Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
some Theories about Parental involvement and academic achievement
some Theories about Parental involvement and academic achievement
some Theories about Parental involvement and academic achievement
Don’t take our word for it - see why 10 million students trust us with their essay needs.
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.
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,
Pfeiffer, S. I. (2001, April). Professional psychology and the gifted: Emerging practice opportunities. Professional Psychology: Research and Practice, 32(2), 175-180.
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.
Silverman, L. (). Leta Stetter Hollingworth: Champion of the Psychology of Women and Gifted Children . Journal of Educational Psychology , 84, 20-27.
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.
Someone’s character can be defined by their non-cognitive qualities such as optimism, curiosity, self-discipline, perseverance, and conscientiousness. In the book titled, “A Summary of ‘How Children Succeed: Grit, Curiosity, and the Hidden Power of Character’ ”, writer Paul Tough conveys the idea that when it comes to a child succeeding in the future their cognitive excellence comes second to that of their non-cognitive characteristics. He argues that non-cognitive distinctiveness actually predicts success better than cognitive brilliance. He supports this argument by exploring the science behind these findings, and also tracks several alternative schools, education programs and outreach projects that have tried to implement the lessons, as
Adolescents. VanTassel-Baska, J.L., Cross, T. L. & Olenchak, F. R. (Eds.). Social-Emotional Curriculum With Gifted and Talented Students (pp. 133-151). Prufrock Press Inc. Waco, Texas.
When people often think of geniuses, people like Albert Einstein, Charles Darwin, Wolfgang Mozart, and Ludwig van Beethoven are often cited. Yet what in particular makes these people geniuses? Were they born with high intelligence, or were they given better opportunities? The answer is neither. People who are thought of as possessing high intelligence are the result of years of hard work and dedication, not just pure skill. A great deal of effort was put into their work, and because of their effort their work was successful. In Carol Dweck’s article, The Secret to Raising Smart Kids, she argues that focusing on developing a “growth mind-set” helps students become high achievers. By students restructuring their mind-set, they could have the same mind-set and work ethic as a genius such as Einstein.
Often children struggle to understand the difference between ‘wants’ and ‘needs.’ This struggle found its way into gifted education with the case of C.C. v. North Allegheny School District (2011). In this case, C.C. was identified as gifted in elementary school and his academic strengths were noted as problem solving, higher order thinking and analytical thinking skills. At issue in this case was the district’s refusal to permit C.C. to take two Advanced Placement courses, AP Psychology and AP Economics, that are typically not available to students in C.C.’s grade level. Given that these courses do not align with the strengths previously addressed in GIEPs, the district instead offered the student introductory courses in psychology and
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.
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.
Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor” (Drew et al., 2002).
“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,