Paint-by-Number Teachers and Cookie-Cutter Students: The Unintended Effects of High-Stakes Testing on the Education of Gifted Students

Scot, Tammy Pandina; Callahan, Carolyn M.; Urquhart, Jill

doi:10.1080/02783190802527364

Cited by 28 publications

(18 citation statements)

References 9 publications

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“…Higher order thinking skills, however, may be neglected at the expense of some current educational mandates. Scot, Callahan, and Urquhart (2009) studied the effects of high-stakes testing and the No Child Left Behind Act on gifted students and found that knowledge about how best to serve gifted learners is sometimes at odds with current educational mandates. Teachers in this study reported that they had little time to enrich activities for gifted students.…”

Section: Curriculum and Differentiation Methodsmentioning

confidence: 99%

“…Teachers in this study reported that they had little time to enrich activities for gifted students. They felt constrained by curriculum pacing guides, worried about having to neglect certain skills, devalued and disempowered by the curricular mandates, and frustrated that they could not teach in a way that fostered students' creativity and higher order thinking skills (Scot et al, 2009).…”

Section: Curriculum and Differentiation Methodsmentioning

confidence: 99%

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Experiences of High-Ability High School Students

Schmitt

Goebel

2015

Journal for the Education of the Gifted

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This study attempted to answer the question, “To what extent do 12th-grade high-ability students feel that their past educational experiences, particularly in high school, have challenged their academic abilities?” Much research has been conducted in the field of gifted education about the identification, social and emotional characteristics, and educational needs of gifted students. However, little research has focused on how students themselves feel about the rigor and value of their educational experiences. This case study involved three high school seniors identified as high ability and enrolled in an Advanced Placement Language and Composition course in Indiana. Learning how these students feel about their experiences should help inform educators’ decisions regarding programming options, instructional methods, and differentiation strategies for high-ability students in Indiana.

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Section: Curriculum and Differentiation Methodsmentioning

confidence: 99%

Section: Curriculum and Differentiation Methodsmentioning

confidence: 99%

Experiences of High-Ability High School Students

Schmitt

Goebel

2015

Journal for the Education of the Gifted

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“…Moon, Callahan, Tomlinson, and Miller (2002) found that textbook-driven, whole-group-oriented teachers did not tailor instruction to individuals. Unfortunately, when gifted students are bored with classroom work, they may fail academically (Scot, Callahan, & Urquhart, 2009).…”

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confidence: 99%

Learning and Classroom Preferences of Gifted Eighth Graders

Samardzija

Peterson²

2015

Journal for the Education of the Gifted

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The purpose of this phenomenological qualitative study was to explore how academically gifted eighth graders experience learning, with special attention to learning and classroom preferences. Twenty-three students were interviewed individually. The central phenomenon was that their learning preferences were complex, nuanced, and idiosyncratic, and reflected sensitivities associated with giftedness. Fundamental to their learning experience was the classroom teacher's personality, competence, accessibility, and concern for students. Among contributions to the literature are perspectives that gifted youth at this age appreciate being able to hear varied perspectives in groups, their learning preferences are domain-specific, their sensitivities seem to affect classroom preferences and homework needs, they are concerned about public error, and they do not necessarily want teachers to know about their personal lives.Learning style is "the way an individual processes, interacts with, and retains new or difficult information" (Rayneri, Gerber, & Wiley, 2006, p. 105). Here, style refers to preferred learning mode, often organized by scholars and practitioners into three basic categories: auditory, visual, and kinesthetic. According to Lamarche-Bisson (2002), these differences affect "how we learn, how we solve problems, how we work, how we participate in different activities, how we react in a group, and how we relate to others

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“…Who knows our content or pedagogy better than we? Yet, we have relegated important decisions about what to teach and how to teach to publishing companies whose main goal is to make a profit or pacing guides that stifle creativity, narrow the curriculum, and replace higher level thinking with discrete facts (Scot, Callahan, & Urquhart, 2009). So, I am giving you permission to take back responsibility for your students’ education.…”

Section: Introductionmentioning

confidence: 99%

Moving the Past Forward

Tieso

2013

Gifted Child Today

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What do you do with the student who says she hates history, yet watches The History Channel every night? What do you do with the student who is underachieving in social science but has visited every battlefield in Virginia? Our curriculum frameworks and pacing guides suggest a chronological, fact-based approach to teaching and learning history, but is that the best way? Curriculum leaders and teachers must know and make better decisions with respect to what are the most important concepts, principles, and skills that students should know and be able to do. How might we better address the strengths and talents of all of our students while not leaving anyone behind? How could we revise or enhance our existing history curriculum to make it more engaging and challenging for our students? How can we, in effect, bring the past forward and help our students see the cycles and themes that make up the history of the American people? We in gifted education are aware that curriculum that emanates from a textbook is rarely engaging for gifted students but, according to a recent article in Salon.com , now we must acknowledge that it is often as lifeless and boring for typical students as well. A recent federally funded grant project focused on using the curricula and pedagogy of gifted education with students in Title I elementary and middle school U.S. history classes across two states. This article represents our collective journey from textbook-based, uninspired curriculum units to dynamic, engaging, and challenging stories told by historical participants with multiple perspectives for budding historiographers of diverse opinions and abilities.

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Paint-by-Number Teachers and Cookie-Cutter Students: The Unintended Effects of High-Stakes Testing on the Education of Gifted Students

Cited by 28 publications

References 9 publications

Experiences of High-Ability High School Students

Experiences of High-Ability High School Students

Learning and Classroom Preferences of Gifted Eighth Graders

Moving the Past Forward

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