留学生Essay写作—如何识别有天赋和有才华的孩子

http:/www.northessay.com/ 留学生论文专业定制代写网站留学生Essay写作如何识别有天赋和有才华的孩子IntroductionCountries around the world are seeing investment in education as key to global competition.How they tailor and prioritise this investment reflects national priorities and beliefs.This is particularly evident in provision for gifted and talented children in terms of how broadly gifts and talents are defined and assessed.This assignment compares two contrasting systemsSingapore and Finlandto show how identification of gifted and talented children can be markedly different even in two countries of comparable size,wealth,and academic performance.This supports recommendations tailored to different priorities and contextual factors which may underpin identification strategies.The next two sub- sections give a brief overview of each system,with the following discussion then making comparisons.Singapore overviewSingapore is a densely-populated,multi-cultural city-state in South-East Asia with a population around 6 million and a“highly developed and successful free-market economy”(CIA,2018a).Its GDP puts Singapore among the strongest Western European countries,in part attributed a strong work ethic and education being a strong national and cultural priority (Neihart&Teo,2013).Singapores academic performance on Programme for International Student Assessment(PISA)and Trends in International Mathematics and Science Study(TIMSS)consistently puts it among the top 5 countries in the world(Neihart&Teo,2013;OECD,2018).The first“screening for giftedness”is at the end of grade 3 where all students take locally-designed national exams,with the top 1%going forward to the Gifted Education Programme(Neihart and Teo,2013,p.291). Exams are in two stages:screening and then selection.All children take the first exam in English language and mathematics in August,with the top scoring 8%of students invited to take another test in English language, mathematics and general ability in October(Singapore MOE,2018b).This results in around 500 students each year attending the Gifted Education Programme in a choice of 9 primary schools,each of which offers the same programme of curriculum enrichment(Singapore MOE,2018b).Students who do not progress to the Gifted Education Programme at the end of grade 3 have another opportunity for selection based on their performance in the Primary School Leaving Examination(PSLE).While PSLE exam scores will not let students enter the gifted programme,they can be streamed into Express,Normal(academic)or Normal(technical)courses (Singapore MOE,2018c).Any parent may also choose to enter children for individual exams with a registered psychologist who uses IQ tests to screen for Exceptionally Gifted Children,although this is a rare distinction at around 3 children per 100,000(Singapore MOE,2018a).Finland overviewFinland is in Northern Europe with a population over 5.5 million,the majority of whom are concentrated in the south(CIA,2018b).As well as having a similar population to Singapore,its post-war“diversified modern industrial economy”has likewise resulted in one of the highest per-capita incomes in the world and education is similarly prioritised by the government(CIA,2018b).However,there is a much stronger social justice agenda which is evident in more egalitarian policies,as discussed in the next section.This means that all schools are regarded as very high quality and able to meet the needs of all pupils,so there is very little emphasis on selection of gifted and talented students in Finland and most pupils simply attend their nearest school(Mönks,Pflüger,&Nijmegen,2005).This impacts on identification of gifted and talented children since it is assumed“no significant differences exist in teaching quality between public and special schoolsfor the gifted”(Tirri&Kuusisto,2013,pp. 84 5).Consequently,selection of gifted children is a low priority because differentiation is thought to be make education suitable for all students so there is little risk of wasting talent by not identifying gifts and talents sooner.Finlands PISA performance adds weight to this claim of effectiveness,with scores consistently in the top 3 countries worldwide and Finland ranking as the highest-achieving country in Europe(Tirri& Kuusisto,2013).ComparisonsPrioritisation of education is comparable in Singapore and Finland, although financial investment is markedly higher in Finland at around twice the rate of GDP(The World Bank,2018).Finlands substantial investment is argued to reflect education having a social justice goal in which education is seen“as a means of looking after its weakest members”(Tirri&Kuusisto,2013,p.86).The most obvious difference this makes is that gifted and talented children in Finland stay in the same classrooms as their peers and often work together,while Singapore makes special provision which takes gifted and talented children out of mainstream classrooms.The point at which chi