Page 106 - Kukanja Gabrijelčič, Mojca, and Maruška Seničar Željeznov, eds. 2018. Teaching Gifted and Talented Children in A New Educational Era. Koper: University of Primorska Press.
P. 106
ra Pejić Papak, Jasna Arrigoni, and Željka Ivković
example of the school refers to the fact that the school cares only for that
part of the pupil population that can be better and can do better, the so-
called Matthew Effect – the intellectually rich are becoming richer, while the
intellectually poor are becoming even poorer.
The third model⁷ is based on the non-existence of differences between
classrooms or the kind of pupils who obediently do everything they are told
(conformism). Being popular is good, but being intellectually excellent is very
often suspicious. Such a model does not presuppose a program for gifted
pupils, while a bare minimum of the program is put into practice for children
with disabilities.
The fourth model⁸ outlines the examples of schools that require the achie-
vement of above-average test scores and this is the main criterion for eval-
uating pupils. In this way those children who are on the top or bottom of
the statistical scale, but also those in the middle, remain neglected. Raising
test scores across schools in the United States is a national priority on which
the ranking of educational institutions depends to a great extent. Therefore,
Sternberg (2008) proposes a possible solution to the mentioned situations
for the purpose of developing excellence in education. ‘A better model for
defining and achieving excellence is focusing on excellence in education for
all pupils and allowing numbers to emerge as a result of seeking excellence
rather than them being the main goal.’ He suggests a model that relies on tra-
ditional reading, writing, computing, but now with an emphasis on the fol-
lowing three factors: reasoning, resilience, and responsibility that contribute to
better quality development of the first three factors, and he also offers some
tips on how to develop these three factors so as to develop excellence.
In the education system of Australia and in its state components, e.g. New
South Wales (NSW Government, 2014a), the culture of excellence is encour-
aged in all schools by clearly describing key criteria that determine high-
quality educational practice through three areas: learning, teaching, and
leadership. A framework was established for improving schoolwork (NSW
Government, 2014b).
In order to achieve better results in scientific literacy, methodological ap-
proach and assessment of knowledge in science teaching should be directed
to evaluations of the usability of the learned material, rather than relying
⁷ As an example for the third model, the author mentions the Brookdale School. For more infor-
mation, visit http://brookdale.ipsd.org/.
⁸ As an example for the fourth model, the author mentions schools in the Riverside School Dis-
trict. For more information, visit http://www.riversidesd.org/schools.
104
example of the school refers to the fact that the school cares only for that
part of the pupil population that can be better and can do better, the so-
called Matthew Effect – the intellectually rich are becoming richer, while the
intellectually poor are becoming even poorer.
The third model⁷ is based on the non-existence of differences between
classrooms or the kind of pupils who obediently do everything they are told
(conformism). Being popular is good, but being intellectually excellent is very
often suspicious. Such a model does not presuppose a program for gifted
pupils, while a bare minimum of the program is put into practice for children
with disabilities.
The fourth model⁸ outlines the examples of schools that require the achie-
vement of above-average test scores and this is the main criterion for eval-
uating pupils. In this way those children who are on the top or bottom of
the statistical scale, but also those in the middle, remain neglected. Raising
test scores across schools in the United States is a national priority on which
the ranking of educational institutions depends to a great extent. Therefore,
Sternberg (2008) proposes a possible solution to the mentioned situations
for the purpose of developing excellence in education. ‘A better model for
defining and achieving excellence is focusing on excellence in education for
all pupils and allowing numbers to emerge as a result of seeking excellence
rather than them being the main goal.’ He suggests a model that relies on tra-
ditional reading, writing, computing, but now with an emphasis on the fol-
lowing three factors: reasoning, resilience, and responsibility that contribute to
better quality development of the first three factors, and he also offers some
tips on how to develop these three factors so as to develop excellence.
In the education system of Australia and in its state components, e.g. New
South Wales (NSW Government, 2014a), the culture of excellence is encour-
aged in all schools by clearly describing key criteria that determine high-
quality educational practice through three areas: learning, teaching, and
leadership. A framework was established for improving schoolwork (NSW
Government, 2014b).
In order to achieve better results in scientific literacy, methodological ap-
proach and assessment of knowledge in science teaching should be directed
to evaluations of the usability of the learned material, rather than relying
⁷ As an example for the third model, the author mentions the Brookdale School. For more infor-
mation, visit http://brookdale.ipsd.org/.
⁸ As an example for the fourth model, the author mentions schools in the Riverside School Dis-
trict. For more information, visit http://www.riversidesd.org/schools.
104
