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The Editorial Words: Voice and Agency 编辑的话：声音与机构
IF 1
Journal of Advanced Academics Pub Date : 2024-01-09 DOI: 10.1177/1932202x231225279
Angela M. Novak
{"title":"The Editorial Words: Voice and Agency","authors":"Angela M. Novak","doi":"10.1177/1932202x231225279","DOIUrl":"https://doi.org/10.1177/1932202x231225279","url":null,"abstract":"","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"32 49","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139442733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Qualitative Exploration of the Facilitators and Barriers of Cognitive Engagement Among Ninth-Grade Students in Accelerated Curricula 九年级学生参与加速课程认知的促进因素和障碍的定性探索
IF 1
Journal of Advanced Academics Pub Date : 2024-01-09 DOI: 10.1177/1932202x231223760
K. Shum, Shannon M. Suldo, Elizabeth Shaunessy‐Dedrick, Lindsey M. O’Brennan
{"title":"A Qualitative Exploration of the Facilitators and Barriers of Cognitive Engagement Among Ninth-Grade Students in Accelerated Curricula","authors":"K. Shum, Shannon M. Suldo, Elizabeth Shaunessy‐Dedrick, Lindsey M. O’Brennan","doi":"10.1177/1932202x231223760","DOIUrl":"https://doi.org/10.1177/1932202x231223760","url":null,"abstract":"In this study, we used an extreme case approach to examine the facilitators and barriers of cognitive engagement among freshmen in Advanced Placement (AP) or Pre-International Baccalaureate (IB) courses. Twelve ninth-grade AP/IB students participated in semistructured interviews focused on cognitive engagement. After analyzing the data using a generic approach with an emphasis on constant-comparative methods, we identified five themes related to facilitators (i.e., students’ role, teachers’ role, parents’ role, school connectedness, and technology's role) and three themes related to barriers (i.e., student perceptions, negative academic experiences, and distractions). Most themes aligned with a priori themes derived from the literature. The findings can help educators understand what accelerated students perceive as helpful or harmful in promoting their level of cognitive engagement, which, in turn, may influence their academic achievement.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"3 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139444318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Examining Students’ Perceptions of Giftedness, Need for Cognition, and Goal Orientations 考察学生对资优、认知需求和目标取向的看法
IF 1
Journal of Advanced Academics Pub Date : 2024-01-05 DOI: 10.1177/1932202x231223039
M. Peters, Emily L. Mofield
{"title":"Examining Students’ Perceptions of Giftedness, Need for Cognition, and Goal Orientations","authors":"M. Peters, Emily L. Mofield","doi":"10.1177/1932202x231223039","DOIUrl":"https://doi.org/10.1177/1932202x231223039","url":null,"abstract":"We employed a mixed methods research design using survey data to examine gifted students’ perceptions of implicit theories of intelligence, giftedness, need for cognition, and goal orientations. Eighty-one gifted middle-school students completed the Mindset Assessment Profile (MAP) plus open-ended questions concerning giftedness, expectations, challenges, and personal goals. Results indicated that giftedness and intelligence were viewed as somewhat related ( r = .19, r = .31), but gifted students also perceived giftedness as less malleable than intelligence ( g = −.39) on some MAP items. Many perceived both intelligence and giftedness as malleable constructs that could develop through effort and opportunity. The majority expressed preference for making a good grade rather than being challenged, though many also reported a need for cognition, supported by participation in gifted programming. Participants not only provided positive connotations of giftedness, understanding its connection to challenging curricular opportunities, but also conveyed limited descriptors of giftedness such as “being smart,” providing a need to communicate domain-specific giftedness from a talent development perspective.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"29 38","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139382543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How Teachers Make Decisions in Response to Professional Learning: A Study on Grade 3 Differentiation in Mathematics 教师如何根据专业学习做出决定：三年级数学差异化教学研究
IF 1
Journal of Advanced Academics Pub Date : 2023-12-21 DOI: 10.1177/1932202x231221143
Rachael A. Cody, Gregory T. Boldt, E. J. Gubbins
{"title":"How Teachers Make Decisions in Response to Professional Learning: A Study on Grade 3 Differentiation in Mathematics","authors":"Rachael A. Cody, Gregory T. Boldt, E. J. Gubbins","doi":"10.1177/1932202x231221143","DOIUrl":"https://doi.org/10.1177/1932202x231221143","url":null,"abstract":"This study used a mixed-methods design to examine teachers’ responses to professional learning on mathematics differentiation. Grade 3 classroom teachers ( N = 28) attended four 2-h professional learning sessions and an additional 2 h individually on differentiation and completed pre- and post-surveys with quantitative and short response items assessing their experiences. Although teachers did not report changes in overall differentiation rates, implementation of less extensive practices (i.e., talk moves and mathematical practices) increased. Changes did not appear to be driven by teachers’ valuation of differentiation, which was high across surveys. Rather, a thematic analysis indicated that teachers simultaneously weighed benefits, challenges, and alignment with existing practices when making decisions about whether to implement differentiation strategies.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"54 23","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138948668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Thriving Amidst the Pandemic: Teaching Gifted Students Online and the Role of Adaptation and Innovation 在流行病中茁壮成长：资优学生的在线教学以及适应和创新的作用
IF 1
Journal of Advanced Academics Pub Date : 2023-12-17 DOI: 10.1177/1932202x231220052
Kimberly M. McCormick, Keri M. Guilbault
{"title":"Thriving Amidst the Pandemic: Teaching Gifted Students Online and the Role of Adaptation and Innovation","authors":"Kimberly M. McCormick, Keri M. Guilbault","doi":"10.1177/1932202x231220052","DOIUrl":"https://doi.org/10.1177/1932202x231220052","url":null,"abstract":"During the COVID-19 pandemic, schools across the globe shifted to emergency remote instruction. This mixed methods study explored gifted education teachers’ experiences and perspectives regarding remote instruction during the first year of the pandemic. Technology training, preparation in gifted education pedagogy, and teachers’ perceptions of their effectiveness during remote instruction were examined. Qualitative and quantitative data were collected from 310 teachers across 31 states using an online survey and focus groups. Results revealed that teachers augmented traditional instruction to include strategies that facilitated student interaction, enrichment opportunities, timely feedback, and social and emotional curriculum. Teachers who reported receiving sufficient technology training felt better able to integrate creativity into their virtual lessons. Two major themes emerged describing how educators optimized their teaching practices: (a) 24/7 Learning Environment and (b) Personalization. Recommendations include the need for continued professional learning for administrators and educators to advance remote learning for gifted learners.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"25 42","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Development of a Scale to Measure the Parental Competency of Science-Gifted Students in South Korea 韩国科学资优学生家长能力测量量表的开发
IF 1
Journal of Advanced Academics Pub Date : 2023-12-13 DOI: 10.1177/1932202x231219277
Dongsim Kim, Dahyeon Ryoo, Myunghwa Lee
{"title":"Development of a Scale to Measure the Parental Competency of Science-Gifted Students in South Korea","authors":"Dongsim Kim, Dahyeon Ryoo, Myunghwa Lee","doi":"10.1177/1932202x231219277","DOIUrl":"https://doi.org/10.1177/1932202x231219277","url":null,"abstract":"This study aimed to develop and validate a scale of parental competency of science-gifted students in South Korea. The parental competency of science-gifted students is constructed in three dimensions (Learner, Fosterer, Scientist) from the literature review. We in-depth-interviewed science-gifted students and parents to discover the competency behavior indicators. To confirm the content validity, 15 experts in Korea conducted a Delphi method. We were determined lifelong learning, information utilization as the sub-elements of learner, partnership, parenting attitude, empathy of fosterer, and science capability, responsibility in science, and career preparation of scientist. As a result, we developed the initial instrument with 45 items. To validate the instrument, we carried out an online survey with 512 parents. Finally, 23 items of the measurement instrument for parental competency underwent development with three dimensions and eight sub-dimensions. This study provides a reliable instrument for parental competency and contributes to its enhancement for science-gifted students.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"144 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139006147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Effect of Student–Teacher Relationships on Students’ Math Motivation Across EU Countries 欧盟各国师生关系对学生数学学习动机的影响
IF 1
Journal of Advanced Academics Pub Date : 2023-12-06 DOI: 10.1177/1932202x231218048
O. Desmet, Sandra Camargo Salamanca, Hyeseong Lee, Abdullah Tuzgen
{"title":"The Effect of Student–Teacher Relationships on Students’ Math Motivation Across EU Countries","authors":"O. Desmet, Sandra Camargo Salamanca, Hyeseong Lee, Abdullah Tuzgen","doi":"10.1177/1932202x231218048","DOIUrl":"https://doi.org/10.1177/1932202x231218048","url":null,"abstract":"Using PISA 2012 data, we conducted multilevel modeling analyses to explore how student–teacher relationships (STRs) affected mathematics motivation across EU countries. We compared this relationship across high and low achievers and explored how sex, economic, social, and cultural status (ESCS), ability grouping, class size, and teacher intentions moderated this relationship. Results show that positive STR was associated with higher motivation. High-ability students, boys, and high ESCS students had higher motivation, but we found no statistically significant interactions between STR and low or high ability. Class size, ability grouping, and teacher intentions had no statistically significant effects on mathematics motivation. Overall, our findings suggest that positive perceptions of STR can positively impact student motivation in mathematics and that this effect is consistent across different demographic groups. Thus, general trends around STR and motivation also apply to high-achieving populations.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"19 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138596906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Improving Student Access to and Teacher Training for Advanced Placement 改善学生获得大学先修课程的机会和教师培训
IF 1
Journal of Advanced Academics Pub Date : 2023-12-06 DOI: 10.1177/1932202x231218339
Stephen M. Ponisciak, Karen M. Morris
{"title":"Improving Student Access to and Teacher Training for Advanced Placement","authors":"Stephen M. Ponisciak, Karen M. Morris","doi":"10.1177/1932202x231218339","DOIUrl":"https://doi.org/10.1177/1932202x231218339","url":null,"abstract":"The Advanced Placement Teacher Investment Program in Indiana (AP-TIP IN) program trains teachers to prepare students for college with rigorous math, science, and English coursework using the College Board Advanced Placement Program®. The program's goals are to increase enrollment in math, science, and English Advanced Placement® courses, and increase the number of qualifying scores on AP® exams; subsequently, improved performance in these exams should lead to better postsecondary outcomes. We use comparative interrupted time series models to compare program schools and matched comparison schools and find that AP-TIP IN schools increased the proportion of students taking and passing AP exams, while post-secondary outcomes were similar to matched comparison schools.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"42 13","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138597819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Measuring Creativity in Academic Writing: An Analysis of Essays in Advanced Placement Language and Composition 衡量学术写作中的创造力:大学先修课程语言与写作论文分析
Journal of Advanced Academics Pub Date : 2023-11-07 DOI: 10.1177/1932202x231211633
Janessa Bower, Selcuk Acar, Ugur Kursuncu
{"title":"Measuring Creativity in Academic Writing: An Analysis of Essays in Advanced Placement Language and Composition","authors":"Janessa Bower, Selcuk Acar, Ugur Kursuncu","doi":"10.1177/1932202x231211633","DOIUrl":"https://doi.org/10.1177/1932202x231211633","url":null,"abstract":"The demand for a creative workforce has never been higher, yet schools struggle to teach and assess creativity among students efficiently. Compositions are an effective way to incorporate creativity across the curriculum; however, essays are time consuming to evaluate for quality or creativity. This study explored (a) if high creativity scores are related to high quality and sophistication in academic writing, and (b) if extant text-mining tools effectively identify quality, sophistication, and creativity in academic essays. Four teacher raters analyzed quality, sophistication, and creativity of 230 essays written by students aged 15–17 for Advanced Placement Language and Composition. We also used text-mining tools (e.g., semantic distance, Shannon's entropy, idea density) to score these essays. Teacher-rated creativity scores correlated with quality and sophistication scores, as well as with some of the text-mining tools, suggesting that these tools can capture quality and sophistication in addition to creativity. Implications for educational practice are discussed.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"86 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135540412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Quo Vadis Racial Disparities? Trend Analysis of the Participation and Top Achievement in Advanced Placement Computer Science Exams 种族差异依然存在？高等计算机科学考试参与率和最高成绩的趋势分析
IF 1
Journal of Advanced Academics Pub Date : 2023-11-01 DOI: 10.1177/1932202X231218487
Kadir Bahar, Erdogan Kaya, Xiaolu Zhang, Eter Mjavanadze
{"title":"Quo Vadis Racial Disparities? Trend Analysis of the Participation and Top Achievement in Advanced Placement Computer Science Exams","authors":"Kadir Bahar, Erdogan Kaya, Xiaolu Zhang, Eter Mjavanadze","doi":"10.1177/1932202X231218487","DOIUrl":"https://doi.org/10.1177/1932202X231218487","url":null,"abstract":"This study explores the direction and magnitude of racial disparities on three advanced placement (AP) computer science (CS) exams, namely AP CS Principles, AP CS A, and AP CS AB, based on the test scores of more than one million students who have taken AP CS exams between 1997 and 2020. Using Mann–Kendall test and Sen's slope procedures we found that the number of Black, Hispanic, and Native American students in AP CS exams have increased steadily and significantly over years, yet they are still far from reaching parity. Further, our findings suggest that the racial disparities among top achievers are very wide. The results provide educators and researchers support for identifying and quantifying the racial disparities in advanced academic programs and may inform the development of policies, practices, and programs to reduce racial disparities in pre-college CS education and further.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"13 1","pages":"240 - 270"},"PeriodicalIF":1.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139296101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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