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Articles 1 - 9 of 9
Full-Text Articles in Science and Mathematics Education
The Pósa Method: Students' Perceptions Of Hungarian Mathematics Pedagogy, Lauren Seidl
The Pósa Method: Students' Perceptions Of Hungarian Mathematics Pedagogy, Lauren Seidl
Senior Theses
This study examines the reactions and experiences of students who are educated under the Pósa method, a Hungarian mathematics pedagogy previously employed in mathematics camps designed for gifted students. The focus of this research was to analyze the experiences of students in a Pósa method class in Budapest, Hungary. The holistic approach of gathering historical, qualitative, and analytical data pursued answers to the subsequent three research questions that guided the study: What do the students at Petrik School think about the Pósa method? What do the students in the Pósa method class think about math? What do the students’ and …
Gifted Learners And Mathematical Achievement: An Analysis Of Gifted Instructional Models, Lezley Anderson
Gifted Learners And Mathematical Achievement: An Analysis Of Gifted Instructional Models, Lezley Anderson
Doctoral Dissertations and Projects
The purpose of this causal-comparative study was to examine whether differences exist in the mathematics achievement of fifth grade gifted students based on the instructional delivery model used for mathematics instruction, cluster or collaborative, as defined by the Georgia Department of Education. The content area of mathematics, an area susceptible to underachievement among gifted learners, was investigated using archival data from a sample of 67 participants from rural Southwest Georgia over three academic years. The STAR Math assessment and the Georgia Criterion-Referenced Competency Test (CRCT): Math assessments were used to measure overall mathematics achievement. The subscales on the CRCT were …
Preparing Students For Careers That Do Not Yet Exist, Glenn W. "Max" Mcgee
Preparing Students For Careers That Do Not Yet Exist, Glenn W. "Max" Mcgee
Glenn W. "Max" McGee
The Illinois Mathematics and Science Academy (IMSA), as a self-described "teaching and learning laboratory for imagination and inquiry," has a history of pursuing innovations closely aligned with the vision and framework of the National Science Education Standards. Innovations include both methods and materials for inquiry-based student instruction as well as for delivering professional development for pre-service and practicing teachers. Instructional innovations described include yearlong student inquiry and research projects (SIR), self-paced physics instruction, student-driven energy and engineering projects, instruction in innovation and entrepreneurialism, and a host of student-led outreach activities to "ignite and nurture creative, ethical, scientific minds of students …
How Design Can Get Kids On The Path To Tech Careers: A Conversation With Dr. Stephanie Pace Marshall, The Founder Of A New Type Of Science And Math Academy, Stephanie Marshall
How Design Can Get Kids On The Path To Tech Careers: A Conversation With Dr. Stephanie Pace Marshall, The Founder Of A New Type Of Science And Math Academy, Stephanie Marshall
Stephanie Pace Marshall, Ph.D.
An interview with Dr. Stephanie Pace Marshall about educational design and the design of the Illinois Mathematics and Science Academy. "IMSA sought not only to develop decidedly different scientific minds, but also to develop a decidedly different residential learning community -- one that was nurturing and innovative, and one that instilled a sense of stewardship, and an obligation to give back. As a dynamic teaching and learning laboratory, IMSA continues to evolve, yet the roots of our founding ideas and goals remain."
Assessing High School Gifted Student Progress In Science Through Misconceptions And Mosart, Christopher G. Kolar, Evelyn Ho-Wisniewski
Assessing High School Gifted Student Progress In Science Through Misconceptions And Mosart, Christopher G. Kolar, Evelyn Ho-Wisniewski
Christopher G. Kolar
This paper reports how 188 high school students identified as gifted in science were assessed with the Misconceptions-Oriented Standards-Based Assessment Resource for Teachers (MOSART). Students enrolled in a year-long science-centered curriculum where this instrument appeared to be a means of identifying standards-aligned progress, avoiding ceiling effects and reliance on content mastery. This paper discusses two questions: 1. Is the MOSART a valid measure of conceptual understanding in gifted students? and 2. Can the MOSART be used with this population to measure growth in understanding? We present results from the physics and chemistry tests, and consider results from the earth science …
Specialized Science High Schools: Exploring Contributions Of The Model To Adolescent Talent Development Specialized Science, Christopher G. Kolar, Tracy L. Cross, Rena F. Subotnik, Paula Olszewski-Kubilius
Specialized Science High Schools: Exploring Contributions Of The Model To Adolescent Talent Development Specialized Science, Christopher G. Kolar, Tracy L. Cross, Rena F. Subotnik, Paula Olszewski-Kubilius
Christopher G. Kolar
As the field of gifted education shifts much of its focus to domain-specific talent development, specialized science high schools are taking their place on the stage. Back in 1981,Bloom and Sosniak argued persuasively that talent development cannot take place exclusively in schools. They stressed that schools were not prepared to offer the required levels of expert teaching, time, and effort. Yet, specialized science high schools, by design, are staffed with teachers with advanced degrees, offer relatively flexible schedules, interested peers,reasonable access to appropriate technology, and connections with research institutions to provide apprenticeships for the most motivated and interested students.
Preparing Students For Careers That Do Not Yet Exist, Glenn W. "Max" Mcgee
Preparing Students For Careers That Do Not Yet Exist, Glenn W. "Max" Mcgee
Publications & Research
The Illinois Mathematics and Science Academy (IMSA), as a self-described "teaching and learning laboratory for imagination and inquiry," has a history of pursuing innovations closely aligned with the vision and framework of the National Science Education Standards. Innovations include both methods and materials for inquiry-based student instruction as well as for delivering professional development for pre-service and practicing teachers. Instructional innovations described include yearlong student inquiry and research projects (SIR), self-paced physics instruction, student-driven energy and engineering projects, instruction in innovation and entrepreneurialism, and a host of student-led outreach activities to "ignite and nurture creative, ethical, scientific minds of students …
Assessing High School Gifted Student Progress In Science Through Misconceptions And Mosart, Christopher G. Kolar, Evelyn Ho-Wisniewski
Assessing High School Gifted Student Progress In Science Through Misconceptions And Mosart, Christopher G. Kolar, Evelyn Ho-Wisniewski
Publications & Research
This paper reports how 188 high school students identified as gifted in science were assessed with the Misconceptions-Oriented Standards-Based Assessment Resource for Teachers (MOSART). Students enrolled in a year-long science-centered curriculum where this instrument appeared to be a means of identifying standards-aligned progress, avoiding ceiling effects and reliance on content mastery. This paper discusses two questions: 1. Is the MOSART a valid measure of conceptual understanding in gifted students? and 2. Can the MOSART be used with this population to measure growth in understanding? We present results from the physics and chemistry tests, and consider results from the earth science …
Specialized Science High Schools: Exploring Contributions Of The Model To Adolescent Talent Development Specialized Science, Christopher G. Kolar, Tracy L. Cross, Rena F. Subotnik, Paula Olszewski-Kubilius
Specialized Science High Schools: Exploring Contributions Of The Model To Adolescent Talent Development Specialized Science, Christopher G. Kolar, Tracy L. Cross, Rena F. Subotnik, Paula Olszewski-Kubilius
Publications & Research
As the field of gifted education shifts much of its focus to domain-specific talent development, specialized science high schools are taking their place on the stage. Back in 1981,Bloom and Sosniak argued persuasively that talent development cannot take place exclusively in schools. They stressed that schools were not prepared to offer the required levels of expert teaching, time, and effort. Yet, specialized science high schools, by design, are staffed with teachers with advanced degrees, offer relatively flexible schedules, interested peers,reasonable access to appropriate technology, and connections with research institutions to provide apprenticeships for the most motivated and interested students.