Gifted Child Quarterly最新文献_第2页

Considerations of Academically Talented Students’ Homeschooling Families for Returning to Traditional Schools 有学习天赋学生的家庭教育家庭重返传统学校的考虑因素

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2024-01-28 DOI: 10.1177/00169862231222210

Michael S. Matthews, Jennifer L. Jolly, Matthew C. Makel, Ahmed Almhawes, Kimberleigh S. Daniels, Julia H. Wojciechowski

{"title":"Considerations of Academically Talented Students’ Homeschooling Families for Returning to Traditional Schools","authors":"Michael S. Matthews, Jennifer L. Jolly, Matthew C. Makel, Ahmed Almhawes, Kimberleigh S. Daniels, Julia H. Wojciechowski","doi":"10.1177/00169862231222210","DOIUrl":"https://doi.org/10.1177/00169862231222210","url":null,"abstract":"Parent-led, home-based education, or homeschooling, has grown rapidly over recent decades with participation rates increasing more than 100-fold to now nearly one in 25 students nationwide in the United States. However, the research base has not grown correspondingly, and homeschoolers remain understudied. We systematically surveyed a population of homeschooling families ( N = 881 responses) who had reported homeschooling a high-ability student to learn more about their characteristics and perceptions. Specifically, we report a mixed-methods analysis of the survey responses addressing whether and why these parents would or would not consider returning their child to a traditional school setting. Respondents were predominantly mothers who reported a high level of formal education and who were primarily responsible for implementing homeschooling with their child. Qualitative thematic analysis of open-ended responses yielded five main themes: preference, academics, concerns about future educational opportunities, satisfaction, and well-being. Findings both support and extend prior research with this population.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139592117","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

What Happens After Nomination? Evaluating the Probability of Gifted Identification With the Torrance Test of Creative Thinking 提名之后会发生什么？用托伦斯创造性思维测试评估资优鉴定的概率

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2024-01-28 DOI: 10.1177/00169862231222886

Lindsay Ellis Lee, Anne N. Rinn, Karen E. Rambo‐Hernandez

{"title":"What Happens After Nomination? Evaluating the Probability of Gifted Identification With the Torrance Test of Creative Thinking","authors":"Lindsay Ellis Lee, Anne N. Rinn, Karen E. Rambo‐Hernandez","doi":"10.1177/00169862231222886","DOIUrl":"https://doi.org/10.1177/00169862231222886","url":null,"abstract":"The Torrance Test of Creative Thinking (TTCT) is the most widely used norm-referenced creativity test used in gifted identification. Although commonly used for identifying talent, little is known about how creativity tests, like the TTCT-Figural, contribute to the probability of being identified as gifted especially with underrepresented populations. Using nominated students ( n = 1,191) from a diverse midsized urban school district, this study examined the differential predictive validity among student demographics (i.e., race/ethnicity, free/reduced price lunch status, English learning status, sex) and the TTCT-Figural to the probability of being identified as gifted. Results of a multilevel hierarchical generalized linear regression indicated underrepresented groups showed no difference in the probability of being identified after controlling for cognitive ability and academic achievement; the same was true when the TTCT-Figural was included within the model. The inclusion of the TTCT-Figural does contribute to the probability of identification; however, the disproportionality of underrepresented student groups remains in this school district. Gifted administrators looking to enhance equity may not find the solution with the mere inclusion of a creativity assessment. Implications for practice and future directions are discussed.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139592009","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

Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation 通过差异化教学满足高能力、高表现和资优学生的需求和潜能

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2024-01-21 DOI: 10.1177/00169862231222225

Maria Nicholas, Andrew Skourdoumbis, Ondine Bradbury

{"title":"Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation","authors":"Maria Nicholas, Andrew Skourdoumbis, Ondine Bradbury","doi":"10.1177/00169862231222225","DOIUrl":"https://doi.org/10.1177/00169862231222225","url":null,"abstract":"This systematic scoping review reports findings from 38 studies (2000–2022) that explored the approaches to differentiation that have been effectively used with high-ability students and the school-level supports that enabled their application. The review advances our understanding of current approaches and highlights future considerations for school-based pedagogies that aim for an inclusive education for all, including shared understandings of what effectiveness means and looks like in practice and how it can be determined or measured. The review identified 15 effective teaching approaches used with high-ability learners, showing that teachers draw upon an array of approaches when differentiating for high-ability students in both primary and secondary settings and across disciplines. However, the limited number of studies and predominance of data from one country suggest the need for further research across a broader range of contexts, including the important role of school leadership in supporting differentiated teacher practice. This need is made more pressing in contexts where differentiation continues to be primarily focused upon students working below expected level rather than including the highly able, and where the practice of differentiation continues to be misunderstood.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139609969","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

Helping High-Achieving, Low-Income, Black Students Gain Admission Into America’s Elite Colleges: Considerations for School Counselors 帮助成绩优异的低收入黑人学生进入美国名校：学校顾问的注意事项

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2024-01-21 DOI: 10.1177/00169862231220883

Joseph M. Williams, Blaire Cholewa

引用次数: 0

A Duplex Model for Giftedness 资优的双重模式

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2024-01-19 DOI: 10.1177/00169862231217730

Robert J Sternberg

{"title":"A Duplex Model for Giftedness","authors":"Robert J Sternberg","doi":"10.1177/00169862231217730","DOIUrl":"https://doi.org/10.1177/00169862231217730","url":null,"abstract":"This article proposes a duplex model for understanding giftedness. The first part of the duplex is the set of gifted skills and attitudes that one possesses as a result of heredity, the environment, and their interaction. It is the input that one has acquired from one’s life experiences. The second part of the duplex is the utilization or deployment of gifted skills and attitudes. On this view, giftedness, like intelligence, in practice heavily depends upon one’s attitudes toward deployment of abilities, not just the abilities themselves. It is the output that one gifts back to the world. Someone may possess giftedness in the first part of the duplex but give very little back in the second part. Alternatively, someone may make gifted contributions but not be identified as having the characteristics usually associated with giftedness. This can result because giftedness can be either trait-like or state-like. Some people act in gifted ways as a function of their interactions with tasks and situations, although they would not have been predicted to be individuals who would act that way. A full model should allow both for input and output—giftedness as a possession but also giftedness as it is deployed to make the world a better place.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139612134","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

Anxiety and Depression in Gifted Individuals: A Systematic and Meta-Analytic Review 资优者的焦虑和抑郁：系统和元分析综述

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2023-11-21 DOI: 10.1177/00169862231208922

Léo Duplenne, B. Bourdin, Damien N. Fernandez, Geoffrey Blondelle, Alexandre Aubry

引用次数: 0

Corrigendum to “Mental Disorders Among Gifted and Nongifted Youth: A Selected Review of the Epidemiologic Literature”. (2023). Gifted Child Quarterly, 68(1), 84-85. https://doi.org/10.1177/00169862231199745 “天才和非天才青少年的精神障碍:流行病学文献综述”的勘误表。(2023)。资优儿童学报，68(1)，84-85。https://doi.org/10.1177/00169862231199745

3区教育学

Gifted Child Quarterly Pub Date : 2023-11-09 DOI: 10.1177/00169862231199745

引用次数: 1

Influences on Career Development for Gifted Adolescent Girls in Selective Academic Programs in Australia 澳大利亚择优学习项目对资优少女职业发展的影响

3区教育学

Gifted Child Quarterly Pub Date : 2023-10-12 DOI: 10.1177/00169862231201604

Rebecca D. Napier, Jane M. Jarvis, Julie Clark, R. John Halsey

引用次数: 0

A Critique on the Current State of Research on the Social and Emotional Experiences of Gifted Individuals and a Framework for Moving the Field Forward 对天才个体的社会和情感体验研究现状的批判以及推动该领域向前发展的框架

3区教育学

Gifted Child Quarterly Pub Date : 2023-09-11 DOI: 10.1177/00169862231197780

Anne N. Rinn

引用次数: 0

Listen to the Voices of Gifted Chinese Students in New Zealand: A Culturally Responsive Framework 聆听在新西兰的中国天才学生的声音:一个文化响应的框架

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2023-08-29 DOI: 10.1177/00169862231193700

Zhu Yao, C. Rawlinson, R. Hamilton

{"title":"Listen to the Voices of Gifted Chinese Students in New Zealand: A Culturally Responsive Framework","authors":"Zhu Yao, C. Rawlinson, R. Hamilton","doi":"10.1177/00169862231193700","DOIUrl":"https://doi.org/10.1177/00169862231193700","url":null,"abstract":"New Zealand is known as a nation of immigrants with increasing cultural diversity. Currently, in Auckland, almost a quarter of residents identify with an Asian ethnicity, the largest subgroup of which is Chinese. In the field of gifted and talented education, providing access to a culturally diverse environment is an important aspect of meeting gifted students’ special needs. Although the New Zealand educational context has placed added emphasis on culturally differentiated instruction for Māori and Pasifika gifted students, New Zealand primary schools’ implementation of approaches to address the learning needs of Chinese students has been largely unexplored. In this article, we present a summary of research which explored the beliefs and perceptions of Chinese gifted and talented students, their parents, and teachers of gifted and talented students within New Zealand using interviews and Q methodology. Our Q methodology consisted of 48 statements which were sorted by 10 Chinese students, their parents, and 10 New Zealand teachers. The data were analyzed using factor analysis. By drawing on the voice of the participants and on the results of the Q methodology, a culturally responsive theoretical framework was developed. This framework aims to contribute to our understanding of the learning needs of gifted Chinese students in New Zealand and to promote an ongoing partnership between Chinese families and the school. We also explain how these elements can be translated into partnership practices within the school context. The importance of listening to voices of minority groups and immigrant families is emphasized.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72444035","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