Education As A Core Element Of Generating Quality Human Capital

In 2015, I wrote about my personal philosophy of the gifted learner. I stated in my paper that, “Giftedness is not a one, set definition. The definition of gifted must encompass intellect, ability, creative talent as well as emotional awareness. It cannot be micro-managed and be a “one size fits all” definition” (Dauber, 2015). People, who are gifted, need differentiation and opportunity to express, demonstrate and show their giftedness. Educators must be able to provide opportunities for the gifted learner to express his/her abilities and/or talents. Gifted students learn differently and require special educational experiences in order to grow academically and achieve their highest potential. Therefore, the education field must be able to understand not only the cognitive side of a gifted learner but the affective or social/emotional aspects too.

One of the difficulties in identifying the needs of low-income students is the profound cultural barriers which exist that prevent their strengths and deficits from being identified. Children from low-income homes frequently have poorer vocabularies and a weaker basis of the type of knowledge that is frequently considered 'intelligence' on most forms of assessment. A low-income child's IQ may be high, even though he lacks a framework of accepted middle-class knowledge. "In January 2003, the National Academy of Sciences released a report on the seeming overrepresentation of minorities in special education and underrepresentation of those students in gifted education. The NRC reported that, nationwide, 7.47 percent of all white students and 9.9 percent of Asian students are placed in gifted programs. Meanwhile, 3.04 percent of African-American students, 3.57 percent of Hispanic students, and 4.86 percent of American Indian students are classified as gifted" (GT-minority identification, 2003, ERIC Clearinghouse). The discrepancy, the NAS believed, could not be solely explained by talent alone but was at least partially rooted in the methods of identifying students labeled as gifted. Biases in standardized and other tests identifying student strengths, combined with prejudices, however unintentional, amongst educators and administrators lead to under-identification of the gifted

A Gifted and talented (G/T) student” is “one who . . . exhibits high performance capability in an intellectual, creative, or artistic area, possesses an unusual capacity for leadership, or excels in a specific academic field” (Aldine ISD Board Policy Manual, 2014). The Texas Education Agency (TEA) provides a state plan, which outlines the standards for Texas schools to be in compliance. It also offers the educational opportunities these students should receive. In fact, there are performance measures for five aspects of G/T programs including student assessment, service design, curriculum and instruction, professional development, and family and community involvement. The plan assists districts in delivering these comprehensive services to

But the problem of this admission system is that it can’t recognize those kids who have real talent; the kids who are picked are those who have parents that can afford the prep test program. With this system, it’s possible that many students who have real talent might be missed. If this admission system can’t help us finding those talents, then there is no reason we maintain it. What we should do is exactly the opposite; we should abandon it and set up a new system which can really help us recognizing gifted

Education is a necessity in order to have the expertise needed to successfully perform in today’s society. It allows us to process new information and make deductions on a daily basis. In particular, grade school education is exceptionally important for proper human development. It provides children with the basic foundation for education and knowledge. Over the course of many years, it has become apparent that there are several disparities within early education. According to The New York Times Magazine, children who are minorities or who live in poor neighborhoods are more likely to attend schools that are lacking necessities compared to children who are not minorities or who live in rich neighborhoods. This disparity in education

[Students who are gifted] give evidence of high achievement capability in areas such as intellectual, creative, artistic or leadership capacity, or in specific academic field, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities. ( No Child Left Behind Act of 2001 [NCLB], 2002, p. 526)

Validity is the assessment of the test’s informational construct, content, and criterion (Jarosewich, Pfeiffer, & Morris, 2002). Despite the fact that GATES does not reference any giftedness theory or theory of support, content validity is confirmed for GATES since the test was developed based on literature reviews, critiques of existing rating scales, and academic and test construction experts of the field (Jarosewich, Pfeiffer, & Morris, 2002, p. 330). A combination between federal guidelines on giftedness and a confirmatory item analysis is the basis of GATES creation.

I chose Monograoh 1: Counseling Gifted and Talented Students. The monograph focuses on a field that is important, but not the center of much focus if gifted education: counseling. He explains social-emotional issues that are relevant to gifted students and the counselor’s role in the education of gifted students.

Simonton’s view of gifted intelligence supports the concept that gifted education can improve the overall academic performance of students who are identified as exceptionally high performing. His work suggests that there are two key identifying factors that acknowledge a difference between early and late blooming talent indicators. While Simonton’s work is focused more on the very young student, it is interesting to consider that gifted education is not limited in scope. Further emphasis is given to the role of the loss of intelligence over time without proper encouragement and intellectual nourishment. Simonton suggests that young people, who have been identified as gifted, can experience a significant drop in academic promise, determination,

This essay will focus on the inclusive practice in relation to the early childhood education context and particularly to the special educational needs of the gifted children. This will also cover the policies/legislation, current research, national and international perspectives of inclusive practice in early childhood education. The complexities and practicalities of inclusion in terms of learning opportunities and experiences, environmental considerations and peer relationships would be critically examined. The role of the teacher and the teaching strategies, practices and theoretical prospective and the positive involvement of parents/families would also be evaluated to support the children with giftedness abilities and extra talented skills.

When the topic of what is the proper amount of education is necessary to becoming a caring and competent early educator comes up, I just have to laugh. In all honesty, there is no amount of education that will ever prepare a person for this type of profession. Don’t get me wrong, but the classes that I have taken and currently attending will only give me the foundation when I finally step foot into this field. The information in my textbooks lay down the recommended standards of being a professional educator. Within these recommended standards topics such as ethics, morals, diversity, etc all come up.

Furthermore, the age of the students the developers select as the tests intended test takers plays a significant role in the development of the rest of the test. For example, test developers will have to establish an expectable level of difficulty of the test items for each age or grade level to ensure the test is testing giftedness or not. It is apparent that these decisions must be made before any other aspect of the test can be developed. Upon establishing the intended use, content specifications (or content framework) requires test developers to define the extent of the selected construct that the test scores will measure. Furthermore, a greater understanding of the tests relation to measuring the intended construct should be established.

Learning and development (L&D) is an important element of human resource management. This is because it relates to the organizational activity and strategy aimed at improving the performance of individuals as well as groups within the organizational setting (Harrison,2005).The concept of training and development is made up of three main activities: employee training, employee education as well as employee development. The three activities even though are separate, are inevitably interrelated. The training element is an activity which is focussed on as well as evaluated against the job descriptions of a given individual (Montana & Charnov,2000).The education element is mainly concerned with the jobs that a given individual may hold in the future and is

Proceedings of the Second Conference on Human Capital Development Vol. 2 No. 2 2015 Theme: ENHANCING HUMAN CAPITAL DEVELOPMENT THROUGH MULTI-DISCIPLINARY RESEARCH Date 30th June 2015 Venue Conference Hall, Rivers State College of Arts and Science Port Harcourt, Rivers State, Nigeria Fortress Educational & Consultancy Services Limited Proceedings of the Second Conference on Human Capital Development Vol. 2

Concern for at-risk learners forces the education of high ability learners to take a backseat in traditional classroom. Standard instruction and curriculum based on a pacing and sequencing method does not always allow students to accelerate. By definition, the term “gifted” exemplifies exceptionality often regarding intellect, creativity and leadership. An identification of gifted suggests that an individual requires specialized services and curriculum that are not always addressed by traditional methods of education. High ability learners require a challenging curriculum and specialized educators to prosper academically. The negligence in discharging one’s exceptionality can often lead high-ability learners to foster resentment, boredom