Abstract The paper defines the Gifted and TalentedEducation (GATE) program as one which provides challenging curriculum and instruction to gifted and talented students, who are capable of a higher achievement level than that of other students. The paper discusses how GATE is applied to special needs and non-English speaking students. It describes the identification process, the testing procedure and the factors which inhibit these procedures such as language, economical and environmental problems. The paper explores how GATE is taught to children and the advantages and disadvantages of this program.
From the Paper "The students themselves may have problems with pull out programs as well. Socialization problems in GATE students may arise when they are removed form the classroom setting. When pulling students from the classroom, their peers may feel resentment. The GATE students may lose the "group" feeling of the classroom, causing possible behavioral and negative learning problems. However, by keeping students in the classroom, GATE students can better understand and accept their learning differences, and can still feel a part of the group. They learn leadership by "tutoring" those students who may not learn as fast (Webb, 1994)."
Tags: State, Department, Education, physical, impairments, Wechsler, test, National, Association, for, Gifted, Children
Looks at the internal and external influences on the state of being gifted, the controversies of Gifted and TalentedEducation (GATE) programs, and the resulting implications for instruction.
Abstract This paper examines a wide range of the issues associated with giftededucation. It looks at the gifted programs available, the criticisms of these programs, the difficulties faced by children deemed to be gifted, some of the factors that may affect gifted children, and some of the more promising options and strategies available for working with gifted children.
From the Paper "Gifted education programs, often referred to as GATE (gifted and talented education), range from providing accommodations within the regular classroom to clustering all of the gifted students into a tracked program. Many are surprised to learn that gifted education programs fall under the special education umbrella. It is designed to meet the special needs of a specific group that, in spite of their innate talents, often flounder in the regular classroom. However, some argue that gifted programs siphon the top performers from the other classrooms, leaving the regular programs devoid of positive role models. The argument continues that while the gifted students receive extra funding, enriched curriculum, and the best teachers, the regular program students are stuck with watered down curriculum and low expectations. This brings us to the classic nature versus nurture question on what sets apart a gifted child from a "regular" child. Educators must understand the internal and external influences on the state of being gifted and the resulting implications for instruction."
Abstract This paper presents a detailed examination of gifted and talentededucation for minority students. The writer explores the screening process for gifted and talented programs and the various problems that screening process causes when it comes to locating and educating minority students. The writer also explores the societal mindsets and the urban areas that play a part in the overlooking of minority gifted students. The bulk of the exploration is done with a literature review on previous studies, research and decisions regarding the screening and education of minority gifted students.
From the Paper "Each day across the nation millions of students sit in classrooms and are educated. The classrooms contain a large number of students and the lessons are designed and geared to reach the largest students in each setting. This means that for the most part the lessons are aimed at the average intellect and average abilities student. Within the context of these students there are a few students in each group who are above average in ability and in intellect. These students are often recognized because of their advanced thought process, their advanced abilities and their thinking outside of the box. Students who meet a pre-set criteria in certain areas are labeled as gifted or gifted and talented. Gifted and talented screening varies across the nation but in many cases it includes standardized testing to decide who meets the criteria and who does not. The students who are screened are sometimes chosen by teachers or administrators. Other times they are located because parents have requested a screening. In recent history there has been some focus on whether or not the screening techniques pass over qualified gifted minority students. Through the use of research and studies it appears that the screening process used for the gifted and talented education criteria in American schools negatively affects minority student populations."
Abstract This paper explorers the technique for educatinggifted (GATE) students both in special and regular classrooms. It shows how classroom teachers strive to provide the best situation for each individual student under time constraints and limited resources. The paper argues that programs for GATE students are inadequate and an attempt needs to be made to utilize the techniques available to provide a better learning environment for all students.
From the Paper "Aside from the social development and staffing problems associated with educating GATE students in the regular classroom, GATE students present specific challenges for the regular classroom teacher as well. GATE students often complete regular classroom assignments more quickly than the regular student population, leaving them copious amounts of time. In addition, GATE students often require more depth of knowledge than is included in the standard classroom curriculum. They often grasp a small detail of a larger subject and explore it in great depth. They require a challenge or they may become easily bored with the regular classroom setting and curriculum (Burke, 2002). This can lead to behavioral problems or underachievement due to the lack of stimulation."
Abstract This paper examines the education system resources for gifted and talented children. The paper states that these children are often the most neglected population in the classroom, and are expected to independently develop academically. The author writes about the often emotional torment of the gifted child, and the need for training and coaching these children as would be done for a child with athletic talent.
From the Paper "Gifted and talented, in the past as well as the present, are the ones who have received the least attention as far as education is concerned. The teachers and ones who are responsible for preparing the education system take it for granted that children with exceptional gifts will just develop academically on their own. A gifted child or adult, whether creative, athletic or intelligent, sometimes intimidate authorities who are to educate or supervise them as well as people on their own level which is one of the reasons their resources are the most overlooked, and they lack the skills and knowledge in order for them to achieve their full potential. "
Abstract This paper examines the responsibility of educators to provide gifted students with special attention. However, the author also states that all students should be provided the opportunity to be educated in a community where their talents and potential can be recognized and nurtured. The paper provides research-based considerations which support an educational philosophy that fosters the innate curiosity of not only gifted middle-school science students but all students. The author contends that these considerations on the part of the teacher will help enable and inspire students to organize content knowledge, make observations, evaluate evidence, think critically, solve problems, apply knowledge within multiple contexts, work as team members and clearly communicate ideas.
Outline:
Abstract
Introduction
What Is Science?
How Scientists Do Science
No Child Left Behind And Gifted Students
Preparing Students For A World Of Change
Case Studies
Case #1 - Albert Einstein
The Pestalozzi Method Of Instruction - Its Impact On Einstein
Case #2 - Charles Darwin
Darwin's Mentor
Findings From The Case Studies Of Einstein And Darwin
The Gifted Student: Reconsidered
Science And Learning
Science Learning And Teachers
Conclusions/Implications
Bibliography
From the Paper "As future doctors, geneticists, geologists, meteorologists, ecologists, and astronomers, young science students have the potential to improve their lives and gain personal satisfaction from a clear understanding of natural phenomena and its magnificence. Even those students who do not pursue scientific professions are in a position to make a great global difference by applying their scientific knowledge to voting practices and decisions as consumers. Therefore, science instructors should be responsible for ensuring that students gain a sufficient understanding of science necessary to make responsible decisions as voters and consumers and ultimately support innovative and analytical thought related to discovery. With this, it is the responsibility of teachers to recognize and address the talent that exists in their classrooms and to ensure that instruction fosters in students a desire to continue to learn and contribute to the world of science."
Abstract This paper examines all aspects of being a gifted learner in Ontario Canada. The paper explains that depending on how one interprets the purposes of education, what is discussed as giftedness in Ontario education may need revision. The paper also points out that matters of identifying the gifted child should center on the child genuinely hampered by general classes, and when giftedness is identified consideration should be made as to whether the child wants to be streamed towards a gifted program or not. The paper concludes that the numbers of children identified as gifted do prefer to remain in the mainstream and have no objection to their experiences of being different or more advanced. The students enjoy positive relations with peers, and attend to other aspects of their development beyond the scholastic achievement that tends to preoccupy adults.
From the Paper "Such 'gifted' tendencies as showing impatience, diverse interests, faster learning than other students or having a 'zany sense of humour' may not always indicate the outstanding potential that Weber & Bennett assert. (2004) Listed traits nearly all refer to the extroverted child, so that an alert reader questions how many perhaps strongly gifted children are missed who manifest a withdrawn and serious manner, shyness, a failure to speak out in class, some difficulty in learning class materials but other abilities at high level. Perhaps every reader can think of a person considered average or even challenged, later given IQ testing and found to be in the 99th percentile. Weber & Bennett's stereotype of giftedness, moreover, does not fit well with children from cultures valuing fine manners, a solemn attitude towards education, and a lack of North American outspokenness that may be mistaken for intelligence or aptitude for school."
Abstract The paper attempts to shed light on the factors that have made Bill Gates the ideal leader. The paper labels Gates as a visionary, a natural entrepreneur with marketing talent, as well as a leader who pays attention to innovation. The paper also discusses how Gates is extremely organized and empowers employees to compete among themselves and create results. The paper relates that while he has been criticized for his controlling nature, Gates has led Microsoft to be one of the most successful companies on the planet, and has reached the position of becoming the world's richest man.
From the Paper "Bill Gates was born on October 28, 1955, in Seattle Washington. His father is a Seattle attorney, and his mother was a schoolteacher and eventually the chairwoman of the philanthropic group United Way International. Gates attended public school in Seattle, and then attended the private Lakeside School, where he first discovered his love for computers when he was only 13. Gates attended Harvard, but never graduated. Instead, his love of computers grew, and he developed a new version of the BASIC computer language while he was still attending the school. Gates left Harvard in his junior year to devote his time to Microsoft, the company he and friend Paul Allen first developed in 1975. Devoted to developing software for the Personal Computer (PC) market, Microsoft has been a success almost ever since, and many believe it is largely due to Gates' leadership and foresight into the computer market (Editors, 2007)."
Abstract This paper examines how research shows that teachers' attitudes toward, and understanding of, gifted students play a pivotal role in turning gifts into talent. It looks at how although earlier research found that most Australian teachers shared the wider community belief that gifted students would succeed with little assistance, more recent studies reveal that there is widespread cause for concern because of the ignorance and negativity that exists in both pre-service and in-service teachers attitudes right across Australia.
Outline:
Bad Teacher Year = Underachiever
The Most Disadvantaged of Special Needs Groups
Smart Kids Will Work it Out For Themselves
Change Your Attitude
Conclusions
From the Paper "Whilst many agree that the recognition and nurturing of gifted students should fall to teachers (Braggett 1994; Collins 2001; Clark 2002 cited in Lassig 2003; Gross MacLeod, Drummond and Merrick 2001), alarmingly, research reveals both preservice and inservice teachers prefer "average" students over gifted ones (Carrington and Bailey 2000; Lassig 2003). This though contradicts teachers' claims, in some studies (Gallagher 2007), that their motivation to teach was the pleasure of teaching students who want to learn. With such disparity, gifted students may experience "bad teacher years" which contribute to underachievement (Lewis and Milton 2005; Davis and Rimm 1998; Gross 2001a; Whitmore 1980)."
Abstract This paper discusses reason's role in childhood educational development. It particularly focuses on the views expressed by Thomas Aquinas and Aristotle. The paper then describes the writer's reactions to these views. It also looks at the ways in which she, as an assistant in a class for talented and gifted students, has developed her own educational philosophy with regards to reason's role in education.
From the Paper "My mentors and role models, both from childhood as a young student and from my adult student career, set the stage for my passion for education. Bad teachers as well as good inspired in me the desire to rise to greatness within my chosen profession. As Aristotle notes in the Nichomachean Ethics, we must strive for excellence, for perfection, in all our endeavors. Perfection is crafted by reason, and reason is in turn perfected by practice and honest self-reflection. I have not yet developed a career that would enable me to reflect on my performance has an educator. As a trainee, however, I have strived to exercise all mental and physical faculties "in accordance with excellence or virtue," as Aristotle advises (p. 14). Mundane as my tasks may seem as a teacher-in-training, I imbue them with pride and enthusiasm."
Abstract This paper presents an examination of the gifted child. The paper explores characteristics of gifted children, family structure and environment. The paper also takes a look at the differences between a gifted child and a non gifted child.
Outline:
Introduction
The Label
Characteristics of Gifted Children
Differences
Environment
Social Interaction
Education Conclusion
From the Paper "Consistently demonstrated characteristics of a gifted child included early verbal skills, curiosity beyond that of his or her peers, early interest in books, whether or not the child began reading early, he or she would insist on being read to often.Gifted children also demonstrate leadership skills, empathy beyond that of their peers, highly developed sense of humor and the understanding of abstract ideas at an earlier age than expected."
"The gifted label can at times place an increased pressure on the child as teachers and parents begin to expect above average performances in many areas of life. It is important to understand that a child can be gifted in one academic area while not in others, or can be gifted in many areas but not be motivated to skip grades or over achieve. Working to understand the child as an individual will allow the child to grow and develop within his or her gifted label without hurting that child's self esteem."
Abstract This paper begins with a general definition of gifted children. The paper focuses on the three main reasons for under-representation of children of minority groups namely, African-Americans and Hispanics. The author concludes by suggesting future research on the topic and offers an opinion on the direction such education should take.
Table of Contents:
Introduction
Vygotsky's Social-Historical Theory
Socioeconomics and Gifted Children
Referral of Minority Students to Gifted Programs Based on Ethnicity
Flaws in Identification of Gifted Minority Students
Future Research and Applied Direction
References
From the Paper "This is an extremely fascinating topic that has far-reaching educational implications. Since 1924, only 2% of the more than 4000 articles written about gifted and talented students were about gifted students from culturally and linguistically diverse backgrounds (Elhoweris, Mutua, Alsheikh, Holloway, 2005). With alarming statistics that show the under-representation of minority groups by as much as 50% in gifted programs, further research in this area is required to fully grasp the implications of this under-representation and to make suitable policy recommendations. As the United States becomes increasingly diverse, this trend of under-representation of the brightest minority students cannot continue since it violates basic rights of these students as citizens of the United States. "
Abstract The research proposed in this work centers on the Middle Eastern organization's preparedness or lack of preparedness in addressing the growing problem of a talent shortage evidenced in countries throughout the world. While some countries have proactively prepared for the talent shortage in the workforce, others have not and this seems to be the case in countries in the Middle East. This work proposes research in this area among a sampling of human resource executives in Middle Eastern organizations in the attempt to assess what can and should be done to address the talent shortage problem. An extensive review of literature finds that government and organizations must align with schools and educational institution to promote training and education in order to turnout a higher-skilled and higher-educated workforce for the future.
Outline:
Introduction
Purpose of the Study
Research Questions
Significance of the Study
Methodology
Literature Review
Findings of the Study
Recommendations for Future Research
From the Paper "These salary increases however, are primarily at the lower level skills particularly those that are noted to be in the 25 to 50% range with higher level skills employee salary growing within the normal 10 to 12% range over the past decade. Competition for skilled labor is stated to be: "...intense as countries push ahead with ambitious economic development plans..." and this is a time of great opportunities for executives "to shape company decisions and have a tangible impact as compared to larger firms." (Iran International, 2007) One factor spoken of in this same report is what is termed to be: "...the sub-continental pull." One point made in this report is that if companies are to retain employees they must join the movement of offering "timely career opportunities" as well as becoming "much more responsive with their policies towards remuneration and reward in order to attack and retain the most talented professionals." (Ibid) The report concludes by stating that companies need to put talent management and employee development at the top of their corporate priority."
Abstract The paper researches the origin and meaning of the seven gates of Jerusalem that are still in use, namely, the Damascus Gate, the Dung Gate, Zion Gate, Lion's Gate, Jaffa Gate, Gate of Flowers and the New Gate. The paper focuses on when the various gates were built and the historical significance of the gates and thus demonstrates that the history of the seven gates of Jerusalem is meaningful to the ancient city.
Outline:
Introduction
History of the seven gates Damascus Gate Dung Gate Zion Gate Lion's Gate (St. Stephen's Gate/Gate of the Pillar)
Jaffa Gate (Hebron Gate)
Herod's Gate (Gate of Flowers)
New Gate
From the Paper "There were originally 11 gates of Jerusalem at the current time only seven of these gates are in use. The gates were built. The names of the seven gates that are still in use are the Damascus Gate, the dung Gate, Zion Gate, Lion's gate, Jaffa Gate, Gate of Flowers and the New Gate. The remaining four gates that are closed includes the Golden gate, the single gate, the double gate and the Huldah gate. For the purposes of the discussion we will focus on the seven gates that are still open.
"To better understand the location of the gates it is essential to know that Jerusalem is divided into four main quarters the Armenian quarter, the Jewish quarter, the Muslim quarter and the Christian quarter."
Tags: Damascus, Dung, Zion, Lion, Jaffa, Flowers, New, Gate
The paper reviews six articles which appeared in various published texts to show how special needs for individuals are catered for in the educational field.
1,455 words (approx. 5.8 pages), 6 sources, 2002, $ 48.95
Abstract A review of six published texts to show how the special needs of individuals are treated in the field of education. Each article looks at special needs from a different angle and shows how this topic is covered by the media in America today.
The subjects and their texts reviewed are:
Individuals with Emotional/Behavioral Disorders (?Supreme Court: Private schooling for "Confinement" Does not Qualify for District Funding.? Special Education News);
Individuals with Hearing Impairments (?Online Literacy Project Targets Kids with Hearing Disabilities.? Special Education News);
Understanding Depression/Suicide (Pierson, T. ?Suicide: Questions Most Frequently Asked.? Suicide Awareness Voices of Education, 1996);
Gifted Individuals (Berger, S. & Winebrenner, S. ?Providing Curriculum Alternatives To Motivate Gifted Students.?);
The Law and Disability (?Bush Calls Education 'Civil Rights Issue of our Time'? CNN.com)
Individuals with Learning Disabilities ( ?Adult Learning Disabilities - Moving beyond Humiliation.? CNN.com)
From the Paper "This article describes statements made by President George Bush about education including that education is ?the great civil rights issue of our time.? Bush describes his plan to make changes to education in America. The focus is especially on children with learning difficulties with Bush being quoted as saying ?we must have high expectations for children who are more difficult to teach or who have fallen behind.?
Bush describes a plan increasing funding for the Individuals with Disabilities Education Act (IDEA), a federal program that aids disadvantaged schoolchildren and also recognizes that schools cannot meet the high costs associated with providing education to children with disabilities."
