Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal of Education Research Educative: Jurnal Ilmiah Pendidikan
Gil Jr., Tyrone O.
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Beginning Reading Development of Deaf Learners in Primary Education Gil Jr., Tyrone O.
Educative: Jurnal Ilmiah Pendidikan Vol. 3 No. 3 (2025): September-December 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v3i3.1490

Abstract

This paper is geared towards exploring how beginning reading development happen among Deaf learners in the primary grades. By reviewing several studies that were conducted related to beginning reading for young Deaf learners, the researcher extracted significant and relevant information on language and reading development for deaf learners. Effective reading strategies were also methodically identified as a recommendation for teachers to use in teaching DHH. The first part of the paper will explore on the language development of Deaf learners which is essential in understanding reading development. Furthermore, the reading development will be discussed vis-à-vis the Simple View of Reading theory by Gough and Tumner (1986). Several, reading strategies will also be discussed such as total communication, shared reading activities, and direct and mediated instruction. Finally, the paper concludes for careful planning of reading interventions that is theoretically-based and data driven.
Curriculum Models in Gifted Education: A Comparative Study for 21st-Century Schools Gil Jr., Tyrone O.
Journal of Education Research Vol. 6 No. 4 (2025): in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v6i4.2885

Abstract

The field of gifted education continually seeks effective pedagogical frameworks to foster the intellectual growth, creativity, and socio-emotional development of advanced learners. While numerous curriculum models exist, a comprehensive comparative analysis addressing their practical application and implications for diverse gifted populations remains underexplored. This study addresses this gap by conducting a comparative literature review of prominent curriculum models in gifted education, including the Enrichment Triad Model, Parallel Curriculum Model, Autonomous Learner Model, Maker’s Curriculum Modification Model, The Purdue Three-Stage Model, School-wide Enrichment Model, Talent Search Model, Grid: Depth and Complexity Model, Multiple Menu Model, Integrated Curriculum Model, and Talent’s Unlimited Model. By systematically examining their key features, underlying principles, target learners, and inherent strengths and limitations, this research provides a timely and necessary resource for educators and policymakers. The findings underscore the imperative of aligning curriculum model selection with established gifted education principles and highlight the crucial roles of teachers, parents, gifted learners, and other school stakeholders in this decision-making process. Ultimately, this comparative analysis aims to guide practitioners in making informed choices that maximize student potential and optimize educational outcomes within varied gifted education context. The paper concludes by underscoring the importance of aligning curriculum model selection with gifted education principles and considering the roles of teachers, parents, gifted learners, and other school stakeholders in the decision-making.
Co-Authors