Gifted Child Quarterly最新文献_第10页

Achievement Across the Life Span: Perspectives From the Terman Study of the Gifted 终身成就:来自特曼天才研究的视角

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2021-04-01 DOI: 10.1177/0016986220934401

C. Holahan

引用次数: 6

The Challenges of Achieving Equity Within Public School Gifted and Talented Programs 在公立学校资优项目中实现公平的挑战

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2021-03-26 DOI: 10.1177/00169862211002535

S. Peters

引用次数: 66

A Meta-Analytic Evaluation of Naglieri Nonverbal Ability Test: Exploring Its Validity Evidence and Effectiveness in Equitably Identifying Gifted Students Naglieri非语言能力测验的元分析评价:探讨其效度、证据及公平识别资优学生的有效性

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2021-03-10 DOI: 10.1177/0016986221997800

Hyeseong Lee, Nesibe Karakis, Bekir Olcay Akce, Abdullah Azzam Tuzgen, Sareh Karami, Marcia Gentry, Y. Maeda

{"title":"A Meta-Analytic Evaluation of Naglieri Nonverbal Ability Test: Exploring Its Validity Evidence and Effectiveness in Equitably Identifying Gifted Students","authors":"Hyeseong Lee, Nesibe Karakis, Bekir Olcay Akce, Abdullah Azzam Tuzgen, Sareh Karami, Marcia Gentry, Y. Maeda","doi":"10.1177/0016986221997800","DOIUrl":"https://doi.org/10.1177/0016986221997800","url":null,"abstract":"The Naglieri Nonverbal Ability Test (NNAT) was developed to more equitably identify students of color, as it advertises itself as a culture-fair measure. In this meta-analytic evaluation, we aimed to investigate (a) the generalizability of validity evidence of NNAT by checking its construct and criterion validity with other measures (Part I) and (b) whether NNAT truly meets its goal to identify more culturally diverse students (Part II). After reviewing 1,714 studies, a total of 29 studies met our criteria (59 effect sizes from 22 studies for Part I and 7 effect sizes from 7 studies for Part II). In Part I, we investigated empirical evidence of validity of NNAT in relationship with different types of measures (overall effect size of r was .44); The results revealed that the correlation between NNAT and the achievement test results was 0.68, followed by the intelligence measures similar to NNAT (e.g., Cognitive Abilities Test, Otis–Lennon School Ability Tests; r = .31) and other alternative measures often used to identify gifted students (e.g., teacher-rating scale; r = .20). The moderator analysis results showed high correlations between NNAT and other measures when Naglieri is an author of the study. In Part II, although NNAT identified more students of color compared with other nonverbal tests (overall effect size of risk ratio was 0.42), findings revealed that students of color remain underrepresented in gifted programs and services.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"24 1","pages":"199 - 219"},"PeriodicalIF":3.1,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86669996","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: 8

The Career Intentions of Gifted English as a Foreign Language High School Students in Vietnam 越南资优高中学生的职业意向研究

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2021-02-10 DOI: 10.1177/0016986221991166

Thuy Hong Cao, J. Y. Jung, Susen Smith

引用次数: 5

After the International Mathematical Olympiad: The Educational/Career Decisions and the Development of Mathematical Talent of Former Australian Olympians 国际数学奥林匹克之后:前澳大利亚奥林匹克选手的教育/职业决策与数学才能的发展

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2021-02-09 DOI: 10.1177/0016986221991160

J. Y. Jung, Jihyun Lee

引用次数: 3

Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected? 识别和服务资优学生:识别和服务有联系吗?

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2021-01-27 DOI: 10.1177/0016986220988308

E. J. Gubbins, Del Siegle, Karen Ottone‐Cross, D. McCoach, S. Langley, C. Callahan, Annalissa V. Brodersen, Melanie Caughey

{"title":"Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected?","authors":"E. J. Gubbins, Del Siegle, Karen Ottone‐Cross, D. McCoach, S. Langley, C. Callahan, Annalissa V. Brodersen, Melanie Caughey","doi":"10.1177/0016986220988308","DOIUrl":"https://doi.org/10.1177/0016986220988308","url":null,"abstract":"The importance of alignment between identification processes and program design is widely noted in gifted and talented education literature. We analyzed publicly available district gifted program plans (Grades 3-5) from two states to examine the extent to which district identification practices matched intervention strategies. Our team developed a coding scheme matrix with 133 items for State 1 (n = 115) and State 2 (n = 178). The results of this study indicated that, at least in terms of planning, districts in the two states we examined appeared to be aligning identification and programming practices to meet the needs of gifted students identified in mathematics and/or reading/English language arts. In State 1, at least 60% of the districts reported the following intervention strategies in mathematics and reading/English language arts: faster pace of coverage, regular grade-level standards, in-depth coverage, preassessment, above grade-level standards, and expanded grade-level standards. In contrast, State 2 districts reported faster pace of coverage; however, with less commonly utilized interventions, subject-matter identification significantly influenced their usage. Differentiation was the primary learning environment strategy utilized by districts in both states.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"49 1","pages":"115 - 131"},"PeriodicalIF":3.1,"publicationDate":"2021-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73764347","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: 12

Social–Emotional Characteristics and Adjustment of Accelerated University Students: A Systematic Review 速成大学生社会情绪特征与适应:系统回顾

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2020-11-09 DOI: 10.1177/0016986220969392

Jolande Schuur, Marjolijn van Weerdenburg, L. Hoogeveen, E. Kroesbergen

{"title":"Social–Emotional Characteristics and Adjustment of Accelerated University Students: A Systematic Review","authors":"Jolande Schuur, Marjolijn van Weerdenburg, L. Hoogeveen, E. Kroesbergen","doi":"10.1177/0016986220969392","DOIUrl":"https://doi.org/10.1177/0016986220969392","url":null,"abstract":"Gifted students who experienced grade-based acceleration in primary or secondary education have to meet the challenges of adjusting to university at a younger age than students who did not accelerate. This systematic review critically evaluates the research on social–emotional characteristics and adjustment of these gifted accelerated university students. Based on a review of 22 studies, we may conclude that accelerated students did not differ very much in domains of social–emotional characteristics from their nonaccelerated gifted and nongifted peers. Factors that facilitated adjustment and well-being were cheerfulness, resilience, self-efficacy, a positive self-concept, high prior academic achievement, and supportive family environment. Furthermore, it was found that studies were incomplete in reporting the previous acceleration experiences of the students and that research on students who individually accelerated by 1 or 2 years was scarce. Future research should include individually accelerated students, previous acceleration experiences, gender differences, and comparison groups.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"26 1","pages":"29 - 51"},"PeriodicalIF":3.1,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78939352","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: 4

Do Mass Media Shape Stereotypes About Intellectually Gifted Individuals? Two Experiments on Stigmatization Effects From Biased Newspaper Reports 大众媒体是否塑造了对智力天才的刻板印象?有偏见的报纸报道的污名化效应的两个实验

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2020-11-06 DOI: 10.1177/0016986220969393

Sebastian Bergold, Matthias R. Hastall, Ricarda Steinmayr

{"title":"Do Mass Media Shape Stereotypes About Intellectually Gifted Individuals? Two Experiments on Stigmatization Effects From Biased Newspaper Reports","authors":"Sebastian Bergold, Matthias R. Hastall, Ricarda Steinmayr","doi":"10.1177/0016986220969393","DOIUrl":"https://doi.org/10.1177/0016986220969393","url":null,"abstract":"Negative stereotypes about intellectually gifted individuals prevail among teachers and in society although empirical research has debunked them. They are also dominant in mass media representations of gifted individuals such as newspaper reports. The present study investigated whether stereotypic representations in newspaper articles contribute to the stigmatization of gifted individuals and whether nonstereotypic, evidence-based representations might help destigmatize gifted individuals. Two randomized controlled studies with N = 431 and N = 432 university students, respectively, were conducted. In both experiments, the stereotypic representation caused more negative attitudes toward gifted individuals (d = 0.86/0.81), whereas the evidence-based representation caused more positive attitudes (d = −0.54/−0.58), compared with a control group. Quality of previous relationships with gifted persons moderated both effects to some extent; however, both effects were quite robust against potential moderators. Results indicate that the media should be aware of their influence on recipients’ attitudes. Giftedness researchers should more actively join in the public debate to counteract stigmatization of intellectually gifted individuals.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"27 1","pages":"75 - 94"},"PeriodicalIF":3.1,"publicationDate":"2020-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74912617","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: 11

Building Systemic Capacity to Improve Identification and Services in Gifted Education: A Case Study of One District 建立完善资优教育识别与服务的系统能力:以某区为例

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2020-10-29 DOI: 10.1177/0016986220967376

Rachel U. Mun, Miriam D. Ezzani, L. Lee, Jessica K. Ottwein

{"title":"Building Systemic Capacity to Improve Identification and Services in Gifted Education: A Case Study of One District","authors":"Rachel U. Mun, Miriam D. Ezzani, L. Lee, Jessica K. Ottwein","doi":"10.1177/0016986220967376","DOIUrl":"https://doi.org/10.1177/0016986220967376","url":null,"abstract":"The problem of culturally, linguistically, and economically diverse (CLED) student underrepresentation in gifted programs demonstrates a need to examine systemic processes, including the building of systemic capacity at the district and school levels where policies for gifted programs are formed and implemented. To examine the effects of this process on one diverse district’s gifted identification and services, we conducted 10 focus group interviews with 61 participants including gifted coordinators, teacher leaders, and gifted facilitators in the middle of a district initiative aimed at improving equitable identification and services in its gifted program. Data were analyzed using the six-phase approach of Thematic Analysis, which included (1) familiarization, (2) coding, (3) searching for themes, (4) reviewing themes, (5) defining and naming themes, and then (6) writing our report. Three overarching themes emerged from the in-depth analysis: (1) building systemic capacity, (2) shifting conceptions of giftedness, and (3) equitable identification practices and inclusive programming. Findings indicated the importance of systemic capacity building in teachers for improved CLED student identification into gifted programs and services. Essentially, building systemic capacity and shifting conceptions of giftedness share a reciprocal relationship in leading to more equitable gifted identification practices and inclusive programming. Moreover, implementing flexible and nuanced policy that takes into consideration school climate and culture is critical to building systemic capacity while working toward goals of equity. Recommendations are provided for researchers and practitioners based on these major findings.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"107 1","pages":"132 - 152"},"PeriodicalIF":3.1,"publicationDate":"2020-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79339685","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: 9

Trends in Gender Disparities Among High-Achieving Students in Mathematics: An Analysis of the American Mathematics Competition (AMC) 数学优等生的性别差异趋势:对美国数学竞赛(AMC)的分析

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2020-09-19 DOI: 10.1177/0016986220960453

A. Bahar

引用次数: 5