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惠靈頓作業代寫 奧地利教育

2020-11-18 19:25

奧地利的一項研究從英國心理學雜志上的教育比較186名學生從8類,4天才定期跟蹤和4,報道減少無聊水平隨著時間的推移在數學課程后進入更高的能力,支持的理論天才類提供更適當的水平的挑戰(Preckel等,2010)。有重要的研究表明,天才學生更容易輟學(Lajoie et al, 1981;Renzulli & Park, 2002年;88),盡管有許多其他原因或因素導致天才學生退學。兩個計算機研究使用1988年的國民教育縱向研究(nel: 88)和第二個后續輟學問卷表明,(a)許多有天賦的學生離開學校,因為他們沒有學校,不喜歡學校,有一個工作,或者是懷孕了,(b)大多數父母的天才兒童輟學并沒有積極參與孩子的決定,(c)許多有天賦的學生輟學參加課外活動少,(d)幾天才學生輟學計劃重返學校,(e)天才學生輟學有更高的自我概念,(f)許多有天賦的學生輟學從低SES家庭和少數族裔群體,(g)天才學生輟學了父母教育水平較低,(h)天才學生輟學已經使用大麻超過天才學生完成學校,(i)超常學生的退學行為與學生的教育抱負、懷孕或撫養子女、性別、父親的最高教育水平和母親的最高教育水平顯著相關(Renzulli & Park, 2002)。此外,一份被大量引用的報告《沉默的流行病:對高中輟學生的看法》發現,在接受調查的470名輟學生中,近50%的人表示,他們離開學校是因為他們的課程無聊,而且與他們的生活或職業抱負無關(Bridgeland等人,2006年)。雖然有些學生是因為學業上的巨大挑戰而輟學,但大多數輟學的學生本可以在學校取得成功,而且他們相信自己可以。如果高能力的教育能夠抑制這種影響,那么就有理由建議繼續或進一步實施這種做法。除了這種效果,課堂實踐調查由美國國家研究中心的天才和天才決定的程度有天賦和才華橫溢的學生接受不同教育在全美普通教室發現教師能力分組教室外“只做少量修改常規課程來滿足的需要有天賦的學生,”(Archambault等,1993)。這一結果適用于公立學校教師、私立學校教師、少數民族集中學校教師以及全國各地、農村、城市和郊區社區的教師和教室。為有天賦的學生做準備的老師很可能會給他們布置高級閱讀、獨立項目、充實工作表和各種各樣的報告。然而,這些修改并沒有被廣泛使用。調查還顯示,正規資優計劃學校向資優學生提供的常規課堂服務與未正規計劃學校提供的類似(Archambault et al, 1993)。如果不把高能力的學生直接放在一個天才項目中,他們不太可能接受任何類型的分化教育,這表明,只要避免低追蹤組的實施問題,能力分組可能會產生凈積極的結果。
惠靈頓作業代寫 奧地利教育
One Austrian study from the British Journal of Educational Psychology comparing 186 students from 8 classes, 4 on a gifted track and 4 regular, reported a decrease in boredom levels in math over time after entering higher ability classes, supporting the theory that gifted classes provide more appropriate levels of challenge (Preckel et al, 2010). There is significant research showing that gifted students are more likely to drop out (Lajoie et al, 1981; Renzulli & Park, 2002; NELS:88), although there are many other reasons or factors for gifted students to drop out. Two computerized studies using the National Education Longitudinal Study of 1988 (NELS:88) and the Second Follow-up Dropout Questionnaire indicated that (a) many gifted students left school because they were failing school, didn’t like school, had a job, or were pregnant, (b) most parents whose gifted child dropped out of school were not actively involved in their child’s decision, (c) many gifted students who dropped out of school participated less in extracurricular activities, (d) few gifted students who dropped out of school had plans to return to school, (e) gifted students who dropped out of school had higher self-concepts, (f)  many gifted students who dropped out of school were from low SES families and racial minority groups, (g) gifted students who dropped out of school had parents with low levels of education, (h) gifted students who dropped out of school had used marijuana more than gifted students who completed school, and (i) dropout behavior for gifted students was significantly related to students’ educational aspirations, pregnancy or child-rearing, gender, father’s highest level of education, and mother’s highest level of education (Renzulli & Park, 2002). Additionally, the heavily cited report, The Silent Epidemic: Perspectives of High School Dropouts, found that nearly 50 percent of 470 dropouts surveyed said they left school because their classes were boring and not relevant to their lives or career aspirations (Bridgeland et al, 2006). While some students drop out because of significant academic challenges, most dropouts are students who could have, and believe they could have, succeeded in school. If Highly Capable education curbs this effect, there might be reason to recommend its continued or furthered implementation. Besides this effect, The Classroom Practices Survey conducted by The National Research Center on the Gifted and Talented to determine the extent to which gifted and talented students receive differentiated education in regular classrooms across the United States found that teachers outside ability grouped classrooms “make only minor modifications in the regular curriculum to meet the needs of the gifted students,” (Archambault et al, 1993). This result holds for public school teachers, for private school teachers, and for teachers in schools with high concentrations of ethnic minorities as well as to teachers and classrooms in various regions of the country and in rural, urban, and suburban communities. Teachers who make provisions for the gifted are likely to assign them advanced readings, independent projects, enrichment worksheets, and reports of various kinds. However, these modifications are not used widely. The survey also revealed that the regular classroom services provided to gifted students in schools with formal gifted programs are similar to those provided in schools without formal programs (Archambault et al, 1993). If not placed directly into a gifted program, high ability students are unlikely to receive any kind of differentiated education, suggesting that ability grouping may have net positive results as long as the implementation issues for the lower tracked group are avoided.

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