Ability Grouping, Aspirations, and Attainments: Evidence from the National Educational Longitudinal Study of 1988

1993 ◽  
Vol 62 (3) ◽  
pp. 324 ◽  
Author(s):  
Jomills Henry Braddock ◽  
Marvin P. Dawkins
Keyword(s):  
Longitudinal Study ◽  
Ability Grouping ◽  
National Educational Longitudinal Study

scholarly journals An Evaluation (and Vindication?) of Lewis Terman: What the Father of Gifted Education Can Teach the 21st Century

2018 ◽  
Vol 63 (1) ◽  
pp. 3-21 ◽  
Author(s):  
Russell T. Warne
Keyword(s):  
Longitudinal Study ◽  
21St Century ◽  
Gifted Education ◽  
Ability Grouping ◽  
Large Scale ◽  
Historical Record ◽  
Gifted Identification ◽  
Relevant Today ◽  
The Face ◽  
New Evidence

Lewis Terman is widely seen as the “father of gifted education,” yet his work is controversial. Terman’s “mixed legacy” includes the pioneering work in the creation of intelligence tests, the first large-scale longitudinal study, and the earliest discussions of gifted identification, curriculum, ability grouping, acceleration, and more. However, since the 1950s, Terman has been viewed as a sloppy thinker at best and a racist, sexist, and/or classist at worst. This article explores the most common criticisms of Terman’s legacy: an overemphasis on IQ, support for the meritocracy, and emphasizing genetic explanations for the origin of intelligence differences over environmental ones. Each of these criticisms is justified to some extent by the historical record, and each is relevant today. Frequently overlooked, however, is Terman’s willingness to form a strong opinion based on weak data. The article concludes with a discussion of the important lessons that Terman’s work has for modern educators and psychologists, including his contributions to psychometrics and gifted education, his willingness to modify his opinions in the face of new evidence, and his inventiveness and inclination to experiment. Terman’s legacy is complex, but one that provides insights that can enrich modern researchers and practitioners in these areas.

Do Teachers' Race, Gender, and Ethnicity Matter? Evidence from the National Educational Longitudinal Study of 1988

ILR Review ◽  
1995 ◽  
Vol 48 (3) ◽  
pp. 547-561 ◽  
Author(s):  
Ronald G. Ehrenberg ◽  
Daniel D. Goldhaber ◽  
Dominic J. Brewer
Keyword(s):  
Longitudinal Study ◽  
White Male ◽  
Female Students ◽  
White Female ◽  
Female Teachers ◽  
Subjective Evaluations ◽  
National Educational Longitudinal Study ◽  
Using Data ◽  
White Female Teachers ◽  
Mathematics And Science

Using data from the National Educational Longitudinal Study of 1988 (NELS), the authors find that the match between teachers' race, gender, and ethnicity and those of their students had little association with how much the students learned, but in several instances it seems to have been a significant determinant of teachers' subjective evaluations of their students. For example, test scores of white female students in mathematics and science did not increase more rapidly when the teacher was a white woman than when the teacher was a white man, but white female teachers evaluated their white female students more highly than did white male teachers.

Do Teachers' Race, Gender, and Ethnicity Matter? Evidence from the National Educational Longitudinal Study of 1988

ILR Review ◽  
1995 ◽  
Vol 48 (3) ◽  
pp. 547 ◽  
Author(s):  
Ronald G. Ehrenberg ◽  
Daniel D. Goldhaber ◽  
Dominic J. Brewer
Keyword(s):  
Longitudinal Study ◽  
National Educational Longitudinal Study

scholarly journals Tamanho da escola: qual é o mais efetivo e para quem?.

2002 ◽  
pp. 77 ◽  
Author(s):  
Valerie E. Lee ◽  
Julia B. Smith
Keyword(s):  
Longitudinal Study ◽  
Background Color ◽  
White Space ◽  
National Educational Longitudinal Study ◽  
Normal Word ◽  
Normal Background

<span style="font: 13px/normal verdana, arial; color: #000000; text-transform: none; text-indent: 0px; letter-spacing: normal; word-spacing: 0px; float: none; display: inline !important; white-space: normal; background-color: #ffffff;">Neste estudo investiga-se a relação entre a aprendizagem e o tamanho da escola de nível médio nos E.U.A. Foram estudadas três levas de dados coletados na pesquisa do National Educational Longitudinal Study de 1988 (NELS: 88) e utilizados modelos hierárquicos lineares, com o HLM, para verificar como o desenvolvimento do desempenho dos estudantes em leitura e matemática, durante os anos da escola média, é influenciado pelo tamanho da escola que freqüentam. A pesquisa focalizou três questões centrais: (a) "Que tamanho de escola média é o mais efetivo para a aprendizagem dos alunos?", (b) "Em que tamanho de escola a aprendizagem é distribuída de modo mais eqüitativo?", (c) "São os efeitos do tamanho distribuídos consistentemente por escolas que diferem em sua composição social?" O tamanho da escola tem efeito mais forte sobre a aprendizagem em escolas com concentração de alunos de baixo nível socioeconômico, assim como nas escolas com maior concentração de alunos de minorias sociais. A discussão dos resultados do estudo focaliza implicações relativas à política educacional.</span>

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