An Investigation of the Relationship between Student Levels of Cognitive Functioning and the Teacher’s Classroom Behavior

Characteristics and Competencies of Teachers of Gifted Learners: The Hong Kong Student Perspective

“…Though these teachers might share with effective teachers in general education certain common characteristics such as spontaneity, acceptance, creativity, and self-realization, which are deemed to be important in promoting the development of human potential (Iannon & Carline, 1971), and high levels of positive regard, which are directly facilitative of high cognitive functioning in the classroom (Aspy & Roebuck, 1972), it is said that they might have to develop areas of expertise that teachers of general education do not require (Croft). Yet, attention to teachers of gifted learners seems to be underemphasized in the literature of gifted education (Graffam, 2006), despite the fact that special training or preparation for teachers of gifted learners is recommended in gifted education (Hansen & Feldhusen, 1994).…”

Ready to Learn: Teaching Kindergarten Students School Success Skills

“…Several studies also have confirmed that training teachers in IPS skills has a positive effect on student achievement, student interpersonal skills, student IQ, and student selfesteem (Aspy & Roebuck, 1972;Berenson, 1971Berenson, , 1972Griffin, 1972). In this study, we explored the effect of directly teaching kindergarten students on behavior and achievement.…”

Counseling the high‐risk student

“…The goal-oriented consultant-counselor will, how-ever, retain student performance as the ultimate criterion for judging the success or failure of his efforts. In general, the research findings converge: students of teachers who possess effective human relations skills and who logically manage instruction do better on a wide range of student outcome measures than do their counterparts (Roueche and Snow, 1977;Roueche and others, 1976;Carkhuff and Berenson, 1976;Aspy, 1972;Canfield, 1976).…”