“A Shock to Study”

2002 ◽  
Vol 14 (1) ◽  
pp. 39-52 ◽  
Author(s):  
Laurence J. Coleman
Keyword(s):  
High School ◽  
High School Students ◽  
Talent Development ◽  
Academic Program ◽  
Academically Talented ◽  
School Students ◽  
Residential High School ◽  
Theoretical Issues ◽  
Academically Gifted

Learning about the experience of living in a state-funded, public residential high school for academically talented children was the purpose of an ethnographic inquiry. Studying and homework dominated the students' lives throughout the year. Eager academically gifted high school students were “shocked” to meet the homework demands of a rigorous academic program. The general story of doing homework is told, as well as four characteristic patterns of adjustment presented as cases of studying in action. Theoretical issues related to talent development are discussed.

scholarly journals Medical career expectations of academically talented high school students: A nationwide cross-sectional study in China

2020 ◽  
Author(s):  
Hongbin Wu ◽  
Leisi Pei ◽  
Shan Li ◽  
Cheng Jiang
Keyword(s):  
High School ◽  
High School Students ◽  
Family Background ◽  
Academically Talented ◽  
School Students ◽  
Career Expectations ◽  
Medical Career ◽  
Talented Students ◽  
Academically Talented Students ◽  
Academic Tests

Abstract Background: Academically talented high school students (ATHSSs), an exceptional cohort, are not well studied for their career expectations, especially for those with medical career expectation (MCE). Nowadays, the public perception of the medical profession is changing in China. The purpose of this study was to answer questions about ‘is medicine attractive for ATHSSs and ‘what factors affect medical career expectations (MCE) for ATHSSs’ in China. Methods: A total of 16,479 representative ATHSSs in senior three completed a questionnaire and four different academic tests. Frequency statistics showed the proportion of ATHSSs with MCE. Unpaired t-tests were performed to find out the differences in demographics, family background, and academic performance between students with and without MCE. The logit models analysis were applied to explore the potential factors that affected the MCE of this exceptional group of students. Results: ATHSSs with MCE accounted for 20.6% (ranking 7/18) of the respondents. They were more likely to be female, came from relatively poorer families, lived in a rural area, and performed significantly worse in all academic tests except for mathematics, compared with those without MCE. In addition, the results revealed that gender (β=-0.436, p<0.01), region of hometown (β=-103, p<0.1), mother’s years of schooling (β=-0.019, p<0.05), and father’s occupational status (β=-0.005, p<0.01) contributed significantly to the MCE of academically talented students. Better performance in mathematics affected the MCE of ATHSSs taking the liberal arts and science tests differently. Conclusions: We found the medical career is becoming unattractive to academically talented students and the medical career may be loosing their aura in China. Students who have medical career expectations are likely to be females and to have a weak family background. We discuss implications for medical education.

Reflections on Experiences at a Residential Science and Math High School: An Alumni Survey

2021 ◽  
pp. 016235322110447
Author(s):  
Hope E. Wilson
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Attainment ◽  
Leadership Positions ◽  
Academically Talented ◽  
School Students ◽  
And Mathematics ◽  
Talented Students ◽  
Academically Talented Students

Residential Science High Schools (RSHS) for academically talented students that focus on science, technology, engineering, and mathematics (STEM) provide opportunities for high school students to accelerate their education. This study examines the results of a retrospective survey from one RSHS, including alumni for more than 20 years after graduation. The results indicate that the alumni have high levels of educational attainment and careers in STEM fields. In addition, the alumni perceive their experiences at the RSHS to have been positive, and that the RSHS prepared them for their educational pursuits, careers, social experiences, and future leadership positions. Finally, although the alumni did report a drop in academic self-concept while they were in the program, this drop did not appear to have an effect on their long-term goals or educational attainment. The implications for this study are to support the use of radical acceleration in the form of residential schools for an educational intervention for academically talented high school students.

A description of a summer institute for academically talented high-school juniors

1962 ◽  
Vol 55 (4) ◽  
pp. 279-280
Author(s):  
Wayne W. Gutzman
Keyword(s):  
High School ◽  
High School Students ◽  
South Dakota ◽  
Summer Institute ◽  
State University ◽  
School Superintendents ◽  
Academically Talented ◽  
School Students ◽  
High School Juniors ◽  
The University

The first institute at the State University of South Dakota was hold in 1958. It was created in response to a request by certain South Dakota high-school superintendents that high-school students of outstanding academic ability be provided an on-campus program to challenge their capabilities. The first institute was attended by eighteen students who paid most of their own expenses. The curriculum for the institute was planned by the Honors Committee of the university and included mathematics and English as the basic subjects.

Inspiring Academically Talented High School Students to Consider Teaching Careers in Urban Schools

2012 ◽  
Vol 44 (4) ◽  
pp. 423-440
Author(s):  
Wanda Brooks ◽  
Girija Kaimal ◽  
Lorraine Savage ◽  
Adele Gonzaga
Keyword(s):  
High School ◽  
High School Students ◽  
Urban Schools ◽  
Academically Talented ◽  
School Students ◽  
Teaching Careers
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