Open Access. Powered by Scholars. Published by Universities.®
- Institution
Articles 1 - 5 of 5
Full-Text Articles in 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 …
Impact Of Internet Connection On Gifted Students’ Perceptions Of Course Quality At An Online High School, Stacy Hawthorne
Impact Of Internet Connection On Gifted Students’ Perceptions Of Course Quality At An Online High School, Stacy Hawthorne
Boise State University Theses and Dissertations
Online learning is on the rise in K-12 education and, with the lockdowns and social distancing measures implemented as a result of COVID-19, has gained increased prominence. While the demand for online learning is on the rise, many U.S. students lack adequate Internet connectivity to have a successful online learning experience. Connectivity issues, particularly when they impact audio, can cause students to tune out or even drop out of online learning. This is problematic for online schools and course providers who often have no control over the speed of a student’s home Internet connection. Online schools also have to balance …
Nurturing Excellence: A Case Study Of High School Learning Environments For The Gifted, Ryan A. Mcclintock
Nurturing Excellence: A Case Study Of High School Learning Environments For The Gifted, Ryan A. Mcclintock
Electronic Theses and Dissertations
The nuanced and complex cognitive and social-emotional needs of high school gifted learners are not sufficiently met through accelerated coursework like Advanced Placement and International Baccalaureate alone. Addressing their needs requires the design, implementation, and leadership of programming that maximizes their agency, curiosity, and confidence. Such programming should be fully modern in its conception and allow gifted high school students to construct and share products of their learning with respect to issues of global importance. The purpose of this study was to explore high school learning environments designed to maximize the agency, confidence, and curiosity of gifted and talented secondary …
A State-By-State Policy Analysis Of Stem Education For K-12 Public Schools, Courtney C. Carmichael
A State-By-State Policy Analysis Of Stem Education For K-12 Public Schools, Courtney C. Carmichael
Seton Hall University Dissertations and Theses (ETDs)
For practitioners and policy makers across the nation, STEM education has a vague definition. This study looks at how all 50 states define STEM education in policy, using four models: (a) Disciplinary STEM (Science, Technology, Engineering, Mathematics); (b) Integrated STEM focusing on combining two or more disciplines to produce critical thinking, real world application, and creative problem solving; (c) the Disciplinary and Integrated STEM model that acknowledges both to summarize programs at the state policy level; (d) the model with no definition of STEM education. The final results include 10 percent of states use the first model, 42 percent use …
Academic Performance And Social Participation Of Gifted And Talented Humanities Program Students, Hyak Junior High School, Bellevue, Washington, Eileen Casey Herling
Academic Performance And Social Participation Of Gifted And Talented Humanities Program Students, Hyak Junior High School, Bellevue, Washington, Eileen Casey Herling
All Master's Theses
This investigation focused upon the academic and social achievement of identified gifted and talented students who participated in a special humanities program conducted within a traditional junior high school environment. Eighty-two students, ranging from the seventh grade through their sophomore year in college, returned questionnaires lending credence to the hypothesis that these youngsters generally continue to sustain their achievement level as they progress through life. Students' attitudes regarding gifted identification, motivation, peer relationships, and program preparation were discussed.