A Talent for Tinkering: Developing Talents in Children from Low-Income Households through Engineering Curriculum

Autor/inn/en	Robinson, Ann; Adelson, Jill L.; Kidd, Kristy A.; Cunningham, Christine M.
Titel	A Talent for Tinkering: Developing Talents in Children from Low-Income Households through Engineering Curriculum
Quelle	In: Gifted Child Quarterly, 62 (2018) 1, S.130-144 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9041
DOI	10.1177/0016986217738049
Schlagwörter	Talent Development; Low Income Groups; Engineering Education; Quasiexperimental Design; Scientists; Biographies; Science Achievement; Knowledge Level; Learner Engagement; Grade 1; Intervention; Hierarchical Linear Modeling; Effect Size; Summer Programs; Academically Gifted; Pretests Posttests; Experimental Groups; Control Groups; STEM Education; Minority Group Students; Faculty Development; Elementary School Students; Elementary School Teachers; Measures (Individuals); Science Tests; Statistical Analysis + Suchen Sie Ihr Suchwort? Begabtenförderung; Talentförderung; Ingenieurausbildung; Scientist; Wissenschaftler; Biography; Biografie; Biographie; Wissensbasis; School year 01; 1. Schuljahr; Schuljahr 01; Sommerkurs; STEM; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Messdaten; Statistische Analyse
Abstract	Guided by the theoretical framework of curriculum as a platform for talent development, this quasi-experimental field study investigated an intervention focused on engineering curriculum and curriculum based on a biography of a scientist through a comparative design implemented in low-income schools. Student outcome measures included science content achievement, engineering knowledge, and engineering engagement. The sample comprised 1,387 Grade 1 students across 62 classrooms. Multilevel modeling was used separately for each of the three student outcome measures. The intervention resulted in an effect size of 0.28 on an out-of-level science content assessment and effect size of 0.66 for the engineering knowledge measure. Students in the intervention group reported a high level of engineering engagement. General education teachers were trained to implement the curricula through a summer institute and received coaching throughout the subsequent academic year. Evidence suggests the intervention functioned as a talent-spotting tool as teachers reported they would nominate a substantial portion of low-income and culturally diverse students for subsequent gifted and talented services. Discussion focused on the match between the needs and preferences of students from low-income households for hands-on design experiences and the curricular affordances in the engineering domain as a talent development pathway for young, poor children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01