Journal of Advanced Academics最新文献_第8页

Culturally Responsive Assessment of Life Science Skills and Abilities: Development, Field Testing, Implementation, and Results 生命科学技能和能力的文化响应性评估：发展、现场测试、实施和结果

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Journal of Advanced Academics Pub Date : 2020-08-01 DOI: 10.1177/1932202X20923981

R. Zimmerman, C. Maker, Fahad S. Alfaiz

{"title":"Culturally Responsive Assessment of Life Science Skills and Abilities: Development, Field Testing, Implementation, and Results","authors":"R. Zimmerman, C. Maker, Fahad S. Alfaiz","doi":"10.1177/1932202X20923981","DOIUrl":"https://doi.org/10.1177/1932202X20923981","url":null,"abstract":"A research team consisting of educators of gifted students, a scientist, and experts in measurement developed a performance-based assessment of life science skills and abilities. Four high schools in the Southwestern United States were the settings for field testing and implementation. Five levels of ratings were given: unknown, maybe, probably, definitely, and wow. The majority of student scores were in the maybe and probably categories. Using six new measures (concept maps in life and physical science, math problem solving, spatial analytical performance assessment, life science performance assessment and physical science performance assessment), 23 students (M2) were selected for participation in science laboratories at an R1 university along with 20 students (M1) selected by conventional means. When the nine attribute scores of the performance-based assessment were compared, no significant difference was found t(41), p > .38, between M1 and M2 students. Performance-based assessments in science, technology, engineering, and mathematics (STEM) will provide an alternative and a complement to standard achievement tests. They have the potential to identify and nurture exceptionally talented high school students across all demographic groups.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20923981","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43742284","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: 9

An Exploratory Analysis of International Baccalaureate Diploma Program: 11th- and 12th-Grade High School Students’ Expectations 国际文凭课程的探索性分析:高二学生的期望

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Journal of Advanced Academics Pub Date : 2020-07-18 DOI: 10.1177/1932202X20941828

Nicole J. Grose, Jafeth E. Sanchez

引用次数: 1

Are U.S. Schools Closing the “Gifted Gap”? Analyzing Elementary and Middle Schools’ Gifted Participation and Representation Trends (2012–2016) 美国学校正在缩小“天才差距”吗？中小学天才参与和代表性趋势分析（2012-2016）

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Journal of Advanced Academics Pub Date : 2020-07-09 DOI: 10.1177/1932202X20937633

Christopher B. Yaluma, A. Tyner

引用次数: 2

Teaching Honors Courses: Perceptions of Engagement from the Faculty Perspective 荣誉课程教学：教师视角下的参与感

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Journal of Advanced Academics Pub Date : 2020-07-03 DOI: 10.1177/1932202X20938021

Angie L. Miller, Samantha Silberstein, Allison BrckaLorenz

引用次数: 3

Validation of Instruments for Measuring Affective Outcomes in Gifted Education 天才教育情感结果测量工具的验证

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Journal of Advanced Academics Pub Date : 2020-06-25 DOI: 10.1177/1932202X20929963

C. Callahan, A. Azano, Sunhee Park, Annalissa V. Brodersen, Melanie Caughey, Erika L. Bass, Christina M. Amspaugh

{"title":"Validation of Instruments for Measuring Affective Outcomes in Gifted Education","authors":"C. Callahan, A. Azano, Sunhee Park, Annalissa V. Brodersen, Melanie Caughey, Erika L. Bass, Christina M. Amspaugh","doi":"10.1177/1932202X20929963","DOIUrl":"https://doi.org/10.1177/1932202X20929963","url":null,"abstract":"With increasing attention to examining cognitive strengths and achievements related to social and emotional variables, it is imperative that instruments developed and used to assess change be valid and reliable for measuring underlying constructs. This study examines instruments identified and/or developed to measure four noncognitive constructs (i.e., student engagement, self-efficacy, growth mindset, and stereotype threat) as outcome variables in a study with elementary-aged students in high-poverty rural communities. The process of creating and examining the psychometric properties of these instruments is a necessary step in documenting the usefulness of the instruments not just in our study but also in other studies with elementary students. We note in our descriptions of the development and assessment of measures that underlying factors may or may not parallel those identified in the general population or in older students and that measurement of noncognitive variables in the population of young gifted students requires considerable attention.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20929963","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45949871","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: 4

The Internal/External Frame of Reference of Mathematics, English, and Russian Self-Concepts 数学、英语和俄语自我概念的内外参考框架

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Journal of Advanced Academics Pub Date : 2020-06-22 DOI: 10.1177/1932202X20929703

K. Karimova, B. Csapó

{"title":"The Internal/External Frame of Reference of Mathematics, English, and Russian Self-Concepts","authors":"K. Karimova, B. Csapó","doi":"10.1177/1932202X20929703","DOIUrl":"https://doi.org/10.1177/1932202X20929703","url":null,"abstract":"The internal/external (I/E) frame of reference entails high, positive association of mathematics and verbal achievements with matching academic self-concepts but negative or near-zero correlation with their nonmatching self-concepts. This study aimed to extend the traditional I/E model by contrasting the mathematics domain with two foreign languages (English and Russian). A total of 540 Azeri eighth-grade students participated in this study. Confirmatory factor analysis revealed distinct domain-specific self-concepts for two foreign languages and mathematics, indicating a negative or near-zero nonsignificant correlations between academic self-concepts and nonmatching achievement domains but high positive, significant correlation between academic self-concepts and matching achievement domains. This study revealed distinct domain-specific self-concepts for two foreign languages, indicating a negative or near-zero nonsignificant correlations between verbal self-concepts and nonmatching verbal achievement domains. It was difficult to form a single verbal domain. The findings could be used to inform the design of interventions to improve learners’ academic self-concept and achievement.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20929703","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45479055","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

Concept Maps as Assessments of Expertise: Understanding of the Complexity and Interrelationships of Concepts in Science 概念图作为专业知识的评估：理解科学中概念的复杂性和相互关系

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Journal of Advanced Academics Pub Date : 2020-06-17 DOI: 10.1177/1932202X20921770

C. Maker, R. Zimmerman

{"title":"Concept Maps as Assessments of Expertise: Understanding of the Complexity and Interrelationships of Concepts in Science","authors":"C. Maker, R. Zimmerman","doi":"10.1177/1932202X20921770","DOIUrl":"https://doi.org/10.1177/1932202X20921770","url":null,"abstract":"Concept maps were created as one of six measures to identify exceptionally talented students during the Cultivating Diverse Talent in STEM (CDTIS) project, with the goal of identifying and nurturing talents in students from groups traditionally underrepresented in special programs. New methods were compared with conventional methods to select students for an internship in the laboratories of scientists. In this article, we describe development, field testing, and implementation of the concept map assessments in life and physical science. Assessments were field tested in partner schools with high percentages of American Indian (97% to 100%) and Hispanic (83%) low-income students. Students were selected by considering their performance on all six assessments and were placed in internships along with students selected using conventional methods. Concept maps were successful: (a) students from partner schools demonstrated high levels of domain-relevant skills; (b) scores approximated a normal distribution; (c) scores of students from culturally diverse, low-income groups were very similar to the scores of students selected using conventional methods even though many of conventionally identified students had high grade point averages and came from schools in high-income areas with many educational opportunities. Students completed original research and presented posters to the university community and their local communities. Concept maps can be used alone or in combination with other assessments; their use needs to be studied with larger groups of students and in other contexts.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20921770","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46241863","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: 17

Examining Students’ and Teachers’ Perceptions of Differentiated Practices, Student Engagement, and Teacher Qualities 考察学生和教师对差异化实践、学生参与和教师素质的看法

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Journal of Advanced Academics Pub Date : 2020-06-13 DOI: 10.1177/1932202x20931457

Manoj Chandra Handa

引用次数: 1

Assessing and Developing Diverse STEM Talent: Introduction to the Special Issue 评估和培养多样化的STEM人才:特刊简介

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Journal of Advanced Academics Pub Date : 2020-06-09 DOI: 10.1177/1932202x20928747

Anne N. Rinn, Todd Kettler

引用次数: 1

Identifying Exceptional Talent in Science, Technology, Engineering, and Mathematics: Increasing Diversity and Assessing Creative Problem-Solving 识别科学、技术、工程和数学领域的杰出人才：增加多样性和评估创造性问题解决能力

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Journal of Advanced Academics Pub Date : 2020-06-04 DOI: 10.1177/1932202X20918203

C. Maker

{"title":"Identifying Exceptional Talent in Science, Technology, Engineering, and Mathematics: Increasing Diversity and Assessing Creative Problem-Solving","authors":"C. Maker","doi":"10.1177/1932202X20918203","DOIUrl":"https://doi.org/10.1177/1932202X20918203","url":null,"abstract":"In the Cultivating Diverse Talent in STEM project, funded by the National Science Foundation in the United States, new assessments were developed, field tested, used to identify students with exceptional talent in science, technology, engineering, and mathematics (STEM), and compared with existing methods (grade point average [GPA], letters of recommendation, self-statements). Students identified by both methods participated in an internship program in laboratories of scientists on the campus of an R1 university in the Southwest. Existing methods limited the diversity of students identified. Significant differences were found between students identified by the new methods (M2) and existing methods (M1) in GPA, ethnicity, and parent level of education. Ethnicity differences may be due to the ethnic makeup of the partner schools, but differences in GPA and parent level of education cannot be attributed to the location of schools. Although GPAs of M1 students were significantly higher (3.71) than those of M2 students (3.07) and M1 students came from higher income groups and schools in higher income areas, the M2 students scored higher on all the performance assessments of creative problem-solving and at similar levels on concept maps and mathematical problem-solving. Studies of the usefulness and psychometric properties of the new assessments are needed with different groups and in different contexts.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20918203","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45938801","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: 17