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Factors That Help or Hinder the Development of Talent in Physics: A Qualitative Study of Gifted Finnish Upper Secondary School Students 促进或阻碍物理天赋发展的因素:芬兰高中生资优的质性研究
IF 1
Journal of Advanced Academics Pub Date : 2022-07-05 DOI: 10.1177/1932202X221111828
Taina Makkonen, J. Lavonen, K. Tirri
{"title":"Factors That Help or Hinder the Development of Talent in Physics: A Qualitative Study of Gifted Finnish Upper Secondary School Students","authors":"Taina Makkonen, J. Lavonen, K. Tirri","doi":"10.1177/1932202X221111828","DOIUrl":"https://doi.org/10.1177/1932202X221111828","url":null,"abstract":"This qualitative study examined factors that gifted Finnish upper secondary school physics students (N = 24) identified as helping or hindering their talent development in physics. In-depth interviews captured students’ descriptions of critical incidents regarding their physics talent development at home, school, and in leisure time. The results show that most of the critical experiences the students identified were related to fostering talent development. Parental physics-specific support, motivated and gifted peers, digital and traditional physics-related media, certain teacher characteristics, and some instruction- and curriculum-based opportunities were among the factors the students considered supportive. The results also reveal several factors relating to family, school, and leisure time that hinder talent development. Moreover, the analysis highlights the students’ low interest in physics competitions. The findings can be used by administrators, teachers, and parents to identify the opportunities that best support the talent development of gifted physics students.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"33 1","pages":"507 - 539"},"PeriodicalIF":1.0,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47360180","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
Why Continuity of STEM-Medicine Participation Matters: Exploring a Culture of Transformation and the Optimization of College Socialization 为什么STEM医学参与的连续性很重要：探索转型文化和大学社会化的优化
IF 1
Journal of Advanced Academics Pub Date : 2022-06-29 DOI: 10.1177/1932202X221098008
Janet Rocha, Brian Cabral, Judith Landeros, C. Yancy
{"title":"Why Continuity of STEM-Medicine Participation Matters: Exploring a Culture of Transformation and the Optimization of College Socialization","authors":"Janet Rocha, Brian Cabral, Judith Landeros, C. Yancy","doi":"10.1177/1932202X221098008","DOIUrl":"https://doi.org/10.1177/1932202X221098008","url":null,"abstract":"This study examined the impact of an out-of-school science, technology, engineering, and mathematics-medicine (STEM-M) program in a large U.S. metropolitan area designed to support the learning, development, and educational resilience of high-achieving high school students of color. Students highlighted that a key aspect of the program was the cultivation of what we termed a “culture of transformation.” Using a multi-year study (2016–2019), we completed 72 interviews and conducted in-depth qualitative analysis across six cohorts of students (n = 37). In this article, we propose an expanded conceptual model of college socialization for students of color that leverages their engagement with (1) equitable resources, (2) relevant opportunities, (3) diverse knowledge, and (4) meaningful relationships. The relationship between early STEM-M career interest and youth socialization in related out-of-school activities that address larger societal inequities in school success and life and career outcomes warrants further study.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"33 1","pages":"433 - 468"},"PeriodicalIF":1.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48203205","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: 3
Equitable Identification of Underrepresented Gifted Students: The Relationship Between Students’ Academic Achievement and a Teacher-Rating Scale 代表性不足的资优学生的公平识别:学生学业成绩与教师评量量表的关系
IF 1
Journal of Advanced Academics Pub Date : 2022-03-29 DOI: 10.1177/1932202X221088816
Hyeseong Lee, Kristen Seward, Marcia Gentry
{"title":"Equitable Identification of Underrepresented Gifted Students: The Relationship Between Students’ Academic Achievement and a Teacher-Rating Scale","authors":"Hyeseong Lee, Kristen Seward, Marcia Gentry","doi":"10.1177/1932202X221088816","DOIUrl":"https://doi.org/10.1177/1932202X221088816","url":null,"abstract":"Underrepresentation of students from low-income families and/or certain ethnic groups has been a persistent worldwide problem in the field of gifted education. Because teachers frequently serve as gatekeepers for students’ participation in gifted programming, their roles in the identification process are critical. In this study, 55 elementary school teachers in South Korea completed a teacher-rating scale (HOPE Scale; Peters & Gentry, 2012a) for all students (n = 1,157) in their classrooms, including their evaluation of each students’ reading and mathematics talents. Their ratings and talent evaluations were then compared to students’ reading and mathematics achievement scores to determine whether teachers’ ratings promoted more equitable identification of students from underrepresented groups. In addition, we explored the effects of combining various cut-off scores for each assessment for the identification of students from low-income and/or culturally diverse families.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"33 1","pages":"400 - 432"},"PeriodicalIF":1.0,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45887063","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: 3
Reconsidering Achievement Goal Orientation for Undergraduate Honors Students 对本科优等生成就目标取向的再思考
IF 1
Journal of Advanced Academics Pub Date : 2022-03-18 DOI: 10.1177/1932202X221086139
Angie L. Miller
{"title":"Reconsidering Achievement Goal Orientation for Undergraduate Honors Students","authors":"Angie L. Miller","doi":"10.1177/1932202X221086139","DOIUrl":"https://doi.org/10.1177/1932202X221086139","url":null,"abstract":"Previous research has suggested mixed results concerning gifted populations and achievement goal orientation. This study investigated achievement goal orientation in honors and general education undergraduate students, exploring the factor structure of a commonly used assessment and looking at ability level differences using two types of statistical analyses. Responses from 8,530 students across 15 different universities indicated that the Achievement Goal Questionnaire – Revised (AGQ-R) is an adequate measure of the construct for honors and general education students. While independent samples t-tests showed that honors students are higher for several orientations, these differences disappeared in follow-up regression analyses that controlled for demographic characteristics. These results support the importance of appropriate assessment tools and inclusion of control variables when looking for differences between gifted and non-gifted populations.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"33 1","pages":"364 - 399"},"PeriodicalIF":1.0,"publicationDate":"2022-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43280923","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 State of Knowledge in Rural Gifted Education: A Systematic Literature Review 农村资优教育的知识状态:系统文献综述
IF 1
Journal of Advanced Academics Pub Date : 2022-02-15 DOI: 10.1177/1932202X221076385
J. Y. Jung, G. Townend, Peta K. Hay, Susen Smith
{"title":"The State of Knowledge in Rural Gifted Education: A Systematic Literature Review","authors":"J. Y. Jung, G. Townend, Peta K. Hay, Susen Smith","doi":"10.1177/1932202X221076385","DOIUrl":"https://doi.org/10.1177/1932202X221076385","url":null,"abstract":"To outline the current state of empirical knowledge in rural gifted education, a systematic review of the international empirical literature was conducted with peer-reviewed journal articles published from 2000 to 2020. Six inclusion/exclusion criteria guided the searches that were undertaken of the ERIC and PsycINFO databases, six peer-reviewed journals in gifted education, and three peer-reviewed journals in rural education, along with the reference lists of the journal articles identified from the database and journal searches. The 103 journal articles that were eventually identified as meeting search criteria were thereafter analyzed to document key details, including the countries/regions of origin, publication outlets, authorship, approaches to data collection and analyses, and the major findings. A discussion of the key issues and trends in the identified studies, along with areas for focus in future investigations, concludes the review.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"33 1","pages":"315 - 363"},"PeriodicalIF":1.0,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42634069","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: 3
Predictors of Academic Achievement in Dual Credit Students 双学分学生学业成绩的预测因素
IF 1
Journal of Advanced Academics Pub Date : 2022-01-18 DOI: 10.1177/1932202X211061134
K. Dyer, G. Childers, M. Odell
{"title":"Predictors of Academic Achievement in Dual Credit Students","authors":"K. Dyer, G. Childers, M. Odell","doi":"10.1177/1932202X211061134","DOIUrl":"https://doi.org/10.1177/1932202X211061134","url":null,"abstract":"Enrollment in dual credit classes has increased over the last 10 years benefiting K-20 education and high school students in providing an opportunity to obtain college credits and increasing postsecondary education enrollment. The purpose of this study was to investigate the predictors of achievement through the lens of Social Cognitive Theory by documenting cognitive and noncognitive factors of dual credit students in grades 9–12 at an east Texas university charter school. The Noncognitive Questionnaire was used to measure the noncognitive characteristics, and the Texas Success Initiative Assessment (TSI) reading and writing scores were used as the cognitive measurement. Multiple regression analysis, using weighted least squares, found TSI writing and positive self-concept to be significant predictors of achievement. The findings from this study could suggest states and districts to consider admission requirements for dual credit classes to include other cognitive and/or noncognitive artifacts for admission decisions.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"33 1","pages":"217 - 236"},"PeriodicalIF":1.0,"publicationDate":"2022-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46114697","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 Mixed-Method Research Study of Dual Enrolled Students’ Experiences in a Research Course: Research Capital Development? 双生研究性课程经验的混合方法研究:研究资本发展?
IF 1
Journal of Advanced Academics Pub Date : 2021-12-16 DOI: 10.1177/1932202X211056551
María D. Vásquez-Colina, Leila H. Shatara, T. Meredith
{"title":"A Mixed-Method Research Study of Dual Enrolled Students’ Experiences in a Research Course: Research Capital Development?","authors":"María D. Vásquez-Colina, Leila H. Shatara, T. Meredith","doi":"10.1177/1932202X211056551","DOIUrl":"https://doi.org/10.1177/1932202X211056551","url":null,"abstract":"Early college and dual enrollment initiatives provide students opportunities for college credit courses and increased academic engagement. The purpose of this mixed methods research study was to examine the case of 79 dual-enrolled students in a research methodology course using online surveys and focus groups. Students perceived increased knowledge regarding undergraduate research content, whereas their perceived research usefulness decreased slightly. Likewise, students felt increased comfort with research and expressed perceived benefits but felt anxiety by setting different types of expectations and comparisons. Findings add to the relevant literature by mixing quantitative and qualitative data in this case study to allow for meta-inferences about the dichotomy of being a dual-enrolled student taking research courses, and by suggesting the notion of research capital related to the dynamics of dual enrollment programs in a Southeastern state.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"33 1","pages":"104 - 128"},"PeriodicalIF":1.0,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46958291","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 ChallenGE Project: Using Design-Based Research to Determine the Effectiveness of a Design Thinking Approach to Professional Learning in Gifted Education 挑战项目:使用基于设计的研究来确定设计思维方法对资优教育专业学习的有效性
IF 1
Journal of Advanced Academics Pub Date : 2021-12-14 DOI: 10.1177/1932202X211061135
L. Henderson, Desiree Gilbert, Alice Duffield, J. Farrall
{"title":"The ChallenGE Project: Using Design-Based Research to Determine the Effectiveness of a Design Thinking Approach to Professional Learning in Gifted Education","authors":"L. Henderson, Desiree Gilbert, Alice Duffield, J. Farrall","doi":"10.1177/1932202X211061135","DOIUrl":"https://doi.org/10.1177/1932202X211061135","url":null,"abstract":"Using a Design Thinking (DT) approach, the ChallenGE Project in South Australia (SA) was an innovative professional learning (PL) program that was developed, implemented, and researched by three Senior Educational Consultants from the Association of Independent Schools of South Australia (AISSA) and one academic from Flinders University over three years. The aim was to support participating schools (n = 27) to improve outcomes for their highly able learners (HALs). The ChallenGE Design-Based Research (DBR) project developed principles and a framework for contextualised PL in gifted education through an inductive qualitative manual coding analysis of participants’ self-reported learning. This paper, applying the format for reporting DBR studies recommended by Jen et al. (2015) explains the goals and elements of the innovation, the setting within which it was implemented, a description of each phase, the outcomes, and the lessons learned. This research study contributes to an expanded view of effective PL in gifted education using insights gained from a DT approach.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"33 1","pages":"237 - 274"},"PeriodicalIF":1.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45118041","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 Achievement Motivation Enhancement Curriculum: Evaluating an Affective Intervention For Gifted Students 成就动机提升课程：对优秀学生情感干预的评价
IF 1
Journal of Advanced Academics Pub Date : 2021-12-08 DOI: 10.1177/1932202X211057424
O. Desmet, Nielsen Pereira
{"title":"The Achievement Motivation Enhancement Curriculum: Evaluating an Affective Intervention For Gifted Students","authors":"O. Desmet, Nielsen Pereira","doi":"10.1177/1932202X211057424","DOIUrl":"https://doi.org/10.1177/1932202X211057424","url":null,"abstract":"The present qualitative pilot study aimed to evaluate students’ perceptions of procedures and outcomes from an affective intervention to increase achievement motivation among gifted students. The intervention was implemented at a summer program with 20 students. Using inductive analysis, participants’ perceptions of the intervention and its effects were evaluated. This study’s findings show most students enjoyed the Achievement Motivation Enhancement sessions and felt they benefited from talking about their experiences with peers in small groups. Students discussed improved self-perceptions and said they benefitted from learning goal valuation, goal-setting, and self-regulation strategies. Implications are discussed.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"33 1","pages":"129 - 153"},"PeriodicalIF":1.0,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49470248","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: 5
No Strong Evidence of Stereotype Threat in Females: A Reassessment of the Meta-Analysis 没有强有力的证据表明女性存在刻板印象威胁:对meta分析的再评估
IF 1
Journal of Advanced Academics Pub Date : 2021-11-29 DOI: 10.1177/1932202X211061517
Russell T Warne
{"title":"No Strong Evidence of Stereotype Threat in Females: A Reassessment of the Meta-Analysis","authors":"Russell T Warne","doi":"10.1177/1932202X211061517","DOIUrl":"https://doi.org/10.1177/1932202X211061517","url":null,"abstract":"Recently, Picho-Kiroga (2021) published a meta-analysis on the effect of stereotype threat on females. Their conclusion was that the average effect size for stereotype threat studies was d = .28, but that effects are overstated because the majority of studies on stereotype threat in females include methodological characteristics that inflate the apparent effect size. In this response, I show that Picho-Kiroga et al. (2021) committed fundamental errors in their meta-analysis that undermine confidence in the article and warrant major corrections. But even if the data were not flawed, the conclusion that Picho-Kiroga et al. (2021) should have reached is that their results are most consistent with a population effect size of zero. There is no compelling evidence that stereotype threat is a real phenomenon in females.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"33 1","pages":"171 - 186"},"PeriodicalIF":1.0,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43024702","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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