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Crafting Expertise: Developing Talent in English Language Arts 制作专业知识：培养英语语言艺术人才
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2025-01-17 DOI: 10.1177/00169862241307659
Tamra Stambaugh, Elizabeth Covington, Emily L. Mofield
{"title":"Crafting Expertise: Developing Talent in English Language Arts","authors":"Tamra Stambaugh, Elizabeth Covington, Emily L. Mofield","doi":"10.1177/00169862241307659","DOIUrl":"https://doi.org/10.1177/00169862241307659","url":null,"abstract":"The focus of this article is on the development of expertise in interpreting literature within English Language Arts (ELA). Experts and novices differ significantly in how they approach problems and acquire information, with experts demonstrating more sophisticated pattern recognition, nuances, and conceptual understandings and approaches than novices. The domain-specific nature of expertise necessitates deliberate practice and intentional support in developing disciplinary knowledge. In this conceptual article, we integrate understandings from the talent development and gifted education literature, the learning theory and development of expertise literature, and the literary analysis field to explore the following questions: (a) Why is the development of ELA expertise important? (b) What skills do ELA experts possess that need to be cultivated in novices? (c) What are the pedagogical implications and practices necessary for enhancing ELA talent and developing expertise across the lifespan?","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"5 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142987352","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 Multitiered Approach to Computer Science Talent Development 计算机科学人才培养的多层次途径
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2025-01-17 DOI: 10.1177/00169862241307662
Nielsen Pereira, Sarah Bright, Zafer Ozen, Shahnaz Safitri, Hernan Castillo-Hermosilla, Brenda C. Matos, Tugce Karatas, Pedro Fonseca
{"title":"A Multitiered Approach to Computer Science Talent Development","authors":"Nielsen Pereira, Sarah Bright, Zafer Ozen, Shahnaz Safitri, Hernan Castillo-Hermosilla, Brenda C. Matos, Tugce Karatas, Pedro Fonseca","doi":"10.1177/00169862241307662","DOIUrl":"https://doi.org/10.1177/00169862241307662","url":null,"abstract":"Technology is an increasingly omnipresent and rapidly changing component of today’s world. As a result, there is an urgency to develop talent in the field of computer science (CS). The purpose of this article is to examine ways that educational systems can develop students’ talents to fill the need for skilled CS professionals. We provide an overview of the talent development megamodel as an exemplar of talent development frameworks and discuss ways to tailor it to fit CS talent trajectories. We describe three key components in a CS talent trajectory: early access to materials and programs; support from mentors; and the development of psychosocial skills. We introduce a proposed model, the computer science talent development model (CSTDM), for finding and developing talents in computer science in K–12 settings. CSTDM includes advanced STEM learning opportunities beginning in middle school, a focus on the development of psychosocial skills, and guidance for students regarding STEM career development.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"17 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142987351","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 Talent Development Trajectory of a Persuasive Communicator: A Biological Anthropologist Becomes a Voice for Animal Justice 一个有说服力的沟通者的人才发展轨迹：一个生物人类学家成为动物正义的代言人
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2025-01-17 DOI: 10.1177/00169862241309344
Jennifer Riedl Cross
{"title":"The Talent Development Trajectory of a Persuasive Communicator: A Biological Anthropologist Becomes a Voice for Animal Justice","authors":"Jennifer Riedl Cross","doi":"10.1177/00169862241309344","DOIUrl":"https://doi.org/10.1177/00169862241309344","url":null,"abstract":"Through the lens of the talent development megamodel and the higher mastery framework, this instrumental case study examines the career trajectory of a biological anthropologist, Barbara J. King, who became a persuasive science communicator in the struggle for animal justice. Much of her impact stems from her development in two career paths, one formal and one informal, in biological anthropology and science communication. She developed credibility as a primatologist and academic and was able to apply her experience in the biological anthropology domain to public communication channels to share information about animal cognition and behavior. Through cumulative epiphanies, she came to recognize the value of understanding animals’ lived experience and the need to seek justice for animals. She became confident in her advocacy because of her extensive knowledge base and her teaching and writing skills, which developed through the many opportunities she eagerly pursued. King’s resilience, optimism, patience, curiosity, and motivation combined with confidence in her knowledge base and communication skills to create persuasive communications that challenge the ubiquitous view that animals’ lives are of lesser value than humans’ and they may be used for human purposes. In her dual careers of biological anthropology and science communication, she learned how to share strong evidence from animal research while respecting the individuals receiving her messages. Educators can support development of students’ transformational giftedness by encouraging identity exploration, fostering openness to new ideas, and not limiting their education to the narrow requirements of success within a single domain.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"74 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142987353","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
Mapping Success: A Retrospective Study of Talent Development Trajectories in Chemical Engineering 映射成功：化学工程领域人才发展轨迹的回顾性研究
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2025-01-13 DOI: 10.1177/00169862241309346
Ophélie Allyssa Desmet, Tarun Tejasvi Mutukuri
{"title":"Mapping Success: A Retrospective Study of Talent Development Trajectories in Chemical Engineering","authors":"Ophélie Allyssa Desmet, Tarun Tejasvi Mutukuri","doi":"10.1177/00169862241309346","DOIUrl":"https://doi.org/10.1177/00169862241309346","url":null,"abstract":"This study explores talent-development trajectories of early-career chemical engineers to identify key components for success in the field using the talent development megamodel as a theoretical framework. Interviews with 12 recent PhD graduates reveal a trajectory across four developmental stages: (a) math ability and science ability, (b) chemical engineering competence and specialization competence, and (c) expertise/creative productivity. Teachable components include cognitive skills (e.g., strong math/science foundation, problem-solving), metacognitive skills (e.g., experimental design, project management), motivational skills (e.g., perseverance, learning from failures), and psychosocial skills (e.g., communication, collaboration) at different stages. The study highlights the importance of early experiences, mentorship, and continuous learning in fostering success in chemical engineering. Understanding field-specific talent development can inform targeted initiatives to address workforce gaps and promote STEM talent.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"19 4 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142974721","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 Influence of Psychosocial Skills on the Development of Musical Abilities: Cross-Sectional Results From Secondary School Pupils in Latvia 社会心理技能对音乐能力发展的影响：拉脱维亚中学生的横断面结果
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2025-01-08 DOI: 10.1177/00169862241307660
Tatjana Voitova, Valdis Bernhofs, Daniel Müllensiefen
{"title":"The Influence of Psychosocial Skills on the Development of Musical Abilities: Cross-Sectional Results From Secondary School Pupils in Latvia","authors":"Tatjana Voitova, Valdis Bernhofs, Daniel Müllensiefen","doi":"10.1177/00169862241307660","DOIUrl":"https://doi.org/10.1177/00169862241307660","url":null,"abstract":"Psychosocial skills are variables related to human behavior, beliefs, and attitudes and shape social interactions, learning processes, academic achievements, and general goal-directed behavior. Psychosocial skills seem particularly important during the adolescent period when large changes in goal setting, learning attitudes, and ability development take place. However, it remains unclear to what degree the growth of musical abilities is influenced by psychosocial skills in musically gifted children and children who are not musically gifted. Hence, the aim of this study is to determine the impact of psychosocial skills on music listening abilities beyond demographics, musical training, and cognitive factors. At four secondary schools in Latvia (two general schools and two schools for musically gifted individuals), we tested 191 adolescents (aged 11–18 years) with an online test battery assessing musical listening abilities, cognitive ability, socio-demographics, musical training activities, and a range of psychosocial skills. Data were analyzed through a series of hierarchical regression models determining the effect of different groups of independent variables. Results indicate that, in general, psychosocial variables make a substantial contribution to musical listening abilities beyond demographics, musical training, and cognitive capacity. When students from general secondary schools and schools for the musically gifted were analyzed separately, the contribution of psychosocial skills differed noticeably, with a greater relative importance for musically gifted children. Thus, the results suggest an important role of psychosocial variables in musical giftedness education. However, the specific role of individual psychosocial variables such as grit still needs to be clarified in future studies.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"43 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142935704","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
Teachers’ Views of Academically Gifted Students Through the Lens of the COVID-19 Pandemic: A Qualitative Study in Three Countries 从新冠肺炎大流行视角看三国教师对资优学生的看法
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2025-01-08 DOI: 10.1177/00169862241302823
Ana Altaras, Jana Šimon, Zorana Jolić Marjanović, Anja Podlesek
{"title":"Teachers’ Views of Academically Gifted Students Through the Lens of the COVID-19 Pandemic: A Qualitative Study in Three Countries","authors":"Ana Altaras, Jana Šimon, Zorana Jolić Marjanović, Anja Podlesek","doi":"10.1177/00169862241302823","DOIUrl":"https://doi.org/10.1177/00169862241302823","url":null,"abstract":"This cross-country study employed a qualitative design to explore teachers’ views of their gifted students and of these students’ adjustment and education during the Covid-19 pandemic. A total of 52 teachers from Croatia, Serbia, and Slovenia were interviewed about gifted students in general and, in continuation, about a particular gifted student who was selected for the purpose of this study. In both instances and across all three countries, the teachers tended to describe gifted students mainly in terms of the “harmony hypothesis.” Teaching these students in pandemic circumstances only added to the harmony view: The gifted were seen as having adapted quickly and without much academic loss to the new (learning) conditions. Nevertheless, the pandemic experience also seems to have allowed teachers to see a systemic neglect of gifted students and clearly notice the need for proper enrichment and social-emotional support if these students are to reach their full potential.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"98 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142935703","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
Likelihood of Whole-Grade or Subject Acceleration for Twice-Exceptional Students 双优学生全年级或科目加速的可能性
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2025-01-08 DOI: 10.1177/00169862241302813
Brandon LeBeau, Susan G. Assouline, Megan Foley-Nicpon, Ann Lupkowski-Shoplik, Katherine Schabilion
{"title":"Likelihood of Whole-Grade or Subject Acceleration for Twice-Exceptional Students","authors":"Brandon LeBeau, Susan G. Assouline, Megan Foley-Nicpon, Ann Lupkowski-Shoplik, Katherine Schabilion","doi":"10.1177/00169862241302813","DOIUrl":"https://doi.org/10.1177/00169862241302813","url":null,"abstract":"Academic acceleration, which enhances challenges for academically gifted students, can be subject-based or whole-grade. Limited research has explored its application in the twice-exceptional population, where students possess notable cognitive strengths and challenges due to psychological diagnoses. Our clinical study investigates the likelihood of subject or whole-grade acceleration, considering IQ, age, and achievement differences across diagnosis types and demographics. The clinical sample of 1,189 subjects was used to explore the research questions. Subject-based acceleration is more likely for students with diagnoses of depression or anxiety, gifted program participation, or medium socioeconomic status. Males with specific learning disabilities (SLDs) are less likely to be subject-based accelerated. Whole-grade acceleration was likelier for students diagnosed with anxiety. At the same time, those with medium or low socioeconomic status, and ADHD, ASD, or SLD diagnoses, were less likely to be whole-grade accelerated.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"101 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142936692","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 Meta-Analytic Evaluation: Investigating Evidence for the Validity of the Cognitive Abilities Test 元分析评估：调查认知能力测试有效性的证据
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2024-10-21 DOI: 10.1177/00169862241285593
Zafer Ozen, Nielsen Pereira, Tugce Karatas, Hernán Castillo-Hermosilla, Yukiko Maeda
{"title":"A Meta-Analytic Evaluation: Investigating Evidence for the Validity of the Cognitive Abilities Test","authors":"Zafer Ozen, Nielsen Pereira, Tugce Karatas, Hernán Castillo-Hermosilla, Yukiko Maeda","doi":"10.1177/00169862241285593","DOIUrl":"https://doi.org/10.1177/00169862241285593","url":null,"abstract":"Cognitive Abilities Test (CogAT) is one of the most frequently used gifted identification tools. In this meta-analytic study, we investigated empirical evidence of the validity of CogAT, in relation to different types of instruments. After reviewing 1,480 studies, a total of 24 with 33 effect sizes were included in the meta-analysis. According to our findings, the average effect size of r was found to be .63 with a 95% confidence interval [.57, .69]. Based on the heterogeneity test, significant variation due to the systematic between-study differences exists among the included correlations. Egger’s test for funnel plot asymmetry also indicates that no obvious publication bias exists in our study pool, which indicates there might not be a serious threat to alter the obtained results with publication bias. The moderator analysis revealed Lohman’s authorship and publication type influenced the effect size differences among studies. CogAT’s overall correlation with other identification tools (.63) might suggest using at least one more identification tool besides CogAT.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"31 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142486802","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
Voices of Families of Color: Navigating White Spaces in Gifted Education 有色人种家庭的声音：在资优教育的白色空间中导航
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2024-10-16 DOI: 10.1177/00169862241281892
Kristen N. Lamb, Nancy B. Hertzog
{"title":"Voices of Families of Color: Navigating White Spaces in Gifted Education","authors":"Kristen N. Lamb, Nancy B. Hertzog","doi":"10.1177/00169862241281892","DOIUrl":"https://doi.org/10.1177/00169862241281892","url":null,"abstract":"Even when achievement outcomes are equal, some students of color still do not participate in advanced academic or gifted education programs. To better understand this phenomenon, researchers engaged in a research-practice partnership within the local community to explore the experiences of families of color and assess their needs pertaining to advanced learning opportunities for their children. Data were collected during two family outreach events using a semi-structured interview protocol with focus groups. Focus-group interviews were independently coded and analyzed using thematic analysis. Findings revealed challenges and barriers related to accessing enrichment and advanced academic learning opportunities. Some families discussed their personal experiences of racism, bias, and deficit thinking. Overall, themes illustrated how families of color believed they were perceived by educational practitioners and their desire for a sense of belonging and equitable access to high-quality academic programming for their children.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"11 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142444516","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
Evidence-Based Instructional Practices for Twice-Exceptional Students With Autism 针对双重异常自闭症学生的循证教学实践
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2024-10-16 DOI: 10.1177/00169862241285151
Quinn Austermann, Sally M. Reis, Julie Delgado
{"title":"Evidence-Based Instructional Practices for Twice-Exceptional Students With Autism","authors":"Quinn Austermann, Sally M. Reis, Julie Delgado","doi":"10.1177/00169862241285151","DOIUrl":"https://doi.org/10.1177/00169862241285151","url":null,"abstract":"Academically talented students with autism, also known as twice-exceptional students with autism (2eASD), are increasingly identified in school. These students present challenges to educators who attempt to plan and implement successful instructional opportunities, as teachers’ knowledge and use of evidence-based practices (EBPs) for students identified with 2eASD vary. The purpose of this qualitative study was to identify current practices used by 10 high-school content and special education teachers who teach these students, as well as their recommendations for postsecondary institutions for these students. The findings suggest high-school teachers support the use of differentiated, strength-based individualized instruction for college-bound students with 2eASD, but are generally unable to offer specific examples of how these practices are implemented in their special education or content classrooms. In addition, they seldom focus on the strengths and talents of this population in their classrooms and fail to recommend competitive colleges for their consideration.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"11 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142444518","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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