The impact of teachers’ individualized practices on gifted students in rural,heterogeneous classrooms

Several factors have increased teachers’ frustrations in the regular classroom as they try to meet the needs of students with varying levels of ability. Limited educational funding, the attitude that gifted students can do without special services, and a push for increased heterogeneous grouping have all contributed to the teacher's problem. The Mustard Seed Project was developed and supported by a grant from the Javits Gifted and Talented Students Education program to train teachers to differentiate for student needs by curricular adaptations. The training for teachers modeled the process of individualization for each learner's level, pace and style. A follow‐up support system of human and material resources was implemented to sustain the teachers through the difficult transition required of change. The sites participating in this study were all rural, ethnically diverse, and economically disadvantaged. Profiles of six gifted fifth‐graders were developed using interviews and classroom observations. The research questions sought to determine the extent of the gifted child's intellectual challenge, exploration of in‐depth selected topics of interest, and social and emotional satisfaction in adapted classrooms.     

Motivational Characteristics in Mathematical Achievement: a study of gifted high‐achieving,gifted underachieving and non‐gifted pupils

The aim of this study was to examine whether motivational‐emotional variables such as intrinsic orientation toward schoolwork, Mathematics anxiety, academic self‐esteem, attribution of success and failure in Mathematics and situational interest in Mathematics could differentiate different groups of mathematically gifted pupils. The research was based, theoretically, on an interactional model of giftedness. The sample consisted of 147 selected primary school pupils (9‐10 years of age) who were assigned to the following groups for comparison: mathematically gifted achievers (n = 31), mathematically gifted under‐achievers (n = 31) and mathematically non‐gifted pupils (n = 85). The results of a discriminant analysis show that the gifted pupils differ from the non‐gifted ones in attaining higher levels of intrinsic orientation toward Mathematics, lower Mathematics anxiety, lower attribution of success to external factors and effort, as well as in lower attribution of failure to external factors and abilities. Also, gifted achievers have lower attribution of success to effort than gifted under‐achievers and non‐gifted pupils.     

Envisioned and enacted practices: educational policies and the ‘politics of use’ in schools

ABSTRACT

It is widely known that there is a discrepancy between educational policy on the one side, and teaching and learning practices on the other. Most studies have been focusing on the sociocultural and micropolitical frames that shape teachers’ understandings and enactments of teaching, and that cause the vast diversity of classroom practices around the world. This article wants to draw attention to the ‘politics of use’ in teachers’ work: how teachers mobilize larger political narratives when implementing curriculum reform. Arguably, these narratives provide a shortcut between the central government and street-level actors, thus circumventing the logics of these actors’ immediate institutional environments.

In order to showcase the politics of use, the article uses the case of education for creativity as it is designed for and practiced at Chinese schools. The case reveals how education for creativity is compromised by requirements emanating from larger political programs when implemented in Chinese classrooms. The article challenges the view that educational policy necessarily moves through a trickle-down process, from higher to medium to lower-level actors. In cases of strong ideological alignment between street-level actors and central state actors, educational policy may in fact sidestep and hence neutralize important institutional actors.     

What I expect and fear next year: measuring new teachers’ possible selves

Possible selves theory describes the relation between self-concept and regulation of future-oriented behaviours. This theory helps conceptualise issues related to teacher development, including preparation and retention, but few researchers have done so. The validation of a Likert-type instrument intended to measure ‘new teacher possible selves’ is described. Student teachers in the United States (n?=?335) completed the new measure in their final practicum semester. Results from two confirmatory factor analyses indicate that data fit well the models of new teacher expected and feared possible selves. Limitations and future research directions are discussed.     

Reflections on “peer acceptance and social play of gifted kindergarten children”

In this article, we review methods of writing assessment, focusing specifically on a method designed for special education: curriculum-based measurement. At the elementary and middle school levels, valid and reliable indicators of performance have been identified. At the high school level, research is sparse and has not yet supported the validity and reliability of the measures. More research is needed on the development of measures at the high school level, on the technical adequacy of the measures as growth indicators, and on the effects of implementation of the measures as they relate to teacher instruction and student performance.     

Student‐teachers' evaluation on the use of different modes of problem‐based learning in teacher education

Problem‐based learning (PBL) has been widely adopted in many university programmes. Evaluations of PBL in medicine, dentistry, nursing and social work reveal positive outcomes from both tutors and learners. However, few evaluations have been published about using PBL in teacher education programmes. This paper reports how the 13 student‐teachers in the Integrated Humanities Major Method course evaluated the use of three different modes of PBL delivery, namely: the classical PBL; an alternate pattern of PBL and teacher‐led deductive workshops; and a modified PBL using problem‐based scenario inductive inquiry workshops. The learning experiences of the student‐teachers were captured via an open‐ended questionnaire to discuss the feasibility and receptivity of endorsing full or partial use of PBL in the teacher education programme. The outcome shows strong preference for the use of the modified PBL approach while the majority agreed the classical PBL style is the most challenging among the three modes.     

Teachers’ use of educative curriculum materials to engage students in science practices

New reform documents underscore the importance of integrating science practices into the learning of science. This integration requires sophisticated teaching that does not often happen. Educative curriculum materials – materials explicitly designed to support teacher and student learning – have been posited as a way to support teachers to achieve these ambitious goals, yet little is known about how elementary teachers actually use educative curriculum materials to support student engagement in science practices. To address this gap, this study investigated how five upper elementary teachers supported students to engage in science practices during an enactment of two curriculum units. Three of the teachers had units enhanced with educative features, informed by current research and reforms, while two of the teachers had units without these features. The teachers varied in how they supported students in the science practices of justifying predictions, constructing evidence-based claims, recording observations, and planning investigations. For example, some of the teachers with the educative features supported students in constructing evidence-based claims and justifying predictions in ways called for by the educative features. Implications for curriculum developers and teacher educators are discussed based on the patterns found in the teachers’ use of the educative curriculum materials.     

The self‐regulated learning aspect of metacognition: A component of gifted education

As interest increases in the connection between metacognition and gifted, a shift in the definition of giftedness from person to performance variables allows an even closer link to skills of self‐regulatory metacognition such as defining, focusing, persisting, guiding, coping, correcting, reinforcing, and solving. Researchers recommend explicit instructional models that teach specific strategies for disciplined, reflective problem solving while stressing accuracy and persistent concentration. This article provides such a detailed account of a classroom‐tested early childhood pedagogy for gifted learners, especially the underachieving gifted. Teacher and peer modeling of think‐aloud, behavioral demonstration, and cueing of five steps to efficient task accomplishment are outlined with examples. Benefits of productive self‐regulated learning strategies during task periormances are reported from teachers, parents, and students.     

Beginning teachers' conceptual understandings of effective history teaching: examining the change from “subject knowers” to “subject teachers”

This article reports the investigation of change in preservice teachers' conceptions of effective history teaching across a secondary history methods course in a postgraduate diploma of education program. Using concept mapping to plot shifts in their expressed reflections, data were obtained that indicate personal constructs of effective history teaching based around participants' map structures, curriculum understandings, knowledge of subject matter, knowledge of learners, knowledge of pedagogies, and pedagogical content knowledge. The purpose of this article is twofold: to present the findings of research exploring the growth in conceptual understandings of early career history teachers promoted through the use of concept maps, and to discuss the participants' response to tangible opportunities to reflect on their own conceptual understandings of history teaching.     

State standardized testing programs: Friend or foe of gifted education?

This study investigates the effects of state testing programs on the instructional practices of elementary teachers and the effects of such practices on their gifted students’ attitudes toward school and motivation. Results obtained from a national survey of elementary teachers, representing a variety of metropolitan areas and school poverty levels, as well as qualitative case studies from teachers in three states suggest that the perceptions teachers have of standards, tests, and students shape their classroom actions. These findings indicate that teachers are not likely to engage in effective classroom practices but instead engage in one‐size‐fits‐all practices. Implications of these perceptions on professional development and talent development are discussed.     

“Racism just isn't an issue anymore”: Preservice teachers' resistances to the intersections of sexuality and race

Through year-long focus group interviews with members of a secondary English Education cohort this paper considers both 1) participants' understandings of sexuality and race and 2) how participants' understandings of sexuality and race shaped their interactions with one another. Themes established through data analysis suggested that 1) participants maintained positioned racism as an historical issue that contrasted with the contemporaneity of LGBTQ issues; 2) participants resisted intersecting race and sexuality; 3) participants silenced Andy, the only queer student of color, when she argued for the intersectionality of race and sexuality.     

Data use for equity?: How data practices incite deficit thinking in schools

The purpose of this qualitative study was to examine how the organizational aspects of data use influence deficit thinking in schools. Participants included 52 educators (i.e., teachers, instructional facilitators, and leaders) from eight schools within seven Arkansas school districts. Data were collected using semi-structured interviews and focus groups. Analysis of data led to the identification of three themes: shifting the focus from instruction to accountability measures; viewing students as numbers, not people; and, creating an unsafe professional environment. These themes demonstrate how organizations framed data use and implemented specific data practices which prompted teachers to engage in deficit thinking. These themes contribute to our understanding of how deficit thinking is fueled by specific data practices established at the local level and can be used by school leaders to enact data practices which support the development of more equitable schools.     

Project stream: A 13‐year follow‐up of a pre‐college program for middle‐ and high‐school underrepresented gifted

This current, longitudinal study addresses two critical issues related to underrepresented gifted: identification and programming. As a follow‐up of minority and low‐income students identified as gifted in middle school, the study provides insight into the potential predictive value of specific gifted attributes on later academic performance: high‐school graduation, matriculation in an institution of higher learning, and completion of a college degree. Findings support the value of multiple forms of identification, specifically in problem‐solving, teacher identification of leadership ability, and grade point average. The study also evaluates the impact on academic outcomes of a long‐term, university/school pre‐college partnership program for middle‐ and senior‐high‐school underrepresented gifted. Results show a significant relationship between the level of student involvement in program activities and successful achievement of academic outcomes.     

If you build it,will they reflect? Examining teachers' use of an online video-based learning website

Many teachers use online professional development websites, but little is known about what teachers actually learn from them. This study explored teacher use of an online video-based learning website with over 37,000 members. It used web analytics to study user selection of video resources and coding of website commentary to analyze teacher responses to videos. The results indicated that teachers commonly view video clips designed for immediate use rather than reflection and respond to videos by evaluating the pedagogy positively. Videos that feature students as the sole or primary actors provoked the most reflective teacher responses.     

Reflective journals: making constructive use of the “apprenticeship of observation” in preservice teacher education

Many scholars have characterized the “apprenticeship of observation” as a “pitfall” to be avoided or a barrier to be overcome in preservice teacher education, but directly challenging students’ experience-based beliefs often leads to resistance, making students feel discounted or disrespected. In my introductory educational psychology course, students write biweekly journals reflecting on their own lived experiences in light of course concepts and ideas. These reflections are then shared in a variety of ways, serving as a vital context for further investigation and discussion of how these concepts and ideas translate into the classroom. In this paper, I share typical journal questions and excerpts from the responses of two recent classes to show how students can engage journal questions at differing levels; how even the experiences of my mostly privileged and successful students have at some points echoed, and thus can illuminate, the struggles of the less privileged, the rebellious, and the failed students who most need good teaching; and how students’ own shared reflections can be used nonthreateningly to help them confront their unconsidered assumptions about teaching and learning. Finally, I discuss choice, respect, and agency as three essential conditions for effective use of student journals in preservice teacher education.