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Toward Equity and Transparency: A Content Analysis of Florida Elementary Acceleration Policies 实现公平和透明：佛罗里达州小学加速政策的内容分析
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2024-09-07 DOI: 10.1177/00169862241265101
Keri M. Guilbault, Melanie S. Meyer
{"title":"Toward Equity and Transparency: A Content Analysis of Florida Elementary Acceleration Policies","authors":"Keri M. Guilbault, Melanie S. Meyer","doi":"10.1177/00169862241265101","DOIUrl":"https://doi.org/10.1177/00169862241265101","url":null,"abstract":"In 2012, Florida adopted the Academically Challenging Curriculum to Enhance Learning (ACCEL) statute establishing minimum requirements for local education agencies to provide access to accelerated learning options for eligible K–12 public school students. This study examined Florida public school district acceleration policies for elementary students one decade after the enactment of the statute. We analyzed Student Progression Plans, school board policies, and district websites to explore the status of acceleration policy in the state, compare the accessibility of acceleration information across districts, and identify policy elements that support equity and those that create potential barriers for elementary students with advanced learning needs who could benefit from acceleration. The findings of this study indicated several areas for improvement, including the accessibility of acceleration information, the service options available to K–5 students, the protocols districts use, criteria for decision-making, and the implementation of acceleration. In addition, we discuss implications for school districts developing or revising acceleration policies and several avenues for future research. The preregistration and open-access materials for this study are available at https://osf.io/yc3xd/ .","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142152392","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
Personality Profiles Among Honors and Regular Undergraduate Students: Associations With Well-Being and Strategies for Coping With Stress 荣誉生和普通本科生的人格特征：与幸福感和压力应对策略的关系
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2024-08-19 DOI: 10.1177/00169862241269058
Sakhavat Mammadov, Dana Lockhart, Anne Rinn, Thomas J. Ward
{"title":"Personality Profiles Among Honors and Regular Undergraduate Students: Associations With Well-Being and Strategies for Coping With Stress","authors":"Sakhavat Mammadov, Dana Lockhart, Anne Rinn, Thomas J. Ward","doi":"10.1177/00169862241269058","DOIUrl":"https://doi.org/10.1177/00169862241269058","url":null,"abstract":"The aim of this study was two-fold: (a) to explore personality profiles among honors undergraduate students and regular undergraduate students, and (b) to investigate the extent to which these profiles are associated with students’ well-being and coping strategies for stress. Using latent class analysis (LCA) on the Big Five personality traits of a total of 532 undergraduate students (229 honors students), we identified three distinct profiles: Overcontrollers, Averages, and Resilients. Honors students were underrepresented in the Averages profile. No significant disproportionality was observed in the other two profiles. Resilients had the highest well-being scores and showed a greater tendency to engage in proactive problem-solving when faced with stress. In contrast, Overcontrollers leaned toward using accountability and self-critique as their primary coping strategy. Findings are discussed in the context of replicable personality prototypes and in relationship to prior research involving honors and academically advanced students.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142007302","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
Context-Dependent Social Comparison and Imposter Phenomenon: An Experimental Vignette Approach 情境依赖型社会比较与冒名顶替现象：实验小插图法
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2024-08-02 DOI: 10.1177/00169862241265310
Kate E. Snyder, Maxwell I. Bartley, Allison Fowler
{"title":"Context-Dependent Social Comparison and Imposter Phenomenon: An Experimental Vignette Approach","authors":"Kate E. Snyder, Maxwell I. Bartley, Allison Fowler","doi":"10.1177/00169862241265310","DOIUrl":"https://doi.org/10.1177/00169862241265310","url":null,"abstract":"Recent research into imposter phenomenon, or internal feelings of questioning competence, has shifted away from conceptualizing the feeling as an individual characteristic that requires an individual solution toward instead examining the role of context. We used a 2 (Generational Status: First Generation vs. Continuing Generation) × 3 (Environment: Classroom vs. Peer vs. Administration) × 2 (Social Comparison: Present vs. Absent) experimental vignette design. Overall, we found that, for both first- and continuing-generation students, social comparison messages differentially impacted imposter feelings depending on context, with the most elevated levels in social comparison messages from administrators and peers. Findings contribute to a better understanding of structural conditions that exacerbate or lessen imposter feelings at highly selective post-secondary institutions.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141880355","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
Prosocial Dispositions and Behaviors of the Intellectually Gifted 智力资优者的亲社会倾向和行为
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2024-07-28 DOI: 10.1177/00169862241265333
Joshua Braverman, Maykala Owens, Mark Snyder
{"title":"Prosocial Dispositions and Behaviors of the Intellectually Gifted","authors":"Joshua Braverman, Maykala Owens, Mark Snyder","doi":"10.1177/00169862241265333","DOIUrl":"https://doi.org/10.1177/00169862241265333","url":null,"abstract":"The intellectually gifted have been found to have higher levels of many prosocial dispositions, but there is limited evidence of increased prosocial behavior. The present research used existing and original datasets to examine relations between intellectual giftedness and prosocial behavior and dispositions. In Study 1, those identified as intellectually gifted engaged in more political and helping behaviors than those not identified as intellectually gifted. In Study 2, gifted-identified undergraduate students reported more prosocial behavior (e.g., volunteering and giving) than nonidentified students; however, there were no clear differences in dispositions (e.g., personality and motivation) between gifted-identified and nonidentified students. Implications of these consistent linkages between intellectual giftedness and engaging in prosocial behavior for future research and practical applications are discussed.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141794908","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
Validity Evidence of the HOPE Teacher Rating Scale-Arabic Version for Identifying Gifted Refugee Students 阿拉伯语版 HOPE 教师评分量表在识别难民资优学生方面的有效性证据
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2024-06-12 DOI: 10.1177/00169862241256047
Ali M. Alodat, Marcia Gentry, Hyeseong Lee
{"title":"Validity Evidence of the HOPE Teacher Rating Scale-Arabic Version for Identifying Gifted Refugee Students","authors":"Ali M. Alodat, Marcia Gentry, Hyeseong Lee","doi":"10.1177/00169862241256047","DOIUrl":"https://doi.org/10.1177/00169862241256047","url":null,"abstract":"Exceptionally talented refugee students are often underrepresented in allocating to gifted programs because of inadequate identification methods in Arab countries. This study investigates the Arabic version of the Having Opportunities Promotes Excellence (HOPE) Scale for identifying gifted refugee students. Students ( n = 13,598) from refugee camp schools in Jordan were surveyed in the 2020/2021 academic year. Elementary, middle, and high school teachers ( n = 423) completed the translated Arabic version of the HOPE Scale, measuring 11 items on the academic and social construct of giftedness. Confirmatory factor analysis indicated an excellent fit; however, multigroup confirmatory factor analysis results revealed that the scale needed more invariance across groups. The results suggest that although the HOPE Scale-Arabic version has sufficient validation evidence, careful consideration is required when applying it to different subgroups of refugee students. Constructs of cultural relevance may need to be added to better assess the item’s validity.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141351562","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
The Past, Present, and Future of Research on Mathematical Giftedness: A Bibliometric Analysis 数学天赋研究的过去、现在和未来：文献计量分析
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2024-04-26 DOI: 10.1177/00169862241244717
Atilla Özdemir, Yasemin Sipahi, A. Kadir Bahar
{"title":"The Past, Present, and Future of Research on Mathematical Giftedness: A Bibliometric Analysis","authors":"Atilla Özdemir, Yasemin Sipahi, A. Kadir Bahar","doi":"10.1177/00169862241244717","DOIUrl":"https://doi.org/10.1177/00169862241244717","url":null,"abstract":"There is a well-established historical background of research on mathematical giftedness that can be traced back to the early 1900s. An overarching purpose of this research was to review and explore the existing research and its evolution since its emergence in educational and psychological studies. Thus, we examined the past, present, and future of research on mathematical giftedness using a bibliometric analysis. Our findings provided extensive insights into the intellectual structure of the extant literature on mathematical giftedness, including the leading journals, articles, countries, authors, institutions, and networks among researchers as well as key research topics that were investigated in the literature. Perhaps one of the most striking findings of this study was about the productivity in the field over the years as the bibliometric analysis indicated a decline in the number of publications that were published in the last several years. We discussed possible factors behind the recession in research investigations on mathematical giftedness and provided significant implications of the findings to inform future research.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140651912","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
A Comparison of Gifted Children and Children With Low, Average, and Above-Average Cognitive Abilities in Sensory Processing Sensitivity in the Primary School Context 资优儿童与认知能力处于低、中、高水平的儿童在小学感官处理敏感性方面的比较
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2024-04-04 DOI: 10.1177/00169862241239652
H. Elise Samsen-Bronsveld, Anouke W. E. A. Bakx, Stefan Bogaerts, Sanne H. G. Van der Ven
{"title":"A Comparison of Gifted Children and Children With Low, Average, and Above-Average Cognitive Abilities in Sensory Processing Sensitivity in the Primary School Context","authors":"H. Elise Samsen-Bronsveld, Anouke W. E. A. Bakx, Stefan Bogaerts, Sanne H. G. Van der Ven","doi":"10.1177/00169862241239652","DOIUrl":"https://doi.org/10.1177/00169862241239652","url":null,"abstract":"High sensitivity is often considered a characteristic of giftedness, but scientific evidence for this is limited. Therefore, this study aimed to investigate whether gifted children rate themselves higher in sensory processing sensitivity (SPS) than their peers. A total of 882 children from Grades 4, 5, and 6 of primary school participated. They all completed a cognitive ability test (COVAT-3) and two self-report questionnaires to assess SPS (HSC scale and ChiSSEQ). The results revealed that the 10% best-performing children on the cognitive ability test did not differ significantly from their peers in SPS. There was one exception: Only on the HSC scale did children with high cognitive abilities score higher than those with low abilities (not higher than those with average and above-average abilities). However, this difference disappeared when applying stricter cut-offs to define high cognitive abilities.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140533183","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
Who’s Got Talent for Identifying Talent? Predictors of Equitable Gifted Identification for Black and Hispanic Students 谁有识别天才的天赋？黑人和西班牙裔学生公平资优鉴定的预测因素
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2024-04-04 DOI: 10.1177/00169862241240483
Scott J. Peters, Angela Johnson, Matthew C. Makel, James S. Carter
{"title":"Who’s Got Talent for Identifying Talent? Predictors of Equitable Gifted Identification for Black and Hispanic Students","authors":"Scott J. Peters, Angela Johnson, Matthew C. Makel, James S. Carter","doi":"10.1177/00169862241240483","DOIUrl":"https://doi.org/10.1177/00169862241240483","url":null,"abstract":"Students who are Black or Hispanic have long been disproportionately represented in K–12 gifted and talented services. However, there are schools that have diverged from this trend by identifying atypically high numbers of Black and Hispanic students. In this conceptual replication of Peters and Johnson, we present predictors of whether a school offers gifted services (i.e., access) and representation indices for Black and Hispanic students (i.e., equity) within schools that enroll 10 or more Black or Hispanic students. Our results show that state policy mandates for gifted education are predictive of higher levels of access to and equity within gifted services for these schools. The average achievement and socioeconomic status of the district were positive predictors of access and equity while the district proportion eligible for special education services was a negative predictor of both. Finally, we end with a description of how the top 5% most-equitable schools in the country look different from their peers.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140533184","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 Children and Psychiatric Disorders: Is the Risk Increased Compared With Their Peers? 资优儿童与精神障碍：与同龄人相比，风险是否增加？
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2024-04-04 DOI: 10.1177/00169862241239649
Hasan Cem Aykutlu, Fatih Dereli, Bahadır Turan, Tuğba Türk Kurtça, Onur Burak Dursun
{"title":"Gifted Children and Psychiatric Disorders: Is the Risk Increased Compared With Their Peers?","authors":"Hasan Cem Aykutlu, Fatih Dereli, Bahadır Turan, Tuğba Türk Kurtça, Onur Burak Dursun","doi":"10.1177/00169862241239649","DOIUrl":"https://doi.org/10.1177/00169862241239649","url":null,"abstract":"This study examined the prevalence and correlates of psychopathology in gifted children (GC) and explored whether giftedness confers protection or risk for mental health problems. We used a comparative design to analyze a population-based sample of 100 GC and 100 controls matched by age and sex in Turkey. We assessed psychiatric diagnoses with the Development and Well-Being Assessment (DAWBA), a valid diagnostic tool for child and adolescent mental health, and measured resilience and temperament with standardized scales. GC and controls did not differ significantly in the frequency of psychiatric disorders. However, GC showed lower resilience and higher negative reactivity and activity than controls. Negative reactivity was a significant predictor of psychopathology in GC. Sex did not moderate the effects of giftedness on mental health outcomes, resilience, or temperament. Our findings suggest that GC may have increased vulnerability to stress and reduced coping skills. We highlight the need to identify and support GCs who experience mental health problems and face psychological challenges. Our results emphasize the importance of early intervention and prevention to enhance resilience and well-being in this population. Future research should investigate the underlying mechanisms and develop tailored strategies to support the mental health and well-being of GC.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140533187","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
Confronting the Gordian Knot: Disentangling Gifted Education’s Major Issues 面对 "死结"：解开资优教育的主要问题
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2024-04-04 DOI: 10.1177/00169862241239617
Del Siegle, Talbot S. Hook, Kenneth J. Wright
{"title":"Confronting the Gordian Knot: Disentangling Gifted Education’s Major Issues","authors":"Del Siegle, Talbot S. Hook, Kenneth J. Wright","doi":"10.1177/00169862241239617","DOIUrl":"https://doi.org/10.1177/00169862241239617","url":null,"abstract":"What are the key challenges facing the field of gifted education? In this qualitative study, we posed this question to some of the field’s eminent leaders and scholars. Overwhelmingly, our respondents mentioned problems of diversity, equity, inclusion, and accessibility (DEIA). Respondents also discussed problems concerning identification, the limited use of research-based practices, and insufficient support from outside the field; they also touched upon larger theoretical issues like the lack of clarity surrounding our conceptions of giftedness and the purposes of gifted education. In this article, we trace a brief history of the problems and paradigms of our field, share our study’s results, some theoretical and practical connections among the most pressing issues, and implications for moving our field forward.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140533182","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
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