Gifted education is a sort of education used for children who have been identified as gifted or talented.
Early childhood education (ECE), also known as nursery education, is a branch of education theory that relates to the teaching of children from birth up to the age of eight. Traditionally, this is up to the equivalent of third grade. ECE is described as an important period in child development.
In education, a curriculum is the totality of student experiences that occur in an educational process. The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals. A curriculum may incorporate the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives. Curricula are split into several categories: the explicit, the implicit, the excluded, and the extracurricular.
Dropping out refers to leaving high school, college, university or another group for practical reasons, necessities, inability, apathy, or disillusionment with the system from which the individual in question leaves.
Education in Armenia is held in particular esteem in Armenian culture. Education developed the fastest out of the social services, while health and welfare services attempted to maintain the basic state-planned structure of the Soviet era, following Armenia's independence in 1991. Today, Armenia is trying to implement a new vision for its higher education system while pursuing the goals of the European Higher Education Area. The Ministry of Education and Science oversees education in the country.
Education in Bolivia, as in many other areas of Bolivian life, has a divide between Bolivia's rural and urban areas. Rural illiteracy levels remain high, even as the rest of the country becomes increasingly literate. Bolivia devotes 23% of its annual budget to educational expenditures, a higher percentage than in most other South American countries, albeit from a smaller national budget. A comprehensive, education reform has made some significant changes. Initiated in 1994, the reform decentralized educational funding in order to meet diverse local needs, improved teacher training and curricula, formalized and expanded intercultural bilingual education and changed the school grade system. Resistance from teachers’ unions, however, has slowed implementation of some of the intended reforms.
Peer mentoring is a form of mentorship that usually takes place between a person who has lived through a specific experience and a person who is new to that experience. An example would be an experienced student being a peer mentor to a new student, the peer mentee, in a particular subject, or in a new school. Peer mentors are also used for health and lifestyle changes. For example, clients, or patients, with support from peers, may have one-on-one sessions that meet regularly to help them recover or rehabilitate. Peer mentoring provides individuals who have had a specific life experience the chance to learn from those who have recovered, or rehabilitated, following such an experience. Peer mentors provide education, recreation and support opportunities to individuals. The peer mentor may challenge the mentee with new ideas, and encourage the mentee to move beyond the things that are most comfortable. Most peer mentors are picked for their sensibility, confidence, social skills and reliability.
Grade retention or grade repetition is the process of a student repeating a grade after failing the previous year.
Education reform in the United States since the 1980s has been largely driven by the setting of academic standards for what students should know and be able to do. These standards can then be used to guide all other system components. The SBE reform movement calls for clear, measurable standards for all school students. Rather than norm-referenced rankings, a standards-based system measures each student against the concrete standard. Curriculum, assessments, and professional development are aligned to the standards.
Oppositional culture, also known as the "blocked opportunities framework" or the "caste theory of education", is a term most commonly used in studying the sociology of education to explain racial disparities in educational achievement, particularly between white and black Americans. However, the term refers to any subculture's rejection of conformity to prevailing norms and values, not just nonconformity within the educational system. Thus many criminal gangs and religious cults could also be considered oppositional cultures.
Tracking is separating students by academic ability into groups for all subjects or certain classes and curriculum within a school. It may be referred to as streaming or phasing in some schools.
An at-risk student is a term used in the United States to describe a student who requires temporary or ongoing intervention in order to succeed academically. At risk students, sometimes referred to as at-risk youth or at-promise youth, are also adolescents who are less likely to transition successfully into adulthood and achieve economic self-sufficiency. Characteristics of at-risk students include emotional or behavioral problems, truancy, low academic performance, showing a lack of interest for academics, and expressing a disconnection from the school environment. A school's effort to at-risk students is essential. For example, a study showed that 80% to 87% of variables that led to a school's retention are predictable with linear modeling. In January 2020, Governor Newsom of California changed all references to "at-risk" to "at-promise" in the California Penal Codes.
Educational Inequality is the unequal distribution of academic resources, including but not limited to school funding, qualified and experienced teachers, books, physical facilities and technologies, to socially excluded communities. These communities tend to be historically disadvantaged and oppressed. Individuals belonging to these marginalized groups are often denied access to schools with adequate resources and those that can be accessed are so distant from these communities. Inequality leads to major differences in the educational success or efficiency of these individuals and ultimately suppresses social and economic mobility. Inequality in education is broken down into different types: regional inequality, inequality by sex, inequality by social stratification, inequality by parental income, inequality by parent occupation, and many more.
Redshirting is the practice of postponing entrance into kindergarten of age-eligible children in order to allow extra time for socioemotional, intellectual, or physical growth. In the United States, this also refers to creating laws that set cutoff dates slightly before the new year in order to "redshirt" children born in the later part of the calendar year for the same purposes. This occurs most frequently where children's birthdays are so close to the cut-off dates that they are very likely to be among the youngest in their kindergarten class. In the US, more boys than girls are redshirted due to sex-based differences in neurological development.
In higher education, a purpose network is an online community intentionally designed to support critical student learning outcomes through peer-to-peer, peer-to-staff, and staff-to-peer communication. College student purpose networks, unlike social networks, create the academic and social communities essential for success in university life.
“Progressive universities are capitalizing on these fundings by creating focused, intentional online purpose networks to facilitate their institutional goals. In a college student purpose network, universities seek to instill and provide platforms to support institutional learning outcomes. College student purpose networks, unlike the social networks, intentionally create the academic and social communities essential for university life. They are bidirectional communicative platforms going far above and beyond email as a means of communication.”
As an educational reform goal, class size reduction (CSR) aims to increase the number of individualized student-teacher interactions intended to improve student learning. A reform long holding theoretical attraction to many constituencies, some have claimed CSR as the most studied educational reform of the last century. Until recently, interpretations of these studies have often been contentious. Some educational groups like the American Federation of Teachers and National Education Association are in favor of reducing class sizes. Others argue that class size reduction has little effect on student achievement. Many are concerned about the costs of reducing class sizes.
Diploma Plus (DP) is an American non-profit organization whose mission is to improve graduation rates and post-secondary options for over-age and under-credited urban youth. The Diploma Plus model has been implemented in five geographical regions across the United States.
The racial achievement gap in the United States refers to disparities in educational achievement between differing ethnic/racial groups. It manifests itself in a variety of ways: African-American and Hispanic students are more likely to earn lower grades, score lower on standardized tests, drop out of high school, and they are less likely to enter and complete college than whites, while whites score lower than Asian Americans.
The United States Department of Education's measurement of the status dropout rate is the percentage of 16 to 24-year-olds who are not enrolled in school and have not earned a high school credential. This rate is different from the event dropout rate and related measures of the status completion and average freshman completion rates. The status high school dropout rate in 2009 was 8.1%. There are many risk factors for high school dropouts. These can be categorized into social and academic risk factors.
Disengagement from education refers to a situation where a person does not feel included, does not participate in school activities, are not enrolled, or have poor school attendance. Disengagement from school is linked to individual attitudes or values and can be influenced by peers, family members, the community, the media, and surrounding cultural aspects in general, including the school itself. In the case of girls, specific circumstances contribute to them dropping out of school, such as teenage pregnancy, classroom practices, poverty, illness or death in the family, early marriage, sexual harassment, and peer pressure.
