No Need to Wait for Superman

Ratcliff, Nancy; Jones, Cathy R.; Costner, Richard H.; Knight, Caroline; Disney, Gayle; Savage-Davis, Emma; Sheehan, Heather Chase; Hunt, Gilbert H.

doi:10.1177/0162353212459256

Cited by 3 publications

(1 citation statement)

References 46 publications

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“…It is imperative that teachers get to know their students and utilize any acquired knowledge of their strengths and weaknesses to create activities that are of interest to those students. Research shows when students' interests are at the forefront of teacher planning and preparation, it is possible to fully engage students thus enhancing their academic performance over time [33].…”

Section: Introductionmentioning

confidence: 99%

Middle School Teachers’ Perception of Differentiated Instruction on Lower Third Student Achievement

Charles¹

2018

TECS

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Urban classrooms consist of diverse learners who access information through a variety of modalities based on proficiency levels. The purpose of this qualitative case study was to determine the relationship between middle school teachers' perceptions of differentiated instruction, utilization and implementation as a viable method to increase lower third student academic achievement. The semi-structured interview method was utilized for data collection. The relationship between teacher effectiveness in preparing and executing differentiated lessons to meet the needs of the lower third student population and middle school teachers' perceptions of differentiated instruction effect on the implementation and use of differentiated instruction are discussed. Teachers' perceptions of differentiated instruction as an instructional strategy to address students' needs in the planning and preparation of differentiated lessons affect implementation. Several challenges identified by middle school teachers in utilizing and implementing differentiated instruction to address the needs of lower third students adversely affects the intensity of rigor in learning environments. Differentiated instruction is critical to increasing students' readiness levels towards positive academic achievement. Results indicated that most middle school teachers are knowledgeable of differentiated instruction. Middle school teachers identify differentiated instruction as a critical instructional strategy that teachers should embrace to address the needs of the lower third student population. Teachers' perceptions of differentiated instruction as an instructional strategy to address lower third students' needs in the planning and preparation of differentiated lessons affect implementation.

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Section: Introductionmentioning

confidence: 99%

Middle School Teachers’ Perception of Differentiated Instruction on Lower Third Student Achievement

Charles¹

2018

TECS

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A Meta-Analysis of Gifted and Talented Identification Practices

Hodges

Tay

Maeda

et al. 2018

Gifted Child Quarterly

108

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Researchers consider the underrepresentation of Black, Hispanic, and Native American students is largely due to the use of traditional methods of identification (i.e., IQ and standardized achievement tests). To address this concern, researchers created novel non-traditional identification methods (e.g., non-verbal tests, student portfolios, affective checklists). This metaanalysis of 54 studies, consisting of 85 effect sizes representing 191,287,563 students, provides evidence that non-traditional identification methods, while able to narrow the proportional identification gap between underrepresented (Black, Hispanic, and Native American) and represented (Asian and White American) populations, are still unable to address the issue of education inequity. An overall risk ratio of .34 was calculated for non-traditional methods of identification in comparison to a .27 risk ratio for traditional methods. While the non-traditional methods help identify more underrepresented students as gifted, the results of this meta-analysis show that better identification methods are needed to address inequities in identification.

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Study Skills among High School Students: An Exploratory Study of Private High Schools in Albania

Uka

2013

JESR

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A good education can be provided through the committment and action of students, teachers and administrators. Students' effective learning can be encouraged and enhanced through the development of the students' organization skills. Evidence shows that many high school students fail to do well academically because of a lack of their study skills. This work is conducted to report on an exploratory study of six schools in Albania where their key characteristics are found to be important to these schools' success. The data are obtained from a close-ended survey in a Likert type scale with adequate validity and reliability (Cronbach's alpha=.88). The sample consisted of N=255, 11th and 12th grade students (N=116 male, 45.5% and N=138 female, 54.1%) from eight high schools in Albania. Results showed that, female students were significantly different from male students on: I take notes as I read textbook assignments (p<.01); When I don't understand something, I get help from my classmates, toturs and instructors (p = .025); and I can easily identify what I have learned and what I have not yet learned before I take a test (p = .018). We found no correlation between parental education level, number of children in the family and students' study skills. At the end implications and recommendations of these findings are discussed for further research on the study skills of high school students.

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No Need to Wait for Superman

Cited by 3 publications

References 46 publications

Middle School Teachers’ Perception of Differentiated Instruction on Lower Third Student Achievement

Middle School Teachers’ Perception of Differentiated Instruction on Lower Third Student Achievement

A Meta-Analysis of Gifted and Talented Identification Practices

Study Skills among High School Students: An Exploratory Study of Private High Schools in Albania

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