Copyright (c) 2009 All rights reserved. http://works.bepress.com/neil_carrington Recent documents in Dr. Neil Carrington en-us Sun, 31 May 2009 09:40:14 PDT 3600 http://works.bepress.com/neil_carrington/5 http://works.bepress.com/neil_carrington/5 Thu, 02 Apr 2009 20:56:17 PDT Attitudes towards gifted students were examined in 942 primary preservice teachers and 528 secondary preservice teachers from five New South Wales universities, taking into account the interaction of ability, gender and effort. It was found that the primary preservice teachers generally considered the average student more desirable than the gifted, with a clear preference for students not to be studious. Secondary preservice teachers appeared to prefer those who did not apply themselves too diligently, but they did not differentiate on the basis of ability level or gender of the student. It is noteworthy that the gifted-studious female was at the bottom of both the primary and the secondary scales. A gifted female' s desirability fluctuated markedly according to her degree of application to study. This research suggests that being gifted and striving toward academic success at school does not appear to elicit the support one would imagine from future classroom teachers. Neil Carrington http://works.bepress.com/neil_carrington/4 http://works.bepress.com/neil_carrington/4 Thu, 02 Apr 2009 20:52:43 PDT This study obtained new empirical evidence on preservice teacher attitudes towards gifted students and identified some possible influences on these attitudes. Preservice teacher attitudes towards two types of school student, one gifted and the other average, were compared. In addition, an examination was made as to whether attitudes to each type of student were affected by ability characteristics or by certain other personal attributes, namely academic effort in school and gender. Taking into account this three way interaction of ability, gender and effort and by also considering the gender of the preservice teachers, the university they attended and their year of study, a series of four way analyses of variance was carried out to quantify the significance of results. 1,470 preservice teachers were surveyed. This group was made up of 942 primary preservice teachers and 528 secondary preservice teachers from the University of New England, Charles Sturt University, the University of Newcastle, the University of New South Wales and the University of Wollongong. Based on the findings of this study it is suggested that those concerned with the educational climate in schools should note that the results of this study challenge some of the popular notions about the valuing of application to study. Those who believe that preservice teachers would prefer the studious student will find little evidence to support such a point of view. Those who feel students who are gifted would be held in high esteem by our future educators may need to re examine their thinking, as will those who believe that gender itself plays a large part in determining how students are viewed. This study draws the conclusion that being gifted and striving towards academic success at school do not appear to elicit the support one would imagine from our future classroom teachers. The findings of this study must be considered by policy makers if the educational needs of children are to be met and all students are to have the opportunity to realise their full potential. Neil Carrington http://works.bepress.com/neil_carrington/3 http://works.bepress.com/neil_carrington/3 Thu, 02 Apr 2009 20:51:28 PDT Adolescent attitudes towards two types of high school students, one brilliant and the other average, were compared. In addition, an examination was made as to whether different attitudes to each type of student are affected by ability characteristics or by certain other personal attributes, such as academic effort in school and athletic mindedness. Neil Carrington http://works.bepress.com/neil_carrington/2 http://works.bepress.com/neil_carrington/2 Thu, 02 Apr 2009 20:49:01 PDT This study obtained new empirical evidence on adolescent attitudes towards academic brilliance and identified some possible influences on these attitudes. The study is a systematic replication of a study by Tannenbaum 'Adolescent attitudes toward academic brilliance' (1962) and examines the effect of different cultural settings and time frames. Adolescent attitudes towards two types of high school students, one brilliant and the other average were compared. In addition, an examination was made as to whether different attitudes to each type of student are affected by ability characteristics, or by certain other personal attributes such as academic effort in school and athletic mindedness. The three way analysis of variance yielded statistically significant results. These results indicate a strong interactive effect and thus, how the attributes are blended becomes the determinant rather than the attribute itself. Neil Carrington http://works.bepress.com/neil_carrington/1 http://works.bepress.com/neil_carrington/1 Thu, 02 Apr 2009 20:39:50 PDT This study obtained new empirical evidence on adolescent attitudes towards academic brilliance and identified some possible influences on these attitudes. The study is a systematic replication of a study by Tannenbaum (1962) and examines the effect of different cultural settings and time frames. Adolescent attitudes towards two types of high school students, one brilliant and the other average were compared. In addition, an examination was made as to whether different attitudes to each type of student are effected by ability characteristics, or by certain other personal attributes such as academic effort in school and athletic mindedness. The three way analysis of variance yielded statistically significant results. These results indicate a strong interactive effect and thus, how the attributes are blended becomes the determinant rather than the attribute itself. Neil Carrington