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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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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
A Pragmatic Analysis of How North Carolina School Districts Aim to Differentiate for Gifted High School Students 北卡罗来纳州学区如何区分资优高中生的语用分析
IF 1
Journal of Advanced Academics Pub Date : 2023-08-13 DOI: 10.1177/1932202x231193546
Cindy M. Gilson, Mashael Alhibs, Benna S. Haas, Elisha Rearick, Jamie D. Garner, Lesli L. Kathman, Alexandria Airhart, Josie Peplinski
{"title":"A Pragmatic Analysis of How North Carolina School Districts Aim to Differentiate for Gifted High School Students","authors":"Cindy M. Gilson, Mashael Alhibs, Benna S. Haas, Elisha Rearick, Jamie D. Garner, Lesli L. Kathman, Alexandria Airhart, Josie Peplinski","doi":"10.1177/1932202x231193546","DOIUrl":"https://doi.org/10.1177/1932202x231193546","url":null,"abstract":"We conducted a document analysis study in response to a request from district-level gifted education specialists about additional services to support their gifted high school students. Given the fact that these students are diverse in many ways (e.g., readiness, interest areas, and backgrounds such as race, ethnicity, culture, gender identity, and sexual orientation), it is important they have access to a continuum of differentiated services. Therefore, we applied a pragmatic lens to examine the 2019–2022 North Carolina gifted education plans from one region to identify how districts proposed they would serve gifted high school students. Our analysis yielded six topical themes and related services: (1) acceleration, advanced courses, and programs; (2) differentiation: curriculum, instruction, and assessments; (3) enrichment; (4) collaboration and advising; (5) social and emotional; and (6) learners from diverse groups. We conclude with practical suggestions for educators and recommendations for future research in this under investigated area.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45369068","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
Advanced Academics and Gifted Education at a Crossroads 十字路口的高级学术和资优教育
Journal of Advanced Academics Pub Date : 2023-05-01 DOI: 10.1177/1932202x231205653
Stephen T. Schroth
{"title":"Advanced Academics and Gifted Education at a Crossroads","authors":"Stephen T. Schroth","doi":"10.1177/1932202x231205653","DOIUrl":"https://doi.org/10.1177/1932202x231205653","url":null,"abstract":"","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135563201","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
Developing Creative Potential: The Power of Process, People, and Place 开发创造性潜能:过程、人员和地点的力量
IF 1
Journal of Advanced Academics Pub Date : 2023-04-25 DOI: 10.1177/1932202x231156389
S. Isaksen
{"title":"Developing Creative Potential: The Power of Process, People, and Place","authors":"S. Isaksen","doi":"10.1177/1932202x231156389","DOIUrl":"https://doi.org/10.1177/1932202x231156389","url":null,"abstract":"Creativity is increasingly seen as a key human capability that can be deliberately developed. Correspondently, a proliferation of tools, techniques, and methods are available in the academic and popular literatures. Creative problem-solving (CPS) is one framework among these, and has a 70-year history of research and development. This essay overviews this history and the key stages of its continuous development, as well as the rationale for the changes and improvements that have been made. Foundational work established the Osborn–Parnes paradigm for CPS. Initial efforts were aimed at enhancing this approach. Then came work to stretch the Osborn–Parnes approach, and ultimately to break this paradigm. Understanding these major stages of development should better differentiate contemporary CPS approaches from the variety of earlier versions. Future research and development are also highlighted that will move our understanding, learning, and application forward.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41839335","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: 2
The Advanced Placement Program in Texas — Local Access Offered by Public School Districts is Decreasing While the Breadth of Differentiated Courses Offered is Increasing 德克萨斯州的高级先修课程——公立学区提供的本地入学机会正在减少，而提供的差异化课程的广度正在增加
IF 1
Journal of Advanced Academics Pub Date : 2022-11-01 DOI: 10.1177/1932202X221129972
W. Ellegood, Jill M. Bernard Bracy, Donald C. Sweeney
{"title":"The Advanced Placement Program in Texas — Local Access Offered by Public School Districts is Decreasing While the Breadth of Differentiated Courses Offered is Increasing","authors":"W. Ellegood, Jill M. Bernard Bracy, Donald C. Sweeney","doi":"10.1177/1932202X221129972","DOIUrl":"https://doi.org/10.1177/1932202X221129972","url":null,"abstract":"This article presents an analysis of the participation of Texas public school districts in the Advanced Placement (AP) program for academic years ending 2013 through 2019. We develop and estimate to a panel of school district data a hurdle count model composed of (1) a first stage fixed effect binomial logistic regression model of the probability that a school district opts-in to locally offer AP program courses in a given academic years and (2) a second stage fixed effect zero truncated Poisson regression model of the number of unique AP courses offered in a given year by opting-in districts. We find that the number of Texas school districts providing local access to AP courses is decreasing through time; however, we also find that districts that do provide local access to AP courses offer increasingly greater numbers of unique AP courses.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46161518","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 Leading Wisdom Development Framework: An Integrated Roadmap for Cultivating a Sense of Purpose and Meaning 领先的智慧发展框架:培养目标感和意义感的综合路线图
IF 1
Journal of Advanced Academics Pub Date : 2022-10-18 DOI: 10.1177/1932202X221124931
Manoj Chandra Handa
{"title":"The Leading Wisdom Development Framework: An Integrated Roadmap for Cultivating a Sense of Purpose and Meaning","authors":"Manoj Chandra Handa","doi":"10.1177/1932202X221124931","DOIUrl":"https://doi.org/10.1177/1932202X221124931","url":null,"abstract":"Our aspirations for gifted learners in talent development programs need to go beyond the development of expertise, creative productivity, and eminence. It is argued that wisdom development should be the ultimate goal of educating gifted learners. It is not merely what talents gifted learners develop, but how they use these talents, which will determine how meaningfully they lead their lives, and contribute to the lives of others in society. A theoretically grounded Leading Wisdom Development Framework (LWDF) is presented which articulates developmental levels of wisdom: emerging wisdom, developing wisdom, enhancing wisdom, and advancing wisdom. The framework outlines leadership actions which include deepening teaching quality and collective teacher capacity, strengthening programming, enabling student agency, collaborating with the wider community, and anchoring changes into the school culture. Effective leaders create conditions for integrated wisdom and talent development of gifted learners so that they can use their talents for the greater good of others.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42100622","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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