Business Research Widespread Production

Question: Describe about the Business Research for Widespread Production. Answer: Context: According to (Gulikers, Bastiaens and Martens, 2005), learning in the authentic learning environment leads to higher performance and also improves the intrinsic motivation of the students. Authentic learning environment provides a platform for the students to enhance their knowledge and skills that would be useful in their life. This includes a virtual or physical environment that resembles real world with the real world limitations and complexity and provides possibilities and options that are present in real life. The authentic task and authentic learning environment is not the same as because authentic task resembles a task performed in non educational settings and requires students to apply a broad range of skills and knowledge. Sternberg and Davidson (2005) have stated that gifted individuals possess outstanding natural intellectual, physical, social and creative potentialities. Most importantly, the gifted children and the young people might or might not be high achievers, while they might have outstanding potential they can be disengaged and under-achieve. It can be stated that around 10% to 15% of public might fall inside the full variety of exceptional capabilities, however, high to intense levels of giftedness are only widespread in very small production of the whole populace (Gulikers, Bastiaens and Martens, 2005). Recognition of giftedness in young children The terminology gifted is used in respect to a young child it clearly means that the child has evidenced the capability of achieving certain goals in the context of intellectual, education, creativity or other academic genres (Reid and Romanoff 2016). There exists several numbers of ways and characteristics that can identify a young child that might be gifted. There are behaviors that can be observed that indicate when a childs thinking or learning is advanced and the examples are the followings: Early development of language Abstract thinking Strong and sharp memory Potentiality to concentrate on the tasks of high interest Intellectual curiosity A strong motivation to learn Although the overall development might be rapid in some particular areas, all the young gifted children have the same learning to master as all children. Young gifted children might also behave in a more sophisticated manner than their peers. This can have different consequences, for instance, it could result in them taking on the role of leader in play. Or it might put them out of the step with some other children, making social interaction more difficult. Reid and Romanoff (2016) have stated that the major purposes to the exceptional teaching are enhancement and speeding up. Therefore, it can be stated that an enrichment program teaches additional, related material, however, keeps all the students progressing through the curriculum at the same rate. For instance, it can be stated that after the gifted children have completed the normal work in the curriculum, an enrichment program might provide them with additional details regarding the subject in the curriculum. Reid and Romanoff (2016) have mentioned in his research paper that an acceleration program advances the children or the students through the standard curriculum faster than normal. It is one of the common features that when the gifted students have successfully completed the normal assigned works, they move on to the next subject in the curriculum, while the other students in the class still working on the first subject. According to (Reid and Romanoff, 2016), in the sprawling charlotte Mecklenburg school, thousands of children are identified as gifted are tackling real world problems and challenges. The reflective and authentic performances assessments are done by the teachers, students and community members in order to show the students that they understand truly. The gifted students have extraordinary problem solving skills in intelligences. The formats for gifted program are widely varied at 83 elementary schools. The problem centered classroom and thoughtful classroom provides a wide platform to the gifted students to develop. The investigation of the skills is crucial that is depicted in this paper which helps in the specification of the grade levels with depicting the general level of the curriculums and thereby the analysis seems to be enhanced in an appropriate manner with emphasizing on the learning theories. There are different approaches to determine giftedness among young gifted children. The researcher can observe the social, cognitive, emotional and physical aspects. Early identification along with intervention is necessary for their growth and development. There is no formal consensus on the definition of young gifted children (Sternberg Davidson, 2005), yet there are some traits that all young gifted children share with. Young gifted children usually display significant advancement in various domains such as superior memory, creativity, strong reasoning, strong visual-spatial capacity, early language and intensive vocabulary, vivid imagination, independent investigations, desire to search for personal identity and social connections, capacity of analysis, synthesis and evaluation by using higher order thinking (Gardner; 1999; Harrison, 2004)though a single gifted child may not demonstrate all of these characteristics. They tend to display great curiosity and a variety of interests with an inquisitive mind to learn and to explore. They show strong analytical and metacognitive skills, enjoying problem solving, preferring complex tasks, and actively engaging in planning, monitoring and evaluating in the learning process (Steiner Carr, 2003; Kanevsky, 2011).They are thus quite different from their peers of their age and are at the risk of getting bored, depressed and anxious when placed in an inappropriate environment. As per the research undertaken by Adelson, McCoach, Gavin (2012), the curriculum and the instructional modifications that are depicted in this case helps in modifications with emphasizing on the approaches that are undertaken for the purpose of employing the open-ended problems in order to create the initial stimulus for the purpose of learning. Henceforth this student centred approach helps them to develop self-dedicated lifelong learning skills with the creation of intrinsic motivation in them(Sousa, 2009). These tasks help in the replication of the gifted students knowledge and abilities for the creation of skills in an effective manner and thereby the unstructured problems can be handled in an skilled way. The effectiveness seems to be developed with focusing on the field testing related to the student creativity and productivity, personal and social development of student and the students self-efficacy (Werts, Tompkins, Culatta, 2007). Authentic learning will allow the students experiment themselves and giving an opportunity to fulfil their curiosity. All this poses a challenge to the teaching practices in the traditional classroom where students play a passive role and focus on abstract and decontextualized concepts of little apparent relevance, (Hill Smith 2005,p. 22) and where limited opportunities are provided for the children to plan their learning activities, to collaborate with team members and to reflect on their own learning process. Contrary to learning practices in the traditional classroom, the Authentic Leaning approach provides students with an environment to engage in complex tasks through interactions and relationships with others in the real-world context. Students are not reduced to mere collectors of facts and procedures, but actively construct knowledge connected to the real-world matters and problems of their interest (Eiserman, Lai, Rushton, 2015). In the authentic activities, learners are given opportunities to collaborate with their team members, develop higher-order thinking skills, apply interdisciplinary knowledge to produce beyond domain-specific learning outcomes, integrate assessments and reflections seamlessly within the learning activities, use different resources and view the tasks form different perspectives,which can lead to competing solutions and diversified outcomes(Herrington, et al. 2002). As refined and further developed by Hill and Smith (2005), the Theory of A`uthentic Learning is characteristic of 10 linked factors: mediation, embodiment, distribution, situations, motivation, multiple illiteracies, identity, career planning, human relationships and teaching attitudes. In such an environment, culture, cognitive and affective, context and collaboration are interrelated; curriculum, instruction and assessment interact with each other and teachers guide students and create for them a variety of authentic learning opportunities to connect them to the complex real world(Kuo, Maker, Su, Hu, 2010). As per the analysis made by the Van Tassel-Baska, Feng, Evans, (2007), depicts the diversification of the various perceptions that are depicted with monitoring the underrepresented gifted programs in order to create an open world. The several dynamic tests are created in this research for specifying the aspects of the particular curriculum and the non verbal tasks for the establishment of cognitive modifying ability in order to increase the general capacity of the st udents (VanTassel-Baska, Feng, Evans, 2007). Purpose and Research Questions: The purpose of the study is To explore authentic learning approach applied for the education of young gifted children. The research questions are as follows: What are the needs of the young gifted children? What curriculum design can be adopted to help to satisfy the needs of these young gifted children? How does authentic learning theory function to meet the needs of the young gifted children and the corresponding curriculum design? Theoretical Framework A constructivist epistemology will be applied to view learning as an active process in which students are engaged in the construction of meaning and knowledge in the authentic learning environment and teachers foster motivated students with developmental appropriate curricular and provision for the young gifted children. Methodologies Qualitative methodologies will be applied to the research of exploring the topic of authentic learning for the young gifted children in depth and in detail and to benefit from the fruitfulness and often greater depth of understanding we can derive from qualitative procedures. (Berg, 2007, p2). A portfolio of two models will be established based on an extensive literature review and further modified based on on-going research observations and results to address two interrelated aspects of the research: an authentic learning model and a teacher development model. The 10 linked factors from the Theory of Authentic Learning by Hill and Smith (2005) will be incorporated into the authentic learning model and the hermeneutics method will be applied to further reframe it in the context of the young gifted children. Two classes of gifted children from 5-6 years old as well as their teachers will form the exemplars of the research. Triangulation will be applied by multiple stakeholders, data a nd methodological sources to achieve credibility and confirm ability of the date collected. The evidence can be teacher observation and notes in classes, research team participant observation, videotapes of students, in-depth interview with teachers and students, a survey with parents, student products, student weekly reports, and peer/self evaluation questionnaires. Disadvantages of quantitative research work VanTassel-Baska, Feng and Evan (2007) have stated that there exist two types of research methodologies, namely qualitative and quantitative. Among these two, based on the nature of the research work, either one or both have been selected. For this particular research work, qualitative research work has been selected instead of quantitative research work. The major disadvantage of quantitative research is the context of the study or the experiments are ignored. Apart from that, it can be stated that the quantitative research work does not study things in a natural setting or discuss the meaning from the perspectives of the target samples. Another disadvantage is that a large sample of the population must be described, the larger the sample of people researched, the more statistically accurate the results would be. Advantages of using qualitative research method This particular research work has been made on utilizing the qualitative research work and this has justified the entire research work. Welman, Kruger, Mitchell and Huysamen (2005) have explained that qualitative research method is designed to reveal the range of behaviors of the target audience as well as their perceptions that drive it with the reference to the particular topic or the issues of the topic. It utilizes in-depth studies of some small groups of people in order to guide and support the firm construction of the research hypothesis. However, it is necessary enough to mention that the outcomes of qualitative research works are descriptive in nature rather than predictive. Therefore, it can be stated that this particular research work has successfully used the qualitative research approach and thus it has used several updated books, per reviewed journals, articles, the giftedness policy of the school boards and some more. The teachers participation will be documented and evaluated, which will provide feedback to the teacher development model to strengthen their skills so as to ensure dependability and transferability of the data and research(VanTassel-Baska, 2013). The research project is viewed from a developmental perspective; the teacher acts like the action researcher and all stakeholders feedback will be incorporated into the two models on an on-going basis to build up developmental appropriate practices. Due to the young age of the research subjects, the research will be conducted under a full ethical review. The researcher will collect information and data from the teachers, people from school boards and principals. The researcher will conduct interview with them in order to determine and analyze their perspectives and perception towards Authentic learning for the young children (Flick, 2009). With the help of qualitative analysis, the researcher will be able to understand their views towards Authentic learning for young children as well as the necessary steps that has been taken for the development of authentic learning (Jha, 2008). It will also help to evaluate the learning model and teacher development model that will be adopted for the development of young gifted children. The research will apply discursive approach to explore their efficiency level while interacting with the participants. The focus of the strategy will vary from the use of language at micro level to social processes, practices and experiences of the participants at the macro level. The discursive research will help to determine the language and culture of the participants which is important during the interview process (Scruggs and Mastropieri, 2006). The researcher should have the required knowledge and skills while interacting with the participants that will help to analyze their views effectively towards Authentic learning for the young gifted children. The documentary analysis is the social research method which is an important tool for research to analyze and interpret information and data. The information and data collected from the participants will be analyzed with the help of documentary analysis (Welman, Kruger, Mitchell and Huysamen, 2005). The interview process will help t o gather data and information about teacher development model and authentic learning model. Contribution to Advancement of Knowledge: Authentic learning approach provides an effective and efficient solution to address the concerns and characteristics of the education of the young gifted children. Authentic learning has been addressed in the settings of higher education, secondary education, and technology education and for children with academic abilities at the lower end of the spectrum, yet very little empirical ( Note: Is it suitable to use this word if I use qualitative methodology in this research?) or theoretical research has been conducted in the field of giftedness education(Williams, 2009). And up till now no research has been done regarding how the authentic learning approach functions in the setting of young gifted children, which makes this study a pioneer in the research area, endowing it with far reaching meanings and significance. Background and Experience: As a first year PhD student, I am currently taking courses such as Curriculum Design with my supervisor, whose expertise and research strength include qualitative methodology, theory of authentic learning, multiple intelligences, problem/project-based learning and curriculum theory and development. I have a diversified, multi-disciplinary and interdisciplinary background in both the academic and professional domains at the higher level in education, language and literature, management, project management, culture and technology with several Masters degrees and working experiences in the federal government and educational sectors. My experience of being a gifted student myself and mom of a young gifted child also provides me with some insight and perceptions in the research area. Bibliography and Citations Adelson, J., McCoach, D., Gavin, M. (2012). Examining the Effects of Gifted Programming in Mathematics and Reading Using the ECLS-K.Gifted Child Quarterly,56(1), 25-39. Al-Hroub, A. (2011). Developing Assessment Profiles for Mathematically Gifted Children with Learning Difficulties at Three Schools in Cambridgeshire, England.Journal For The Education Of The Gifted,34(1), 7-44. Berg, Bruce L. (2007). 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Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall. Williams, C. (2009). Interactive Writing as Informed Assessment with Highly Capable Young Children.Gifted Education International,25(1), 14-21.