Roeper Review-A Journal on Gifted Education最新文献

{"title":"Forging Talent Pathways: Signaling A Call to Action","authors":"E. Jean Gubbins, Rachael A. Cody, Gregory T. Boldt","doi":"10.1080/02783193.2023.2246125","DOIUrl":"https://doi.org/10.1080/02783193.2023.2246125","url":null,"abstract":"ABSTRACTAlthough her career was cut woefully short, Dr. Marcia Gentry’s contributions to the field of gifted and talented education will undoubtedly be remembered for years to come. Building on landmark historical events that highlighted the need for talent development, Gentry fervently worked to address complex, enduring questions within our field, namely: Who are gifted and talented students? How do we find them? What strategies will develop students’ emerging gifts and talents? Gentry’s research on enrichment clusters, cluster grouping, access and equity, identification, and scholarly identity development in underserved youth made commendable progress, but further work is needed. Gentry’s enduring body of work signals an important call to action. We must honor her legacy by answering it.KEYWORDS: enrichmentequitygifted and talented educationidentificationpolicy Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsE. Jean GubbinsE. Jean Gubbins, PhD, is professor in the Department of Educational Psychology, University of Connecticut. Currently, she is the principal investigator for the United States Department of Education federally funded grant titled, Thinking Like Mathematicians: Challenging All Grade 3 Students. Dr. Gubbins’ research centers on identifying and serving students with gifts and talents, reading, math, subject and grade acceleration, English learners, professional learning, gifted education pedagogy, and STEM. Email: ejean.gubbins@uconn.eduRachael A. CodyRachael A. Cody is a PhD student in the Giftedness, Creativity, and Talent Development program at the University of Connecticut and serves as a graduate research assistant for Project LIFT and Thinking Like Mathematicians: Challenging All Grade 3 Students. Rachael worked as a substitute teacher and a long-term substitute while she completed her Master’s degree in Special Education. Her research interests involve underserved populations, with an emphasis on the twice-exceptional population and students from lower socioeconomic backgrounds. Email: rachael.desautel@uconn.eduuGregory T. BoldtGregory T. Boldt, MEd, is a doctoral student researcher in the University of Connecticut’s Giftedness, Creativity, and Talent Development program. He received his BA (Hon) from the University of Winnipeg before completing his MEd through the University of Calgary. He has worked in various educational and healthcare settings assessing and supporting children with developmental disabilities and behavioral exceptionalities. His research focuses predominantly on the creative process, but also includes broader elements of 21st century learning and talent development. Email: gregory.boldt@uconn.edu","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135901484","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}

{"title":"Introduction to the Special Issue for Marcia Gentry","authors":"Robert J. Sternberg, Sally M. Reis","doi":"10.1080/02783193.2023.2246173","DOIUrl":"https://doi.org/10.1080/02783193.2023.2246173","url":null,"abstract":"\"Introduction to the Special Issue for Marcia Gentry.\" Roeper Review, 45(4), p. 215 Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsRobert J. SternbergRobert J. Sternberg is Professor of Psychology at Cornell University and Honorary Professor of Psychology at the University of Heidelberg, Germany. He has a PhD from Stanford, and he holds 13 honorary doctorates. He is a past winner of the Grawemeyer Award in Psychology and has won the William James and James McKeen Cattell Awards from the Association for Psychological Science. His latest books are Adaptive Intelligence (Cambridge University Press, 2021), and (with Judith Glück) Wisdom: The Psychology of Wise Thoughts, Words, and Deeds (Cambridge University Press, 2022). His textbook with Judith Glück, The Psychology of Wisdom: An Introduction, is also with Cambridge (2022). robert.sternberg@cornell.eduSally M. ReisSally M. Reis holds the Letitia Neag Chair in Educational Psychology, is a Board of Trustees Distinguished Professor, and was the former Vice Provost for Academic Affairs at the University of Connecticut. She also served as Principal Investigator of the National Research Center on the Gifted and Talented. Her scholarship on academically talented students and strength-based pedagogy is diverse and broad, as summarized by her numerous articles, books, book chapters, monographs, and technical reports. Her specialized research interests are related to diverse populations of talented students, education of students with both talents and disabilities, gifted girls and women, and using enrichment and strength-based pedagogy to enhance education for all students. Sally.reis@uconn.edu","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"226 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135901057","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}

{"title":"What Matters is the Deployment, Not the Possession of Gifts: A Tribute to Marcia Gentry","authors":"Robert J. Sternberg","doi":"10.1080/02783193.2023.2246144","DOIUrl":"https://doi.org/10.1080/02783193.2023.2246144","url":null,"abstract":"ABSTRACTThe late Marcia Gentry sought equity in the identification and instruction of the gifted. This was a noble and proper goal: Inequity has been a problem in the field of giftedness since the very beginning. A related challenge that feeds into the inequity problem is that educators often look for the wrong thing. What matters is not merely how gifted a person is, or how many gifts they possess, but rather what they do with those gifts. Many of the problems in today’s world derive from people who are gifted and then use their gifts for selfish and even narcissistic ends. A model is needed that takes into account one’s deployment of gifts, not just one’s possession of them.KEYWORDS: deployment of giftsgiftednesshistorical causal chainsintelligencetransformational giftedness Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsRobert J. SternbergRobert J. Sternberg is Professor of Psychology at Cornell University and Honorary Professor of Psychology at the University of Heidelberg, Germany. His PhD is from Stanford and he holds 13 honorary doctorates. He is a past winner of the Grawemeyer Award in Psychology and has won the William James and James McKeen Cattell Awards from the Association for Psychological Science. His latest books are Adaptive Intelligence (Cambridge University Press, 2021), and (with Judith Glück) Wisdom: The Psychology of Wise Thoughts, Words, and Deeds (Cambridge University Press, 2022). His textbook with Judith Glück, The Psychology of Wisdom: An Introduction, is also with Cambridge (2022). robert.sternberg@cornell.edu","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"337 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135901701","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}

{"title":"From the Editor’s Desk","authors":"Don Ambrose","doi":"10.1080/02783193.2023.2246171","DOIUrl":"https://doi.org/10.1080/02783193.2023.2246171","url":null,"abstract":"","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135901703","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}

{"title":"Invigorating Ethical Citizenship and Protecting Democracy: An Interview With Kettering Foundation Director of External Affairs, Brad Rourke","authors":"Don Ambrose","doi":"10.1080/02783193.2023.2246174","DOIUrl":"https://doi.org/10.1080/02783193.2023.2246174","url":null,"abstract":"Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. I stress “ideals” of democracy because U.S. democracy is a highly imperfect example of democracy and really only has been somewhat inclusive since the 1965 voting rights act. And in many states the United States is backsliding and even imploding.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"153 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135901058","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}

{"title":"Marcia Gentry as Influencer: Leader, Scholar, Colleague, Friend","authors":"Joseph S. Renzulli","doi":"10.1080/02783193.2023.2246124","DOIUrl":"https://doi.org/10.1080/02783193.2023.2246124","url":null,"abstract":"ABSTRACTIn this article, I describe a few personal favorite contributions of Dr. Marcia Gentry, one of the most successful graduates from our doctoral program at the University of Connecticut, as well as a dear friend and collaborator. Marcia focused her life’s work on the need to serve underserved and often-neglected populations in our field and implemented programs for these students, focusing on positive change in schools and on reservations. She also developed innovative identification and programming practices to be used in schools as well as summer programs. Marcia’s personalized boots-on-the-ground activities, research, and advocacy for numerous Native American students across the country helped develop gifts and talents in diverse groups. Her success in this area resulted in recent years in the application of the same know-how to leadership and change strategies with other diverse groups. Marcia’s life's work earned her a place among the top leaders in our field and in this special issue, we celebrate her work and life.KEYWORDS: cluster groupingculturally diverseenrichmentinnovative programmingtalent development Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsJoseph S. RenzulliJoseph S. Renzulli is a Distinguished Professor Emeritus at the University of Connecticut. He has been awarded more than 50 million dollars in research grants and served as the director of The National Research Center on the Gifted and Talented for over two decades. He has spent his career on research focused on the identification and development of creative/productive giftedness and the use of gifted education pedagogy to increase engagement and achievement for all children. He has worked on the development of organizational models and creative/productive approaches to differentiated learning environments that contribute to total school improvement, and he is a co-developer with Dr. Sally M. Reis of an online technology program that produces individual strength-based profiles and personalized enrichment resources for each student. His work on Assessment For Learning, which uses student generated strength-based information about interests, learning, and expression styles and executive function skills, has contributed to increased participation of underrepresented students in talent development programs. Dr. Renzulli’s books, articles, and videos have been translated into many languages, and in 2022 he was ranked Number 3 among the world’s top 30 education professionals. Email: Joseph.renzulli@uconn.edu","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135901054","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}

{"title":"Memories and Musings: My Experiences with Marcia Gentry and More","authors":"Susan Baum","doi":"10.1080/02783193.2023.2246120","DOIUrl":"https://doi.org/10.1080/02783193.2023.2246120","url":null,"abstract":"ABSTRACTMarcia Gentry personified a life well-lived. In this tribute to her work and legacy, her early ideas are highlighted. The author describes her professional experiences with Marcia during the years when Marcia was a doctoral student at the University of Connecticut. Recalling her initial motivation for a more inclusive form of identification of gifted students, the author shares Marcia’s experiment with cluster grouping while still working in a public school in Michigan and describes how that experience grew into one of Marcia’s major lines of inquiry in her quest for more inclusive and authentic strategies for identifying gifted and talented youngsters. The author relates how this line of inquiry mirrored her own work in identifying twice-exceptional students using more authentic identification methods. Also explored is Marcia’s early experience with authentic learning as she developed curriculum for Project High Hopes, and how this problem-based curriculum was a precursor for Marcia’s extensive work with Enrichment Clusters as a means to extend gifted pedagogy to all students. The author then details her own research in using authentic learning as a research-based intervention for twice-exceptional students.KEYWORDS: cluster groupingenrichment clustersgifted pedagogyMarcia Gentrytwice-exceptional students Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSusan BaumSusan Baum, PhD, is Chancellor of the Bridges Graduate School for Cognitive Diversity in Education and Co-director of the 2e Center for Research and Professional Development at Bridges Academy, a school for twice-exceptional students. The author of many publications concerning the needs of special populations of gifted students including the award-winning 3rd edition of her seminal work To Be Gifted and Learning Disabled, Susan is a popular international speaker whose message is celebrating neurodiversity. Email: susan.baum@bridges.edu","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135901055","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}

{"title":"In Remembrance of Marcia Gentry: Major Themes Emerging in a Special Issue in Her Honor","authors":"Robert J. Sternberg, Sally M. Reis","doi":"10.1080/02783193.2023.2246150","DOIUrl":"https://doi.org/10.1080/02783193.2023.2246150","url":null,"abstract":"ABSTRACTIn this final essay, we summarize some of the main themes of this special issue of the Roeper Review dedicated to the scholarly and educational contributions of Marcia Gentry. Our goal is to provide a broad sweep of her contributions: Specifics can be found in the individual articles. We cover as themes (a) the term “gifted,” (b) identification, (c) abilities, (d) opportunity, (e) twice-exceptionalities, (f) gifted programs, and (g) systemic failures, followed by our brief conclusions. Marcia was one of the truly great contributors to the field of gifted education, and her legacy will live long after her untimely death.KEYWORDS: equitygiftednessidentificationMarcia GentryProject HOPEtalent development Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsRobert J. SternbergRobert J. Sternberg is Professor of Psychology at Cornell University and Honorary Professor of Psychology at the University of Heidelberg, Germany. His PhD is from Stanford and he holds 13 honorary doctorates. He is a past winner of the Grawemeyer Award in Psychology and has won the William James and James McKeen Cattell Awards from the Association for Psychological Science. His latest books are Adaptive Intelligence (Cambridge University Press, 2021), and (with Judith Glück) Wisdom: The Psychology of Wise Thoughts, Words, and Deeds (Cambridge University Press, 2022). His textbook with Judith Glück, The Psychology of Wisdom: An Introduction, is also with Cambridge (2022). robert.sternberg@cornell.eduSally M. ReisSally M. Reis holds the Letitia Neag Chair in Educational Psychology, is a Board of Trustees Distinguished Professor, and was the former Vice Provost for Academic Affairs at the University of Connecticut. She also served as Principal Investigator of the National Research Center on the Gifted and Talented. Her scholarship on academically talented students and strength-based pedagogy is diverse and broad, as summarized by her numerous articles, books, book chapters, monographs, and technical reports. Her specialized research interests are related to diverse populations of talented students, education of students with both talents and disabilities, gifted girls and women, and using enrichment and strength-based pedagogy to enhance education for all students. Email: Sally.reis@uconn.edu","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135901702","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}

{"title":"Inspiring the Future: An Interview with Kenneth Kiewra","authors":"Kenneth A. Kiewra, Suzanna E. Henshon","doi":"10.1080/02783193.2023.2246172","DOIUrl":"https://doi.org/10.1080/02783193.2023.2246172","url":null,"abstract":"Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSuzanna E. HenshonSuzanna E. Henshon earned a PhD at The College of William & Mary in 2005. She writes full-time and has 370 publications. In 2019, she published Teaching Empathy: Strategies for Building Emotional Intelligence in Today’s Students with Prufrock Press. Email: suzannahenshon@yahoo.com","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135901056","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}

{"title":"Professor Marcia Gentry Walked the Talk","authors":"Susan G. Assouline","doi":"10.1080/02783193.2023.2246143","DOIUrl":"https://doi.org/10.1080/02783193.2023.2246143","url":null,"abstract":"ABSTRACTOur colleague, Professor Marcia Gentry, left us too soon. Thankfully, her professional legacy lives through her scholarship. Likewise, her impact on family and friends endures through her timeless gentleness of spirit. This essay reviews Professor Gentry’s decades-long quest for equity and excellence as markers of our field. Toward this end, Marcia proposed that professionals in the highly specialized niche area of gifted education retire the words gifted and giftedness and focus on excellence and talent development. A core value for Marcia was the belief that equitable access to talent development is fundamentally an issue of social justice. In response, I suggest that we consider how to retire these terms from the vantage point of five pivots, ultimately shifting from gifted education to talent discovery and development thereby promoting equity through excellence. The fifth pivot briefly discusses why we must shift from a nearly exclusive educational perspective to one that incorporates psychological components, including developmental and educational psychological principles.KEYWORDS: equityexcellencegiftednessidentificationmegamodel of talent developmenttalent developmenttalent search AcknowledgmentsThis essay was written in Denver, Colorado. I want to acknowledge and affirm Indigenous sovereignty, history, and experiences. May this acknowledgment demonstrate a commitment to working to dismantle ongoing legacies of oppression and inequities and recognize the current and future contributions of Indigenous communities in Denver and throughout the world. I am grateful to the editors of this special issue for this opportunity to pay tribute to Dr. Marcia Gentry through a brief review of her oeuvre regarding excellence, equity, and social justice. This opportunity allowed me to reaffirm for myself, and hopefully for the reader, the necessity of carefully considering how the words gifted and giftedness have impacted our field. It is time to pivot from gifted and giftedness to talent discovery and development.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Discussing the definition of gifted and talented is beyond the scope of this essay; however, the 1972 Marland Report recognized that “these are children who require differentiated educational programs … beyond those normally provided by the regular school program … Children capable of high performance include demonstrated achievement and/or potential ability in … (a) general intellectual ability; (b) specific academic aptitude; (c) creative or productive thinking; (d) leadership ability; (e) visual and performing arts; (f) psychomotor ability [later removed] (p. ix). Rinn et al. (Citation2022, see page 15) cite the most current federal definition, which reveals that little has changed over a 50-yr period. Perhaps the definition is not the issue, rather how we choose to operationalize the definition?Additional informationNotes on contributorsSusan","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135901485","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}