All rivers lead to the sea:<i>A follow‐up study of gifted young adults</i>

Noble, Kathleen D.; Robinson, Nancy M.; Gunderson, Susan A.

doi:10.1080/02783199309553485

Cited by 40 publications

(53 citation statements)

References 9 publications

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“…Studies regarding the skipping of one or more classes may report positive cognitive or achievement and social or emotional effects on gifted pupils (e.g., Gross, 2004;Kulik, 2004), in particular when two or more of these pupils are combined in small groups while skipping class (Mehlhorn, 1988;Mooij, 1992). However, as Noble, Robinson, and Gunderson (1993) show. Three years after completion of the programme, post-testing was used to compare a target group of 111 pupils who had participated in the course to a control group of 44 pupils who had refused to participate.…”

Section: Types Of Curricular Interventions and Effects On Gifted Pupilsmentioning

confidence: 99%

Education and self‐regulation of learning for gifted pupils: systemic design and development

Mooij

2008

Research Papers in Education

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Gifted pupils differ from their age-mates with respect to development potential, actual competencies, self-regulatory capabilities, and learning styles in one or more domains of competence. The question is how to design and develop education that fits and further supports such characteristics and competencies of gifted pupils. Analysis of various types of educational interventions for gifted pupils reflects positive cognitive or intellectual effects and differentiated social comparison or group-related effects on these pupils. Systemic preventive combination of such interventions could make these more effective and sustainable. The systemic design is characterised by three conditional dimensions: differentiation of learning materials and procedures, integration by and use of ICT support, and strategies to improve development and learning. The relationships to diagnostic, instructional, managerial, and systemic learning aspects are expressed in guidelines to develop or transform education. The guidelines imply the facilitation of learning arrangements that provide flexible self-regulation for gifted pupils. A three-year pilot in Dutch nursery and primary school is conducted to develop and implement the design in collaboration with teachers. The results constitute prototypes of structured competence domains and supportive software. These support the screening of entry characteristics of all four-year old pupils and assignment of adequate play and learning processes and activities throughout the school career. Gifted and other pupils are supported to work at their actual achievement or competency levels since their start in nursery school, in self-regulated learning arrangements either in or out of class. Each pupil can choose other pupils to collaborate with in small groups, at self-chosen tasks or activities, while being coached by the teacher. Formative evaluation of the school development process shows that 2 the systemic prevention guidelines seem to improve learning and social progress of gifted pupils, including their self-regulation. Further development and implementation steps are discussed.

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Section: Types Of Curricular Interventions and Effects On Gifted Pupilsmentioning

confidence: 99%

Education and self‐regulation of learning for gifted pupils: systemic design and development

Mooij

2008

Research Papers in Education

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“…Consequently, skeptical parents and educators are inclined to believe that these young accelerants will be harmed by missing out on experiences that promote adaptive functioning and success (Noble et al, 1993). "But, if one listens to the students themselves, a different picture emerges.…”

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confidence: 99%

Early-Entrance Students: Impressions of Their First Semester of College

Muratori

Colangelo

Assouline

2003

Gifted Child Quarterly

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Although the long-term impact of early entrance to college has been examined, one issue that has received inadequate attention in the gifted education literature is how students enrolled in early-entrance programs adjust during their first semester of college, which is arguably the most critical juncture for them in terms of their transition from high school. The purpose of this study was to identify the unique academic, social, family, and transition issues that challenged the inaugural class of the National Academy of Arts, Sciences, and Engineering (NAASE), an early-entrance program at the University of Iowa. Through the use of in-depth interviews, behavioral observations, and student and parent surveys, a rich picture of the students' satisfaction and challenges with their first-semester college experiences emerged. While the primary aim of this research was to examine the NAASE students' first-semester adjustment, the study also served to evaluate the effectiveness of the NAASE program from the students' perspectives.

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“…However, there have been studies that found no negative effects from acceleration on social and emotional development (Richardson and Benbow 1990;Swiatek and Benbow 1991;Noble, Robinson, and Gunderson 1992). In addition, Noble, Robinson, and Gunderson (1993) found that accelerated students contacted in later life supported their previous accelerated provision. Benbow (1992) argued that while social and emotional factors are important, the major consideration should be the educational needs of students and that accelerated provision appears to enhance the academic achievement of gifted students.…”

Section: Accelerated Programmes In the Literaturementioning

confidence: 92%

Exploring the impacts of accelerated delivery on student learning, achievement and satisfaction

Wilkins

Martin

Walker

2010

Research in Post-Compulsory Education

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This case study examines the impacts on student learning, achievement and satisfaction when year 13 (final year) students at a large UK sixth-form college take a GCE A level in one year instead of the usual two years. Data relating to the entry qualifications and final A level grades achieved by 879 students on both accelerated and non-accelerated programmes were obtained over a fouryear period. Inferential analysis was carried out using pairwise Z-tests to compare the proportion of students achieving grade C or better on each course. A sample of 89 students completed a written questionnaire, which was used to examine their attitudes and opinions of accelerated and non-accelerated teaching and learning. It was found that students on accelerated programmes who had taken Business Studies at GCSE or who achieved an A* or A grade in English or Maths at GCSE were more likely to get a grade of C or above at A level compared to students on the standard two-year programme. The results of this study suggest that further research is needed to assess whether more students could be successful on accelerated A level courses, or similar post-compulsory courses internationally. IntroductionThe General Certificate of Education Advanced Level, commonly referred to as an A level, is the main qualification taken by 18-year-olds at the end of their school education in England, Wales and Northern Ireland. In year 11, when students are aged 16, they take the General Certificate in Secondary Education (GCSE) examinations, which is the end of their compulsory education. A levels can then be taken in years 12 and 13 as the first stage of post-compulsory education. British universities allocate the vast majority of places for undergraduate degrees on the basis of A level grades achieved. A levels are typically taken at a secondary school that has a sixth form or at a sixth-form college that specialises in education for 16-19 year-olds. A much smaller number of students also take A levels at further education colleges, some of which have also established sixth forms.

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All rivers lead to the sea:A follow‐up study of gifted young adults

Cited by 40 publications

References 9 publications

Education and self‐regulation of learning for gifted pupils: systemic design and development

Education and self‐regulation of learning for gifted pupils: systemic design and development

Early-Entrance Students: Impressions of Their First Semester of College

Exploring the impacts of accelerated delivery on student learning, achievement and satisfaction

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