According to Stutler, female students enjoy reading in the intellectual, the emotional, and the imaginational domains. Female students can experience high and low times in each of these domain in their lives. Intellectually, the female students develop knowledge and language. Imaginationally, the female students gain fantasy and imagery experiences as they read fictional books. Emotionally, the female students are able to form relationships with the characters while gaining a personal insight of others feelings (Stutler 2011). I will referrer to the gifted female student as Hope. Hope is a White female student. Hope is eleven years old and is in the sixth grade. She was identified as gifted when she was in the second …show more content…
Research shows that many gifted female students can become bored if school is not challenging and if they do not use their full potential. During the interview, Hope was talkative but very serious during the entire interview. She made an attempt to tell a joke. I observed her less than average sense of humor. One of Hope’s cognitive traits is her excellent memory. Hope was able to discuss specific details about the stories and characters in several of the books that she has read. Hope was excelling in sciences, language, and history but was an underachiever in math. Hope did admitted that sometimes she does not try to do her best in her math class because some of the students have accused her of being the “teacher’s favorite”. She also stated that some of the students have called her names that she refused to share. Hope stated there were times when she tried not to act smart. It isn’t unusual for a gifted student to become underachievers because of peer pressure. Gifted female students will sometimes play down their giftedness and talents in order to please their classmates. Research shows that there is a gradual decrease of self-esteem in gifted girls who are in the school system. By the third grade, most gifted female students have learned the subtle message that girls should not stand out in the academic area. It is more acceptable for girls to be more like their peers. The involvement of Hope’s grandparents can have a positive influence for Hope. The leadership qualities in male students are embraced but these same qualities are viewed as “bossy” for the gifted female. It is important for family members to encourage leadership qualities in gifted female
Plucker, J. A., & Barab, S. A. (2005). The importance of contexts in theories of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 201-216). New York: Cambridge University Press.
Plucker, J. A., & Barab, S. A. (2005). The importance of contexts in theories of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 201-216). New York: Cambridge University Press.
Schweickart, Patrocinio. «Reading Ourselves: Toward a Feminist Theory of Reading». In Gender and Reading. Elizabeth A. Flynn and Patrocinio Schweickart, eds. Baltimore: Johns Hopkins UP, 1986.
McCarney, S. B., & Arthaud, T. J. (2009). Gifted evaluation scale third edition (GES-3). Retrieved from Hawthorne-ed.com: http://www.hawthorne-ed.com/images/gifted/samples/swf_files/h04150sb.pdf
A common misconception is intelligence is inherited and does not change, so therefore, gifted children do not need special services. However, this mindset is very dangerous when it comes to the development of gifted children. It is widely believed that gifted students will get by on their own without any assistance from their school. After all,
Gifted and talented programs are intrinsically valuable to many children’s education as they provide a system in which all students involved are engaged, challenged, and intellectually stimulated. In "How People Learn", Donovan, Bransford, and Pellegrino (1999) stress the importance of each student being given reasonable and appropriate goals based on his or her level of understanding and competency (p. 20). Gifted and talented programs help institutionalize the attempt to meet all student’s needs by providing uniquely appropriate challenges which aim to keep every student engaged, thus receiving the best chance at success. Although there are many valuable and important aspects of gifted education, there are also significant issues rooted in the base of America’s gifted and talented programs, one of which I will address throughout this paper. In my opinion, the most notable problem which troubles gifted and talented programs is the system by which students are selected to join their school’s gifted and talented program.
The Talents Unlimited Model was created under the philosophy that all students, both those identified as gifted and those not, would benefit from enrichment programs. The model is used to educate teachers on how to use differentiated instruction to use “higher order cognitive tasks to help students with varying abilities use their preferred thinking talents to manipulate instruction to solve problems, see broad relationships, evaluate varying perspectives, draw comparisons among disparate viewpoints, and predict causes and effects” (Schlichter, 2009, p. 434).
Donovan, M. Suzanne and Christopher T. Cross (2002, August). Minority Students in Special and Gifted Education. Retrieved from http://site.ebrary.com.ezproxy2.library.drexel.edu/lib/drexel/-docDetail.action?docID=10032383.
Based from the information provided by VanTassel-Baska, et. Al. (2009), gifted and talented students face the same issues as their regular peers but they have different way of viewing these issues and it affects them differently as well. The book discussed different issues that gifted learners face and recommendations on how to address these issues were also available for teachers, administrators and other school personnel. Also, Carol Strip Whitney (2011) in her book entitle Helping Gifted Learners Soar discussed stress as a factor that can distract and overpower anyone including gifted learners and for the gifted learners, there are many reasons and causes of stress. In this reflection, I will focus on two causes of stress, which are gifted learners as social capital and issues related to race and achievement.
The way person leads a group of people or an organization is key to a successful business or outreach. There are many styles and techniques for a leader to implement. Christian leaders are no exception; some might say being a leader in a church organization can be a more scrutinizing position than other leaders. Since, a church leader has expectations on how they should act or conduct themselves because of the Christian faith. This paper will discuss an interview with a person in leadership brother Larry and will give an account of his leadership approach. Furthermore, what strengths and weaknesses are prevalent according to authors Kouzes and Posner and the model they have in their book, Christian Reflections on The Leadership Challenge.
Flynn, Elizabeth. Gender and Reading: Essays on Readers, Texts, and Contexts. Johns Hopkins, 1986. 280-281.
Despite the criticism presented here, many still believe that the average IQ test qualifies as enough for a student to gain admittance. Looking back on the Gifted Program’s history, passing the average IQ test with a score above 130 was the only qualification or requirement to gain admittance into the program. Many believed that this caused no harm; therefore, the IQ test remains sufficient today. Also, although there are other and more efficient ways of testing the students, the IQ test does provide useful information that should and does contribute to the decision of whether or not a student gains admittance. It shows a student’s le...
One of the most controversial things about gifted and talented education is the criterion educators use to identify the gifted and talented. In the past, a student’s intelligence, based on an I.Q. score, was considered the best way to determine whether or not they qualified as gifted. As a result of using this method of identification, many gifted and talented students are not discovered nor are they placed in the appropriate programs to develop their abilities. Talents in the arts or an excellent ability to write are not measured on an I.Q. test but are abilities that may certainly qualify a student as gifted or talented.
Parke, B. (n.d.). Challenging gifted students in the regular classroom. Retrieved March 1, 2004, from http://www.kidsource.com/kidsource/content/Challenging_gifted _kids.html
It will be one of the luckiest things in the world if people could just do what they love in their careers, and pursue their dreams without any fears or worries about how society and others judge them. However, women in this society do not obtain the same rights that men own; many inequalities hinder women to live and work. From this class, I learned a lot about gender affects work, and women and men’ roles can be very different in the work. In many industries, even though women get same education and professional degrees as men do, they are hired at lower rates than men are. Many women meet glass ceilings and find it is hard to attain the highest status in the profession, and this causes the society locks women out of higher level