scholarly journals Enrichment and Gifted Education Pedagogy to Develop Talents, Gifts, and Creative Productivity

2021 ◽  
Vol 11 (10) ◽  
pp. 615
Author(s):  
Sally M. Reis ◽  
Sara Jane Renzulli ◽  
Joseph S. Renzulli
Keyword(s):  
Instructional Strategies ◽  
School Counselors ◽  
Gifted Education ◽  
Learning Opportunities ◽  
Project Based Learning ◽  
Positive Outcomes ◽  
Academically Talented ◽  
Pedagogical Strategies ◽  
Creative Productivity ◽  
Different Types

Providing challenging and engaging learning opportunities is one way to motivate students to learn. In this article, we discuss the contributions of the gifted education field to the development of enrichment pedagogy and identify several different types of these engaging instructional strategies, including interest-based learning pedagogy, differentiation and curriculum compacting, project-based learning, open-ended choice, and the application of creative productivity to students learning. We identify this specialized pedagogy and give examples of how these exciting pedagogical strategies can be implemented in classrooms and by enrichment specialists and school counselors, both for academically talented and for all students. We conclude with a brief overview of research that demonstrates longitudinal benefits for students who are exposed to this type of teaching, suggesting positive outcomes.

scholarly journals Occupational burnout following the first wave of coronavirus disease at a Welsh district general hospital

2021 ◽  
pp. 175114372110100
Author(s):  
Gayathri Chinnappa Srinivas ◽  
Anwen Whitham ◽  
Rachel Rouse ◽  
Vincent Hamlyn ◽  
Matthew Williams
Keyword(s):  
Health Care Professionals ◽  
Response Rate ◽  
District General Hospital ◽  
Learning Opportunities ◽  
Direct Patient Care ◽  
Protective Equipment ◽  
Positive Outcomes ◽  
Occupational Burnout ◽  
Staff Burnout ◽  
The Impact

A survey was conducted to identify the prevalence of occupational burnout amongst health care professionals caring for COVID-19 patients in the Intensive Care Unit (ICU) of a Welsh hospital. The response rate was 79%. Nurses and other staff reassigned to work in the ICU had higher levels of burnout. Working in Personal Protective Equipment was most distressing, followed by direct patient care. There were positive outcomes including learning opportunities, professional development and job satisfaction. The impact of the pandemic on staff burnout may have been mitigated by acknowledging the contribution of staff, improving communication and encouraging them to access support.

Leaders’ Negotiation of Teacher Evaluation Policy in Immigrant-Serving Schools

2021 ◽  
pp. 089590482110156
Author(s):  
Reva Jaffe-Walter ◽  
Adriana Villavicencio
Keyword(s):  
Teacher Evaluation ◽  
English Learners ◽  
Professional Growth ◽  
Collective Responsibility ◽  
Learning Opportunities ◽  
Unintended Consequences ◽  
Positive Outcomes ◽  
Institutional Practices ◽  
Teacher Evaluation Policy ◽  
Evaluation Policies

This paper examines how school leaders working within schools serving immigrant English Learners negotiate teacher evaluation policies, including how they influence compliance with mandated policies, communicate those policies to teachers, and guide implementation within their professional communities. We explore how a leader in a school with positive outcomes negotiates external policies to support authentic professional growth and maximize learning opportunities for immigrant ELs. In addition, we draw on data from a comparison school that also serves a high proportion of ELs, but where policies have been enacted in ways that focus on compliance, increase anxiety, and add little value to EL students. In doing so, we show how leaders can mitigate the unintended consequences of mandated policies by addressing teachers’ uncertainty and anxieties, while reaffirming humanizing institutional practices that honor the local knowledge of teachers and deepen teachers’ collective responsibility for immigrant youth.

scholarly journals Why don’t (or do) organizations learn from projects?

2010 ◽  
Vol 41 (3) ◽  
pp. 325-344 ◽  
Author(s):  
Jacky Swan ◽  
Harry Scarbrough ◽  
Sue Newell
Keyword(s):  
Organizational Learning ◽  
Empirical Study ◽  
Organizational Context ◽  
Learning Transfer ◽  
Project Based Learning ◽  
Learning Mechanisms ◽  
Organizational Contexts ◽  
Different Types ◽  
Management Capabilities ◽  
Innovation And Change

Many different types of organizations use projects to accomplish specific tasks, especially tasks that involve innovation and change. However, there are often problems associated with both learning within projects and learning transfer from projects to the wider organization. Previous research suggests that these problems vary according to the organizational context, in particular the extent to which the organization is centred on the delivery of projects. Also, the link between project-based learning and organizational learning may be far from seamless, and may require the deployment of a range of learning mechanisms to be effective. In this article we explore and explain these problems through an empirical study which examined project-based learning across different organizational contexts. This study highlights the limitations of learning mechanisms based on reflection and codification. It suggests that firms generally only learn from projects, if at all, via the accumulation of experience amongst groups and individuals. The study suggests, however, that the accumulation of experience is most pronounced in organizational contexts which are project centred and where project management capabilities are well developed. In contrast, in organizations where projects are more varied and occasional, the struggle to exploit the highly heterogeneous forms of learning created within projects is greater.

Envisioning a New Foundation for Gifted Education: Evolving Complexity Theory (ECT) of Talent Development

2017 ◽  
Vol 61 (3) ◽  
pp. 172-182 ◽  
Author(s):  
David Yun Dai
Keyword(s):  
Complexity Theory ◽  
Gifted Education ◽  
Adaptive System ◽  
Talent Development ◽  
Social Processes ◽  
Future Research ◽  
Research And Practice ◽  
Four Dimensions ◽  
Creative Productivity ◽  
Education Needs

This article presents a new theory of talent development, evolving complexity theory (ECT), in the context of the changing theoretical directions as well as the landscape of gifted education. I argue that gifted education needs a new foundation that provides a broad psychosocial basis than what the notion of giftedness can afford. A focus on talent development rather than giftedness should be based on a theory of talent development that is truly developmental, treating the developing person as an open, dynamic, and adaptive system, changing oneself adaptively while interacting with environmental opportunities and challenges. To introduce ECT, I first delineate the meaning and significance of four dimensions or “parameters” of talent development undergirding this new theory: domain, person, development, and culture. I then describe how ECT explicates the developmental processes and transitions as the result of human adaptations to environmental opportunities and challenges. More specifically, ECT uses the constructs of characteristic and maximal adaptation to elucidate how domain, person, development, and culture jointly shape a particular line of talent development, and how cognitive, affective, and social processes interact to push and sustain a critical transition from characteristic adaptation to maximal adaptation, eventually leading to high-caliber performance and creative productivity. I finally discuss the theoretical contributions and practical utilities of ECT for future research and practice.

Exploring School Counselors’ Motivations to Work with LGBTQQI Students in Schools: A Q Methodology Study

2017 ◽  
Vol 20 (1a) ◽  
pp. 1096-2409-20.1a ◽  
Author(s):  
Kristopher M. Goodrich
Keyword(s):  
Professional Development ◽  
School Counselors ◽  
Q Methodology ◽  
National Sample ◽  
Different Types

This study surveyed a national sample of school counselors who were members of ASCA to understand what motivated their work, or not, with lesbian, gay, bisexual, transgender, queer, questioning, and intersex (LGBTQQI) students in school. The author implemented Q methodology to collect and analyze the data, and results provide scholars and professional development providers with an understanding of how they might be able to motivate different types of school counselors to work with LGBTQQI students.

scholarly journals The Value of Relevant, Project-Based Learning to Youth Development

2013 ◽  
Vol 8 (1) ◽  
pp. 65-71 ◽  
Author(s):  
Kerry Schwartz ◽  
Darcy Tessman ◽  
Daniel McDonald
Keyword(s):  
Youth Development ◽  
Positive Impact ◽  
Learning Experience ◽  
Real Life ◽  
Learning Opportunities ◽  
Project Based Learning ◽  
Learning Goals ◽  
Community Members ◽  
Community Projects ◽  
Relevant Community

Project Based Learning models present authentic learning opportunities with real-life situations, enabling students to set their own learning goals and forge their own relationships (Barab, et al., 2001). The autonomy inherent in this model allows youth to bring their skills and experiences to real situations and to be seen as valued community members. This article describes a project-based learning model involving “externs,” who developed and implemented sustainability projects in their communities. Externs worked with Cooperative Extension professionals on locally relevant community projects during the summer of 2011 in three Arizona counties. The project based learning experience had a positive impact on the lives of our three externs.

scholarly journals Influences of Peer Assessment Types on Performance and Students’ Perspectives on Online Peer Assessment

2020 ◽  
Vol 8 (2) ◽  
pp. 43
Author(s):  
Ren-Yu Liao ◽  
Ching-Tao Chang ◽  
Chun-Ying Chen
Keyword(s):  
Peer Assessment ◽  
Peer Feedback ◽  
Project Performance ◽  
Project Based Learning ◽  
Group Project ◽  
Introductory Course ◽  
Confounding Variables ◽  
Different Types ◽  
Professional Assessment ◽  
Online Peer Assessment

This paper reports on a study involving the design of online peer assessment (PA) activities to support university students’ small-group project-based learning in an introductory course. The study aimed to investigate the influences of different types of PA in terms of the rubric (quantitative ratings), peer feedback (qualitative comments) and hybrid (a combination of the rubric and peer feedback) on students’ project performance, and to explore further students’ perspectives on online PA. The quantitative findings suggested that (a) students in the hybrid condition likely had better project performance than those in the peer feedback condition did, and (b) students in the rubric condition could perform equally well as those in both of the hybrid and peer feedback conditions. The qualitative findings suggested that besides types of assessment, other possible confounding variables that might affect performance included perceived learning benefits, professional assessment, acceptance, and the online PA system.

scholarly journals Evaluating Youth Programs: An Overview of Practitioner Led Evaluations

2010 ◽  
Vol 5 (1) ◽  
pp. 112-117
Author(s):  
Mat D. Duerden ◽  
Peter A. Witt
Keyword(s):  
Program Evaluation ◽  
Youth Programs ◽  
Positive Development ◽  
Positive Outcomes ◽  
Program Logic ◽  
Evaluation Strategy ◽  
Logic Models ◽  
Different Types ◽  
Key Issues

Youth programs are prime contexts for the intentional facilitation of positive development. However, not all youth programs achieve positive outcomes equally. In order to promote the identification and dissemination of the characteristics and processes of effective youth programs, increased focus needs to be given to program evaluation. This article briefly reviews the main tenets of evaluation science in order to provide practitioners a roadmap for conducting their own evaluations. This includes an overview of different types of evaluations and key issues to consider when constructing an evaluation strategy such as targeting outcomes and developing program logic models.

scholarly journals Ultrasonography-guided sialolithotomy and stricture dilations of the major salivary glands: a preliminary study

2021 ◽  
Vol 21 (86) ◽  
pp. e237-e243
Author(s):  
Kaan Orhan ◽  
◽  
Poyzan Bozkurt ◽  
Zeynep Serap Berktaş ◽  
Mehmet Hakan Kurt ◽  
...  
Keyword(s):  
Patient Satisfaction ◽  
Positive Outcomes ◽  
Case Description ◽  
Analog Scale ◽  
Pain Scores ◽  
Different Types ◽  
Preliminary Study ◽  
Duct Stricture ◽  
Ultrasonography Guidance

Aim of the study: The present preliminary study aims to evaluate the possible positive outcomes of ultrasonography-guided sialolithotomies and duct stricture dilations utilizing stone retrieval baskets and guide wires. Case description: A total of 6 cases in an ongoing study (4 cases of sialolithiasis and 2 cases of duct strictures with intraluminal adhesion) were analyzed. All sialoliths were <5 mm in diameter. Stone removals and duct dilations were performed under ultrasonography guidance with two different types of linear probes. Edema measurements were carried out, and the area of edema was evaluated via the echogenicity changes. Patient satisfaction was also evaluated by the patients themselves using a Visual Analog Scale questionnaire on postoperative day 0, and on days 1, 2, and 3. Conclusions: There were no postoperative complications, and mouth openings returned to normal at 7-day follow-up. The pain scores decreased after 6 hours, and pain subsided completely after 12 hours in all the patients. Edema also resolved gradually after the operation. The patient satisfaction levels were high.

INDIVIDUAL BEHAVIORS AS MOTIVATION, TASK COMMITMENT, AND LEADERSHIP EXHIBITED BY SCIENCE GIFTED STUDENTS AT SCIENCE GIFTED EDUCATION CENTER AND ITS IMPLICATIONS FOR DIFFERENTIATED INSTRUCTION

2019 ◽  
Author(s):  
Hae-Ae Seo ◽  
◽  
Jae-Ho Sim ◽  
Keyword(s):  
Differentiated Instruction ◽  
Instructional Strategies ◽  
Gifted Education ◽  
Student Leadership ◽  
Gifted Students ◽  
Behavioral Characteristics ◽  
Individual Behaviors ◽  
Enrichment Program ◽  
Task Commitment

The research aimed to explore characteristics of individual behaviors as motivation, task commitment, and leadership exhibited by science gifted students at enrichment program in science gifted education center. Results showed that motivation was highest at introduction stage, but decreased as lessons progressed. Task commitment and leadership tended to increase from planning and conducting stages. Leadership was highest at discussion stage. Each student exhibited different sequences of behavioral characteristics along lesson stages. It was called for planning individually differentiated instructional strategies. Keywords: individual behavioral characteristics, science gifted students, student leadership, task commitment.

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