This article critique summarizes the research article “A Complex Quest: The Development and Research of Underachievement Interventions for Gifted Students ” by Rubenstein, Siegle, Reis, Mccoach, and Burton (2012), which discusses two studies done with gifted students to decrease underachievement and increase goal-reaching and academic achievement. This critique focuses exclusively on the first study discussed in the research article, and also includes the strengths and limitations of the article, as well as the future implications of the study.
Underachievement in Gifted Students
The research article begins with an acknowledgement that gifted and talented students are prone to academic underachievement, despite having
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Within the description of the study, the authors included limitations of the work, recognizing that it wasn’t perfect and had weaknesses to be corrected in the next study discussed. The studies were based in strong prior research, with a clear goal, and using the Academic Orientation Model, which is well-researched and documented. They implemented not just one technique, but instead formulated five different interventions to get the best and most accurate information. They also continually got student and teacher feedback, and when they realized that some teachers had a misunderstanding of the intervention, they provided corrective feedback and explained the rationale behind each …show more content…
Additionally, surveying the students, teaching them self-regulation, and assessing their individual areas of the AOM that could be increased is a strategy that could be used across the board, not just for gifted students. The research now shows that these interventions may work well for students who do not value academic goals; who have strong skills academically but no drive to make good grades. If a teacher has students who fit this criteria, applying the OAM and the intervention strategies may be very beneficial. Additionally, the study showed that teaching underachieving gifted students study skills, time management techniques, and test-taking strategies did not statistically increase their academics. Therefore, this could be useful to teachers when prioritizing their efforts, proving that more time should be spent on self-regulation and helping students in areas they are struggling in, over study
"A motivational problem is not always easy to define, although teachers usually have no trouble recognizing it: The unmotivated student is the one whose attitude toward schoolwork screams, "I don't care!" " Shore continues by saying that the only motivation expressed by the student is the motivation to avoid the school work its self, no motivation towards actually completing the task is shown by these academically aggravated adolescents. Shores solutions are listed as follows: 1.Interrupt the cycle of
This demonstrates my understanding of effective learning though appropriate instructional strategies because is displays how I implemented a variety of materials and technological resources to support my instructional strategies and reinforce student learning. It also conveys my ability to assess student’s through both formal (activity sheet) and informal (thumbs up) assessment techniques. These techniques help me evaluate the student’s strengths/weaknesses and the effectiveness of my instructional strategies. This particular skill outcome is important to early childhood education because implementing instructional strategies that reach the diversity of our students is going to promote overall student success. We, as early childhood educators, have to use a variety of strategies to discover more about the student’s developmental process and adjust our instruction in a way that will promote students to become self-directed
These students must be helped and aided to boost them up to an expected level of achievement. To start the process of evaluating a new education process, we have
Journal of Secondary Gifted Education, 16(4), 180-189. This study compared critical thinking into two writing samples from gifted students. The first writing sample was given in the beginning of their 11th and 12th grade year. The first writing sample was handwritten and the second essay was completed on the computer.
These scores were examined over three school years. The southwestern United States elementary school used for this study was a dual-language immersion charter school which serves 360 students form K-6. Students who were identified as gifted currently enrolled in grades 3-6, were pulled into a separate math class for instruction while non-identified students were grouped based on their ability in the other classrooms. The school uses scores from the following assessments to determine student placement in groups: Cognitive Abilities Test (COgAT), Iowa Test of Basic Skills, and
I grew up in an environment where academics were not a priority on my list. My mom insisted that as long as I tried my best, nothing else mattered. Throughout middle school and the beginning of my high school years, I was convinced that my best was average. I was a C-student who spent most of his time in suspension, and I didn’t pay attention when I did go to class. However, my sophomore year led me to take a different perspective.
Attention-deficit hyperactivity disorder (ADHD) is a common childhood disorder, impacting about 5% of children worldwide (Prasad et al., 2013). Typically children diagnosed with ADHD display symptoms such as hyperactivity, impulsivity, and inattention. These characteristics usually lend themselves to challenges in school and academic achievement. Children with ADHD are more likely to underachieve in school, to complete less work and receive lower grades (Prasad et al., 2013). With such an impact on educational achievement, it is important to find the most effective and beneficial interventions to aid students.
There are numerous misconceptions of gifted learners and also teaching gifted learners. After completion of the Distinguishing Myth quiz and scoring a 62 percent, I realized that I could distinguish the difference between a myth and a truth about a gifted student. According to the Distinguish Myth Quiz, Students who are gifted and talented should be given experiences involving a variety of appropriate acceleration-based options. Several years ago, my son as a first grader, qualified for gifted and was recommended to advance to the second grade.
The NMPED (2014) defines the response to intervention (RTI) as: “an organizational framework by which schools assess student needs, strategically allocate resources, and design and deliver instruction to all students within the school. An RTI framework addresses student achievement and positive behavior for all students by the use of appropriate, research-based instruction and/or interventions. Student progress is monitored over time and then that data is used to guide instructional decisions and behavioral strategies” (Public Education Department - State of New Mexico. (n.d.)).
Lewis Terman believed that IQ was the determining factor in any one person’s life - it would decide how successful they would be, how many awards they would receive and scholarly papers they would write, how well their future job might pay. He tested and gathered the most measurably intelligent children he could find - “gifted” individuals - and studied them over the course of their lives to observe how far they would go. The outcome of that study, and how Terman’s idea has created and influenced gifted programs for children in the United States, will show that not only does the gifted classification serve no long-term purpose, but it also tends to hurt the upcoming generations more than it helps them, creating a faulty dichotomy within the education system. Malcolm Gladwell disproves the idea of IQ determining success in his book Outliers, but that hasn’t stopped anyone from believing it.
Burns’ article, “Identifying Thinking Skills for Instruction in Your Classroom,” serves to be a great resources for all educators, but, specifically to those who teach gifted learners. Educators of gifted learners are always looking for ways to provide challenging lessons and this taxonomy exposes multiple ways to do so. Burns did a phenomenal job of explaining the taxonomy, defining the categories, identifying the steps, and providing examples in order for the implementation to be successful. I enjoyed the article and I plan to use these strategies and skills in my own classroom as I feel that it would be very beneficial to my
Henry Wadworth Longfellow, and American poet from the 1800s, said, “Men of genius are often dull and inert in society; as the blazing meteor, when it descends to earth, is only a stone.” This concept I explained by, Malcolm Gladwell in his book Outliers. He devotes chapters three and four to discussing “The Trouble with Geniuses.” The theory he outlines in this section of the book discusses how much of a factor high intelligent quotient is in determining success, versus how important upbringing is. He examines geniuses, who are commonly considered “the true outliers,” and their successes.
While they exhibit less interest for certain topics than other students, they seem to master concepts at a faster pace than others and sometimes at a higher percentile. Gifted students may appear to be self -directed in the sense that they take initiative to complete task with their peers. This can sometimes have a positive influence on other students due to the overly complex/abstract thoughts of the gifted child. The curiosity and self-motivation sets the gifted learner apart from high achievers. Problem Statement
Many migrant learners may begin school late and leave prior to the end of the school year (McHatton, Zalaquett, & Cranson-Gingras, 2006). Gifted learners from migrant populations face limitations, as some learners do not attend school at all. With these educational hindrances, migrant learners have gaps in curricular areas. High school migrant learners may have trouble receiving
Some components of teacher efficacy include: developing an organized classroom environment that is supportive of positive and meaningful learning, positive beliefs and development of instructional activities in different domains of learning, engaging the involvement of parents and sourcing resources needed for learning tasks, and redirecting negative influences that may affect the flow of the academic accomplishments of students (Marat, 2007, para. 3). A strategy that can be utilized by administrators in assisting teachers in developing a high degree of teacher efficacy involves providing information on the relevance of learning in students lives. This strategy of providing information on the relevance of learning in the lives of students would be undergirded by a series of workshops that would expose teachers to components of quality and effective learning, the nature of the pubescent child, the role of culture in the process of assimilation and equilibration and how learning can be developed and supported by positive self-beliefs among students with low-self image. Workshops would be conducted for three hours per week and would involve a reflective component where teachers selected for this