Reply to What should Public schools do for your child if she reads 3 grades above ?

Forum Index » Schools and Education General Discussion

Reply to "What should Public schools do for your child if she reads 3 grades above ?"

Subject:

Emoticons





More smilies

Text Color: Font: Close Marks

[quote=Anonymous]Catherine A. Little, D. Betsy McCoach, and Sally M. Reis
Effects of Differentiated Reading Instruction on Student Achievement in Middle School
Journal of Advanced Academics November 2014 25: 384-402, first published on September 11, 2014 doi:10.1177/1932202X14549250

Abstract
Reading instruction often does not focus on appealing to student interests, offering choice, or responding to the needs of advanced readers. In this experimental study, we examined the effects on achievement of an instructional approach involving choice, differentiated instruction, and extensive, supported, independent reading, with corresponding elimination of regular reading instruction. The study, which incorporated multi-site cluster-randomized design, was conducted in four middle schools with 2,150 students and 47 teachers. Pretest and posttest data were collected on reading fluency and comprehension, with Hierarchical Linear Modeling (HLM) procedures used to investigate the effects of the intervention. Results indicated similar results overall for treatment and control group students, with treatment outperforming control on reading fluency at two of the schools. The findings demonstrate that the intervention resulted in similar or higher scores for fluency and similar scores for comprehension, despite the diminished whole-group and small-group instruction provided in the intervention as compared with regular reading classes.

Ann Robinson, Debbie Dailey, Gail Hughes, and Alicia Cotabish
The Effects of a Science-Focused STEM Intervention on Gifted Elementary Students’ Science Knowledge and Skills
Journal of Advanced Academics August 2014 25: 189-213, first published on June 9, 2014 doi:10.1177/1932202X14533799

Abstract
To develop Science, Technology, Engineering, and Mathematics (STEM) talents, both researchers and policy developers recommend that educators begin early. In this randomized study, we document the efficacy of teacher professional development and a rich problem-based inquiry curriculum to develop the science talent of elementary students. The intervention, STEM Starters, a federally funded Jacob K. Javits project, provided sustained and embedded professional development to classroom teachers and to pull-out gifted program teachers to support the implementation of a problem-based curriculum in their classrooms. During the intervention, randomly assigned teachers participated in 120 hr of professional development that focused on science content, inquiry-based instruction, technological applications, and differentiated instruction within problem-based curriculum units. Statistically significant gains in science process skills, science concepts, and science content knowledge were found among gifted students in the treatment group when compared with gifted students in the comparison group.

Dina Brulles, Scott J. Peters, and Rachel Saunders
Schoolwide Mathematics Achievement Within the Gifted Cluster Grouping Model
Journal of Advanced Academics August 2012 23: 200-216, doi:10.1177/1932202X12451439

Abstract
An increasing number of schools are implementing gifted cluster grouping models as a cost-effective way to provide gifted services. This study is an example of comparative action research in the form of a quantitative case study that focused on mathematic achievement for nongifted students in a district that incorporated a schoolwide cluster grouping model. Although previous research found that gifted students performed better in the cluster setting, this study sought to determine the effects of the cluster model on nongifted students. Findings from this research indicate that general education students in the gifted cluster classes and those not in the gifted clusters experienced similar levels of academic growth in mathematics. Data disaggregated according to grade level, gender, ethnicity, and English language learner status showed that students achieved at similar rates in mathematics in gifted cluster classrooms and those classrooms without the gifted cluster groups.

et cetera et cetera et cetera...[/quote]

Options

	Disable HTML in this message
	Disable BB Code in this message
	Disable smilies in this message

Review message

Search Recent Topics Hottest Topics