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Gifted Students and the Inclusive Classroom
In recent years the dilemma of educating intellectually gifted students has moved to the forefront. There have been many heated debates on whether to separate gifted students for their education, or to include them in the regular classroom with accommodations to meet their needs. The most effective way to educate intellectually gifted students is through the use of inclusion with programs designed to challenge their higher level thinking skills within that inclusion environment.
My definition of inclusion is to educate students of mixed abilities within the same setting, while including accommodations to meet those different abilities. This means that students of average intelligence are mixed with students who have above average and below average intelligence. It also means that students who have varying degrees of learning disabilities are educated with the students who do not have learning disabilities.
I believe inclusion is absolutely necessary…
special programs developed for gifted students intended to enhance, expand and diversify their learning experiences in the educational curriculum. In order to meet the demands of the gifted students, teachers distinguish between content standards and learning experiences. The basis of a gifted student's curriculum is generated from the outcome of an original assessment that results to the creation of an Individualized Educational Program (IEP). In creating, IEP, teachers consider the strengths and needs of the student (Beck McKeown & Kucan, 2002). The teacher organizes suitable activities with the student thus creating an effective program to meet his/her potential. After carefully analyzing the classroom settings and using observational skills, I developed the following portfolio based of a gifted student. The following portfolio is the assessment that describes the two students observed- Gifted Students. The assessment provides information pertaining to characteristics of the gifted students and what evidences the presence of the…
Beck, I. L, McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.
Center for Applied Special Technology (CAST). (2007b). Lesson analysis template. Retrieved August 8, 2007, from http://www.cast.org /' target='_blank' REL='NOFOLLOW'>
To address these social and academic issues, the Waco, Texas, Independent School District (2005) initiated a project offering AP Spanish Language to eighth-grade Hispanic students and later expanded to three years (akow, 2005). The goal was to promote student success, develop self-confidence, and support student academic aspirations among an at-risk student population. In the three years of program implementation, 117 students took the class and corresponding AP exam. Of these, 92 (79%) earned qualifying scores of 3, 4, or 5 on the exam and four high school credits. In addition, the AP students were more likely to participate in honor societies (29.3%), academic clubs (36.2%), and to win an academic honor (41.4%), as compared with the HE and HS students. In addition, more of the AP students reported planning to participate in AP courses (92.7%), dual credit (67.9%) courses, honors courses (52.8%), pre-AP courses (52.8%), honor societies (37.0%), and service…
Baldwin, a.Y., Gear, G.H., & Lucito, L.J. (Eds.). (1980). Educational planning for the gifted: Overcoming cultural, geographic, and socioeconomic barriers. Reston, VA: The Council for Exceptional Children.
Cavazos, L.F. (2002). Emphasizing performance goals and high-quality education for all students. Phi Delta Kappan, 83, 690-697.
Clasen, D.R. (2006) Project stream: a 13-yar follow-up of a pre-college program for middle and high-school underrepresented gifted. Roeper Review 29(1) 55-63.
Eckstein, M. The Kid Network (2008) Gifted Child Today 32(2), 20
Technology and Gifted Learners
Assistive technology is a huge help for gifted students because it presents more abstract concepts in a more challenging manner. It provides tools for memorization, and evaluation in multidimensional forms so that students are more actively engaged in the learning process. According to the research, "assistive technology for learning (ATL) is defined as the devices, media and services used by students with physical, sensory, cognitive, speech, learning or behavioral disabilities to actively engage in learning and to achieve their individual learning goals" (Alberta Education, 2006). Today, tools have become much more diverse because of advances in technology. This then creates a very diverse and tailored learning environment that teachers can create for the unique needs of gifted students. Thus, "these tools allow students greater independence in learning by customizing applications to maximize learning strengths and to minimize or circumvent specific learning weaknesses" (Bisagno & Haven, 2002).…
Alberta Education. (2006). Infusing Assistive Technology for Learning into the IPP Process. Alberta Education Cataloguing in Publication Data. Web. https://education.alberta.ca/media/525549/ipp9.pdf
Bisagno, Joan M. & Haven, Rachael. (2002). Customizing technology solutions for college students with learning disabilities. Learning Disabilities Online. Web. http://www.ldonline.org/article/6257/
Brennan, Liz & Still, Stacy. (2009). Applying Technologies for Effective Instruction. Pearson Higher Education. Web. http://www.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered/samplechapter/0137073984.pdf
McFarlane, Camille. (2011). Gifted students and educational technology. Technology-Enhanced Learning Environments. Web. http://etec.ctlt.ubc.ca/510wiki/Gifted_Students_and_Educational_Technology
gifted and talented education for minority students. The writer explores the screening process for gifted and talented programs and the various problems that screening process causes when it comes to locating and educating minority students. The writer also explores the societal mindsets and the urban areas that play a part in the overlooking of minority gifted students. The bulk of the exploration is done with a literature review on previous studies, research and decisions regarding the screening and education of minority gifted students. There were ten sources used to complete this paper.
Each day across the nation millions of students sit in classrooms and are educated. The classrooms contain a large number of students and the lessons are designed and geared to reach the largest students in each setting. This means that for the most part the lessons are aimed at the average intellect and average abilities student. Within the…
MacMillan, D.L., & Reschly, D.J. (1998). Overrepresentation of minority students: The case for greater specificity or reconsideration of the variables examined. The Journal of Special Education, 32, 15-24.
Singh, N. (1996). Cultural diversity in the 21st century: Beyond e pluribus unum. Journal of Child and Family Studies, 5, 121-136
U.S. Department of Education. (1996). Application for new grants: Program for children and youth with serious emotional disturbance. CFDA No. 84.237G. Washington, DC:Author.
U.S. Department of Education. (1997). To assure a free appropriate public education to all children with disabilities: Nineteenth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
Students who are gifted need to be challenged in their area of giftedness and their social and emotional needs must also be addressed.
One of the most important management skills a teacher can have when it comes to a gifted student is to encourage higher level thinking ability and divergent thinking patterns.
In addition the teacher can provide the gifted student with enrichment work as opposed to more busy work so that the child's mind is challenged and exercised.
A teacher who encourages the gifted child to challenge him or herself will provide the student with a strong educational environment while at the same time conveying to the student that his or her abilities and desires are valued.
Gifted children often face opposition and have a difficult time fitting in socially at school. The teacher of a gifted child should work to include and incorporate the child into activities with…
Bea, H.L., Barnard, K.E., Eyres, S.J., Gray, C.A., Hamond, M.A., Spietz, a.L., Snyder, C., & Clark, B. (1982). Prediction of IQ and language skill from perinatal stimulus, child performance, family characteristics and mother-infant interaction. Child Development, 53, 1134-1156.
Christian, Linda G. (1999) Parenting the Young Gifted Child: Supportive Behaviors.
Landau, Erika (1993) Characteristics of families with no, one, or more than one gifted child. The Journal of Psychology
students have the same common goal within a differentiated classroom, the paths they take to that goal may be different. Based upon students' ability levels, they may be given different assignments, materials, or time frames to complete tasks. Teachers use different instruction methods to reach different kinds of learners. Also, students may be 'tracked' within the classroom into groups, or group members may have different roles, based on ability (stronger students may instruct weaker students) and learning styles.
Second principle: Assessment is constant. This is not so much to judge students, but to enable the teacher to tailor his or her lesson plans to student needs. With differentiated instruction, teachers do not cling to a lesson plan. They respond to student needs, and if students don't seem to be 'getting' a concept, they change the approach.
Third principle: When groups are formulated, groups are flexibly arranged. In some situations, teachers…
The challenges of meeting the needs of all students. (2012). The Missouri Department of Education. Retrieved:
Gifted Education - AZ
Gifted Placement Procedures
Gifted Education Coordinator
The gifted education program does not have oversight by a gifted education coordinator
The state offers many professional development opportunities for staff engaged in gifted education to enhance their skills and knowledge -- and to work toward creating lead gifted education teachers or gifted education coordinators.
Coaching tools, summer institutes, and peer coaching can be used as resources to support the development of Gifted Education Coordinators in schools and districts.
Gifted Education Program Delivery
Gifted children are receive services in cluster classes
The delivery of a gifted education program to qualifying students is a complex process. It is not possible to meet the state code requirements in an ad hoc manner.
Cluster classes may not meet the level of specialized instruction stipulated by the Arizona state code for gifted education.
Teacher Gifted Ed.…
Students with ADHD
Education 518, Section B13
Dr. Carolyn McCreight
Qualitative article review: Students with ADHD
Homeschooling is one of the controversial approaches to educate children with 'special needs'. Students with Attention Deficit Hyperactivity Disorder are preferred to be taught at home by their parents. Instructors for homeschooling are also arranged for this purpose. However, there has been widespread criticism on this method of teaching attention-deficit students. The main purpose of this paper is to review a qualitative study conducted on the topic of providing homeschooling to attention-deficit students. Duvall, Delquadri and Ward (2004) conducted a study to investigate the appropriateness of homeschooling environment for instructing basic skills to children with special needs. The main purpose of this qualitative study was to ascertain whether or not parents of children having attention-deficit as well as hyperactivity disorder could provide their children with instructional environmental that was conducive for facilitating acquisition of…
Duvall, S.F., Delquadri, J.C., & Ward, D.L. (2004). A Preliminary Investigation of the Effectiveness of Home-school Instructional Environments for Students with Attention Deficit Hyperactivity Disorder. School Psychology Review, 33(1), 140-158.
They establish identities or are confused about what roles to play. Additionally, Cherry (2011) states that child must have a conscious sense of self that is developed through social interaction. A child's ego identity is constantly evolving as he or she acquires new experiences and information. Processing these new experiences and information embodies and shapes one's sense of self.
According to Piaget's Stages of Cognitive Development (Berger, 2010), thoughts and expectations profoundly affect attitudes, beliefs, values, assumptions, and actions. In turn, these factors have a direct correlation to the sense of self that motivates competence, positive behaviors, and actions. If a void occurs in developing a sense of self relative to others, he or she will have psychological barriers that are translated into a defense mechanism to conceal one's lack of motivation, fear of failure, and social dysfunction (Berger, 2010). Lowering the affective filters are critical to foster social development…
Berger, S. (2010). The developing person: Through childhood and adolescence. New York: Worth Publishers
Cherry, K. (2011). Erikson's theory of psychosocial development. Retrieved from http://psychology.about.com/od/psychosocialtheories/a/psychosocial.htm
EP for Gifted Student
Giftedness is an intellectual ability that is significantly higher than average, not a skill, but an innate talent and aptitude that may be general or specific. Just as there are special needs for children who appear on the left side of the bell curve, so should there be for children on the far right. However, these students are often neglected in terms of special programing due to beliefs that they can just do "extra work" within a mainstreamed environment. From the 1920s to the 1970s, the trend in Western countries was to set up special schools to educate those who fell outside the norms of the bell curve, but by the 1980s most educators favored merging special and regular education in a comprehensive program that included students from all backgrounds -- in other words, mainstreaming them into a regular classroom environment. This idea, though, must also…
Intervention Plan- For CB there are essentially four major issues: her lack of attention span, the need for extended time on some assignments combined hyper-perfectionism, lack of social skills, and home activity intervention/anxiety. In each of these there is a discrepency between what is needed and/or expected in CB's school curriculum and her performance. We find that there may a disconnect in motivational issues, as well, CB is clearly bright, and when engaged, is able to perform at a higher than grade level. The key, in wrapping up all the issues, seems to be finding intervention strategies that will allow her to focus, to remove some of the anxiety and perfectionistic issues, and to improve social skills (Suping, 2003; Taylor, 1998):
Intervention #1 -- Issue: Attention Span -- Work with teacher to find modifications within the stated curriculum that are interesting to CB. Allow her to focus more on those aspects, and potentially preload the evening before if possible. This will focus CBs attention on aspects of the lesson that are more comfortable. Possible solutions to aid in this would be to allow an older student or an intern from a local teacher's college to visit a few times a week to work with CB and, with individualized attention, continually reinforce attention to tasks at hand.
Intervention #2 -- Issue: Extended Time needed/Hyper Perfectionism -- Part of CB's OCD and Anxiety diagnosis have resultant behaviors in needing extended time to complete assignments. Most of the people that work with her, however, believe that CB is quite capable of completing the tasks, but is hyper-self-critical and then unable to finish the work in the timeframe needed. Intervention will be gradual, at first allowing extra time or an untimed period (when applicable), gradually reducing the extra time until CB is back on the schedule with other students at grade level. The goal is to move toward integration within the details of the classroom; begin by offering some extra time and then gradually diminishing it based on
The sample will be drawn from a single school in large urban district. By framing the study this way, researchers understand that findings may produce insights into the way this subject is addressed in some school settings. However, this will lack external validity within the frame of only a single sample school.
The primary delimitation is shaped by the selected grade levels for review and by the teacher population which will drive the focus of the study. Accordingly, the methodology will center on an interview of teachers who preside over grades 6 through 8 in the selected school. The expected sample population is comprised of 11 participants, who will answer questions regarding the identification, labeling and education of students who are talented and gifted.
The study proceeds from the assumption that instructors have addressed the questions presented to them with clarity and honesty. The research is also carried by…
Baker, B.D. & McIntire, B. (2003). Evaluating State Funding for Gifted Education Programs. Roeper Review, 25(4).
Chance, P.L. (1998) Meeting in the Middle: Gifted Education and Middle Schools Working Together. Roeper Review, 21(2).
Cooper, C.R. (1995) Integrating Gifted Education into the Total School Curriculum. American Association of School Administrators: School Administrator, 52(4).
Winebrenner, S. (1999). Shortchanging the Gifted. School Administrator, 56(9)
Educators are faced with the challenge of dealing with each student's needs. Everyone needs a chance to grow, learn and face the challenges that are necessary for attaining excellence. There are always special needs children in each learning environment. Each of these students needs special attention because of their uniqueness in the learning process. Such learners may possess special gifts including learning potential and other talents. If such learners are attended to with an aim to nurture their special gifts, they are likely to make significant and special contribution to the communities that they come from and the world in general (Davis & Rimm, 2004).
Recommendation for Mike Grost
In the case of Mike Grost, he has been found to possess special gifts including perfect emotional and physical health, remarkable intelligence, and eidetic memory, artistic and creative abilities. He demonstrates great ability in a wide range of areas of learning.…
Pedagogic Model for Teaching of Technology to Special Education Students
Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to those with special educational needs. During the last presidential term, the "No Child Left Behind" Act attempted to assure that individuals with disabilities were increasingly mainstreamed and assured of high educational results. All of these legislative mandates were aimed at insuring that children with disabilities were not defrauded of the public education which has become the birthright of all American children. The latest reforms to IDEA, for example, provided sweeping reforms which not only expanded the classification of special…
Classrooms are diverse environments, characterized by students from varying backgrounds, and with varying needs and skill levels. It is from this diversity and the recognition of how it contributes to the richness of a learning environment that the concept of differentiated instruction arises. Through differentiated education, students representing diversity have the opportunity to learn in environments that promote inclusion, unity, and understanding. An investigation into the effects of differentiated instructional curriculum for a fifth-grade science class demonstrated that both teachers and students reported a significantly higher degree of satisfaction with methods and materials used in differentiated instruction as opposed to typical instruction (McCrea et al., 2009). Similar results were found in a study that investigated the effectiveness of differentiated instruction in the realm of physical education curriculum (Kriakides & Tsangaridou, 2008).
Developing and putting into practice differentiated instruction curricula involves shifts in planning, execution, and assessments that require flexibility and…
Hall, T., Strangman, N., Meyer, A. (2011). Differentiated instruction and implications for UDL implementation: effective classroom practices report. National Center on Accessing the General Curriculum, retrieved 19 October, 2011 from http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl .
Holloway, J.H. (2000). Preparing teachers for differentiated instruction, Educational Leadership, September, 82-3.
Kyriakides, L. & Tsangaridou, N. (2008). Towards the development of generic and differentiated models of educational effectiveness: a study on school and teacher effectiveness in physical education. British Educational Research Journal, 34(6), 807-38.
Lawrence-Brown, D. (2004). Differentiated instruction: inclusive strategies for standards-based learning that benefit the whole class. American Secondary Education, 32(3), 34-64.
Although these students are very active learners, they also enjoy reading silently and time for their own thinking. The students enjoy participating in sports, dancing, and singing.
Luis (not his real name) is a bright, outgoing 3rd grade boy. After speaking with Mrs. Jones, I learned he has been in the United States since the end of 1st grade. During the (approximately) two years Luis has lived in the United States, he has gone back to Mexico for extended periods. Luis is verbal and is not shy. He can speak fairly well, but struggles with some English. The push in services Luis receives is from a paraprofessional who has had some ESL training. The Para comes in twice a day to work with Luis. In addition, Mrs. Jones has taken the proactive approach of labeling "everything" in the room as well as partnering Luis with strong students.
classroom assessment, a teacher determines his or her current point within the instructional sequence of a unit of study and identifies the student academic learning goals to measure.
"Select one class, a content area, and a unit of study to work with as you complete this performance task. Respond to the prompts below about the unit of study and its assessment."
Content Area: Math:
Grade level: 5 Content area: Mathematics Subject matter: _Graphs, Functions and Equations
"List the state-adopted academic content standards or state-adopted framework you will cover in this unit."
Graphs, Function Probability and statistics, and Equation: Statistics, Data Analysis, and Probability:
1.1: Arranges the raw data to plot graph and interprets the meaning of the data to produce information from the graph.
1.2: Understands the strategy to produce pair correctly .
Functions and Equations:
1.1: Uses the information collected from the equation or graph to answer…
The language employed did not obfuscate the points the authors were making and generally assisted in ensuring that their argument was lucid and efficient. This is an important feature because very often writers will produce work where the reader is sentenced to time reading the work, not in this case. More substantively, however the thesis was well supported by the argument presented. While, I concur with most of the positions advanced there are some elements that seem discordant and required further elaboration by the authors. In particular, the section on the limitation of CBM was not thoroughly balanced. It appeared as though the authors were attempting to place limited scrutiny on the weaknesses rather than give the complete picture.
An additional concern is the actual transition from clinical practice by a trained professional to the use of the techniques by those who are uninitiated in the specific discipline. The authors…
Mayer, M., Lochman, J., & Van Acker, R. (2005). Introduction to the Special Issue:
Cognitive-Behavioral Interventions with Students with EBD. Behavioral Disorders,
30(3): 197-212. Retrieved February 7, 2011, from ProQuest Psychology Journals.
(Document ID: 938654351).
students are dropping out of high school, we need to get the money together to open up programs that will make sure that these former students can gain the educational skills they need elsewhere, so that they are able to keep a job. This will take a lot of work, understanding, and communication from all parties -- like the students, educators, and the community -- but we will find a means for these drop-outs to step up to the challenge and gain enough information and confidence to find a job and to hold down this job successfully.
It will not be easy to design the format of these informational programs or to raise the money to do it. We can, however, organize the program formats in several ways. Firstly, since we can divide the work into departments, that will help our employees to focus on their assigned work, without being…
Students are required to position their own personal set of values, opinions and convictions in view of the theories and topics justifying them rationally and using a philosophical approach and language taken
Developing Emotional Intelligence (EQ) to build a more effective sales team
Being a salesperson is a demanding job. It demands verbal acuity, a quick grasp of facts and figures, but above all emotional intelligence. The architect of the theory of Emotional Intelligence (EQ), Daniel Goleman, defined the five basic components of the attribute of EI as follows: emotional self-knowledge, emotional self-governance, the ability to independently motivate one's self, the ability to regulate one's own emotions, "recognizing and understanding other people's emotions," and the ability to manage the emotions of others in an effective manner to reach personal goals (Chapman 2009). Enhancing the emotional intelligence skills and competencies of a group of ten sales associates working in a wireless…
Chapman, Alan. (2009). Emotional Intelligence. Business Balls. Retrieved October 26, 2010 at http://www.businessballs.com/eq.htm
Goleman, Daniel. (2000). Working with Emotional Intelligence. New York: Bantam.
Psalm 139:13-18 reminds us that we have all be created uniquely by God—that He saw us completely before we even saw ourselves. He knows us more deeply that we know ourselves and even in spite of all our faults and questionable acts, He still keeps us in existence and even made us in spite of our mistakes so that we could love Him in return (Sheen, 2008). As Kaiser (1995) notes, the Old Testament is filled with references to the coming Messiah, and here we are reminded of the great gift of life that is ours, thanks to God, and the great mercy He shows us just for having given us life.
Just as we our created uniquely, every learner is also unique—each one learns in different ways. Some learners are visual. Some are experiential. For some, hearing is all that is required—for others, they must perform. Some benefit when…
Good day, ladies and gentleman. I extend my deepest thanks to all of you for coming out to this occasion. Your presence here is an honor to all of us, and we're all happy to be able to share in our experiences with you. If there's one thing that this entire experience has shown me, it's the importance of hard work and dedication. If I've discovered anything, it's that hard work and dedication can truly help one transform oneself and one's life.
I've worked tremendously hard to earn my degree and I continue to work hard in order to better my life and the lives of the people closest to me -- my family friends and community. Ever since I was a child, I was no stranger to hard work, which is fortunate, as my life has been full of it. However, more than anything, I've learned…
Student Business Plan -- MKG Lawn Care
Strengths of the MKG Lawn Care Business Plan:
MKG provides various kinds of lawn care services to every type of household individuals. Having a large number of potential customers is a big strength of MKG Lawn Care. A customer is believed to be the sole source of earning for any kind of business. A large target market for MKG Lawn Care means a greater potential for its business expansion.
The second core strength of MKG Lawn Care is its supreme quality services. MKG Lawn Care believes on the significance of Total Quality Management for a business organization. Supreme quality of services is a big strength because it is the first preference of quality conscious consumers.
In its business plan, MKG Lawn Care wants to provide its customers the "Value" for their money. The quality in this service organization can be measured in…
Gifted education strategies are informed by accelerated progression models. One such model is the developmental concept of giftedness. This model "acknowledges the influence and importance of the environment on a child's performance and stresses the crucial role regular classroom teacher in the development of talented behavior" (Braggett, 1997). This theory is simple, but it has important implications for the early development of gifted students. In many instances, gifted programs are not available until older ages, but it is important for the development of gifted students that they have support in the earlier stages of education. In a first grade classroom, the regular classroom teacher can still play a critical role in the development of talents of gifted children.
Another model that can be applied is Gagne's differentiated model of giftedness and talent. Gagne argues that there is a meaningful difference between "behaviors that appear spontaneously easy and those that require…
Anderson, L (2013). Gifted learners and mathematical achievement: An analysis of gifted instructional models. Liberty University. Retrieved April 2, 2014 from http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1718&context=doctoral&sei-redir=1
Braggett, E. (1997). A developmental concept of giftedness: Implications for the regular classroom. Gifted Education International. Vol. 12 (2) 64-71.
TIP. (2011). Gagne's differentiated model of giftedeness and talent. Duke University. Retrieved April 2, 2014 from https://tip.duke.edu/node/1245
Wellisch, M. & Brown, J. (2012). An integrated identification and intervention model for intellectually gifted children. Journal of Advanced Academics. Vol. 23 (2) 145-167.
So your wife can renounce the business given to her and then pass it without gift tax to the children. Disclaimers must be made within 9 months of the death of the first decedent if they are to avoid gift tax. An appropriate disclaimer may also be a very effective tool to assist in a poorly written estate plan.
7. JOINTLY HELD PROPERTY:
The joint tenancy form of ownership could result in many unintended and unfavorable consequences. For example, the entire property is usually subject to attachment by a creditor of any one of the joint tenants. There are also significant estate, gift, and income tax problems that are created from joint tenancy. If not given attention and consideration as part of a comprehensive estate plan, holding property together as a couple, can create bad results in terms of overpaying taxes.
Explanation: Solely half of the value of property held…
This proposed match-up can free needy people from their dependence upon self-interested bankers, the Altruists state. But to call this a 'gift economy' seems to deny the fact that even when no money exchanges hands, there is always some sort of an exchange of value. The giver may wish to gain some sort of power over the recipient, may want to get a tax deduction, or at the very least, the giver desires to enhance his or her self-esteem. Even tribal gift exchanges served a political purpose. Moreover, although this type of gift economy may encourage some philanthropists to give without 'strings attached,' it is unlikely many people will give, without some assurance of some sort of return. Even online, the spirit of altruism is hardly universal and has its limits. Few people can afford to be so generous.
The Altruists would counter that the Internet itself began as a…
"The Internet Gift Economy." Altruists International. October 29, 2009
Suarez, Maria. "Athanor: Gift giving in the net." The Gift Economy. 2001. October 29, 2009
It is noted that students be chosen at an early age and that only those students with a true love of learning and never ending quest for knowledge will become true philosophers.
The student of philosophy must possess the virtues of courage, magnificence, apprehension and memory as his natural gifts and that without proper education, these very qualities may result in men who are regarded as utterly useless or depraved.
The educators' responsibilities increase with the most gifted minds as when they are ill-educated, they have greatest capacity for the greatest crimes and true evil. Conversely, Socrates and his cronies appear to believe that only a very few individuals are capable of understanding philosophy and that lesser minds have no need to learn philosophy as they are not as capable of accomplishment of good or evil.
In my opinion, the statement which has withstood the test of time appears in…
Plato. (360 BCE). The Republic. Jowett, B. (Trans.) Retrieved February 11, 2009 from Massachusetts Institute of Technology
Web site: http://classics.mit.edu/Plato/republic.1.introduction.html
School esponse to Student Suicide: Postvention
The emotional impact on family and friends following an adolescent suicide - and the school's response to a suicide - has not been the subject of the same level of intense research as have: a) the causes of suicides; and b) programs to prevent suicides. However, there is now an emerging body of solid research on what protocol a school can put into place, to be more prepared in the unfortunate circumstance of a teen suicide. Indeed, on the subject of tragedy, in the aftermath of the terrorist attacks of September 11, 2001, many schools and communities re-tooled their crisis/response plans for dealing with such threats. And yet, in many ways, the sudden, inexplicable death of a student can cause serious psychological ramifications to fellow students on a part with the shockwaves following an attack by terrorists. And hence, this paper analyzes literature that…
American Association of Suicidology (2003). Remembering Our Children:
Parents of Suicides, A Memorial to Our Precious Sons & Daughters. http://www.angelfire.com/mi2/parentsofsuicide/page1.html
Bratter, Thomas Edward (2003). Surviving Suicide: Treatment Challenges for Gifted, Angry, Drug Dependent Adolescents. International Journal of Reality
Therapy, XXII, 32-36.
JAMES' CASE STUDY
Case Study on James in IDEA
Case Study on James in IDEA
James is a six years old boy living with his parents in first grade. With his intellectual disability, he has been placed under special education classroom having 15 other students. James has some challenges related to learning due to the poor memory and delays in language development. One of the strengths that James has is that he is confident in school and is not easily frustrated. He can communicate effectively with adults but socializing with his peers is a challenge. One of the major challenges that he faces is the fact that he has low achievement in most of the academic areas. These include reading comprehension, mathematics, and written expressions. His interests are in sports, games although he is challenged by isolation from his peers. He has faced delays in cognitive, social and adaptive behavior…
Yes, I am a student, but I am also a rarity in the academic genre: I am a working journalist, which means editors pay me to do things I absolutely love -- reporting on sporting events, sports teams, and individuals involved in sports. That includes coaches, managers, fans -- even peanut and soft drink vendors at baseball games.
Of course my repertoire also includes interviewing outstanding athletes as well as those who struggle mightily but on that one day when they do reach their nirvana, it becomes a priceless, magical moment in their lives.
Am I an expert? Technically, to answer that question you would have to ask those who read my stories or the editors I provide copy to. But actually I am very sure of myself and certain of my skills; to wit, I know the ethics and logistics of sports reporting, so I will claim expertise based…
teacher & student relationship between Dante and Virgil in Dante's Inferno
his paper presents a detailed examination of the relationship between Dante and Virgil in Dante's Inferno. he writer uses examples and character analysis to present the relationship between the two to the reader.
he unfolding of Dante's Inferno is one in which the reader is drawn into the personality characteristics of the players. Because the topic of the writing is enmeshed in the understanding of hell it is important that the reader become attached to the various players in the work so the reader can understand who the events took place. he relationship between Dante and Virgil is extremely important to the context of the story. Dante and Virgil have a relationship that provides a tour and pathway to the ideas the writer wants the reader to understand and grasp. he relationship between the two moves in several directions…
The relationship between Dante and Virgil is also affected by Virgil's understanding of human nature. While Virgil was a Pagan Dante believed that God sent him and his understanding of human nature was gifted to him by divinity. Virgil's bluntness about his lack of ability to take Dante to God further cemented the trust Dante placed in Virgil. Getting to God was very important to Dante and when Virgil confessed he was not worthy because he was a pagan and then offered to take him through the hell and purgatory as far as he could then turn Dante over to someone worthy of completing the trip gave Dante more respect for Virgil than ever. He viewed Virgil as a guide and placed his faith in him because of the honest way Virgil had approached him throughout the work.
The relationship between Virgil and Dante is a complicated one because Dante, as a faith filled man would not normally turn to a Pagan or one who God was against for help. However, because of the very fact that Virgil was not in good favor by God Dante believed he would indeed be the best teacher and guide through hell and purgatory. Their relationship, especially considering the opposite ends of their faith, was close, interlocked and one of teacher and student.
Alighieri, Dante. Dante's Inferno (Signet Classic, 2001).
attitudes and values of high school students. eforms to the high school system in the United States are also explained. Additionally, the reason why students need not be involved in the planning of reforms is elucidated.
High School Students: their Attitudes and Values
Of a crucial age, climbing a milestone, conscious to their fullest with no fear of prospects, high school students have interested researchers and policy makers for centuries. They have quite a few common traits -- they behave as individuals of their own age group in a rather full-fledged way. They are go-getting to achieve their independence, they are show-offs, impressionable persons desiring to be their best (something to be learned) and to suit the times they live in. Their self-esteem is fragile and they are pretty sensitive to criticism, attention, and dilemmas, for instance, within their families.
Students from different socioeconomic backgrounds behave differently as has been…
Barber, A. (1997. March). Rough language plagues schools, educators say. USA Today, pp 06D.
Committee for increasing high school students' engagement and motivation to learn. National Academies. Internet. http://www4.nas.edu/cp.nsf/Projects+_by+_PIN/BCYF-I-01-01-A?OpenDocument.Available on August 25, 2003.
Doyle, M. Failing to connect: Schools face increased pressure when students flunk classes. The Columbian, March 16, 2003, pp Front Page.
Educational reforms and students at risk: A review of the current state of the art. (1994. January). Internet. http://www.ed.gov/pubs/EdReformStudies/EdReforms/.Available on August 25, 2003.
The number of homeless students in America is staggering, and sadly growing. These children are faced with unique challenges that their peers with homes are not typically plagued with. Homeless students academic efforts are often decimated due to fatigue and poor nutrition. Anxiety and depression affects their ability to concentrate. And, they often have gaps in their knowledge due to the inability to complete their homework as a result of not having the necessary supplies on hand (Noll & Watkins, 2004). Emotional, behavioral, academic, social, and familial problems occur more frequently in this category of students. For this reason, educators and school counselors should be positioned to provide the services and support these children will probably not receive elsewhere.
As Swick (2004) notes,
Educators can positively affect the lives of children and families who are homeless or in other high-risk situations. By understanding the dynamics of what homeless…
Baggerly, J. & Borkowski, T. (Dec. 2004) Applying the ASCA National Model to elementary school students who are homeless: A case study. Professional School Counseling, 8(2). Retrieved February 10, 2005, from InfoTrac Database.
Noll, E. & Watkins, R. "The impact of homelessness on children's literacy experiences." The Reading Teacher, 57(4). Retrieved February 10, 2005, from ProQuest database.
Swick, K. (2000). Building effective awareness programs for homeless students among staff, peers, and community members. In J. Stronge & E. Reed-Victor (Eds.), Educating homeless students: Promising practices. Larchmont, NY: Eye on Education.
Swick, K. (Spring 2004). The dynamics of families who are homeless: Implications for early childhood educators. Childhood Education, 80(3). Retrieved February 10, 2005, from ProQuest database.
teacher influence the reading-writing program at his/Her school?
An enthusiastic teacher with a strong voice who is excellent at classroom structure can create students' interest in stories -- even before a reading lesson begins. First, there is no substitute for a good relationship with your students. Let them know you genuinely care about them that you're not just up there because you're getting paid to be up there. This sounds very basic and fundamental, but by empowering them, they know you're listening and that you care. "If kids like you, they'll perform for you," according to teacher Charlene Christopher in Norfolk, Virginia (nea.org). "I'm respectful to my students, and in turn, they know that if they're disrespectful, I'll call them it," said teacher Jim McNeil in Lancaster, Pennsylvania. "Also, I use a lot of humor -- that works for me" (nea.org).
hat is one strategy or activity that you could…
National Education Association (2009). How To Motivate Your Kids To Learn. Retrieved March 22, 2014, from http://www.nea.org .
University of North Carolina. (2008). Reading to Write. Retrieved March 22, 2014, from https://writingcenter.unc.edu .
Teaching Historical Events to Student With Disabilities
Our perspective of the concept of the passing of time and our place in the history of the world is important to us towards our growth and evolution. Lacking a sense of time and space, one is prone to be disconnected with the universe. While it can be frightening to be trapped in a moment in time and not be cognizant of the position in space you occupy, it is the experience people classified to have Profound and Multiple Learning Difficulties (PMLD) go through (Tony Jones, 2013). Adolescents who have learning disabilities (LD) face a number of challenges with the strict application of Common Core State Standards for literacy when considering subjects such as social studies and history. Besides the challenges they have with reading, students with LD are required to take part in reasoning and thinking at a high level. For teachers…
Candy Bear, & Cheryl Mason Bolick. (2013). Teaching Social Studies in Middle and Secondary Schools. University of North Carolina, Chapel Hill: Pearson.
Carole Boudreau, Anne Rodrigue, Veronique Parent, Julie Myre-Bisaillon, & Annick Tremblay-Bouchard. (2014). Teaching History to High School Students with LDs: Pedagogical Considerations & Strategies. LD School.
Janis A. Bulgren, Patricia Sampson Graner, & Donald D. Deshler. (2013). Literacy Challenges and Opportunities for Students with Learning Disabilities in Social Studies and History. Learning Disabilities Research & Practice, 17-27.
Tony Jones. (2013). History for Individuals Experiencing Profound and Multiple Learning Difficulties. Nottinghamshire: Talksense.
Hypothetical Conflict Situation and Analysis of the Conflict
The Nature of the Conflict and the Events Leading to It
Kevin Eaton, a third-grade student at Thomas Jefferson Elementary School, is an average boy with average interests. He likes soccer and video games and riding his bike. He has lots of friends and is friendly and outgoing. In school, he does well, but is not a straight -- A student. He makes a few A's, mostly B's, and a few C's. He likes history and music the best. He also enjoys reading; although his skills in that area are not quite at grade level, they are steadily improving, and his teacher is pleased with his progress. He does not like math at all, but shows some aptitude for science, although only the areas of dinosaurs and planets hold any real interest for him. He is a good student, bright but not…
Building Caring elationships With Students
This paper is on building caring relationships between teachers and students.
esearch and experience indicates that schools with small classrooms as in having a restricted number of students are a great source of encouraging teacher cooperation and shared planning, with greater emphasis on the development of relationships between students and teachers with time. Such a relationship leads to the following achievements:
Higher graduation rates
Much greater student participation in school activities
Many fewer discipline problems and violent incidents
Academic achievement at a level at least as high and often higher than larger schools similarly situated
Greater student, teacher and parent satisfaction with the school experience and greater retention of good teachers.
Source: Building Successful Schools
Small schools actually means having strength of around 350 or less in elementary schools, and 600 or less in high schools. They can also function as stand-alone schools, or in…
Building Successful Schools, available at: http://www.nancypappas.com/Articles/School%20Construction/School%20Bond%20Construction/building_successful_schools1.htm, accessed on: May 4, 2004
Caring for the Individual, available at: http://test.woodgreen.oxon.sch.uk/prospectus/caring_for_the_individual.htm, accessed on: May 4, 2004
Chapter 2: Building a Schoolwide Foundation, available at http://www.esc2.net/Title_I/ias_2001/offices/disidea/topdocs/cecp/action/Chapter_2.htm , accessed on: May 4, 2004
Educational Psychology Lecture Notes, available at http://cehd.ewu.edu/cedpsite/Faculty/Gerber/Courses/Unit3.html, accessed on: May 4, 2004
What strengths do you possess that support high academic expectations for all Houston ISD students?
One of my key strengths that support high academic expectations for all Houston Independent School District (ISD) students is an overarching commitment to balancing constructive criticism with encouragement for work well done, a strength that is congruent with the Houston ISD Effective Instructional Practice (EIP) guidelines. For instance, the ISD EIP clearly states, "Expect students to be what you want them to be. Observe your students doing well, and let them know how much you appreciate their efforts" (2015-2016, p. 2). In addition, setting and achieving high academic expectations also requires close collaboration with parents (Sanders & Field, 2009), a requirement that also represents another strength of mine. Finally, another important strength that helps me support high academic expectations for all Houston ISD students is my unwavering belief that all young learners can…
Ababneh, S. (2012, October 1). Towards a better English classroom: Implementing effective classroom management strategies. International Journal of Education, 4(4), 300-304.
About Alief ISD. (2016). Alief ISD. Retrieved from http://www.aliefisd.net/site_res_view_ template.aspx?id=a9589cd6-6f34-46a9-a7aa-018b79580a98.
Asiyai, R. (2014, December). Students' perception of the condition of their classroom physical learning environment and its impact on their learning and motivation. College Student Journal, 48(4), 716-720.
Houston ISD effective instructional practice. (2015-2016). Houston ISD. Retrieved from http://www.houstonisd.org/cms/lib2/TX01001591/Centricity/Domain/29920/Effective%20Instructional%20strategies%2015-16.pdf .
No Child Left Behind and Common Core, a set of required standards does not improve but rather limits education for ALL students in state schools (Kober, entner, 2011). The assumption inherent in the system of standardized education is that a one-size-fits-all method of education in which every student is expected to be at the same level. This type of assumption does not reflect the actuality of the situation (Haycock, 2012). Some learners are special education, some have learning disabilities that go undiagnosed, some are English language learners, and some are gifted. Standards can be implemented to improve the quality of education for all students in all levels and types of classrooms -- but they should be more accommodating and reflective of the diverse range of students represented in the classroom. In other words, standards should be available for every type of student and not just in a one-size-fits-all model.
Haycock, K. (2012). Implementation of Common Core State Standards: Roles for advocates. Retrieved from the Walden Library databases.
Kober, N., & Rentner, D. (2011). States' progress and challenges in implementing
Common Core State Standards. Center on Education Policy. Retrieved from http://webcache.googleusercontent.com/search?q=cache:GOrM4hD4s_AJ:files.e ric.ed.gov/fulltext/ED514598.pdf+&cd=1&hl=en&ct=clnk&gl=us
This paper provides an overview of the need for the Butler School to reduce its annual budget by $1,000,000 in order to meet the mandate of the community that the school should “live within its means.” The recommended reductions are based on eliminating extraneous programs, staff positions, administrative services, and supply funds. Areas that are not reduced include programs that support the humanities, athletics, science and technology, as these areas are deemed too important to the formation and development of students’ characters and skills, which are needed to ensure success in their ensuing years. Letters to a state legislator and to the community are attached in the Appendix.
Keywords: school funding, budget reduction, administration reduction, school budgeting
As Butler Elementary School has been tasked with eliminating $1,000,000 from its annual budget, there are a number of cuts that the school will be required to make in order to…
college campus across the country, students are greeted with the familiar sight of individuals seated at folding tables, with the purpose of marketing credit cards to them. These salespeople are most frequently seen during the beginning of the college semester and are usually young and attractive and smiling, barely older than the students themselves. Quite often, if a student fills out an application for the credit card, he or she may receive a small toy or a gigantic in exchange for his or her pains. hat could be more harmless? hat's wrong with having a credit card on hand, 'just in case?'
However, this familiar sight is one of the many reasons that college students are becoming more and more deeply ensnared in debt. These smiling individuals prey upon students when they are at their most vulnerable. Most of these students have just had to pay hundreds of dollars for…
Indentured Servitude Contract in 17th Century Virginia. Stratford Hall History Resource of Historical Documents. http://www.history.pdx.edu/hst201/headrts.htm
Encarta Encyclopedia. "Sharecropping."
Imagine a classroom like that straight out of Dickens' Hard Times, where the teacher does nothing but insist upon facts! "Facts alone are wanted in life," writes Dickens (3). Facts are all that matter, are all that the children need to remember. There is no need for creativity, no reinforcement of the imagination. And as a result the children are stifled and stymied. Their creative impulse is crushed beneath the iron-heeled boot of the instructor who insists over and over again on facts and nothing but the recitation of facts. He denies the children that very fundamental aspect of growth, which is the creativity. Such a situation is one that every teacher aims to avoid, at least one should hope. But just why is creativity so important to the learning process?
Creativity is important because it is a "precious" and "inexhaustible resource" as Richard Florida states. Moreover, it is…
Calhoun, John. "Getting Creative about Creativity Studies." The Chronicle of Higher
Education. Web. 3 Nov 2015.
Dickens, Charles. Hard Times. London: Bradbury and Evans, 1854. Print.
Florida, Richard. "Cities are the Fonts of Creativity." NYTimes. Web. 3 Nov 2015.
gifted middle school students and the efficacy of the instruction provided by their teachers is entitled A synthesis of research on psychological types of gifted adolescents, which was written by Ugur Sak. One of the particular benefits of this article was the many recommendations directly related to instruction of gifted students which was offered based upon the findings of the studies conducted, which were synthesized results of 14 studies that had been coded with 19 different samples. In total, there were 5,723 gifted participants in middle and high school that were evaluated for personality types and inherent proclivities inherent within them based on the Myers-Briggs Type Indicator. One of the potential gaps in this type of population sample can be attributed to the fact that since the studies were synthesized and came from published articles, books technical reports and unpublished dissertations, there may have been unforeseen variables in their results…
Brighton, C., Hertberg, H., Moon, T., Tomlinson, C., Callahan, C. (2005). The feasibility of high-end learning in a diverse middle school. National Research Center of the Gifted and Talented. Retrieve from http://www.gifted.uconn.edu/nrcgt/reports/rm05210/rm05210.pdf
Callahan, C., Tomlinson, C., Hunsaker, S., Bland, L., Moon, T. (1995). Instruments and evaluation designs used in gifted programs. National Research Center of the Gifted And Talented. Retrieved from http://www.gifted.uconn.edu/nrcgt/reports/rm95132/rm95132.pdf
Callahan, C., Hunsaker, S., Adams, C., Moore, S., Bland, L. (1995). Instruments used in the identification of gifted and talented students. National Research Center of the Gifted and Talented. Retrieved from http://www.gifted.uconn.edu/nrcgt/reports/rm95130/rm95130.pdf
Sak, U. (2004). A synthesis of research on psychological types of gifted adolescents. The Journal of Secondary Gifted Education 15 (2) 70-79. Retrieved from http://www.sengifted.org/articles_social/Sak_SynthesisOfResearchOnPsychologicalTypes.shtml
The teachers were given professional development instruction solely to deal with students with special (remedial) needs. Teachers were told to identify the gifted and talented if they felt a student showed a unique aptitude but were not given specific instruction as to how to do so.
For students who had tested as Advanced Proficient on the NJASK, teachers staid they did strive to make their instructional plan more challenging, enlightening, and intriguing to gifted and talented students. They said they tried to group students of similar ability together and give the gifted students more challenging work and when assigning individual projects such as reading novels and open-ended math problems. They said they gave the gifted work that was above grade level, in contrast to the student's peers.
While the teachers claimed to differentiate instruction and said that this was adequately met by in-class tracking, they also admitted to feeling overwhelmed…
n other words, it can be criticized for being somewhat discursive and for not providing any form of comparative analysis.
Alternatively, one could argue that methodologically the research falls into the category of a case study, a legitimate form of intensive qualitative research. n the final analysis the article does provide some illuminating insights into the possibilities of literature for social and emotional development in gifted students.
Article 3: The Connection between Social-Emotional Learning and Learning Disabilities: mplications for ntervention by Maurice J. Elias.
The author of this article identifies a number of problematic social and emotional areas for the learning disabled or special needs student. These include the recognition of emotions in self and others; the regulation and management of strong emotions and the recognition of strengths and areas of need ( Elias, 2004). The article also reviews the literature and theoretical positions on this topic. Furthermore, the author…
In order to deal with these problems, the author suggests that in the first instance these inabilities and difficulties in the student must be recognized by the teacher or the therapist. Once they have been recognized, a responsive and caring approach should be taken. The teacher becomes involved in the process of articulating "... The strategies that students must use when they feel the strong feelings that are preventing them from learning effectively..."( Elias, 2004). Furthermore, the teacher should help the student to recognize his or her strengths. This can go a long way to reducing any sense of guilt or inadequacy.
While this study does not provide any quantitative methodology or strategy it does provide a comprehensive overview of the theoretical aspects of the problems and the way that these problems can be addressed by the teacher. What is clearly implied throughout is that the innate talents and abilities of the special needs student enhanced by the caring and responsive techniques and strategies on the part of the teacher.
It could be argued that this study is possibly not as rigorous and methodologically intensive as the first article discussed in the present paper. However, what is clear from an analysis of the study by Elias is that the author provides a comparatively comprehensive overview of the issues and problems at stake and also supports this with practical examples of methods
film Little Man Tate provides an inside view to the world of an intellectually gifted child. While many educators only have the opportunity to view a gifted child in the classroom setting, the movie allows the viewer to see the entire world of the child. This movie provides a solid foundation for realizing that a gifted child is still a child. Intellectual giftedness must be addressed but not by busy work or by treating the child as an adult simply because of their thought processes.
The film provides a backdrop for understanding the social, emotional and cognitive needs of a highly gifted student. Fred is an eight-year-old gifted student with a single mother raising him alone. The entire movie revolves around all adults involved finding their footing in this boy's life. Teachers and parents of gifted children are often faced with the dilemma of challenging the child's mind, while allowing…
In the disjunctive approach one if gifted if one has a high level in any of the abilities attributed to giftedness. "One is gifted if one has a high level of this ability or if one has a high level of that ability, and so forth" (Borland, 1997, p. 14). In essence," Disjunctive definitions imply that there are different and distinct forms of giftedness and lead to the logical conclusion that programs must be multifaceted to address these various kinds of giftedness adequately" (Borland, 1997, p. 14). In the view of some educationists (Borland, 1997) this stance has some practical problems with regard to the development of curricula and identification issues; it is obviously more difficult to identify gifted children across a wide range of different types of intelligence, each with different criteria of giftedness.
Conjunctive theories and perceptions of giftedness are more integraive and holistic in design. An example…
Borland, J.H. (1997). The Construct of Giftedness. PJE. Peabody Journal of Education, 72(3-4), 6-20. Retrieved April 7, 2007, from Questia database:
Giftedness is an intellectual ability that is significantly higher than average, not a skill, but an innate talent and aptitude that may be general or specific. Just as there are special needs for children who appear on the left side of the bell curve, so should there be for children on the far right. However, these students are often neglected in terms of special programing due to beliefs that they can just do "extra work" within a mainstreamed environment. From the 1920s to the 1970s, the trend in Western countries was to set up special schools to educate those who fell outside the norms of the bell curve, but by the 1980s most educators favored merging special and regular education in a comprehensive program that included students from all backgrounds -- in other words, mainstreaming them into a regular classroom environment. This idea, though, must also fit within the cultural…
Gustav Klimt Lesson Plan
"Describe the central focus and purpose for the content you will teach in the learning segment".
Students will learn the art of Gustav Klimt, which will assist in creating the work of art that will resemble Klimt's style. Moreover, students will be introduced to the Gustav Klimt's artwork focusing on his love for cats. (Weidinger, 2007).Students will also learn their artistic style and utilize their patterns and shapes to fill up their works. Moreover, students will continue to build and develop the basic skill sets utilizing art tools such as paint, glue, scissors, and oil pastels. Students will also learn how to utilize the line variation, stylized form, symbol, color, and media variety with the ability to create their "Tree of Life". Moreover, the lesson plan will assist students to learn about cool and warm colors incorporating them into the artistic styles of Gustav…
esponse to instruction and intervention TI2 is reported as a general approach in education to closing the gap in achievement. TI2 methods are constructed upon the esponse to Intervention (TI) model that was an option for schools under the 'Building the Legacy, Idea 2004 reauthorization of the individuals with Disabilities Education Act IDEA. (California Department of Education, 2011) TI and the expanded TI2 are reported as being based upon "17 years of practice that has refined continuous progress monitoring as a strategy for keeping students on a path toward success." (California Department of Education, 2011) TI is reported as a strategy that moves all students through the steps set out in the learning standards and is further more stated to be an approach that views both academic and behavioral achievement of students.
Tier 1 included the 'Universal Interventions' which include "preventive, proactive, universal intervention in all…
Benchmark interventions -- reinforcement (2011) Department of Education. Retrieved from: http://pubs.cde.ca.gov/tcsii/ch2/bnchmrkrnfrcmnt.aspx
Case Study: El Rancho Unified School District in Pico Rivera, California (2011) International Reading Program. Retrieved from: http://www.reading.org/downloads/resources/rti0707_implications.pdf
Case Study: Pella Community School District, Iowa (2011) International Reading Program. Retrieved from:
However, homogeneous-grouped classes of high-achieving sophomores and seniors in advanced classes exhibited greater achievement in both mathematics and English. No significant differences were found beyond these results. egarding the effects of ability grouping on within-class achievement, Sorenson and Hallinan's study (1985) found that grouping increases inequality of achievement. Briefly, considering their study at the difference in reading achievement between within-class grouped students and heterogeneous classrooms for fourth through seventh graders from North California, their primary result concerning achievement for within-class grouping was that high-ability groups attained a higher achievement than low-ability groups. These results were bases primarily on data from elementary schools and may not directly apply to secondary students, but this study has been included in this research paper to add insight to the subject of homogeneous vs. heterogeneous effects on achievement.
Testing the effects on the differences between mathematics achievements of within-class ability grouping, heterogeneous and cooperative-learning grouped…
Allan, S.D. (1991). Ability-grouping research reviews: What do they say about grouping?
and the gifted? Educational Leadership, 48(6), 60-65.
Byrne, B.M. (1988). Adolescent self-concept, ability grouping, and social comparison:
Re-examining academic track differences. Paper presented at the annual meeting of the American Psychological Association, Atlanta, GA, August 12-16, 1988.
Making Cooperative Learning Work:
Response Journal: Do you agree or disagree with the common criticism that cooperative learning is unfair because it slows down the progress of the academically gifted?
Every student in today's day and age, barring those from extremely conservative school system, or perhaps those who have been home schooled, have probably engaged in some form of cooperative learning. Cooperative learning assignments, as discussed in the essay "Making cooperative learning work," from Kaleidoscope: Readings in Education, have many benefits to them that may seem to outweigh the potential pitfalls of the constructions of such learning environments. Ultimately, these assignments are thought to better prepare students to live and work in a real world and work environment where teamwork is valued, rather than pure individual achievement. But perhaps the best argument for cooperative learning in the classroom is not only that it is commensurate with today's workforce,…
These standards set forth clear expectations for school districts, schools, teachers, and students for the core subjects of reading, science and math. Each state's standards and testing are different, but all have the same goal of providing consistent, quality education, as defined by the No Child Left Behind Act (NCLB). Beginning in 2014, students must not only be determined to be 'proficient' in these three core subjects, but schools must make Adequate Yearly Progress overall and for specific demographic subgroups (Murnane & Pappay, 2010).
Although there are benefits to the NCLB, including the accountability measures that have been established that have set clearer expectations, there are also drawbacks to these standards as well. There has been an increasing concern regarding the inordinate amount of time that teachers must spend preparing students for the standardized tests. Although this prep may improve students scores on these tests, teachers have reported that there…
Bakic-Miric, N. (Jun 2010). "Multiple intelligences theory: A milestone innovation in English language teaching at the University of NIS Medical School." Acta Medica Medianae, 49(2). p. 15-19.
Financing America's public schools. (No date). Retrieved November 29, 2010, from http://www.nga.org/cda/files/PUBLICSCHOOLS.pdf.
Flook, L. & Fuligni, a. (May/Jun 2008). "Family and school spillover in adolescents' daily lives." Child Development, 79(3). p. 776-787.
Koshy, V., Ernest, P., & Casey, R. (2009). "Mathematically gifted and talented learners: Theory and practice." International Journal of Mathematical Education in Science & Technology, 40(2). p. 213-228.
esponse to Intervention
esponse to Intervention (TI)
Over the past decade, rapid changes have occurred in general educational practice to increase the focus on early identification of and intervention for students considered at risk. The aptly named response-to-intervention (TI) model of service delivery is generally described as a multi-tiered model whereby students receive interventions of increasing intensity, with movement from one level to another based on demonstrated performance and rate of progress (Gresham, 2007). This sizable paradigm shift has been influenced in part by recent special education legislation, which allows the practice of TI as an alternative to the traditional "IQ- achievement discrepancy" model of learning disability identification and allows 15% of federal special education funding to be allocated toward early intervening services (Individuals with Disabilities Education Improvement Act, 2004). Moreover, TI has gained favor in light of mounting evidence suggesting that intensive intervention during the primary grades is…
Aikens, N.L., & Barbarin, O. (2008). Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts. Journal of Educational Psychology, 100(2), 235 -- 251.
Barnett, D.W.,VanDerHeyden, A.M.,&Witt, J.C. (2007).Achieving science-based practice through response to intervention: What it might look like in preschools. Journal of Educational and Psychological Consultation, 17, 31 -- 54.
Berkeley, S., Bender, W.N., Peaster, L.G., & Saunders, L. (2009). Implementation of response to intervention: A snapshot of progress. Journal of Learning Disabilities, 42, 85 -- 95.
Bradley, R., Danielson, L., & Doolittle, J. (2005). Response to intervention. Journal of Learning Disabilities, 38, 485 -- 486.
" (2002) This is still possible for children who gain their education through independent study programs in that they are still able to participate in extra-curricular activities and are not so exhausted while doing so when they are being educated through independent study programs instead of being forced to endure very long school days that drains them and bars them from physically being able to participate in extracurricular activities with other children.
It is not only children who have learning disabilities who benefit from Independent Study Programs as evidenced in the work of Simpson (2007) entitled: "Educational Options for Gifted Learners" who relates that inclusive in the wide range of options for the gifted student is 'Independent Learning' through a differentiated curriculum. The independent learning program for gifted students serves to foster independence and nurture self-regulation, self-reliance, resourcefulness while allowing students to formulate their own learning and as well serves…
Lennstrom, Henry Walter (1973) an Analysis of Independent Study Programs in the Junior Community Colleges. ERIC ED087516 Digest. Online available at http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED087516&ERICExtSearch_SearchType_0=no&accno=ED087516
Kassof, Annie (2004) Independent Study Program Offers Model for State. Berkeley Daily Planet. 17 Dec 2004. Online available at http://www.berkeleydailyplanet.com/article1.cfm?archiveDate=12-17-04&storyID=20315
Rafoth, Mary Ann (2007) Independent Study - Purposes and Goals of Independent Study, Independent Study and Extensiveness in Grades K-12. Education Encyclopedia - State University. Online available at http://education.stateuniversity.com/pages/2080/Independent-Study.html
Stroman, Bonne (2006) Independent Study - Texas Performance Standards Project. Online available at http://www.texaspsp.org/exit/deliveryISM.php?p=2
Imagine that you are providing professional development on these topics. Which strategies from your reading would you use? Which strategies would you omit if time constraints did not permit you to use all of them? How would you assess their understanding and implementation of the training?
Adjustable assignments, compacting and grouping are used in conjunction with one another to improve the quality of education. This is accomplished through using each method to increase the student's comprehension of key concepts. In differentiated instruction, this is addressing individual styles of learning through various formats. (Gregory, 2007, pp. 71- 86)
Adjustable assignments are when there is a focus on understanding different skill sets of the student and identifying potential strengths / weaknesses. The way that this can be implemented, is by pre-assessing individual capabilities through: quizzes and other formats. Compacting is when specific curriculum is presented to the student that will address their…
Brown, D. (2004). Differentiated Instruction. American Secondary Education, 32 (3), 34 -- 64.
Desimone, L. (2004). Are We Asking the Right Questions? Educational Evaluation and Policy, 26 (1), 1- 22.
Gregory, G. (2007). Differentiated Instructional Strategies. Thousand Oaks, CA: Corwin Press.
Gregory, G. (2003). Differentiated Instructional Strategies in Practice. Thousand Oaks, CA: Corwin Press.
Foreign Language Education in High School
The world has about 6,000 different languages, give or take a few. Linguists predict that at least half of those may have disappeared by the year 2050, which means languages are becoming extinct at twice the rate of endangered animals and four times the rate of endangered birds. Predictions are that a dozen languages may dominate the world of the future at best. (Ostler, 2002) For Americans, that's probably a good thing, since we are seemingly genetically engineered to maintain an appalling ignorance of other languages, and have narrowed down the choices we offer our young people to approximately one, Spanish, viewed by many to be the easiest foreign language to learn. It has been described in various places as having an 'impoverished vocabulary,' which means less work for Dick and Jane. The American education system so far is doing nothing to reverse the…
Clark, Leon E. "Other-Wise: The case for understanding foreign cultures in a unipolar world." Social Education, Vol. 64, Issue 7, 2000.
Garrett, Nina. "Meeting national needs: the challenge to language learning in higher education.
Change, 1 May 2002
Gramberg, Anne-Katrin. "German for business and economics." The Clearing House, 1 July 2001.
5th Grade Lesson Plan
Diversity / Differentiation for Exceptionalities:
Gifted students will be given the opportunity to write additional paragraphs based on subjects of their own choosing.
Students with limited English proficiency may have difficulty comprehending the text. They can participate in a small group discussion in which the text is read aloud to them, then discussed. The students can have more time to construct their paragraphs and may receive additional help from the classroom teacher, Title I teacher, or classroom paraprofessional, as these individuals are available.
LD, ED, ADD:
Students with learning disabilities, emotional disabilities and Attention Deficit Disorder may become frustrated if they have difficulty comprehending the text and completing the assignment. The students can have extra time to complete their paragraphs. If they are required to complete all three paragraphs, they may need five-minute "brain breaks" after each one so they can return to the…
Educational Needs of Office Professionals
A better trained and educated workforce has been directly associated with increased productivity, improved morale and higher earnings for workers (Gentry & Springer, 2002).
There has been slow progress in developing comprehensive and responsive secondary education across states and school districts nationwide. Furthermore, the need for challenging curricula in U.S. schools is widely recognized (Archambault et al., 1993). The current level of educational achievement for the typical office professional in this state, though, is largely unknown.
In order to develop appropriate curricula for secondary students intending to pursue careers in administration, it is important to determine what classes and content should be offered. To this end, as the chair of the State Education Department, this researcher conducted a study examining the educational needs of office professionals by developing a quantitative and qualitative questionnaire and conducting a randomized state study of professional office workers.
Archambault, F.X., Westberg, K., Brown, S.B., Hallmark, B.W., Emmons, C.L., & Zhang, W.
(1993). Regular classroom practices with gifted students: Results of a national survey of classroom teachers (RM 93102). Storrs: The National Research Center on the Gifted and Talented, University of Connecticut.
Gentry, M. & Springer, P.M. (2002). Secondary Student Perceptions of Their Class Activities
regarding Meaningfulness, Challenge, Choice, and Appeal: An Initial Validation Study.
The fair / unfair distribution of school resources. In 2000, the ACLU filed suit (Williams et al. v. State of California et al.), claiming that the obligation of the state to provide all students with "basic educational necessities" was not fulfilled. One million of California's students are deprived of educational basics, such as qualified teachers, decent school facilities, and appropriate textbooks.
An important part of these problems are caused by the inadequacy of the school system funding in the state. Others are problems to be solved by individual school districts, since they are seen as a local management problem.
The new concept behind the reform of school finance of California is the "weighted student formula" or "student-based budgeting," which is believed to be a way to a more equitable and effective school funding system. Still, skeptics doubt that it the concept is applicable to California's 9,000 schools serving 6 million…
1. Californians rank low in education, highway spending
Larry Barrett. The Business Journal. San Jose: Jun 17, 1996. pg. 1
2. Tiebout and tax revolts: Did Serrano really cause Proposition 13?
Kirk Stark, Jonathan Zasloff. UCLA Law Review. Los Angeles: Feb 2003.Vol.50, Iss. 3; pg. 801