Gifted Child Quarterly最新文献_第2页

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

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

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

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

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

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

引用次数: 0

Research Topics and Trends in Gifted Education: A Structural Topic Model 资优教育的研究课题和趋势：结构性主题模型

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2024-10-16 DOI: 10.1177/00169862241285041

Seda Şakar, Sema Tan

引用次数: 0

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":"31 1","pages":""},"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