Sensitivity: A double‐edged sword for the pre‐adolescent and adolescent gifted child

This article addresses the often‐observed sensitive nature displayed by gifted children and the effects this sensitivity can have on the child, particularly during the pre‐adolescent and the adolescent periods. This issue is explored through an analysis of the works and life experiences of Geoffrey, aged 9, a prolific writer since the age of 5 years. His exceptional sensitivity is clearly evident through his writings, and the effects this awareness and emotionality have on his life are manifested in accounts of his home and school experiences. Implications for the education of individuals like Geoffrey are discussed, placing emphasis on support of the child's heightened sensitivity rather than on curricula learned or talents exhibited. Special consideration is given to the middle school years when pre‐adolescent and adolescent behavior can significantly affect gifted individuals.     

Educative Evaluation: a model for quality‐added programme management

ABSTRACT

This article describes the development of a method for quality‐added programme management, based on a model of educative evaluation. The paper contains a discussion of reasons for the development of the model, the procedures involved and the issues that arose in its implementation. An outline of the model itself is followed by some recommendations for strategies for its successful implementation.     

An experimental two‐way video teletraining system: Design,development and evaluation

This paper describes the design, development and evaluation of an experimental two‐way video teletraining (VTT) system consisting of two classrooms equipped with audio and video equipment and linked by a land line to enable two‐way audio/video communication. A US Navy instructor delivered instruction in person to the originating classroom and electronically to the remote classroom. Findings were that student attitudes and performance on examinations were comparable in originating and remote classrooms. Students at the remote classroom were more likely to comment on deficiencies of the VTT system and were particularly sensitive to audio problems. Instructor acceptance of the VTT system was high. Cost analysis indicated that using the VTT system was more costly than sending an instructor to a remote site but that VTT can be less cosdy than sending students to the instructor.

The research described was performed under the sponsorship of the Office of Naval Technology. The opinions expressed in this paper are those of the authors, are not official, and do not necessarily reflect the views of the Navy department.     

Outcomes of a service‐learning program for pre‐service teachers: links to Butin's conceptual model

The outcomes of a pilot Service‐learning Program designed for pre‐service teachers enrolled in a unit about inclusive education in an Australian University will be discussed in this paper. Service‐learning requires university or school students to become involved in their community in order to utilize knowledge learned at university. The program involves reciprocal relationships with organizations in which the service reinforces and strengthens the learning in the academic unit on inclusive education, and the learning reinforces the service for the organization. Pre‐service teachers completed 10 hours working in the community along with completing a service‐learning reflection log. Evaluation of the service‐learning reflection process as a pedagogy will be discussed using the conceptual lenses: technical, cultural, political and post modern. The data demonstrate evidence to suggest that Butin's four lenses can be supported by the reflection process associated with the Service‐learning Program described in this study and be used to construct an improved service‐learning reflection log for future students.     

A channel distortion model for video over lossy packet networks

Error-resilient video communication over lossy packet networks is often designed and operated based on models for the effect of losses on the reconstructed video quality. This paper analyzes the channel distortion for video over lossy packet networks and proposes a new model that, compared to previous models, more accurately estimates the expected mean-squared error distortion for different packet loss patterns by accounting for inter-frame error propagation and the correlation between error frames. The accuracy of the proposed model is validated with JVT/H.264 encoded standard test sequences and previous frame concealment, where the proposed model provides an obvious accuracy gain over previous models.     

New methods for qualitative data collection and analysis: vignettes and pre‐structured cases

Qualitative researchers need to shaxe methodological inventions so they can be critically tested by others. The vignette is a vivid account of a professional's practice written according to a pre‐specified outline, iterated through interaction with a researcher. It can be used for program evaluation, in‐service training, explanatory research, problem‐solving, and policy planning. The pre‐structured case involves a conceptually‐based, elaborated oudine with associated displays, filled in and iterated to final form during successive site visits. It is cost‐effective and practical for experienced researchers and is useful in both evaluative and explanatory studies. The article reviews the risks and costs of use (for example, bias, researcher load, premature or shallow conclusion‐drawing) and suggests tactics to minimize them.     

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.     

A para‐educator model for gifted education

The volunteer para‐educator serves as the required link between the professional mentor, the school, and the student in gifted education programs.     

A model for self‐regulated distance language learning

The role of learner autonomy and self‐regulated learning in distance education has received much attention. The application of these concepts impacts course design and, potentially, learner achievement. In the case of distance language learning, course designers must consider not only how to help learners gain communicative competence but also language learner strategies that support success. Although the concepts of autonomy and self‐regulated learning share some similarities, they have been variously defined and applied to distance education. Current research and discussion has not synthesized the ways in which these factors can be more fully utilized to improve distance education. Based on a critical review and synthesis of the literature on autonomy and self‐regulation, this article contributes a new model for distance language learning. The model provides guidance for course designers and assists instructors in supporting their students.     

Preparing pre‐service teachers for inclusive classrooms: revising lesson‐planning expectations

The purpose of this article is to explore the use of a lesson‐planning template designed to support and scaffold pre‐service teachers’ lesson‐planning techniques for a wide range of learners in inclusive classrooms. This template is currently used across the final three semesters of a dual certification inclusive elementary and special education teacher preparation programme. This article reports on an empirical study using a mixed methodology that addresses the following question: How do pre‐service teachers, university faculty, supervising teachers and field supervisors perceive their experiences using this template? Addressing that question led to revising the original template. This article concludes with that revised lesson‐planning template.     

eVALUate: an evaluation instrument for measuring students’ perceptions of their engagement and learning outcomes

In the current climate in Australian higher education, quality assurance in university teaching is a priority. In particular, the introduction of the Learning and Teaching Performance Fund (LTPF) has refocused attention on universities’ internal student evaluation survey instruments. This paper reports the development, validation and implementation of a new unit survey instrument which prompts students to reflect on what helps their achievement of unit learning outcomes, and to report their levels of motivation, engagement and overall satisfaction with a semester‐long course or unit of study. The instrument (eVALUate) was created from precepts reported in the research literature, current practices in evaluating teaching, and sound quality assurance practices appropriate to a university outcomes‐focused education paradigm.     

Teacher evaluation standards in practice: A standards‐based assessment tool for diversity‐responsive teaching

Abstract

Although there is no question about the need for preservice and inservice teachers to have the skills to meet the diverse needs of students in todays classrooms, the issue of how to assess those same skills has proved to be problematic. This article reports on a joint effort by faculty from an urban university and a large public school district to create an observation tool that will assess and mentor preservice and inservice teachers’ abilities to address issues of diversity in their classrooms meaningfully. The authors will first report on missions and background information representing both the university and the school district and then on the development of a standards‐based assessment tool. Lastly, suggestions that compliment a comprehensive body of evidence of teacher evaluation will be discussed.     

A model‐based approach to science exhibition evaluation: A case study in a Brazilian astronomy museum

A models and modelling approach was adopted to investigate the educational potential of a science museum exhibition. It focused on patterns of relationship between the teaching models proposed by designers and students models in regard to four exhibits concerning astronomical cycles. Student’s models were elicited by interviewing 21 pupils selected from among those who showed a change of their models between pre‐visit and post‐visit questionnaires. Four patterns of relationship were identified, ranging from low to high degrees of convergence between designers and students. Exhibits designed by fragmenting the phenomena (analytical approach) tend to promote less convergent patterns than exhibits that maintain the complexity of the phenomena (synthetic approach). We argue that the two approaches are complementary: without synthetic models visitors find it difficult to identify the phenomenon addressed by analytical models, while the latter may bring to visitors’ attention aspects that otherwise might be hidden by the complexity of synthetic models.     

A solution‐focused model for improving individual university teaching

Universities commonly use individual teaching development as one of a suite of strategies to improve teaching and learning outcomes. This paper outlines an individual teaching development programme based on the tenets of solution‐focused brief therapy (SFBT). The programme was trialled with a senior lecturer of a large third‐year subject in an Australian university. The approach resulted in evidence of positive changes in teaching. The potential and wider application of this approach is considered.     

A model to predict educators’ attitudes towards technology and thus technology adoption

Abstract

“Technology”, the buzz word for the last ten to fifteen years in South Africa. Technology availability is quite often mistaken for technology adoption and use. Technology has been made available to almost all tertiary institutions and at least some public schools. However, in most tertiary institutions many professors still refuse to use technology to enhance their lectures and many educators in schools have not yet “come on board” in a manner of speaking. The South African government has indicated its intention to ensure that every school has access to a wide choice of diverse, high quality communication services that will benefit all learners and local communities (DOE 2004). It is important that the Department of Basic Education recognizes that regardless of the amount of technology and its sophistication, technology will not be used unless educators have the skills, knowledge and attitudes necessary to infuse it into the curriculum. The aim of this paper is to determine educators’ attitudes towards technology and thus technology adoption in teaching and learning. In doing so, this study attempted to determine what educators’ attitudes/perceptions (used synonymously) are towards constructs (e.g. relative advantage, perceived behavioural control, complexity) extracted from the different information systems (IS) technology adoption models. Thereafter, regression analysis was used to determine the best predictor of educators’ attitudes and thus technology adoption. The findings of this study suggest that overall the educators perceptions are somewhat positive across most IS constructs with the notable exception of Perceived Behavioural Control and Facilitating Conditions where the mean are below 3.5. The analysis suggests that the independent variables explaining the greatest amount of variance in computer attitudes are in order of predicative value: extrinsic motivation, perceived usefulness, complexity, perceived behavioural control and relative advantage. The results point to the importance of educators’ vision of technology itself, their experiences with it, their perceptions towards computer attributes and the conditions that surround its introduction into schools in shaping their attitudes towards technology and its subsequent diffusion into their educational practice.     

A framework for developing pre‐service teachers’ competencies in using technologies to enhance teaching and learning

This paper presents a framework for developing pre‐service teachers’ competencies in using technologies to enhance teaching and learning. It focuses on building the capacity of teacher education institutions (TEI) based on six strategic dimensions: (1) vision and philosophy; (2) program; (3) professional learning of deans, teacher educators and support staff; (4) ICT plan, infrastructure, resources and support; (5) communications and partnerships; and (6) research and evaluation. This paper describes each of these six strategic dimensions and synthesizes these in the overall framework for developing pre‐service teachers’ competencies in generating technology‐enhanced teaching and learning.