Journal of Advanced Academics

Previous research has indicated that most students copy and paste notes from Internet sources in a mindless way; they typically paste large sections of text into their notes and then later can recall little of what they have stored. However, supplying students with a note-taking framework that restricts the amount of text that may be pasted can prompt them to engage in more selective pasting, and this seems to result in greater learning. But the extant research has not specifically addressed copy and paste note-taking behaviors of high-achieving students. The high-achieving high school and college students in the present study used a note-taking tool on the computer that consisted of an electronic matrix to cue students to note certain types of information. In one condition, the number of words that could be included in each cell was restricted, whereas in the other group, the students’ cells were unrestricted. After the note-taking sessions, all students completed assessments to document the amount of information they learned. High-achieving students in both conditions learned the same amount through the note-taking process. These results were inconsistent with the previous research. Follow-up analyses of students’ notes indicated that although the high-achieving students in the unrestricted note-taking group were not limited in the number of words they copied, many of them selectively chose which information they pasted into the grid. The relationship between text-pasting selectivity and learning remained: High-achieving students were more selective in their note taking, and they also were more successful on the posttests.

This study explores how a project-based approach, based on gifted education pedagogy, was implemented in a public school program where the majority of students were from low-income families. The 2 first-grade teachers in this study were able to change their teaching practices to include more strategies commonly found in gifted programs such as brainstorming, creating surveys, and collecting data. The teachers also indicated a greater comfort level with a child-centered and project-based approach to curricular units over the course of the study. In addition, classroom observations indicated students were better behaved when engaged in project and small-group activities, as seen in classroom observations. This paper also highlights several challenges to implementing project-based approaches in the early childhood classroom. Teachers in this study perceived barriers to implementing the project approach that they had been taught in their professional development course. They felt constraints from their school context, as well as from their own beliefs and assumptions about their students. They often had difficulty assuming the role of facilitator and releasing control of learning to the students. However, as the teachers in this study implemented the new approaches, they were able to overcome many of the internal and external limitations that they expressed prior to beginning the units. This study has practical implications for reform initiatives related to the identification of strengths and talents in students who are typically underserved in gifted programs.

To date, there has been very little research-based mathematics curriculum for talented elementary students. Yet the gifted education and mathematics literature suggest support for curriculum that is both enriched and accelerated with a focus on developing conceptual understanding and mathematical thinking. Project M³: Mentoring Mathematical Minds is a 5-year Javits research grant project designed to create curriculum units with these essential elements for talented elementary students. These units combine exemplary teaching practices of gifted education with the content and process standards promoted by the National Council of Teachers of Mathematics. The content at each level is at least one to two grade levels above the regular curriculum and includes number and operations, algebra, geometry and measurement, and data analysis and probability. The focus of the pedagogy encourages students to act as practicing professionals by emphasizing verbal and written communication. Research was conducted on the implementation of 12 units in 11 different schools, 9 in Connecticut and 2 in Kentucky. The sample consisted of approximately 200 mathematically talented students entering third grade, most of whom remained in the project through fifth grade. Students in this study demonstrated a significant increase in understanding across all mathematical concepts in each unit from pre- to posttesting. Thus, Project M³ materials may help fill a curriculum void by providing appropriate accelerated and enriched units to meet the needs of mathematically talented elementary students.

Self-regulated learners engage in self-generated thoughts, actions, and feelings while pursuing academic goals. The most successful learners use appropriate learning strategies and maintain high levels of motivation. Few studies on the self-regulation of learning have examined individual differences such as gender and ethnicity among college students. The study examined gender and ethnic differences in the relationships between academic performance, self-regulation, motivation, and delay of gratification using correlational analyses. The study also investigated whether students from diverse gender and ethnic groups differed with regard to their use of self-regulation, motivation, delay of gratification, and academic performance using multivariate and univariate analyses of variance. Participants were 364 college students enrolled in introductory psychology courses in a public university. The results suggested the presence of gender and ethnic differences in motivation, use of cognitive strategies, and delay of gratification, and use of self-regulation of learning is ambiguous. The reported self-efficacy beliefs of all groups of students were moderately to highly correlated with grades. The results also suggested that, independent of gender or ethnicity, the student's evaluation of the importance and usefulness of the course task was related to achievement in the class. There were differences in the relationships between delay of gratification and the use of cognitive strategies, between ethnicity and gender groups. In examining the mean differences of each group, there was a significant difference between course grades, with Caucasian students obtaining higher grades. In addition, minority males also reported significantly lower self-confidence in their ability to perform academic tasks.

Many students of Mexican descent must learn how to be successful students. This study describes 5 students of Mexican descent from situationally marginalized lives who were a part of a support and retention scholarship program (College Assistance Migrant Program—CAMP). These case studies document how they perceived their learning and how they changed as students after their first college experience and involvement in CAMP. Through her involvement in CAMP, Laura, a high school dropout without a supportive home or school environment, came to see herself as a successful student. As an English Language Learner, Cristina felt ill-prepared to begin a college career; however, by experiencing successes in her first year of coursework and being involved in CAMP, she gained self-confidence. Maria, a teen mother with two children, saw college as the only way out of poverty. She exhibited resiliency and the desire to use the experience to gain insightful and practical knowledge about herself as a student and mother. During high school, the continual relocation between Mexico and the United States negatively affected Luz's ability to be successful. Through CAMP, she gained confidence in her ability to relate with others, particularly with teachers and professors. Ruben, a former gang member, struggled in his first semester as he acclimated to the structured environment of a classroom. Despite this struggle, the CAMP staff and his professors saw growth in Ruben's social behavior. These case studies show that students who would not normally be considered “college material,” when given the opportunity and appropriate support, can become successful. This success hinges on their new perspective of themselves and their participation in a community of practice.