College of New Rochelle

About: College of New Rochelle is a education organization based out in New Rochelle, New York, United States. It is known for research contribution in the topics: Grief & Health care. The organization has 131 authors who have published 307 publications receiving 4958 citations. The organization is also known as: CNR.

Reversing Underachievement: Creative Productivity as a Systematic Intervention:

Abstract: This study combined qualitative and quantitative methodology in a multiple case study to examine the phenomenon of underachievement and the effect of using creative productivty (Type III) enrichment as a systematic intervention in reversing the pattern. Twelve teachers who rcccivcd training in the Enrichment Triad Model selected 17 students identified as gifted who were also underachieving in their school performance. The l7 students, ages v-l3, included five girls and twelve boys. All students were guided through a Type III study by their referring teacher during one school year. Questionnaires, interest surveys, interviews, product evaluation, and participant observations provided information about individual students in the context of pursuing Type III investigations. The findings regarding the use of creative productivity to address underachievement were numerous. First, a variety of factors contributed to the underachievement of students with high academic potential including: emoti<>nal issues (dysfunctional families); social and behavioral issues (the influence of an inappropriate peer group): the lacl< of an appropriate curriculum (siudents not motivated bv the regular curriculum) ; and a suspected learning disability or poor SCII-I-COLI[~ttiOll. The most compelling finding of this research study was the positive gains made by the students through their involvement in the Type III intervention. Eightytwo percent of the students madc positive gains during the course of the year and in the year following the intervention. Most were no longer underachieving in their school settings at the end of the intervention. Five aspects of the process evolved as important foci for different groups of students: 1) the relationship with the teacher, 2) presentation of self-regulation strategies, 3) opportunity to investigate their own issue of underachievement, 4) the opportunity to work on an area of interest in their preferred learning style and 5) the opportunity to interact with an appropriate pacer group. Nothing may be as frustrating to educators and parents as a bright young mind that seems to be wasted. In fact. concern over tlie problem of undcTé1chieH’ment, csl-)CciLt’tlB among potentially high-achieving students, has increased substantially in recent years (Reid, 199 1 professional have agreed for decades that lhe phenomenon of undo achievement is complex, baffhng, and challenging (Pass«w and Goidberg, 195t3; Rimll1, ~1986; Whitmore, 192i0). Although there is considerablc research on uncterachieBement among students with high academic potential (HAP), the onh consensus of researchers concerns the factors I hell contribute to the problem. Evidencc abcntt effective intervention strategies is inconsistent and inconclusive. liuo major approaches nnderhe attempts at irOrrvuntioll ccntnscliny and education. White some evidence points to positive gains using familv UHII1sL’lil1!, (Colangelo, 1984; Rimm, 1986), psvchologictl imun-coPutting ~=;.!~’t=.·~2~&°~’~. to Use îÎ1C prob!cm oj I_mdl°rascl~irs°cment un~<>i3y ili~~li abi)itB students !!a.sbeeti a Lli;illiip « ii;>t 16<_.i< >j <. iii::.. c<>rririlmiu t<> 1hu l~r:~!plu.~l _r-ICl Cil~clily rll m ;t:; -r i, thai!)asci)j()B’cd’.B’id(’s~)iB’~’1s~!CCL’s’.,it!rcB’or..in~.!h. pattern ,)1 LiIJdtT~B{-’hiB_’B:C’]lL’i]l llE:~,~u i~~-‘7~1:~;~ ?u-~ ... what ciusisc. Tlw lindin,,;, 01 this’;llUh ,11.,_’: ;tit cxptatiatiunoipossihtc cause’, that ulderlir?l,c’ ~w;~l;lem and alert pl<>ius.sifier~ n stratc~wfi>it regardless of the underlying plobkll1s indIBidLl~11 stLl dents experience. The atI atE~~v consists 01 engaging the studcnl in an inve;;tigation 01 a ITa! Plobkm (Rcn7ulli’s Type ill Enrichment) guided bB art encouraging teacher, ¡Bn~¡]vsi:; 01 the p!ïJL’L’~::; ¡-,’Bt’dled specific tix kit to he’ integl’~¡j to the successor il>e I>iteix11. These stratE’<~iE=:; ~--, L’il()rl>, aimed at reinediationo(BBeaknesses and ~’limiij;.Iti()tl of inappropriate b<.liax.I<>1-. Kcscurcl~ I i I oi t I ii, nuwns~ iilo was sulyonWwl t I I ltiet tltc Juvits AW Pr

Changing paradigms: managed learning environments and Web 2.0

Abstract: Purpose – The purpose of this paper is to understand how emerging technologies and Web 2.0 services are transforming the structure of the web and their potential impact on managed learning environments (MLS) and learning content management systems (LCMS).Design/methodology/approach – Innovative Web 2.0 applications are reviewed in the paper to explore how they incorporate a new paradigm, reshaping the web as an electronic platform for social networks, where users share, edit and collaborate on the publication of content.Findings – The paper finds that, in this rapidly changing environment, educators need to consider the implications of these developments for the current design of the LCMS. An emerging generation of users influenced by social networking experiences and empowered to create, publish, appropriate and redistribute content may find the structures of the LCMS traditional and inflexible in contrast with the user‐centered approach of Web 2.0 services. This fundamental shift in the experience of th...

High Ability/Learning Disabled Students: How Are They Different?

Abstract: The purpose of the research was to investigate what characteristics distinguish High Ability/LD students from learning disabled students with average cognitive ability and from high ability student...