A Gifted Model Designed for Gifted Students in a Small, Rural High School, 1980-1983.

Institution	Baldwyn Separate School District, MS.
Titel	A Gifted Model Designed for Gifted Students in a Small, Rural High School, 1980-1983.
Quelle	(1983), (121 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Art Education; Computer Assisted Instruction; Computer Literacy; Demonstration Programs; Educational Innovation; Educational Objectives; German; Independent Study; Inservice Teacher Education; Mentors; Needs Assessment; Pretests Posttests; Program Effectiveness; Questionnaires; Resource Teachers; Rural Schools; Secondary Education; Small Schools; Student Attitudes; Student Projects; Student Teacher Relationship; Teacher Attitudes; Teacher Role; Work Experience Programs; California Achievement Tests + Suchen Sie Ihr Suchwort? Schulleistung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Computer based training; Computerunterstützter Unterricht; Computerkenntnisse; Instructional innovation; Bildungsinnovation; Educational objective; Bildungsziel; Erziehungsziel; Deutscher; Selbststudium; Lehrerfortbildung; Bedarfsermittlung; Fragebogen; Lehrpersonal; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sekundarbereich; Schülerverhalten; Schulprojekt; Lehrerverhalten; Lehrerrolle
Abstract	Objectives of a model program (1980-83) for gifted students in a small rural high school in Baldwyn, Mississippi, were to improve teacher knowledge of gifted programs, demonstrate significant gains in student achievement, increase student skill/knowledge in specific areas, measure attitudes of "artistically talented" students by a year-end questionnaire, continue developing a model gifted program for rural school districts, and produce students who select vocational/academic careers based on program experiences. Innovative aspects were inservice training to help teachers work individually with gifted students, a "mentor approach" enabling students to work part-time in the community with a specialist in their interest area, and use of a computer for direct instruction and for programming individual study projects. Although the first-year program did not fulfill all objectives (student enthusiasm for year-long, research-oriented individual projects dwindled), second- and third-year changes (seven participating students each year) brought better results and more positive student responses. Successful components were a faculty committee to help develop student projects, project-oriented (not research-oriented) independent studies, increased student interaction with mentors, enlarged curriculum opportunities, one free day weekly for non-program interests, close teacher supervision/reinforcement, and use of the computer. Appendices include budget material, forms, questionnaires, and tests. (MH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC