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No Child Left Behind and the Impact of Kurt Heller’s Work

Year 2014, Volume 2, Issue 1, 33 - 39, 01.07.2014

Abstract

The No Child Left Behind Act (NCLB) was signed into law on January 8 in the year 2002. This law had a significant influence on all aspects of American education from pre-kindergarten up to grade 12. The basic intention of the law was: all children should have to meet quality standards that are assessed each year. The consequence was that teachers concentrated their attention especially to the slow and difficult learners. Consequently the fast and talented learners were neglected and school became for them increasingly a place of boredom. Boredom can produce a negative school motivation, or even worse it can kill motivation. Heller, on the other side, contributed as teacher and scientist in a substantial way for more than 4 decades to the well-being of all children, especially the talented and gifted learners. Some of his prominent achievements are highlighted in this article.

References

  • Gallagher, J.J. & Weiss, P. (1979). The Education of Gifted and Talented Students: A History and Prospectus. Washington D.C.: Council for Basic Education
  • Hausamann, D. & Heller, K.A. (2011). Editorial. Journal für Begabtenförderung (Journal for Gifted Education) 1/2011.
  • Heller, K.A. & Ziegler, A. (1996). Gender Differences in Mathematics and the Science: Can Attributional Retraining Improve the Performance of Gifted Females? Gifted Child Quarterly, 40, 200-210.
  • Heller, K.A. (1966). Der gegenwärtige Stand der Ermittlung und Erschließung von Begabungsreserven unter besonderer Berücksichtigung des psychologischen Beitrages. Schule und Psychologie, 13, 321-338.
  • Heller, K.A. (1969). Zum Problem der Begabungsreserven. In H.R. Lückert (Ed.) Begabungsforschung und Bildungsförderung als Gegenwartsaufgabe. (1972², pp. 352-430). München: Reinhardt
  • Heller, K.A. (1970). Aktivierung der Bildungsreserven. Bern/Stuttgart: Huber/Klett.
  • Heller, K.A. (2008). Von der Aktivierung der Begabungsreserven zur Hochbegabtenförderung – Forschungsergebnisse aus vier Dekaden. Münster: LIT.
  • Heller, K.A. (ed.) (2009). Das Hector-Seminar. Ein wissenschaftlich evaluiertes Modell der Begabtenförderung im MINT-Bereich. Münster: LIT.
  • Heller, K.A., Mönks, F.J., Sternberg, R.J. & Subotnik, R.F. (Eds.) (2000²). International Handbook of Giftedness and Talent. Oxford/Amsterdam: Elsevier.
  • Juffer, F., Hoksbergen, R.A.C., Riksen-Walraven, J.M. & Kohnstamm, G.A. (1997). Early Intervention in Adoptive Families: Supporting Maternal Sensitive –Responsiveness, Infant-Mother Attachment, and Infant Competence. The Journal of Child Psychology and Psychiatry, 38, 1039-1050.
  • Luning Prak, J. (1936). Het begaafde kind (The Gifted Child). Den Haag: Boucher.
  • Mönks, F.J. & Ypenburg, I.H. (2011). Hoogbegaafdheid bij kinderen (Giftedness in Children). Amsterdam: Boom
  • Mönks, F.J. & Ypenburg, I.H. (2012). Unser Kind ist hochbegabt (Our Child is Gifted). München: Reinhardt.
  • Perleth, Ch. & Heller, K.A. (1994). The Munich Longitudinal Study of Giftedness. In R.F. Subotnik & K.D. Arnold (eds.) Beyond Terman: Contemporary Longitudinal Studies of Giftedness and Talent (pp. 77-114). Norwood, New Jersey: Ablex Publishing Corporation.
  • Petersen, P. (ed.) (1916). Der Aufstieg der Begabten (The Rise of the Gifted). Leipzig: Teubner.
  • Reis, Sally (2007). No Child Left Behind: How to Challenge Gifted and Talented Students with a Continuum of High-End learning Opportunities. School Administrator.
  • Simpson, O. (20123). Supporting Students for Success in Online and Distance Education. London: Routledge.
  • Stambaugh, T. & Chandler, K.L. (2011). Practical Solutions for Underserved Gifted Students: Best Practices in Curriculum and Instruction. Waco, TX: Prufrock Press.

Year 2014, Volume 2, Issue 1, 33 - 39, 01.07.2014

Abstract

References

  • Gallagher, J.J. & Weiss, P. (1979). The Education of Gifted and Talented Students: A History and Prospectus. Washington D.C.: Council for Basic Education
  • Hausamann, D. & Heller, K.A. (2011). Editorial. Journal für Begabtenförderung (Journal for Gifted Education) 1/2011.
  • Heller, K.A. & Ziegler, A. (1996). Gender Differences in Mathematics and the Science: Can Attributional Retraining Improve the Performance of Gifted Females? Gifted Child Quarterly, 40, 200-210.
  • Heller, K.A. (1966). Der gegenwärtige Stand der Ermittlung und Erschließung von Begabungsreserven unter besonderer Berücksichtigung des psychologischen Beitrages. Schule und Psychologie, 13, 321-338.
  • Heller, K.A. (1969). Zum Problem der Begabungsreserven. In H.R. Lückert (Ed.) Begabungsforschung und Bildungsförderung als Gegenwartsaufgabe. (1972², pp. 352-430). München: Reinhardt
  • Heller, K.A. (1970). Aktivierung der Bildungsreserven. Bern/Stuttgart: Huber/Klett.
  • Heller, K.A. (2008). Von der Aktivierung der Begabungsreserven zur Hochbegabtenförderung – Forschungsergebnisse aus vier Dekaden. Münster: LIT.
  • Heller, K.A. (ed.) (2009). Das Hector-Seminar. Ein wissenschaftlich evaluiertes Modell der Begabtenförderung im MINT-Bereich. Münster: LIT.
  • Heller, K.A., Mönks, F.J., Sternberg, R.J. & Subotnik, R.F. (Eds.) (2000²). International Handbook of Giftedness and Talent. Oxford/Amsterdam: Elsevier.
  • Juffer, F., Hoksbergen, R.A.C., Riksen-Walraven, J.M. & Kohnstamm, G.A. (1997). Early Intervention in Adoptive Families: Supporting Maternal Sensitive –Responsiveness, Infant-Mother Attachment, and Infant Competence. The Journal of Child Psychology and Psychiatry, 38, 1039-1050.
  • Luning Prak, J. (1936). Het begaafde kind (The Gifted Child). Den Haag: Boucher.
  • Mönks, F.J. & Ypenburg, I.H. (2011). Hoogbegaafdheid bij kinderen (Giftedness in Children). Amsterdam: Boom
  • Mönks, F.J. & Ypenburg, I.H. (2012). Unser Kind ist hochbegabt (Our Child is Gifted). München: Reinhardt.
  • Perleth, Ch. & Heller, K.A. (1994). The Munich Longitudinal Study of Giftedness. In R.F. Subotnik & K.D. Arnold (eds.) Beyond Terman: Contemporary Longitudinal Studies of Giftedness and Talent (pp. 77-114). Norwood, New Jersey: Ablex Publishing Corporation.
  • Petersen, P. (ed.) (1916). Der Aufstieg der Begabten (The Rise of the Gifted). Leipzig: Teubner.
  • Reis, Sally (2007). No Child Left Behind: How to Challenge Gifted and Talented Students with a Continuum of High-End learning Opportunities. School Administrator.
  • Simpson, O. (20123). Supporting Students for Success in Online and Distance Education. London: Routledge.
  • Stambaugh, T. & Chandler, K.L. (2011). Practical Solutions for Underserved Gifted Students: Best Practices in Curriculum and Instruction. Waco, TX: Prufrock Press.

Details

Primary Language English
Journal Section Differentiated Instruction
Authors

Franz J. MÖNKS>

Türkiye

Publication Date July 1, 2014
Published in Issue Year 2014, Volume 2, Issue 1

Cite

Bibtex @review { jegys432787, journal = {Journal for the Education of Gifted Young Scientists}, eissn = {2149-360X}, address = {editorjegys@gmail.com}, publisher = {Genç Bilge Yayıncılık}, year = {2014}, volume = {2}, number = {1}, pages = {33 - 39}, title = {No Child Left Behind and the Impact of Kurt Heller’s Work}, key = {cite}, author = {Mönks, Franz J.} }
APA Mönks, F. J. (2014). No Child Left Behind and the Impact of Kurt Heller’s Work . Journal for the Education of Gifted Young Scientists , 2 (1) , 33-39 . Retrieved from https://dergipark.org.tr/en/pub/jegys/issue/37410/432787
MLA Mönks, F. J. "No Child Left Behind and the Impact of Kurt Heller’s Work" . Journal for the Education of Gifted Young Scientists 2 (2014 ): 33-39 <https://dergipark.org.tr/en/pub/jegys/issue/37410/432787>
Chicago Mönks, F. J. "No Child Left Behind and the Impact of Kurt Heller’s Work". Journal for the Education of Gifted Young Scientists 2 (2014 ): 33-39
RIS TY - JOUR T1 - No Child Left Behind and the Impact of Kurt Heller’s Work AU - Franz J.Mönks Y1 - 2014 PY - 2014 N1 - DO - T2 - Journal for the Education of Gifted Young Scientists JF - Journal JO - JOR SP - 33 EP - 39 VL - 2 IS - 1 SN - -2149-360X M3 - UR - Y2 - 2018 ER -
EndNote %0 Journal for the Education of Gifted Young Scientists No Child Left Behind and the Impact of Kurt Heller’s Work %A Franz J. Mönks %T No Child Left Behind and the Impact of Kurt Heller’s Work %D 2014 %J Journal for the Education of Gifted Young Scientists %P -2149-360X %V 2 %N 1 %R %U
ISNAD Mönks, Franz J. . "No Child Left Behind and the Impact of Kurt Heller’s Work". Journal for the Education of Gifted Young Scientists 2 / 1 (July 2014): 33-39 .
AMA Mönks F. J. No Child Left Behind and the Impact of Kurt Heller’s Work. JEGYS. 2014; 2(1): 33-39.
Vancouver Mönks F. J. No Child Left Behind and the Impact of Kurt Heller’s Work. Journal for the Education of Gifted Young Scientists. 2014; 2(1): 33-39.
IEEE F. J. Mönks , "No Child Left Behind and the Impact of Kurt Heller’s Work", Journal for the Education of Gifted Young Scientists, vol. 2, no. 1, pp. 33-39, Jul. 2014

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