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991.
We provide here a brief historical analysis of a movement in progress from a belief‐based “mystery” model to an evidence‐based “mastery” model of giftedness and talent development. We have observed that educators concerned about exceptionally capable learners are moving from a categorical notion of “the typical gifted child” with somewhat mysteriously defined attributes and learning needs, toward the perspective that some children have exceptionally advanced learning needs that require more flexibly responsive educational attention. We discuss factors that differentiate the two models, and observe some benefits of the shifting paradigm, arguing that by conceptualizing gifted education as providing a dynamically responsive educational match for students who otherwise experience a mismatch with the curriculum normally provided, the mastery model is socially, educationally, and politically more defensible. We discuss some practical implications of this shift in perspective. 相似文献
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994.
William E. Wiethoff 《Quarterly Journal of Speech》2013,99(2):197-207
A special mode of resistance, insolence, forced the Southern gentry to acknowledge a unique power among slaves: their speech. This essay (1) explains the lasting significance of the gentry's efforts to suppress slave speech, (2) recounts the elements of insolence according to ancient and modern authorities on rhetoric, and (3) illustrates how slaves suffered for using this discursive tactic effectively. The nature and limits of slave insolence illuminate several troubled dimensions of plantation society. 相似文献
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996.
Working with robots is an attractive possibility for educators at many levels. The price and availability of robotic hardware are favorable, there are often examples in the media of school groups doing robotic projects, and the projects support group design and co-operative activity. Still, these projects cannot be organized without considerable effort. In this article, we look at some of the opportunities and pitfalls that are encountered when working with robots in an educational setting, illustrating them with anecdotes from our experience with eight small robot-building projects, with participants ranging in age from nine to adult, and duration ranging from a single day to a full semester. We suggest some of the benefits of these projects and outline the problems organizers and participants will be likely to face. 相似文献
997.
Laurie E. Powers Tracee Garner Betsy Valnes Peter Squire Alison Turner Todd Couture 《Exceptionality》2013,21(1):45-56
Abstract Although transition outcomes for youth with disabilities have shown some improvement and transition support practices have been identified, many young people continue to face transition barriers that preclude their full participation in key adult life activities. While research efforts have largely been professionally driven, there is emerging literature suggesting that the use of participatory, empowerment methodologies may bolster the identification of appropriate research methods and useful solutions to problems, as well as promoting the application of findings to accomplishing practice and policy improvements. The purpose of this study was to use a youth-directed, participatory action methodology to investigate youths' perceptions of the value of transition promotion experiences identified as effective by professionals, and to examine the level at which youth with disabilities participate in those experiences. A survey was developed and administered to 202 young people with disabilities by leaders from the National Youth Leadership Network. Findings indicated that youth generally endorse the importance of validated transition promotion practices; however, they reported having limited opportunity to participate in them. Implications related to the use of participatory action methodologies and needed practice and policy improvements are discussed. 相似文献
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999.
Margaret E. Mahoney 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):32-33
The very short time now available in higher education institutions for the coverage of subject‐specific content in PGCE courses gives problems in ensuring adequate time for effective workshop safety training, especially for those students who will be responsible for the management of pupils in resistant materials workshops. The schedule prescribed by the National Association of Advisers and Inspectors in Design and Technology (NAAIDT) provides a recognised base for the content of such courses. This paper examines the theoretical issues involved, weighs conflicting demands and describes one solution found workable under the current NAAIDT scheme. 相似文献
1000.
Standards‐based progress reports (SBPRs) require teachers to grade students using the performance levels reported by state tests and are an increasingly popular report card format. They may help to increase teacher familiarity with state standards, encourage teachers to exclude nonacademic factors from grades, and/or improve communication with parents. The current study examines the SBPR grade–state test score correspondence observed across 2 years in 125 third and fifth grade classrooms located in one school district to examine the degree of consistency between grades and state test results. It also examines the grading practices of a subset of 37 teachers to determine whether there is an association between teacher appraisal style and convergence rates. A moderate degree of grade–test score convergence was observed using three agreement estimates (coefficient kappa, tau‐b correlations, and classroom‐level mean differences between grades and test scores). In addition, only small amounts of grade–test score convergence were observed between teachers; a much greater proportion of variance lay within classrooms and subjects. Appraisal style correlated weakly with convergence rates, but was most strongly related to assigning students to the same performance level as the test. Therefore using recommended grading practices may improve the quality of SBPR grades to some extent. 相似文献