Experimental Programs: A summer mathematics training program for high-ability secondary-school students

1962 ◽  
Vol 55 (4) ◽  
pp. 276-278
Author(s):  
Clifford Bell
Keyword(s):  
Secondary School ◽  
Direct Contact ◽  
National Science Foundation ◽  
Secondary School Students ◽  
Training Programs ◽  
High Ability ◽  
School Students ◽  
The Past ◽  
National Science ◽  
Basic Objective

For the past three years the National Science Foundation has supported summer training programs in science, mathematics, and engineering for high-ability secondary- school students. The basic objective for these programs has been “to bring outstanding students into direct contact with college teachers and research scientists of recognized competence” so that these students may be inspired to gain an understanding in science beyond that usually acquired in the high school.

Experimental Programs: A summer mathematics program for high-ability secondary-school students

1962 ◽  
Vol 55 (5) ◽  
pp. 369-376
Author(s):  
Alfons J. van der Linder
Keyword(s):  
Secondary School ◽  
New England ◽  
National Science Foundation ◽  
Secondary School Students ◽  
High Ability ◽  
School Students ◽  
Mathematics Courses ◽  
Secondary School Mathematics ◽  
National Science ◽  
Mathematics Program

At a time when the change in approach (and to some extent, the content) of secondary-school mathematics courses was hitting the curriculum with a dramatic impact, Assumption College in Worcester, Massachusetts, always eager to improve upon the traditional, was one of the first colleges to cater to youngsters gifted in the field. The National Science Foundation sponsored this effort with a substantial grant for the summer of 1959. Forty boys, primarily from the New England area, participated in this first program.

Dimensions of Summer Science Training Programs as Reflected by their Participants

1966 ◽  
Vol 18 (1) ◽  
pp. 67-73
Author(s):  
C. J. Bartlett ◽  
Harold A. Edgerton
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Training Program ◽  
Secondary School Students ◽  
Training Programs ◽  
School Students ◽  
Follow Up Study ◽  
National Science ◽  
Science Training

As par: of a 1963 follow-up study of participants in the National Science Foundation's 1960 Summer Science Training Program for secondary school students, characteristics of the program, as reflected by the questionnaire responses of the participants, were subjected to factor analysis. Responses to 57 items from the questionnaire were judged relevant to the study and were organized to reflect the post SSTP experience and career development of participants in 134 programs. Twelve factors emerged from the analysis.

scholarly journals Dimensions of Creativity in Secondary School High-Ability Students

2021 ◽  
Author(s):  
Núria Arís Redó ◽  
Mª Ángeles Millán Gutiérrez ◽  
José-Diego Vargas Cano
Keyword(s):  
Secondary School ◽  
Significant Relationship ◽  
Creative Thinking ◽  
Secondary School Students ◽  
High Ability ◽  
School Students ◽  
Scientific Creativity ◽  
Future Studies ◽  
Teaching Learning ◽  
High Ability Students

Abstract: Abstract: The objective of this article is to analyze the dimensions of creativity concerning students with high abilities. Firstly a review of the most relevant scientific contributions on creativity is carried out. Next the dimensions of creativity in secondary school students who have been previously identified as high- ability students are analyzed. Those abilities associated to di-vergent thinking were assessed by means of the Torrance Test of Creative Thinking [19]. The flu-ency, flexibility and originality dimensions were assessed with the Scientific-Creative Thinking Test (TPCC, [7]). The results obtained evidence that high-ability students achieve greater scores in both the figurative creativity and scientific-creativity dimensions. A significant relationship between creativity and high ability can therefore be established. This study is of an exploratory nature and the results obtained contribute to develop future studies in application of its findings in the teaching-learning process..

scholarly journals EXPLORING LOWER-SECONDARY SCHOOL STUDENTS’ IMAGES AND OPINIONS OF THE BIOLOGIST

2017 ◽  
Vol 16 (6) ◽  
pp. 855-872
Author(s):  
Daihu Yang ◽  
Minghui Zhou
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Biological Activities ◽  
Biology Education ◽  
Lower Secondary School ◽  
Previous Approach ◽  
School Students ◽  
Research School ◽  
The Past ◽  
Educational Implications

In the past decades much research on the image of the scientist has been conducted, but the image of the specific scientist who does biological work, namely, the biologist, is under researched. Without this aspect of research school biology education may operate nowhere near to promoting the growth of students’ appropriate image of the biologist. Drawing on previous approach, this research presents students’ images of the biologist by administering a Draw Biologist Test (DBT) to 121 lower-secondary school students from the 7th, 8th and 9th grades. Findings indicate that when compared with the images elsewhere, the lower-secondary school students exhibit similar patterns regarding gender, teamwork and general attitude, but tend to include more descriptors of white lab coat, tidy hairstyle, microscope, other ethnicities, serious looking, practical activities and indoor contexts, fewer descriptors of knowledge and technology symbols and less gloomy side of biological work. It is suggested that school biology education should mitigate the gendered image of the biologist, duly expose students to more theoretical and outdoor biological activities, value cooperation and collaboration as well as transform students’ positive attitude into future engagements. Key words: lower-secondary school, Draw Biologist Test, image of biologist, educational implications.

scholarly journals Assessing the Correlation Between Academic Self-Concept and Mathematics Achievement in Secondary Schools in Nairobi County, Kenya

2019 ◽  
Vol 8 (3) ◽  
pp. 102
Author(s):  
Priscilla Gachigi Njoki ◽  
Dakota King-White ◽  
Theresia Kinai ◽  
Edward Kigen
Keyword(s):  
Mathematics Achievement ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Simple Random Sampling ◽  
Self Concept ◽  
Average Score ◽  
School Students ◽  
The Past ◽  
And Mathematics

Students in Kenya have been performing poorly in mathematics in both primary and secondary schools, with the majority of the students scoring below average. The purpose of this study was to explore the extent to which academic self-concept correlates with mathematics achievement of secondary school students in Nairobi County. The study targeted 9,641 Form 3 students in public secondary schools that had registered students for Kenya Certificate of Secondary Education examinations for the past three years. A sample of 500 respondents was drawn using stratified and simple random sampling. A questionnaire that included items from the Academic Self-Concept Questionnaire was used to measure academic self-concept. The average score in mathematics for three consecutive terms was used as the mathematics achievement for each participant. The results from the study showed that academic self-concept positively and significantly predicted mathematics achievement. Based on findings, this article includes recommendations on effective ways that teachers, parents, and other stakeholders can help increase students’ academic self-concept and boost students’ mathematics achievement.

Selection criteria vs. performance in high-ability secondary-school student programs

1962 ◽  
Vol 55 (5) ◽  
pp. 381-384
Author(s):  
John J. Chapman
Keyword(s):  
Secondary School ◽  
Selection Criteria ◽  
Secondary School Students ◽  
Secondary School Student ◽  
Achievement Tests ◽  
Intelligence Tests ◽  
High Ability ◽  
School Students ◽  
Background Material

Do you have a program in progress for high-ability secondary-school students? If so, how will you select the participants? How can you evaluate the background material with which you are provided? How much weight will you place on transcripts of grades, intelligence tests, achievement tests, and glowing testimonials?

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