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Roeper Review-A Journal on Gifted Education最新文献

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The Life and Work of Marcia Gentry: Providing Opportunities and Promoting Excellence 玛西娅·金特里的生活和工作:提供机会，促进卓越
Roeper Review-A Journal on Gifted Education Pub Date : 2023-10-02 DOI: 10.1080/02783193.2023.2246122
Nielsen Pereira, Scott J. Peters
{"title":"The Life and Work of Marcia Gentry: Providing Opportunities and Promoting Excellence","authors":"Nielsen Pereira, Scott J. Peters","doi":"10.1080/02783193.2023.2246122","DOIUrl":"https://doi.org/10.1080/02783193.2023.2246122","url":null,"abstract":"ABSTRACTIn this article, we explore the work of Marcia Gentry as it relates to Project Having Opportunities Promotes Excellence (HOPE).We describe Project HOPE, the hundreds of scholarships it provided to students from around the country, and the broader effect it had on gifted student programs at Purdue University. We also discuss how Project HOPE affected Marcia’s scholarship and work related to equity issues in gifted education, as she became increasingly concerned and impatient with the inequities and slow pace of change in the field of gifted education. Finally, we reflect on the opportunities that Marcia provided her doctoral students and her role as our mentor, colleague, and friend. Marcia’s legacy of providing both opportunities and mentoring has left us to be indebted to her.KEYWORDS: enrichmentequityexcellenceprogramssummertalent development Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsNielsen PereiraNielsen Pereira, PhD, is an associate professor of Gifted, Creative, and Talented Studies at Purdue University and Director of Purdue’s Gifted Education Research & Resource Institute (GER2I). His research interests include conceptual, contextual, and measurement issues in the identification of gifted and talented populations; design and assessment of learning in varied gifted and talented education contexts; and understanding gifted and talented student experiences in talent development programs in and out of school. Email: npereira@purdue.eduScott J. PetersScott J. Peters, PhD, is a Senior Research Scientist at NWEA. His research work focuses on educational assessment, research design, gifted and talented student identification, equity within advanced educational programs and services, and educational policy. He completed his PhD at Purdue University in 2009 under Marcia Gentry. Email: peterss@uww.edu","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"21 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":"135901052","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
Marcia Gentry: Early Research Passions and Subsequent Important Contributions to Equity and Diverse Students 玛西娅·金特里:早期的研究激情和随后的重要贡献公平和多样化的学生
Roeper Review-A Journal on Gifted Education Pub Date : 2023-10-02 DOI: 10.1080/02783193.2023.2246141
Sally M. Reis
{"title":"Marcia Gentry: Early Research Passions and Subsequent Important Contributions to Equity and Diverse Students","authors":"Sally M. Reis","doi":"10.1080/02783193.2023.2246141","DOIUrl":"https://doi.org/10.1080/02783193.2023.2246141","url":null,"abstract":"ABSTRACTWhen Marcia Gentry died last year, our field lost a fierce champion for inclusion and equity. In this article, I reflect on her work and the ways in which her early research helped to develop her interests in identifying and supporting the talent development of culturally diverse students. This early research on Enrichment Clusters was facilitated in two urban schools with diverse populations and the insights gained from this work contributed to her beliefs on talent development, more open and equitable identification, and enrichment opportunities for all students.KEYWORDS: diverse populationsenrichment clustersenrichment modelsresearchtalent development Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSally 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":"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":"135901053","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
Focusing on the Future: An Interview with Megan Foley-Nicpon 聚焦未来:采访梅根·福利-尼蓬
IF 2
Roeper Review-A Journal on Gifted Education Pub Date : 2023-07-03 DOI: 10.1080/02783193.2023.2212355
M. Foley‐Nicpon, Suzanna E. Henshon
{"title":"Focusing on the Future: An Interview with Megan Foley-Nicpon","authors":"M. Foley‐Nicpon, Suzanna E. Henshon","doi":"10.1080/02783193.2023.2212355","DOIUrl":"https://doi.org/10.1080/02783193.2023.2212355","url":null,"abstract":"","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"45 1","pages":"147 - 149"},"PeriodicalIF":2.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45968262","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
Preserving Cultural Heritage: An Interview With Conservator of Cultural Property, Amanda Gould 保护文化遗产:采访文化财产保护者阿曼达·古尔德
IF 2
Roeper Review-A Journal on Gifted Education Pub Date : 2023-07-03 DOI: 10.1080/02783193.2023.2212356
Don Ambrose
{"title":"Preserving Cultural Heritage: An Interview With Conservator of Cultural Property, Amanda Gould","authors":"Don Ambrose","doi":"10.1080/02783193.2023.2212356","DOIUrl":"https://doi.org/10.1080/02783193.2023.2212356","url":null,"abstract":"","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"45 1","pages":"206 - 208"},"PeriodicalIF":2.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44559340","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
Maladaptive Daydreaming, Overexcitability, and Emotion Regulation 不适应白日梦，过度兴奋和情绪调节
IF 2
Roeper Review-A Journal on Gifted Education Pub Date : 2023-07-03 DOI: 10.1080/02783193.2023.2212634
P. Thomson, V. Jaque
{"title":"Maladaptive Daydreaming, Overexcitability, and Emotion Regulation","authors":"P. Thomson, V. Jaque","doi":"10.1080/02783193.2023.2212634","DOIUrl":"https://doi.org/10.1080/02783193.2023.2212634","url":null,"abstract":"ABSTRACT Maladaptive daydreaming (MD) was studied (N = 361) in pre-professional/professional dancers, college athletes, and active participants. The relationship among MD, overexcitability (OE), and emotion regulation was examined. Results indicated that MD was associated with imaginational OE and negatively with sensual OE. Difficulty with emotion regulation strategies in individuals with elevated MD included impulse control difficulties, decreased acceptance of negative emotions, and more difficulty mobilizing goal-directed behavior. Dancers had higher OEs compared to the active control group and similar to athletes for psychomotor OE. The three active groups were similar in emotion regulation. The investigation of MD is a relatively new field of study. Examining the relationship with OEs, emotion regulation, and MD adds to this field of inquiry.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"45 1","pages":"195 - 205"},"PeriodicalIF":2.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42267293","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
From the Editor’s Desk 从编辑部
IF 2
Roeper Review-A Journal on Gifted Education Pub Date : 2023-07-03 DOI: 10.1080/02783193.2023.2212354
Don Ambrose
{"title":"From the Editor’s Desk","authors":"Don Ambrose","doi":"10.1080/02783193.2023.2212354","DOIUrl":"https://doi.org/10.1080/02783193.2023.2212354","url":null,"abstract":"","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"45 1","pages":"145 - 146"},"PeriodicalIF":2.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47320163","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
Combating Myside Bias in Scientific Thinking: A Special Challenge for the Gifted 克服科学思维中的自我偏见:对天才的特殊挑战
IF 2
Roeper Review-A Journal on Gifted Education Pub Date : 2023-06-21 DOI: 10.1080/02783193.2023.2212361
R. Sternberg, M. Ghahremani, Hoda Ehsan
{"title":"Combating Myside Bias in Scientific Thinking: A Special Challenge for the Gifted","authors":"R. Sternberg, M. Ghahremani, Hoda Ehsan","doi":"10.1080/02783193.2023.2212361","DOIUrl":"https://doi.org/10.1080/02783193.2023.2212361","url":null,"abstract":"ABSTRACT Myside bias, a form of confirmation bias, is a major impediment to scientific thinking. It results in scientists, potential scientists, and consumers of science drawing conclusions that do not follow from data but rather that follow from prior scientific, ideological beliefs. Gifted people are at least as susceptible to these biases as are other people. We propose in this article a set of techniques for combating such bias. In particular, we suggest that gifted (and other) individuals seeking to draw scientific conclusions put themselves in the place of various individuals involved in scientific refereeing—in particular, of reviewers with varying prior predispositions (e.g., reviewers with different paradigmatic worldviews and reviewers who are picayune critics) and journal editors. Through these techniques, gifted individuals may spare themselves embarrassments that they might otherwise encounter, not despite, but even because of their own superior intellects.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"45 1","pages":"178 - 187"},"PeriodicalIF":2.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46882246","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
Evolving Implicit Metaphors for Understanding Giftedness: From Banks to Foundations 理解天才的进化隐含隐喻：从银行到基金会
IF 2
Roeper Review-A Journal on Gifted Education Pub Date : 2023-06-21 DOI: 10.1080/02783193.2023.2212617
R. Sternberg
{"title":"Evolving Implicit Metaphors for Understanding Giftedness: From Banks to Foundations","authors":"R. Sternberg","doi":"10.1080/02783193.2023.2212617","DOIUrl":"https://doi.org/10.1080/02783193.2023.2212617","url":null,"abstract":"ABSTRACT Two implicit metaphors can be seen as having dominated the study of the gifted—the savings bank and the investment bank. In the savings-bank metaphor, people have differential levels of IQ or general intelligence, which is viewed as determining whether they are gifted. Their cognitive ability is their metaphorical “money in the bank.” In the investment-bank metaphor, people are seen as having differential investments in varied kinds of abilities and talents. Their pattern of abilities is their metaphorical portfolio of investments. A better implicit metaphor might be the foundation, however, whose effectiveness is judged by the worthiness of the transformational causes to which it contributes and the effectiveness of the use of the foundation’s assets toward these causes. A person is gifted by virtue not merely of the assets they have but of how they transformationally deploy those assets.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"45 1","pages":"188 - 194"},"PeriodicalIF":2.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45483369","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
Good Trouble, Necessary Trouble: Adding Culture to Transformational Gifted and Talented Students and Programs 好的麻烦，必要的麻烦:为转型的天才和有才能的学生和项目增加文化
IF 2
Roeper Review-A Journal on Gifted Education Pub Date : 2023-06-15 DOI: 10.1080/02783193.2023.2212370
Erik M. Hines, D. Ford, Tanya J. Middleton, E. Fletcher, James L. Moore, Brian L. Wright, T. C. Grantham
{"title":"Good Trouble, Necessary Trouble: Adding Culture to Transformational Gifted and Talented Students and Programs","authors":"Erik M. Hines, D. Ford, Tanya J. Middleton, E. Fletcher, James L. Moore, Brian L. Wright, T. C. Grantham","doi":"10.1080/02783193.2023.2212370","DOIUrl":"https://doi.org/10.1080/02783193.2023.2212370","url":null,"abstract":"ABSTRACT Sternberg’s transformational giftedness theory is visionary given its focus on GATE students being agents of change who use their gifts and talents in meaningful ways to address real issues. The theory merges seamlessly with several multicultural or culturally responsive theories and frameworks/models. We introduce the culturally responsive transformational giftedness model that adds multicultural consideration to Sternberg’s theory, particularly for Black students. This article offers recommendations and presents the model to complement and enhance transformational GATE students and education (e.g., identification and assessment, social-emotional and psychological development, instruction/teaching, and curriculum) via a rigorous culturally responsive framework. Undergirding this model is the notion of “good trouble” which is needed to solve real issues and problems to bring about equitable social and cultural change.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"45 1","pages":"150 - 160"},"PeriodicalIF":2.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43271116","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
Identifying and Cultivating Innovators and Increasing Diversity in Science, Technology, Engineering, and Mathematics (STEM): A Needed Paradigm Shift 识别和培养创新人才，增加科学、技术、工程和数学（STEM）的多样性：一个必要的范式转变
IF 2
Roeper Review-A Journal on Gifted Education Pub Date : 2023-06-15 DOI: 10.1080/02783193.2023.2212362
C. Maker, R. Pease, R. Zimmerman
{"title":"Identifying and Cultivating Innovators and Increasing Diversity in Science, Technology, Engineering, and Mathematics (STEM): A Needed Paradigm Shift","authors":"C. Maker, R. Pease, R. Zimmerman","doi":"10.1080/02783193.2023.2212362","DOIUrl":"https://doi.org/10.1080/02783193.2023.2212362","url":null,"abstract":"ABSTRACT Although writers have advocated a shift from the gifted child to a talent development paradigm, changes in methods for identifying and cultivating talent in STEM are needed. We present evidence that using a talent development paradigm supported by differentiation with an organicist rather than a mechanistic perspective was effective in identifying and cultivating potential innovators in STEM while also increasing the diversity of students identified. Exceptional talent was defined as having three components integrating the constructs of intelligence and creativity: (a) solving complex problems, (b) solving varied types of problems, and (c) having a complex and integrated knowledge structure in the domains assessed. Practices consistent with the talent development and differentiation paradigms include using measures of problem solving in different domains to create profiles and providing programs to engage all students in solving real-world problems.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"45 1","pages":"161 - 177"},"PeriodicalIF":2.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41605837","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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