Characteristics Of Gifted Underachievers Education Essay

Characteristics Of Gifted Underachievers Education Essay This selective review of literature aims to establish the characteristics of gifted underachievers, know the causative factors contributing to their underachievement, understand various strategies schools and teachers could adopt in reversing student underachievement, and present the implications of the aforementioned. Characteristics of gifted underachievers It is important for educators to have a clear understanding as to who are considered gifted underachievers in the classroom. Amazingly, the number of highly intellectual students who had not achieved well in school is as high as 50% (Schultz, 2005). Comprising this group is a large population of underserved or neglected talented students by gifted programs. If this number is not provided much needed attention, it is imperative therefore that this issue has to be addressed. A survey of existing literature seemed to disagree not only on the definition of underachievement but the legitimacy of categorizing gifted underachievement as an academic behavior. The controversial study in Moon (2004) sent shockwaves to the scientific community by stating that some researchers believed underachievement is simplistically attributed to test error. Yet scientists like Rimm have devoted their entire professional careers reversing underachievement. Chaffey (2004) emphasized that the underachievement definition adopted by the teacher will serve as basis for identifying underachievers and consequently the students receiving appropriate plan of action. Having successfully recognized gifted underachievers in the classroom will allow teachers’ expectations to be shifted upwards as research strongly suggests that improved academic performance in underachieving students is linked to high teacher expectations. Various studies point to its multi-faceted nature which has sometimes muddied educational experts in the field; but regardless of origin, underachievement is defined as the discrepancy between expected and actual ach ievement. Morando (2003) of the Columbiana Co. Educational Service Center said that gifted underachievers tend to be disorganized and their schoolwork is either incomplete or missing. Though IQ scores are very high compared to the average, there is a consistent decline in academic ability and exhibit disinterest in attending school. Moreover, the student may also be a loner, has low self-esteem, emotionally frustrated, and is economically disadvantaged. Lau and Chan (2001) described the motivational characteristics of underachieving junior high school students in Hong Kong after subjecting them to various measures namely Raven Progressive Matrices Test, vocabulary test, standardized achievement test, Marsh self description questionnaire, Causal dimension scale, Eccles and Wigfield’s expectancy value model, and Motivated strategies for learning questionnaire. The results demonstrated low academic self-concept, poor attainment value in learning as well as deficiencies in utiliz ing effective learning methods. The study also disproved the conclusion of Western researches that HK underachievers demonstrate maladaptive attribution patterns. Chow, Chow, and Ku-Yu (2003) conducted a case study involving five underachieving gifted students and used Whitmore’s checklist in characterizing their behaviors. The research yielded the following characteristics in the students: high external locus of control, negative attitude towards school, experience difficulty in establishing social relationships, set unworkable goals, attention deficit inside the classroom, resistance in following instructions, has a very varied range of interests, exhibits aggressive behavior, possesses low self-esteem, avoidant in trying out new activities, dedication in self-selected homework and assignments, dissatisfaction with achievement, dislike of memorization and drill, poor school work, and significant gap between quality of written and oral work.

Case Study Discussion Paper (Organisational change & transformation) Research

Case Study Discussion (Organisational change & transformation) - Research Paper Example How was change managed at Simmons? One of the most effective methods of ensuring a lasting change within an organization is to engage different stakeholders including employees in the overall process of change. This would mean that all the stakeholders are taken on board before any decision to take on the new changes within the organization is implemented. (Ragsdell, 2000). What is also significant to understand that in order to manage change effectively, it has to be communicated well and thus requires a great deal of effective communication in order to ensure that the real message is trickled down to the employees. (Almaraz, 1994). Any change management process therefore faces the fact that different people react differently to the change due to the fact that everyone has different fundamental needs which need to be fulfilled and the overall process of change can threaten such needs. What is also significant to understand that changes often result into loss- losses such as jobs, lo ss of position and organizational power etc and in such a situation, it becomes often difficult to accept such change and become part of it. (Paton,& McCalman, 2008). In order to overcome such situations, it is therefore critical that the overall process of change is managed properly and within an acceptable norm where losses are minimized while at the same time, the overall objectives are achieved with ease.(Stanleigh, 2008). It is also important to note that change often creates fears and therefore it is important that the overall process of managing fear is also managed properly. Employees often believe that the overall process of change would result into their job losses or make them redundant and therefore they may not fully accept the change and provide the kind of information and input required to make change successful. Leaders therefore will have to ensure that the fears of the individuals are managed properly and that individuals know how this change is going to affect the m positively. (Saka, 2003) A closer look at the overall affairs at Simmons would suggest that it was undergoing tremendous competitive pressures not only due to the fact that its major customers were out of the business but its overall approach was not centered on the consumers. This lack of focus on consumers therefore was not only costing them presently but it was its future which was at the risk also. Apart from this, the overall organizational structure at the firm was such that it resulted into the direct competition between different plants rather than fostering an overall process of collaboration between them. This situation therefore demanded a complete process of change management to be initiated at the firm. The overall process of change was managed at Simmons in rather an unconventional manner where the top management of the firm was first introduced to the concept. The CEO of the firm first shared the need for change with one individual and than the process of change man agement was initiated in order to ensure that the top management of the firm is on one page in terms of proposed changes in the future. As such the overall approach was a top down approach wherein the changes were first introduced at the top and then they were subsequently trickled down to the lower level. Changes were introduced at the higher level first wherein the top managemen

The Future World System Essay Example | Topics and Well Written Essays - 1500 words

The Future World System - Essay Example According to realists, anarchy and polarity are the two types of systems dominant on the globe today. Anarchy refers to a situation in which the state holds the ultimate power and authority. Polarity is concerned with the number of sates that exercise power over other states in the international arena states (Haas 235). The liberals are of the thought that the international system is anarchical in which individual states act out of self-interest in an effort to preserve their sovereignty (Haas 55). On their part, radicals view the international system as being characterized by stratifications pitting the haves and the have-nots against one another (Haas 251). This stratification is brought about by the availability of resources in individual states, whereby the states with a lot of resource exercise power over those with limited resources. Constructivists differ with the other theorist by asserting that international relations are not characterized by material resources, but rather by social norms (Haas 235). Polarity is a type of international relations system that is advanced by realists who argue that international politics are controlled by a certain number of states where power is concentrated, allowing these states to exert power over inferior states (Arreguin-Toft & Mingst 243). As such, there exist three forms of polarity that exist in international relations. A unipolar system is characterized by a situation in which a single state has absolute power over international politics. Currently, the United States is considered the most powerful state in the world, meaning that the international arena is unipolar. When two rival states are fairly equal and exercise the same level of influence over international affairs, then the international system is considered as bipolar. A perfect example of a bipolar system is the state of affairs after World War II which set the United States against the Soviet Union during the Cold War. In a multipolar