Investigating the Status of Highly Able Students through the Lens of the Lebanese National Policy and the Mathematics and Science Centralized Curricula and Textbooks

Autor/inn/en	Antoun, Maya; Younes, Rayya; Salloum, Sara
Titel	Investigating the Status of Highly Able Students through the Lens of the Lebanese National Policy and the Mathematics and Science Centralized Curricula and Textbooks
Quelle	In: European Journal of Science and Mathematics Education, 11 (2023) 2, S.215-233 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Antoun, Maya) ORCID (Younes, Rayya) ORCID (Salloum, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Foreign Countries; Mathematics Curriculum; Science Curriculum; Educational Policy; Teacher Attitudes; Teacher Role; Educational Needs; Academically Gifted; Elementary Education; Grade 5; Elementary School Teachers; Public Schools; Private Schools; Textbooks; Textbook Content; Lebanon; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Lehrerverhalten; Lehrerrolle; Educational need; Bildungsbedarf; Elementarunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Public school; Öffentliche Schule; Private school; Privatschule; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; Libanon
Abstract	Very few Lebanese students have been able to perform at the highest level in mathematics and science in TIMSS, leading to the belief that current curricula and/or pedagogies are not supporting our highly able students to realize their potentials. In this research, we investigate how the national Policy documents and the mathematics and science centralized curricula, and textbooks address the needs of highly able students. Teachers' perceptions and role in providing for the educational needs of highly able is also examined. Through qualitative methods, the following data sources were used to address the research aim: policy document analysis, curriculum analysis, and teacher interviews. Findings indicated no specific policy for highly able students in Lebanon and little evidence of curricular provisions and attention to the needs of highly able learners in the mathematics and science national curricula and textbooks. The resultant data also provided important insights into the limited knowledge of teachers in the area of supporting highly able learners. The findings of the current study will inform the efforts of the policy makers and the Ministry of Education faced with the challenge of effectively educating their most able students. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01