This summary provides an overview of out-of-school academic programs and competitions for gifted students. It discusses long-term mathematics programs in Hamburg, Germany that meet on Saturdays and challenge students. Residential summer programs in the US and Germany are also examined, which allow intensive study of subjects over one to several weeks. Academic competitions around the world are explored as a way to identify talented youth and develop skills in areas like math, science, and engineering. Both benefits and potential liabilities of competitions are considered.
Most people recall their high school and undergraduate education in fragments. Atoms possess a property called valency. Great Britain has no constitution, but is a constitutional monarchy. Many students have trouble using such discrete, disembodied facts.
Source: https://ebookschoice.com/active-learning-as-teaching-strategies/
The document provides information about the Wenatchee School District Enrichment Program, which aims to find and nurture student talent by providing enrichment opportunities tailored to students' interests, abilities, and pace of learning. The program identifies gifted students and provides three types of enrichment activities: general exploratory activities (Type I), process skill development in areas of talent or interest (Type II), and opportunities for independent or small group investigations of real problems (Type III). The program also discusses characteristics of gifted students, academic needs of highly capable students, and definitions of key enrichment terms.
Curriculum Inception
Taya Hervey-McNutt
Strayer University
EDU 555: K-12 Curriculum Design & Development
Dr. Joe Canada
January 16, 2022
Curriculum Inception
The proposed curriculum will be a comprehensive program focusing on the teaching and
learning of technology in Orange County Public Schools (OCPS) elementary schools. The core
instructional goals of the proposed curriculum aimed at empowering learners with primary
computer and internet skills such as; basic use of computer applications including google apps,
keynote, garage band. In this grade, students will be introduced to know how to use the google
apps and the Chromebook. They will develop multimedia presentations like publishing media
content and developing digital media and art. Through this, the student will be able to acquire the
ability to constructible skills that will help him/her derive meaning by critically questioning
resources using digital tools. In this grade, students are expected to major in learning how to use
book creators to explain their understanding in their own words.
The main learning activities students will undertake include: Storing, sharing, accessing,
and manipulating files in google drive; organizing and reflecting on content in google sites as
well as campus press blogs, implementation of apps like book creator to explain their
understanding Learn the various purposes of different media. Impart innovation skills on learners
through the use of various technologies in a design process for problem-solving by creating new,
useful and /or innovative solutions. At the same time, Students will be expected to learn how to
apply technology and non-technology tools to aid in understanding a design process of which
there will be an integration with STEAM subjects. Still, this will make space activities where
students will apply the design process to identify or solve problems by combining digital tools
with non-tech tools to develop strategies for designing systems. Impart collaboration skills on
students through digital tools to widen their views, increase empathy, and the importance of
teamwork skills in applications.
Approach to curriculum development
The proposal's design is based on the system's approach to curriculum development. The
systems approach can be seen as a methodical scheme applied to plan, propose, advance,
evaluate curriculums that consist of the following components: Analysis of needs, analysis of the
task, declaration of projected learning objectives, assessment plan, a pilot study proposal,
development of learning resources and implementation of the final curriculum. The first five
components of the systems approach have already been included in the proposed curriculum
design. Furthermore, one of the main features of the Systems approach's core instructional goals
is its high interconnectedness among content areas and programs. Similarly, in the core
instructional goals of the proposed curriculum, ther ...
The document discusses the purpose and goals of education from different philosophical perspectives. It defines the purpose of schooling as helping students develop skills and interests, assess their learning styles, and prepare for citizenship. The document also discusses using data on learners and society to inform curriculum development, and identifies funds of knowledge as the bodies of knowledge and skills essential for individuals. It outlines three domains of educational objectives: cognitive, affective, and psychomotor.
Promising Practices: A Literature Review of Technology Use by Underserved Stu...Molly B. Zielezinski PhD
How can technologies and digital learning experiences be used to support underserved, under-resourced, and underprepared students? This report summarizes research findings about the conditions and practices that support positive outcomes of technology use for these student populations.
This document provides a final research proposal on enrichment opportunities for gifted junior high school students in Chicagoland schools. The research problem identified is the lack of enrichment programs for gifted students compared to support available for underperforming students. The research goals are to evaluate existing gifted programs and make recommendations to better challenge and engage gifted students. A literature review found more research on underachieving versus gifted students. The proposed methodology is qualitative, using interviews of 30 gifted students, 50 teachers/administrators from public and private schools to understand student and educator perspectives on challenges, social issues, and how interests are supported.
This document discusses concepts for organizing curriculum design. It provides examples of curriculum concepts that focus on areas like classics, community, technology, science applications, hands-on learning, language immersion, learning techniques, individualization, work-study programs, inquiry learning and the environment. It then describes concepts for centers in San Antonio, San Diego, Philadelphia and San Francisco that emphasize using resources, regional themes, contexts like the physical world and living environments, and engaging students through challenges.
Most people recall their high school and undergraduate education in fragments. Atoms possess a property called valency. Great Britain has no constitution, but is a constitutional monarchy. Many students have trouble using such discrete, disembodied facts.
Source: https://ebookschoice.com/active-learning-as-teaching-strategies/
The document provides information about the Wenatchee School District Enrichment Program, which aims to find and nurture student talent by providing enrichment opportunities tailored to students' interests, abilities, and pace of learning. The program identifies gifted students and provides three types of enrichment activities: general exploratory activities (Type I), process skill development in areas of talent or interest (Type II), and opportunities for independent or small group investigations of real problems (Type III). The program also discusses characteristics of gifted students, academic needs of highly capable students, and definitions of key enrichment terms.
Curriculum Inception
Taya Hervey-McNutt
Strayer University
EDU 555: K-12 Curriculum Design & Development
Dr. Joe Canada
January 16, 2022
Curriculum Inception
The proposed curriculum will be a comprehensive program focusing on the teaching and
learning of technology in Orange County Public Schools (OCPS) elementary schools. The core
instructional goals of the proposed curriculum aimed at empowering learners with primary
computer and internet skills such as; basic use of computer applications including google apps,
keynote, garage band. In this grade, students will be introduced to know how to use the google
apps and the Chromebook. They will develop multimedia presentations like publishing media
content and developing digital media and art. Through this, the student will be able to acquire the
ability to constructible skills that will help him/her derive meaning by critically questioning
resources using digital tools. In this grade, students are expected to major in learning how to use
book creators to explain their understanding in their own words.
The main learning activities students will undertake include: Storing, sharing, accessing,
and manipulating files in google drive; organizing and reflecting on content in google sites as
well as campus press blogs, implementation of apps like book creator to explain their
understanding Learn the various purposes of different media. Impart innovation skills on learners
through the use of various technologies in a design process for problem-solving by creating new,
useful and /or innovative solutions. At the same time, Students will be expected to learn how to
apply technology and non-technology tools to aid in understanding a design process of which
there will be an integration with STEAM subjects. Still, this will make space activities where
students will apply the design process to identify or solve problems by combining digital tools
with non-tech tools to develop strategies for designing systems. Impart collaboration skills on
students through digital tools to widen their views, increase empathy, and the importance of
teamwork skills in applications.
Approach to curriculum development
The proposal's design is based on the system's approach to curriculum development. The
systems approach can be seen as a methodical scheme applied to plan, propose, advance,
evaluate curriculums that consist of the following components: Analysis of needs, analysis of the
task, declaration of projected learning objectives, assessment plan, a pilot study proposal,
development of learning resources and implementation of the final curriculum. The first five
components of the systems approach have already been included in the proposed curriculum
design. Furthermore, one of the main features of the Systems approach's core instructional goals
is its high interconnectedness among content areas and programs. Similarly, in the core
instructional goals of the proposed curriculum, ther ...
The document discusses the purpose and goals of education from different philosophical perspectives. It defines the purpose of schooling as helping students develop skills and interests, assess their learning styles, and prepare for citizenship. The document also discusses using data on learners and society to inform curriculum development, and identifies funds of knowledge as the bodies of knowledge and skills essential for individuals. It outlines three domains of educational objectives: cognitive, affective, and psychomotor.
Promising Practices: A Literature Review of Technology Use by Underserved Stu...Molly B. Zielezinski PhD
How can technologies and digital learning experiences be used to support underserved, under-resourced, and underprepared students? This report summarizes research findings about the conditions and practices that support positive outcomes of technology use for these student populations.
This document provides a final research proposal on enrichment opportunities for gifted junior high school students in Chicagoland schools. The research problem identified is the lack of enrichment programs for gifted students compared to support available for underperforming students. The research goals are to evaluate existing gifted programs and make recommendations to better challenge and engage gifted students. A literature review found more research on underachieving versus gifted students. The proposed methodology is qualitative, using interviews of 30 gifted students, 50 teachers/administrators from public and private schools to understand student and educator perspectives on challenges, social issues, and how interests are supported.
This document discusses concepts for organizing curriculum design. It provides examples of curriculum concepts that focus on areas like classics, community, technology, science applications, hands-on learning, language immersion, learning techniques, individualization, work-study programs, inquiry learning and the environment. It then describes concepts for centers in San Antonio, San Diego, Philadelphia and San Francisco that emphasize using resources, regional themes, contexts like the physical world and living environments, and engaging students through challenges.
This document summarizes James Gallagher's contributions to curriculum and instruction for gifted students over four eras from 1964 to the 1990s. It provides an overview of Gallagher's early work defining characteristics of gifted students and approaches to teaching them arithmetic, science, and social studies. It describes Gallagher's later emphasis on collaboration and the content specialist model for curriculum development. The last section discusses Gallagher's view that curriculum should be driven by the needs and potential of individual students.
Module 3 Discussion What Would You DoExperts in the field of .docxJinElias52
Module 3 Discussion:
What Would You Do?
Experts in the field of special education are knowledgeable about historical, philosophical, and legal foundations impacting the field as they relate to the protection of student and family rights. Special education leaders are savvy in their craft and able to effectively collaborate with colleagues to plan individualized educational programs and articulate the services, resources, materials, equipment, and needs of students with exceptionalities.
The role of collaboration and consultation is particularly critical in the field of special education, allowing both the special education and the general education expert the opportunity to formulate the most appropriate plans for students using their expertise. In addition, social and emotional competencies are essential, as neither collaboration nor consultation exist void of a relationship with other people.
For this Discussion, you will take on the role of a team leader, in which you will examine the facts and information presented in the case study and module Learning Resources to formulate recommendations for an action plan.
To prepare:
·
Enter the Grand City interactive community and locate West Ridge Middle School. View the case study video titled, “The New Student.”
·
Review all module Learning Resources.
·
Consider what you might do as the grade level team leader with respect to Jamal’s current situation. How might you formulate a plan of action recommending what you would do next for Jamal?
As you form your recommendations for a plan of action, consider the following:
·
What are the issues identified in the case study?
·
What are the facts the principal and teachers need to consider in planning for Jamal?
·
Were there any issues related to cultural diversity and cultural responsive practice? If so, what were they?
·
What would be the initial steps for the team to consider regarding response to intervention (RTP) to support Jamal in the regular education classroom?
·
What additional resources and/or personnel would be needed to assist in further identifying, understanding, and/or supporting Jamal?
·
Are there any ethical implications and issues of integrity related to special education, Jamal and his mother, and/or the school and program that need to be considered? If so, what are they?
·
What are the relevant cultural and linguistic diversity considerations you would need to keep in mind with regard to the students and families? What external factors (i.e., culture, language, social and emotional, etc…) need to be considered? How might these impact student learning?
·
What actions are needed related to preparing for Jamal to be successful in the regular education environment?
By Day 3 of Week 4
Post
, from the perspective of the team leader, a plan of action for what you would do next for Jamal. Clearly explain the next steps along with your rationale and research-based strategies to:
·
Address the concerns presented by Jamal’s mother.
This document is a final project for a Higher Adult and Lifelong Education master's program. It includes 5 parts: contributions to the student's knowledge, evidence of learning objectives, program impact, application of knowledge and skills, and a current resume. The student gained knowledge about higher education challenges and online learning. Coursework expanded the student's understanding of topics like permaculture and sustainability. It also supported the student's goal of starting a permaculture demonstration farm to teach sustainability. The program helped the student gain confidence and leadership skills to pursue this project. After graduating, the student plans to use the knowledge and skills learned to help other adults with career and education goals.
An evidence-based guideline to assist volunteers in working with at-risk chil...CEBaP_rkv
This document describes the development of an evidence-based guideline to assist volunteers in selecting effective activities for at-risk children in preschool and primary school. The authors conducted a systematic review which identified 8 reviews and 37 studies. They developed recommendations for activities based on the evidence quality and practical considerations. Seven activities were recommended for preschoolers, including book reading, road safety games, number games, and playing with blocks. Two activities were recommended for primary school children: reading books and poetry. The guideline aims to help volunteers choose interventions that provide maximum benefits to at-risk children.
Academically Gifted Programs And Services Formats - An Annotated BibliographyTracy Drey
This document provides an annotated bibliography on academically gifted programs and services' formats. It begins by defining key terms like "program", "services", and "format". It then outlines the structure of the bibliography, which categorizes sources into four main sections: Foundation/Framework, Home, School, and Community. Each source is briefly described and relevant categories are indicated. The document provides an overview of prominent literature in the field, focusing on identifying different models and options for grouping and serving gifted students in various settings.
A Career Exploration Program For Learning Disabled High School StudentsScott Donald
This document describes a career exploration program presented to learning disabled high school students. It included nine sessions using DISCOVER, a computerized career guidance system. Thirty-six students were in initial treatment and control groups. Variables like self-esteem, career decision-making, and job possibilities were examined. Students responded positively while counselors participated minimally and rated it least positively, possibly due to lacking competence in serving these students. The program aimed to address career needs of learning disabled students through cooperation of special education teachers and guidance counselors.
This document summarizes research on quality education for adolescents. It finds that high-quality education is holistic and addresses students' academic, physical, emotional, and social development. It involves a deep and broad curriculum as well as support for students' intrapersonal skills like self-awareness and interpersonal skills like collaboration. The period of adolescence provides unique opportunities to develop these skills through high school programs that foster intellectual growth, provide academic and extracurricular supports, and address the challenges of adolescent development. The document reviews what is known about adolescent development and organizing schools to provide high-quality education for all students.
Teachinng Social Studies in Elementary 2_TOPIC-4.pdfAnnelyJaneDarbe
This document outlines the goals, themes, and responsibilities in social studies education based on the Philippine curriculum. The goals are to enable students to understand basic concepts, develop inquiry and communication skills, and apply knowledge to the real world. There are 7 themes that recur throughout grades, including people and the environment, time and change, culture and identity, citizenship, power and governance, production and economics, and global connections. Key stakeholders like students, parents, teachers, and principals all have responsibilities to support learning. The curriculum is divided into two key stages with standards addressing competencies to be achieved at each level.
The document provides guidelines for teachers to engage students in social action projects that address social issues. It discusses what social action projects are and why they are important for students. It then outlines the steps teachers should take to plan a successful social action project with their students, including selecting an appropriate issue to address, generating student interest, clarifying the problem, agreeing on a solution, developing an action plan, implementing the plan, and evaluating the results. The goal is for students to work cooperatively to identify, plan, and carry out solutions to real-world problems in a thoughtful, responsible manner to become active citizens.
Week 5 Assignment Group At Risk Specialization Mind MapThis assi.docxhelzerpatrina
This document provides guidance for an assignment in Week 5 that requires students to create a mind map planning the components of their final project website. It specifies that students should select a specific at-risk group as their specialization and plan the content for 3 pages on the group: Overview, Strategies, and Resources. The mind map should include markers for the central group, and notes for the required components of each page. It also provides examples of what the mind map could look like using different tools.
Running head PLANNED EVALUATION APPROACH AND QUESTIONS1PLANN.docxtodd581
Running head: PLANNED EVALUATION APPROACH AND QUESTIONS 1
PLANNED EVALUATION APPROACH AND QUESTIONS 8
Planned Evaluation Approach and Questions
Antony Jacob
Cheanel Nolden
May 5, 2019
Planned Evaluation Approach and Questions
Identification of Students’ Innate Talents
In order to identify the talents of individual students, teachers will communicate with parents and guardians of the students from time to time so that the parents can information regarding the interests of the students at home. The teachers will also identify student’s innate talents through carefully observing the students to identify the activities that they like to engage in, apart from interviewing the students. The student assessment program will be done twice in a week and will involve putting students in groups so that they can develop social skills (Heeneman et al., 2015). Student’s social skills will be assessed through oral examination. The oral exams will be conducted by giving allowing students to present their ideas in their groups and later in the class on selected topics. The teacher will then note the weaknesses of each student and model ways of encouraging the students through individual-centered approaches (Heeneman et al., 2015). With time, students will master appropriate social skills so that they can be able to present and express themselves eloquently, and with the required social and moral competencies.
Another element of the program will involve exploring the students’ talents by asking them to complete talent-based tasks. There will be no limitations or restrictions as to the nature of task that the student will choose since the project to be completed will be based on their own personal interests. From the completed tasks, teachers will be able to identify students’ personal interests. Teachers will then group students based on their inclinations. For instance, the teacher will introduce creative arts to allow students to engage in taking different perspectives in order to explore their talents and expand their creativity (Jones, Kittendorf & Kumagai, 2017). In this way, even academically talented students will be in a position to rediscover and explore other alternative activities that can be useful in their future socioeconomic life. Physical education will also make a core element of the student assessment plan. Teachers will identify students who are talented in different games and will communicate with the parents to promote the student’s abilities by investing in such talents rather than discouraging the sports.
Rationale
The reason why talent-based assessment is important and should be included in the overall student’s assessment is that students view education different from the way parent do. In most occasions, parents and teachers put high academic expectations that they want students to achieve and discourages talent-based activities. This tendency often makes students feel pressured to the extent that most stude.
Running head PLANNED EVALUATION APPROACH AND QUESTIONS1PLANN.docxglendar3
Running head: PLANNED EVALUATION APPROACH AND QUESTIONS 1
PLANNED EVALUATION APPROACH AND QUESTIONS 8
Planned Evaluation Approach and Questions
Antony Jacob
Cheanel Nolden
May 5, 2019
Planned Evaluation Approach and Questions
Identification of Students’ Innate Talents
In order to identify the talents of individual students, teachers will communicate with parents and guardians of the students from time to time so that the parents can information regarding the interests of the students at home. The teachers will also identify student’s innate talents through carefully observing the students to identify the activities that they like to engage in, apart from interviewing the students. The student assessment program will be done twice in a week and will involve putting students in groups so that they can develop social skills (Heeneman et al., 2015). Student’s social skills will be assessed through oral examination. The oral exams will be conducted by giving allowing students to present their ideas in their groups and later in the class on selected topics. The teacher will then note the weaknesses of each student and model ways of encouraging the students through individual-centered approaches (Heeneman et al., 2015). With time, students will master appropriate social skills so that they can be able to present and express themselves eloquently, and with the required social and moral competencies.
Another element of the program will involve exploring the students’ talents by asking them to complete talent-based tasks. There will be no limitations or restrictions as to the nature of task that the student will choose since the project to be completed will be based on their own personal interests. From the completed tasks, teachers will be able to identify students’ personal interests. Teachers will then group students based on their inclinations. For instance, the teacher will introduce creative arts to allow students to engage in taking different perspectives in order to explore their talents and expand their creativity (Jones, Kittendorf & Kumagai, 2017). In this way, even academically talented students will be in a position to rediscover and explore other alternative activities that can be useful in their future socioeconomic life. Physical education will also make a core element of the student assessment plan. Teachers will identify students who are talented in different games and will communicate with the parents to promote the student’s abilities by investing in such talents rather than discouraging the sports.
Rationale
The reason why talent-based assessment is important and should be included in the overall student’s assessment is that students view education different from the way parent do. In most occasions, parents and teachers put high academic expectations that they want students to achieve and discourages talent-based activities. This tendency often makes students feel pressured to the extent that most stude.
The document discusses key aspects of effective science teaching and implementing science standards in K-12 classrooms. It covers defining scientific literacy, the purpose of science standards, elements of the National Science Education Standards, strategies for teaching science concepts and inquiry skills, and approaches for assessment in science.
The document discusses several key approaches and considerations for teaching social studies, including:
1) Constructivism and facilitating active engagement and collaboration are important for how people learn.
2) There are various orientations for why social studies is taught, such as citizenship, cultural traditions, personal development, and diversity.
3) Selecting and organizing content requires considering goals, interests, experiences, developmental levels, and curricular requirements.
4) Locating resources involves evaluating textbooks, literature, media, technology, and community sources while watching for bias.
5) Teaching approaches can range from teacher-directed to student-directed inquiry and should incorporate critical thinking and cooperative learning.
6) Assessment includes both open-
This document is the teacher's book for Think Level 2. It contains teaching notes and answer keys to support teachers in using the student's book. The front matter includes a table of contents and information about copyright and ISBN numbers. The introduction discusses the course methodology, which is based on developing language and thinking skills through engaging topics. It emphasizes building cognitive tools, values, self-esteem and critical thinking skills in accordance with educational principles.
ABSTRACT: This study explores implicit theories on creativity in a group of
educators, and some associated myths and beliefs, such as: “The school can do nothing
to develop creativity”, “childhood is the golden age of creativity”, and “school kills
creativity”. The sample was composed by educators graduated from the undergraduated
program of Early Chile Education and the graduated students from the Masters
Education of the School of Education at the Pontificia Universidad Javeriana of Bogotá
(Colombia). The analysis of the 110 answers, found that to define creativity, educators
utilize the concepts of transformation, expertise, innovation, and problem solving. Most
participants indicate that the most creative age is childhood, which confirms the
“golden age” myth. Regarding the relation between creativity and schools, educators
believe that schools can and must develop creativity, but they need specific conditions
to achieve this. Based on these results it is important to stress the importance to
develop pre-service and in-service teaching programs that allow educators to overcome
these false beliefs and to understand how to foster creativity in educational settings.
How do education professionals understand creativity? A study of the implicit...Andrea SantamarÍa
This study explores implicit theories on creativity in a group of educators, and some associated myths and beliefs, such as: “The school can do nothing to develop creativity”, “childhood is the golden age of creativity”, and “school kills creativity”. The sample was composed by educators graduated from the undergraduated program of Early Chile Education and the graduated students from the Masters Education of the School of Education at the Pontificia Universidad Javeriana of Bogotá (Colombia). The analysis of the 110 answers, found that to define creativity, educators utilize the concepts of transformation, expertise, innovation, and problem solving. Most participants indicate that the most creative age is hildhood, which confirms the “golden age” myth. Regarding the relation between creativity and schools, educators believe that schools can and must develop creativity, but they need specific conditions to achieve this. Based on these results it is important to stress the importance to develop pre-service and in-service teaching programs that allow educators to overcome these false beliefs and to understand how to foster creativity in educational settings.
Integrated curriculum fuses all subject areas by having students drive the curriculum based on their interests and questions. It is different from traditional interdisciplinary units because it is completely student-centered and differentiates instruction for each student. The process involves students generating questions, deciding on a theme to study, connecting their topics of interest to state standards, and conducting research both independently and in groups. Teachers provide resources to build common background knowledge on the theme and guide students in relating their work back to academic standards in a way that maximizes engagement and problem-solving skills.
This document discusses issues and concerns regarding teacher training and curriculum. It summarizes the typical elements of teacher education programs, including academic study, study of educational principles, and professional courses/experience. It notes challenges such as keeping instruction of educational principles up to date. There is also discussion of using cases and tutoring to help situate theoretical knowledge and develop analytical skills. The conclusion recommends emphasizing knowledge of how teachers learn, and how this could enhance teacher education programs and practice.
Top 5 San Diego College Essay Tutors Wyzant TutorSara Perez
The document provides instructions for requesting an assignment writing service from HelpWriting.net. It outlines a 5-step process: 1) Create an account, 2) Complete an order form providing instructions and deadline, 3) Review bids from writers and select one, 4) Review the completed paper and authorize payment, 5) Request revisions until satisfied. It emphasizes that original, high-quality content is guaranteed or a full refund will be provided.
Writing With Pencil Stock Photo. Image Of Eraser, Yellow - 245Sara Perez
This document provides instructions for creating an account and submitting assignment requests on the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form providing instructions, sources, deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions until fully satisfied, with a refund option for plagiarism. The purpose is to outline the simple process for students to get help writing assignments by connecting with qualified writers on the site.
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This document summarizes James Gallagher's contributions to curriculum and instruction for gifted students over four eras from 1964 to the 1990s. It provides an overview of Gallagher's early work defining characteristics of gifted students and approaches to teaching them arithmetic, science, and social studies. It describes Gallagher's later emphasis on collaboration and the content specialist model for curriculum development. The last section discusses Gallagher's view that curriculum should be driven by the needs and potential of individual students.
Module 3 Discussion What Would You DoExperts in the field of .docxJinElias52
Module 3 Discussion:
What Would You Do?
Experts in the field of special education are knowledgeable about historical, philosophical, and legal foundations impacting the field as they relate to the protection of student and family rights. Special education leaders are savvy in their craft and able to effectively collaborate with colleagues to plan individualized educational programs and articulate the services, resources, materials, equipment, and needs of students with exceptionalities.
The role of collaboration and consultation is particularly critical in the field of special education, allowing both the special education and the general education expert the opportunity to formulate the most appropriate plans for students using their expertise. In addition, social and emotional competencies are essential, as neither collaboration nor consultation exist void of a relationship with other people.
For this Discussion, you will take on the role of a team leader, in which you will examine the facts and information presented in the case study and module Learning Resources to formulate recommendations for an action plan.
To prepare:
·
Enter the Grand City interactive community and locate West Ridge Middle School. View the case study video titled, “The New Student.”
·
Review all module Learning Resources.
·
Consider what you might do as the grade level team leader with respect to Jamal’s current situation. How might you formulate a plan of action recommending what you would do next for Jamal?
As you form your recommendations for a plan of action, consider the following:
·
What are the issues identified in the case study?
·
What are the facts the principal and teachers need to consider in planning for Jamal?
·
Were there any issues related to cultural diversity and cultural responsive practice? If so, what were they?
·
What would be the initial steps for the team to consider regarding response to intervention (RTP) to support Jamal in the regular education classroom?
·
What additional resources and/or personnel would be needed to assist in further identifying, understanding, and/or supporting Jamal?
·
Are there any ethical implications and issues of integrity related to special education, Jamal and his mother, and/or the school and program that need to be considered? If so, what are they?
·
What are the relevant cultural and linguistic diversity considerations you would need to keep in mind with regard to the students and families? What external factors (i.e., culture, language, social and emotional, etc…) need to be considered? How might these impact student learning?
·
What actions are needed related to preparing for Jamal to be successful in the regular education environment?
By Day 3 of Week 4
Post
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·
Address the concerns presented by Jamal’s mother.
This document is a final project for a Higher Adult and Lifelong Education master's program. It includes 5 parts: contributions to the student's knowledge, evidence of learning objectives, program impact, application of knowledge and skills, and a current resume. The student gained knowledge about higher education challenges and online learning. Coursework expanded the student's understanding of topics like permaculture and sustainability. It also supported the student's goal of starting a permaculture demonstration farm to teach sustainability. The program helped the student gain confidence and leadership skills to pursue this project. After graduating, the student plans to use the knowledge and skills learned to help other adults with career and education goals.
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This document describes the development of an evidence-based guideline to assist volunteers in selecting effective activities for at-risk children in preschool and primary school. The authors conducted a systematic review which identified 8 reviews and 37 studies. They developed recommendations for activities based on the evidence quality and practical considerations. Seven activities were recommended for preschoolers, including book reading, road safety games, number games, and playing with blocks. Two activities were recommended for primary school children: reading books and poetry. The guideline aims to help volunteers choose interventions that provide maximum benefits to at-risk children.
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This document provides an annotated bibliography on academically gifted programs and services' formats. It begins by defining key terms like "program", "services", and "format". It then outlines the structure of the bibliography, which categorizes sources into four main sections: Foundation/Framework, Home, School, and Community. Each source is briefly described and relevant categories are indicated. The document provides an overview of prominent literature in the field, focusing on identifying different models and options for grouping and serving gifted students in various settings.
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This document describes a career exploration program presented to learning disabled high school students. It included nine sessions using DISCOVER, a computerized career guidance system. Thirty-six students were in initial treatment and control groups. Variables like self-esteem, career decision-making, and job possibilities were examined. Students responded positively while counselors participated minimally and rated it least positively, possibly due to lacking competence in serving these students. The program aimed to address career needs of learning disabled students through cooperation of special education teachers and guidance counselors.
This document summarizes research on quality education for adolescents. It finds that high-quality education is holistic and addresses students' academic, physical, emotional, and social development. It involves a deep and broad curriculum as well as support for students' intrapersonal skills like self-awareness and interpersonal skills like collaboration. The period of adolescence provides unique opportunities to develop these skills through high school programs that foster intellectual growth, provide academic and extracurricular supports, and address the challenges of adolescent development. The document reviews what is known about adolescent development and organizing schools to provide high-quality education for all students.
Teachinng Social Studies in Elementary 2_TOPIC-4.pdfAnnelyJaneDarbe
This document outlines the goals, themes, and responsibilities in social studies education based on the Philippine curriculum. The goals are to enable students to understand basic concepts, develop inquiry and communication skills, and apply knowledge to the real world. There are 7 themes that recur throughout grades, including people and the environment, time and change, culture and identity, citizenship, power and governance, production and economics, and global connections. Key stakeholders like students, parents, teachers, and principals all have responsibilities to support learning. The curriculum is divided into two key stages with standards addressing competencies to be achieved at each level.
The document provides guidelines for teachers to engage students in social action projects that address social issues. It discusses what social action projects are and why they are important for students. It then outlines the steps teachers should take to plan a successful social action project with their students, including selecting an appropriate issue to address, generating student interest, clarifying the problem, agreeing on a solution, developing an action plan, implementing the plan, and evaluating the results. The goal is for students to work cooperatively to identify, plan, and carry out solutions to real-world problems in a thoughtful, responsible manner to become active citizens.
Week 5 Assignment Group At Risk Specialization Mind MapThis assi.docxhelzerpatrina
This document provides guidance for an assignment in Week 5 that requires students to create a mind map planning the components of their final project website. It specifies that students should select a specific at-risk group as their specialization and plan the content for 3 pages on the group: Overview, Strategies, and Resources. The mind map should include markers for the central group, and notes for the required components of each page. It also provides examples of what the mind map could look like using different tools.
Running head PLANNED EVALUATION APPROACH AND QUESTIONS1PLANN.docxtodd581
Running head: PLANNED EVALUATION APPROACH AND QUESTIONS 1
PLANNED EVALUATION APPROACH AND QUESTIONS 8
Planned Evaluation Approach and Questions
Antony Jacob
Cheanel Nolden
May 5, 2019
Planned Evaluation Approach and Questions
Identification of Students’ Innate Talents
In order to identify the talents of individual students, teachers will communicate with parents and guardians of the students from time to time so that the parents can information regarding the interests of the students at home. The teachers will also identify student’s innate talents through carefully observing the students to identify the activities that they like to engage in, apart from interviewing the students. The student assessment program will be done twice in a week and will involve putting students in groups so that they can develop social skills (Heeneman et al., 2015). Student’s social skills will be assessed through oral examination. The oral exams will be conducted by giving allowing students to present their ideas in their groups and later in the class on selected topics. The teacher will then note the weaknesses of each student and model ways of encouraging the students through individual-centered approaches (Heeneman et al., 2015). With time, students will master appropriate social skills so that they can be able to present and express themselves eloquently, and with the required social and moral competencies.
Another element of the program will involve exploring the students’ talents by asking them to complete talent-based tasks. There will be no limitations or restrictions as to the nature of task that the student will choose since the project to be completed will be based on their own personal interests. From the completed tasks, teachers will be able to identify students’ personal interests. Teachers will then group students based on their inclinations. For instance, the teacher will introduce creative arts to allow students to engage in taking different perspectives in order to explore their talents and expand their creativity (Jones, Kittendorf & Kumagai, 2017). In this way, even academically talented students will be in a position to rediscover and explore other alternative activities that can be useful in their future socioeconomic life. Physical education will also make a core element of the student assessment plan. Teachers will identify students who are talented in different games and will communicate with the parents to promote the student’s abilities by investing in such talents rather than discouraging the sports.
Rationale
The reason why talent-based assessment is important and should be included in the overall student’s assessment is that students view education different from the way parent do. In most occasions, parents and teachers put high academic expectations that they want students to achieve and discourages talent-based activities. This tendency often makes students feel pressured to the extent that most stude.
Running head PLANNED EVALUATION APPROACH AND QUESTIONS1PLANN.docxglendar3
Running head: PLANNED EVALUATION APPROACH AND QUESTIONS 1
PLANNED EVALUATION APPROACH AND QUESTIONS 8
Planned Evaluation Approach and Questions
Antony Jacob
Cheanel Nolden
May 5, 2019
Planned Evaluation Approach and Questions
Identification of Students’ Innate Talents
In order to identify the talents of individual students, teachers will communicate with parents and guardians of the students from time to time so that the parents can information regarding the interests of the students at home. The teachers will also identify student’s innate talents through carefully observing the students to identify the activities that they like to engage in, apart from interviewing the students. The student assessment program will be done twice in a week and will involve putting students in groups so that they can develop social skills (Heeneman et al., 2015). Student’s social skills will be assessed through oral examination. The oral exams will be conducted by giving allowing students to present their ideas in their groups and later in the class on selected topics. The teacher will then note the weaknesses of each student and model ways of encouraging the students through individual-centered approaches (Heeneman et al., 2015). With time, students will master appropriate social skills so that they can be able to present and express themselves eloquently, and with the required social and moral competencies.
Another element of the program will involve exploring the students’ talents by asking them to complete talent-based tasks. There will be no limitations or restrictions as to the nature of task that the student will choose since the project to be completed will be based on their own personal interests. From the completed tasks, teachers will be able to identify students’ personal interests. Teachers will then group students based on their inclinations. For instance, the teacher will introduce creative arts to allow students to engage in taking different perspectives in order to explore their talents and expand their creativity (Jones, Kittendorf & Kumagai, 2017). In this way, even academically talented students will be in a position to rediscover and explore other alternative activities that can be useful in their future socioeconomic life. Physical education will also make a core element of the student assessment plan. Teachers will identify students who are talented in different games and will communicate with the parents to promote the student’s abilities by investing in such talents rather than discouraging the sports.
Rationale
The reason why talent-based assessment is important and should be included in the overall student’s assessment is that students view education different from the way parent do. In most occasions, parents and teachers put high academic expectations that they want students to achieve and discourages talent-based activities. This tendency often makes students feel pressured to the extent that most stude.
The document discusses key aspects of effective science teaching and implementing science standards in K-12 classrooms. It covers defining scientific literacy, the purpose of science standards, elements of the National Science Education Standards, strategies for teaching science concepts and inquiry skills, and approaches for assessment in science.
The document discusses several key approaches and considerations for teaching social studies, including:
1) Constructivism and facilitating active engagement and collaboration are important for how people learn.
2) There are various orientations for why social studies is taught, such as citizenship, cultural traditions, personal development, and diversity.
3) Selecting and organizing content requires considering goals, interests, experiences, developmental levels, and curricular requirements.
4) Locating resources involves evaluating textbooks, literature, media, technology, and community sources while watching for bias.
5) Teaching approaches can range from teacher-directed to student-directed inquiry and should incorporate critical thinking and cooperative learning.
6) Assessment includes both open-
This document is the teacher's book for Think Level 2. It contains teaching notes and answer keys to support teachers in using the student's book. The front matter includes a table of contents and information about copyright and ISBN numbers. The introduction discusses the course methodology, which is based on developing language and thinking skills through engaging topics. It emphasizes building cognitive tools, values, self-esteem and critical thinking skills in accordance with educational principles.
ABSTRACT: This study explores implicit theories on creativity in a group of
educators, and some associated myths and beliefs, such as: “The school can do nothing
to develop creativity”, “childhood is the golden age of creativity”, and “school kills
creativity”. The sample was composed by educators graduated from the undergraduated
program of Early Chile Education and the graduated students from the Masters
Education of the School of Education at the Pontificia Universidad Javeriana of Bogotá
(Colombia). The analysis of the 110 answers, found that to define creativity, educators
utilize the concepts of transformation, expertise, innovation, and problem solving. Most
participants indicate that the most creative age is childhood, which confirms the
“golden age” myth. Regarding the relation between creativity and schools, educators
believe that schools can and must develop creativity, but they need specific conditions
to achieve this. Based on these results it is important to stress the importance to
develop pre-service and in-service teaching programs that allow educators to overcome
these false beliefs and to understand how to foster creativity in educational settings.
How do education professionals understand creativity? A study of the implicit...Andrea SantamarÍa
This study explores implicit theories on creativity in a group of educators, and some associated myths and beliefs, such as: “The school can do nothing to develop creativity”, “childhood is the golden age of creativity”, and “school kills creativity”. The sample was composed by educators graduated from the undergraduated program of Early Chile Education and the graduated students from the Masters Education of the School of Education at the Pontificia Universidad Javeriana of Bogotá (Colombia). The analysis of the 110 answers, found that to define creativity, educators utilize the concepts of transformation, expertise, innovation, and problem solving. Most participants indicate that the most creative age is hildhood, which confirms the “golden age” myth. Regarding the relation between creativity and schools, educators believe that schools can and must develop creativity, but they need specific conditions to achieve this. Based on these results it is important to stress the importance to develop pre-service and in-service teaching programs that allow educators to overcome these false beliefs and to understand how to foster creativity in educational settings.
Integrated curriculum fuses all subject areas by having students drive the curriculum based on their interests and questions. It is different from traditional interdisciplinary units because it is completely student-centered and differentiates instruction for each student. The process involves students generating questions, deciding on a theme to study, connecting their topics of interest to state standards, and conducting research both independently and in groups. Teachers provide resources to build common background knowledge on the theme and guide students in relating their work back to academic standards in a way that maximizes engagement and problem-solving skills.
This document discusses issues and concerns regarding teacher training and curriculum. It summarizes the typical elements of teacher education programs, including academic study, study of educational principles, and professional courses/experience. It notes challenges such as keeping instruction of educational principles up to date. There is also discussion of using cases and tutoring to help situate theoretical knowledge and develop analytical skills. The conclusion recommends emphasizing knowledge of how teachers learn, and how this could enhance teacher education programs and practice.
Semelhante a Academic Competitions And Programs Designed To Challenge The Exceptionally Talented (20)
Top 5 San Diego College Essay Tutors Wyzant TutorSara Perez
The document provides instructions for requesting an assignment writing service from HelpWriting.net. It outlines a 5-step process: 1) Create an account, 2) Complete an order form providing instructions and deadline, 3) Review bids from writers and select one, 4) Review the completed paper and authorize payment, 5) Request revisions until satisfied. It emphasizes that original, high-quality content is guaranteed or a full refund will be provided.
Writing With Pencil Stock Photo. Image Of Eraser, Yellow - 245Sara Perez
This document provides instructions for creating an account and submitting assignment requests on the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form providing instructions, sources, deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions until fully satisfied, with a refund option for plagiarism. The purpose is to outline the simple process for students to get help writing assignments by connecting with qualified writers on the site.
Neonatal jaundice is a common condition in newborns where bilirubin levels are elevated, which can cause yellowing of the skin if severe. It is important for primary care providers to properly assess the risk of jaundice before an infant is discharged from the hospital in order to prevent complications. Risk factors should be considered and bilirubin levels plotted on a nomogram to guide whether laboratory testing is needed at the initial newborn visit outside of the hospital.
This document summarizes the key points of a nursing essay writing service website. It outlines a 5-step process for using the service: 1) Create an account, 2) Complete an order form providing instructions and deadline, 3) Review bids from writers and choose one, 4) Receive the paper and authorize payment, 5) Request revisions if needed. The summary emphasizes that the service aims to provide original, high-quality content and offers refunds for plagiarized work.
The document provides instructions for requesting and completing an assignment writing request on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a form with assignment details. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with refund available for plagiarized work.
College Sample Scholarship Essays Master Of Template DoSara Perez
The document provides information about the history and development of the World Wide Web and the internet. It discusses how Sir Tim Berners-Lee created the World Wide Web to help scientists share information more easily between computers at CERN in Switzerland in the late 1980s. It also gives a brief overview of how Steve Jobs and Steve Wozniak founded Apple Computer in 1976 and developed personal computers that helped popularize the use of computers and eventual connection to the internet.
Music Writing Book Music Manuscript Line Paper ForSara Perez
The document discusses the legacy of English influence in North Carolina. Some key aspects include:
1) The English language, system of weights and measures, and system of governance were all brought over from England. County and town names also reflect English influence.
2) The textile industry, which was an important early industry in North Carolina, originated from skills English colonists brought with them.
3) Certain isolated coastal areas like Ocracoke still retain peculiarities of English dialect and turns of phrase in their local speech patterns due to their isolation from the rest of the state.
Apa Research Papers - Write My Custom Paper.Sara Perez
The document is a beginning of a descriptive essay about the author's dog named Carly. It talks about how dogs can teach humans important life lessons through their relationship, even though dogs cannot speak. The author reflects on always wanting a dog from a young age and how Carly has shown them how to be kind, positive and selfless.
A Very Short Story Analysis. In Our Time A Very Short Story SummarySara Perez
A retention pond in Florida is partially covered by a rectangular building. The building corners form a circle around the pond, with the building sides in a 4:3 ratio. The building perimeter is 280 units. The uncovered pond area is calculated by finding the building dimensions from the ratio and perimeter, then subtracting the building area from the total circular pond area.
Essay About Nature And Environment Free Essay ESara Perez
The document provides instructions for creating an account and requesting writing assistance on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with a password and email, 2) Complete an order form with instructions and deadline, 3) Review bids from writers and select one, 4) Review the completed paper and authorize payment, 5) Request revisions until satisfied. The document emphasizes that original, high-quality content is guaranteed or a full refund will be provided.
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Any Kind Checks Cashed cashed a check for HDC without verifying its authenticity, and the check later bounced. The court ruled in favor of HDC, finding that Any Kind Checks Cashed did not act reasonably in cashing the check without proper verification. This summary outlines the central issue of whether Any Kind Checks Cashed took appropriate steps to verify the check's authenticity before cashing it for HDC.
Incorporating Sources Into Your Research PaperSara Perez
William Wordsworth and John Muir both expressed their love of nature through writing. They used descriptive language and syntax to convey their passionate connection to the natural world. Wordsworth found joy in discovering daffodils dancing in the breeze, while Muir drew inspiration from the majestic landscapes he explored. Both authors found that nature left them with lifelong memories and positive impressions that came through in their literary works.
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This document provides instructions for requesting essay writing help from the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a form with assignment details, sources, and deadline. 3) Review writer bids and choose one to start the assignment. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied with the final product. Plagiarized work will be refunded.
Great Writing 3 From Great Paragraphs To Great EssaysSara Perez
Here are a few reasons why autumn may be your favorite season:
- The weather is comfortable. After the heat of summer, autumn brings relief with its milder temperatures that are perfect for outdoor activities. You can enjoy being outside without feeling too hot or cold.
- The scenery is beautiful. Autumn leaves change vibrant colors like red, orange, and yellow. Taking walks among the fallen leaves and seeing the trees dressed in their colorful attire is scenic and picturesque. There is an artistic quality to the landscape.
- It evokes nostalgia. Autumn reminds us of childhood memories like jumping in leaf piles, going to pumpkin patches, and carving jack-o-lanterns. These traditions create
How To Write A Cover Page For A Research Paper - RSara Perez
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Phd Statement Of Purpose Sample Essays ClasslesSara Perez
The document discusses the colonization of the New World by European powers in the 15th-17th centuries. It explores the motivations that drove so many people to undertake the risks of colonizing foreign lands. Key factors mentioned include seeking economic opportunities, escaping religious persecution in Europe, and acquiring wealth and territory for their home nations. The colonization of the Americas had immense and long-lasting impacts that continue to shape the present.
How To Write A Summary Summary Writing, Essay WrSara Perez
The document provides instructions for writing a summary request on the website HelpWriting.net. It outlines a 5-step process:
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Sample College Paper Format - Essay Example For College. 9 CollSara Perez
The document discusses depression in Elie Wiesel's memoir Night. Though Wiesel does not explicitly discuss depression, it would have been common among Holocaust survivors given the immense suffering and loss they endured. Some factors that would have contributed to Wiesel's depression include losing family members like his mother and sister, and witnessing the deaths of his friends in the camps. While Wiesel focuses on starvation and physical hardship in the camps, the constant threat of death, separation from loved ones, and grim conditions would have also negatively impacted mental health and caused depression.
How To Write A Cause And Effect Essay Outline, StepSara Perez
Here are the key points I gathered from the prompt:
- The study is measuring the impact of PrEP (pre-exposure prophylaxis) treatment on sexual behavior over time.
- There are two comparison groups receiving the PrEP treatment.
- The independent variable is the PrEP treatment, which remains constant for both groups.
- The dependent variable is changes in sexual behavior, which will be measured at periods during the study and overall at the end.
- The purpose is to compare any differences in sexual behavior changes between the two groups over the course of receiving PrEP treatment.
In summary, this study is using a PrEP treatment as the independent variable to examine its impact on sexual behavior as
Law Essay Writing Service Australia - Expert CustomSara Perez
1. Machiavelli's work The Prince discusses gaining and maintaining political power from an amoral perspective, where betrayal is seen as unavoidable and sometimes beneficial.
2. In contrast, the moral codes of Humanism and Catholicism view deception as wrong.
3. Machiavelli presents a view where political leaders must consider immoral actions like betrayal for practical political reasons, which differs from the ethical frameworks of other philosophies.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Academic Competitions And Programs Designed To Challenge The Exceptionally Talented
1. Chapter 16
Academic Competitions and Programs Designed to Challenge the Exceptionally
Talented
JAMES REED CAMPBELL
St. John’s University, Jamaica, New York, U.S.A.
HAROLD WAGNER
Institute Bildung und Begabung, Bonn, Germany
HERBERT J. WALBERG
University of Illinois at Chicago, U.S.A.
Introduction
Many chapters of this International Handbook concern in-school programs or conceptual
frameworks designed for schools with gifted programs. The intent of both of these
advances involves the development of talent. This chapter deals with a variety of out-of-
school programs that are designed to challenge the exceptionally talented. We examine
after school programs, competitions, including national academic Olympiads, and
summer programs that have the same objective -- the development of talent.
Bloom (1985) conducted a series of studies about how extraordinary talent is
developed for concert pianists, sculptors, research mathematicians, research neurologists,
Olympic swimmers, and tennis champions. His research teams examined the roles that
teachers, parents, and out-of-school personnel played in the developmental process. One
of the findings of these studies was that once parents became aware of their child’s
exceptional talent, they took a more active role in developing that talent. In many cases
parents used out-of-school resources to develop their child’s talent. They secured
coaches, specialized teachers, or programs.
In this chapter we will continue this research focus by examining the ways
teachers, parents, and other individuals (mentors) contribute to the development of
academic talent.
A Framework for the Development of Talent
A useful framework for the development and fostering of talent was proposed by Weinert
(Weinert & Wagner, 1987). It may serve as a theoretical underpinning for programs for
the talented. He concluded that effective measures to support the development of
potential in young people should contain the following features:
(1) Incitements: Curiosity, quest for knowledge and the interest in learning has to be
incited by a multitude of attractive sources of information within easy access.
(2) Options: A variety of options has to be available to engage in learning activities such
as workshops, courses, summer programs or competitions.
2. 2
(3) Challenges: The difficulty and the level of the activities should match the level of
ability so that very able pupils feel sufficiently challenged and have to exert considerable
effort to reach the goal.
(4) Incentives: The activities should be exciting and attractive and should provide the
experience of success, rewards, and personal recognition.
(5) Counseling: The young people, their parents and teachers should be able to obtain
qualified information on the specific aspects of the students' potential and on available
support programs.
(6) Cooperation: Very able young people should be brought up and educated in a
community of peers to experience a variety of social contacts to acquire social
responsibility and to facilitate a harmonious development of their personality.
According to this framework, at least in the domain of intellectual abilities, it
seems to be quite unrealistic to strive for a comprehensive, valid and reliable system of
early assessment of potentials followed by a closed system of support programs. Instead,
every effort should be made to provide a variety of measures to meet the needs of those
who are eager to achieve and show a high degree of motivation. They should be able to
be implemented pragmatically, to be easily accessible, differentiated and as open as
possible.
In the ideal case such measures would be free of charge, the admission entirely
voluntary and based on self selection and the treatment effective both for talent
development and for the identification of the most able. Quite often, however, the
specific properties of a support program and/or the large number of applicants demand a
selection procedure.
There are essentially two ways to accomplish this task. One can create an arena
where individuals are allowed to perform some task or set of tasks with those being
selected as eligible whose level of performance is judged superior, by whatever definition
or criterion. Alternatively, one can use a psychometric approach, relying on standardized
tests that are, or at least should be, valid predictors of talent or high ability. The first
approach is best exemplified by academic competitions; the second by the talent search.
In this chapter we examine the various facets of out-of-class programs and
services, including the identification of high ability students through talent searches and
academic competitions and special programs held after school, on weekends, or during
summer holidays. While the chapter attempts to be inclusive in its coverage of the
numerous out-of-class efforts currently in existence, detailed attention is paid to a small
number of representative efforts in order to demonstrate in specific ways how these
programs work and what they have accomplished.
After school and Saturday Programs
Parent Initiated Programs
Parents are generally the first adults in a child's life to become aware of the child's talent.
When the child enters school, it may become especially necessary for parents to provide
supplementary activities by introducing the child to exciting and fascinating subjects. For
many parents this task is rather intimidating. When they seek professional help and
advice from pediatricians, teachers, school psychologists or educational counselors they
are sometimes confronted with ignorance and prejudice about the talented child and
imputations that they are "pushy" parents.
3. 3
Faced with the predicament of having to solve their problems more or less on
their own, the parents of highly able children in many countries have established self-
help groups in the form of associations such as the Gifted Child Society in the United
States, the British National Association for Gifted Children (NAGC), the Deutsche
Gesellschaft für das hochbegabte Kind in Germany, "Pharos" in The Netherlands,
"Bekina" in Belgium, Association nationale pour les enfants intellectuellement precoces
(ANPEIP) in France, or Elternverein für hochbegabte Kinder (EHK), Schweiz, in
Switzerland.
Their joint aims are to:
(1) give help, advice and information to parents of gifted children.
(2) increase community awareness and understanding of the need to develop links with
and information for local professionals such as teachers, social workers and medical
practitioners.
(3) provide an opportunity for gifted and talented children to meet and to pursue their
interests in company.
(4) facilitate contact with interesting and informed adults, offering children intellectual
stimulus and an introduction to a wide range of interests.
Most of the associations have formed regional branches in order to better serve
the needs of their members. Joint activities or enrichment programs for the children are
usually run by adult volunteers, often a parent of one of the children or someone who is
generally interested in the children's progress. They determine to a large extent the
selection of activities available.
Long-term Courses
The array of courses offered by parents' associations is dependent on diverse, often
chance, influences such as the number of children of a certain age group interested and
willing to participate, the availability of course instructors, or special rooms, materials
and equipment. A considerably more intensive form of provision are intellectually
demanding long-term courses which take place in the afternoons, on weekends, or during
holidays and which allow for a more systematic approach to a specific area.
As an example of this type of program, the "Hamburg model" to find and foster
mathematically able pupils will be described in more detail. In 1983, inspired by the
work of Stanley and his group at Johns Hopkins University (Benbow & Stanley, 1983), a
group of psychologists and mathematicians at the University of Hamburg developed an
annual regional search for mathematically able pupils at the end of grade 6 (12-year-olds)
(Wagner & Zimmermann, 1986). Selection criteria were (1) German versions of the
mathematical parts of the Scholastic Aptitude Test (SAT) and (2) a test of mathematical
problem solving consisting of seven items both of which were taken during an
examination of three hours' duration.
Pupils interested in the talent search received a preparation booklet in advance
containing a complete version of the mathematical parts of the SAT to be worked through
and attempted at home. About 40 students, that is 20 to 25 percent of the participants in
the talent search, are annually admitted to the program that takes place on Saturday
mornings at Hamburg University. The pupils work in small groups on challenging
mathematical problems, with topics that vary from week to week. Expert secondary
school math teachers, mathematics students and mathematicians serve as instructors.
4. 4
Rather than cover future curriculum material, the mathematical areas selected are
predominantly those which pupils would find interesting and appealing and at the same
time are important for the application of modern mathematics (e.g., graph theory,
combinatorics, representation of numbers in connection with measuring, number theory,
geometry and game theory). The problems are always chosen in such a way that they can
be extended to allow the development of a small mathematical theory and put pupils in an
elementary research situation. New problem areas are introduced by a short paper
including a few initial questions which help motivate the pupils. In addition to
developing and practicing strategies for problem solving, special importance is attached
to recognizing, formulating and perhaps solving subsequent problems.
Despite the considerable length of the course (participation is possible for up to
six consecutive years) and the very challenging course work, the extremely low dropout
rate together with the high rate of attendance and the very positive opinions that the
pupils have of the course are all indications that this type of program successfully meets
such pupils' needs. The program's success is due, in part, to the stimulus provided by the
assignments and to the informal manner of working in small groups, in pairs, or even
alone, which is quite unlike that at school. There is, on the other hand, an important
social motive for taking part: in this group pupils meet age-mates of a similarly high
intellectual level and with mutual interests, without encountering incomprehension or
even rejection. This type of separate provision for the highly able does not (as is
sometimes implied) lead to social isolation but actually causes participants to feel less
like outsiders. Most of them have for the first time been faced with a challenge
commensurate with their capability and aptitude.
Funds from the German Federal Government initially helped to get the program
started. After three years the program was self-supporting through contributions from the
parents. Offshoots of the Hamburg project show that even when confronted with the
typical transport and distance problems of a rural area the appeal of the program prevails
despite the long journeys involved.
Residential Programs
The difficulties of commuter programs are overcome by residential programs which
typically last from one to several weeks. This setting allows total involvement in a certain
subject with intensive tutoring and a multitude of social contacts. Particularly in the
United States, such programs have long been a fixed element of out-of-school provisions
for highly able students (Olszewski-Kubilius, 1997). One of the most sound and
consistent approaches was developed in 1979 at the Johns Hopkins University's Center
for Talented Youth (CTY). It has been emulated by several institutions in the USA
including Duke University, Northwestern University, the University of Denver, Arizona
State University and California State University at Sacramento (Benbow & Lubinski,
1997).
By means of regional, national and international talent searches several thousand
highly able students are identified annually. They are eligible for three-week residential
summer programs which in 1999 serve about 4,000 participants at the CTY sites alone.
The German Schülerakademien
5. 5
Inspired by the American approach to providing summer programs for highly able young
people, in 1988 Bildung und Begabung, a non-profit German association, started
residential summer programs for 16-19-year-old secondary school pupils, thus filling a
critical gap between the last school years and higher education. Within a few years these
"Schülerakademien" (pupils academies) have developed into an outstanding opportunity
for academically highly talented and motivated adolescents which seems to be unique in
continental Europe.
The main objectives of the academies are: (1) to offer several fields for scientific
endeavor in order to develop and improve methods and abilities of knowledge
acquisition, interdisciplinary thinking, research techniques and autonomous learning; (2)
to challenge intellectual potentials to their limits; (3) to provide role models through
encounters with highly creative, able, motivated and inspiring teachers and scientists; and
(4) to experience a community of equally able and motivated peers, to develop lasting
friendships and thus to accept one's own personality as valuable and "normal."
The 17-day academy typically embraces 90 boys and girls, each participating in
one of six courses covering a broad range of diverse academic disciplines, e.g.,
mathematics, physics, foreign languages, creative writing, music, biology, chemistry,
computer science, philosophy, history, economics, psychology, rhetoric and visual arts.
The amount of time spent on course work within the 17 days is about 45 hours. The level
of work is mostly comparable to advanced university seminars. Two teachers (scholars,
expert school teachers or free-lancers) plan and conduct each of the courses with a
minimum daily duration of 4-5 hours. The rest of the day is filled with additional optional
activities such as sports, music, excursions, discussions and drama.
Between 1988 and 1998 42 academies with over 3,600 participants were held in
boarding schools which have proven to be ideal locations for these programs in Germany.
Within a few days, each of the academies develops a unique and special atmosphere,
filled with enthusiasm and motivation of both participants and instructors, characterized
by intensive and open personal relations and discussions until late at night.
The participants are expected to pay a fee that covers board and lodging, the rest
of the expenses being subsidized by the Government, by foundations and private
donations. Financial assistance is available to needy families. Pupils are invited to apply
for a place after successful participation in one of the intellectually demanding
competitions in Germany or being recommended by headmasters, teachers, educational
consultants, or psychologists. In 1998, 1,015 (86%) of the 1,178 boys and girls who were
invited applied for the 540 available places in six academies.
Extensive evaluations of the academies (Wagner, Neber & Heller 1995, Neber &
Heller, 1997) have shown their long-lasting positive effects on the participants, especially
with regard to their motivation, self-efficacy, self-assertion, self-reliance, cooperativeness
and communication skills. Similar effects are reported from residential summer programs
in the United States (Olszewski-Kubilius, 1997).
The major benefit of these programs seems to be that they provide opportunities
for interaction with equally able and motivated peers. Pupils feel accepted often for the
first time in their lives and many of them are astounded to discover how easy it is to
communicate with and to make friends within this group. The results are frequently long-
lasting relationships and communication networks.
Encounters with excellent instructors provide valuable role models for an
academic orientation. They can be helpful in career counseling and might open
perspectives into yet unconsidered professional areas. The intense atmosphere of
6. 6
residential programs is capable of activating and stimulating dormant potentials. Many of
these pupils relate with amazement what they were able to achieve in a short time.
In short, these programs have a tremendously beneficial impact on young lives. It
would be highly desirable to increase the number of such programs, as the current
demand far exceeds the existing supply of places.
Academic Competitions
Competitions are increasing by being made available to talented students in Europe, Asia,
and the United States. In the United States 275 competitions (Karnes & Riley, 1996) are
currently being used. These competitions have been developed in every academic area
and in many nonacademic areas. Some of these competitions are targeted at elementary
school children, others concern middle school children, and others are reserved for
advanced high school students. Campbell (1998) found that American teachers use these
competitions to challenge their gifted students.
Potential Benefits and Liabilities of Competitions
Competitions are funded by governments, foundations, and companies to develop
extraordinary talent. Math, science, and engineering contests are conducted with the
expectation of developing talent needed to supply the technical workforce (S & E work
force). The S & E work force is essential for a nation’s economic health and
development. In the United States several of the high school competitions were initially
developed after the Russians launched Sputnik. One of President Eisenhower’s science
advisors was Edwin Teller who urged the president to start academic contests that would
get young people involved in the technical areas at early ages. This stimulus resulted in
the initiation of several of the competitions that are still being used in America.
The chief benefit of these competitions for schools is their low cost.
Competitions involving nationally administered tests can be done at very low costs per
pupil. The supporters of competitions note that most societies are competitive.
Certainly, businesses must, of necessity, be competitive, and the global economy has
accelerated this process. Governments are also competitive not only in terms of their
businesses but in many other areas. Competition exists even in academia where authors
compete for publications and grants. Sports are competitive by definition; therefore,
with all these levels of competition, it follows that competitions would emerge as a
mechanism to uncover exceptional talent.
Competitions in Europe, Russia, US, and Asia
The Russians were the first to realize the potential of academic competitions and initiated
the academic Olympics. The first academic Olympic program involved mathematics and
was started in Leningrad in 1934 (Kukushkin, 1996). This Mathematics Olympic
competition was extended to city programs in Moscow and Kiev in 1935. These
Olympic programs eventually spread to the entire USSR and beyond. The Russians used
these competitions to funnel talent into areas where they were needed. A student scoring
exceptionally high on one of the academic Olympic exams was given automatic
admission to some of the best universities. This admission placed the exceptional student
in the Soviet S & E pipeline. In socialized countries national testing programs were
7. 7
conducted that assured the identification of a steady stream of gifted individuals. Once
identified, these talents could be funneled into areas where development was needed.
European Competitions
In Europe, the Federal Republic of Germany probably has the most elaborate system of
competitions for school children at all levels. Competitions are considered to be
important and valuable additional instruments in the educational process.
They are relatively easy to administer and to organize, they can be made
accessible to a broad number of participants and they can be differentiated to suit any
level of ability. Competitions are an excellent tool to elicit, stimulate and challenge
talents in many different fields. They are supposed to activate and strengthen the
inclination for the subject matter and thus to improve knowledge and ability. Struggling
with the tasks of the competition enhances the abilities of working autonomously while
researching, experimenting, problem solving, learning and practicing release energies and
enhance perseverance.
By taking the challenge of a competition, the participants gain insight into their
abilities and their position in comparison with peers beyond the confinement of their
classroom and school. Coming together with other participants, they have the opportunity
to meet similarly interested and able peers who are usually not so easily found. Attractive
prizes like scholarships, summer programs, or money are additional incentives.
In Germany, there are more than twenty federal (nationwide) competitions and
dozens of smaller competitions at the state or regional level. On the federal level well
over 100,000 students participate annually either individually or in groups in disciplines
such as mathematics, science (biology, chemistry, physics, technology, computer science,
environmental studies), foreign languages, social studies, history, creative writing, music,
composing, drama, film and video production. Most of these competitions are subsidized
by the Federal Government, with a total allocation of c. 4 million Euro in 1999. In
addition, a considerable part of the cost is covered by sponsoring foundations and
industry. While most of the academic competitions are aimed at upper secondary school
students (16+ years of age), there is, however, in most cases no lower limit for the age of
participation thus granting admission to all kinds of accelerated talents.
Without doubt, one of the most remarkable competitions is the
"Bundeswettbewerb Fremdsprachen" (Federal Languages Contest), as it is a unique
comprehensive approach to support acquisition and application of foreign languages
among secondary school students. The contest was initiated in 1979 by the Stifterverband
für die Deutsche Wissenschaft (Donors' Association for the Promotion of Science in
Germany) as a means to encourage students to learn foreign languages and to become
interested in other countries and cultures at an early age. It has been developed and
administered by independent experts from universities, schools and industry. Since 1985,
the Federal Languages Contest has been sponsored mainly by the Federal Ministry of
Education and Research. Bildung und Begabung e.V., a non-profit-making private
association, is responsible for the organization and coordination of the contest.
The contest comprises four levels:
(1) A group contest for students in grades 7-10 (13-16 years, in their third to sixth year
of foreign language learning). The group contest encourages project work to produce a
presentation (audio or video tape and additional written material) on a self-assigned
subject (cf. Blüm, Hertel & Schröder, 1992).
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(2) An individual junior contest for students in their fifth or sixth year of foreign
language learning (15-16 years of age). It consists of an oral section (listening
comprehension and oral production) and a written section (a cloze test, i.e., a text in
which missing parts of words have to be filled in) and a creative writing task. The best
participants in English usually demonstrate a higher proficiency than first year university
students in English studies.
(3) An individual senior contest for students in grades 11-13 (17-19 years) in which at
least two foreign languages must be presented. This contest consists of four rounds over a
period of twelve months. It begins with an oral production in two languages (e.g.,
explaining the situation depicted in a cartoon, reading a text and answering questions on
the text). The second round is a written examination with elements of translating, writing
and summarizing. The task of the third round is writing a 3000-word essay on a given
subject within a six-week period. The final round consists of a one-hour multilingual
debating session in groups of four together with language experts and of individual oral
examinations (cf. Hertel, Joppich, Schröder, & Stütz 1991). Placement in all rounds
depends upon achievement only. The participants do not compete against each other as in
a sports contest.
Successful participants can expect a variety of prizes. Winners of a first prize in
the final round ("federal winners") are granted a scholarship for university studies from
the most prestigious scholarship foundation in Germany (Studienstiftung des deutschen
Volkes). Second and third prizes consist of cash. Several prizes (e.g., travel grants,
books, records) are awarded by foreign embassies for special languages. The Federal
Minister of Education and Research annually awards a five-week stay in a summer
studies program at a university in the United States to three participants who wrote
outstanding essays on U.S. related subjects.
(4) A group contest for apprentices and for students at vocational schools. Here, again, a
presentation on audio or videotape is required which has to relate to their working sphere.
Many of the entries are multilingual.
More than 20,000 students participate in these four contests each year, the main
languages being English, Latin, French, Spanish, Italian and Russian. Additionally,
special contests are offered to pupils who study Japanese or Chinese.
Some competitions are held at an international European level. To promote the idea of
European integration the "European Competition" has been held since 1954. Each year
students at all age levels in 19 European countries receive identical assignments to
produce a pictorial or written treatment of European perspectives in social, economic,
political or cultural affairs. In Germany alone over 100,000 students participate.
Most European countries run competitions for young researchers in the sciences.
In 1990 the most famous science competition in Germany ("Jugend forscht") was
sponsored by "Deutsche Bank" to initiate a European competition for environmental
studies. Up to three entrants from (1998) 39 nations may participate in the "Young
Europeans' Environmental Research (YEER)".
Another recent development was initiated by Romania in 1993: the Central
European Olympiad in Informatics (CEOI) with (1998) Croatia, Poland, Slovak
Republic, Czech Republic, Slovenia, and Hungary as participating countries. Other
countries are expected to join in the following years.
Types of Competitions in the US
9. 9
In the United States three types of competitions are currently employed. The first type
uses teams of gifted students; the second type involves encouraging gifted students to do
long-term independent research projects (preferably with scientists or scholars); and the
third type utilizes a series of tests to identify the exceptionally talented.
The two most widely used American team competitions are Future Problem
Solving and Odyssey of the Mind (Campbell, 1998). The Future Problem Solving
Program has three levels of competition (junior, intermediate, senior) (Grades 4-12). The
teams are given problems that require creativity and imagination to solve. Successful
teams learn to problem solve together. The problems frequently deal with futuristic
scenarios. This program has local, state (state bowls), and international competitions.
The Odyssey of the Mind also emphasizes solving problems and creativity. Five
problems are presented each year which require unique solutions. The problems range
from engineering problems to literature analyses. The age range extends from K-12 and
is organized into four divisions.
The next type of competition involves individual students doing independent
research projects. Local Science and Engineering Fairs are very common in the US. At
the high school level the projects become more advanced with many students working
directly with scientists, mathematicians, and scholars (see Campbell, 1985; 1988). This
direct involvement with the “producers” of technical knowledge has been accelerated by
the Science Training Programs that are offered for talented students each summer
throughout the United States. These programs are designed for advanced high school
students to join research labs and participate in up-to-date research projects. These
students become members of graduate research teams and serve as apprentices. The
same process is used year-round for high schools located near universities or research
labs. These projects are written up by the high school students and entered in the different
competitions.
There are three national project competitions in the US of which the most
prestigious is the Intel (Westinghouse) Talent Search (started in l941). Each year this
competition accepts applications from approximately 1,500 high school seniors. These
applications must include descriptions of original research projects in mathematics,
biology, physics, chemistry, engineering, or the social sciences (psychology,
anthropology, sociology). The research papers follow standard scientific methods and
scholarly reporting procedures.
The 300 best papers are selected by the Science Service as semifinalists. From
this pool the top 40 (finalists) are then invited for a series of interviews in Washington,
D.C. A final ranking is determined on the basis of the interviews, and $330,000 (US) in
scholarships are awarded to the top finalists. Colleges and universities in the United
States compete for the Intel winners (finalists and semifinalists). Their research skills
are especially applicable at institutions that are committed to original research studies.
Over the 58-year history of this competition, 17,400 semifinalists and 2,320
finalists have been selected. The Science Service did a follow-up survey of the Intel
finalists and found that they won five Nobel prizes, two Field Medals, and eight
MacArthur Fellowships. However, the finalists comprise less than 13% of the Intel
winners. There has been no comprehensive follow-up study to ascertain the number of
the Intel winners in the United States S & E labor force.
Two other national research paper competitions are the Junior Science and
Humanities Symposium (JSHS) and the International Science and Engineering Fair. The
JSHS competitions are subdivided into 48 regionals, which are located in 50 states and
10. 10
Puerto Rico. The finalists from each regional attend a national meeting and compete for
scholarships. Each year this competition involves more than 3,000 high school students
(Grades 9-12). The national conference has 240 finalists and awards $343,000 (US) in
scholarships. Many of these finalists are also Intel winners.
The International Science and Engineering Fair is the largest research paper
competition. In l995 this competition reached 1,021,936 high school students (Grades 9-
12). This competition is organized with local school fairs, regional, and state fairs and
one national fair. Those selected for the national fair number 1,200 students. Again,
many students enter other competitions and have the opportunity to win other contests.
The other types of national competitions involve testing of select groups of high
school students. One of the largest is the National Merit Exam which tested 1,200,000
students in 1998. The top 50,000 students were contacted, and a sifting was performed
where 34,000 received commendations and 16,000 are designated semifinalists. A
further sifting narrowed down to 15,000 finalists who received $28,000,000 (US) in
scholarships.
Another national program (Study of Mathematically Precocious Youth--SMPY)
tests 7th-grade students with the SAT-M exam (Scholastic Aptitude Test Math). This
program invites schools to test their top math students. These talent search programs
identify the most talented math students and provide year-round activities and summer
programs to help in developing this talent. These programs exist in every state and serve
over 140,000 mathematically precocious participants (Goldstein, & Wagner, 1993).
The other national testing programs are the Olympiad Competitions (math,
physics, chemistry). These competitions utilize multiple levels of tests to isolate very
small sets of finalists. In math, three levels of tests are used to isolate the highest scoring
eight students (6 finalists & 2 alternates), and in physics and chemistry the same process
is used to isolate talent pools of 20 students from which the international finalists are
selected (5 for physics; 6 for chemistry).
A total of 2,226,436 high school students participated in the competitions listed
above (although many high ability students participated in multiple contests). The total
US school age population in Grades 9-12 was 12,214,000, which indicates that a
substantial percentage of talented students were involved in these competitions
(Statistical Abstract of the United States, 1997).
Rationale
All competitions operate under a series of assumptions that constitute a distinctive
rationale:
(1) Children with talent need to be identified early.
(2) Competitions are needed because most schools do not have the
differentiated curriculum or the resources that are needed to develop
the talents of extraordinary students.
(3) Contests will attract participants with extraordinary talent.
(4) Contests will motivate the early development of talent.
(5) Once developed, this talent is expected to contribute to society.
Every expert since Lewis Terman (1922) has called for the early identification of
talent. Terman used IQ tests to identify the intellectually talented. He believed that with
11. 11
these tools schools could identify the gifted and then develop their talent accordingly.
Unfortunately, Terman’s expectations were never realized due to limited administration
of the early IQ tests or to the failure of the schools to initiate programs that would
develop the talents of those children that were identified.
The second assumption gets at the heart of the problem. Few would argue that
schools have developed the differentiated curriculum or obtained the resources that are
needed to develop the talents of the full range of extraordinary students. Perhaps this
failing rests with the extensive range of talents (both academic and nonacademic) that
gifted students possess. Schools simply do not have the resources to accomplish this
worthy goal.
The third assumption deals with the expectation that the talented will find out
about the contests dealing with their special talent and this will stimulate their
development (4th assumption). Both of these assumptions depend on getting the needed
information to the students with the talent.
The last assumption -- once developed, this talent is expected to contribute to
society -- is an open research question that is a vital topic to investigate. It must also be
emphasized that in the United States millions of gifted students participate in academic
competitions each year. Because of the shear numbers that participate, it is crucial to see
what the competitions achieve. The answer to this question can only come by conducting
long-term follow-up studies that track down the winners of important competitions and
determine the contribution they made to society.
Unfortunately, American schools have a poor record in evaluating gifted
programs (Callahan & Caldwell, 1995). Campbell (1998) found that only 7% of the
schools with gifted programs that he studied conducted rigorous evaluations. This
reluctance to evaluate extends to the competitions. Many of the organizations sponsoring
them operate on very limited funds and do not have the resources or the manpower to
carry out follow-up studies. Furthermore the funding sources (governments, foundations,
companies) might not want to conduct such studies when they realize the possibility that
their investment might not be justified. It would be difficult to explain negative findings
to government officials or to boards of directors.
Academic Olympiad Studies
A definitive answer to this question can only come when each of the different
competitions undergoes long-term follow-up studies of their adult participants by outside
evaluators. But we will provide a partial answer to this question by presenting
information about three retrospective academic Olympiad studies.
Campbell, Feng, and Verna (1999) tracked down 15-27 years of winners of the
American Math, Physics and Chemistry Olympiad programs. These long-term
retrospective follow-up studies asked the following research questions:
Research Questions
Do the Olympiad competitions serve the national purpose? Do the academic Olympians
make important contributions? Do they fulfill their high potential? The specific
questions we asked within this framework included: What careers do the Olympians
select? Do they do well in their careers? Do the Olympians remain in the field originally
identified? How many doctoral degrees were earned by the Olympians? How productive
12. 12
were the Olympians? How many publications and patents did they produce? Finally, we
evaluated the effects of the Olympiad programs by asking the following questions: What
effect did participation in the Olympiad program have on these talented individuals? Did
it widen their horizons? Did it open doors for them? Were there negative side-effects?
To answer these questions we followed 229 Olympians through their college
years to graduation (ages 15-22), into their graduate training (early careers) (ages 23-30),
and finally onto their professional careers (career) (ages 30-46). They received
information from substantial percentages of the national finalists (94% Math Olympians;
70% Physics Olympians, 68% Chemistry Olympians) (229 Olympians). Within the three
age brackets there was much variation among the subject areas because of different
starting dates for the programs. The Math Olympiad program started in 1972 and
therefore contains the largest number of Olympians in the mature career bracket. The
Chemistry Olympiad started in 1984, and the Physics Olympiad program started in 1986.
These late starting points put more Olympians in the younger brackets. In the Physics
study 49% of the Olympians are in the youngest age bracket, which means that fewer
have had the time to establish publication records or to get advanced degrees.
One measure of success involves enrollment in the most selective colleges and the
completion of college/universities degrees. The Olympians were successful in enrolling
in the most prestigious colleges/universities in the United States (see Table 19.1). The
institutions listed in this table constitute the most elite in the nation. The top five
(Harvard, Princeton, MIT, U.C. Berkeley, University of Chicago) absorbed most of the
Olympians and provided them with sound foundations for their careers. With their high
GPA's and exceptional SAT scores, it is no surprise to find the Olympians at such
institutions. However, a few of the Olympians had trouble completing their
undergraduate degrees and some dropped out of college and took many years to finish.
The majority finished their degrees within a four year period and enrolled in advanced
degree programs.
The extent of the Olympians’ graduate training is evident from the graduate
institutions listed in the table. The same selective colleges are listed at the graduate level.
One hundred and sixteen Olympians completed, or are in the process of completing,
doctoral degrees (MD; Ph.D.; JD). The average time the Olympians take in getting their
doctorate degree is approximately 8 years from their high school graduation year. The
shortest time any Olympian earned a doctorate degree was 6 years; the longest was 13
years. Overall, 51% of the Olympians have received, or will receive, doctorate degrees
(Math 57%; Chemistry 49%; Physics 41% (see Table 19.2). Among the doctorate degrees
there are five law degrees. The percentage for the Math Olympians is more illuminating
because of the ages of these Olympians. The other subject areas contain many more
college-age Olympians who will probably enroll in doctoral programs. Terman (l954), in
his monumental longitudinal study, found that 26.3% of 800 gifted males had their
doctorate or law degrees. The Olympians far exceed this percentage.
Most of the Olympians select careers in academia -- teaching at colleges or
universities or doing research. These Olympians finish their doctorate degrees between
26 to 28 years of age and many go on to post doctorate experiences that take another two
years. Consequently, most of these Olympians do not formally start their academic
careers before the age of 30.
How successful are these Olympians? One measure of postsecondary faculty and
staff productivity involves tabulating the number of publications produced. Table 19.4
contains the total publication data for the 229 Olympians. The Olympians have produced
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a total of 2,921 publications. Most of these publications are written by the Olympians
employed in colleges and universities, and most are in refereed journals. The Math
Olympians published 1,865 items, the Chemistry Olympians produced 788 items, and the
Physics Olympians produced 268. The bulk of these publications were written by
Olympians in their thirties or forties.
The National Center for Educational Statistics has a national study underway of
11,000 higher education faculty in 480 institutions (National Survey of Postsecondary
Faculty -- NSOFF) (Kirshstein, Matheson & Jing, 1997). The NSOFF data for 1992
showed the average number of publications for all college faculty was 4.6 per year.
However, the faculty publication rate was much higher at research institutions (7.35/year
for public colleges/universities; 7.95/year for private ones).
Some of Olympians have higher publication rates than the NSOFF faculty. Four
of the Olympians have over 100 publications, and eight Olympians in their 30’s have
produced between 50 and 99 publications. These academic “stars” are in positions of
leadership. For example, one is director of Whitehead/MIT Center for Genome Research
at 42 years of age and has already made contributions to cancer research. He has
published 229 articles, research papers, technical reports, and two books, and serves on
12 editorial boards. Another 44 year old Olympian served as the editor for two journals,
published one book, has 6 chapters in books, 51 articles in refereed journals, and 37
research papers. He is active in research dealing with electrical and computer
engineering projects and in 1994 served as a member of the Defense Science Board
studying Cruise Missile defense.
By contrast, some of the Olympians may be underachievers. Thirteen of the
mature career Math Olympians have produced less than 10 publications. Some of these
Olympians are in fields where publications are irrelevant to performance. Still, some
Olympians reported psychological problems or drug problems, which have undermined
their productivity.
The Olympians’ publication activities fit the pattern that Terman found in his
longitudinal studies. Terman (l954) recorded the publications of 67 books and 1,400
articles and research papers for 800 gifted males. The average number of publications
was 1.9 publications per person; for the Olympians the rate is greater at 12.8 publications
per person. It must be emphasized that 69% of the Olympians are younger than 30 years
old and can be expected to publish many more articles, books, papers, and secure more
patents. The oldest cohort (ages 30-41), which has already produced 1,916 publications
(26.6/person) can also be expected to continue to publish actively.
One factor involved in this high level of productivity is the mentoring done
during the Olympians’ undergraduate and graduate years. The disparity between
Olympians who have been mentored and those who were not mentored is startling (see
Table 19.5). The majority of publications was done by those who were mentored.
A substantial number of Olympians have careers outside academia. Some
gravitate to science and engineering careers, a good number are employed in computer
areas, and still others are employed in the business sector (see Table 19.3). How
successful are the Olympians in the noncollege/universities occupations? There is no
way to determine the contribution made by the Olympians in the nonacademic
community, but the job titles indicate a number of responsible positions. The most
successful might include the eight Olympians employed by financial institutions on Wall
Street. One is an executive at the prestigious Salomon Brothers; one is a bond trader; one
is an associate with Goldman, Sachs; and two are financial analysts with major banks.
14. 14
Two of these individuals are in charge of the research on derivatives. One of the lawyers
is the council for the mayor’s office in one of the largest cities in the US.
There are several Olympians employed in the computer industry. Three
Olympians founded software companies. Two are currently the CEO of their companies,
and another remains an executive with his company. Another Olympian is the executive
director of a nonprofit corporation.
A number of Olympians are scientists or engineers. One is a principal engineer
with nine patents; another is a scientist at Los Alamos National lab; two are researchers
at the Bell Labs (AT&T); two others are senior scientists at IBM; and one is a scientist
with DuPont.
Two of the Olympians are Talmud scholars. Four of the Olympians are teachers,
two of these teachers co-authored two textbooks. Another Olympian founded a journal
that is in its 12th year, and another is a correspondent with a science magazine. One
Olympian performed with a musical ensemble at Carnegie Hall; another is an
independent film maker.
Would the Olympians have turned out as well without the Olympiad programs?
This is a fundamental question to ask the adult Olympians and their parents. It is also a
question that should be asked by independent evaluators who have no connection to these
programs.
Both the Olympians (76%) and their parents (70%) expressed the view that they
would not have accomplished as much without the programs. When asked if the
programs helped or hindered their acceptance of their talents, 76% of the Olympians and
74% of their parents concluded that the program helped. Only 4% of the Olympians and
none of the parents thought it hindered the development of their talent in any way. Most
Olympians (76%) and their parents (83%) reported that the program helped to increase
their awareness of educational opportunities.
Delayed Recognition
The Olympiad programs had some profound effects on the participants. When asked to
comment about what the Olympiad experience meant to them, many responded with
lengthy statements. Most of the Olympians had supportive families that nurtured
confidence in their abilities, but to score in the top places in a national exam was a more
important milestone for their confidence. They described their reactions to this
achievement in these ways: “confirmation of my abilities,” “realization I had potential,”
“confidence booster,” “discovering I had the right to believe in my own abilities,” “a
chance to be recognized,” “made me aware, for the first time, that my talent was really
unusual,” “validating,” “confirmed my merit,” “a more objective indication of my talent,”
“It helped me gage my talent,” and “First indication I had of how good I really was.”
This theme is titled “delayed recognition” because so many of the Olympians did
not realize the extent of their talent. Some of them had undervalued their capabilities and
had set more modest goals for themselves. Their high scores on the Olympiad exams
supplied them with much more confidence in their abilities. It also helped them to
evaluate their potential more realistically and to set higher goals for themselves. The
program also had several other benefits. After announcing the results of the exams, the
Olympians were invited to an intensive summer training program. This training brought
the Olympians in contact with other bright students and exposed them to stimulating
presentations by well-known scientists and mathematicians. The effects of being
15. 15
exposed to equally bright peers had beneficial effects. One of the side effects of the
national training program was to alert the Olympians to a select number of colleges and
universities where their talents could be optimally developed. It is our contention that
this experience was somewhat responsible for so many of the Olympians enrolling in
Harvard, Princeton, MIT, and U.C. Berkeley.
Rewarding Accomplishment
The Olympiad studies underscore the need to identify and develop those with most talent.
But in America these needs clash with equity issues (Tannenbaum, 1997). Consequently,
gifted and accomplished adolescents often go unrecognized and unrewarded for their
efforts. Most of the federal supplemental funding of schools, for example, supports
programs for disabled, limited-English speaking, and poor children. Within the past
decade, new privately funded programs have arisen to support students of higher abilities
and reward them for their effort. The National Alliance for Excellence, for example,
gives strictly merit-based university scholarships for near perfect scores on matriculation
examinations, the completion of university work in secondary school, and related criteria.
Some psychologists and other experts believe that even more immediate monetary
rewards would have bigger effects in encouraging adolescents to put forth greater effort
on advanced academic study. Walberg (1998) recently evaluated apparently the largest
program of its kind--the Dallas, Texas-based O’Donnell Foundation’s Incentive Program.
The Foundation agreed to pay teachers $2,500 to take a course on how to teach
Advanaced Placement (AP) university-level courses and $100 for each of their students
who passed. The students also received $100 for each AP exam they passed in English,
calculus, statistics, computer science, biology, chemistry, and physics, plus a
reimbursement for the cost of taking the exam.
In the nine participating Dallas schools, sharply increasing numbers of boys and
girls of all major ethnic groups took and passed the AP exams. The number rose more
than twelve-fold from 41 the year before the program began to 521 when it ended in
1994-95. After terminating, the program continued to have carry-over effects: in the
1996-97 school year, two years after the program ended, 442 students passed, about
eleven times more than the number in the year before the program began.
Though these numbers speak for themselves, interviews with students, teachers,
and college admission officers revealed high regard for the Incentive Program. They felt
that even students who failed AP exams learned better study habits and the importance of
hard work to meet high standards.
In addition, the program had other benefits: students could take more advanced
courses in college. Those that passed a sufficient number of AP courses could graduate
from college early, which saves their families tuition and tax payers subsidies. Those
who passed AP courses also had a better chance for merit scholarships and entry into
selective colleges.
The Incentive Program suggests that, at least in the U.S., incentivized standards
work in schools as they do in many spheres of life. The lack of incentives in school
seems an important reason why American students find academics so boring and sports
so exciting. It may also account for the poor showing of typical U.S. students on
international comparisons of achievement.
Conclusions
16. 16
The data presented above supplies answers to the questions we asked earlier in this
chapter: Do the Olympiad competitions serve the national purpose? Do the academic
Olympians make important contributions? Do they fulfill their high potential? When the
contributions are summed, including the number of doctorate degrees earned, the number
of Olympians working as professors (many in technically needed areas), the number of
scientists (some in sensitive and needed areas), the 2,921 publications produced, the
number working in the computer industry, including several who have founded or
managed software companies, and the Olympians working on Wall Street, we must
conclude that the Olympians serve the national interest. They do make important
contributions and a number of them fulfill their high potential. Overall, the quality of
their contributions outweighs their small numerical numbers. Many of the Olympians are
working in leadership positions that magnify their influence.
It must also be remembered that many of these contributions listed above are
limited to the oldest Olympiad cohort (72 individuals between the ages of 30-42). These
Olympians are in the prime of their careers and can be expected to make many more
contributions over the next 20 or 30 years. Furthermore, the younger cohorts can also be
expected to assemble a long list of their own contributions.
Having evaluated three competitions, what inferences can be made about the
other American competitions? Do they serve the national interest? It is reasonable to
infer that the Intel Talent Searches, the JSHS competitions, the SMPY programs, the
Science Fairs, and the National Merit Exams all funnel talented students into the United
States’ science and engineering pipeline. Perhaps this is one of the secrets of America’s
uncanny ways of developing talent. Campbell (1985, 1992) studied the impact of the
Intel Talent Searches on the participants and found that in order to succeed in this
competition the students needed to develop the following skills, attitudes, and
orientations: learn to manage time; develop library skills needed to conduct technical
searches; learn how to read scientific and other advanced material; develop the
organization skills to manage a research project; and finally develop the discipline
needed to conduct scholarly research studies or to learn how to study for challenging
examinations. These enhanced skills not only help the student do well in the contests but
can also be applied in future schooling or later in their careers. Even if participants do
not win the contest, these newly developed skills will prove very useful. In this sense
there may be no “losers” in a competition where the participants learn things that they
can use to enhance their development.
There are some international implications from these analyses. The cost of most
of the American competitions is surprisingly low. For example, participation in the Math
Olympiad program costs the school only $15.00 (US) and 75 cents per pupil. The costs
for the science fairs, the Intel Talent Search, the JSHS regionals and national, and the
National Merit Exams are paid by companies, foundations, or by the government. For
the most part students competing in these contests use resources outside the schools.
Campbell (1985) found that individual teachers in exemplary schools negotiated lab
space for their gifted students in universities or research labs nearby. There was no need
to improve or upgrade facilities or computers at the schools.
Therefore, many of these competitions are cost-effective, inexpensive ways to
develop talent. Any extra expenses, including transportation costs, are willingly met by
the parents. Consequently, we believe that competitions should be much more widely
17. 17
used internationally. Third world developing countries with limited financial resources
for education should develop a wide range of competitions to nurture the indigenous
talent that exists in these countries.
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Table 16.1
Colleges and Universities Attended by Olympians
Colleges/ Number enrolled Number enrolled Total
Universities Undergraduate Graduate enrolled
Harvard 46 37 83
MIT 17 21 38
Princeton 22 12 34
Stanford 8 16 24
U.C. Berkley 8 14 22
Cal. Tech. 10 7 17
U. Chicago 5 11 16
Cambridge (UK) 4 6 10
U. Illinois 3 7 10
Duke 7 3 10
Rice 6 2 8
Carnegie Mellon 4 2 6
U. Michigan 4 2 6
Yale 3 3 6
Cornell 4 2 6
Northwestern 3 2 5
UCLA 1 3 4
Oxford (UK) 4 4
Johns Hopkins 1 2 3
Columbia 2 1 3
20. 20
Table 16.2
Doctoral Degrees Attained by Olympians
Advanced Degrees Mathematics Physics Chemistry
Ph.D. 48 18 35
M.D. 1 9
J.D. 2 2 1
Total 50 21 45
Number of Olympians87 51 91
in Subject Areas
Percent with Doctorate 57% 41% 49%
Degrees
21. 21
Table 16.3
Olympians’ Occupations (not in Colleges and Universities)
Number Occupation/ Job Title
Computer Occupations
4 Computer Programmer/Analyst
2 Computer Music Companies
2 Software Developer
2 Software Engineer
2 Founded Software Companies
1 Software Company Exec.
1 Founder Internet Co.
1 Director Product Design (Software)
1 Microsoft Program Manager
1 Computer Programmer/Algorithm Designer
Scientific Occupations
18 Scientists/Engineers
(including 1 Principal Engineer with 9 patents, 1 at
Los Alamos Nat. Lab, 2 at Bell labs (ATT) 1 at IBM
1 at DuPont)
1 Consultant -- Scientific Programmer
1 President & CEO Technology Corp.
1 System Integrator
1 Product Line Manager
Other Occupations
8 Wall Street
(including 3 financial analysts, 1 bond trader)
5 Lawyer
4 Teacher (2 Authored Text Books)
2 Talmud Scholar
1 Executive Director of Nonprofit Corp.
1 Correspondent (Scientific Magazine)
1 Independent film Maker
22. 22
Table 16.4
Total Publications
Olympiad
Age Cohorts Mathematics Physics Chemistry
Ages 15-22 10 113 107
PreCollege/College (1.4/person) (6.3/person) (4.9/person)
N=7 N=25 N=31
Ages 23-29 231 141 401
Early Career (7.7/person) (7.4/person) (18.2/person)
N=30 N=23 N=41
Ages 30-46 1,622 14 280
Mature Career (32/person) (14/person) (23.3/person)
N=50 N=3 N=19
Total Publications in 1,865 268 788
Subject Areas N=87 N=51 N=91
23. 23
Table 16.5
Total Publications in Terms of Mentoring
(Percent)
Mentored Nonmentored
Math Olympians 84% 16%
Chemistry Olympians 64% 36%
Physics Olympians 72% 28%