scholarly journals The Influence of the U.S. News and World Report Collegiate Rankings on the Matriculation Decision of High-Ability Students: 1995-2003

2004 ◽  
Author(s):  
Amanda Griffith ◽  
Kevin N. Rask
Keyword(s):  
High Ability ◽  
World Report ◽  
High Ability Students ◽  
The U.S

Are Students Left Behind? The Distributional Effects of the No Child Left Behind Act

2008 ◽  
Vol 3 (2) ◽  
pp. 250-281 ◽  
Author(s):  
John M. Krieg
Keyword(s):  
No Child Left Behind ◽  
Public School ◽  
Panel Data ◽  
School Performance ◽  
Pass Rate ◽  
High Ability ◽  
High Stakes ◽  
Distributional Effects ◽  
Left Behind ◽  
High Ability Students

The No Child Left Behind Act imposes sanctions on schools if the fraction of students demonstrating proficiency on a high-stakes test falls below a statewide pass rate. While the motivation behind this system is improved public school performance, it also provides incentives for schools to focus educational resources on the marginal student rather than those on the tails of the ability distribution. Using statewide, student-level panel data, students on the tails of the ability distribution, especially high-ability students, are demonstrated to score below expectations if their school is in danger from No Child Left Behind sanctions.

Helping High Ability Students Overcome Math Anxiety through Bibliotherapy

1997 ◽  
Vol 8 (4) ◽  
pp. 164-178 ◽  
Author(s):  
Thomas P. Hébert ◽  
Joseph M. Furner
Keyword(s):  
Secondary Students ◽  
Math Anxiety ◽  
Lesson Plan ◽  
Mathematics Learning ◽  
Critical Role ◽  
High Ability ◽  
Negative Attitudes ◽  
Affective Factors ◽  
High Ability Students ◽  
Learning And Instruction

Affective factors play a critical role in mathematics learning and instruction. Evidence of negative attitudes and high levels of anxiety toward mathematics is abundant. Since math anxiety is widespread and the need for the understanding of mathematics is critical to success in school, secondary teachers need practical classroom strategies to use to relieve these anxious feelings in their high ability students. Bibliotherapy is one such strategy through which secondary students may gain helpful insights to deal with their math anxiety. The article provides a lesson plan featuring Math Curse and then suggests available literature dealing with math anxiety.

scholarly journals Profil Kemampuan Koneksi Matematis Mahasiswa Calon Guru dalam Menyelesaikan Masalah Matematika Berdasarkan Taksonomi Solo

2020 ◽  
Vol 13 (1) ◽  
pp. 17-33
Author(s):  
Risma Firda Diana
Keyword(s):  
Mathematical Problem ◽  
High Ability ◽  
Education Students ◽  
Solo Taxonomy ◽  
Interview Guide ◽  
High Ability Students ◽  
Teacher Education Students ◽  
Descriptive Method ◽  
Mathematical Connection ◽  
Research Show

This research aims to describe profil of preservice teacher’s mathematical connection ability in solving mathematical problem based on SOLO taxonomy. The approach of this research is qualitative with descriptive method. Respondent in this research is 29 Madrasah Ibtidaiyah Teacher Education students STAI Al-Fithrah Surabaya. This research uses mathematical connection test and  interview guide to collect data. The result of this research show that the  average mathematical connection ability of high-ability students is 85% with a very good category and that is at the level of multistructural to relational, the  average mathematical connection ability of medium-ability students is 50,5% with enough category and that is at the level of unistructural to multistructural, and  the  average mathematical connection ability of low-ability students is 16% with a very low category and that is at the level of pre-structural until unistructural level.

scholarly journals An enrichment program for students with high intellectual ability: Positive effects on school adaptation

Comunicar ◽  
2019 ◽  
Vol 27 (60) ◽  
pp. 39-48 ◽  
Author(s):  
Ramón García-Perales ◽  
Leandro-S. Almeida
Keyword(s):  
Gifted Students ◽  
Intellectual Ability ◽  
High Ability ◽  
Enrichment Programs ◽  
Positive Effects ◽  
Intellectual Capacity ◽  
Enrichment Program ◽  
Attention To Diversity ◽  
Talented Students ◽  
High Ability Students

This article notes the low rate of highly talented or gifted students formally identified in Spain compared to international benchmarks. These students are not properly identified, so a lack of specific educational responses for these highly talented students is also expected. Trying to counteract this trend, this article presents an enrichment program imparted to a group of students with high intellectual abilities during the academic year 2017/18 over three weekly sessions during school hours, where emerging technologies were an important key in how it was delivered. The experimental design included an experimental group of high ability students and two control groups, one consisting of students with high abilities who did not receive specific educational responses and another consisting of a group of regular schoolchildren in terms of abilities. The results showed that the implementation of specific educational responses improved children’s levels of adaptation and in some cases, their school performance. These data are discussed in an attempt to recommend enrichment programs integrated into the classroom as an appropriate educational response to gifted or high ability students. Attention to diversity of all students in the classroom is possible, for example by resorting to ICT, increasing the educational inclusion of students with high intellectual capacity. Este trabajo apunta la reducida tasa de alumnado con características de superdotación o altas capacidades identificados formalmente en España tomando los referenciales internacionales. Este alumnado no es debidamente identificado, entonces también se anticipa la falta de respuestas educativas específicas para estos escolares con altas capacidades. Intentando contrariar esta tendencia, este artículo presenta un programa de enriquecimiento aplicado a un grupo de alumnos y alumnas con altas capacidades intelectuales durante el curso académico de 2017/18 a lo largo de tres sesiones semanales en horario escolar y donde las tecnologías emergentes tienen una importancia clave en el desarrollo del mismo. En el plano experimental, se tomó un grupo experimental de escolares con altas capacidades y dos grupos de control, uno conformado por alumnado con altas capacidades que no reciben respuestas educativas específicas y otro constituido por un grupo de escolares regulares en términos de capacidades. Los resultados muestran que la implementación de respuestas educativas específicas mejora los niveles de adaptación infantil y, en algunos casos, su rendimiento escolar. Se discuten estos datos en una tentativa de recomendación de programas de enriquecimiento integrados en las clases como respuesta educativa apropiada a los escolares con superdotación o altas capacidades. La atención a la diversidad de todo el alumnado en las aulas es posible, por ejemplo, recurriendo a las TIC, favoreciendo la inclusión educativa del alumnado con altas capacidades.

scholarly journals ANALISIS KEMAMPUAN MENELAAH DAN MEREVISI TEKS DESKRIPSI

2019 ◽  
Vol 10 (1) ◽  
pp. 16
Author(s):  
Sri Maryani ◽  
Bq Desi Milandari ◽  
Murti Sari Dewi
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
High Ability ◽  
Observation Methods ◽  
Quantitative Descriptive ◽  
High Ability Students ◽  
Descriptive Method ◽  
Low Ability

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan kemampuan menelaah dan merevisi teks deskripsi pada siswa kelas VII SMP. Objek dalam penelitian ini berjumlah 29 siswa. Metode pengumpulan data dalam peneltian ini terdiri dari metode observasi, metode tugas, dan metode dokumentasi. Analisis data menggunakan metode deskriptif kuantitatif dan hasil analisisnya disajikan dalam bentuk angka dan dijelaskan dalam suatu uraian dengan rumus Penilaian Acuan Patokan (PAP). Berdasarkan hasil penelitian maka diperoleh kesimpulan bahwa kemampuan menelaah dan merevisi teks deskripsi pada siswa tergolong normal, dengan rincian 41% siswa berkemampuan tinggi, 59% siswa berkemampuan sedang, 0% berkemampuan rendah, dan diperoleh IPK 65 yang berkisar antara 55 sampai dengan 65.Abstract: This study aims to describe the ability to review and revise the description text in class VII SMP students. The objects in this study were 29 students. The method of data collection in this study consisted of observation methods, task methods, and documentation methods. Data analysis uses quantitative descriptive method and the results of the analysis are presented in numerical form and explained in a description using the Standard Reference Assessment (PAP) formula. Based on the results of the study, it can be concluded that the ability to review and revise the description text in students is classified as normal, with the details 41% of high-ability students, 59% of students with moderate ability, 0% of low ability, and 65 GPA which ranges from 55 to 65.

Sign in / Sign up

Export Citation Format

Share Document