Mary G. Rizza

Students' Perceptions of Classroom Activities: Are There Grade-Level and Gender Differences?.

The authors investigated whether differences existed in perceptions of class activities for students in Grades 3–8 and between genders. Specifically, the frequency that students perceived opportunities for interest, challenge, choice, and enjoyment in their classrooms was assessed using the affective instrument, My Class Activities (M. Gentry & R. K. Gable, 2001). Significant main effects existed for grade level and gender, with no interaction of the 2 variables. In general, middle school students found their classroom activities less frequently interesting and enjoyable, with fewer opportunities for choice, than did elementary students. These variables declined steadily from lower to upper grades. Girls indicated that their class activities were more frequently interesting and enjoyable than did boys, which contributed to the significant gender differences.

Implementing Empirically Supported Interventions: Teacher-Child Interaction Therapy.

Using a case study approach, the implementation of Teacher-Child Interaction Therapy (TCIT) within the preschool setting was presented. TCIT was found to increase the number of positive interactions between the child and teacher. In addition, TCIT was effective in decreasing the childs disruptive behaviors, increasing compliance, and decreasing the need for the teacher to issue commands. Although the case study provided initial empirical evidence, additional research is needed to fully support the use of TCIT. Specifically, research using a multiple case study approach is recommended.

Perspectives on preservice teachers’ attitudes toward technology

Abstract Technology, specifically the use of computers, is becoming more prevalent in K—12 classrooms. Constructivist and social learning theory were used to understand the way preservice teachers view technology and the extent of its influence on their current and future lives. This study employed both quantitative and qualitative data analysis techniques to investigate the attitudes of a group of undergraduate education majors toward their use of technology. Survey and follow‐up interview data were used to explore changes in attitudes of competence, comfort, and knowledge regarding the instructional use of technology. Data revealed that preservice teachers’ comfort with the technology and attitude of competence did improve over time but that perceptions of knowledge about computers remained the same. Suggestions for further study are provided.

Professionalism, Sense of Community and Reason to Learn: Lessons from an Exemplary Career and Technical Education Center.

With current focus on academic proficiency, career and technical education (CTE) programs have received less emphasis as an alternative to traditional high school curricular experiences. Yet, this study found that when compared to peers in general high school settings, students in one rural CTE high school center perceived significantly more appeal, challenge, choices, meaningfulness and self-efficacy in their classrooms. Thus, an extensive qualitative study provided insights into this environment that distinguished it from more traditional secondary school settings. Themes of professionalism, sense of community, and reason to learn emerged in data analyses. Results offer methods that secondary educators can use to engage students in meaningful, challenging learning. Further, data revealed the experiences of students in this center’s CTE programs. Findings led to the conclusion that efforts to leave no children behind should include CTE as part of the continuum of educational

Discriminant Validity of the WISC-III with Children Classified with ADHD

The purpose of this study was to explore the ability of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III; Wechsler, 1991a) to discriminate between a group of children classified with ADHD (n = 40) and a group of non-ADHD children (n = 40), as well as to identify which combination of WISC-III subtests resulted in the highest level of correct classifications. A stepwise discriminant function analysis indicated that four WISC-III subtests contributed significantly to the prediction of group membership: Digit Span, Information, Vocabulary, and Picture Completion. An overall classification rate of approximately 89% was attained when the four WISC-III subtests were included in the equation. Ninety percent of the children classified as ADHD and 87.5% of the non-ADHD children were correctly identified when using the four WISC-III subtests as predictors.

A Legacy of Promise: Reflections, Suggestions, and Directions from Contemporary Leaders in the Field of Gifted Education.

Abstract Six contemporary leaders from the field of gifted education responded to questions concerning past, present, and future issues surrounding the education of gifted and talented youth. This report was designed to provide expert perspectives on (a) the accomplishments of gifted education, (b) core non‐negotiables about educating gifted children that all teachers should know, and (c) future challenges and directions for this field of study and practice. Qualitative analysis of the responses yielded core themes in each of the major areas, which are reported with summaries of responses and quotes from each respondent.

Comparing and Contrasting: Stories of Competition.

Competition plays an important role in the lives of gifted adolescents. Some research suggests that schools encourage competition simply by the nature of assigning grades and that students learn very early about the winners and losers. This study investigated how a group of 11 successful high school female students described the impact of competition on their academic and social lives. Qualitative methodology was used to identify themes that described how the participants maintained a competitive profile while still sustaining social contacts and friendships. Competition was viewed by participants as a negative behavior and comparing was a preferred word to describe their own competitive actions.

Learning to Play the Game: Female Students Discuss Their Success in High School.

The importance of understanding student learning preferences is well established in the literature. Using qualitative methodology, this study examined learning through the eyes of 20 high-achieving female students enrolled in single-sex and coeducational secondary schools. Learning and success in school was described by the participants as the result of taking an active stance toward the material and understanding their style preferences, which included an inclination for learning within contexts and a tendency to study alone. Implications for classroom practice are included.