DOCSLIB.ORG

Information to Users

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Information to Users INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely afreet reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University Microfilms International A Bell & Howell Information Company 300 North Z eeb Road. Ann Arbor.Ml 48106-1346 USA 313/761-4700 800/521-0600 Order Number 9505244 Young children’s acceptance of the gifted label Lai, Tsuei-Yuan, Ph.D. The Ohio State University, 1994 UMI 300 N. ZeebRd. Ann Arbor, MI 48106 YOUNG CHILDREN'S ACCEPTANCE OF GIFTED LABEL DISSERTATION Presented in partial fulfillment of the requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Tsuei-yuan Lai, B.A. M. A. * * * * * The Ohio State University 1994 Dissertation Committee: Approved by James L. Collins, Ph. D. William E. Loadman, Ph. D. Raymond H. Swassing, Ed. D. Adviser College of Education To my parents, my sisters, brother, and my husband Eric, for their love and support ACKNOWLEDGEMENTS The author wishes to express sincere appreciation to her advisor Dr. Raymond H. Swassing for his unrelenting assistance and time commitment throughout the course of this project. In addition, I would like to thank Dr. Ann Robinson of University of Arkansas at Little Rock for providing her questionnaire to me and Dr. Wu-Ten Wu of National Taiwan Normal University for helping me do my research in Taiwan. The author would also like to acknowledge the contributions of Dr. Swassing, Dr. William E. Loadman, Dr. James L. Collins, Dr. Elsie J. Alberty, and Dr. Rosemary Bolig in the development of my knowledge and skills in the area of gifted education. Thanks also go to my friends Min-hsu Juan and Shuo-hsu Ho, for their assistance in assessment of the data in this study. VITA April 23, 1964............... Born - Taichung, Taiwan 1989 B.A. Providence University, Taichung, Taiwan 1991 M.A. The Ohio State University FIELD OF STUDY Major Field: Education Studies in Gifted Education & Early Childhood Education TABLE OF CONTENTS DEDICATION......................................... ii ACKNOWLEDGEMENTS................................... iii VITA............................................... iv LIST OF TABLES..................................... vii LIST OF FIGURES.................................... x CHAPTER PAGE I. INTRODUCTION............................... 1 Purpose of Gifted Labeling................. 1 Issues Concerning Early Labeling........... 2 Statement of Problem ................ 4 Definition of Terms........................ 5 Research Hypotheses........................ 6 II. REVIEW OF THE LITERATURE................... 8 Definition of Gifted and Talented.......... 8 Identification of the gifted and Talented... 14 Gifted Education in Taiwan................. 22 Geographical and Political Background.. 22 Historical Background................. 23 History of Gifted Education........... 23 Definition of Gifted and Talented 24 Identification........................ 24 Support System........................ 27 Program Design........................ 29 Teacher Training...................... 30 Resources Provided.................... 30 Students' Enrichment and Acceleration.. 31 Program Evaluation and Research....... 34 Facing Problems....................... 34 Perspective........................... 37 Conclusion............................ 37 Labeling Framework......................... 38 The Effects of Gifted Labeling............. 40 v III. METHOD..................................... 43 Subjects................................... 43 Instrument................................. 49 Data Collection Procedures................. 49 Pilot Study................................ 51 Data Analysis.............................. 51 Validity and Reliability................... 55 Statistical Analysis....................... 55 IV. RESULTS.................................... 57 Analysis on Likert Scale Items............. 57 Analysis on Open-Ended Items............... 113 V. DISCUSSION................................. 124 Findings.......................... 125 Limitation of Study........................ 131 Directions for Future Research............. 132 Summary.................................... 133 LIST OF REFERENCES................................... 138 APPENDICES A. QUESTIONNAIRE................................. 145 B. QUESTIONNAIRE (CHINESE)...................... 149 C. LETTER TO PRINCIPAL AND TEACHER............. 152 D. LETTER TO PRINCIPAL AND TEACHER (CHINESE) 154 E. CONSENT FORM................................. 157 F. CONSENT FORM (CHINESE)....................... 159 G. QUESTIONNAIRE INSTRUCTION SHEET............. 161 H. QUESTIONNAIRE INSTRUCTION SHEET............. 163 I. PERMISSION OF USING QUESTIONNAIRE............ 165 vi LIST OF TABLES TABLE PAGE 1. Means and Standard Deviations for Question Number One by Groups........................... 58 2. Three-Way ANOVA on Question Number One by Gender, Grade and School....................... 60 3. Means and Standard Deviations for Question Number Two by Groups........................... 61 4. Three-Way ANOVA on Question Number Two by Gender, Grade and School....................... 62 5. Table of Question Number One by Question Number Two..................................... 64 6. Means and Standard Deviations for Question Number Three by Groups......................... 66 7. Table of Question Number One by Question Number Three................................... 68 8. Means and Standard Deviations for Question Number Four by Groups.......................... 70 9. Two-Way ANOVA on Question Number Four by Gender and Gifted Area......................... 71 10. Three-Way ANOVA on Question Number Four by Gender, Grade and School....................... 72 11. Table of Question Number One by Question Number Four ................................... 74 12. Means and Standard Deviations for Question Number Five by Groups.......................... 7 6 13. Two-Way ANOVA on Question Number Five by Gender and Gifted Area......................... 77 vii 14. Table of Question Number One by Question Number Five.................................... 78 15. Means and Standard Deviations for Question Number Six by Groups........................... 80 16. Three-Way ANOVA on Question Number Six by Gender, Grade and School....................... 82 17. Table of Question Number One by Question Number Six..................................... 83 18. Means and Standard Deviations for Question Number Seven by Groups.......... 85 19. One-Way ANOVA on Question Number Seven by Gender......................................... 86 20. One-Way ANOVA on Question Number Seven by Grade. 87 21. One-Way ANOVA on Question Number Seven by Gifted Area.................................... 87 22. One-Way ANOVA on Question Number Seven by School......................................... 88 23. Table of Question Number One by Question Number Seven................................... 89 24. Means and Standard Deviations for Question Number Eight by Groups......................... 91 25. Three-Way ANOVA on Question Number Eight by Gender, Grade and School....................... 93 26. Table of Question Number One by Question Number Eight................................... 94 27. Means and Standard Deviations for Question Number Nine by Groups.......................... 96 28. Three-Way ANOVA on Question Number Nine by Gender, Grade and School....................... 98 viii 29. Table of Question Number One by Question Number Nine.................................... 99 30. Means and Standard Deviations for Question Number Ten by Groups........................... 101 31. Three-Way ANOVA on Question Number Ten by Gender, Grade and School...................... 102 32. Table of Question Number One by Question Number Ten..................................... 103 33. Means and Standard Deviations for Question Number Eleven by Groups........................ 105 34. Three-Way ANOVA on Question Number Eleven by Gender, Grade and School........................ 107 35. Table of Question Number One by Question Number Eleven.................................. 108 36. Means and Standard Deviations for Question Number Twelve by Groups......................... 110 37. Table of Question Number One by Question Number Twelve.................................. 112 ix I LIST OF FIGURES FIGURES PAGE 1. Screening Procedures for gifted
Load more

Recommended publications
  • PHLF News Publication
    Protecting the Places that Make Pittsburgh Home Pittsburgh History & Landmarks Foundation Nonprofit Org. 1 Station Square, Suite 450 U. S. Postage Pittsburgh, PA 15219-1134 PAID www.phlf.org Pittsburgh, PA Address Service Requested Permit No. 598 PHLF News Published for the members of the Pittsburgh History & Landmarks Foundation No. 160 April 2001 Landmarks Launches Rural In this issue: 4 Preservation Program Landmarks Announces Its Gift Annuity Program Farms in Allegheny County—some Lucille C. Tooke Donates vent non-agricultural development. with historic houses, barns, and scenic Any loss in market value incurred by 10 views—are rapidly disappearing. In Historic Farm Landmarks in the resale of the property their place is urban sprawl: malls, Through a charitable could be offset by the eventual proceeds The Lives of Two North Side tract housing, golf courses, and high- remainder unitrust of the CRUT. Landmarks ways. According to information from (CRUT), long-time On December 21, 2000, Landmarks the U. S. Department of Agriculture, member Lucille C. succeeded in buying the 64-acre Hidden only 116 full-time farms remained in Tooke has made it Valley Farm from the CRUT. Mrs. Tooke 12 Allegheny County in 1997. possible for Landmarks is enjoying her retirement in Chambers- Revisiting Thornburg to acquire its first farm burg, PA and her three daughters are property, the 64-acre Hidden Valley excited about having saved the family Farm on Old State Road in Pine homestead. Landmarks is now in the 19 Township. The property includes a process of selling the protected property. Variety is the Spice of Streets house of 1835 that was awarded a “I believe Landmarks was the answer Or, Be Careful of Single-Minded Planning Historic Landmark plaque in 1979.
    [Show full text]
  • TITLE STANDARDS October 10, 2019 10305 ICLE: State Bar Series
    TITLE STANDARDS October 10, 2019 10305 ICLE: State Bar Series Thursday, October 10, 2019 TITLE STANDARDS 6 CLE Hours Including 1 Ethics Hour | 1 Professionalism Hour Copyright © 2019 by the Institute of Continuing Legal Education of the State Bar of Georgia. All rights reserved. Printed in the United States of America. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form by any means, electronic, mechanical photocopying, recording, or otherwise, without the prior written permission of ICLE. The Institute of Continuing Legal Education’s publications are intended to provide current and accurate information on designated subject matter. They are off ered as an aid to practicing attorneys to help them maintain professional competence with the understanding that the publisher is not rendering legal, accounting, or other professional advice. Attorneys should not rely solely on ICLE publications. Attorneys should research original and current sources of authority and take any other measures that are necessary and appropriate to ensure that they are in compliance with the pertinent rules of professional conduct for their jurisdiction. ICLE gratefully acknowledges the eff orts of the faculty in the preparation of this publication and the presentation of information on their designated subjects at the seminar. The opinions expressed by the faculty in their papers and presentations are their own and do not necessarily refl ect the opinions of the Institute of Continuing Legal Education, its offi cers, or employees. The faculty is not engaged in rendering legal or other professional advice and this publication is not a substitute for the advice of an attorney.
    [Show full text]
  • The Gifted Child in the Intermediate Grades
    Eastern Illinois University The Keep Masters Theses Student Theses & Publications 1956 The iG fted Child in the Intermediate Grades Nelle Phillips Eastern Illinois State College Recommended Citation Phillips, Nelle, "The iG fted Child in the Intermediate Grades" (1956). Masters Theses. 4563. https://thekeep.eiu.edu/theses/4563 This Dissertation/Thesis is brought to you for free and open access by the Student Theses & Publications at The Keep. It has been accepted for inclusion in Masters Theses by an authorized administrator of The Keep. For more information, please contact [email protected]. THE GIFI'ED CHil..D IN THE INTERMEDIATE GRADES ; � ' A Substantial Paper written in Par tial Fulfillment ot the Requirements for the Degree Master of Science in Education at Eastern Illinois State College by Nelle Phillips -- July 1956 TABLE 0 F CONTENTS CHAPTER PAGE :roRWORD • • • • • • • • • • • • • • • • • • • • • • • • • ii I. THE GIFl'ED•-IN RETROSPECT • • • • • • • • • • • • • l II. DEFINITIONS OF GIFI'EDNESS AND METHODS OF SELECTION BY THE SCHOOL • • • • • • • • • • • • • I+ III. PROBLEMS 0 F THE G IFl'ED • • • • • • • • • • • • • • 12 IV. CURRICULUM ADJUSTMENTS • • • • • • • • • • • • • • 21 Acceleration • • • • • • • • • • • • • • • • . 21 Segregation • • • • • • • • • • • • • • • • • • • 27 " Enrichment • • • • . • • • • • • • • • • • • • • • 32 V. SOME RECOMMENDED SOLUTIONS IN THE LOCAL SITUATION • • • • • • • • • • • • • • • • • • • • )6 BIBLIOGRAPHY • • • • • • • • • • • • • • • • • . .. 43 FOREWORD Education of the gi�ed is a major problem facing America today. The potent ialities of these children constitut e our country's greatest source of future leadership, yet they are the neglected children in our schools today. Much has been done, even within our own school unit to further the cause of the retarded , through good testing programs and the establishment of an Educable Mentally Handicapped Room. We know to what degree these children are retard ed but in most cases we can only estimat e the degree of acceleration of the gifted.
    [Show full text]
  • Celebrating 10 Years! COMIC-CON 2017 the GUIDE
    ¢ No.9 50 JULY SAN DIEGO SAN DIEGO 2017 COMIC-CON COMIC-CON 48-page anniversary edition! SURVIVAL GUIDE THEGUIDE Celebrating 10 years! COMIC-CON 2017 THE GUIDE TABLE OF CONTENTS Introduction ........................................................................................3 Marvel Heroes ....................................................................................4 Superhero Showdown .......................................................................8 Legends of DC .....................................................................................9 That Was a Comic Book? ................................................................10 Click Picks Comics ...........................................................................12 Heroes & Villains ..............................................................................14 You Know, For Kids! .........................................................................15 Comic-Con Exclusives .....................................................................17 Flights of Fantasy .............................................................................19 Level Up! ............................................................................................20 How to Speak Geek ..........................................................................21 In a Galaxy Far, Far Away ...............................................................26 The Final Frontier .............................................................................27 Invasion! ............................................................................................28
    [Show full text]
  • Guiding the Gifted Reader. ERIC Digest #E481
    ED321486 1990-00-00 Guiding the Gifted Reader. ERIC Digest #E481. ERIC Development Team www.eric.ed.gov Table of Contents If you're viewing this document online, you can click any of the topics below to link directly to that section. Guiding the Gifted Reader. ERIC Digest #E481. 1 CHARACTERISTICS OF THE GIFTED CHILD AS READER 2 READING AND INTELLECTUAL DEVELOPMENT 2 PROMOTING INTELLECTUAL DEVELOPMENT THROUGH BOOKS LITERATURE AND EMOTIONAL DEVELOPMENT 4 PROMOTING EMOTIONAL DEVELOPMENT THROUGH BOOKS 4 REFERENCES 5 ERIC Digests ERIC Identifier: ED321486 Publication Date: 1990-00-00 Author: Halsted, Judith Wynn Source: ERIC Clearinghouse on Handicapped and Gifted Children Reston VA. Guiding the Gifted Reader. ERIC Digest #E481. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC Educators are voicing concerns regarding the place of literature in the classroom, calling for the use of literature to supplement basal readers in the elementary curriculum and raising questions about the knowledge base of senior high students in literature and history (Ravitch & Finn, 1987). Meanwhile, school systems are expanding their offerings ED321486 1990-00-00 Guiding the Gifted Reader. ERIC Digest #E481. Page 1 of 6 www.eric.ed.gov ERIC Custom Transformations Team for gifted students. At the confluence of these trends stands the gifted student, whose particular reading requirements teachers, librarians, and both reading consultants and consultants in gifted and talented education attempt to meet. These professionals face the perplexing questions of how to offer challenging reading to gifted students, how to guide their reading, and how to know what books to recommend to them or their parents.
    [Show full text]
  • Female Representation in TV: the Case of the Superhero Genre
    Thesis: Female Representation in TV: the case of the superhero genre Eftychia Misailidou Master’s Programme in Media and Communication Studies: Culture, Collaborative Media, and Creative Industries Supervisor: Margareta Melin 2018/19 Submission date: Word count: 10.593 1 Table of Contents 1. Introduction .................................................................................................................................................... 3 2. Literature Review ............................................................................................................................................ 4 2. 1. The Social Problem ..................................................................................................................................... 4 2.2. The constructionist approach to representation and the need to investigate current culture ..................... 5 2.3. Stages of representation by Cedric Clark .................................................................................................... 6 2.4. Feminist Media Theory ............................................................................................................................... 7 2.4.1. The Gaze ................................................................................................................................................... 7 2.4.2. The Female Gaze ...................................................................................................................................... 8 2.5 Previous Research ......................................................................................................................................
    [Show full text]
  • The Gifted Child
    1 The Gifted Child INTRODUCTION Go get a piece of paper. Now, write down the name of someone whose gifts, talents, abilities, intellect, and contributions you admire. It can be a famous person, a dead person, a person who made a difference in your personal life. Now, here is the question for you: How well did that person do in school? Did she get 100% on spelling tests each week? Did he graduate at the top of the class? Did she get an A on that science fair project? Did he go to an Ivy League university? Perhaps you aren’t sure. The person I most admire didn’t even finish high school. He was viewed by his teachers as lacking in imagination. He came from a family where his father was very strict and oppressive. As an adult, he had a drinking problem and was a chain smoker. Many of the people who worked for him felt he was a very diffi - cult boss who was brutal in his criticism of their work. On the upside, he was a great father and husband. He was generous, often taking no salary so that his employees could be paid. Have you guessed the person I most admire? It’s Walt Disney. The point of this exercise is to remind us at the outset that giftedness is not always about school performance. School is such a small part of the lives of our gifted students; their minds often are else - where. Some gifted students might not be good students but they could be excellent scholars.
    [Show full text]
  • S Q X W W X А V А
    RETRO7 Cover UK 09/08/2004 12:20 PM Page 1 ❙❋❙P✄❍❇N❋❙ ❉PNNP❊P❙❋•❚❋❍❇•❖❏❖❋❖❊P•❇❇❙❏•❚❏❖❉M❇❏❙•❇❉P❙❖•& NP❙❋ * ❏❚❚❋✄❚❋❋❖ * ❙❋❙P✄❍❇N❋❙ £5.99 UK • $13.95 Aus $27.70 NZ ISSUE SEVEN I❋✄❇❇❙❏✄❚✄G❇N❏M ◗P❋❙✄❏IP✄I❋✄◗❙❏❉❋? ❉M❇❚❚❏❉✄❍❇N❏❖❍✄❋◗P✄L I❋✄❚IP✄& ❏❚✄❚❇❙✎✄N❇I❋✄❚N❏I ❉P❏❖✏P◗✄❉P❖❋❙❚❏P❖❚ I❏❉I✄IPN❋✄❋❙❚❏P❖✄❇❚✄❈❋❚? ◗M❚✄MP❇❊❚✄NP❙❋✢ I❋✄M❋❋M✄ ❚P❙✄❉P❖❏❖❋❊✎✄ L❋❏I✄❉❇N◗❈❋MM9✎ ❚✄❊❋❚❋❙✄❏❚M❇❖❊✄❊❏❚❉❚ >SYNTAX ERROR! >MISSING COVERDISC? <CONSULT NEWSAGENT> & ❇❙❉❇❊❋✄I❖✄◗❊❇❋ 007 Untitled-1 1 1/9/06 12:55:47 RETRO7 Intro/Hello 11/08/2004 9:36 PM Page 3 hello <EDITORIAL> >10 PRINT "hello" Editor = >20 GOTO 10 Martyn Carroll >RUN ([email protected]) Staff Writer = Shaun Bebbington ([email protected]) Art Editor = Mat Mabe Additonal Design = Roy Birch + Da Beast + Craig Chubb Sub Editors = Rachel White + Katie Hallam Contributors = Richard Burton + David Crookes Jason Darby + Richard Davey Paul Drury + Ant Cooke Andrew Fisher + Richard Hewison Alan Martin + Robert Mellor Craig Vaughan + Iain "Plonker" Warde <PUBLISHING & ADVERTISING> Operations Manager = Debbie Whitham Group Sales & Marketing Manager = Tony Allen hello Advertising Sales = Linda Henry elcome to another horseshit”, there must be a others that we are keeping up Accounts Manager = installment in the Retro thousand Retro Gamer readers our sleeves for now. We’ve also Karen Battrick WGamer saga. I’d like to who disagree. Outnumbered and managed to secure some quality Circulation Manager = Steve Hobbs start by saying a big hello to all outgunned, my friend. coverdisc content, so there’s Marketing Manager = of those who attended the Classic Anyway, back to the show.
    [Show full text]
  • The Gifted Introvert
    The Gifted Introvert By Lesley K Sword, Director, Gifted & Creative Services Australia Pty Ltd © 2000 Western civilisation today is dominated by the extravert viewpoint. This is because extraverts outnumber introverts 3 to 1, are more vocal than introverts and are more understandable than introverts. However, while introverts are a minority group in society, they form the majority of gifted people. Moreover, it appears that introversion increases with intelligence so that more than 75% of people with an IQ above 160 are introverted. Introversion and extraversion are personality types: two complementary ways of operating in the world. The extravert's main interests are with the outer world of people and things while the introvert is more involved in the inner world of concepts and ideas. People have both introversion and extraversion in their personalities and so are not limited either to the inner world or the outer world. But they have a natural preference for either introversion or extraversion rather like a preference for right or left handedness. People show a preference for the world in which they operate best, their inner world or the outer world. The preference can be slight or quite marked. This ordinary human behaviour can not be labelled right or wrong, nor can one way be judged better or worse than the other. Introversion is a way of operating in which a person is more comfortable in their own inner world and draws strength from it. Well developed introverts can deal competently with the world around them when necessary, but they do their best work inside their heads, in reflection.
    [Show full text]
  • Egrove.Olemiss.Edu/Etd
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by eGrove (Univ. of Mississippi) University of Mississippi eGrove Electronic Theses and Dissertations Graduate School 2011 An Examination of the Attitudes and Actions of Regular Classroom and Gifted Teachers Toward Differentiating for Gifted Learners Involved in a Pullout Gifted Program Melissa Nicole Logan Follow this and additional works at: https://egrove.olemiss.edu/etd Part of the Gifted Education Commons Recommended Citation Logan, Melissa Nicole, "An Examination of the Attitudes and Actions of Regular Classroom and Gifted Teachers Toward Differentiating for Gifted Learners Involved in a Pullout Gifted Program" (2011). Electronic Theses and Dissertations. 180. https://egrove.olemiss.edu/etd/180 This Dissertation is brought to you for free and open access by the Graduate School at eGrove. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of eGrove. For more information, please contact [email protected]. AN EXAMINATION OF ATTITUDES AND ACTIONS OF REGULAR CLASSROOM AND GIFTED TEACHERS TOWARD DIFFERENTIATING FOR GIFTED LEARNERS INVOLVED IN A PULLOUT GIFTED PROGRAM A Dissertation Presented in fulfillment of requirements for the Degree of Doctor of Education in the Department of Education The University of Mississippi by MELISSA N. LOGAN August 2011 Copyright Melissa N. Logan 2011 ALL RIGHTS RESERVED ABSTRACT Bridging the gap in student performance has changed the teaching practice in classrooms across America. Educators have the responsibility to teach all learners. There is a need for instruction to be tailored to boost the higher-level achievers and balance the gaps.
    [Show full text]
  • Teaching Gifted and Talented Students for Today and Tomorrow Lamar University Dorothy Sisk 1
    TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED Volume XXIV Issue 2 Member. National Association for Gifted Children (NAGC) Teaching Gifted and SPRING 2004 Talented Students for TEACHERS OF THE GIFTED Today and Tomorrow Dorothy Sisk Teaching Gifted and Talented Students for Today and Tomorrow Lamar University Dorothy Sisk 1 What does education often do? It makes a straight-cut From the President ditch ofafree meandering brook. Judy Bridges 3 - Henry David Thoreau nmost texts on Executive Director's Update education of gifted Jay Mcintire 4 students. there is usually a list of characteristicsI of effective teachers of Courageous and Conscious Teaching the gifted. and Renzulli (\980) over thirty years ago Diane Montgomery 5 questioned this practice. and suggested that educators focus on teacher behaviors; and I would suggest that l.eadership Development Program Fulfill we focus on student-teacher interaction. Gifted Gifted Students' Need students absorb information best when they discover Monica Florida 7 it themselves and make it their own. As educators. we have an obligation to support individual student paths to knowledge. and not to restrict meandering On Autonomy and Difforentiation approaches to learning (Alpert. 2003). Many gifted Tina Forester 9 students have a meandering approach to learning. and teachers who are willing to support this approach can co-create "rich tasks" with their gifted students. What the Research Says About Teacher Characteristics Perkins (1992) suggests three criteria to guide the Susan K. Johnsen development of rich tasks: I) Does the task focus on a Krys Goree discipline? 2) Does it provide connections to a real­ 20 world context? and.
    [Show full text]
  • Making Gay Sense of the X-Men William Earnest
    11-Brummett-45412.qxd 10/16/2007 3:01 PM Page 215 11 Making Gay Sense of the X-Men William Earnest idway through X2: X-Men United, young Bobby Drake and his fellow M mutants pay a surprise visit to his conservative, upper middle-class family. The scene depicts a rite of passage for many teenagers living in the mutant-fearing America of the film, announcing to your family that you’re one of “those” people—special, different, mutated. Because mutation is a pressing social issue in the X-Men’s world, the disclosure of one’s “mutancy” is not to be taken lightly. After all, it’s a condition that is misunderstood and feared by the general population. Mutants who go public risk everything from being rejected by family to political and social marginalization to physical violence. This scene will seem familiar to many audience members, particularly those who have been in such “guess-what?” meetings before. These moments happen all the time in our world and play out much like the Drake family’s drama. Our pressing social issue isn’t mutation, of course, but sexual difference. The rhetori- cal setting, however—the situation, the characters, and so on—is the same in the film as it is for us; it’s the rhetorical equivalent of a gay, lesbian, or bisexual teenager’s “coming out” ritual.1 Like most rhetorical genres, the coming out ritual tends to follow certain conventions, to look and to sound a certain way, and this one goes by the book (Hart 121–22).
    [Show full text]