Perceptions vs. Realities
I have done this assignment however it needs to be revised. Below you will find the original prompt and the critique with revision that need to be made.
Original Prompt:
Complete the quiz at Distinguishing Myths from Realities: NRC/GT Research at https://nrcgt(dot)uconn(dot)edu/newsletters/winter983/. Describe myths and realities about gifted education. Include the greatest “surprises” in your perception of gifted children. NOTE: The quiz was created in 1998 and is used in this course as an activating strategy to spark thought about gifted education. Please connect to the current readings in your journal. Title this entry “Perceptions vs. Realities.”
Critique for Revisions:
You mention in your reflection, "gifted education. The realities are that gifted students should spend most of their time with students who share their interests, labeling a gifted child boosts self-esteem, and commercial television provides inadequate and inappropriate role models for gifted children." Where did you gather this data especially your last point? "Among the facts and myths about gifted students, one surprising fact is that a gifted student who is labeled as gifted can increase self-confidence." Where did you gather this information? Cite source. "Others may interpret labels negatively and believe they are intended to embarrass them..." Who are you referring to as "Others?" You did not include two sources from this course readings this week. Per our course syllabus (p.3), " Include two or more references to course material. Additional resources may be referenced after referencing two or more materials from the course." Please update and resubmit by Sunday, November 6, 2022 for final grading. Gentle reminder, you must maintain an 80% or higher on all assignments to proceed to Course 2.
Perceptions Versus Reality
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The reality is that gifted students are required to spend a significant share of their school time with students with whom they share interests and abilities, labeling a student as gifted boosts their self-esteem, and commercial television supports gifted children with insufficient and infeasible role models. The data on the last point derives from Wai and Worrell (2016), who argued that a lack of investment in gifted children creates an entrenched discrepancy between occupational, educational, and leadership achievements among students of low and high-income households. Children are likely to watch television despite their intellectual capability. In this vein, gifted children, especially those from economically marginalized families, are typically depicted as social misfits and, thus, are underrepresented in commercial television programs. Such underrepresentation derives from insufficient investment in gifted children to support and explore their skills and abilities (Vanderbilt University, 2019).
Among the facts and myths concerning gifted students, one surprising fact is that a gifted c...