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Alunos precoces com indicadores de altas habilidades/superdotação no Ensino Fundamental I: identificação e situações (des)favorecedoras em sala de aula

Martins, Bárbara Amaral
Fonte: Universidade Estadual Paulista (UNESP) Publicador: Universidade Estadual Paulista (UNESP)
Tipo: Dissertação de Mestrado Formato: 238 f. : il.
POR
Relevância na Pesquisa
26.55%
Pós-graduação em Educação - FFC; Os alunos com altas habilidades/superdotação (AH/SD) estão entre aqueles que apresentam necessidades educacionais especiais, sujeitos da Educação Especial. No entanto, esse grupo não tem recebido a devida atenção no decorrer de nossa história e, embora as pesquisas na área das AH/SD estejam em um estágio de constante ascensão, há um subgrupo ainda pouco investigado: o aluno precoce. A precocidade é entendida como a antecipação do processo de desenvolvimento de certas habilidades, as quais podem localizar-se nas mais diversas áreas, como linguagem, matemática, música, arte, entre outras. Essa precocidade tanto pode significar uma prematuridade temporária, de modo que a criança venha a se equiparar aos colegas de mesma idade, com o decorrer do tempo, como pode ser um indicador de superdotação. Todavia, a dificuldade de distinguir se a precocidade apresentada nos primeiros anos é passageira ou sinalizadora de potencialidade superior traz a necessidade de reconhecimento e incentivo aos alunos precoces, a fim de que suas habilidades não sejam desperdiçadas por falta de estímulos. Além disso, o distanciamento da média ocasiona necessidades diferenciadas, que, quando negligenciadas pelo ambiente escolar...

Parents of the Gifted in Ontario: An Investigation of Parental Satisfaction with the Education of their Gifted Children

Bernat, Ethna
Fonte: Brock University Publicador: Brock University
Relevância na Pesquisa
46.94%
The opinions of parents in relation to the education of their gifted child were examined, with particular attention paid to their satisfaction and the type and amount of programming their child is receiving. This study employed a mixed methods research design that focused on parents’ experiences with gifted education programming and their perceptions and level of satisfaction with these programs. A survey was used to gather the perceptions and opinions of parents of gifted children in Ontario. The data were quantified and used to make observations in relation to differences in parental satisfaction and to provide a more thorough understanding of the experiences of parents in Ontario in regards to the education of gifted children. Information was also gathered regarding the recommendations that parents have for the improvement of education for their gifted child. The results of the study found that parents of gifted children were satisfied with the connections their child made within a gifted placement with like-minded peers and with opportunities for their children to learn in a more individualized and in-depth manner. However, parents expressed dissatisfaction with the timing of the initial gifted identification and the lack of knowledge that teachers...

Secondary Education in India

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
Relevância na Pesquisa
16.23%
Secondary education is increasingly becoming an area of focus in developing countries, which have thus far concentrated on achieving universal elementary education. This policy note on secondary education in India discusses issues and aspects critical for the development of this subsector. Secondary education, in terms of policy, is a concurrent item in that it is within the purview of both State and Central governments. State level implications and strategies for developing this sub-sector are critical. The Central government involvement in secondary education thus far has been through discrete programs, such as computer and vocational education. The 10th Five-Year Plan (2002-2007) intends a much more strategic role for the Central government in improving secondary education in the country. This policy note supports this national vision and highlights the issues and constraints in implementing this vision. The policy note concludes with a summary of issues and aspects critical for this sub-sector relating to four areas: planning in secondary and higher secondary education; administrative reform; improving the quality of education and financing of secondary education.

The Response to an ESL Population Boom in the Beaufort County, South Carolina School System: A Case Study

de Varona, Amanda G
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
16.23%
The purpose of this case study was to examine the why the English language learners (ELLs) in the Beaufort County, South Carolina school system have been so successful. This school system has recently experienced a boom in its ESL student population, and this population has performed very well on standardized tests. This study used critical theory as its theoretical framework and examined why the students have been successful rather than marginalized in Beaufort County schools. This phenomenon was investigated using semi-structured interviews with the ESOL Coordinator for Beaufort County, 4 ESL-lead teachers, and 6 mainstream teachers. Data were collected using semi-structured interviews with Sarah Owen, the Beaufort County ESOL, Gifted and Talented, and World Languages coordinator. Based on the results of her interview, 4 themes emerged that were used for the semi-structured interviews with ESOL and mainstream teachers. The interviews centered on the themes of ESL policy, ESL leadership, and teacher training. The ESL and mainstream teacher interviews also revealed several subthemes that included teacher attitude, why Beaufort County has been successful with the ELLs, and the teachers’ recommendations for other schools systems trying to successfully accommodate a large ESL student population in mainstream classrooms. The findings from the teachers’ interviews revealed that additional training for the teachers without ESL experience helped them become comfortable instructing ELLs. This training should be conducted by the ESOL teachers for those without ESOL certification or endorsement. As the teachers had more training...

The response to an ESL population boom in the Beaufort County, South Carolina school system: A case study

de Varona, Amanda Gail
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
16.23%
The purpose of this case study was to examine the why the English language learners (ELLs) in the Beaufort County, South Carolina school system have been so successful. This school system has recently experienced a boom in its ESL student population, and this population has performed very well on standardized tests. This study used critical theory as its theoretical framework and examined why the students have been successful rather than marginalized in Beaufort County schools. This phenomenon was investigated using semi-structured interviews with the ESOL Coordinator for Beaufort County, 4 ESL-lead teachers, and 6 mainstream teachers.^ Data were collected using semi-structured interviews with Sarah Owen, the Beaufort County ESOL, Gifted and Talented, and World Languages coordinator. Based on the results of her interview, 4 themes emerged that were used for the semi-structured interviews with ESOL and mainstream teachers. The interviews centered on the themes of ESL policy, ESL leadership, and teacher training. The ESL and mainstream teacher interviews also revealed several subthemes that included teacher attitude, why Beaufort County has been successful with the ELLs, and the teachers' recommendations for other schools systems trying to successfully accommodate a large ESL student population in mainstream classrooms. ^ The findings from the teachers' interviews revealed that additional training for the teachers without ESL experience helped them become comfortable instructing ELLs. This training should be conducted by the ESOL teachers for those without ESOL certification or endorsement. As the teachers had more training...

The Education System in the Russian Federation : Education Brief 2012

Nikolaev, Denis; Chugunov, Dmitry
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
ENGLISH
Relevância na Pesquisa
16.23%
This study is intended for non-Russian researchers wanting to get familiar with the education system of the Russian Federation and more generally for all those involved in education and education policy. It does not represent exhaustive information on the Russian education system and all problems and challenges existing there, but briefly describes its main features. The report has the following structure. The opening chapter provides an overview of the education system in Russia and briefly reviews the most evident emergent trends. Chapters two through five are devoted to description of education system by level. The chapters are arranged by ascending order of educational level and each chapter's present information in a progression from the most general to the most specific. First, data on the current state of education system is provided. They characterize the human and financial resources allocated to education; describe the network of educational institutions across the country, and show regional disparities of spending on education. Next in each section key problems and challenges are examined; the focus is mainly made on access to and quality of educational services. Third...

Secondary Education in India : Universalizing Opportunity

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Economic & Sector Work :: Other Education Study
ENGLISH
Relevância na Pesquisa
16.23%
The dramatic growth in Indian elementary education enrollment and improvements in retention and transition rates over the past ten years, particularly among more disadvantaged groups, are increasing pressure on the secondary level to absorb new entrants. Given ongoing center and state investments in Sarva Shiksha Abhiyan (education for all), this trend will continue for the next 10 years. At the same time, India's impressive, sustained economic growth has increased household and labor market demand for secondary and higher education. Secondary education's contribution to economic growth, demonstrated high social benefits (particularly for girls), and support of democratic citizenship reinforce the need for increased public support at this level, particularly in light of the very large inequalities in access to secondary education, by income, gender, social group and geography. The challenge is to dramatically improve access, equity and quality of secondary education simultaneously. Small-scale learning achievement studies and parental preference for private schools suggest that the quality of public secondary education is alarmingly low. Efforts to improve the quality of secondary education are thus urgent...

Secondary Education in India : Universalizing Opportunity

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Economic & Sector Work :: Other Education Study
ENGLISH
Relevância na Pesquisa
16.23%
The dramatic growth in Indian elementary education enrollment and improvements in retention and transition rates over the past ten years, particularly among more disadvantaged groups, are increasing pressure on the secondary level to absorb new entrants. Given ongoing center and state investments in Sarva Shiksha Abhiyan (education for all), this trend will continue for the next 10 years. At the same time, India's impressive, sustained economic growth has increased household and labor market demand for secondary and higher education. Secondary education's contribution to economic growth, demonstrated high social benefits (particularly for girls), and support of democratic citizenship reinforce the need for increased public support at this level, particularly in light of the very large inequalities in access to secondary education, by income, gender, social group and geography. The challenge is to dramatically improve access, equity and quality of secondary education simultaneously. Small-scale learning achievement studies and parental preference for private schools suggest that the quality of public secondary education is alarmingly low. Efforts to improve the quality of secondary education are thus urgent...

Tertiary Education in Indonesia : Directions for Policy

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Other Education Study
ENGLISH; EN_US
Relevância na Pesquisa
16.23%
Indonesia has made notable progress in raising attainment levels in primary and secondary school. More than 1 million additional students graduated high school in 2012 when compared with 1999, and graduation rates are expected to increase further. Major efforts are being made throughout the system to improve learning outcomes and ensure graduates have more knowledge and better skills. This progress at primary and secondary school creates more demand for tertiary education (TE). Most students (88 percent in a recent survey) profess a desire to continue studying after high school. Indonesia's TE system, however, is not well prepared to help create relevant, high-quality opportunities for this growing pool of high school graduates. Wages for those with TE are high and have remained so even as more and more workers enter the labor market with at least some TE. TE is a good investment in Indonesia, even when one attends a TE institution (TEI) of perceived low quality. Empirical analyses of labor markets do not support the anecdotes about large numbers of unemployed and underpaid workers with TE. This fact is a main general conclusion that should shape the direction of TE policy in Indonesia.

Including the gifted learner: perceptions of South African teachers and principals

Oswald,Marietjie; de Villiers,Jeanne-Marie
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2013 EN
Relevância na Pesquisa
57.28%
We report the findings of a qualitative study embedded in an interpretive paradigm to determine the perceptions of South African primary school teachers and principals regarding the inclusion of learners considered gifted. Eight principals and 16 classroom teachers in the Foundation Phase (Grades 1-3) in public primary schools situated in communities that were representative of the different socio-economic and language groups in the Western Cape province participated in the study. Qualitative data collection methods included in-depth individual semi-structured interviews with the eight principals and two semi-structuredfocus group interviews with the 16 classroom teachers. Qualitative content analysis revealed the following themes: inclusive education and the learner who is gifted; curriculum differentiation; obstacles to curriculum differentiation; and possible solutions for more effectively including the gifted learner. Despite their diversity in terms of culture, language and positioning by the previous apartheid regime, the participants acknowledged the marginalisation by default of gifted learners. Gifted learners were most often those who were not receiving appropriate education and support and data suggested that a particular drive for the inclusion of gifted learners was absent in the agenda of education authorities.