According to Stutler, female students enjoy reading in the intellectual, the emotional, and the imaginational domains. Female students can experience high and low times in each of these domain in their lives. Intellectually, the female students develop knowledge and language. Imaginationally, the female students gain fantasy and imagery experiences as they read fictional books. Emotionally, the female students are able to form relationships with the characters while gaining a personal insight of others feelings (Stutler 2011). I will referrer to the gifted female student as Hope. Hope is a White female student. Hope is eleven years old and is in the sixth grade. She was identified as gifted when she was in the second …show more content…
Research shows that many gifted female students can become bored if school is not challenging and if they do not use their full potential. During the interview, Hope was talkative but very serious during the entire interview. She made an attempt to tell a joke. I observed her less than average sense of humor. One of Hope’s cognitive traits is her excellent memory. Hope was able to discuss specific details about the stories and characters in several of the books that she has read. Hope was excelling in sciences, language, and history but was an underachiever in math. Hope did admitted that sometimes she does not try to do her best in her math class because some of the students have accused her of being the “teacher’s favorite”. She also stated that some of the students have called her names that she refused to share. Hope stated there were times when she tried not to act smart. It isn’t unusual for a gifted student to become underachievers because of peer pressure. Gifted female students will sometimes play down their giftedness and talents in order to please their classmates. Research shows that there is a gradual decrease of self-esteem in gifted girls who are in the school system. By the third grade, most gifted female students have learned the subtle message that girls should not stand out in the academic area. It is more acceptable for girls to be more like their peers. The involvement of Hope’s grandparents can have a positive influence for Hope. The leadership qualities in male students are embraced but these same qualities are viewed as “bossy” for the gifted female. It is important for family members to encourage leadership qualities in gifted female
Plucker, J. A., & Barab, S. A. (2005). The importance of contexts in theories of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 201-216). New York: Cambridge University Press.
Schweickart, Patrocinio. «Reading Ourselves: Toward a Feminist Theory of Reading». In Gender and Reading. Elizabeth A. Flynn and Patrocinio Schweickart, eds. Baltimore: Johns Hopkins UP, 1986.
Pfeiffer, S. I. (2001, April). Professional psychology and the gifted: Emerging practice opportunities. Professional Psychology: Research and Practice, 32(2), 175-180.
The problem associated with how students are chosen to join a gifted and talented program stems from the way that we define giftedness. Because there are countless ways in which any individual can define talent, the government created a federal task force in 1972 to study gifted education in order to standardize the way in which schools choose students for and implement their gifted and talented programs. The task force’s results are known as the Marland Report and include much information as a result of their research, including a decision that a public school’s gifted and talented programs should aim to serve between 3 and 5 percent o...
The Talents Unlimited Model was created under the philosophy that all students, both those identified as gifted and those not, would benefit from enrichment programs. The model is used to educate teachers on how to use differentiated instruction to use “higher order cognitive tasks to help students with varying abilities use their preferred thinking talents to manipulate instruction to solve problems, see broad relationships, evaluate varying perspectives, draw comparisons among disparate viewpoints, and predict causes and effects” (Schlichter, 2009, p. 434).
Based from the information provided by VanTassel-Baska, et. Al. (2009), gifted and talented students face the same issues as their regular peers but they have different way of viewing these issues and it affects them differently as well. The book discussed different issues that gifted learners face and recommendations on how to address these issues were also available for teachers, administrators and other school personnel. Also, Carol Strip Whitney (2011) in her book entitle Helping Gifted Learners Soar discussed stress as a factor that can distract and overpower anyone including gifted learners and for the gifted learners, there are many reasons and causes of stress. In this reflection, I will focus on two causes of stress, which are gifted learners as social capital and issues related to race and achievement.
Flynn, Elizabeth. Gender and Reading: Essays on Readers, Texts, and Contexts. Johns Hopkins, 1986. 280-281.
The Gifted program exists to provide more academic opportunities for those who qualify as “gifted.” “’Gifted means performing or demonstrating the potential for performing at significantly higher levels of accomplishment in one or more academic fields due to intellectual ability, when compared to others of similar age, experience, and environment’” (Quoted in “Gifted”). In order to make it into the program the student must show higher intellectual ability than the average student at his or her age, but what determines that factor? The student must take a multidimensional test and score in the 98th percentile. However, the most weighted part of the test remains an average IQ test. Intelligence test scores should not be the primary qualification for admittance into the gifted program. They should not remain the primary qualification because it allows the minorities and the economically disadvantaged to be underrepresented, it proves insufficient when compared to other means of testing, and it fails to accurately reflect a student’s intelligence.
Plucker, J. A., & Barab, S. A. (2005). The importance of contexts in theories of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 201-216). New York: Cambridge University Press.
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.
The way person leads a group of people or an organization is key to a successful business or outreach. There are many styles and techniques for a leader to implement. Christian leaders are no exception; some might say being a leader in a church organization can be a more scrutinizing position than other leaders. Since, a church leader has expectations on how they should act or conduct themselves because of the Christian faith. This paper will discuss an interview with a person in leadership brother Larry and will give an account of his leadership approach. Furthermore, what strengths and weaknesses are prevalent according to authors Kouzes and Posner and the model they have in their book, Christian Reflections on The Leadership Challenge.
A common misconception is intelligence is inherited and does not change, so therefore, gifted children do not need special services. However, this mindset is very dangerous when it comes to the development of gifted children. It is widely believed that gifted students will get by on their own without any assistance from their school. After all,
Lovecky, D. V. (1995). Highly Gifted Children and Peer Relationships. Counseling and Guidance Newsletter. Retrieved March 10, 2003, from http://print.ditd.org/floater=74.html.
Parke, B. (n.d.). Challenging gifted students in the regular classroom. Retrieved March 1, 2004, from http://www.kidsource.com/kidsource/content/Challenging_gifted _kids.html
It will be one of the luckiest things in the world if people could just do what they love in their careers, and pursue their dreams without any fears or worries about how society and others judge them. However, women in this society do not obtain the same rights that men own; many inequalities hinder women to live and work. From this class, I learned a lot about gender affects work, and women and men’ roles can be very different in the work. In many industries, even though women get same education and professional degrees as men do, they are hired at lower rates than men are. Many women meet glass ceilings and find it is hard to attain the highest status in the profession, and this causes the society locks women out of higher level