Gifted Child Quarterly最新文献

High-Ability Students’ Perceptions of Underachievement 高能力学生对学习成绩不佳的认知

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-10-07 DOI: 10.1177/00169862251370386

Ophélie Allyssa Desmet, Nielsen Pereira

引用次数: 0

Creativity Within and Beyond Musical Giftedness: Proposing a MwSIC Model of Creativity 音乐天赋内外的创造力：提出一个MwSIC的创造力模型

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-10-07 DOI: 10.1177/00169862251366241

Katy Leong Cheng Ho Weatherly, Jenny Jieun Park

引用次数: 0

Parental Narratives of Underachievement Among Gifted Children: Onset, Factors, and Perceived Resolutions 天才儿童中成绩不佳的父母叙述：开始，因素和感知解决方案

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-08-28 DOI: 10.1177/00169862251362841

Ophélie A. Desmet, Fangfang Mo, Alia Pineda Medina

引用次数: 0

Teachers in Gifted Education: Their Perception of Involvement of and Interacting With Parents, School Leaders, and Other Teachers 资优教育中的教师：他们与家长、学校领导和其他教师的参与和互动的感知

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-07-31 DOI: 10.1177/00169862251351940

Jessica Vergeer, Marjolijn van Weerdenburg, Trudie Schils, Anouke Bakx

{"title":"Teachers in Gifted Education: Their Perception of Involvement of and Interacting With Parents, School Leaders, and Other Teachers","authors":"Jessica Vergeer, Marjolijn van Weerdenburg, Trudie Schils, Anouke Bakx","doi":"10.1177/00169862251351940","DOIUrl":"https://doi.org/10.1177/00169862251351940","url":null,"abstract":"Teachers play a central role in the development of gifted students and are important actors in the (educational) system around the gifted student. However, their perceived involvement of and interactions with other actors in that system remains underexplored. Therefore, in this study, we explored teachers’ perceptions of involvement and interactions with key actors in gifted education: parents, school leaders, and other teachers. Furthermore, we aimed to identify facilitators and barriers to effective involvement and interaction as perceived by teachers in gifted education. An exploratory mixed-methods approach was used, involving 302 surveyed teachers from the Netherlands and 20 interviews. Findings revealed varying levels of perceived involvement, with parents being perceived as more involved than school leaders, and other teachers as highly involved. Despite these differences, teachers reported overall satisfaction with involvement and interactions. Satisfaction levels were positively related with increased involvement and interactions. Facilitators included willingness, approachability, and knowledge (sharing), while frequently mentioned barriers included the lack of these factors and the lack of policy. This study provides valuable insights into the opportunities and challenges involved in enhancing and sustaining effective involvement of and interactions with parents, school leaders, and other teachers, from the perspective of teachers in gifted education.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"1 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144748204","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

Gifted Students’ Later Outcomes: College-Going Rates and Selectivity 资优学生的后期结果：上大学率和选择性

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-07-30 DOI: 10.1177/00169862251350155

Al Mansor Helal, Fabio Andres Parra-Marinez, Rian R. Djita, Jonathan Wai, Sarah McKenzie

引用次数: 0

Living With the Gift of Giftedness: An Exploratory Study on the Well-Being of Intellectually Gifted Adults 带着天赋生活：对智力超常成人幸福感的探索性研究

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-07-23 DOI: 10.1177/00169862251347293

Joanie Poirier, Anne Brault-Labbé, Audrey Brassard

引用次数: 0

In Their Own Voice: Educational Perspectives From Intellectually Precocious Youth as Adults 在他们自己的声音：从智力早熟的青少年作为成年人的教育视角

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-06-28 DOI: 10.1177/00169862251339670

Gabriella D. Noreen, David Lubinski, Camilla P. Benbow

{"title":"In Their Own Voice: Educational Perspectives From Intellectually Precocious Youth as Adults","authors":"Gabriella D. Noreen, David Lubinski, Camilla P. Benbow","doi":"10.1177/00169862251339670","DOIUrl":"https://doi.org/10.1177/00169862251339670","url":null,"abstract":"Educational acceleration is well established as a best practice for meeting the learning needs of precocious youth. It occupies one region of a broader spectrum of interventions designed to align educational curricula with students’ learning readiness, namely, appropriate developmental placement . Despite over 100 years of robust longitudinal support, educational acceleration is not reliably implemented in practice or educational theorizing. This investigation extends this literature through a mixed-methods approach to the educational experiences and perspectives of intellectually precocious youths as adults. Study 1 examines the experiences and views of Gifted ( N = 1,279) and Highly Gifted ( N = 479) individuals in their mid-30s on homogeneous grouping for instruction. Study 2 constitutes a constructive replication of Study 1 involving an unobtrusive generalization probe administered to Profoundly Gifted participants ( N = 241) and Top STEM Doctoral Students ( N = 695) in their mid-20s. Study 2 focuses on participants’ high school likes and dislikes to determine whether they unobtrusively capture sentiments indicative of appropriate developmental placement in general and educational acceleration in particular. Collectively, participants appear to crave advanced and challenging educational material. Across cohorts and genders, a longitudinal examination of potential moderators revealed that these results did not covary with lifestyle/occupational outcomes at age 50. Findings align with Carroll’s Model of School Learning, Cronbach’s formulation of aptitude × treatment interactions, and modern measurement procedures. They support tailoring curricula to academic readiness for maximizing learning. They also highlight how contextual features embedded in educational settings beyond strictly academic material facilitate learning and psychological development.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"24 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144513239","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

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