scholarly journals Underachievement in Gifted Students: A Case Study of Three College Physics Students in Taiwan

2016 ◽  
Vol 4 (4) ◽  
pp. 688-695 ◽  
Author(s):  
Kuei-Fang Tsai ◽  
Guopeng Fu
Keyword(s):  
Gifted Students ◽  
College Physics ◽  
Physics Students

Radical Subject Acceleration for Gifted Students: One School's Response

2019 ◽  
pp. 29-46
Author(s):  
Kaye Chalwell ◽  
Therese Cumming
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Subject Area ◽  
Lessons Learned ◽  
Gifted Student ◽  
Learning Needs ◽  
Mathematically Gifted ◽  
Support Students ◽  
Insight Into

Radical subject acceleration, or moving students through a subject area faster than is typical, including skipping grades, is a widely accepted approach to support students who are gifted and talented. This is done in order to match the student’s cognitive level and learning needs. This case study explored radical subject acceleration for gifted students by focusing on one school’s response to the learning needs of a ten year old mathematically gifted student. It provides insight into the challenges, accommodations and approach to radical subject acceleration in an Australian school. It explored the processes and decisions made to ensure that a gifted student’s learning needs were met and identified salient issues for radical subject acceleration. Lessons learned from this case study may be helpful for schools considering radical acceleration.

Exploring Bullying: Fifth Graders’ Interpretations and Understandings

2020 ◽  
pp. 016235322097830
Author(s):  
Diane Barone ◽  
Rebecca Barone
Keyword(s):  
Mental Health ◽  
Gifted And Talented ◽  
Fifth Graders ◽  
Gifted Students ◽  
School Personnel ◽  
Fifth Grade ◽  
Descriptive Case Study ◽  
Fixed State ◽  
Talented Students

This study explored understandings shared by fifth-grade gifted students as they read the book Restart, which explores bullying. Students read, created representations, and discussed the text. Grounded by Langer’s stances of envisionment, this descriptive case study analyzed student representations and conversations. Each of the stances was represented with most responses being represented in Stances 1 (getting a sense of the text), 2 (interpreting text), and 4 (analyzing the text). In addition, most students viewed bullies and their behavior as being in a fixed state, which was tied to the perceived power a bully held. The results from this study have implications for teachers who work with gifted and talented students, counselors who work with students in mental health and resilience programs, and the collaboration of these school personnel.

Fostering gifted students in a technical university: BMSTU case study

2021 ◽  
Author(s):  
Sidnyaev Nikolay Ivanovich ◽  
Butenko Iuliia Ivanovna ◽  
Margaryan Tatyana Dmitrievna
Keyword(s):  
Gifted Students ◽  
Technical University

scholarly journals Teaching Process Skills to Pre-Engineers using Situated Learning – A Case Study

2018 ◽  
Vol 8 (5) ◽  
pp. 121
Author(s):  
Pamela A. Maher ◽  
Janelle M. Bailey ◽  
Allan M. Tucka
Keyword(s):  
Undergraduate Students ◽  
Situated Learning ◽  
Public Speaking ◽  
Oral Communication ◽  
Physics Students ◽  
The Public ◽  
Two Year College ◽  
Before And After ◽  
K 12

In this case study, undergraduate students presented physics concepts to patrons at a planetarium. This created an early opportunity for these pre-professionals to practice the process skill of oral communication to a lay audience. The case study resulted from working with students participating in a grant called the da Vinci project. It reports on a situated experience pre-engineering and calculus-based physics students had working with their professor to create a brochure and present a physics concept to patrons visiting a public planetarium. Working closely with their professor, students were able to use this required professional skill in a real world (situated) context. This opportunity helped bridge the gap between these pre-professionals’ experiences in training and in their careers in STEM fields. Thirty students attending a two-year college in the Southwestern US self-selected to participate in the project. Each student participant built a kit-based model of a machine, designed an informational flyer aligned to state K-12 physical science standards, and presented informally to the public visiting a planetarium. Data were collected from the students via written reflections before and after the presentation and from email correspondence with their professor. Qualitative analyses of these reflections assessed the students’ progress toward a finished presentation. Results suggest that obstacles to public speaking fluency come from the fear of making mistakes or giving out misinformation. Opportunities to engage in informal public speaking helped overcome these obstacles. Students demonstrated increased confidence in their ability to share their knowledge with the public after undergoing guided informal speaking practice. The opportunity for students to practice public speaking during their undergraduate training can increase confidence and better prepare them for a career.

The case study: A strategy for gifted students

Roeper Review ◽  
1982 ◽  
Vol 5 (1) ◽  
pp. 22-24
Author(s):  
Edward T. McMahon
Keyword(s):  
Gifted Students

Diagnosing and Remediating Writing Problems of Gifted Students with Language Learning Disabilities

1985 ◽  
Vol 9 (1) ◽  
pp. 25-43 ◽  
Author(s):  
Lenore Ganschow
Keyword(s):  
Learning Disabilities ◽  
Language Learning ◽  
Gifted Students ◽  
Learning Disabled ◽  
Sixth Grader ◽  
Language Learning Disabilities ◽  
Instructional Objectives ◽  
Writing Problems ◽  
The Individual

This article examines an approach to diagnosing and remediating writing problems of gifted students with language learning disabilities. Case studies of a third grader, sixth grader, and college student demonstrate differences in literacy problems among the gifted/learning disabled. An informal tool to diagnose writing problems is described and demonstrated with each case study. An instructional approach which takes into consideration developmental, remedial, and adaptive needs of the individual is examined, and three sample instructional objectives for writing are explored.

Sign in / Sign up

Export Citation Format

Share Document