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7 CHAPTER SEVEN: REFERENCES AND APPENDICES
PTE: Progress Tests in English PTM: Progress Tests in Mathematics PTS: Progress Tests in Science. STEM: Science, Technology, Engineering and Math STEAM: Science, Technology, Engineering, Art and Math TAG: Talented and Gifted.
CHAPTER ONE: INTRODUCTION
- Background of the Study
- Purpose and objectives of the study
- The United Arab Emirates (UAE)
- Education system in Dubai
- Role of the Knowledge and Human Development Authority
- The NAGC Gifted Education Programming Standards (2010 and 2019)
- Research Design
- Rationale of the study
- Significance of the study
- Organization of the chapters
The UAE is located in the continent of Asia and in the eastern part of the Arabian Peninsula. Gifted education is part of inclusive education and students with gifts and talents are categorized within the local context under the special educational needs segment (AlGhawi, 2017).
CHAPTER TWO: REVIEW OF LITERATURE
Introduction
Other reasons for the importance given to education can be attributed to the social facet that encourages inclusion of learners from diverse backgrounds within schools. Finally, the understanding of learning process itself is crucial for the effectiveness of educational policies and school systems (Robinson 2015).
The Core Curriculum
The curriculum plan had to be based on the intended product, the specific field of study comprising the concepts, principles and methodologies, and teaching standards, and it included lesson planning schemes for educators (Renzulli et al., 2000). Another exemplary curriculum archetype was the Parallel Curriculum Model (PCM) by Tomlinson et al. 2009) with a comprehensive model encompassing four parallel trajectories for perceiving curriculum content related to learning, as illustrated in Figure 2.1.
The curriculum
An example of such a unique prototype was the Multiple Menu Model by Renzulli, Leppien, and Hays, which encouraged teachers to develop curriculum units that allowed the search for knowledge in an organized manner while using inquiry-based approaches to any subject area.
Research Purpose and questions
What gifted programs are available to meet the needs of identified gifted students in private sector secondary schools in Dubai?. RQ4) Are there significant differences in student representation and academic achievement of gifted students based on demographic data.
Definitions
27 provisions and services for gifted students within the private sector, the scope of this study was limited to secondary schools in Dubai. The following sections will explain gifted education in the local context followed by the theoretical framework, conceptual framework and relevant literature that guides the present study.
Gifted education in the UAE
- General Rules for the Provision of Special Education Programs and Services (Public & Private Schools) 2010 and Services (Public & Private Schools) 2010
- UAE School Inspection Framework 2015-16
- DSIB School Inspection Supplement 2016-17
- DSIB School Inspection Supplement 2017-18
- Dubai Inclusive Education Policy Framework 2017
- Implementing Inclusive Education: A Guide for Schools (KHDA, 2019) 2019)
- Directives and Guidelines for Inclusive Education (KHDA, 2020)
- Advocating for Inclusive Education: A Guide for Parents (KHDA, 2021) 2021)
This supplement has been released to ensure consistency in the understanding of the inspection procedures by the DSIB inspectors and the school staff. Resources for inclusive education: One of the decisive factors of successful inclusion continues to be the resources provided by education providers for students of determination.
Theoretical Framework
- Gardner’s Multiple Intelligences Theory (1983)
- Renzulli’s three-ring conception of giftedness (1978) and Schoolwide Enrichment Model (1997) Schoolwide Enrichment Model (1997)
- Gagné’s Differentiated Model of Giftedness and Talent (DMGT 2.0, 2009) 2.0, 2009)
- Deci & Ryan’s Self-determination Theory (SDT) of Motivation
The next subsection explains Gagné's differentiated model of giftedness and talent, which was fascinating and captured different interactions between the learner and the environment and was mandated by the KHDA for private education in the UAE (KHDA, 2015). 58 The above definitions of giftedness and talent are followed by all schools in the emirate of Dubai (KHDA, 2015). Gagné's Differentiated Model of Giftedness and talent (DGMT) henceforth forms one of the most important theories and is discussed in detail in the following section.
Further research in giftedness led Gagné to introduce the Extended Model of Talent Development (EMTD), which was rather complicated and discussed talent development processes as a complex sequence of interactions between different catalysts that could be adapted to all (Gagné, 2013). CET also explained the importance of autonomy and competence in promoting intrinsic motivation in the field of education.
Conceptual Framework
- NAGC Pre-K-Grade 12 Gifted Education Programming Standards (NAGC, 2012 and 2019)
- The Cognitive Domain (CDs)
- CD1: Differentiation in classrooms
What follows is a brief explanation of the complex nature of gifted identification, its impact on students, and the strategies used to meet unique needs within an educational context. Within the United States, a consortium promoting twenty-first century skills has proposed a comprehensive curriculum that includes A variety of well-researched differentiation models and enrichment models that can address the unique needs of gifted students are discussed below.
Another modern model of teaching and learning that is supported by research and comprehensively addresses the needs of gifted students was the REAPS (Real Engagement in Active Problem Solving) model. The REAPS model consists of the following three sub-models, which can be illustrated as shown in Figure 2.31.
REAPS Model
The Affective Domain (AD)
- AD1: Vallerand’s Academic Motivations Scale (AMS)
- AD2: GL Assessments Pupil Attitude to Self and School (GL Assessments, 2018) 2018)
The validity of the AMS was verified and the strong correlations of all six self-determination subscales could be empirically confirmed. One of the contemporary studies conducted using AMS reported inconclusive findings possibly due to weak correlations (Litalien et al., 2017). Based on the popularity of the AMS and SDT tool, the current study would use Deci.
Additionally, if schools use the PASS assessments, the available data will add to the richness of the discussion. The current study used the AMS surveys to evaluate motivational data from gifted and talented students with the intention of using the PASS data to add to the richness of the affective evaluation.
Emerged Themes from Literature
- Theme 1: Studies investigating Gifted Programs
- Theme 2: Studies based on NAGC Gifted Education Programming Standards Standards
- Theme 3: Studies based on Cognitive Domain
- Mathematics-based literature
- Science-based literature
Detailed discussions of the relevant literature for each of the above-mentioned topics are detailed in the following sections. The authors describe the evolution of gifted provision over four decades, including the release of the Department of Education's White Paper on Gifted Education in 2008. This was a pilot study using NAGC's giftedness standards to evaluate government gifted programs. local schools.
Yoon and Moon report on its importance in the STEM field and how it can be enhanced with practices for gifted students. In the UAE context, this was a pilot study regarding gifted students in the field of mathematics. Since the present study focused on middle school students, level-3 of SEL was relevant and discussed briefly in the subsequent section.
Study examining self-concept in young gifted students in the USA and Ireland (Cross et al., 2015).
CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY
Overview
Research Paradigm
Finally, this chapter presents the limitations of this study and the ethical aspects. Pragmatism as a paradigm was suitable for mixed methods research because of the complex choices involved in integrating qualitative methods for the first research question with quantitative methods required by questions about the effectiveness of gifted programs (Morgan, 2014).
Research Design and methods
The next phase of this research consisted of analyzing the effectiveness of the gifted programming options offered to students in their cognitive and affective domains and quantitative methods that were appropriate for the purposes. The aim of the present study is to examine the gifted programs offered to the identified high school students and to measure the effectiveness of this programming in the cognitive and affective domains only for the academically gifted students (Neumeister, Burney & NAGC 2012). Their research made purposeful contributions in terms of documenting the strengths and weaknesses of the giftedness programs offered in their local context.
As previously explained, the initial part of the investigation involved exploration and in-depth understanding of the gifted programs offered across various schools in Dubai. 151 rationale of the pragmatic approach was suitable for the current study which aimed to examine the gifted programs and gauge their effectiveness in terms of student outcomes (Fraenkel, Wallen & Hyun, 2019).
Research context and participants
The student's self-concept (motivation) . RQ4) Are there any significant differences in student representation and academic performance of the gifted students based on demographics. Based on this final list of schools, 6 schools participated based on the purposive sampling method with the intention of getting feedback from schools in each of the British, IB, Indian and American curricula to provide a comprehensive scenario of talent education offered in Dubai (Fraenkel ). , Wallen & Hyun 2019). The sample selected for the current study was 6 private schools in Dubai which are representative of the popular curricula offered in Dubai as explained above.
All gifted students identified in high school in each of these schools formed the student participants for this study (Fraenkel, Wallen & Hyun 2019). Since the current study focused only on gifted students identified during the middle school years, the researcher expected the participants to be over 30 in number based on the school population.
Data Instrumentation and Collection
- Qualitative methodology
- Quantitative methodology
- Statistical data analysis of Learner Cognitive Data
- Student Demographic Data
The data analysis procedure for the first step of the study is explained in the last part of this section. Each KHDA school inspection report has been published annually, detailed and publicly available on the KHDA website (KHDA 2020). An example of pupil achievement ranges in mathematics and English with descriptors (ACER 2021) is included here for reference.
The questionnaires were sent to all the participating students in connection with the relevant teachers responsible for gifted education at each of the schools. However, the Covid-19 circumstances proved detrimental and only 26 student responses could be obtained for the purpose of the current study.
Triangulation of Data
Student Holistic Picture
Data Analysis
- Qualitative Analysis: Interview Questions
- Quantitative Data Analysis
- Student attainment versus ability data analysis
- Student Academic Motivation Scale Data Analysis
- Qualitative analysis of the effectiveness of the gifted education programs
176 As explained by GL Assessments, all standardized assessments ensure the reliability and validity of test data. The present study used student data only from standardized assessments and thus the reliability and validity of the data was assured (GL Assessments, 2019). If students' achievement scores were of the same standard as their average CAT4 standard, the result was graded as Expected or E.
178 Finally, the percentages of students who achieved the expected or above-expected range were calculated to show the effectiveness of the gifted programming options offered by the school as a complementary measure to the qualitative findings. Study limitations and ethical considerations are discussed in the following subsections.
Limitations of the study
