bluuebunny/crossref_metadata_2025_split huggingface dataset:
Problem Solving in a Complex World: Integrating DISCOVER, TASC, and PBL in a Teacher Education Project
Authors: Maker C. June , Zimmerman Robert 
Published: January 2012

In the 21st century, one of the most important responsibilities for educators is development of students' ability to solve the multifaceted problems they will face in our increasingly complex world. Perhaps equally critical is that students develop a true understanding of the interactions among people, development, and the natural environment; and how the resulting interdependence can shape present and future conditions for all living beings. In this article, we describe a project in which teachers in the role of learners solved a real-life problem, experiencing the interaction of factors and ideologies, and while learning the content of science also learned new ways of teaching. First, we provide a brief introduction to the integration of Thinking Actively in a Social Context (TASC) and Discovering Intellectual Strengths and Capabilities While Observing Varied Ethnic Responses (DISCOVER), then we discuss Problem Based Learning (PBL) and its relationship to both DISCOVER and TASC, and following this discussion, we describe the teacher education project. The description of the teacher education project includes the goals of each of three phases, introduction of TASC, the PBL activity (including content, field experiences, and development of problem-solving skills), use of TASC to structure group work, and integration of the DISCOVER problem types into the PBL experience.
Promoting Achievement and Attainment of More Able Pupils in Homewood School and Sixth Form Centre Arts College, UK
Authors: Winstanley Carrie , McAllister William 
Published: January 2012

This report is based on a site visit by Carrie Winstanley in March 2007 and email correspondence involving interviews with several staff holding managerial responsibilities, four pupils, one parent, two class observations, a school tour, and reading a range of support documentation including a government report (Office for Standards in Education, (OfSTED), February 2003):‘Homewood School and Sixth Form College is a friendly school which provides a good quality education for its pupils. The school has raised standards for all students, whatever their academic ability.’ What follows are highlights of the rich offer the school has for pupils. The focus is on Key Stage 3 pupils (aged 11+−14).
Fred: A Child Who is Different
Authors: Cave Diana 
Published: January 2012

Fred burst into our school in September 2003, aged 7, demanding to know why he was ‘in a class with backward children’ and where the ‘advanced textbooks’ were kept. His admission notes from the private international school he had previously attended in Germany included a WISC-III test report placing him in the very superior range at the 99.7th percentile. His cognitive abilities, at 6:00 years, were considered equivalent to children of 12:06 years. His first few weeks were traumatic for everyone. He shouted out; he showed contempt for everything and everyone; he offended his peers with unkind words and injured them with clumsy, boisterous play; his writing was indecipherable; and he regularly disrupted lessons with his antics. We clearly had a child with complex needs in our midst.
A Pilot Project of 8 lessons across Social Studies: Thinking Actively in a Social Context: (TASC)
Authors: Cartwright Sally 
Published: January 2012

The members of the Social Studies Team were concerned about the high level of student dependency on staff for their learning, and many students seemed to lack the ability to take the initiative. This seemed to be particularly the case when teaching at A level (studies undertaken post 16 years). Through the support of the Farmington Institute, I was able to begin an enquiry into how other schools in both the primary and secondary sector were addressing this issue, and was introduced to the TASC Framework by Marie Huxtable, the Senior Educational Psychologist for Bath & North East Somerset, UK. The team within which I worked decided to introduce the TASC Framework into our teaching in the hope that this would contribute to developing the skills of learning independently and interdependently. This paper describes the learning journey made by staff and students.
Interactive Writing as Informed Assessment with Highly Capable Young Children
Authors: Williams Cheri 
Published: January 2012

Assessment of young children's literate knowledge and understandings is one of the most controversial issues in early childhood education. Parents, teachers, administrators, researchers, and policy makers often engage in impassioned debates about the purposes, forms, and interpretations involved in assessment practices (Salinger, 2001). I do not wish to add to those debates. Recommended guidelines for the assessment of highly capable young children call for the use of multiple measures (National Association of Gifted Children, 2006), and so my intention here is to explicate an approach to early literacy assessment that allows teachers to document the literate knowledge, behaviors, and performances of highly capable young children within the context of an authentic reading and writing event. I describe the approach as a type of informed assessment (Johnston & Rogers, 2001), because through their participation, children reveal a great deal about their literate understandings, thus informing their teacher as to what they know and can do—as well as to what they still need to know. Informed assessment is especially useful in early childhood education, because it allows teachers to organize subsequent instructional activities so as to optimize children's literacy learning (see Chamberlain, Buchanan, & Vercimak, 2007). In this article, I argue that interactive writing (McCarrier, Pinnell, & Fountas, 2000)—an innovative approach to beginning writing instruction—can also become a powerful tool for informed assessment of children's early literacy development. I begin the paper by defining and explaining the potential of informed assessment in early literacy. Then, I describe interactive writing as an instructional approach. For each component of the lesson, I suggest various ways in which teachers can use interactive writing to document the literacy development of highly capable young children. My goal is to make a case for interactive writing as a preferred approach to both early literacy instruction and assessment.
Sibling Relationships in Families with Gifted Children
Authors: Lapidot-Berman Judith , Oshrat Zipora 
Published: January 2012

The aim of the study was to examine the attitude of non-gifted children to their gifted siblings as compared to their attitude to non-gifted siblings, and the effect of variables such as order of birth and the age difference between them. The research was carried out by means of in-depth interviews and the SRQ-Sibling Relations Questionnaire (Furman & Burhmester, 1985). The findings show that the relations between the non-gifted children and their gifted siblings, as reported by them, are less intimate than those reported by non-gifted children with their non-gifted siblings. They dislike their gifted siblings' ‘arrogance’ and they wish they had similar intellectual competence as their gifted siblings. Siblings in regular families express this far less. Non-gifted children are willing to learn from both older and younger gifted siblings; non-gifted children are willing to learn from non-gifted siblings only if they are younger. The frequency of arguments between the non-gifted children and their gifted siblings is greater the smaller the age difference between them.
The Two-Edged Sword of Compensation: How the Gifted Cope with Learning Disabilities
Authors: Silverman Linda Kreger 
Published: January 2012

Not everyone understands what it means to be twice exceptional. How can you be both ‘learning abled’ and ‘learning disabled’? This doesn't compute. There are two basic misunderstandings here: that the learning disabled aren't smart and that giftedness means high achievement. If someone thinks learning disabled means ‘dumb’ and that the gifted are ‘smart,’ you can't be smart and dumb at the same time However, federal and state definitions of learning disabilities specifically limit the term, ‘learning disabled,’ to children of at least average intelligence. So you have to be smart to be learning disabled! Definitions and district identification procedures that focus on achievement make it nearly impossible to recognize and include twice exceptional (2e) children. Here is another way to look at giftedness. No two gifted people are alike. In fact, gifted people differ from each other to a greater extent than other groups. Imagine a scatter plot with thousands of dots representing the IQ scores of thousands of people. If you drew a line around the dots, it would form a normal curve. Where is the greatest density of the dots? Where are the fewest dots? The further the child is from the norm, the more unique the child. Thus, no two gifted children are alike. And if you add the co-occurrence of different types of disabilities, no two 2e children are alike. Each child who comes to the Gifted Development Center for assessment is a new puzzle. Our testers have to re-invent the wheel for each child. This paper analyses some of the underlying causes of ‘twice exceptionality’.
Mentoring Talented Science Students: Knowing the Options
Authors: Payne Diana , Heilbronner Nancy 
Published: January 2012

The dilemma that propelled Jeff and his older brother Mark to an international high school science competition began when their mother, who feared they would contract the West Nile virus, insisted that the boys cover any exposed skin when outside. Determined to prove that it was not necessary to wear long sleeved shirts and pants on hot summer days, Jeff and Mark explored methods to assess their chances of contracting the West Nile virus if bitten by a mosquito in their Connecticut hometown. “The Science Boys,” a title bestowed by a local newspaper reporter (Murphy, 2004), worked with chemistry teacher and mentor David White, who helped the boys master a powerful software program necessary for their investigation. Jeff and Mark's curiosity, persistence and hard work led to their participation in the Siemens Westinghouse Competition in Math, Science and Technology and a prize of $100,000. Why were Jeff and Mark successful in their endeavor when evidence shows that many students with high aptitude in science fail to live up to their potential? This paper explores the issues around the development of pupils with high level potential in science.
Thinking Actively in a Social Context
Authors: Leyland Peter 
Published: January 2012

Thinking Actively in a Social Context (TASC) is a tremendously powerful tool for reaching and extending all the learners in a mixed ability class, especially the most able. I went on a TASC course led by Belle Wallace and listened to some fascinating presentations by teachers who had tried the method. I bought a TASC Wheel Problem Solving pack and waited for an opportunity to try it out. This came after my Yr 6 Science class had completed their SATs tests and I needed a different approach to maintain their interest. I had hoped to carry out fieldwork in our extensive school grounds but the weather moved in and made this impractical. In our KS2 text book there was an idea for a project on Time. I also had an old copy of the Schools Council publication about Time, full of practical suggestions. I decided for the last few weeks of term to use the TASC Wheel to teach the topic.
The Importance of Global Awareness in an Early Entrance to University Program
Authors: Danylchuk Daria L. 
Published: January 2012

The pace, scope and significance of changes experienced in recent years have focused awareness on the interdependence of all nations with respect to issues of economic stability and environmental stewardship. Experts from all over the world are discussing ways in which global crises have arisen and how they will need to be addressed. Global attention is turning to investments that must be made with respect to trans-national health care, education and poverty. Education, according to Microsoft's Bill Gates, is the most critical investment for the future of all citizens and all nations. Enhancing education opportunities and the quality of education for students within and across all nations awakens us to the new era of social responsibility calling for preparation of youth to participate in global citizenship and global leadership. We are facing problems that we cannot solve as individual nations. We are facing solutions that impinge on individual nations' autonomy. We are challenging ourselves to learn how to negotiate and compromise in order to align our future-focused goals of mutual survival. “Why don't you ask the real questions, like what is it like to be a gifted kid?” University Transition Program Graduate, 1998 “The most surprising thing to me is the transformation that all of us have experienced in just two years of rigorous radical academic acceleration and intensive preparation for early entrance to university.“ Christine Wei, University Transition Program Graduate, 2009
Meeting the Needs of Exceptionally Able Children
Authors: Wallace Belle 
Published: January 2012

Part 1 This paper examines the major issues which underlie curriculum extension for exceptionally able pupils. While it is necessary to be concerned with appropriate methods, content and education processes for all children, exceptionally able children require a different pace, depth and breadth of learning experience. Part 2 Part two examines the principles which should govern the preparation of curriculum extension materials and examines various strategies of school organization which allow curriculum extension to take place. Part 3 Part three gives practical examples of curriculum extension activities, at infant, junior and secondary levels.
Some Thoughts on Education and Mathematics
Authors: Sawyer W. W. 
Published: January 2012

The effectiveness of education depends on adaptability to individual differences. Rigid syllabuses and lock-step teaching ignore the real forces in the mind that make for development and learning and the resentment of the gifted when drill continues after a skill has been learned is very often evident. The problem is how to get practice of necessary skills without causing such resentment, a problem often neglected by some “modern mathematics ” reformers. The appeal of arithmetic to infants is usually self-evident and recognising unusual mathematical maturity is not difficult. The unjustified fears of some educationists about allowing children to forge ahead, needs discussion and recognition of the need for young mathematicians to work in depth and at speed.
Teaching able and Gifted Children
Authors: Sherwood Frank 
Published: January 2012

The National Association for Gifted Children has published a study of Initial and In-service Teacher Training in England, Scotland and Wales, in their special area, during the Academic Year 1981–82. Entitled “Teaching Able and Gifted Children”, the study was compiled by Frank Sherwood, the Association's Education Officer. Questionnaires were sent to all Colleges and University Departments of Education and to Local Education Authorities, asking them for the principles they followed in this aspect of training and for details of resources and courses provided. Broad conclusions from the response, by more than half of the Colleges and Authorities, are drawn by Mr. Sherwood.
Educating Gifted and Talented Children — a Parent's View
Authors: Beard Elizabeth 
Published: January 2012

When a child is assessed as potentially gifted, parents are often presented with a bewildering array of contradictory situations. Teachers, principals, psychologists, reference books and the media may present very different ideas as to the best way to meet the needs of such children. Parents need to be aware of the educational, ideological and political motives which underlie the various viewpoints, and to identify their own motives and aspirations regarding their exceptional children. Teachers need to be aware of these same motives, and of the wider implications for both society and exceptional children, of the programmes they institute, support and undertake. There is disagreement on the best procedure to follow; ideas and programmes from other countries are not always appropriate to New Zealand. By informing themselves more fully, and clarifying their own aims, both parents and educators may be able to better justify claims for fair and appropriate provisions for children with special abilities, and make better use of their limited freedom of choice.
Exploring the Concept of ‘Myth’ with a Group of 10/11 year old Children
Authors: Bolsover Joan L. M. 
Published: January 2012

A description and appraisal of a course during which children and teachers were learning together. It was held at the Language Development Unit, Borough of Croydon, England, in April, 1982. Primary schools were asked to nominate children in the top junior year who were very able in the language arts. Twenty were then selected, an equal number of boys and girls — this number being viable for the small Centre. Pupil's were encouraged to analyse the universal meaning of myths and to transpose various myths into their own culture and context. The aim was to develop collaborative talk and to provide an atmosphere in which pupils would write creatively and develop a deeper understanding of literature.
Improving the Quality of Learning
Authors: Walker George 
Published: January 2012

A mixed 11 to 18 comprehensive school in Hertfordshire is starting to re-examine its learning strategies in order to provide the most flexible systems of learning for pupils of a very wide range of abilities, including many who achieve the highest academic standards. Some basic features of the process of learning including the variety of learning path, pupil-participation in planning, the best use of time, enriching activities and the role of the teacher are all being studied carefully by the staff with the help of some important outside agencies, notably the Open University.
Meeting the Needs of Exceptionally Able Children
Authors: Wallace Belle 
Published: January 2012

Part 1 Part 1 (Volume 1 No 2, 1983) examined the major issues which underlie curriculum extension for exceptionally able pupils. While it is necessary to be concerned with appropriate methods, content and education processes for all children, exceptionally able children require a different pace, depth and breadth of learning experience. Part 2 Part 2 constitutes the present paper and examines the principles which should govern the preparation of curriculum extension materials and discusses various strategies of school organisation which allow curriculum extension to take place. Part 3 Part 3 gives practical examples of curriculum extension activities at infant, junior and secondary levels.
Counselling the Gifted: What we Know, and How it can Help
Authors: Delisle James R. 
Published: January 2012

A new area of emphasis in gifted child education is counselling clever children as regards accepting and using their talents. Several areas of emphasis are involved in counselling the gifted — understanding giftedness, peer relationships, coping with lacklustre school environment — and each of these topics is reviewed. Also, there are linkages between gifted child education and education of youngsters with other special learning needs. This linkage is reviewed and its importance is highlighted. Lastly, there is much we still need to learn about the specific adjustment concerns of the gifted. These areas are listed, and each is then discussed in relation to its importance for improving the attitudes and performance of gifted youngsters.
A School-Based Programme for Gifted and Talented Students
Authors: Washbourne Malcolm 
Published: January 2012

The paper describes curriculum extension projects in science in a senior high school. Individual extension projects are developed from the base of the school curriculum but extend into broader, more unusual areas according to the individual's particular interest. However, concentrating on extension into breadth also necessitates working in depth, and all work progresses on the basis of hypothesis testing and the development of the necessary skills needed to tackle the task. Pupils discuss their intended goals, draw up a plan of action and contract to complete the task. The overall aim of the teacher is to be a guide and to encourage the pupil to develop an autonomous and individual learning programme and style of working.
The Gifted at University
Authors: Willings David 
Published: January 2012

Part I This article examines possible reasons why some teachers and parents feel threatened by gifted children and why some exceptional pupils deliberately under-achieve. There is discussion of the meaning of Creativity in the terms of the defensive, productive, adaptive, elaborative and developmental thinker together with exploration of possible concomitant problems. Part II Too frequently university students are forced to suppress their desire to explore creatively because of the pressure to acquire suitable grades within a set syllabus which too frequently stresses the absorption of factual knowledge rather than the exploration of ideas. Many of the most creative students form the main body of university “drop outs”.
Teaching Creativity — Creatively with Psychosynthesis
Authors: du Pont de Bie Alexis I 
Published: January 2012

The title suggests that creativity is inherently teachable. This author believes that to be so. More important is the argument that the student can achieve an expansion of successful creative problem-solving through the use of psychosynthesis and allied techniques in transpersonal psychology. This paper will discuss the philosophical raison d'être of teaching creativity and examples of a practicum for use in the classroom or work place.
Attempted Suicide and Creative Promise
Authors: Willings David , Arseneault Michael 
Published: January 2012

This article begins by discussing the creative problems of four individuals from four different countries and the problems and pressures which led to their suicide attempts. A proportion of suicide attempts are disguised as accidents and are not recorded in official reports, which results in under-reporting of suicide attempts. In the last twenty years the suicide rate among youths 15–24 years has risen three hundred percent. Suicide is second only to automobile accidents as the leading cause of death of this age group. The creatively gifted are particularly vulnerable to the boredom and depression which accompanies isolation during the adolescent years and earlier. This combined with parents and peers' expectations and the inability to find meaningful career opportunities poses numerous problems for the creatively gifted and often result in the drastic decision that life has no more to offer. It is our contention that suicide attempts among the creatively gifted is the “tip of the iceberg”. We also express our concern for the creatively gifted who have not committed the final telo de se but have first of all stopped being creative and then have stopped living. We suggest that this is a form of suicide.