|
دور
المدرسة في
تنمية ثقافة
البحث
والاكتشاف
والتطوير
لدى الطلبة
الموهوبين -مدرسة
الصداقة
الماليزية
الثانوية
للبنات بضاحية
صباح الخير أنموذجا- |
اسم
الباحث الأول
باللغتين
العربية
والإنجليزية |
ايناس
فؤاد أبو
فرحة |
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Enas
Fouad Abu Farha |
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اسم
الباحث
الثاني
باللغتين
العربية
والإنجليزية: |
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|
اسم
الباحث
الثالث
باللغتين
العربية والإنجليزية: |
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The role of the school in developing a culture of research,
discovery and development among gifted students - the Malaysian Friendship
Secondary School for Girls in the Sabah Al-Khair suburb as a model
- |
1 اسم
الجامعة والدولة
(للأول) باللغتين
العربية
والإنجليزية |
كلية
التربية -الجامعة
العربية
الأمريكية-جنين |
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Arab American University - Jenin |
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2 اسم
الجامعة والدولة (للثاني) باللغتين
العربية
والإنجليزية |
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3 اسم
الجامعة والدولة
(للثالث) باللغتين
العربية
والإنجليزية |
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Doi: لاستعمال
هيئة
التحرير |
*
البريد
الالكتروني
للباحث
المرسل: E-mail
address: |
inasabufarha@gmail.com |
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الملخص: |
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يهدف
هذا البحث
إلى دراسة
دور المدرسة
في تعزيز
ثقافة
البحث،
الاكتشاف،
والتطوير
بين الطلبة
الموهوبين
في مدرسة
الصداقة
الماليزية
الثانوية
للبنات بضاحية
صباح الخير،
وفهم كيفية
تأثير هذه الجهود
على تطوير
المهارات
والقدرات
لدى الطلاب. تم
استخدام
مزيج من
المقابلات
الشخصية مع
المعلمين
والطلاب،
والملاحظة
المباشرة
للأنشطة
المدرسية
ذات الصلة،
إضافة إلى
تحليل الوثائق
والتقارير
المدرسية. شملت
الدراسة
عينة من
المعلمين
المختصين في
تدريس
الطلاب
الموهوبين،
وعينة من
الطلاب
الموهوبين
الذين يشاركون
في برامج
البحث
والتطوير في
المدرسة. أظهرت
النتائج أن
البرامج
والأنشطة
المدرسية
الموجهة نحو
البحث
والاكتشاف
قد تسهم بشكل
كبير في
تعزيز
مهارات
الطلاب في
هذه المجالات،
وتحفيزهم
على
الابتكار
والتفكير
النقدي. كما
أشارت
النتائج إلى
أن التفاعل
المستمر مع
المعلمين
الملهمين له
تأثير
إيجابي على
تطوير الطلاب
الموهوبين. أوصت
الدراسة بضرورة
التخفيف من
الأعباء
الكتابية
على الهيئات
التدريسية
للمساعدة في
تهيئة أجواء
نفسية مريحة
للطلاب والتفرغ
من اجل تطوير
تلك المواهب
وضرورة مزيد
من التفاعل
بين المدرسة
والمجتمع
المحلي لدعم
البرامج
التعليمية،
وتطوير
استراتيجيات
لتقييم
فعالية
الأنشطة
التعليمية،
بالإضافة
إلى تقديم
دعم مستمر
للمعلمين
لتعزيز مهاراتهم
في تعليم
البحث
والتطوير
للطلاب الموهوبين. |
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كلمات
مفتاحية: (ثقافة
البحث –
الاكتشاف –
التطوير –
الطلبة
الموهوبين) |
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Abstract: |
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This research aims to
study the school's role in promoting a culture of research, discovery, and
development among gifted students at the Malaysian Friendship Girls' Secondary
School in the Sabah Al-Khair suburb, and to understand how these efforts
affect the development of students' skills and abilities. A combination of
personal interviews with teachers and students, direct observation of
relevant school activities, as well as analysis of school documents and
reports was used. The study included a
sample of teachers specialized in teaching gifted students, and a sample of
gifted students who participate in research and development programs at
school. The results showed that school programs and activities directed
towards research and discovery may contribute significantly to enhancing
students’ skills in these areas, and motivating them to innovate and think
critically. The results also indicated that continuous interaction with
inspiring teachers has a positive impact on the development of gifted
students. The study recommended
the need to reduce the clerical burden on teaching staff to help create a
comfortable psychological atmosphere for students and devote themselves to
developing those talents, and the need for more interaction between the
school and the local community to support educational programs, and develop
strategies to evaluate the effectiveness of educational activities, in
addition to providing continuous support to teachers to enhance their skills.
In teaching research and development to gifted students. |
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Keywords: (Culture
of research - discovery - development - gifted students) |
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Friendship Girls' Secondary School in Malaysia focuses on promoting
inquiry and intellectual development among its gifted students. The school
offers quality education with an emphasis on equal access, cultivating critical
and creative thinking skills. Educational programs encourage research,
exploration, and the use of technology to create a nurturing environment for
students to thrive. Insights from teachers and students help evaluate teaching
methods and learning experiences, contributing to fostering a culture of
inquiry. Assessment strategies are continually improved to enhance research and
development skills. Community involvement is crucial in supporting educational
endeavors, establishing a supportive environment for students to excel in their
research pursuits. The school prioritizes ongoing support for teachers through
professional development opportunities to enhance their teaching skills.
Overall, Friendship Girls' Secondary School serves as a model of excellence in
nurturing a research culture among its gifted students. Collaboration with
stakeholders and a commitment to delivering quality education set the stage for
innovative thinking and scholarly pursuits among the student body. See
references: (Malaysia, 2013, pages 11-15)[9],
(Krasnoff, 2016, pages 21-25)[5].
This research focuses on the impact of Malaysian Friendship Girls
Secondary School in cultivating a research-oriented environment for talented
students. It explores how educational programs at the school foster critical
and innovative thinking skills. The methodology involves interviews and
observations with teachers and students to assess the effectiveness of programs
in enhancing research capabilities. Findings from interviews will shed light on
teaching methodologies and learning experiences related to research culture.
Assessment strategies for educational activities will be examined to understand
current approaches. Community engagement will be explored to support teachers
in improving their teaching skills. By involving stakeholders, the study aims
to create an environment conducive to nurturing research abilities among gifted
students. Professional development opportunities for teachers will be offered
to enhance teaching capabilities. The ultimate goal is to demonstrate how
schools can play a key role in fostering a research culture among gifted
students. See references: (Education, 2023)[15],
(Quality Standards Meeting the Definition of a High Performing Charter School,
2013, pages 161-165)[7],
(Quality Standards Meeting the Definition of a High Performing Charter School,
2013, pages 176-180)[7],
(Malaysia, 2013, pages 201-205)[9],
(Quality Standards Meeting the Definition of a High Performing Charter School,
2013, pages 136-140)[7].
The primary focus of this study conducted at the Malaysian
Friendship Girls Secondary School is to explore the influence of educational
institutions in fostering a culture of research among talented students. The
research objectives are centered around investigating the customized
educational programs designed for gifted students, with an emphasis on
activities related to research, exploration, and growth. Moreover, the study
aims to assess how these programs contribute to nurturing critical and
innovative thinking abilities in gifted students.
In addition, the research seeks to delve into the various school
initiatives that promote research and development, including extracurricular
events focused on research and exploration, as well as the integration of
technology in educational practices. Through interviews with teachers and
students, the study aims to gain insights into the teaching methodologies
utilized by teachers and the learning experiences of students within the
context of a research-oriented culture. Lastly, the study will evaluate
assessment methods for educational activities and provide recommendations for
enhancing these strategies to further bolster the development of a research
culture among gifted students. See references: (Quality Standards Meeting the
Definition of a High Performing Charter School, 2013, pages 71-75)[7],
(Quality Standards Meeting the Definition of a High Performing Charter School,
2013, pages 166-170)[7],
(The School Counselor and Equity for All Students, 2024)[3].
Exceptional students are those who possess remarkable abilities and
talents that distinguish them from their peers. These individuals often demonstrate
high levels of intelligence, creativity, and problem-solving skills. It is
imperative for educators to identify the traits of exceptional students in
order to offer them tailored learning experiences that cater to their distinct
intellectual and emotional requirements.
Studies show that exceptional students may not perform up to their
potential in academic settings due to various factors, such as a lack of
challenging curriculum, insufficient support from teachers, and external
influences like home environment or peer interactions. To tackle this issue,
educators should personalize programs for underperforming exceptional students
and provide them with a variety of intervention options customized to their
specific needs.
Furthermore, gifted students from diverse cultural backgrounds may
encounter additional obstacles to academic success because of factors like
language proficiency, family dynamics, or community resources. Schools must
establish inclusive environments that accommodate the diverse needs of all
gifted students, regardless of their cultural or economic backgrounds.
In summary, identifying exceptional students entails acknowledging
their extraordinary abilities and offering them opportunities to cultivate
their talents through rigorous and engaging educational programs. By grasping
the unique requirements of exceptional students and implementing effective
support strategies to assist them in their academic journey, schools can
facilitate a culture of distinction and originality among these gifted
individuals. See references: (Reis, 2015)[2],
(Reis, 2000)[6].
In education, the focus on knowledge and innovation is crucial,
especially for students with exceptional abilities. Disparities in graduation
rates exist between Black and Hispanic students compared to their white peers,
along with inequalities in identifying gifted students. Many educational
institutions struggle to adequately support advanced learners, particularly
from low-income and minority backgrounds, due to reliance on standardized
testing and rigid admission criteria.
There is a disconnect between academic materials and the needs of
highly capable learners, leading to disengagement among bright students. Gifted
programs often lack focus on fostering advanced research skills. To address
these challenges, integrating practices from gifted education into standard
programs can promote critical thinking skills for all students. Valuing
cultural diversity equally and recognizing it as a strength can help establish
empowering learning environments.
Creating a culture of exploration, investigation, and growth in
schools is essential for unlocking the potential of gifted students from
diverse backgrounds. By implementing culturally sensitive approaches and
providing challenging opportunities for all students, educational inequalities
can be addressed, leading to a more inclusive and supportive learning
environment. See references: (Reis, 2015)[2],
(Department, 2019, pages 6-10)[8],
(Education, 2023)[15],
(The School Counselor and Equity for All Students, 2024)[3].
Prior research has emphasized the significant role that teachers
play in pinpointing students who could benefit from specialized and gifted
educational programs. However, studies have revealed a bias in how teachers
interpret academic and behavioral challenges based on students' races. Notably,
white boys are more likely to be viewed as facing academic hurdles, while boys
of color are often labeled as having behavioral issues. This underlines the
intricate nature of racial bias within educational environments.
Moreover, current research has indicated an overrepresentation of
students of color in special education programs and a lack of representation in
gifted education initiatives. This disparity prompts inquiries into the
rationale behind referrals for assessment. Although 75% of referrals originate
from teachers, concerns have been raised regarding potential biases influencing
these decisions.
The results point towards the necessity for further exploration
into how student ethnicity and race impact teachers' perceptions of students'
requirements for specialized and gifted education services. By addressing these
biases and advocating for a more inclusive method for identifying gifted
students, schools can cultivate an equitable culture that supports all
students' academic growth. See references: (Reis, 2015)[2],
(Communications, 2024)[4].
|
Quote number |
Specific response |
|
1 |
….the bullying and stuff came to a
head and the scientific work was looked at because this person had brought up
kind of bullying and harassment allegations against the supervisor. So they
in turn looked at the work that this person had been doing and they’d been
falsifying… |
|
2 |
Lack of funding and the need to
'sell' your research, often leads to many researchers fabricating and
embellishing data. This leads to the inability of genuine researchers to
replicate findings, wasting precious time and resources, giving up and then
their contracts not being renewed because the boss doesn't get the 10
publications per year they demand. |
|
3 |
I believe that the whole Academia
environment is corrupted and has lost its true vision. The lack of funding is
making researchers to sometimes make-up data to get grants or to publish
meaningless papers just for the sake of raising the numbers. |
|
4 |
being used by post docs and high
level senior researchers’ who take credit for your research work ideas and
use info in your recruitment applications unethically for themselves…bias
recruitment towards international students and overseas post docs who are
extremely competitive and who want to get permanent residency and who also
bully harass local students and researchers’ to take over their research and
jobs. |
|
5 |
…what they wanted to see
result-wise wasn’t what I was seeing. And so I was being accused of
misconduct because I wasn’t seeing what they wanted me to see, and I wouldn’t
change that. |
|
6 |
Not saying, ‘do this’ but pressure
to – if something were to fail to almost keep saying, ‘Do it again, do it
again, do it again, do it again’’ in order to get you to make it work. And
those people have just said, ‘No, it doesn’t and I’ll spend the whole year
repeating it but it’s not going to change the outcome’. |
|
7 |
Q But are they getting their names
on because they’ve actually been involved? Are we flouting the convention
here? A They haven’t done anything. Q So his investment in them is… A Is purely so they can get grant
funding through having papers. |
Table 1: (source:
reference (Doran et al., 2021)[18])
|
Quote number |
Specific response |
|
1 |
I just find the other aspects of
the job and the pressure to perform very difficult. I feel like there is a
big clock ticking, and my productivity is always being judged relative to the
steady ticking of that clock regardless of the ups and downs and other life circumstances. |
|
2 |
I just wish that the environment
didn't feel so pressured and competitive. I have seen so many great ECRs
leave research because of the challenges of finding work, meeting
expectation, attracting grants. I think the field is too competitive and does
not take care of our ECRs and we are poorer for it. |
|
3 |
I am currently looking outside
academia to get away from the culture of harassment... it takes too much of a
toll on my health... but I would stay in academia if I were to find a position
that didn't subject me to harassment by a supervisor. |
|
4 |
Job security is based on churning
out a large quantity of publications, regardless of quality. Three-year fixed-term contracts
are very short. In the first 2 years, I focus on my research, however, in my
final year, I am thinking about where I am going next. It takes a lot of time
and effort to find something else within the research field. I find having an
‘exit strategy’ important. |
|
5 |
Having said that, the pressures of
the job have considerably increased in the last ten years and the general
expectation is that you should work outside normal working hours, without
getting paid extra... And that being able to work in academia is a privilege,
so one should do whatever it takes to continue in Academia. In my opinion
this is a very distorted and dangerous vision, which puts lots of pressure on
ECRs, in particular women who are usually starting families at this stage in
their careers. |
|
6 |
At the point of my career, where I
am trying to expand my group to potentially have an independent research
group, the stresses around funding are a considerable issue for me (as for
everyone else, probably). While I have been relatively successful with funding,
I feel the pressure of having to support not only my own research, but also
the research of those who work with me, and that holds me back from pursuing
opportunities that are available to me as I don't want my group to expand too
quickly. It also means that I put up with being paid on a lower pay scale
than I should be, rather than going for promotion, because I want to conserve
funding. This is certainly a constraint on my ability to expand my career
prospects. |
|
7 |
The personal toll it takes to have
an academic position is immense. The job insecurity, being unable to plan for
anything beyond 1-maybe 2 years is debilitating. Constantly responding to
this opportunity, and that opportunity, doing good clever work and being
available at all times is tough beyond measure. Not knowing if all this
personal sacrifice and tough hard work are even going to be worth it is
downright demoralizing. It might all work out, and it might not - but when do
you pull the pin?? |
|
8 |
Mental health of ECRs is
overlooked and the universities treat us as second class employees that are
disposable. |
Table 2: (source:
reference (Doran et al., 2021)[18])
The research design for establishing a research culture among
gifted students at Malaysian Friendship Girls Secondary School will take a
holistic approach. It aims to evaluate the current school environment,
including educational programs and community involvement efforts. Interviews
with educators and students will provide insights on teaching methods and the
impact of existing programs on critical thinking skills. Data will be collected
through interviews and observations to understand perceptions of the research
culture. Analytical techniques will involve qualitative approaches to uncover
themes and patterns in the data. By examining various sources of information,
the study aims to offer a comprehensive understanding of factors influencing
the development of a research culture at the school. The research design seeks
to provide valuable insights on how to enhance the nurturing of research skills
among gifted students by evaluating current practices and suggesting recommendations
for improvement. See references: (Quality Standards Meeting the Definition of a
High Performing Charter School, 2013, pages 41-45)[7],
(Reding, 2020, pages 1-5)[12].
Participants for this study will be carefully chosen from Malaysian
Friendship Girls Secondary School, with a focus on gifted students spanning
different grade levels. The selection criteria will prioritize students who
exhibit a strong inclination towards research, exploration, and innovation.
Upon conducting interviews, it becomes apparent that these students harbor a
wide array of career aspirations, ranging from veterinary medicine to the
performing arts, music to psychology, showcasing their diverse passions and
ambitions. Their perspectives will provide valuable insights into the impact of
educational initiatives on nurturing a research-oriented environment.
Additionally, the participant pool will encompass educators who
hold pivotal roles in guiding and fostering gifted students towards excellence
in research. Input gathered from teacher interviews will illuminate the
teaching strategies employed to stimulate critical and imaginative thinking
skills among students. A holistic evaluation of educational efforts aimed at fostering
research and development necessitates understanding both teacher and student
perspectives.
In essence, participants in this study will form a diverse cohort
consisting of gifted students and dedicated teachers from Malaysian Friendship
Girls Secondary School. Their collective experiences and feedback will play a
fundamental role in evaluating the school's endeavors towards cultivating a
culture of research among gifted individuals. See references: (Quality
Standards Meeting the Definition of a High Performing Charter School, 2013,
pages 116-120)[7],
(Rebecca D. Napier, 2023)[1].
|
Participant |
Stated career goal interview 1 |
Stated career goal interview 2 |
|
Grades 8/9 |
|
|
|
AM |
Veterinarian |
Primary school teacher |
|
*EM |
Homicide detective, author |
Homicide detective |
|
AW |
Nutritionist |
Optometrist |
|
*SB |
Actress |
Actress |
|
*TM |
Musician, music teacher |
Musician, music journalist |
|
EG |
Light technician |
Psychologist |
|
Grades 10/11 |
|
|
|
*HV |
Secondary art teacher |
Primary teacher |
|
*NC |
Secondary science teacher |
Secondary math and science teacher |
|
*RB |
Obstetrician then professor |
Obstetrician |
|
*KK |
Surgeon |
Surgeon |
|
GB |
Teacher |
Physiotherapist |
|
*OL |
Medical officer |
Medical officer |
|
*MP |
Chemical engineer |
Chemical engineer |
|
Grades 12/G |
|
|
|
*LS |
Fitness trainer |
Fitness trainer |
|
*CL |
Interior designer |
Interior designer |
|
EW |
International lawyer |
Teacher then principal |
|
*CS |
Speech pathologist, model |
Speech pathologist, model |
|
AS |
Midwife, model |
Translator, model |
Table 3:
Participants' Career Goals. (source: reference (Rebecca D. Napier, 2023)[1])
|
Discipline |
**Percentage of Australian academic STEMM
workforce |
Percentage of respondents to this survey |
|
Mathematical Sciences |
3.8% |
2.8% |
|
Physical Sciences |
4.3% |
8.1% |
|
Chemical Sciences |
4.7% |
5.7% |
|
Earth Sciences |
3.5% |
3.0% |
|
Environmental Sciences |
3.2% |
4.0% |
|
Biological Sciences |
12.6% |
20.9% |
|
Agricultural and Veterinary
Sciences |
4.5% |
1.4% |
|
Information and Computing Sciences |
6.9% |
2.2% |
|
Engineering |
15.4% |
3.6% |
|
Technology |
2.1% |
0.8% |
|
Medical and Health Sciences |
38.9% |
47.5% |
Table 4: (source:
reference (Doran et al., 2021)[18])
In this study, the data collection methods will involve conducting
personal interviews and making direct observations at Malaysian Friendship
Girls Secondary School. These approaches aim to gather valuable insights from
both educators and students regarding the cultivation of a research culture
among gifted individuals.
The personal interviews with teachers will delve into their
teaching techniques, strategies for encouraging research and exploration, and
any challenges they face in fostering a research-oriented environment within
the school. By interacting directly with teachers, effective methods for
promoting critical and imaginative thinking skills among gifted students can be
identified.
Conversely, student interviews will offer important perspectives on
their educational experiences related to research and development activities.
Assessing the students' perception of these initiatives, their impact on
academic progress, and the level of engagement with such programs is essential
for evaluating the current educational efforts at the school.
Furthermore, direct observations will complement the interview
findings by providing researchers with firsthand exposure to the implementation
of educational programs that promote research and development. Observing
extracurricular activities centered around research, exploration, and
technology integration will offer valuable insights into the structure,
execution, and reception of these initiatives by students.
By combining personal interviews with educators, feedback from
students through interviews, and direct observations of school activities that
foster research and development, this study aims to present a comprehensive
analysis of how schools contribute to nurturing a research culture among gifted
students. See references: (Quality Standards Meeting the Definition of a High
Performing Charter School, 2013, pages 41-45)[7],
(College of Education Course Descriptions, 2024)[14],
(Reding, 2020, pages 1-5)[12].
To foster a research culture among gifted students at Malaysian
Friendship Girls Secondary School, aligning data analysis methods with school
objectives is crucial. Following guidelines from Kansas State Board of
Education, using data for evaluation and creating an inclusive environment is
key. Educators should focus on safety, responsiveness, and inclusivity to
tailor research initiatives for student success.
Inspired by the College of Education's commitment to continuous
improvement and social justice, data analysis techniques should assess equal
access to resources and opportunities. Examining resource allocation impact on
student outcomes and advocating for fair distribution can better support gifted
students in research pursuits.
Skills from courses like "Measurement" and
"Educational Research" provide educators with tools to effectively
locate, interpret, and analyze educational research. Proficiency in data
analysis allows teachers to evaluate programs enhancing critical and creative
thinking skills among gifted students.
Incorporating these data analysis techniques into research culture
will empower gifted students at Malaysian Friendship Girls Secondary School to
engage in meaningful research activities that ignite intellectual curiosity and
academic potential. See references: (College of Education Course Descriptions,
2024)[14],
(Reding, 2020, pages 1-5)[12].
The educational initiatives for gifted students at Malaysian
Friendship Girls Secondary School are focused on creating a stimulating and
challenging atmosphere that promotes the intellectual growth of these students.
As evidenced by previous research, it is crucial to offer personalized learning
opportunities to students with unique needs, such as gifted individuals. The
Ministry of Education in Malaysia acknowledges the significance of identifying
and nurturing gifted students to ensure they achieve their maximum potential.
The programs at the school concentrate on cultivating critical and
creative thinking skills through a variety of activities like research
projects, discovery tasks, and developmental endeavors. By integrating these
components into the curriculum, students are motivated to explore new concepts,
think analytically, and participate in inventive projects. These educational
programs not only boost the academic capabilities of gifted students but also
cultivate a culture of inquisitiveness and exploration.
Furthermore, collaborations with private industries and research
organizations play a pivotal role in advancing the gifted education programs at
the school. By comparing against other high-achieving national programs and
adopting best practices, the school guarantees that its offerings remain
cutting-edge and efficient in catering to the needs of gifted learners.
In summary, the educational programs at Malaysian Friendship Girls
Secondary School for gifted students are structured to provide a nurturing and
inspiring environment where these students can excel intellectually and creatively.
See references: (Figgett, 2019, pages 31-35)[10],
(Malaysia, 2013, pages 196-200)[9],
(The School Counselor and Equity for All Students, 2024)[3].
Malaysian Friendship Girls Secondary School focuses on nurturing
gifted students through specialized programs in Science, Technology, and
Mathematics, as well as School Holiday Camps. Emphasizing critical thinking and
creativity, the school provides access to residential schools for
high-achieving students and encourages a research-oriented mindset through
project-based activities and collaborative learning. By partnering with private
industries and research institutions, the school ensures that its educational
programs remain innovative and aligned with national best practices.
Ultimately, the school aims to cultivate future leaders by creating an
environment that supports academic growth and talent development. See
references: (Malaysia, 2013, pages 196-200)[9],
(Malaysia, 2013, pages 121-125)[9].
Evaluating the influence of critical and creative thinking skills
on gifted students is crucial for guiding their educational path. The Malaysian
Education Blueprint emphasizes nurturing 21st Century Skills like critical and
creative thinking to prepare students for future challenges. Studies show that
fostering exploration and innovation in schools can significantly improve these
skills.
A national strategy for gifted students highlights the importance
of recognizing and meeting their unique needs. Tailored programs can create an
environment conducive to developing critical and creative thinking. Providing
personalized support tailored to each school's requirements ensures all
students have access to resources to enhance their cognitive abilities.
Culturally responsive teaching emphasizes the significance of
encouraging students to analyze information critically from diverse perspectives
to promote creativity. Creating an inclusive classroom that respects cultural
diversity and encourages teamwork empowers students to think independently and
make informed decisions.
At Malaysian Friendship Girls Secondary School, evaluating the
impact of critical and creative thinking skills on gifted students is key to
shaping their learning journey. By prioritizing research, discovery, and
development activities, schools can effectively enhance these essential skills
and prepare students for success in a constantly evolving world. See
references: (Kim, 2011, pages 6-10)[13],
(Malaysia, 2013, pages 121-125)[9],
(Krasnoff, 2016, pages 1-5)[5].
Engaging in extracurricular activities is essential for promoting a
research culture among gifted students at Malaysian Friendship Girls Secondary
School. The Science Club offers hands-on experiences with experiments and data
analysis, fostering a love for exploration and scientific inquiry. The annual
Research Symposium showcases student projects in various fields, encouraging
interdisciplinary research. Collaborations with industry partners and
universities provide real-world exposure to research practices. These
activities aim to cultivate critical thinking, problem-solving, and
communication skills while empowering students to become future leaders in
their chosen fields. See references: (Kim, 2011, pages 6-10)[13],
(Reis, 2000)[6].
Incorporating technology into educational practices is paramount in
enriching the learning journey of talented students. By integrating digital
resources and tools, schools can enhance the opportunities for students to
participate in research, exploration, and innovation activities more
efficiently. Technology enables students to access a vast array of information,
collaborate on projects, and present their discoveries in inventive ways.
For example, the utilization of online platforms and virtual
classrooms can facilitate communication and teamwork among gifted students,
allowing them to collaborate on research initiatives despite geographical
barriers. Additionally, digital tools like video conferencing, interactive
simulations, and educational applications can improve the learning process by
providing practical experiences and real-world applications of theoretical
concepts.
Furthermore, technology can support customized learning experiences
for talented students by catering to their unique needs and interests. Adaptive
learning software can deliver tailored instruction based on students'
capabilities and preferences, enabling them to advance at their individual
pace. This personalized approach ensures that gifted students are appropriately
challenged and have the chance to delve deeply into advanced subjects.
Overall, integrating technology into educational activities at
Malaysian Friendship Girls Secondary School empowers gifted students to enhance
their critical thinking skills, creativity, and problem-solving capabilities.
By harnessing digital resources and tools, schools can establish a dynamic
learning environment that nurtures a culture of research among talented
students. See reference (Gottschalk & Weise, 2023, pages 46-50)[11].
The outcomes of the teacher interviews conducted at Malaysian
Friendship Girls Secondary School regarding teaching methodologies unveiled
some crucial insights. Educators stressed the importance of being culturally
sensitive in their teaching approaches to better address the diverse learning
requirements of talented students. They emphasized the value of recognizing and
appreciating cultural variations among students and integrating teaching
strategies that align with their various learning preferences. Teachers
acknowledged the significance of fostering a supportive learning environment
through the development of socio-cultural awareness, positive attitudes, commitment
to change, constructivist perspectives, and understanding of students' life
experiences.
Furthermore, educators highlighted the necessity of incorporating
multiple viewpoints in teaching, assessing student comprehension through
diverse methods, identifying students' prior knowledge before instruction, and
incorporating real-world experiences into classroom teachings. They emphasized
the validation of students' cultural identities through inclusive classroom
practices and instructional materials that promote diversity and encourage
student involvement.
Additionally, teachers underscored the importance of acknowledging
individual differences among students and addressing their distinct learning
needs based on identified strengths and weaknesses rather than predetermined
assumptions about cultural backgrounds. They emphasized the use of familiar
practices from students' cultures in teaching to enhance inclusivity and
bolster student achievement.
In conclusion, the teacher interviews underscored a strong emphasis
on culturally responsive teaching practices tailored to the diverse needs of
gifted students at Malaysian Friendship Girls Secondary School. See references:
(Krasnoff, 2016, pages 21-25)[5],
(Krasnoff, 2016, pages 6-10)[5],
(Krasnoff, 2016, pages 1-5)[5].
|
Quote number |
Specific response |
|
1 |
The most significant impact has
been on my productivity for the few months after I move. Settling into a new
environment takes time. I had little to no support to find
accommodation[sic], so much of my time was spent on this. The
mental/emotional drain of a move is also significant. |
|
2 |
Starting from scratch with a whole
new group of colleagues who don't know you and struggling to find research
momentum in a new institute, city and country, all of which is very different
to previous places you've lived before. Everything is done differently and
you're constantly learning the hard way, which takes time and significantly
eats into your research progress. It's also lonely and can inhibit the
development of long-lasting professional and personal relationships because
you have no idea how long you'll really be in the country. |
|
3 |
Lack of stability, no ability to
build long term friendships and networks, relationship breakdowns, financial
costs, inability to buy a house. |
|
4 |
Loss of traction and momentum in
science. Loss of family and friend support. Starting life from scratch.
Financial loss from moving costs, to higher rents in locations I moved to. |
|
5 |
Relocation meant my partner having
to give up her job |
|
6 |
Separation from family and
friends, impact on spouse's career, new start at new institutions take time
and are somewhat unproductive. |
|
7 |
Moving internationally with a young
family has been extremely difficult. Lack of family support with both myself
and husband working full time is extremely difficult to manage. |
|
8 |
Moving to further career
progression - like an international fellowship visit - should not be
applicable to all fields of research. Furthermore in families with two
working adults this is unrealistic and archaic. There are other options to
building an international reputation. I moved internationally to complete my
PhD. |
Table 5: (source:
reference (Doran et al., 2021)[18])
Upon conducting interviews with students at Malaysian Friendship
Girls Secondary School, it was evident that the cultivation of a research
culture is pivotal in their learning experiences. The students expressed a
strong inclination towards engaging in hands-on research activities that would
enable them to delve into their interests and hone their critical thinking
abilities. They stressed the significance of being intellectually challenged
and having access to resources that would facilitate their research pursuits.
Furthermore, the students highlighted the essential role of
mentorship from educators well-versed in research methodologies, who could
provide guidance throughout the research process. They valued teachers who
nurtured their curiosity, offered constructive feedback on their work, and
instilled confidence in their capabilities. Collaborating with peers sharing
similar interests was also noted as beneficial, as it provided diverse
perspectives on research topics.
In addition, students voiced a desire for more exposure to
real-world applications of research and opportunities to present their findings
to a broader audience. They believed that showcasing their work not only
boosted their self-assurance but also inspired others to engage in research
endeavors. Overall, the student interviews emphasized the importance of
establishing a supportive environment that fuels a passion for research and
empowers gifted students to unleash their full potential. See reference
(Client, 2013)[16].
|
Self-perceived aspects of identity |
Examples from data |
|
Beliefs |
“A belief that I will maybe I’ll
be able to make a difference in the world, not for myself but for other
people.” (Individual Interview 2 [10/11],
18/9/15) |
|
Strengths |
“I suppose I’ve always been really
creative and imaginative, which goes into being an author.” (Individual Interview 1 [8/9],
14/514) |
|
Challenges |
“Definitely . . . nothing to
do with [the] teaching profession . . . I’m not too good with, .
. . teaching new things.” (Individual Interview 1 [10/11],
30/6/14). |
|
Family backgrounds |
“My mum was a teacher . . .
she works as a . . . Student Support Officer. So, I guess, she’s fairly
significant in my life [and decisions to become a teacher] being my mum and
all.” (Individual Interview 1 [10/11],
20/6/14). |
|
Potential |
“I think that if I put, set my
mind to it I can do . . . nearly anything that I want to.” (Individual Interview 1 [10/11],
20/6/14) |
Table 6:
Identity Influences Career Development. (source: reference (Rebecca D. Napier,
2023)[1])
The evaluation techniques implemented at Malaysian Friendship Girls
Secondary School entail a thorough examination of diverse data sources to gauge
student achievements, guide professional growth initiatives, and track progress
towards educational objectives. Through detailed scrutiny of disaggregated
student data, the school identifies areas for improvement in learning outcomes
and proficiency standards, informing the design of professional development
programs. This process involves analyzing results from standardized assessments
at national, state, and local levels, as well as student work samples and
behavioral indicators such as attendance and disciplinary records. By delving
into data at individual student, classroom, and school-wide levels, specific
educational needs are pinpointed to prioritize teacher training.
Furthermore, the school assesses its advancement in meeting set
objectives through student learning and performance evaluations. Esteemed
educational institutions like Malaysian Friendship Girls Secondary School
conduct annual reviews of their curriculum, teaching quality, and student
achievements in alignment with their mission and goals. This continuous
enhancement approach fosters a culture of collective accountability towards
enhancing student academic outcomes among faculty and staff.
Moreover, schools are mandated to conduct self-assessments using
quality educational standards to evaluate leadership efficacy, organizational
management procedures, teaching methodologies, and student accomplishments. The
school consistently rates itself positively in these aspects annually through a
comprehensive evaluation process that takes into account academic successes
alongside extracurricular involvement.
By integrating these assessment methodologies into its educational
framework, Malaysian Friendship Girls Secondary School showcases a dedication
to data-driven decision-making for enhancing teaching methodologies and student
performance. See references: (Quality Standards Meeting the Definition of a
High Performing Charter School, 2013, pages 41-45)[7],
(Malaysia, 2013, pages 86-90)[9],
(Quality Standards Meeting the Definition of a High Performing Charter School,
2013, pages 26-30)[7].
|
Question detail |
Australian born |
N |
Not born in Australia |
N |
All |
|
I am satisfied with the attitude
to people of my ethnicity |
48.7% |
263 |
44.2% |
249 |
46.4% |
|
Overall, I find my work rewarding |
78.0% |
287 |
76.4% |
271 |
77.2% |
|
I am satisfied with the culture of
my workplace |
53.0% |
287 |
49.3% |
270 |
51.0% |
|
I have been impacted by harassment
based on power position |
32.7% |
263 |
34.4% |
249 |
33.5% |
|
I have been impacted by lack of
support from institutional supervisors |
63.5% |
263 |
55.6% |
247 |
59.8% |
|
I have been impacted by
questionable research practices of colleagues within my institution |
36.1% |
263 |
39.7% |
247 |
37.1% |
|
I am satisfied with the leadership
and management of my workplace |
48.8% |
287 |
45.9% |
270 |
47.1% |
|
My job is a source of considerable
personal strain |
56.2% |
242 |
45.9% |
220 |
51.6% |
|
How would you rate your overall
satisfaction with your current job (satisfied or very satisfied) |
65.2% |
242 |
59.5% |
220 |
62.3% |
Table 7: (source:
reference (Doran et al., 2021)[18])
|
(A) |
|
||||||||
|
Workplace characteristic |
Female (n = 345) |
|
Male (n = 166) |
|
|||||
|
Impacted |
Strongly impacted |
Total impacted |
|
Impacted |
Strongly impacted |
Total |
|
||
|
Lack of support from institutional
superiors |
45.5% |
18.3% |
63.8% |
|
34.3% |
18.1% |
52.4% |
|
|
|
Inequitable hiring practices |
27.8% |
12.2% |
40.0% |
|
19.8% |
15.6% |
35.4% |
|
|
|
Harassment based on power position |
25.4% |
11.6% |
37.1% |
|
14.5% |
11.4% |
25.9% |
|
|
|
Questionable research practices of
colleagues within their institution |
34.2% |
7.2% |
41.4% |
|
18.7% |
12.0% |
30.7% |
|
|
|
Questionable research practices
outside their institution |
27.2% |
6.4% |
33.6% |
|
21.7% |
7.2% |
28.9% |
|
|
|
Feeling unsafe in the work
environment |
4.3% |
6.7% |
11.0% |
|
7.0% |
8.6% |
15.6% |
|
|
|
(B) |
|
||||||||
|
Workplace characteristic |
Research only (n = 282) |
Research and teaching (n = 126) |
Clinician researcher (n = 19) |
|
|||||
|
Impacted |
Strongly impacted |
Total |
Impacted |
Strongly impacted |
Total |
Impacted |
Strongly impacted |
Total |
|
|
Lack of support from institutional
superiors |
37.4% |
17.1% |
54.5% |
42.1% |
22.2% |
64.3% |
63.2% |
15.8% |
79.0% |
|
Inequitable hiring practices |
23.8% |
9.6% |
33.4% |
26.2% |
20.6% |
46.8% |
42.1% |
10.5% |
52.6% |
|
Harassment based on power position |
20.3% |
11.4% |
31.7% |
27.0% |
14.3% |
41.3% |
15.8% |
10.5% |
26.3% |
|
Questionable research practices of
colleagues within their institution |
27.0% |
10.3% |
37.3% |
27.8% |
6.3% |
34.1% |
26.3% |
10.5% |
36.8% |
|
Questionable research practices
outside their institution |
25.3% |
8.5% |
33.8% |
23.8% |
4.0% |
27.8% |
21.1% |
15.8% |
36.9% |
|
Feeling unsafe in the work
environment |
8.4% |
4.2% |
12.6% |
6.7% |
7.4% |
14.1% |
5.0% |
5.0% |
10.0% |
Table 8: (source: reference
(Doran et al., 2021)[18])
Effective evaluation methods to promote a culture of research among
gifted students should focus on key areas. Schools must prioritize using data
for decision-making throughout the institution, as recommended by the What
Works Clearinghouse (WWC). Continuous self-assessment, examining student data,
and guiding professional development are crucial for targeted support.
Utilizing individual performance data helps identify areas for improvement and
intervention strategies. Involving teacher leaders in planning sessions can
enhance collaborative efforts towards boosting student achievement. Following
these best practices from sources like WWC guides and self-assessment tools
will help schools improve their evaluation methods and encourage research
activities among gifted students. See references: (Quality Standards Meeting
the Definition of a High Performing Charter School, 2013, pages 31-35)[7],
(Figgett, 2019, pages 46-50)[10],
(Quality Standards Meeting the Definition of a High Performing Charter School,
2013, pages 26-30)[7].
In the context of educational initiatives at the Malaysian
Friendship Girls Secondary School, community engagement plays a vital role. The
school places great importance on collaborating with local experts, including
scientists, historians, communication specialists, writers, architects, and
businesses, to assess student work and offer valuable feedback. These
partnerships not only deepen students' comprehension of standards and
expectations across various fields but also promote a strong sense of community
involvement within the school district. Additionally, the school facilitates
connections between students and suitable mentors at every grade level to cater
to their unique interests and talents.
Moreover, involving community groups focused on specific subjects
in collaborations with classes, schools, or programs provides an expert
perspective that complements classroom instruction. Through this interaction
with the community, students gain insights into practical applications of their
learning and are encouraged to explore diverse viewpoints and career pathways.
Furthermore, by providing support resources for parents through organizations
like the National Association for Gifted Children (NAGC), the school ensures
that families are well-equipped to effectively support their gifted children.
In summary, the current community engagement at Malaysian
Friendship Girls Secondary School underscores the importance of cooperation,
mentorship opportunities, and access to resources that enhance students'
educational journeys. By strengthening these partnerships and expanding
initiatives for community involvement, the school can further cultivate a
culture of research among its gifted students. See references: (Malaysia, 2013,
pages 211-215)[9],
(Figgett, 2019, pages 41-45)[10].
To garner increased backing from the community for educational
endeavors at the Malaysian Friendship Girls Secondary School, it is imperative
to implement a range of strategies. Firstly, establishing a comprehensive
district advisory committee for gifted education, comprising educators,
parents, and community members, is crucial. This committee should convene
regularly to evaluate and deliberate on effective ways to bolster the program.
By engaging diverse stakeholders, including experts in various fields, the
committee can furnish students with valuable feedback and offer suggestions for
enhancing the educational journey.
Furthermore, forging partnerships with local scientists,
historians, communication specialists, writers, architects, and businesses can
enhance the students' learning experiences. These collaborations not only
expose students to real-world standards and expectations but also foster a
sense of community collaboration within the school district. Additionally,
community groups specializing in particular subjects could partner with the
school to provide expert perspectives and enrich educational initiatives.
Moreover, facilitating connections between students and suitable
mentors at all grade levels can address the unique interests and talents of
students effectively. This mentorship approach can offer tailored guidance and
support to meet individual student needs. Furthermore, involving volunteer
organizations in the community can deliver a variety of services and advantages
to the school while presenting valuable learning opportunities for students.
By implementing these strategies to boost community support, the
Malaysian Friendship Girls Secondary School can establish a more enriching and
immersive educational setting for its gifted students. See references:
(Malaysia, 2013, pages 206-210)[9],
(Figgett, 2019, pages 36-40)[10],
(Figgett, 2019, pages 41-45)[10].
Continuous professional growth opportunities are crucial for
educators working with gifted students. Training in gifted education helps
teachers promote critical thinking, cater to individual needs, and offer
stimulating learning experiences. It is essential for teachers to meet
certification standards and obtain specialized training to create a conducive
learning environment. Understanding the cognitive, social, and emotional
characteristics of gifted students is vital for designing tailored curriculum
and fostering personal growth. Providing ongoing professional development for
all individuals involved in educating gifted students, including school leaders
and support staff, is important. Innovative approaches like online modules can
accommodate diverse preferences of educators. School districts should offer
targeted training on roles and responsibilities within services for gifted
students. Investing in continuous professional development opportunities can
enhance the educational journey and outcomes for gifted learners. See reference
(Figgett, 2019, pages 41-45)[10].
|
Quote number |
Specific response |
|
1 |
Because it took me so long to earn
my PhD, not using it now would seem like a waste. Also, I don't know what
else I am qualified to do. |
|
2 |
I didn't know what the other
options were or how to pursue them. |
|
3 |
I enjoy science. I feel like
leaving would be a failure. I try to continue/stay alive until that failure
happens. |
|
4 |
I've spent 10 years training to be
an academic. I want to be an academic, but it seems it just isn't my choice
at the end of the day. I'll stay until I am no longer competitive. I am
keeping my eyes open and looking at other opportunities but so far no one
wants me outside academia either. |
|
5 |
I have no skills in anything else. |
|
6 |
After 13 years at university, a
divorce, my body and mind falling apart, and pulling myself up from grinding
childhood poverty and abuse there isn't anything else I feel that I am
qualified to do. I am really good at my job yet overqualified and not healthy
enough to do anything else. I am stuck here. |
|
7 |
I also cannot imagine working in
another environment, I actually don't know what other options are available
and whether these would be fulfilling. |
|
8 |
I constantly think about leaving
academia/research (from necessity not choice) but don't know how and am not
qualified for any other jobs. |
Table 9: (source:
reference (Doran et al., 2021)[18])
Enhancing teachers' educational capabilities requires a commitment
to ongoing professional development and providing necessary support to ensure
educators are well-prepared to meet the unique needs of gifted students. One
effective strategy is to offer training in diversity, equity, and inclusion,
enabling teachers to appreciate and utilize the cultural strengths of all students.
This can lead to more personalized and impactful teaching methods that cater to
the various learning preferences of gifted individuals.
Moreover, establishing connections between school districts and
higher education institutions can help identify and nurture prospective
teachers from diverse backgrounds who can bring fresh perspectives to the
classroom. Through on-the-job professional development opportunities and
extracurricular training sessions, educators can continuously refine their
abilities in fostering a culture of inquiry among gifted students.
Additionally, involving school leaders in providing direct support
and enhanced services to teachers can play a significant role in cultivating a
positive school atmosphere that values continuous learning and collaboration.
By aligning the curriculum and instructional practices with the backgrounds,
languages, and experiences of marginalized communities, teachers can create
inclusive learning environments that encourage critical thinking and creativity
in gifted students.
In essence, the key to success lies in investing in high-quality
teaching methods through tailored support, ongoing professional development,
and fostering a culture of teamwork among educators. By equipping teachers with
the necessary resources and tools, schools can effectively cultivate a culture
of inquiry among gifted students while enriching the overall educational
experience for all learners. See references: (Raudys, 2018)[17],
(Figgett, 2019, pages 41-45)[10],
(Department, 2019, pages 46-50)[8],
(Department, 2019, pages 6-10)[8].
●
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Napier. Jane M. Jarvis. Julie Clark. R. John Halsey. (2023). Influences on
Career Development for Gifted Adolescent Girls in Selective Academic Programs
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●
[2] Sally M.
Reis. (2015). Reconsidering Regular Curriculum for High Achieving Students,
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●
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[5] Basha
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[6] Reis. S.
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●
[7] Quality
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[8] New York
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[9] Ministry of
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●
[10] Figgett.
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●
[11] Francesca
Gottschalk, Crystal Weise. (2023). Digital equity and inclusion in education:
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[13] Kyung Hee
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[17] Justin
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