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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":" ","pages":""},"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":"40 1","pages":"0"},"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":"1 1","pages":""},"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":"34 1","pages":"7 - 31"},"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":"34 1","pages":"32 - 67"},"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
Teachers’ Perceptions of Differentiated Instruction for Academically High-Achieving Secondary School Students in Tanzania 坦桑尼亚高中学业成绩学生教师对差别化教学的认知
IF 1
Journal of Advanced Academics Pub Date : 2022-10-17 DOI: 10.1177/1932202X221129970
J. Milinga, Jaquiline Amani, S. Lyakurwa
{"title":"Teachers’ Perceptions of Differentiated Instruction for Academically High-Achieving Secondary School Students in Tanzania","authors":"J. Milinga, Jaquiline Amani, S. Lyakurwa","doi":"10.1177/1932202X221129970","DOIUrl":"https://doi.org/10.1177/1932202X221129970","url":null,"abstract":"Previous research supporting differentiated instruction (DI) has led to its adoption in different countries as a promising pedagogical framework for addressing diverse learners’ needs. To date, there exists little information on DI from Tanzania especially when competence-based education and inclusion are being embraced. To address this gap, this study explored how Tanzanian teachers perceived DI in their working with academically high-achieving secondary school students. The study was strongly informed by a constructivist research tradition, adopting a multiple case study design. Focus group discussions and interviews were used as data sources and thematically analyzed. The analysis revealed teachers’ limited perceptions of DI, although consonance with the existing literature on DI practices for high-ability learners. After discussing the findings, as conclusion, the article stresses the importance of training teachers on DI to enhance their instructional practices for high-ability learners in Tanzania, along with setting the grounds for future research.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"34 1","pages":"68 - 102"},"PeriodicalIF":1.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42708585","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
Qualitative Evaluation of the Science Curriculum Applied in Science and Art Centers (SACs) for Gifted Students in Turkey Within the Framework of the CIPP Approach CIPP方法框架下土耳其科学与艺术中心（SAC）天才学生科学课程应用的定性评估
IF 1
Journal of Advanced Academics Pub Date : 2022-08-15 DOI: 10.1177/1932202X221119535
Nurettin Can Bodur, Cengiz Tuysuz, I. Ugulu
{"title":"Qualitative Evaluation of the Science Curriculum Applied in Science and Art Centers (SACs) for Gifted Students in Turkey Within the Framework of the CIPP Approach","authors":"Nurettin Can Bodur, Cengiz Tuysuz, I. Ugulu","doi":"10.1177/1932202X221119535","DOIUrl":"https://doi.org/10.1177/1932202X221119535","url":null,"abstract":"This study was conducted using a qualitative approach as it aimed to evaluate the Science and Art Center Science Curriculum (SACSC), which was updated in 2020, within the framework of the context, input, process, and product (CIPP) approach by taking the opinions of science teachers working in Science and Art Centers (SACs) in Turkey. The data were collected according to the qualitative data collection method and a structured interview form was used as a data collection tool. The findings showed that science teachers working in SACs have generally negative views on SACSC based on the context dimension of the CIPP Model, while their views are generally positive based on input, process, and product dimensions. Based on the results of the research, it is recommended to conduct other comparative studies between the SACSC and similar curricula in other countries in order to reveal the relationship between the program components and the needs of children and society.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"33 1","pages":"604 - 635"},"PeriodicalIF":1.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44984879","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
Gender Disparities in AP Computer Science Exams: Analysis of Trends in Participation and top Achievement AP计算机科学考试中的性别差异：参与和最高成绩趋势分析
IF 1
Journal of Advanced Academics Pub Date : 2022-08-15 DOI: 10.1177/1932202X221119499
A. Bahar, Erdogan Kaya, Xiaolu Zhang
{"title":"Gender Disparities in AP Computer Science Exams: Analysis of Trends in Participation and top Achievement","authors":"A. Bahar, Erdogan Kaya, Xiaolu Zhang","doi":"10.1177/1932202X221119499","DOIUrl":"https://doi.org/10.1177/1932202X221119499","url":null,"abstract":"Using the test scores of more than 1,000,000 students who participated in the Advanced Placement Computer Science (AP CS) exams from 1997 to 2020, this study examined the direction and magnitude of the trends in gender disparity in participation and top achievement in advanced exams. The findings indicated that the male-to-female ratio (MFR) among AP Computer Science (CS) exam participants declined from 4.87 to 2.26 between 1997 and 2020. Similarly, the MFR among top scorers (students who scored 5 out of 5) in any type of AP CS exams declined rapidly, in favor of female students, from 8.00 to 2.14 during the same period. Possible implications of these findings for educators, particularly for AP CS teachers and school counselors, were also discussed in the context of the underrepresentation of females in computing fields.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"33 1","pages":"574 - 603"},"PeriodicalIF":1.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42506613","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
Talented Teachers’ Perceptions of an Intensive Summer Symposium and the Need for Differentiated Professional Learning 优秀教师对暑期专题研讨会的看法及差异化专业学习的需要
IF 1
Journal of Advanced Academics Pub Date : 2022-08-10 DOI: 10.1177/1932202X221119493
Cindy M. Gilson, Drew Polly, Kellan Strong
{"title":"Talented Teachers’ Perceptions of an Intensive Summer Symposium and the Need for Differentiated Professional Learning","authors":"Cindy M. Gilson, Drew Polly, Kellan Strong","doi":"10.1177/1932202X221119493","DOIUrl":"https://doi.org/10.1177/1932202X221119493","url":null,"abstract":"Effective professional learning (PL) practices are essential for promoting experienced and talented teachers’ continued growth, and ultimately, supporting student achievement, including gifted students. In this qualitative case study, we interviewed and surveyed 32 public and private school PK-12 teachers, an Executive Director, and a Board Member about their experiences while participating in a week-long summer symposium designed to enhance talented teachers' expertise and leadership skills. Teachers were identified as talented and nominated to participate through a selection process. The topics, delivered by education experts through lecture, small group work, and large group discussion, focused on executive functioning research, professional self-reflection, and leadership. Data analysis illuminated teachers' critiques and suggestions for improvement of the symposium and a preference for more differentiated PL approaches. We discuss key implications for future research and applications of our research to the growing need for differentiated PL in the field of gifted education.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"33 1","pages":"636 - 665"},"PeriodicalIF":1.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41730999","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
Promoting High-Achieving Students Through Differentiated Instruction in Mixed-Ability Classrooms—A Systematic Review 混合能力课堂差异化教学促进学生成才——系统评价
IF 1
Journal of Advanced Academics Pub Date : 2022-07-29 DOI: 10.1177/1932202X221112931
Lisa Ziernwald, Delia Hillmayr, D. Holzberger
{"title":"Promoting High-Achieving Students Through Differentiated Instruction in Mixed-Ability Classrooms—A Systematic Review","authors":"Lisa Ziernwald, Delia Hillmayr, D. Holzberger","doi":"10.1177/1932202X221112931","DOIUrl":"https://doi.org/10.1177/1932202X221112931","url":null,"abstract":"Promoting high-achieving students plays an important role in the school context. Hence, one promising support measure within the mixed-ability classroom is differentiated instruction (DI). The current systematic review examined (1) the impact of DI on high-achieving students’ outcomes, (2) to what extent DI is used, (3) how useful teachers and high-achieving students perceive DI, and (4) which barriers and facilitators are encountered in DI’s implementation. Forty-nine studies from 2000 to 2019 were included. Differentiated instruction impacted high-achieving students’ academic achievement and motivational-affective characteristics predominantly positive. However, there was considerable heterogeneity between and within studies. Teachers typically did not use DI for high-achieving students proactively nor on a regular basis. However, teachers and high-achieving students perceived DI as valuable for encouraging high-achieving students. The barriers found might help to explain discrepancies between the extent of usage and the perceived utility, whereas the identified facilitators suggest how to overcome these barriers.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"33 1","pages":"540 - 573"},"PeriodicalIF":1.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43321201","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: 6
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