Am I That Talented? The experiences of gifted individuals from diverse educational backgrounds at the postsecondary level

The experiences of gifted students at the postsecondary level have not been studied widely. The goal of the present study was to explore and describe gifted students’ perceptions of their first year after high school regarding experiences of success and failure. Two focus groups were conducted with 12 students (8 males, 4 females) from different educational backgrounds, who had participated in a university-based enrichment program, to discuss topics related to their academic and socio-emotional experiences at a postsecondary level. Many students who attended vocational high schools experienced high levels of discomfort with their academic preparedness to face postsecondary education. Other initial problems were adapting socially to a new environment and perceiving themselves as “less” gifted than their peers. However, after these initial adjustment problems, students revealed high perseverance to face difficulties and a strong motivation for continuing the academic path they had outlined for themselves. Conducting longitudinal research and rethinking college services offered for gifted students are some of the implications discussed in this study.     

A follow-along study of postsecondary outcomes for graduates and dropouts with mild disabilities in a rural setting.

Eighty-six students with mild disabilities living in a rural area who had graduated (n = 52) or dropped out of (n = 34) high school were interviewed at two points in time (7 months apart) about their employment, residential status, and participation in postsecondary education and training programs. Information was also collected on students' high school experiences (educational, vocational, and work) and the reasons they dropped out of school. Of the students who had graduated (Caucasian = 26, black = 25, and other = 1), 31 were male and 21 were female. Of the students who had dropped out (Caucasian = 18, black = 15, and other = 1), 22 were male and 12 female. It was found that the majority of graduates and dropouts were employed full-time at both interviews, and held jobs that paid above minimum wage and provided employee benefits, as well. Nevertheless, by the time of the terminal interview, graduates had worked proportionally more time since high school than dropouts and had been employed in their current job more than twice as long. Neither group of former special education students was particularly active in pursuing postsecondary education or training programs. Finally, these former students had participated in a limited range of educational and vocational experiences during high school, both in terms of diploma tracks and vocational education programs. The implications of the findings for long-term employment and community adjustment are discussed.     

The McNair Program as a Socializing Influence on Doctoral Degree Attainment

The quality of doctoral students’ academic and social experiences is a key element of their success in graduate school programs. These experiences support the completion of doctoral programs, especially for first-generation college students from low-income backgrounds. Framed by Weidman's (1989) undergraduate socialization model, the author interviewed 18 former participants in Ronald McNair Programs (McNair Program),who completed their doctoral studies in order to determine how such programs can serve as a socializing agent to facilitate the successful completion of graduate study. Several themes emerge from the interviews conducted that distinguish McNair Programs from other interventions to promote integration or preparation, including the presence of academic and social integration. Such integration had a positive influence on the participants’ doctoral experience and contributed to the development of their competence, self-confidence, social and academic connectedness, and academic identity. Participants derived the greatest benefits from academic program components and academic counseling. Moreover, social components such as mentoring, cultural activities, and personal encounters in summer research internships also contributed to a positive doctoral experience.     

Urban Students’ Perceptions of Teachers: Views of Students in General, Special, and Honors Education

Students’ satisfaction with school experiences has been linked to their sense of belongingness, connection to school, and achievement. Though the extant research addresses students’ perceptions of school climate and sense of belonging, there is a paucity of research about students’ views of teacher–student interactions. Five hundred and seventy-seven students from one ethnically and academically diverse urban high school were surveyed and interviewed about the nature of teacher talk with students. Findings from this mixed-methods investigation indicate students from general, special, and honors programs experience a wide range of interactions based on academic services received, gender, and ethnicity. More frequent perceived punitive feedback was reported by all students in special education as well as males in general and honors education programs, while Hispanic students indicated a greater frequency of perceived supportive feedback. Findings also reflect a wide range of attitudes and feelings about teachers, the educational system, and learning.     

Achievement Outcomes Among High School Graduates in College and Career Readiness Programs of Study

This study investigated the relationships between completing the high school portion of a college- and career-preparatory program of study and high school achievement outcomes in a large urban district in the West. Programs of study are secondary-to-postsecondary educational programs mandated by the federal legislation (Perkins IV) governing career and technical education (CTE) in the United States. At graduation, 49.5% of students in the sample who began a program of study had completed their programs. Using multiple regression models, we compared graduates who completed a program of study (hereafter POS completers) to graduates who completed a number of CTE courses in a specific occupational area (CTE concentrators), and to graduates who may have taken a CTE course or two during high school but were neither POS completers nor CTE concentrators (All Others). POS completers were more likely to (a) have a higher overall GPA, (b) have a higher CTE GPA, and (c) earn more STEM (science, technology, engineering, and mathematics) credits than All Other students. Compared with CTE concentrators, POS completers were more likely to (a) have a higher overall GPA and (b) earn more STEM credits. Qualitative data describe contextual elements of programs of study as offered in West District that could explain these results. Study results suggest that districts should consider implementing career-themed programs such as programs of study that enhance their existing college- and career-readiness initiatives. We also call for further study of the postsecondary and labor market outcomes associated with programs of study in order to generate a clearer picture of their potential to increase academic and technical achievement and promote successful student transitions to higher education and the workplace.     

Perceptions of Social Adjustment of Hearing-Impaired Pupils in an Integrated Secondary School Unit

The aim of this case study was to investigate issues surrounding the social inclusion of hearing-impaired pupils within a mainstream comprehensive school in a large northern city. The study focused on the four hearing-impaired pupils in Years 8 and 10. Year 7, Year 9 and Year 11 pupils, were omitted on the grounds that they were relatively new to the school (Year 7) or were involved in external examinations (Years 9 and 11). Sociometric questionnaires were completed by the hearing-impaired pupils and their form-group peers. Interviews were carried out with the hearing-impaired pupils, with their form-group peers identified as popular (sociometrically), and with those identified as having few friends. Form tutors and mainstream subject teachers of the hearing-impaired pupils were also interviewed. The data collected suggested that these hearing-impaired pupils were not particularly well integrated socially with their hearing peers. The sociometric data showed the hearing-impaired pupils to be of low status within friendship groups. Interview data from pupils suggested that the hearing-impaired young people's social experience was very akin to that of those children with very low sociometric status, and very unlike that of the 'popular' pupils, those with the highest sociometric status. Of note was the belief of popular pupils that the role of friendship--and the role of communication in establishing and maintaining friendship--was crucial to their happiness in school. Interview data from mainstream teachers suggested that they had little relevant knowledge of the personal concepts and social experiences of hearing-impaired pupils. Recommendations are made to improve the social skills of the hearing-impaired young people, and to foster a greater degree of peer-group support, with some adaptations to their curriculum to stress social learning and communication skills.     

The experiences of deaf and hard of hearing students at a Queensland University: 1985–2005

This article reports on the experiences of deaf and hard of hearing students at a Queensland university, which offers an extensive deaf student support program. Seventy‐two current students and graduates since the program’s inception twenty years ago completed a survey about their experiences, highlights, challenges and use of communication tools and support services at university. Findings indicate, both quantitatively and qualitatively, that students valued the specialised support services they received, although challenges in accessing the academic curriculum remained for many students. In the important area of social factors, many students reported enjoying satisfying friendships and a sense of belonging with other deaf people, often for the first time, while others experienced feelings of social isolation in a largely hearing peer group. Overall, deaf and hard of hearing students who had attended Griffith over the 20 years had a high rate of graduation, comparing favourably with other university students.     

Support teachers' beliefs about the academic achievement of students with special educational needs

José Castro Silva, lecturer in sciences of education, and José Morgado, assistant professor, both work at the Instituto Superior de Psicologica Aplicada in Lisboa, Portugal. In this article, they describe their study of support teachers' beliefs about the academic achievement of school students with special educational needs. The 'support teachers' who were the subject of this study work in mainstream schools where the majority of pupils with special educational needs are educated in mainstream classes run by 'general teachers'. The work of the support teachers is supervised and supported by 'special education team co-ordinators'. The study reported here set out to elicit the support teachers' beliefs about the factors that contribute to success at school for pupils with special educational needs. Results suggest that the support teachers consider that factors including 'school climate', 'curriculum design' and 'teaching approach' contribute significantly to achievements among these pupils. On the other hand, analysis reveals that the support teachers attribute difficulties and lack of achievement significantly to 'out-of-school' contextual variables. These findings are related to a detailed review of the literature and the authors discuss the implications for policy, practice and professional development.     

A second chance for higher education: Academic preparatory programs in Israel

The Israeli academic preparatory programs (APPs) challenge the sorting regime of regular education by offering a genuine second chance for higher education to youngsters who have failed to acquire the necessary prerequisites via the mainstream. The study analyzes the success of the APPs to produce changes in their students in light of the failure of a different second-chance framework, the community college, to do so. The analysis of a sample of APP graduates indicates that background characteristics and high school history, powerful sources of differentiation upon admittance to the APPs, lose their discriminating power after graduation. All graduates join any postsecondary educational framework, regardless of their initial disadvantages. The success of the APPs in eliminating initial gaps among the students is assigned mainly to their nonconformity to the selection criteria of regular education. The purpose of this research was to assess whether second-chance educational programs that challenge the sorting criteria of the mainstream succeed in enhancing social equality in education. Outcomes of the challenging second-chance academic preparatory programs in Israel are analyzed in light of the reported failure of community colleges to moderate inequalities in higher education.     

听障中学生与普通中学生幸福感的比较研究

采用问卷调查法对听障和普通中学生的幸福感进行测查,结果表明:(1)听障中学生中高幸福感的人数比例少于普通中学生;(2)听障中学生的幸福感显著低于普通中学生;(3)听障独生子女的幸福感显著低于普通独生子女的幸福感;(4)在学习成绩为下等和上等的听障与普通中学生中,听障学生的幸福感均显著低于普通学生。     

听力障碍学生阅读策略问卷的编制及初步应用

从阅读策略和学习策略的关系出发,结合我国听障学生的阅读实际编制了听力障碍学生阅读策略问卷,进行了信度、效度检验,并对359名听障学生的阅读策略特点进行了初步考察。研究发现听障学生阅读中策略运用的整体水平偏低,大多数学生在阅读过程中不善于使用阅读策略;不同年级听障学生在阅读策略的运用方面存在差异,大学阶段学生明显优于高中阶段和初中阶段学生,高中阶段是听障学生阅读策略发展的关键时期;听障女生阅读策略运用的总体水平优于听障男生。     

Deaf and hard-of-hearing adolescents’ experiences of inclusion and exclusion in mainstream and special schools in Sweden

This study examines the question of which school environment – special or mainstream school – is more favourable for deaf and hard-of-hearing students in Sweden, when it comes to their well-being, and their social and academic inclusion. The aim is threefold: first to compare the well-being of adolescents who are deaf or hard-of-hearing, who are deaf or hard-of-hearing and have additional disabilities, and who have no disabilities; second to compare the adolescents from the two deaf and hard-of-hearing groups and their experiences of inclusion and exclusion in school; and third to ascertain if any gender differences exist between the two groups of deaf and hard-of-hearing students concerning their experiences of inclusion and exclusion. A total of 7865 adolescents (13–18 years of age) answered a total survey about the life and health of young people in a county in Sweden. The results show that both boys and girls in the hard-of-hearing groups rated their well-being lower and were less satisfied with their lives than pupils without disabilities. They also show that the hard-of-hearing boys and girls attending special school were more satisfied with their lives and to a greater extent felt included both socially and academically than students in mainstream school.     

University transition experiences of four students with dyslexia in New Zealand

This study considered the previous educational experiences, decision-making, and first-year experiences of four students who self-identified as learning with dyslexia within one university in New Zealand. The study showed that despite achieving the required standards for entrance to study at university, some students lacked the knowledge and self-advocacy skills necessary to access the learning support available to them at the university. Without good quality, relevant and focused course advice, students with dyslexia are at risk of being mismatched in academic programs, failing to complete their courses of study and incurring financial costs. With appropriate course advice, connecting to support services early, and applying proven study and time management strategies, these students are able to achieve grades higher than in compulsory education, suggesting that high school academic results should not be used as a predictor of their success at university. By understanding the learning experiences of successful students with dyslexia as they transition to university, we can improve how we encourage and support academically capable students who struggle with literacy in their compulsory and tertiary education.     

Science of Education

ABSTRACT

With more students pursuing university, it becomes essential for high schools to provide training that maximizes their graduates’ success. There is debate over whether an extra year of high school better prepares students for university. The authors used a nationally representative survey to contrast academic and employment outcomes between high school graduates of Grade 12 and Grade 13. Results suggest that Grade 13 graduates obtain higher grades in high school, are more likely to pursue university, and are less likely to be employed full time compared with Grade 12 graduates. Among students enrolled in university, Grade 13 graduates report higher grades in university and satisfaction with their program and do not transfer out of their programs compared to Grade 12 graduates. These findings highlight the importance of an additional year of high school to produce better prepared and more satisfied graduates.     

Balancing between deaf and hearing worlds: reflections of mainstreamed college students on relationships and social interaction

This qualitative study of the social aspects of mainstreaming from the perspective of deaf college students indicates that for some students, social adjustment to college is complicated by experiences of separation and alienation from both deaf and hearing peers. Data were collected through open-ended interviews with deaf students who had little or no previous experience with or exposure to deaf culture or language before their arrival at a mainstream college environment. Feelings of isolation, loneliness, and resentment were most intense during orientation and first year, when alienation from the deaf student community appeared to be caused by lack of sign language skills, unfamiliarity with norms and values of deaf culture, and perceived hostility from deaf peers. Simultaneous experiences of separation from hearing peers appeared to be caused by physical barriers inherent in the classroom, residence hall, and cafeteria environments, as well as by discrimination from hearing peers, who tended to stereotype deaf students. Findings suggest that those involved in the administration and delivery of postsecondary programs for the deaf should investigate the experiences of students who arrive on campus without knowledge of sign language or familiarity with deaf culture and evaluate currently existing programs and services designed to meet these students' needs.     

初中聋生社会适应行为与主观幸福感的关系

为探讨初中聋生社会适应行为与主观幸福感状况及两者之间的关系,本研究采用主观幸福感量表和中学聋生社会适应量表对145名在校初中聋生进行调查。结果发现:初中聋生主观幸福感的总体情况好于中等水平;初中聋生社会适应行为总体状况低于中等水平;在社会适应行为的四个维度中,学业能力、寻求社会支持、亲社会行为与生活满意度、正性情感存在显著正相关,与负性情感存在显著负相关;学业能力是生活满意度与正性情感最主要的预测因素,且起显著的正向预测作用,具有跨年级的稳定性;寻求社会支持、亲社会行为也对生活满意度起着正向预测作用。     

略论高师中文专业学生写作能力培养的师范性

基础训练型文体的写作能力、教师专业写作能力、教师专业发展写作能力是高师中文专业学生必备的能力素质。基础训练型文体是正视当下高中毕业生和大学生的写作状况不得不作出的选择,也是教师专业文体写作、教师专业发展写作得以顺利进行的基础和前提;教师专业文体写作能力,从能力层面看,应是语文教师最核心的素质和标志性素质。教师专业发展写作能力,是从语文教师专业化的高度对高师中文专业学生提出的更高要求,也是高师中文专业写作课程面向基础教育语文课程改革应有的回应。     

好学力行求是创新培养优秀矿业地质人才——中国矿业大学资源与地球科学学院本科教学工作的经验与体会

本文介绍了中国矿业大学资源与地球科学学院以“好学力行、求是创新、艰苦奋斗、自强不息”的校园精神,培养优秀矿业地学人才的经验和体会。主要做法是:以教育教学研究为依托,以不断深化教学改革为主线,推动教育思想观念的转变;以师资队伍建设为核心,加强学科建设和科学研究,积极促进本科教育教学体系与研究型学院相适应;注重学生培养的全过程,培养学生的全面素质、创新精神和创新能力;提高学生的基本理论和基本技能,促进学风建设和学生就业工作。