Facilitator of Learning: A Micro-Ethnographic Study of the Teacher of the Gifted

Story, Carol M.

doi:10.1177/001698628502900403

Cited by 23 publications

(19 citation statements)

References 17 publications

(15 reference statements)

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“…Moreover, we believe that educator-learner positive interactions, insights and sense of humour are key factors in promoting active learning and creating a joyful learning environment. Story (1985) supported that by suggesting the educator to displays a sense of humour which was found to be one of the key factors in successful teaching. Merriam and Leahy (2005) argued educator's negative feedback to learners may result in less learning and less transfer.…”

Section: Social Eventmentioning

confidence: 56%

“…This principle helps learners feel that knowledge is constructed, arranged and linked in a way that helps them remember and grasp the whole picture of the learning done during the day. This goes along with what Story (1985) stated that educators should help students be aware of the interrelationships between various ideas and lessons. According to the Elaboration Theory, we encourage educators and learners to have summaries of the content, the educator should encourage the learners to summarize what they have already learned and provide them with an overview of all previously learned steps at the end of each lesson.…”

Section: Linking and Summarizingmentioning

confidence: 62%

See 1 more Smart Citation

FIRST Framework Design and Facilitate Active Deep Learner eXperience

Bahgat¹,

Elsafty²,

Shaarawy³

et al. 2018

JETS

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Over the past decades, Learning & Development has become an area of growing interest and constant research. As a result, there is an abundance of studies and models that target the development of educators. However, the professional development of educators should be built on a comprehensive framework of research-based instructional strategies that help train them on how to understand, experience, practice and leave a sustainable impact on learners. This paper presents our own "FIRST Framework", a holistic framework designed on the basis of renown models and theories, such as: experiential learning; Gamification and game-based learning; facilitative learning, 6Ds model, positive psychology, experience economy and neuroscience. It is an engaging framework that helps educators bridge theory and practice to create high-quality learning environment in their classrooms. FIRST Framework consists of 5 domains with 15 principles that help leave sustainable impact on learners through promoting Active Deep Learner Experience.

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Section: Social Eventmentioning

confidence: 56%

Section: Linking and Summarizingmentioning

confidence: 62%

FIRST Framework Design and Facilitate Active Deep Learner eXperience

Bahgat¹,

Elsafty²,

Shaarawy³

et al. 2018

JETS

View full text Add to dashboard Cite

show abstract

“…Students achieve in educational environments that foster positive relationships between students and teachers (Chikkatur, 2012;Douglas, et al, 2008;Harmon, 2001;Ladson-Billings, 2009;Milner & Ford, 2007;Moore, Ford, & Milner, 2005;Story, 1985). In fact, researchers (Baker, 2005;Reis & McCoach, 2000) argue that in order to retain gifted Black and Biracial students in gifted programs, it is crucial to establish bonds with teachers and other supportive adults.…”

Section: Social Psychological and Academic Health Of Gifted Black Amentioning

confidence: 99%

“…They also maintain high expectations of student behavior and academic performance (Harmon, 2001;Renzulli & Renzulli, 2010;Story, 1985). Especially in adolescence, students require close relationships with adults, which are earned when the student understands that the adult has proven him/herself trustworthy (Toshalis, 2014).…”

Section: Social Psychological and Academic Health Of Gifted Black Amentioning

confidence: 99%

Gifted Black and Biracial Students at a Predominantly White Gifted School

Pople¹

2000

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The underrepresentation of gifted Black and Biracial students is a pervasive problem in and of itself, and indicates a much larger struggle of disproportionality of Black and Biracial students who are not called upon or supported in efforts to meet their academic potential. Therefore, an evaluation of the inequity generated by gifted education is warranted. It is true that the majority of gifted programs are often predominantly White. Accordingly, Black and Biracial students who qualify for gifted programs may face unique challenges in their development of racial identity and their socio-emotional health.Using ethnographic techniques, this case study explored the ways that Discovery School, a predominantly White gifted school (PWGS), addresses race. It asked how Black and Biracial students at Discovery School understood themselves as racial beings.The fundamental research questions that guided this study were: (1) how is race addressed at a PWGS, and (2) how does a student of color feel Otherness at a PWGS?The case study was designed, and findings were analyzed, through the theoretical lens of critical race theory.Data was collected through several means, including interviews, surveys, direct observation, and email prompts. Interviews were conducted with four gifted students of color, three teachers, and three parents. Surveys were sent home for student participants and their parents to fill out together. Teachers and administrators were asked to complete two email interview questions. Throughout the data collection, I frequently observed students learning and playing at the school and recorded field notes. PREDOMINANTLY WHITE GIFTED SCHOOL iiFindings indicate that:1. Talented and gifted students thrive in programs that are uniquely tailored to meet their advanced academic and cognitive needs.2. Policies and inadequate communication act as barriers for gifted Black and Biracial students.3. Within a positive educational community, racial microaggressions-including the silencing of racial dialogue and individual bullying-exist.The results of this study suggest that Discovery School operates in ways that benefit the participants of the study. Overall, the student participants (and most parent participants) were satisfied with their experiences at Discovery School. Additionally, results indicate that Discovery School could strengthen their program with a commitment to diversifying the student population and implementing culturally responsive pedagogy and antiracist practices that change the consciousness of education professionals and offer support systems for gifted Black and Biracial students, and develop curriculum that is more reflective of students of color.

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“…Lundsteen (1987) advocated qualitative methods to help educators "better understand the central processes in which teachers of gifted children are engaged" (p. 29). She claimed that ethnographies are relatively new in studying gifted students and that Story's (1985) ethnographic study of six selected teachers of academically gifted students is one of the few examining teachers' patterns of behavior. In the area of artistically talented education, there is even a greater paucity of ethnographic research about teacher characteristics.…”

Section: Enid Zimmermanmentioning

confidence: 99%

Rembrandt to Rembrandt: A case study of a memorable painting teacher of artistically talented 13 to 16 year‐old students

Zimmerman¹

1991

Roeper Review

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Facilitator of Learning: A Micro-Ethnographic Study of the Teacher of the Gifted

Cited by 23 publications

References 17 publications

FIRST Framework Design and Facilitate Active Deep Learner eXperience

FIRST Framework Design and Facilitate Active Deep Learner eXperience

Gifted Black and Biracial Students at a Predominantly White Gifted School

Rembrandt to Rembrandt: A case study of a memorable painting teacher of artistically talented 13 to 16 year‐old students

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