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ÜSTÜN ZEKALI VE YETENEKLİLERİN ALAN EĞİTİMİNDE HIZLANDIRMA

Yıl 2011, Cilt: 8 Sayı: 2, 95 - 104, 05.06.2012

Öz

Öğretimin hızlandırılması öğrencilerin normal eğitim programından daha ileri düzeydeki bir eğitim programına tabi tutulmasıdır. Mevcut araştırmada hızlandırma ile ilgili bir literatür taraması gerçekleştirilmiştir. Araştırmanın amacını, üstün yetenekli bireylerin fen bilimleri ve matematik eğitiminde kullanılan yönetimsel stratejilerden biri olan hızlandırma ile ilgili alan yazındaki araştırmaların incelenerek hızlandırma uygulamalarının etkililiği hakkında bir sonuca erişilmesi oluşturmaktadır. İncelenen araştırma sonuçları hızlandırmanın üstün yeteneklilerin eğitiminde olumlu sonuçlar verdiğini ve özellikle fen bilimleri ve matematik gibi performansa dayalı alanlarda kullanılmasının gerekli ve yararlı olduğunu göstermektedir.

Kaynakça

  • Benbow, C.P. (1990). Mathematically talented children: can acceleration meet their educational needs? In N. Colangelo & G.A. Davis (Eds). Handbook of Gifted Education. (154-165). Boston: Allyn and Bacon.
  • Benbow, C. P., & Stanley, J . C. (1996). Inequity in equity: How "equity" can lead to inequity for high-potential students. Psychology, Public Policy, and Law, 2, 249-292.
  • Bleske-Rechek, A., Lubinski, D., & Benbow, C. P. (2004). Meeting the educational needs of special populations: Advance d placement's role in developing exceptional human capital. Psychological Science, 15, 217¬ 224.
  • Caine, R.N., & Caine, G. (1991). Making Connections: Teaching and the Human Brain. Association for Supervision and Curriculum Development.
  • Charlton, J . C., Marolf, D. M., Stanley, J . (2002). Follow-up insights on rapid educational acceleration. Roeper Review, 24-3,145-152.
  • Clark, B. (2007). Growing Up Gifted. (7th edt.), New Jersey: Pearson Education, Inc.
  • Coleman, M.R. (2001). Currriculum differentiation: sophistication. Gifted Child Today, Spring, 24,2; s.2.
  • Davis, G.A. (2006). Acceleration. Gifted Children Gifted Education. (s. 95-110). Scotsdale, Az: Great Potential Press Inc.
  • Davis, G.A. & Rimm, S.B. (1998). Education of the Gifted and Talented. Allyn & Bacon, Needha m Heights, MA.
  • Johnson, D.T., Boyce, L.N., & VanTassel-Baska, J . (1995). Science Curriculum Review: Evaluating Materials for High Ability Learners. Gifted Child Quarterly, 39(1), 36-44.
  • Kettler, T. & Curliss, M. (2003). Mathematical acceleration in a mixed ability classroom. Gifted Child Today. 26-1,52-57.
  • Kolitch, E. R., & Brody, L. E. (1992). Mathematics acceleration of highly talented students: An evaluation. Gifted Child Quarterly, 36, 78-86.
  • Kulik, J.A. & Kulik, C.C. (1990). Research on Acceleration In N. Colangelo & G.A. Davis (Eds). Handbook of Gifted Education. (190-191). Boston: Allyn and Bacon
  • Kulik, J.A. (2004). Meta-analytic studies of acceleration. In N. Colangelo, S.G.Assouline & M.U.M. Gross (Eds). A Nation Deceived. Erişim: www.accelerationinstitute.org/Nation.Deceived/
  • Lubinski, D., Webb , R.M., Morelock, M.J., & Benbow, C. P. (2001). Top 1 in 10,000: A 10-year follow-up of the profoundly gifted. Journal of Applied Psychology, 86, 718-729.
  • Lubinski, D. & Benbow, C.P. (2006). Study of mathematically precocious youth after 3 years Association for Psychological Science. 1-4.
  • Lupkowski, A.E., Whitmore, M., & Ramsay, A., (1992). The Impact of Early Entrance to College on Self-Esteem: A Preliminary Study. Gifted Child Quarterly, 36 (2), 87-90.
  • Lynch, S. J. (1990). Credit and placement issues for the academically talented following summe r studies in science and mathematics. Gifted Child Quarterly, 34, 27-30.
  • Lynch, S. J . (1992). Fast-paced high school science for academically talented: A 6-year perspective. Gifted Child Quarterly, 36, 147-154.
  • McAdemis , S. (2000). A district-wide plan for acceleration and enrichment. Gifted Child Today, 23-3.20-28.
  • McKenna, M.A., Hollingsworth, P.L. & Barnes, L.L.B. (2005). Developing latent mathemetic abilities in econom, cally disadvantaged students. Roeper Review. 27-4, 222-227.
  • Moon, M.S. & Rosselli, H.C. (2000). Devoloping Gifted Programs (Ed: K. Heller, F. Mörks, R. Sternberg, R. Subotnik) International Handbook of Giftedness and Talent. 499-521 . Pergama Publications.
  • Muratori, M.C., Stanley, J.C., Lenhard Ng, Jack Ng, Gross, M.U.M., Tao T., & Tao, B. (2006). Insights from SMPY' s greatest former child prodigies: Drs. Terence ("Terry") Tao and Lenhard ("Lenny") Ng reflect on their talent development. Gifted Child Quarterly. 50-4,307-324. Erişim: http://gcq.sagepub.com
  • Poelzer, G.H. & Feldhusen, J.F. (1996). An empirical study of the achievement of international baccalaureate students in biology, chemistry, and physics--in Alberta. Journal of Secondary Gifted Education. 8-1 .
  • Pyryt, M. (1993). Helping the scientifically gifted. Proceedings of the Society for the Advancemen t of gifted Education. (ERIC Document Reproduction Service No. ED303142)
  • Robinson, N.M. (2004). Effects of academi c acceleration on the socialemotional status of gifted students. In N. Colangelo, S.G.Assouline & M.U.M. Gross (Eds). A Nation Deceived. Erişim: www.accelerationinstitute.org/Nation.Deceived/
  • Rogers, K.B. (2004). The academi c effects of acceleration. In N. Colangelo, S.G.Assouline & M.U.M. Gross (Eds). A Nation Deceived. Erişim: www.accelerationinstitute.org/Nation.Deceived
  • Sak, U. (2010). Üstün Zekalılar Özellikleri, Tanılanmaları, Eğitimleri. Maya Akadem i Yayınevi, Ankara.
  • Southern, W.T., Jones, E.D. (2004). Types of acceleration dimension and issues. In N. Colangelo, S.G.Assouline & M.U.M. Gross (Eds). A Nation Deceived. Erişim: www.accelerationinstitute.org/Nation.Deceived/
  • Stanley, J.C. & Stanley, B.S.K. (1986). High-school biology, chemistry or physics learned wel l in three weeks. Journal of Research in Science Teaching. 23, 237-250.
  • Steenbergen-Hu, S. & Moon, S. M. (2011). The effects of acceleration on high ability learners: A meta-analysis. Gifted Child Quarterly, 55 (1), 39-53.
  • Tomlinson, C.A. (1995). How to Differentiate Instruction in Mixed Ability Classrooms. Alexendria VA: Association for Supervision and Curriculum Development.
  • VanTassel-Baska, J., (1981). The great debates: For acceleration. Sözlü bildiri National Topical Conference on the Gifted and Talented Child, Orlando, FL.
  • VanTassel-Baska, J., Patton., & Prilliman, P. (1991J. Gifted youth at risk: A report of national study. Reston, V.A.: Council for Exceptional Children. VanTassel-Baska, J., (2005). Acceleration: Strategies for teaching gifted learners. Waco , TX: Prufrock Press Inc.
  • VanTassel-Baska, J., Stambaugh,T. (2006). Instructional manegement strategies for effective curriculum implementation. Comprehensive Curriculum for Gifted Learners.(s. 327-345). Denver: Pearson Education Inc.
  • Watters, J.J. & Diezmann, C.M. (2003). The gifted student in science: Fulfilling potential. Australasian Journal of Gifted Education. 49 (3), s. 46.
Yıl 2011, Cilt: 8 Sayı: 2, 95 - 104, 05.06.2012

Öz

Kaynakça

  • Benbow, C.P. (1990). Mathematically talented children: can acceleration meet their educational needs? In N. Colangelo & G.A. Davis (Eds). Handbook of Gifted Education. (154-165). Boston: Allyn and Bacon.
  • Benbow, C. P., & Stanley, J . C. (1996). Inequity in equity: How "equity" can lead to inequity for high-potential students. Psychology, Public Policy, and Law, 2, 249-292.
  • Bleske-Rechek, A., Lubinski, D., & Benbow, C. P. (2004). Meeting the educational needs of special populations: Advance d placement's role in developing exceptional human capital. Psychological Science, 15, 217¬ 224.
  • Caine, R.N., & Caine, G. (1991). Making Connections: Teaching and the Human Brain. Association for Supervision and Curriculum Development.
  • Charlton, J . C., Marolf, D. M., Stanley, J . (2002). Follow-up insights on rapid educational acceleration. Roeper Review, 24-3,145-152.
  • Clark, B. (2007). Growing Up Gifted. (7th edt.), New Jersey: Pearson Education, Inc.
  • Coleman, M.R. (2001). Currriculum differentiation: sophistication. Gifted Child Today, Spring, 24,2; s.2.
  • Davis, G.A. (2006). Acceleration. Gifted Children Gifted Education. (s. 95-110). Scotsdale, Az: Great Potential Press Inc.
  • Davis, G.A. & Rimm, S.B. (1998). Education of the Gifted and Talented. Allyn & Bacon, Needha m Heights, MA.
  • Johnson, D.T., Boyce, L.N., & VanTassel-Baska, J . (1995). Science Curriculum Review: Evaluating Materials for High Ability Learners. Gifted Child Quarterly, 39(1), 36-44.
  • Kettler, T. & Curliss, M. (2003). Mathematical acceleration in a mixed ability classroom. Gifted Child Today. 26-1,52-57.
  • Kolitch, E. R., & Brody, L. E. (1992). Mathematics acceleration of highly talented students: An evaluation. Gifted Child Quarterly, 36, 78-86.
  • Kulik, J.A. & Kulik, C.C. (1990). Research on Acceleration In N. Colangelo & G.A. Davis (Eds). Handbook of Gifted Education. (190-191). Boston: Allyn and Bacon
  • Kulik, J.A. (2004). Meta-analytic studies of acceleration. In N. Colangelo, S.G.Assouline & M.U.M. Gross (Eds). A Nation Deceived. Erişim: www.accelerationinstitute.org/Nation.Deceived/
  • Lubinski, D., Webb , R.M., Morelock, M.J., & Benbow, C. P. (2001). Top 1 in 10,000: A 10-year follow-up of the profoundly gifted. Journal of Applied Psychology, 86, 718-729.
  • Lubinski, D. & Benbow, C.P. (2006). Study of mathematically precocious youth after 3 years Association for Psychological Science. 1-4.
  • Lupkowski, A.E., Whitmore, M., & Ramsay, A., (1992). The Impact of Early Entrance to College on Self-Esteem: A Preliminary Study. Gifted Child Quarterly, 36 (2), 87-90.
  • Lynch, S. J. (1990). Credit and placement issues for the academically talented following summe r studies in science and mathematics. Gifted Child Quarterly, 34, 27-30.
  • Lynch, S. J . (1992). Fast-paced high school science for academically talented: A 6-year perspective. Gifted Child Quarterly, 36, 147-154.
  • McAdemis , S. (2000). A district-wide plan for acceleration and enrichment. Gifted Child Today, 23-3.20-28.
  • McKenna, M.A., Hollingsworth, P.L. & Barnes, L.L.B. (2005). Developing latent mathemetic abilities in econom, cally disadvantaged students. Roeper Review. 27-4, 222-227.
  • Moon, M.S. & Rosselli, H.C. (2000). Devoloping Gifted Programs (Ed: K. Heller, F. Mörks, R. Sternberg, R. Subotnik) International Handbook of Giftedness and Talent. 499-521 . Pergama Publications.
  • Muratori, M.C., Stanley, J.C., Lenhard Ng, Jack Ng, Gross, M.U.M., Tao T., & Tao, B. (2006). Insights from SMPY' s greatest former child prodigies: Drs. Terence ("Terry") Tao and Lenhard ("Lenny") Ng reflect on their talent development. Gifted Child Quarterly. 50-4,307-324. Erişim: http://gcq.sagepub.com
  • Poelzer, G.H. & Feldhusen, J.F. (1996). An empirical study of the achievement of international baccalaureate students in biology, chemistry, and physics--in Alberta. Journal of Secondary Gifted Education. 8-1 .
  • Pyryt, M. (1993). Helping the scientifically gifted. Proceedings of the Society for the Advancemen t of gifted Education. (ERIC Document Reproduction Service No. ED303142)
  • Robinson, N.M. (2004). Effects of academi c acceleration on the socialemotional status of gifted students. In N. Colangelo, S.G.Assouline & M.U.M. Gross (Eds). A Nation Deceived. Erişim: www.accelerationinstitute.org/Nation.Deceived/
  • Rogers, K.B. (2004). The academi c effects of acceleration. In N. Colangelo, S.G.Assouline & M.U.M. Gross (Eds). A Nation Deceived. Erişim: www.accelerationinstitute.org/Nation.Deceived
  • Sak, U. (2010). Üstün Zekalılar Özellikleri, Tanılanmaları, Eğitimleri. Maya Akadem i Yayınevi, Ankara.
  • Southern, W.T., Jones, E.D. (2004). Types of acceleration dimension and issues. In N. Colangelo, S.G.Assouline & M.U.M. Gross (Eds). A Nation Deceived. Erişim: www.accelerationinstitute.org/Nation.Deceived/
  • Stanley, J.C. & Stanley, B.S.K. (1986). High-school biology, chemistry or physics learned wel l in three weeks. Journal of Research in Science Teaching. 23, 237-250.
  • Steenbergen-Hu, S. & Moon, S. M. (2011). The effects of acceleration on high ability learners: A meta-analysis. Gifted Child Quarterly, 55 (1), 39-53.
  • Tomlinson, C.A. (1995). How to Differentiate Instruction in Mixed Ability Classrooms. Alexendria VA: Association for Supervision and Curriculum Development.
  • VanTassel-Baska, J., (1981). The great debates: For acceleration. Sözlü bildiri National Topical Conference on the Gifted and Talented Child, Orlando, FL.
  • VanTassel-Baska, J., Patton., & Prilliman, P. (1991J. Gifted youth at risk: A report of national study. Reston, V.A.: Council for Exceptional Children. VanTassel-Baska, J., (2005). Acceleration: Strategies for teaching gifted learners. Waco , TX: Prufrock Press Inc.
  • VanTassel-Baska, J., Stambaugh,T. (2006). Instructional manegement strategies for effective curriculum implementation. Comprehensive Curriculum for Gifted Learners.(s. 327-345). Denver: Pearson Education Inc.
  • Watters, J.J. & Diezmann, C.M. (2003). The gifted student in science: Fulfilling potential. Australasian Journal of Gifted Education. 49 (3), s. 46.
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Esra Kanlı

Yayımlanma Tarihi 5 Haziran 2012
Yayımlandığı Sayı Yıl 2011 Cilt: 8 Sayı: 2

Kaynak Göster

APA Kanlı, E. (2012). ÜSTÜN ZEKALI VE YETENEKLİLERİN ALAN EĞİTİMİNDE HIZLANDIRMA. HAYEF Journal of Education, 8(2), 95-104.
AMA Kanlı E. ÜSTÜN ZEKALI VE YETENEKLİLERİN ALAN EĞİTİMİNDE HIZLANDIRMA. HAYEF Journal of Education. Haziran 2012;8(2):95-104.
Chicago Kanlı, Esra. “ÜSTÜN ZEKALI VE YETENEKLİLERİN ALAN EĞİTİMİNDE HIZLANDIRMA”. HAYEF Journal of Education 8, sy. 2 (Haziran 2012): 95-104.
EndNote Kanlı E (01 Haziran 2012) ÜSTÜN ZEKALI VE YETENEKLİLERİN ALAN EĞİTİMİNDE HIZLANDIRMA. HAYEF Journal of Education 8 2 95–104.
IEEE E. Kanlı, “ÜSTÜN ZEKALI VE YETENEKLİLERİN ALAN EĞİTİMİNDE HIZLANDIRMA”, HAYEF Journal of Education, c. 8, sy. 2, ss. 95–104, 2012.
ISNAD Kanlı, Esra. “ÜSTÜN ZEKALI VE YETENEKLİLERİN ALAN EĞİTİMİNDE HIZLANDIRMA”. HAYEF Journal of Education 8/2 (Haziran 2012), 95-104.
JAMA Kanlı E. ÜSTÜN ZEKALI VE YETENEKLİLERİN ALAN EĞİTİMİNDE HIZLANDIRMA. HAYEF Journal of Education. 2012;8:95–104.
MLA Kanlı, Esra. “ÜSTÜN ZEKALI VE YETENEKLİLERİN ALAN EĞİTİMİNDE HIZLANDIRMA”. HAYEF Journal of Education, c. 8, sy. 2, 2012, ss. 95-104.
Vancouver Kanlı E. ÜSTÜN ZEKALI VE YETENEKLİLERİN ALAN EĞİTİMİNDE HIZLANDIRMA. HAYEF Journal of Education. 2012;8(2):95-104.