Research Methods 12&13

Running head: QUANTITATIVE STUDIES 1

Quantitative Studies 8

Try not to “tab” to the right side for the page number. On a Mac, you would double-click into the header, go to the “Insert” menu, choose “Page numbers…,” then, after Word made all headers the same, go to the Header & Footer ribbon and check “Different First Page” to correct that error.

Quantitative Studies

Laura Kay Utgard

Cal Southern University (CalSouthern or California Southern University. We are not legally recognized as “Cal Southern University.”)

Dr. Linda Fischer

PSY: 87127 Research Methods

AugustJuly 22DD, 2018

The font in your header has changed. The font should be Times/Times New Roman.

Quantitative Studies (Your centering is off because the ruler is set to indent the first line by ½”)

A lot of challenges are facing the education program of the gifted (Do not use “the,” which is a definite article, unless the noun you are labeling is specific. You are not writing about “the” specific children who are gifted. You are writing about children who are gifted, in general. Because you are not writing about specific children, you must not use “the” before the noun. You do not need to use any article at all.) children since these pupils are not given the necessary resources or attention from the teachers. (Here, again, you are not referring to specific teachers. You are referring to an unknown group of theoretical teachers.) Different studies have confirmed quite expressively the absence of agreement concerning the need for, or priority of, special educational services for gifted and talented students (sources needed). Some surveys have shown sturdy conviction that search services are only valuable, but even significant to the entire development of these children (sources needed). Some embrace the culture of ambivalent attitude; in some cases, they view clientele as less in need than other categories of exceptional children (sources needed). There is also a group of people who forcefully against any program lay to assist these students. This diversification of attitudes can be observed not only among politicians but as well as among teachers, school administrators, educational specialist and the general public.

There are laws which have been put in place to ensure that there is an improved education for all students particularly the students who are experiencing the threat of academic problems (sources needed). This means that the laws should be implemented in school to report on Adequate Yearly Progress which implies the larger percentages of the students are to be judged in terms of proficient on yearly basis. This is a great assessment procedure to ensure policies set by the school administration about gifted students are adhered to and implemented. Comment by Reviewer: Paragraph not sourced.

The hypothetical argument, in this case, is whether gifted students are affected by the dependent variables in their education or does the performance of gifted students affected by the type of program, culture and an approach with which the child is raised. This is questions set and argued to find solutions to the challenges gifted children face in their daily life. Various theories have been developed to explain the relationship the child has to her or his environment, peers, and teachers. These theories are guided by policies that focus on excellence and the how these students perform based on their abilities (American Psychological Association. 2010). Comment by Reviewer [4]: This is the only part of this paragraph that is sourced. I am not sure the APA wrote about how students perform. This is not the correct citation for this content.

Looking at the “stigma of giftedness” theory, the researcher tries to argue facts that relate to stereotyping which makes the gifted pupils to either fail to fully use their potential and keep away from identifying with stigma (Creswell, 2013). According to Creswell, gifted students are affected by stereotyping of the labeling act which tends to be a challenge for them because they are shaping their personal perception (Creswell, 2013). Looking at the fig.1 in the appendices shows the rating summaries of the “harmonious” group of students (dotted line), which attributes to greater perspective, greater success, no marked pre-eminence and standard evaluations on social and emotional concerns to gifted students, and the “disharmonious” group of students (solid line), that gives a rating to the talented students with the same capabilities, success, and pre-eminence, but elevated in adverse social and emotional attributes. The issue of labeling is affecting the behaviors plus the perceptions of the gifted students.s (American Psychological Association. 2010). (Again, I don’t think this fact came from the publication manual.) Comment by Reviewer [6]: The APA is not about gifted students. This is a major problem. You must correct the missed sources.

Comment by Reviewer [7]: You need to source.

Lack of emotional and social support to the gifted students is also a challenge. According to the attachment theory, kids who are raised by a socially fit family are able to explore their environment. These students are different from those ones who are not able to reach out to others and return to the caregivers for support and who do not go a mile ahead to exploit their social relationship. Teachers, parents and other relevant stakeholders bring a very big impact to the gifted student social and emotional development in their education. The social and emotional support makes these students to enjoy the relationship built between them and their caregivers. (I believe the text is highlighted because it requires a citation.) Following this argument, (Carpendale, (2014) (Because you are discussing the source rather than simply citing source, you leave the name as part of the sentence but put the publication date in parentheses after the name.) stipulates that when gifted students explore their social world through the support of their caregivers, they are more likely to learn from their experience in the social interaction and be motivated towards their classroom. Finish. (Cite as needed.)

The relevant stakeholders in the field should profit from the expansion of the knowledge base concerning the education of the talented and enhanced knowledge of these significant explanatory variables. In the situation whereby all the relevant stakeholders understand which characteristics are the best predictors and coordinators of new enrichment programs that are aimed towards changing the attitudes of the talented and improving their education. In addition to, knowledge of these predictors might clarify some of the underlying bases of some of the challenges facing the gifted education, and have a great impact on the content of sensitization activities (Carpendale, 2014).

In summation, considering the information presented by different theories about the education of the gifted children, it is evidence that the process or the steps being taken towards the improvement of the education of the gifted students is still lacking. The education policies in place are not aimed at promoting the learning environment of the gifted students. Insufficient resources plus poor emotional and social support are as well affecting the learning outcomes of the gifted students.

You did not discuss the Appendices above. Figure which follows. I did not see the Background of the Problem or Statement of the Problem. See the sample papers in the APA Manual. The information in the Appendices need to be sourced.

Appendices

Fig. 1: stigma of giftedness theory The caption needs to appear below the figure. The content should beforematted like:

Figure X. Descriptive phrase that serves as title and description. Reprinted [or adapted] from Book Title (page number), by Author First Initial. Second Initial. Surname, Year, Place of Publication: Publisher. Copyright [Year] by the Name of Copyright Holder. Reprinted [or adapted] with permission.

See: http://libguides.gwumc.edu/c.php?g=27779&p=170358

Fig. 2: attachment theory

Fig. 3: Dabrowski's theory of positive disintegration into the curriculum for the gifted talented students

References

American Psychological Association. (200910). Publication manual of the American Psychological Association. (6th Edition). Washington, D.C.

Carpendale, J. (2014). Social interaction and the development of knowledge. (Location of publication?): Psychology Press.

Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approach. (Location of publication?): Sage. 9781452226101

Percent

Percent

Ambivalent Secure Avoidant Disorganized 10.000000 60.000000 15.000000 15.000000