Improving Hybrid Brainstorming Outcomes with Scripting and Group Awareness Support

Previous research has shown that hybrid brainstorming, which combines individual and group methods, generates more ideas than either approach alone. However, the quality of these ideas remains similar across different methods. This study, guided by the dual-pathway to creativity model, tested two computer-supported scaffolds – scripting and group awareness support – for enhancing idea quality in hybrid brainstorming. 94 higher education students,grouped into triads, were tasked with generating ideas in three conditions. The Control condition used standard hybrid brainstorming without extra support. In the Experimental 1 condition, students received scripting support during individual brainstorming, and students in the Experimental 2 condition were provided with group awareness support during the group phase in addition. While the quantity of ideas was similar across all conditions, the Experimental 2 condition produced ideas of higher quality, and the Experimental 1 condition also showed improved idea quality in the individual phase compared to the Control condition

Perceptions of gifted education in middle school and the role of principal

The purpose of this study is to determine the extent to which middle school principals are encouraging particular research-based practices relevant to teaching students with high ability in their buildings. In addition, the study will examine principals\u27 and teachers\u27 perceptions of principal practices related to the improvement in the achievement of gifted students in middle school; The study\u27s design will utilize a mixed method using surveys and interviews. Quantitative methodology will be employed to gain and understanding of the perceptions of principals and teachers through the utilization of the survey. The study will also employ qualitative methodology by interviewing a group of principals and teachers. The population for this study will be all Nevada public middle school (grade 6-8) principals. These participants will be both men and women who are employed as principals in a Nevada public middle school. The population will consist of 129 principals. These middle schools are located in rural, suburban, and urban areas of the state; The study supported the conclusion that, in general, principals are knowledgeable of research-based instructional practices relative to teaching students with high ability. However, teachers do not support the perception of principals that they are encouraging the use of these practices in the classrooms of their buildings. Furthermore, the findings of this study suggest discrepancies between principals\u27 perceived knowledge about research-based instructional practices geared towards students with high ability and their actual pedagogical knowledge

Gifted Women Who Underachieve: A Study of Mathematics and Gender

This investigates the underachievement of gifted women in mathematics. Chapter one looks at the sources of societal negative attitudes toward mathematics, why we study mathematics and reasons mathematics is hard to learn. Chapter two looks at obstacles women face in learning mathematics: historical obstacles, socialization obstacles, adolescent development obstacles and psychological obstacles. Chapter three is reflections of the author's teaching career and reflections of conversations with gifted women who underachieve in mathematics. Chapter four presents classroom practices to help alleviate women's problems with mathematics

Voices Count: Employing A Critical Narrative Research Bricolage For Insights Into Dyscalculia

This qualitative study involved interviewing adult participants who were identified, or who self identified as having dyscalculia (also known as a mathematical learning disorder), with the objective of obtaining depth of perspective on how this phenomenon is interpreted, responded to, and managed by these individuals and those around them. This study utilizes a theoretical and methodological framework known as bricolage (Kincheloe, 2005) which involves the synthesis of narrative, auto-ethnographic, critical, feminist, neuroscientific, and psychometric perspectives, to explicate the constitution and experience of dyscalculia. This study also explores epistemological privilege within the discipline of educational psychology, and draws on the work Billington (1996, 2013) who advocates for greater employment of critical approaches within educational psychology; particularly, drawing on the work of Foucault, to explicate how the privileging of certain modes of inquiry contributes to the marginalization of those under study. Findings suggest that cognitive approaches to understanding dyscalculia are neither in agreement, nor above scrutiny, and that social factors, co-morbid conditions and pedagogical approaches to mathematics instruction play a role in the emergence and remediation of dyscalculia. Ultimately, dyscalculia is explicated as a multidimensional phenomenon that raises important questions about how learning differences are approached and understood in educational research and practice

ACER Research Conference Proceedings (2012)

The papers are also available individually from the session listing