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Diversity of classroom
The pros and cons of diversity for the effectiveness of teaching and learning
Diversity of classroom
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Segregating by ability or separation of the talented is a very controversial subject in today’s school system. Schools should segregate students based off of academic achievements, grades, and test scores because of the overall student improvement when done so. Whether you are for or against it, gifted education is an ongoing debate in the school system. Recent studies show that having separate classes impact all the students positively. Two researchers, Carline Hoxby and Gretchen Weingarth, discovered that students benefited from being in classrooms with peers of similar ability. Splitting up the kids has been shown to increase most of the kids learning comprehension, which has resulted in higher overall test scores.
The gifted classes
...ting them choose their own groups to be in during class, as offering multiple ways to complete projects, different assigned reading topics, and etc. The student can only get out of the class as much as they put in. Even though the students may wish the teachers would give less homework or let them read Sports Illustrated in class, there is a fine line between academic learning that incorporates “street smarts” and academic learning that lacks on the academic part. Teachers must insure their students are learning the required material and that they are not taking detours from learning about topics and ideas that students need to be successful after college.
Board of Education outlawed educational segregation, the Illinois School District had created a completely different gifted program for Hispanic students, separate from the White students’ gifted program. Ford found that in 2009 and 2001, the RDCI (The Relative Difference in Composition Index) researched and concluded “at least one half million African American and Hispanic students combined are not identified as gifted” (Ford 145). While African American Students are rising to be the majority race in public education, the percentage of African Americans even being recognized as gifted or academically accelerated, is not proportionally increasing (Ford). Society hold precedents with people who have superior intelligence over those who do not, but how can superiority even be concluded when all people are not given the opportunity to have an enriching education? African Americans are not able to increase their percentage of gifted students because African American students are not given the chance to be even recognized as worthy or capable of such achievements. As society advances further academically and leaves African Americans with an unquail education, the percentage of African Americans attending college and entering professional careers
Pupils who exhibit gifted characteristics along with another disability are referred to as ‘twice-exceptional students’ (Morrison, 2001; Nielsen 2002). This term is used in the article that I have chosen to review, which analyzes the responses and perceptions through interview, of one particular individual (Andrew) who was identified as being gifted and talented (G/T) and who had emotional and behavioral disabilities (EBD). What the researchers aimed to accomplish through this analysis was a clearer understanding of Andrew’s community and school experiences, as they stated that there was a lack of empirical data focusing upon pupils who displayed such behaviors.
...h ability grouping, contrary to the post-modern belief of many proponents of “de-tracking” our schools. Granted there are many flaws (as there would be in any education system), but once we work through those flaws, such as social and racial prejudice, ability grouping will take our society to new heights. We are on the right track.
This article gives a brief description of the different types of gifted students often found in classrooms along with characteristics describing their learning styles and needs. The article is not specifically focused on motivation in gifted students, but I included it because I found it helpful in trying to understand the personality and thought processes of my gifted students. The more educators understand the characteristics of their students, the better they will be at motivating them to give their best effort in tasks, especially when they are challenged.
Furthermore, children have an understanding of what they are missing by being in a large sized class. When second graders were asked what would be different if they were in smaller classes, they answered that they would be able to talk more often, ask more questions, and get to be “Star of the Week” for a longer period of time (Handley, 2002). The mere fact that these young students are realizing that they could get more attention is not only astounding but also surreal.
Donovan, M. Suzanne and Christopher T. Cross (2002, August). Minority Students in Special and Gifted Education. Retrieved from http://site.ebrary.com.ezproxy2.library.drexel.edu/lib/drexel/-docDetail.action?docID=10032383.
This year is a landmark year for Gifted Education in Ohio; for the last few years the number of gifted children in Ohio has been growing steadily. This year for the first time the percentage of children in Ohio that were identified as Gifted and Talented finally equaled the percentage of children who were served in Special Education Classrooms. There is only one small problem with this statement. The percentage is equal only if you count the students who are identified as being Talented and Gifted, not served. There are currently only 11% of all Talented and Gifted students being served in the State of Ohio.
Four fifth-grade classrooms (not individual students) were exposed to conditions at random, one to a practice homework condition, one to a preparation homework condition, and two to a no-homework control condition. Clearly, assigning only one classroom to each condition, even when done at random, cannot remove confounded classroom differences from the effect of homework. For example, all four classrooms used a cooperative learning approach to teaching social studies, but one classroom (assigned to the practice homework condition) used a different cooperative learning approach from the other three classes. Also, the student, rather than the classroom, was used as the unit for statistical analysis, creating the concern that within-class dependencies among students were
Teachers have a harder time teaching students who are on different levels. The divergence in the classroom can cause students to feel like the teacher is not showing them a sufficient amount of attention. When we group students it grants the teacher more time to easily help everyone at once. In elementary school students are grouped by their reading or math skills. This method allows the teacher to help every student the their weaker fields. Another grouping strategy is to group the students by common interest. The grouping is not the cause of the students transcendence, but what happens in the groups sets the students on their path to success. Children feel more comfortable with classmates who are on the same academic level as they are. The mutual feeling helps the children to do the best they can, and not feel as they have to do better than one another. Although grouping is not proven to help self-esteem, it may boost some students confidence. Grouping in high school is not that different compared to elementary school. In ninth grade students choose the path to their diploma, either advanced or standard. In advanced class students learn at a faster pace. The classes in advanced are more like college preparatory classes, where as standard are plain. Standard classes are for those of us who decide to go straight into the workforce. Teachers in high school have an easier time teaching students in divided classes. If
One of the most controversial things about gifted and talented education is the criterion educators use to identify the gifted and talented. In the past, a student’s intelligence, based on an I.Q. score, was considered the best way to determine whether or not they qualified as gifted. As a result of using this method of identification, many gifted and talented students are not discovered nor are they placed in the appropriate programs to develop their abilities. Talents in the arts or an excellent ability to write are not measured on an I.Q. test but are abilities that may certainly qualify a student as gifted or talented.
In this research I am going to investigate the effects of class size on student achievement. The debate over class size is an age-old debate in American education. The debate concentrates on whether class size is factor that could affect student performance. Currently, many moved to very large or small classes. As a student I am interested to see how the class size might affect my academic performance. The research has been contacted on March 1, 2015. I am using five sources, 3 peer reviewed journal articles, 1 newspaper article, and 1 magazine article.
Class size makes a huge impact on how the student learns. Along with many other things, there is more to the amount of kids in class than most people think. The quality one on one time is affected. Along with that, important questions that the students needs clarity on from the teacher might not be able to be answered because so many other students are in the room asking their own question. Students learn in their own ways. Teachers have to be flexible to how their students learn and in order to do that they need to know their students on a personal level. When class sizes are large, it effects students in negative ways in their learning.
With class sizes increasing, there are several negative effects such as a decrease in the positive outcomes caused by small classroom to all students that play a key to success in their future and
The identification and definition of giftedness have been controversial for many, many decades. Originally, IQ test scores were the only way of determining giftedness. An IQ test would be given and some number score, such as 12-, would be the point of cut-off (Cook, Elliott, Kratochwill, & Travers, 2000). More recently, intellectual giftedness is usually identified and defined by the specific school systems’ ideas and perspectives. There is no generally accepted definition of giftedness, but the Javits Gifted and Talented Education Act defines it as: