Prediction. Basic Level Critical Thinking was represented by responses in the Ambiguity and Engagement categories. The Oral Response Hierarchy of Literature Circle Critical Thinking revealed four critical thinking levels of oral response. Analytical and Probe represented Advanced Level Critical Thinking, Conjecture demonstrated Intermediate Level Critical Thinking, and Engagement provided evidence of Basic Level Critical Thinking. Advanced Level Critical Thinking was evidenced in both written and oral responses across the three stages of the study. Data analysis further revealed the teacher's perceptions of differentiated instruction. Benefits included increase in students' motivation, active involvement and leadership, exceeding expectations, quality of literature circle discussions, confidence in implementing differentiation with continuous support of a mentor, flexibility, and empowerment to solve problems.
Ethnic Matching
Author: Donald Easton-BrooksPublisher: Rowman & Littlefield
ISBN: 1475839677
Category : Education
Languages : en
Pages : 155
Book Description
Ethnic Matching: Academic Success of Students of Color is an in-depth exploration on the impact of ethnic matching in education, the paring of students of color with teachers of the same race. Research shows that this method has a positive and long-term impact on the academic experience of students of color. This book explores what makes this phenomenon relevant in today’s classrooms. Through interviewing quality teachers of color, this book sheds a light on the impact these teachers make on the academic experience of students of color. This approach is meant to provide all teachers valuable insight into techniques for engaging with diverse learners. Also, from these conversations, the book shows how the intentionality of culturally responsive practice can enhance the academic experience of students of color. Topics such as the challenges of recruiting and retaining quality teachers of color, as well as the valuable work being done on the local, state, and national level to promote diversifying the field of education as a way to provide equitable education for all students is also explored in this book.