Download or read book The Effects Of Group Composition On Gifted And Non Gifted Elementary Students In Cooperative Learning Groups ED402702 United States Department Of Education written by United States. Office of Educational Research and Improvement and published by . This book was released on 1997* with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Group Composition on Gifted and Non gifted Elementary Students in Cooperative Learning Groups written by David A. Kenny and published by . This book was released on 1995 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book International Encyclopedia of Education written by and published by Elsevier. This book was released on 2009-04-17 with total page 6964 pages. Available in PDF, EPUB and Kindle. Book excerpt: The field of education has experienced extraordinary technological, societal, and institutional change in recent years, making it one of the most fascinating yet complex fields of study in social science. Unequalled in its combination of authoritative scholarship and comprehensive coverage, International Encyclopedia of Education, Third Edition succeeds two highly successful previous editions (1985, 1994) in aiming to encapsulate research in this vibrant field for the twenty-first century reader. Under development for five years, this work encompasses over 1,000 articles across 24 individual areas of coverage, and is expected to become the dominant resource in the field. Education is a multidisciplinary and international field drawing on a wide range of social sciences and humanities disciplines, and this new edition comprehensively matches this diversity. The diverse background and multidisciplinary subject coverage of the Editorial Board ensure a balanced and objective academic framework, with 1,500 contributors representing over 100 countries, capturing a complete portrait of this evolving field. A totally new work, revamped with a wholly new editorial board, structure and brand-new list of meta-sections and articles Developed by an international panel of editors and authors drawn from senior academia Web-enhanced with supplementary multimedia audio and video files, hotlinked to relevant references and sources for further study Incorporates ca. 1,350 articles, with timely coverage of such topics as technology and learning, demography and social change, globalization, and adult learning, to name a few Offers two content delivery options - print and online - the latter of which provides anytime, anywhere access for multiple users and superior search functionality via ScienceDirect, as well as multimedia content, including audio and video files

Download or read book Social and Emotional Aspects of Learning written by Sanna Jarvela and published by Elsevier. This book was released on 2011-02-17 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: Social and emotional aspects of schooling and the learning environment can dramatically affect one's attention, understanding, and memory for learning. This topic has been of increasing interest in both psychology and education, leading to an entire section being devoted to it in the third edition of the International Encyclopedia of Education. Thirty-three articles from the Encyclopedia form this concise reference which focuses on such topics as social and emotional development, anxiety in schools, effects of mood on motivation, peer learning, and friendship and social networks. Saves researchers time in summarizing in one place what is otherwise an interdisciplinary field in cognitive psychology, personality, sociology, and education Level of presentation focuses on critical research, leaving out the extraneous and focusing on need-to-know information Contains contributions from top international researchers in the field Makes MRW content affordable to individual researchers

Download or read book The Effects of Group Composition on Elementary Students Achievement Self concept and Interpersonal Perceptions in Cooperative Learning Groups written by Bryan Wayne Hallmark and published by . This book was released on 1994 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Heterogeneous Grouping in Cooperative Learning Setting on Academic Achievement in Mathematics written by Larisa Usova and published by . This book was released on 1999 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Cooperative Learning on Gifted Students in Heterogeneous and Homogeneous Groups written by Nancy A. Armstrong and published by . This book was released on 1993 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Group Composition on Students Using an Integrated Learning System written by Michael Mazyck and published by . This book was released on 2003 with total page 638 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Group Design on Gifted Students in Cooperative Learning written by Michele Taylor and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Ability Grouping on Gifted and Academically Advanced Students in Rural Schools written by Michael L. Taylor and published by . This book was released on 2007 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on the academic achievement of Tennessee students has shown that gifted and academically advanced students are making the smallest gains compared to other students (Wright, Horn, & Sanders, 1997) Kulik (1991) concluded that advanced and gifted students may not be challenged enough, especially in math and language arts. Gifted and advanced programs are an option, but most rural school districts do not have the funding to offer specific programs for gifted and academically advanced students (Milligan, 2003). The purpose of this causal-comparative study was to determine whether academic ability grouping helped gifted and academically advanced students improve their TCAP performance in math and language arts. The participants were 235 gifted and academically advanced elementary students from two rural Middle Tennessee schools: one school used ability grouping and one did not. There were 112 participants from the school that used ability grouping and 123 from the school that did not use ability grouping. The students' TCAP achievement scores from the years 2004 through 2006 were used to measure their academic progress. The hypotheses tested whether or not there were statistically significant differences in the TCAP math and language arts scores of those gifted and advanced students in ability groups compared to a group of their peers who were not in ability groups using t-tests and ANOVAs at the .05 level of significance. Other variables of interest were the students' gender and socioeconomic status. Results indicated that academically advanced and gifted students who were ability grouped had significantly higher math and language arts TCAP scores compared to their peers who were not in ability groups. Because of the positive gains for students who were ability grouped, it is recommended that rural schools should utilize ability grouping as a low cost alternative to a gifted program. This study should be replicated using a larger sample size; an urban school with a more diverse population; an experimental design; and all levels of students, not just gifted and high achieving students, to further test the effects of ability grouping.

Download or read book Beyond Academics Examining the Impact of Gifted Programs on Students Valuation of Education written by McKenzie Maxson and published by . This book was released on 2022 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: Gifted and talented programs, which provide students identified as gifted with differentiated instruction, are a widespread and decades-old solution for providing children of varying academic needs with an appropriately challenging curriculum. Though they are common throughout the United States—49 states provide gifted services for students, and there are an estimated 3.3 million gifted students in schools throughout the country—in recent years, experts and policymakers have begun to question if gifted programs are truly beneficial to students. While research on the impact of gifted programs on students’ academic outcomes has been conducted for many years, yielding mostly positive results for gifted instruction, gifted programs are facing increased pushback due to the potentially harmful effects of “tracking” students by ability group, as well as their underrepresentation of minority students. Academic tracking, some critics argue, is detrimental to students in lower ability groups, and of particular concern when those students left behind are more likely to be racial minorities. When considering whether gifted programs serve students well, however, more than just academic outcomes must be considered. Less is known about the psychological and emotional impact of these programs on students, but it is critical that we understand these potential effects to make decisions about whether placing some students in gifted programs, as young as elementary school, is an advisable practice. This study utilizes data from the ECLS-K database, a longitudinal study conducted by the U.S. Department of Education's National Center for Education Statistics of a nationally representative sample of children, to examine the potential relationship between being placed in a gifted program in elementary school and how much a student values their grades in middle school, adding to the relatively small amount of research available on the psychological impact of gifted programs. The results indicate that elementary school gifted programs have a small, positive impact on gifted-eligible students, slightly increasing the likelihood that they report their grades are very important to them in middle school. Other factors, however, including how highly a student’s parents and friends value grades, seem to have a much larger impact on students’ own valuation of education. While these results are favorable for offering gifted instruction in elementary school and provide some evidence that such programs have a positive impact on students’ attitudes toward their education, more research on the topic is needed.

Download or read book Effects of Special Training on the Achievement and Adjustment of Gifted Children written by State College of Iowa and published by . This book was released on 1961 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impacts of Gifted and Talented Education written by Rachana R. Bhatt and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper estimates the impact of gifted and talented program participation on academic achievement and peer composition for a sample of 8th grade students. Gifted education provides children that have been identi ed as having high ability in some intellectual respect with a supplemental curriculum to their traditional school course work. Participation in gifted programs is not random, so OLS estimates are biased by the presence of unobserved heterogeneity which is correlated with participation status as well as outcomes. To obtain causal estimates, I use an instrumental variables approach where the instrument is a self-constructed measure of how well each child fulfills the criteria his/her school uses to admit students into the gifted program, relative to the child's peers. The IV estimates indicate that, in the short run, participation is associated with a signifcant increase in math standardized test score performance. In the long run, participation is found to increase the probability a child takes Advanced Placement classes. There is no evidence that participation infuences the composition of a child's peer group.

Download or read book The Work Group Program for Gifted Children in a Detroit Elementary School written by Huldah Grace Fine and published by . This book was released on 1953 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Cooperative Learning and the Gifted Student in Elementary Mathematics written by Christine C. Hecox and published by . This book was released on 2010 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research was a quantitative research project dealing with Florida Comprehensive Assessment Test (FCAT) Mathematics scores of fourth grade students, including gifted and high-achieving students, in 2008-2009 under the exposure of daily cooperative learning in mathematics. The problem statement was as follows: In Polk County, Florida, how does cooperative learning affect the FCAT Mathematics scores among fourth grade students, including gifted and high-achieving students? The purpose of the quasi-experimental study was to explore the relationship of cooperative learning versus traditional learning on their student achievement. The null hypothesis was that cooperative learning would have no effect on fourth grade gifted Mathematics FCAT scores at an experimental school in Polk County, Florida. The findings demonstrated that there was no difference in fourth grade FCAT Mathematics scores between students who participated in cooperative learning versus traditional learning. In addition, there was no difference in fourth grade gifted and high-achieving students' FCAT Mathematics scores who participated in cooperative learning on a daily basis in mathematics instruction versus fourth grade gifted and high achieving students' FCAT Mathematics scores who participated in traditional learning on a daily basis in mathematics instruction. Suggestions for further research were included.

Download or read book The Difference Between Homogeneous Grouping and Heterogeneous Grouping in Gifted Students Reading Achievement written by Amy Erin London and published by . This book was released on 2020 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: The educational focus of the United States is on ensuring that all students are proficient in the areas of reading and math. Most academically gifted and talented students are placed in heterogeneously grouped classrooms; thereby, ignoring the needs of these talented readers. This quantitative causal-comparative study sought to determine if a difference existed between the reading achievement growth of gifted elementary students who were homogeneously grouped for reading instruction as compared to gifted elementary students who were heterogeneously grouped for reading instruction with a sample size of 119 gifted elementary students in the State of Georgia. Additionally, it looked at differences in pre- and posttest scores of each group individually. The participants were divided into two groups (homogeneous and heterogeneous) according to reading instruction type. An analysis of covariance determined that there was no significant difference between the homogeneous and heterogeneous groups. Paired samples t-test determined that there were differences in pre- and posttest scores for both the homogeneous group and the heterogeneous groups. Recommendations for future research are to conduct research with a larger sample and controlling for such things as teacher experience, teacher certifications, instructional methods, testing, and grouping.

Download or read book The Effects of Gifted Programming on Student Achievement written by Kelley M. Dean and published by . This book was released on 2011 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: The central research question is the extent to which gifted programming effects student academic outcomes of gifted as compared to not-gifted students and how this differs by race/ethnicity and/or poverty status. Since the identification of elementary school students as gifted is not random, propensity score matching is used to remove this bias in the estimates of the effects. A matched sample of North Carolina middle school students based on individual level data of both gifted and not-gifted students of varied racial/ethnic groups and income levels is used for this analysis. This enables a comparison of sixth, seventh, and eighth grade student achievement to determine the extent to which participating in gifted programming differentiates effects by race/ethnicity and poverty status. I show the additional test score gain, if any, from being in gifted programming compared to students not participating in gifted programs. Variations in gifted program effects across race/ethnicity and income are assessed. This research adds empirical evidence to the more qualitatively focused gifted debate by analyzing differences in student outcomes between gifted and not-gifted students in North Carolina. Since black and lower income students are less likely to participate in gifted programs, they disproportionately encounter less experienced teachers, lower expectations, and fewer resources. The extent to which these additional learning supports translate to differences in student outcomes are analyzed. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].