惠灵顿作业代写 奥地利教育

2020-11-18 19:25

奥地利的一项研究从英国心理学杂志上的教育比较186名学生从8类,4天才定期跟踪和4,报道减少无聊水平随着时间的推移在数学课程后进入更高的能力,支持的理论天才类提供更适当的水平的挑战(Preckel等,2010)。有重要的研究表明，天才学生更容易辍学(Lajoie et al, 1981;Renzulli & Park, 2002年;88)，尽管有许多其他原因或因素导致天才学生退学。两个计算机研究使用1988年的国民教育纵向研究(nel: 88)和第二个后续辍学问卷表明,(a)许多有天赋的学生离开学校,因为他们没有学校,不喜欢学校,有一个工作,或者是怀孕了,(b)大多数父母的天才儿童辍学并没有积极参与孩子的决定,(c)许多有天赋的学生辍学参加课外活动少,(d)几天才学生辍学计划重返学校,(e)天才学生辍学有更高的自我概念,(f)许多有天赋的学生辍学从低SES家庭和少数族裔群体,(g)天才学生辍学了父母教育水平较低,(h)天才学生辍学已经使用大麻超过天才学生完成学校,(i)超常学生的退学行为与学生的教育抱负、怀孕或抚养子女、性别、父亲的最高教育水平和母亲的最高教育水平显著相关(Renzulli & Park, 2002)。此外，一份被大量引用的报告《沉默的流行病:对高中辍学生的看法》发现，在接受调查的470名辍学生中，近50%的人表示，他们离开学校是因为他们的课程无聊，而且与他们的生活或职业抱负无关(Bridgeland等人，2006年)。虽然有些学生是因为学业上的巨大挑战而辍学，但大多数辍学的学生本可以在学校取得成功，而且他们相信自己可以。如果高能力的教育能够抑制这种影响，那么就有理由建议继续或进一步实施这种做法。除了这种效果,课堂实践调查由美国国家研究中心的天才和天才决定的程度有天赋和才华横溢的学生接受不同教育在全美普通教室发现教师能力分组教室外“只做少量修改常规课程来满足的需要有天赋的学生,”(Archambault等,1993)。这一结果适用于公立学校教师、私立学校教师、少数民族集中学校教师以及全国各地、农村、城市和郊区社区的教师和教室。为有天赋的学生做准备的老师很可能会给他们布置高级阅读、独立项目、充实工作表和各种各样的报告。然而，这些修改并没有被广泛使用。调查还显示，正规资优计划学校向资优学生提供的常规课堂服务与未正规计划学校提供的类似(Archambault et al, 1993)。如果不把高能力的学生直接放在一个天才项目中，他们不太可能接受任何类型的分化教育，这表明，只要避免低追踪组的实施问题，能力分组可能会产生净积极的结果。
惠灵顿作业代写 奥地利教育
One Austrian study from the British Journal of Educational Psychology comparing 186 students from 8 classes, 4 on a gifted track and 4 regular, reported a decrease in boredom levels in math over time after entering higher ability classes, supporting the theory that gifted classes provide more appropriate levels of challenge (Preckel et al, 2010). There is significant research showing that gifted students are more likely to drop out (Lajoie et al, 1981; Renzulli & Park, 2002; NELS:88), although there are many other reasons or factors for gifted students to drop out. Two computerized studies using the National Education Longitudinal Study of 1988 (NELS:88) and the Second Follow-up Dropout Questionnaire indicated that (a) many gifted students left school because they were failing school, didn’t like school, had a job, or were pregnant, (b) most parents whose gifted child dropped out of school were not actively involved in their child’s decision, (c) many gifted students who dropped out of school participated less in extracurricular activities, (d) few gifted students who dropped out of school had plans to return to school, (e) gifted students who dropped out of school had higher self-concepts, (f)  many gifted students who dropped out of school were from low SES families and racial minority groups, (g) gifted students who dropped out of school had parents with low levels of education, (h) gifted students who dropped out of school had used marijuana more than gifted students who completed school, and (i) dropout behavior for gifted students was significantly related to students’ educational aspirations, pregnancy or child-rearing, gender, father’s highest level of education, and mother’s highest level of education (Renzulli & Park, 2002). Additionally, the heavily cited report, The Silent Epidemic: Perspectives of High School Dropouts, found that nearly 50 percent of 470 dropouts surveyed said they left school because their classes were boring and not relevant to their lives or career aspirations (Bridgeland et al, 2006). While some students drop out because of significant academic challenges, most dropouts are students who could have, and believe they could have, succeeded in school. If Highly Capable education curbs this effect, there might be reason to recommend its continued or furthered implementation. Besides this effect, The Classroom Practices Survey conducted by The National Research Center on the Gifted and Talented to determine the extent to which gifted and talented students receive differentiated education in regular classrooms across the United States found that teachers outside ability grouped classrooms “make only minor modifications in the regular curriculum to meet the needs of the gifted students,” (Archambault et al, 1993). This result holds for public school teachers, for private school teachers, and for teachers in schools with high concentrations of ethnic minorities as well as to teachers and classrooms in various regions of the country and in rural, urban, and suburban communities. Teachers who make provisions for the gifted are likely to assign them advanced readings, independent projects, enrichment worksheets, and reports of various kinds. However, these modifications are not used widely. The survey also revealed that the regular classroom services provided to gifted students in schools with formal gifted programs are similar to those provided in schools without formal programs (Archambault et al, 1993). If not placed directly into a gifted program, high ability students are unlikely to receive any kind of differentiated education, suggesting that ability grouping may have net positive results as long as the implementation issues for the lower tracked group are avoided.

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