Book Of Gifted Education Summary

these programs do very little to improve and increase the productivity of the students that are in

Tieken provides evidence that rural schools are important in American society not only because they serve a “fifth of American students,” but because they provide a sense of belonging, and community engagement (Tieken 2014, 7). Tieken emphasizes the significance of keeping rural schools in existence. Moreover, such comparison delves into the fractured system that exists within the realm of both districts. Both rural and urban schools are neglected in the academic and political fields because of their demographics, capital, and, size. On the other hand, despite the similarities, urban schools have a bit of the upper hand in American society because they are not as overlooked as rural districts.

McCracken, J. D., & T. Barcinas2, J. D. (2001). Differences Between Rural and Urban Schools, Student ... Retrieved from http://www.bing.com/cr?IG=48CE59FFB178484396E518C99D35AF6D&CID=22115C54F69067CD3DD85056F76D665F&rd=1&h=g8pSj71rFlTKBN6m19EtLd9ZpLbVelc7-zRGkIZhAi8&v=1&r=http://jrre.vmhost.psu.edu/wp-content/uploads/2014/02/7-2_3.pdf&p=DevEx.LB.1,5069.1

The tone of the author in the text was critical, intimate, and sincere. I also feel this statement is true because the difference in social class environment sometimes hold big impacts on the way we think, feel, and act. It all takes place because of the separation between social class in America which is a very controversial topic. Education is based off the social class the child’s parent fall within. The bigger the household income is the better education your child could receive because of the stereotypes Americans live by.

Like Friedman explains, funding for education is determined by property taxes meaning the most expensive homes are taxed the most, which ultimately contributes to funding for education. Districts like Wapato, Toppenish and Granger suffer from this because of the lack of funding. In The World is Flat Friedman states “Without any question the wealthiest school districts attracted the best teachers, principals, and curriculum planners, along with the most demanding parents and PTAs, while the poorest districts attracted the weakest teachers and principals and parents who had to work three jobs just to survive.” This definitely can relate to what we see in our valley. For instance if we compare West Valley High School to Toppenish High School, from personal experience, the evidence is clear that students are more prepared for college coming out of a school like West Valley. In the New York Time’s book Class Matters it says that “Students like these remain in college because they can hardly imagine doing otherwise. Their parents, understanding the importance of a bachelor’s degree, spent hours reading to them, researching schools, and making it clear to them that they simply must graduate from college.” In other words, educated parents stress the importance of a college education and take action from the early school years of their child. On the other hand, a

According to Cramer in Politics of Resentment, School in rural areas of Wisconsin with decreasing populations also face a decline in student enrollment, a trend causing budget anxieties for district administrators. The amount of money a school district in Wisconsin receives from the state in a given year depends on a series of funding equations that factor in enrollment, student poverty, local property values, transportation needs and other criteria. Not only this, in the book the Politics of Resentment, it says, “School districts in western Wisconsin, along with their counterparts across the state, are increasingly finding it hard to recruit and retain teachers. With the state cutting aid to public schools and capping how much money they can raise through tax increases without voters' approval, school districts around Wisconsin have been seeking more funding through local referendums, especially those in rural

I believe that parents, teachers, and district officials need to be made aware of how background and family education factor into a child’s achievement. Once there is an understanding at a local level then we can begin to persuade state officials to recognize this. Nevertheless, you could still have people who refuse to advocate for this even when they know that it is an issue. In this, I am reminded of our reading earlier in the semester from Ezra Klein. Even when people know the truth, they may continue to do nothing simply because of their political parties. Rather than morally and ethically seeing the inequality perpetuated in the school system by people’s socioeconomic statuses, government official refuse due to their party

Ultimately, the technical definition of a rural school corresponds to our general understanding of rural areas; they are characterized by geographic isolation and small population size. All schools are categorized into four locales by their size, population density and location. The National Center for Education Statistics (NCES) defines these locales by the school’s proximity to a city an “urban-centric” classification system. The four locale categories used by the NCES’ urban centric classification system are city, suburb, town and

This crisis mentality is in stark contrast to years of survey research showing that Americans generally give high marks to their local schools. Going back to 1984, Phi Delta Kappa International and Gallup surveys have found that the populace holds their neighborhood schools in high regard. That’s been true every single year — and in fact, this year’s survey found that

Reality is what you can comprehend around you and is different for each individual. The “social construction of reality” is a theory about how our “reality” or individuality is shaped by our interactions with the surroundings we live in, which is the society. In other words, how you are raised and the experiences you have along the way help to shape how we recognize the outside world. The society and culture we live in teach us this “reality” at a young age through schools, media outlets like television, and even through our own families.

1. When Derek talks about doing school he uses a specific classroom example of gifted students he has worked with. These students were able to do well on any test and assignment, as long as it was structured and gave specific instructions. He uses the definition of doing school to explain what these students were doing. They were able to memorize information for test and figure out what the teacher wanted on assignment to get a good grade. Derek then explained how this worried him because the skill would not be able to help them in the real world.

While reading this enchanting book, I have realized that I should not let the little things in my life be taken for granted. Ben Carson had a rough child hood, but he was a good kid. As a child he wasn’t the brightest or the richest, but he was a well mannered child. He was teased a lot during his elementary school years, just because he was not the brightest student in his class. He was tired of the constant bullying of his fellow students so, he began to read books. He just kept reading and reading, and the things he read just stuck to him. He became the brightest student in middle school, from the dumbest in elementary.

School students’ involvement in research projects is a new demand of 21st century due to some factors: globalization trend, development of human capital, implementation of the reform on the support and development of schools for gifted students and the poor results of Kazakhstani students in PISA. Since this paper is focused on research projects in the framework of gifted education, it is essential to determine the concepts of “children as researchers” and “gifted education” by answering the question “What” and then, discuss the reasons of “Why”.

Whether we like to believe it or not, we all in some way, shape or form have stigmas that we put on people because of their age, income, and even their disability. You cannot control your age or if you have a disability. However, if you are poor, people just assume that it is your fault and that you can do better. As Koppelman (2014) states, “People suffer the misery of poverty not because they deserve it, but most likely as a consequence of birth” (p.233). Too often society and people in general think certain things because of stereotypes which isn’t fair. As an educational leader, it is easy to get sucked up in the stereotypes and the labeling. I have had the privilege of taking several classes on children in poverty and one of the biggest things that is always brought up is that 90% of the time these children will remain in the cycle of poverty. People say that it is by choice that they do that, but I would have to disagree. To me, it’s all they know. As an educational leader, I feel that it is my job to provide children in poverty with the tools they need to pull out of the cycle, attend college and provide a better life for their family. As leaders, we must provide students with hope that there is a better life ahead of them and they can make it. At the same time, we can’t stereotype students because they are teenagers and just assume that all teenagers are the same.

For many communities, particularly rural communities, schools serve as a source of identity. Because of this, the problems that plague rural schools become enough of a problem that they threaten the identity of the community; unfortunately, many lawmakers and policymakers in seats of power do not have an intuitive understanding of how rural schools work. Policies that work for urban schools, or even suburban schools, can not be assumed to fit the role of a rural school. It is suggested in this article that more attention needs to be paid to rural schools that fly under the radar or have misdiagnosed problems. Even though a greater number of people are moving to rural areas from urban environments, nationwide awareness of problems in