In the Classroom: What's a Teacher to Do?

Autor/in	Hargrove, Kathy
Titel	In the Classroom: What's a Teacher to Do?
Quelle	In: Gifted Child Today, 28 (2005) 4, S.38-39 (2 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-2175
Schlagwörter	Hispanic American Students; Males; Academically Gifted; Bilingual Education; Action Research; Graduate Study; Grade 2; Academic Achievement; Student Motivation; Independent Study; Student Projects + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Bilingual teaching; Bilingualer Unterricht; Projektforschung; Aufbaustudium; Graduiertenstudium; Hauptstudium; School year 02; 2. Schuljahr; Schuljahr 02; Schulleistung; Schulische Motivation; Selbststudium; Schulprojekt
Abstract	This article describes the experiences of a second grade teacher who teaches in a heterogeneous bilingual classroom in a large district, and his assignment in a graduate class to conduct action research. This teacher was concerned about the academic performance and motivation of two gifted, but underachieving Hispanic boys in his class. Both of the students had been identified as gifted, based upon high scores on standardized and non verbal tests. Each demonstrated high cognitive ability both mathematically and verbally. After nearly a full year in the second grade class, both students had shown varying degrees of interest in learning and self-discipline. There was an apparent discrepancy between their scores on standardized tests and their actual performance on daily work in the classroom. They quite often seemed to coast and attempt to get by with the barest minimum of effort. Having looked at research that says "untreated" underachievement becomes an entrenched behavior, one that is increasingly difficult to correct, this teacher, determined not to let that happen to these two students, developed a two part strategy for teaching these gifted students involving giving these two boys two different types of assignments. The first would be traditional, teacher-directed, theme-based assignments as a normal course of study for the class. The second would be a self selected, self-directed independent research project. The conclusion of this project was that not much changed during the 5 week project on the standard classroom assignment, however, the self-directed project, seemed to be a huge success. The students exhibited greater persistence, drive, interest, creativity, and more dynamic creation of product. This action research demonstrated the difference a teacher can make--one who views students as individuals, who gives them personal interest, and is involved. (ERIC).
Anmerkungen	Prufrock Press, P.O. Box 8813, Waco, TX 76714-8813. Tel: 800-998-2208 (Toll Free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10