Gifted Education in Russia and the United States

Karp, Alexander

doi:10.1007/978-94-6091-439-3_9

Cited by 4 publications

(2 citation statements)

References 7 publications

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“…(as cited in Karp, 2011). Abilities related to giftedness can improve under encouraging conditions, but it is necessary to establish these conditions (Karp, 2011).…”

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confidence: 99%

Evaluating a Newly Developed Differentiation Approach in Terms of Student Achievement and Teachers’ Opinions

2015

EDUC SCI-THEOR PRACT

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This study aims to evaluate a differentiation approach that was recently developed to teach mathematics to gifted middle school students in terms of its practice by teachers by studying the effect of the approach on achievement among both gifted and non-gifted students. From mixed research methods, the study used an explanatory design. It was conducted with 68 gifted and 144 non-gifted students who were in the 5th, 6th and 7th grades and 5 mathematics teachers. A mathematics achievement test, the Multiple Intelligences Inventory, and a teachers' opinion form were used as the data collection instruments. When the lessons that were designed according to the recently developed differentiation approach were compared with the lessons that were conducted according to the Ministry of National Education curriculum, those lessons designed according to the Purdue model, and those that were conducted within the scope of differentiation that was outlined in the Program for Noticing Individual Skills, the participating students' achievements increased significantly with the use of the recently developed differentiation approach. In addition, the teachers expressed that the activities that were conducted based on the differentiation approach were creative, beneficial, and tailored to the students' levels, and they addressed different intelligences types. The teachers reported that the students were more active; the lessons were more effective; the students improved their academic and social skills; and they had opportunities to understand their students better; understand the importance of project studies; and experience the project management process.

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“…(as cited in Karp, 2011). Abilities related to giftedness can improve under encouraging conditions, but it is necessary to establish these conditions (Karp, 2011).…”

mentioning

confidence: 99%

Evaluating a Newly Developed Differentiation Approach in Terms of Student Achievement and Teachers’ Opinions

2015

EDUC SCI-THEOR PRACT

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“…The core of being gifted can be improved in suitable circumstances. However, these kinds of circumstances should be created (Karp, 2011). Teachers need to do differentiation for fulfilling cognitive and emotional needs of the GS and they need to provide mathematical opportunities for their students (Leikin & Stanger, 2011;Hunt & Seney, 2009).…”

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confidence: 99%

The Effect of the Developed Differentiation Approach on the Achievements of the Students

Altintaş¹,

Özdemir²

2015

EJER

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Problem Statement: The present study is of importance for designing a differentiation approach, which enables gifted students to use their present potential in mathematics effectively and enables them to develop their achievement, while looking at the effect of the approach on both gifted and non-gifted students. Within the scope of the developed differentiation approach concerning mathematics education of gifted students, the present study is one of the limited studies with such a focus, which is why it is thought that it will contribute to the literature. By the results of the study, it is of great importance. Purpose of the Study:The purpose of this research is to determine the effect of a newly-developed differentiation approach for the mathematics education of gifted middle school students on the achievements of both gifted and non-gifted students.Method: Within the scope of this current study, the model with pre-test and post-test control group among real research models in accordance with quantitative research method was used. The sample of the study was composed of 57 gifted and 60 non-gifted 5th and 6th grade students from a public school and a private school in Maltepe and Cekmekoy districts of Istanbul. Convenience and purposeful sampling were conducted within the scope of quantitative sampling in this study. 'Mathematics Achievement Test' and 'Multiple-Intelligences Domains Inventory' were used within the scope of this study. The lessons carried out using activities stated in the National Education curriculum about the related subjects were compared with lessons carried out with the activities designed

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Valued Actions and Identities of Giftedness in a Mathematical Camp

Heyd-Metzuyanim

Hess-Green

2019

Int J of Sci and Math Educ

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Gifted Education in Russia and the United States

Cited by 4 publications

References 7 publications

Evaluating a Newly Developed Differentiation Approach in Terms of Student Achievement and Teachers’ Opinions

Evaluating a Newly Developed Differentiation Approach in Terms of Student Achievement and Teachers’ Opinions

The Effect of the Developed Differentiation Approach on the Achievements of the Students

Valued Actions and Identities of Giftedness in a Mathematical Camp

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