Labeling of gifted pupils can negatively affect the life path of gifted individuals. The study explores whether and how a teacher can label gifted pupils when applying educational strategies based on internal differentiation. We focused on formally identified intellectually gifted pupils (age 7–12) educated in (mainstream) elementary schools in the Czech Republic (Central Europe). Qualitative data were collected through classroom observations and teacher interviews. We observed 24 gifted pupils and 15 teachers from 12 schools. We identified five main types of educational strategies leading to inappropriate labeling, such as Tasks for Quick‐witted, Challenges, Boffins Goes to Competition, Teacher's Assistant, and Individual Projects. The “inappropriateness” of these strategies consisted of the significant preference and presentation of gifted pupils, in the useless and overused selection of gifted pupils, and the rigidity of the applied strategies. The paper seeks to highlight the existence of a paradoxical phenomenon whereby, when teachers are maximally interested in promoting giftedness, the stagnation of gifted pupils and other pupils in the class occurs. The study concludes with recommendations for eliminating inappropriate labeling of gifted pupils.
{"title":"Educational strategies leading to labeling the gifted pupil","authors":"Eva Klimecká","doi":"10.1002/curj.222","DOIUrl":"https://doi.org/10.1002/curj.222","url":null,"abstract":"Labeling of gifted pupils can negatively affect the life path of gifted individuals. The study explores whether and how a teacher can label gifted pupils when applying educational strategies based on internal differentiation. We focused on formally identified intellectually gifted pupils (age 7–12) educated in (mainstream) elementary schools in the Czech Republic (Central Europe). Qualitative data were collected through classroom observations and teacher interviews. We observed 24 gifted pupils and 15 teachers from 12 schools. We identified five main types of educational strategies leading to inappropriate labeling, such as Tasks for Quick‐witted, Challenges, Boffins Goes to Competition, Teacher's Assistant, and Individual Projects. The “inappropriateness” of these strategies consisted of the significant preference and presentation of gifted pupils, in the useless and overused selection of gifted pupils, and the rigidity of the applied strategies. The paper seeks to highlight the existence of a paradoxical phenomenon whereby, when teachers are maximally interested in promoting giftedness, the stagnation of gifted pupils and other pupils in the class occurs. The study concludes with recommendations for eliminating inappropriate labeling of gifted pupils.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89212611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Robbert Smit, Patricia Bachmann, Heidi Dober, K. Hess
In our multi‐method study, feedback levels derived from the well‐known feedback model of Hattie and Timperley were used in conjunction with feedback that was related to subject‐specific content; here, mathematical reasoning tasks in primary school. Feedback needs to be aligned with the learning process; in the beginning, more task feedback is valuable. Based on the analyses of videos and questionnaires of 44 teachers of 5th‐ and 6th‐grade primary school classes (N = 804), we demonstrated that feedback for finding an approach and operationalisation were related to feedback on the task. We further showed that feedback at the task level predicted students' achievement in mathematical reasoning via students' interest in mathematics. It might be concluded that the four levels of feedback should be applied by teachers in such a way that they focus on the current problem that is occurring while the student is solving a task.
{"title":"Feedback levels and their interaction with the mathematical reasoning process","authors":"Robbert Smit, Patricia Bachmann, Heidi Dober, K. Hess","doi":"10.1002/curj.221","DOIUrl":"https://doi.org/10.1002/curj.221","url":null,"abstract":"In our multi‐method study, feedback levels derived from the well‐known feedback model of Hattie and Timperley were used in conjunction with feedback that was related to subject‐specific content; here, mathematical reasoning tasks in primary school. Feedback needs to be aligned with the learning process; in the beginning, more task feedback is valuable. Based on the analyses of videos and questionnaires of 44 teachers of 5th‐ and 6th‐grade primary school classes (N = 804), we demonstrated that feedback for finding an approach and operationalisation were related to feedback on the task. We further showed that feedback at the task level predicted students' achievement in mathematical reasoning via students' interest in mathematics. It might be concluded that the four levels of feedback should be applied by teachers in such a way that they focus on the current problem that is occurring while the student is solving a task.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90065395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Anibal Quijano: (Dis)entangling the geopolitics and coloniality of curriculum","authors":"Jairo I. Fúnez-Flores","doi":"10.1002/curj.219","DOIUrl":"https://doi.org/10.1002/curj.219","url":null,"abstract":"","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"104 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87762267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Reflection of teachers' feelings of curriculum ownership in their curriculum definitions: The example of Estonia","authors":"R. Mikser, Piret Viirpalu, E. Krull","doi":"10.1002/curj.217","DOIUrl":"https://doi.org/10.1002/curj.217","url":null,"abstract":"","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87278807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Curriculum for justice and harmony: Deliberation, knowledge, and action in social and civic education. K. c.Barton and L.Ho. New York: Routledge. 2021, ISBN: 978‐1‐003‐01010‐4","authors":"Lori Kratzer","doi":"10.1002/curj.220","DOIUrl":"https://doi.org/10.1002/curj.220","url":null,"abstract":"","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81276654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Compulsory versus voluntary extensive reading: Investigating English learners' perceptions, proficiency and school banding","authors":"Art Tsang, D. Fung","doi":"10.1002/curj.218","DOIUrl":"https://doi.org/10.1002/curj.218","url":null,"abstract":"","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90621592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Curriculum as invader: Normalising white place in the Australian curriculum","authors":"Bryan Smith","doi":"10.1002/curj.215","DOIUrl":"https://doi.org/10.1002/curj.215","url":null,"abstract":"","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75290679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Curriculum work and hermeneutics","authors":"S. Hodge","doi":"10.1002/curj.214","DOIUrl":"https://doi.org/10.1002/curj.214","url":null,"abstract":"","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"30 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72410290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Designing online teaching curriculum to optimise learning for all students in higher education","authors":"Lynn Sheridan, Amanda Gigliotti","doi":"10.1002/curj.208","DOIUrl":"https://doi.org/10.1002/curj.208","url":null,"abstract":"","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86706822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Problem solving in the mathematics curriculum: From domain‐general strategies to domain‐specific tactics","authors":"Colin Foster","doi":"10.1002/curj.213","DOIUrl":"https://doi.org/10.1002/curj.213","url":null,"abstract":"","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85450748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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