¶ … gifted middle school students and the efficacy of the instruction provided by their teachers is entitled A synthesis of research on psychological types of gifted adolescents, which was written by Ugur Sak. One of the particular benefits of this article was the many recommendations directly related to instruction of gifted students which was offered based upon the findings of the studies conducted, which were synthesized results of 14 studies that had been coded with 19 different samples. In total, there were 5,723 gifted participants in middle and high school that were evaluated for personality types and inherent proclivities inherent within them based on the Myers-Briggs Type Indicator. One of the potential gaps in this type of population sample can be attributed to the fact that since the studies were synthesized and came from published articles, books technical reports and unpublished dissertations, there may have been unforeseen variables in their results that are not consistent with the entire population sample.
However, the findings revealed that the most common type of personality traits among gifted students is intuition, which is one of the factors that indicate that gifted adolescents may not be as withdrawn or introverted as previous studies may lead researchers to believe (Sak, 2004, 77). To that end, it was ascertained that gifted students may benefit from group projects and interactive learning among peers as well as through individualized, personal instruction.
The second article that was reviewed for the initial theme which is an introductory overview of giftedness and psychology towards a subject in terms of varying measures of intellectual ability is Patricia Wallace's Distance learning for gifted students: outcomes for elementary, middle, and high school students. Interestingly enough, the research which this article is based upon appears to somewhat contradict the findings in Sak's article, since Wallace's research details gifted students who choose to learn autonomously through distanced means of communication such as email and telephone, as opposed to in a conventional classroom setting. However, one of the benefits of Wallace's research is that it was not synthesized and consisted of a methodology of surveying 690 students of various grade levels completing a course evaluation following their conclusion of courses at John Hopkins University Center for Talented Youth between July 1,2005 and March 30, 2007.
Still, it must be mentioned that one of the rather significant gaps in sampling from such a diverse population group (students from elementary, middle and high school took one of 54 different classes offered) was the variation rate for having so many different course offered to such a wide-spanning sample, which may contribute to several idiosyncrasies in both the quality of the instruction given as well as in the results gleaned from such research. Additionally, it should be noted that Wallace concerned herself more with the results of the elementary school students than that of the middle and high school students in the data analysis and recommendations section, for the simple fact that there are fewer opportunities to gain such insight into distance learning for younger students (Wallace, 2009). Although most findings indicate that computer-based software, which accounts for distance learning, was effective for the majority of the students involved in the study, there needs to be future research in this area to indicate what specific technological applications benefit which areas of study (language, mathematics, science, etc.…) as well as to explore individual differences between the effects of such technology upon gifted and non-gifted students.
The final article related to this theme is by Catherine Brighton at al. And is entitled The feasibility of high-end learning in a diverse middle school. This particular study investigated a pair of staff development programs that were based upon either differentiated instruction or differentiated authentic assessment to properly serve the needs of not only gifted middle school students, but also of minority and proficient students with limited English capabilities. By utilizing a...
Such an example cannot be refuted without statistical research to make an argument against Urmetzer, and thus his arguments refuting the impact of globalization on eliminating the nation-state's sovereignty are strengthened. This sets up Urmetzer's primary point, and the thesis of his argument- it is a myth that because of globalization "national borders have become so porous that governments are no longer able to properly manage their own affairs" (Urmetzer 2005: 123). In the case of
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Evaluating theoretical framework also assists in determining whether the structure directs the research study. This process entails identification of constructs or concepts, assessment of definitions, relationships, variables, hypothesis, methodology and findings. Discussion Question Two: Will there always be a theoretical framework that aligns with your chosen topic of study? Why or why not? Theoretical framework entails the collection of combined concepts that are not essentially well established (Aparasu, 2011). Theoretical framework
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teacher has in helping students develop their writing. Traditional methods of grading and scoring children's writing are being replaced in the modern educational system with feedback and constructive criticism of the work, rather than a trophy grade or labeling score. This study reviews literature previously compiled on the subject of feedback in the development of children's writing, as well as conducting original research with a small group of students
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