Investigating reading, critical-thinking and metacognitive abilities of possible twice-exceptional primary/elementary school students: An on-line inquiry

Authors

Mary-Anne Haines, Linley Cornish, & Michelle Bannister-Tyrrell

 

Standardised achievement tests alone cannot define the learning profile of twice-exceptional students. ‘Real-time’ teacher observations/assessments made during students’ task applications (referred to as an on-line strategy) could be a useful data source. To investigate one such source, a think-aloud procedure and an assessment framework (the Adaptive Think-Aloud Framework – ATAF) were trialled focusing on students’ abilities in reading, critical thinking and metacognition. Using a case-study design, six purposively selected primary/elementary school students (N = 6), aged 9 to 12 years, read text samples aloud and articulated their interpretations/perceptions. Data analyses indicate that oral reading results supported students’ self-report about their reading abilities and contributed to more comprehensive reading profiles. There were, however, some indications of high ability in critical thinking and metacognition that were not always consistent with students’ school standardised-test results. Subject to further trialling, the think-aloud/ATAF combination shows promise as an instructional/assessment strategy for the investigation of twice-exceptionality, and for wider classroom usage.

DOWNLOAD THE ARTICLE

vol32_4_Haines_et_al (52 downloads)

 

Keywords: think-aloud, twice-exceptionality, on-line observational assessment, critical thinking, metacognition

Read More

Reversing underachievement in students with twice-exceptionality: findings from two case studies

Authors

Jodi Lamanna, Wilma Vialle & Catherine Wormald

 

Academic underachievement in gifted students has the potential to cause emotional, social and behavioural issues due to the discrepancy between gifted students’ learning needs and what is offered in the curriculum. This highlights the importance of reversing academic underachievement so that these issues no longer occur. Two gifted students, from a larger study, provided insight into the unique lived experience of giftedness, academic underachievement and the reversal of underachievement. The students’ perspectives were viewed through the lens of twice-exceptionality. The findings revealed that having an appropriately challenging curriculum, appropriate medication, and a positive teacher-student connection contributed to the reversal of academic underachievement. These findings have the potential to be implemented in classrooms to assist in reversing underachievement.

DOWNLOAD THE ARTICLE

vol32_1_Lamanna_et_al.pdf (50 downloads)

 

Keywords: gifted, twice-exceptional, underachievement, Bronfenbrenner

Read More

Investigating reading, critical-thinking and metacognitive abilities of possible twice-exceptional primary/elementary school students: An on-line inquiry

Authors

Mary-Anne Haines, Linley Cornish & Michelle Bannister-Tyrrell

 

Standardised achievement tests alone cannot define the learning profile of twice-exceptional students. ‘Real-time’ teacher observations/assessments made during students’ task applications (referred to as an on-line strategy) could be a useful data source. To investigate one such source, a think-aloud procedure and an assessment framework (the Adaptive Think-Aloud Framework – ATAF) were trialled focusing on students’ abilities in reading, critical thinking and metacognition. Using a case-study design, six purposively selected primary/elementary school students (N = 6), aged 9 to 12 years, read text samples aloud and articulated their interpretations/perceptions. Data analyses indicate that oral reading results supported students’ self-report about their reading abilities and contributed to more comprehensive reading profiles. There were, however, some indications of high ability in critical thinking and metacognition that were not always consistent with students’ school standardised-test results. Subject to further trialling, the think-aloud/ATAF combination shows promise as an instructional/assessment strategy for the investigation of twice-exceptionality, and for wider classroom usage.

DOWNLOAD THE ARTICLE

vol32_4_Haines_et_al.pdf (66 downloads)

 

Keywords: think-aloud, twice-exceptionality, on-line observational assessment, critical thinking, metacognition

Read More

Expressing a thought of God: Ramanujan (1887–1920)

Author

Peter Merrotsy

 

On the occasion of the centenary of his death, this article revisits the life and times of the Indian mathematician Ramanujan. His cultural and social background are detailed, his educational experiences are explored, and the extraordinary nature of his mathematical discoveries are outlined. Ramanujan’s story shows that giftedness may be found anywhere, including in the most disadvantaged, unexpected and unforgiving places. It is also a clear reminder of the handicap that poverty brings to achieving potential, and of the damage that can be done by an inflexible educational system.

DOWNLOAD THE ARTICLE

vol32_3_Merrotsy.pdf (60 downloads)

 

Keywords: Ramanujan, India, mathematician, poverty, genius

Read More

Creating graduation pathways for gifted and talented students: strategic alliances between high schools, community colleges and universities

Authors

Ksenia Zhbanova & Mark Fincher

 

Increasing enrolment numbers and attracting students who are likely to succeed at the post-secondary level is vital for any college. The gifted and talented constitute a distinctive population that can contribute to the overall level of success of an institution. Currently, there is a lack of connection between schools, colleges, and universities in the United States, which leads to the loss of highly able students. A coherent model of collaboration between community colleges, schools, and universities can support the gifted and talented, create a continuity between the levels of education, and help community colleges increase enrolment of the gifted as well as gain support from the schools and universities. This article presents such a model and includes concrete strategies that can be used by community colleges to build relationships with schools and universities for the benefit of the gifted and talented and each educational institution involved.

DOWNLOAD THE ARTICLE

vol32_2_Zhbanova_Fincher.pdf (34 downloads)

 

Keywords: gifted and talented, recruitment, collaboration, continuity of educational process

Read More