High Ability Learners Research Articles

Curriculum Development and Evaluation at the William & Mary Center for Gifted Education

At the Center for Gifted Education at William & Mary, content-based curriculum development and dissemination of materials for teaching gifted and high-ability learners has always been central to the mission. For over three decades, curriculum materials have been developed using Joyce VanTassel-Baska’s Integrated Curriculum Model (ICM) and field-tested in classrooms around the country. With each revision of current materials and during the development of new materials, every effort is made to hold true to the theoretical underpinnings of the ICM. This article offers a glimpse at our ongoing commitment to the core of this well-researched model.

Talent Development in Inclusive Classrooms: An Analysis of Student Growth

In this 21st century context, communities and nations cannot afford to lose the talents of any young people. Shifts in thinking and practices are needed: from one-dimensional definitions to varied talents and 21st century skills of creativity, critical thinking, collaboration, and communication; from identification to assessment; from the goal of eminence to wisdom; from special programs to services in inclusive settings. To substantiate these changes, we analyzed student growth in creative problem solving in mathematics and science, and knowledge structure in an Australian school. Significant gains were made by all students at all levels of performance on three assessments, showing that all students in inclusive classrooms benefitted from the implementation of Maker's (1982) talent development principles. Implementing a teaching model such as Real Engagement in Active Problem Solving (REAPS) and assessment of creative problem solving are recommended. Instruments with no ceilings are needed, especially for assessing growth of high ability learners.

A REVIEW OF THE ROLE OF SHARED LESSON OBJECTIVES IN SHAPING THE ACADEMIC ACHIEVEMENTS OF SENIOR SECONDARY SCHOOL STUDENTS.

Lesson objectives are germane parts of every lesson plan and its delivery. More important is the disclosure of these objectives. This paper reviews the role of shared lesson objectives in shaping academic achievements of senior secondary school students. Different views about lesson objectives are analysed, it also looks at how shared lesson objectives help to increase academic achievement of learners in schools. The framework of this review is premised on the cognitive load theory, which considers the intrinsic, germane and extraneous cognitive domains as keys to the formulation and disclosure of every learning objective. It also looks at key considerations for crafting lesson objectives- these are audience, behaviour, condition and degree. It finally, looks at the benefits of shared objectives- clarity, instructional guidance, motivation, alignment with assessment, feedback, collaboration and accountability were identified. It recommended that in developing and disclosure of lesson objectives, students’ capacity, maturity level and behaviour should be considered. This would help to effectively differentiate and make provisions for low ability learners while the high ability learners are further encouraged to do more.

Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation

This systematic scoping review reports findings from 38 studies (2000–2022) that explored the approaches to differentiation that have been effectively used with high-ability students and the school-level supports that enabled their application. The review advances our understanding of current approaches and highlights future considerations for school-based pedagogies that aim for an inclusive education for all, including shared understandings of what effectiveness means and looks like in practice and how it can be determined or measured. The review identified 15 effective teaching approaches used with high-ability learners, showing that teachers draw upon an array of approaches when differentiating for high-ability students in both primary and secondary settings and across disciplines. However, the limited number of studies and predominance of data from one country suggest the need for further research across a broader range of contexts, including the important role of school leadership in supporting differentiated teacher practice. This need is made more pressing in contexts where differentiation continues to be primarily focused upon students working below expected level rather than including the highly able, and where the practice of differentiation continues to be misunderstood.

Flipped jigsaw II versus conventional flipped classroom: Which approach better improves learning outcomes in the International Marketing Management course?

Researchers have reported the positive effects of integrating the flipped classroom and jigsaw technique separately across courses at different educational levels. However, the use of flipped jigsaw II to cultivate real-world skills while improving students' learning outcomes in business school courses has been understudied. The present study compared the effects of the flipped jigsaw II versus the conventional flipped classroom in an International Marketing Management course on learning outcomes in terms of learning attitude, motivation, and achievement. A quasi-experimental design was used by assigning 25 control group students engaged in the conventional flipped classroom and 25 experimental group students in flipped jigsaw II. The experiment lasted six weeks in an Indonesian university's fall semester of the 2021–2022 academic year. Data were collected through questionnaires, students' test scores, and interviews. The results indicate that flipped jigsaw II produced significantly better learning attitude, motivation, and achievement than the conventional flipped classroom. Additionally, the flipped jigsaw II had a more positive effect on both low- and high-ability learners regarding learning achievement. This study contributes to the field by proposing a new framework for marketing education by exploring the feasibility of using flipped jigsaw II and offering theory and practical implications.

Teachers’ Perceptions of Differentiated Instruction for Academically High-Achieving Secondary School Students in Tanzania

Previous research supporting differentiated instruction (DI) has led to its adoption in different countries as a promising pedagogical framework for addressing diverse learners’ needs. To date, there exists little information on DI from Tanzania especially when competence-based education and inclusion are being embraced. To address this gap, this study explored how Tanzanian teachers perceived DI in their working with academically high-achieving secondary school students. The study was strongly informed by a constructivist research tradition, adopting a multiple case study design. Focus group discussions and interviews were used as data sources and thematically analyzed. The analysis revealed teachers’ limited perceptions of DI, although consonance with the existing literature on DI practices for high-ability learners. After discussing the findings, as conclusion, the article stresses the importance of training teachers on DI to enhance their instructional practices for high-ability learners in Tanzania, along with setting the grounds for future research.

The Effect of Portfolio-based Assessment and Language Processing on Acquiring Second Language


 
 
 
 Only little research has explored how information from alternative assessments especially portfolios might be best utilized in developing second language acquisition processes of a single individual student’s comprehension of simple present tense as one of grammar aspects. To understand these ideas more complete, a greater initial has to be set on a study. In addition, there must be a more prominent center on how teachers can implement alternative assessment especially portfolio assessment and how the information from these assessments can be utilized to inform and direct the learning process. Using mix method design, this study examined the language processing of two students (i.e., a high-ability learner and a low-ability learner) studying at grade seventh at MTsN 4 surabaya. According to the findings, There was difference in the degree to which the high ability student accurately noticed the answers of the questions (the use of s/es in simple present tense), rather than the low ability student. Both low ability and high ability learners could recognize the learning gaps before and after the learning process, and they notice their development system towards the target language. However, the high ability student performed better.
 
 
 

Validating a test of L2 routine formulae to detect pragmatics learning in stay abroad

Abstract There has long been interest in the effect of stay abroad on pragmatic development in second language (L2) pragmatics research. However, few testing instruments exist to assess pragmatics learning in stay abroad and provide information about learners’ development to help institutions evaluate the success of stay abroad programs. In this study, we describe the adaptation and validation of Roever’s (2005) test of second language routine formulae to be used large-scale with Japanese stay-abroad learners. We follow Kane’s (2006) argument-based approach to validation, evaluating the first four inferences: Domain description, Evaluation, Generalization, and Explanation. We also investigate the test’s practicality within the institutional setting of intended use. We find evidence supporting the use of the test for providing information on pragmatics learning during stay abroad. The test can differentiate between low- and high-ability learners, shows adequate reliability, and reflects the roles of proficiency and exposure in pragmatics learning in stay abroad contexts. The test is also practical and requires few resources. Further steps, such as the investigation of the Extrapolation and Decision inference, are discussed.

Benefits of immersive collaborative learning in CAVE-based virtual reality

How to make the learning of complex subjects engaging, motivating, and effective? The use of immersive virtual reality offers exciting, yet largely unexplored solutions to this problem. Taking neuroanatomy as an example of a visually and spatially complex subject, the present study investigated whether academic learning using a state-of-the-art Cave Automatic Virtual Environment (CAVE) yielded higher learning gains compared to conventional textbooks. The present study leveraged a combination of CAVE benefits including collaborative learning, rich spatial information, embodied interaction and gamification. Results indicated significantly higher learning gains after collaborative learning in the CAVE with large effect sizes compared to a textbook condition. Furthermore, low spatial ability learners benefitted most from the strong spatial cues provided by immersive virtual reality, effectively raising their performance to that of high spatial ability learners. The present study serves as a concrete example of the effective design and implementation of virtual reality in CAVE settings, demonstrating learning gains and thus opening opportunities to more pervasive use of immersive technologies for education. In addition, the study illustrates how immersive learning may provide novel scaffolds to increase performance in those who need it most.

Review of Engineering instruction for high-ability learners in K-8 classrooms

Review of Engineering instruction for high-ability learners in K-8 classrooms

Challenging students with high abilities in inclusive math and science classrooms

ABSTRACT The overall purpose of this study was to better understand how US math and science teachers perceived and supported the learning of high-ability students in inclusive, urban general education classrooms. Specifically, drawing on the literature on self-regulated learning (SRL), this study explored to what extent teachers (N = 58): (1) perceived high-ability learners as self-regulated learners, and (2) encouraged these students to engage in strategies aligned with the research on SRL. Both quantitative and qualitative data confirmed that teachers’ perceptions of high-ability students were mixed. For example, high-ability learners were largely described as mastery-oriented and self-regulated, but teachers also noted that these students do not always: (1) set goals; (2) have accurate self-perceptions; or (3) monitor their understanding. Findings also suggest that teachers struggled to meet the needs of high-ability students in inclusive classrooms, often leaving high-ability students to work independently so that they could attend to their less-abled peers. Overall, these findings point to the need for further professional development opportunities focused on differentiating instruction for high-ability learners.

Designing Self-directed Learning in Mathematics for High Ability Learners in Dunman High School, Singapore

Designing Self-directed Learning in Mathematics for High Ability Learners in Dunman High School, Singapore

The effect of a virtual reality learning environment on learners’ spatial ability

This study employed electroencephalography to record event-related potentials to investigate the difference in learning performance between learners with different levels of spatial ability in a traditional learning environment that utilizes presentation slides and a learning environment that incorporates virtual reality (VR). Thirty-two university students participated in the experiment. The N1 and P2 components were results that indicated selective attention at an early stage; their amplitudes were proportional to the cognitive loads. The experiment results revealed that the main effect of learning environment was significant. The N1 and P2 components had larger amplitudes and indicated higher cognitive loads in the presentation slides-based environment than in the VR-based environment. The main effect of spatial ability was also significant. The N1 and P2 amplitudes evoked in the high spatial ability (HSA) learners were smaller than those evoked in the low spatial ability (LSA) learners, indicating that the LSA learners possessed fewer cognitive resources and bore relatively high cognitive loads. The interaction effect of learning environment and spatial ability was significant. Larger P2 amplitude was observed in LSA learners in the presentation slides-based environment than in the VR-based environment, implying that VR facilitates the reduction of cognitive loads in LSA learners. The P2 amplitude detected in HSA learners did not show any significant difference in both learning environments, indicating that the VR-based learning environment did not enhance their learning. This result supports the ability-as-compensator hypothesis to a certain extent.

SELF-ESTEEM AND PEER INFLUENCE AS PREDICTORS OF LEARNING OUTCOMES IN MATHEMATICS AMONG HIGH ABILITY STUDENTS IN IBADAN, OYO STATE, NIGERIA

Academic underachievement has become a syndrome especially among high ability learners in Mathematics. This is due to some identified factors which include self-esteem and peer influence of the high ability learners. This study therefore investigated how self-esteem and peer influence can predict the learning outcomes in Mathematics of high ability learners in Ibadan, Oyo State. The survey design of the ex-post facto type was employed in this study. Purposive sampling technique was used to select twenty (20) secondary school out of which 200 high ability learners were randomly selected. Instruments used: Slosson intelligence test (r=0.81); Peer influence inventory (r=0.72); Self-esteem scale (r=0.72) and Mathematics achievement test (r=0.85). The study lasted for eight weeks. Data were analysed using Pearson’s Product Moment Correlation and Multiple Regression Analysis at 0.05 level of significance. There were positive relationship between learning outcomes in Mathematics with self-esteem (r=2.3); peer influence (r=2.2). There was a significant joint contribution of the independent variables to the dependent variable of learning outcomes in Mathematics. [F(2,197)=7.64; R2=0.072] accounting for 6.3% of its variance. Self-esteem (β=2.6; t=2.176) and peer influence (β=1.6; t=2.114) had a relative contribution on the learning outcomes in Mathematics of highly ability learners. Thus, self-esteem and peer influence were found to be effective predictors of learning outcomes in mathematics of high ability learners. It is therefore recommended that self-esteem of the high ability learners needs to be enhanced through various programmes especially by the school counsellors. Also, parents and wards should support their children by advising them on the type of friends they keep. With this in place, the high ability learners will perform better in Mathematics.

High-ability Learners

High-ability Learners

Using ‘science laboratory interaction category’ instrument to assess laboratory behavior of grade-8th basic science students’ in Nigeria

School Laboratory Environments are considered very important for learning to take place effectively. Using the Science Laboratory Interaction Category (SLIC) as instrument, this study assessed the behavior of high and low ability learners in two laboratory environments; the constructivist laboratory environment which served as experimental group and the transmissive laboratory environment which served as control group. 96 grade-8th students formed the study sample. This study employed the pre-test; post-test quasi-experimental design. The design is a 2 x 2 x 2 factorial design consisting of two laboratory environments (constructivist and transmissive); ability at two levels (high and low); and repeated testing (pre-test and post-test). The research instruments used to obtain data for which two research questions and one hypothesis was tested are the Science Laboratory Interaction Category (SLIC) and Basic Science Achievement Test (BSACT). The teaching content used was the same for both groups. Results show that the behaviors of both the ‘high and low’ constructivist students were more favorable than behavior of ‘high and low’ transmissive students in exhibition of acceptable laboratory behavior. Also, there was no significant difference in the exhibition of acceptable laboratory behavior between ‘high and low’ ability constructivist groups; but significant differences were found between the ‘high and low’ transmissive groups. Based on the results, recommendations were made to train teachers to assess laboratory behaviors using the SLIC instrument and encouraging teachers to create laboratory environment that foster better laboratory behavior.

Development of a Procedural Guide to Implement Response to Intervention (RtI) With High-Ability Learners

In recent years, a focus on individual student needs has set the stage for tailoring educational interventions to address issues of students who are not working up to educational proficiency standards outlined in the No Child Left Behind (NCLB) legislation. This new pedagogical model may provide a unique opportunity to meet the needs of high-ability students who are not working to their potential in the classroom. Research indicates that gifted students allowed to work on material beyond the common core curriculum instead of merely maintaining the pace of the rest of the class actually perform better on end-of-the-year testing in math and science than gifted controls who did not pursue additional work. Bright students, like all students, demonstrate increased motivation and classroom performance when provided with academic material that appropriately challenges them. Response to intervention (RtI) establishes differentiated curriculum as the standard in America’s schools. It holds promise for all students, not only students who are lagging behind. RtI addresses student underperformance, whether due to a lack of motivation, boredom, or any number of potential factors moderating the learning of high-ability students as well as the average learner. This article reports on a study that developed and field tested a procedural guide for implementation of the RtI model with gifted students.

Conceptualizing Concurrent Enrollment

Research shows that carefully planned acceleration offers academic benefits with little social or emotional risk to high-ability learners. However, acceleration is underutilized and little is known about students’ motivations to accelerate. In this study, 21 high-ability high school students in Grades 11 and 12 took part in a structured conceptualization exercise that revealed why they chose to concurrently enroll in university courses. Participants brainstormed responses to a focus prompt, then structured the data by sorting and rating their responses. The structured data were analyzed using multidimensional scaling and hierarchical cluster analysis to produce a cluster map of participants’ motivations. In order of importance, key concepts included (a) university preparation, (b) demonstrating initiative, (c) getting ahead, (d) love of learning, (e) self-fulfillment, (f) seeking challenge, and (g) socializing. The key concepts were examined within a self-determination theory framework. Study findings provide a deeper understanding of high-achieving students’ views on concurrent enrollment. Educational and research implications are discussed.

Factors Influencing Academic Self-Concept of High-Ability Girls in Singapore

This study aimed at investigating the impact of entering high-ability classes on the academic self-concept of high-ability primary girls in Singapore. Participants in this study are 91 Primary 4 girls, 30 high-ability pupils, and 61 pupils from classes that include high-, middle-, and low-ability pupils. This study utilized a mixed-method approach. The quantitative part of the study used the Academic Self-Concept Questionnaire (ASCQ) to measure the pupils’ academic self-concept before and after they were streamed into high-ability classes. Findings indicate that the high-ability learners had a statistically lower academic self-concept score after streaming, whereas no significant difference could be found between the academic self- concept scores for the pupils from the mixed-ability classes before and after streaming had taken place. Narrative interviews revealed that high-ability students experienced greater pressure because of heightened competition in class. Implications of the study for educators are discussed.

Learning with desktop virtual reality: Low spatial ability learners are more positively affected

This study aims to verify the learning effectiveness of a desktop virtual reality (VR)-based learning environment, and to investigate the effects of desktop VR-based learning environment on learners with different spatial abilities. The learning outcome was measured cognitively through academic performance. A quasi pretest–posttest experimental design was employed for this study. A total of 431 high school students from four randomly selected schools participated in this study where they were randomly assigned to either experimental or control groups based on intact classes. Findings indicate a significant difference in the performance achievement between the two groups with students performed better using desktop virtual reality. A possible explanation is that the desktop virtual reality instructional intervention has helped to reduce extraneous cognitive load and engages learners in active processing of instructional material to increase germane cognitive load. A significant interaction effect was found between the learning mode and spatial ability with regard to the performance achievement. Further analysis shows a significant difference in the performance of low spatial ability learners in the experimental and control groups, but no statistically significant difference in the performance of high spatial learners in both groups. The results signify that low spatial ability learners' performance, compared with high spatial ability learners, appeared to be more positively affected by the desktop VR-based learning environment which is supported by the ability-as-compensator hypothesis, and can be explained by the cognitive load theory.