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Some theories about parental involvement and academic achievement
Some theories about parental involvement and academic achievement
Some theories about parental involvement and academic achievement
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Sylvia Rimm and Linda Emerick both discuss the reversal of underachieving gifted students. Both articles address the characteristics and/or behavioral patterns of gifted underachievers as well as how the process of underachieving may be reversed. Rimm states, that “being intellectually or creatively gifted does not assure educational or creative success or productivity. There are risks and pressures that…detour potentially high-achieving children (Colangelo & Davis, 2003, p. 424).” Both authors agree that the risks and pressures that may result in underachievement include the pressure to achieve and feelings of inadequacy when goals are not attained (Emerick, 1992, p. 140). As negative experiences continue, both Rimm and Emerick agree that a poor attitude toward school and they no longer are in control over their academic future (Colangelo & Davis, 2003, p. 425, Emerick, 1992, p. 140). Due to the fact that their intelligence may no longer be evident, they are often times unrecognized or denied appropriate educational services. (Colangelo & Davis, 2003, p. 425, Emerick, 1992, p. 140). Although both authors agree that underachieving gifted students have similar characteristics and/or circumstances to which foster their attitudes, other influences such as out-of-school activities and the role of siblings are not mentioned in both articles. Emerick stresses that underachieving students may also have a strong interest in an out-of-school activity and that this interest is vital to the reversal of underachievement. According to the research study, these underachieving students maintained interest and engagement in their out-of-school activity despite their underachievement in school (Emerick, 1992, p. 142). Although Rim... ... middle of paper ... ...hieving include procrastination, incomplete assignments and careless work (Colangelo & Davis, 2003, p. 425). One of the main points stressed in Emerick’s study was the need for relevancy in the classroom. As a teacher, I think it is important to help students understand how what they are learning is relevant to their life. However, after reading Emerick’s study I think it’s important to use each student’s individual interest in relation to the content we are studying. By finding out the outside interests and incorporating those ideas into the content it may “motivate the student to learn and provide an avenue for learning various skills related to school success (Emerick, 1991, p. 140).” By creating a bridge between the content and interests, the goal is to motivate underachieving students as well as finding ways to keep other students engaged in school.
In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 201-216). New York: Cambridge University Press. Runco, M. A. (2005). Creative giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 295-311).
Gifted and talented programs are intrinsically valuable to many children’s education as they provide a system in which all students involved are engaged, challenged, and intellectually stimulated. In "How People Learn", Donovan, Bransford, and Pellegrino (1999) stress the importance of each student being given reasonable and appropriate goals based on his or her level of understanding and competency (p. 20). Gifted and talented programs help institutionalize the attempt to meet all student’s needs by providing uniquely appropriate challenges which aim to keep every student engaged, thus receiving the best chance at success. Although there are many valuable and important aspects of gifted education, there are also significant issues rooted in the base of America’s gifted and talented programs, one of which I will address throughout this paper. In my opinion, the most notable problem which troubles gifted and talented programs is the system by which students are selected to join their school’s gifted and talented program.
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).
Results of students who received praise for intelligence: The students in this category had negative results after receiving praising. When asked afterwards if they wanted to do the same level of problems or try more challenging ones, they chose the task that would allow them to look smart and do well on. Consequently, while telling a child how smart he or she is, we are sending a message to not take risks and just look the part. Afterwards, these children were given a hard task, which they performed poorly on, and they know longer liked the problems and did not want to practice them at home. Children also felt “dumb” and when given the initial task (in which they did well), they performed significantly worse. Lastly, their opinions of intelligence reflected that it was an innate capacity as though you cannot improve.
They have been termed as a group of underserved and under stimulated youth by most localities. Brody and Mills [1997] argue that this population of students "could be considered the most misunderstood of all exceptionalities." This occurs because it is difficult for educational professionals to reconcile the twice-exceptional learner’s extreme strengths with their noticeable weaknesses. A GRT should seek to understand the roles and responsibilities that their school districts have documented. This can be extremely challenging because each district may have varying viewpoints as well as each school. “Federal regulations do not exist for gifted education services. Overall guidelines for school divisions to identify and serve gifted students are provided in the Virginia Regulations Governing Educational Services for Gifted Students at 8VAC20-40-10 et. seq. Each school division provides its own identification of and services for gifted students in accordance with its local plan for gifted education. However, the gifted education regulations acknowledge the underrepresentation of students who are culturally different, have disabilities, or come from low socioeconomic backgrounds in gifted education programs. As a result, school divisions are encouraged to make an effort to identify for gifted education services students with disabilities and
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.
Runco, M. A. (2005). Creative giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 295-311). New York: Cambridge University Press.
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,
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.
“What makes a child gifted and talented may not always be good grades in school, but a different way of looking at the world and learning.” That’s what the senior United States Senator from Iowa Chuck Grassley once said. When students get a “F” on their exam, that does not necessary means they are stupid, or they do not know the material. It could only mean they have a different way of learning, or a different way of explaining the material which the teacher is not aware of. There are different ways of learning that students have, and there are different ways they apply their knowledge into real life. Therefore, grades are not the best way to judge the students’ standing in their classes, nor is it the best way to judge their learning process. In addition,
It is first important to understand how motivation works in the classroom. There are infinite procedures teachers use to achieve desired effects from their students, but there are general patterns these motivational tools follow. In order for teachers to communicate with their students, they must identify with their needs on an individual basis (Gawel, 1997). This proposal is much akin to Maslow's Hierarchy of Needs, which states five basic needs that must be met in order to achieve full motivation. These needs, in ascending order, are as follows: physiological, security, love and belongingness, esteem and self-respect, and self-actualization (Gawel, 1997). Each of these needs details a very important issue in motivation inside the classroom and out.
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
In many cases, it has become very complex to keep students interested in their education. So the teacher must be creative and find ways to keep pushing the student onward as well as upward. In order to devise the ultimate plan for educating students, a teacher must acknowledge that the “students” are what teaching is all about. The most important factor in the equation is unequivocally the STUDENT! All humans are different in some sort or fashion. But the fact still exists that we all have only this place to function in. So help by putting forth an effort to make it a better place for us all.
One contributing factor towards student success is student motivation. Motivation is reading unassigned books out of class that relate to the class subject matter, just to expand his or her knowledge. The need or want type of actions a persons’ mentality is, to reach a personal goal or objective of some sort. People’s motivational purpose in school can range from, higher earning potential, more job stability, greater benefits, and even just to gain more knowledge. In a YouTube video entitled “The Surprising Truth about What Motivates Us” by Dan Pink, he suggests that three elements: purpose, mastery, and autonomy play a part towards true motivation. Autonomy is ones self-drive, while