Gifted Child Quarterly最新文献

State Definitions, Policies, and Practices of Gifted and Talented Identification: What Difference Does a Decade Make? 国家定义、政策和天才鉴定实践：十年有何不同？

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-06-17 DOI: 10.1177/00169862251339671

Allison K. Greene, Marie C.E. Dougé, Kathrin E. Maki

{"title":"State Definitions, Policies, and Practices of Gifted and Talented Identification: What Difference Does a Decade Make?","authors":"Allison K. Greene, Marie C.E. Dougé, Kathrin E. Maki","doi":"10.1177/00169862251339671","DOIUrl":"https://doi.org/10.1177/00169862251339671","url":null,"abstract":"Research in the field of gifted and talented has significantly shifted in recent years to focus on broader conceptualizations of the construct, including performing arts, creativity, and leadership. Yet, it is not clear how states conceptualize and identify students as gifted and talented given the last review of state gifted and talented regulations (i.e., laws) was conducted more than a decade ago, and organizational policy documents were limited in scope. The purpose of this study, therefore, was to review state gifted and talented definitions and identification procedures and to compare findings with prior research. Furthermore, we reviewed policies for identifying underrepresented populations in gifted and talented education. Results showed that there is considerable variability in how states define gifted and talented (i.e., categories included in gifted definitions) and how they identify gifted and talented. In this review, states included broader categories in gifted and talented definitions (e.g., creativity, performing arts) and allowed for a wider variety of assessment procedures compared with prior reviews. However, compared to 2012, this study’s findings showed that fewer states included general policies for the identification of traditionally underrepresented students as gifted and talented. Implications for research and practice are discussed.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"606 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144311301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Family Income and Parental Perceptions of Gifted Education: The Mediating Role of Parents’ Trust in Their Child’s Resilience 家庭收入与父母对资优教育的认知：父母信任对子女心理弹性的中介作用

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-06-17 DOI: 10.1177/00169862251343632

Ortal Slobodin, Yonit Manzur Prior, Tala Noufi, Halleli Pinson

{"title":"Family Income and Parental Perceptions of Gifted Education: The Mediating Role of Parents’ Trust in Their Child’s Resilience","authors":"Ortal Slobodin, Yonit Manzur Prior, Tala Noufi, Halleli Pinson","doi":"10.1177/00169862251343632","DOIUrl":"https://doi.org/10.1177/00169862251343632","url":null,"abstract":"For decades, gifted education programs have identified students from upper-income families at notably higher rates than students from lower-income families. Most studies addressing socioeconomic inequalities in gifted education have focused on systemic and structural barriers to educational resources, such as poverty, peripheral areas, and language barriers. However, because most studies have relied exclusively on aggregate (school-level or national-level) data, the role of parental determinants in children’s assignment to gifted education programs has been overlooked. The current study examined whether and how family income is associated with parental perceptions of gifted education. We also examined parents’ trust in their child’s educational and psychological resilience as a possible mediating mechanism of this relationship. Participants were 251 parents of children in second through fourth grades who completed online questionnaires. Results showed that parents with a higher income were more likely to support the enrollment of gifted children into separate gifted programs than were parents with a lower income. The relationship between income and parental perceptions of gifted education programs was mediated by parents’ trust in their child’s educational and psychological resilience. Understanding the role of family income in shaping parental attitudes toward gifted programs may serve as a potential pathway to remove barriers and improve the access of students from different backgrounds to gifted education.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"37 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144311299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perfectionism, School Burnout, and School Engagement in Gifted Students: The Role of Stress 资优学生的完美主义、学校倦怠和学校参与：压力的作用

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-04-19 DOI: 10.1177/00169862251328015

Michael C. Grugan, Luke F. Olsson, Andrew P. Hill, Daniel J. Madigan

引用次数: 0

Cognitive Profiles of Gifted Discrepant Readers in Primary Education 小学教育资优差异读者的认知特征

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-04-19 DOI: 10.1177/00169862251328021

Kim M. Lijbers, Sietske van Viersen, Arjan J. van Tilborg, Anouke Bakx

{"title":"Cognitive Profiles of Gifted Discrepant Readers in Primary Education","authors":"Kim M. Lijbers, Sietske van Viersen, Arjan J. van Tilborg, Anouke Bakx","doi":"10.1177/00169862251328021","DOIUrl":"https://doi.org/10.1177/00169862251328021","url":null,"abstract":"Gifted students with relative reading difficulties often struggle with the discrepancy between their high intelligence and lower-than-expected word-reading level (i.e., discrepant readers). This discrepancy may be a burden and poses specific educational challenges to individual students. To understand their challenges and the nature of their discrepancy, this study examined the cognitive profiles of gifted discrepant readers ( n = 50) compared with gifted (nondiscrepant) readers ( n = 30). A case series analysis mapping weaknesses and strengths on risk factors for dyslexia (phonemic awareness [PA], rapid automatized naming [RAN], and verbal short term memory [VSTM]) showed that both groups displayed largely similar cognitive profiles. A discrepant reading profile seemed to result from the absence of strengths on underlying skills (PA, RAN, VSTM). Hierarchical multiple regression indicated that group (discrepant readers vs. gifted readers) did not moderate the relationship between cognitive factors and word-level reading outcomes. Based on these findings, it is proposed that educational support for gifted discrepant readers might comprise gifted- and needs-based education that focuses on (building) strengths.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"11 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143853641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teacher Rating Scales Continue to be a Problematic Source of Identification: Evidence From Ratings of Primary Students in a Rural, Low Socioeconomic School 教师等级量表仍然是一个有问题的认同来源：来自农村低社会经济学校小学生等级的证据

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-04-17 DOI: 10.1177/00169862251330254

Karen E. Rambo-Hernandez, Syahrul Amin, Natasha Wilkerson, Carla Brigandi

{"title":"Teacher Rating Scales Continue to be a Problematic Source of Identification: Evidence From Ratings of Primary Students in a Rural, Low Socioeconomic School","authors":"Karen E. Rambo-Hernandez, Syahrul Amin, Natasha Wilkerson, Carla Brigandi","doi":"10.1177/00169862251330254","DOIUrl":"https://doi.org/10.1177/00169862251330254","url":null,"abstract":"While teacher rating scales are a common method of identification of student abilities, variability in scores can present challenges. In this brief/conceptual replication, we examine the stability of teacher ratings in a rural school setting to investigate (a) if teacher rating scales were the sole component for identification, would the same students be identified for gifted services when comparing top students by grade level versus the top students in each classroom? (b) likewise how many students were identified as the top in their grade and classroom level in both first and second grade? While considerable variability existed in gifted identification based on whether differences in teachers’ rating scale use were considered, discrepancies between approaches were less pronounced than in our previous study. Despite the variability in scores, including teacher ratings in gifted identification may still offer unique insights. However, we argue that the substantial time required of teachers may not justify their use, but, if used, they should only be used to expand access to gifted services.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"108 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143847278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perfectionism and Academic Burnout in High-Achieving Undergraduate Students 优秀本科生的完美主义与学业倦怠

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-04-17 DOI: 10.1177/00169862251326467

Hannah B. Faiman, Gabrielle A. Strouse

{"title":"Perfectionism and Academic Burnout in High-Achieving Undergraduate Students","authors":"Hannah B. Faiman, Gabrielle A. Strouse","doi":"10.1177/00169862251326467","DOIUrl":"https://doi.org/10.1177/00169862251326467","url":null,"abstract":"This study examined the relationship between perfectionism and academic burnout, as well as how each construct varies among honors ( n = 120), high-achieving non-honors ( n = 180), and typical ( n = 196) undergraduate students at a mid-sized university in the United States. Results indicated the presence of group differences in perfectionism type: honors students were largely characterized as maladaptive perfectionists; high-achieving non-honors students mostly as maladaptive or non-perfectionists; and the majority of typical students as non-perfectionists. In addition, analyses revealed significant differences in academic burnout by perfectionism type, with adaptive perfectionists exhibiting higher levels of burnout than either maladaptive or non-perfectionists. Further investigation into this phenomenon, perhaps examining the effects of the COVID-19 pandemic on student demands and resources, is needed. Significant implications for leaders in higher education are discussed, such as suggestions for the implementation of interventions focused on increasing student resources and reducing perfectionistic concerns.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"49 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143847282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Smart But Maladapted? Differences in the Psychological Functioning of Intellectually Gifted Students Compared With Average-Ability Students 聪明但不适应？资优学生与一般学生心理功能的差异

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-02-15 DOI: 10.1177/00169862241310871

Steffani Saß, Olaf Köller, Friederike Zimmermann

引用次数: 0

Digging Deeper Into Arts-Intensive High Schools: Experiences, Outcomes, and Other Reflections From Artistically Gifted Alumni 深入挖掘艺术密集型高中：经验，成果和其他反思从艺术天赋的校友

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-01-29 DOI: 10.1177/00169862241307943

Angie L. Miller, Deanna A. Ibrahim

引用次数: 0

Introduction to Teachable Components of Talent Development in Academic Domains 论学术领域人才发展的可教成分

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-01-23 DOI: 10.1177/00169862241309909

Paula Olszewski-Kubilius, Rena F. Subotnik, Frank C. Worrell

引用次数: 0

Mapping the Trajectories of Women in Astronomy: Influences and Milestones in Talent Development 绘制女性在天文学中的轨迹：影响和人才发展的里程碑

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-01-17 DOI: 10.1177/00169862241307668

María P. Gómez-Arizaga, Marianela Navarro, Annjeanette Martin, María Leonor Conejeros-Solar, Marieta Valdivia-Lefort, Carla Bravo-Rojas, Camila Navarrete Silva

{"title":"Mapping the Trajectories of Women in Astronomy: Influences and Milestones in Talent Development","authors":"María P. Gómez-Arizaga, Marianela Navarro, Annjeanette Martin, María Leonor Conejeros-Solar, Marieta Valdivia-Lefort, Carla Bravo-Rojas, Camila Navarrete Silva","doi":"10.1177/00169862241307668","DOIUrl":"https://doi.org/10.1177/00169862241307668","url":null,"abstract":"Astronomy is critical for human development, driving technology and innovation, and creating knowledge that allows humanity to understand the universe more fully. Women, however, remain underrepresented in this field. Many women leave the field before becoming established, yet little is known about women who persist and succeed. The purpose of this study was to explore the abilities, experiences, milestones, and individuals that have contributed to women’s talent development along their trajectories in astronomy, in the specific case of Chile. In-depth interviews were conducted with five talented women in astronomy, who have developed their academic and professional careers in Chile. The results show that micro, meso, and macro levels of influence, in conjunction with different time periods, were critical for the participants’ trajectories and have impacted the direction of women’s paths. The astronomers highlight early experiences, mentor support, validation, and gendered experiences as they navigate their own insecurities and develop self-confidence. Implications for the study of talent development in female astronomers are discussed.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"98 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142988825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0