The gifted student and poverty are two incredibly diverse topics that meet in underfunded and misunderstood programs. In an attempt to define gifted and talented (GT) students‚ as well as our understanding of poverty‚ the assumptions and misinterpretations of our knowledge slowly becomes evident through research analysis. First‚ seeking to define the problem and then to create change‚ the fundamental flaw is exposed; scholars do not agree on what poverty is and what necessarily defines social economic
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Beth Lindenberg Gifted Curriculum November 7‚ 2012 Bridging the Divide “Benefits of Providing Enrichment to High-Potential Students from Low-Income Families” by Rachelle Miller and Marcia Gentry This article‚ from Teaching for High Potential‚ Fall 2011‚ was illuminating‚ and‚ at the same time‚ left a few gaps for me. A quick summary. Researchers‚ Miller and Gentry‚ based this piece on the “Validity Evidence of the HOPE Scale: Instrumentation
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Effects of Gifted Programming in Mathematics and Reading Using the ECLS-K. Gifted Child Quarterly‚ 56(1)‚ 25-39. The article looked at the overall effect that funded gifted programs have on the gifted students and the detrimental effects this funding has on the non-gifted population in the areas of school achievement as well as the effects and attitudes of school achievement for non-gifted students. Arguments have been made that funding for gifted programs puts non-gifted students at a disadvantage
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Gifted students are often well beyond their years when it comes to their ability‚ however they are not always mature enough to handle the assignments that go along with that ability. This brings about a problem of accommodating these students with sufficient enrichment or acceleration without using subjects that are too mature for their mental age. Gifted students can learn the same standards‚ themes‚ units and concepts as the rest of the class. They will just be allowed regular opportunities to
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import java.io.*; import java.util.*; public class IQTest { int ch; String name; int score=0; Scanner s=new Scanner(System.in); public void Display()throws IOException { System.out.println("Welcome To IQ Test"); System.out.println("Plese Enter Your Name:->"); name=s.next(); System.out.println("Rules Of IQ Test Are-->\n"); System.out.println("1:You Will Be Asked 30 Questions"); System.out.println("2:Each Question Carries 3 Marks"); System.out.println("3:You Will Be Given Some
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Classroom Curriculum for Gifted and Talented Students Many educators have become well-versed in modifying the regular classroom curriculum to meet the needs of students with disabilities. Educators are not as experienced‚ however‚ in meeting the instructional needs of high-ability students. In a growing number of states‚ revisions in regulations pertaining to gifted and talented students are requiring that high-ability students‚ previously served in part-time pull-out programs‚ must also receive appropriate
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I was one of the first students at my school to enter this program‚ and my class started with only three students between two grades. In the gifted program‚ commonly called “Quest‚” I normally finished the logic puzzles the teachers gave in about half the time as the other students. In Quest‚ I found that I liked using multiple methods to solve the same problem‚ as it proved highly beneficial to me. I learned how to use my first CAD program in Quest when my teachers conducted a unit
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Gifted Students and Social Stigma Gifted Students and Social Stigma Philosopher Benedict Spinoza said‚ "Man is a social animal" (Kaplan 278). The desire for social acceptance‚ whether recognized or denied‚ is part of human culture. People yearn for it‚ obsess over it‚ and alter themselves to obtain it. Humans can spend their entire lives unsuccessfully attempting to achieve a level of social status they believe will validate them. Acceptance is denied for superficial reasons varying from clothing
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Characteristics of Gifted Children Very Observant Extremely Curious Intense interests Excellent memory Long attention span Excellent reasoning skills This above average giftedness can be generic or acquired. Mildly gifted (IQ 115-129) Moderately gifted (IQ 130-144) Highly gifted (IQ 145-159) Exceptionally gifted (IQ 160-174) Profoundly gifted (IQ 175+) MENTAL RETARDATION Genetic conditions Problems during pregnancy. Problems at birth. TYPES syndromic intellectual disability
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IS EQ MORE IMPORTANT THAN IQ? I think EQ is more important than IQ for the success or failure of a student in this world. IQ’s may be based on a student’s level of knowledge but EQ’s are the level of a student’s ability to emotionally judge situations and/or fit into groups by managing their personal interactions. EQ or Emotional Quotient is a measure of your ability to notice and then manage your interior and exterior perceptions of your feelings and then control your reactions. Your mood will
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