Gifted Child Quarterly最新文献_第3页

School District Equity Initiatives That Impact Access to Accelerated and Advanced Learning 学区公平倡议影响加速和高级学习的机会

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2023-07-17 DOI: 10.1177/00169862231186669

Nancy B. Hertzog, K. Lamb, A. J. Balatico

{"title":"School District Equity Initiatives That Impact Access to Accelerated and Advanced Learning","authors":"Nancy B. Hertzog, K. Lamb, A. J. Balatico","doi":"10.1177/00169862231186669","DOIUrl":"https://doi.org/10.1177/00169862231186669","url":null,"abstract":"Equity and access to advanced learning opportunities have been issues of concern for educators in the field of gifted education for decades. Gifted programs are noted as some of the most segregated learning environments in schools today. This study was designed to investigate how school districts have addressed educational equity through the lenses of school district administrators. Researchers conducted semistructured 1-hr interviews with 32 superintendents or their designees (e.g., gifted coordinator, Director of Equity, etc.) about school district initiatives designed and implemented to improve equity and access to advanced and accelerated learning opportunities, with a focus from 2015 to early 2020, before the COVID-19 pandemic. Participants were asked about the definition of educational equity in their district, targeted equity initiatives in highly capable programs, challenges or barriers they encountered when they implemented change, and their experiences with diversifying their work force and professional development. Findings included changes in curriculum and improving access to advanced learning opportunities while addressing persistent challenges in school funding and diversifying the workforce. The findings of this study addressed a significant gap in gifted education research: actions taken by school district administrators that went beyond changes in identification processes to increase equity and access to advanced learning opportunities.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"163 1","pages":"325 - 336"},"PeriodicalIF":3.1,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73475171","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

Champions of Transparency in Education: What Journal Reviewers Can Do to Encourage Open Science Practices 教育透明度的拥护者:期刊审稿人可以做些什么来鼓励开放科学实践

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2023-07-14 DOI: 10.1177/00169862231184575

R. Renbarger, J. Adelson, J. Rosenberg, Sondra M. Stegenga, Olivia Lowrey, Pamela R. Buckley, Qiyang Zhang

{"title":"Champions of Transparency in Education: What Journal Reviewers Can Do to Encourage Open Science Practices","authors":"R. Renbarger, J. Adelson, J. Rosenberg, Sondra M. Stegenga, Olivia Lowrey, Pamela R. Buckley, Qiyang Zhang","doi":"10.1177/00169862231184575","DOIUrl":"https://doi.org/10.1177/00169862231184575","url":null,"abstract":"As the field of education, and especially gifted education, gradually moves toward open science, our research community increasingly values transparency and openness brought by open science practices. Yet, individual researchers may be reluctant to adopt open science practices due to low incentives, barriers of extra workload, or lack of support to apply these in certain areas, such as qualitative research. We encourage and give guidelines to reviewers to champion open science practices by warmly influencing authors to consider applying open science practices to quantitative, qualitative, and mixed-methods research and providing ample support to produce higher-quality publications. Instead of imposing open science practices on authors, we advocate reviewers suggest small, non-threatening, specific steps to support authors without making them feel overwhelmed, judged, or punished. We believe that these small steps taken by reviewers will make a difference to create a more supportive environment for researchers to adopt more open science practices.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"12 1","pages":"337 - 351"},"PeriodicalIF":3.1,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79525053","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: 1

Giftedness in Inclusive Classrooms: A Cross-Cultural Examination of Pre-Service Teachers’ Thinking in Finland, Austria, Turkey, the Philippines, and Japan 包容性课堂中的天赋:芬兰、奥地利、土耳其、菲律宾和日本职前教师思维的跨文化考察

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2023-07-10 DOI: 10.1177/00169862231183652

Erkki T. Lassila, Eeva Kaisa Hyry-Beihammer, Oktay Kızkapan, Angela Rocena, M. Sumida

{"title":"Giftedness in Inclusive Classrooms: A Cross-Cultural Examination of Pre-Service Teachers’ Thinking in Finland, Austria, Turkey, the Philippines, and Japan","authors":"Erkki T. Lassila, Eeva Kaisa Hyry-Beihammer, Oktay Kızkapan, Angela Rocena, M. Sumida","doi":"10.1177/00169862231183652","DOIUrl":"https://doi.org/10.1177/00169862231183652","url":null,"abstract":"This research examines student teachers’ thinking about teaching gifted students in an inclusive classroom context. Grounded in a narrative paradigm, we analyzed narratives from student teachers in Finland, Austria, Turkey, the Philippines, and Japan to identify solutions that they imagined in response to gifted students’ needs in an inclusive classroom. Six solution categories emerged: (a) giving gifted students more challenging or motivational tasks; (b) encouraging peer learning and having gifted students act as teaching assistants; (c) using communication in the classroom and with gifted students; (d) guiding gifted students toward learning opportunities beyond the classroom; (e) consulting colleagues, experts, parents, or principals; and (f) developing one’s own capacities as a teacher. Our findings carry implications for developing teacher education to nurture future teachers who understand the meaning of cultural contingencies and different learners’ needs to teach the gifted in inclusive classrooms.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"96 1","pages":"306 - 324"},"PeriodicalIF":3.1,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89906088","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

Composing Meaningful Lives: Exceptional Women and Men at Age 50 谱写有意义的人生:50岁的杰出男女

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2023-07-06 DOI: 10.1177/00169862231175831

D. Lubinski, C. Benbow, Kira O. McCabe, Brian O. Bernstein

引用次数: 0

Conducting Collaborative Qualitative Analysis Remotely 远程进行协作定性分析

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2023-05-19 DOI: 10.1177/00169862231166093

Adrienne E. Sauder, Cindy M. Gilson

引用次数: 0

Reclaiming History: How the Marland Report Addressed Culturally, Linguistically, and Economically Diverse Students 重拾历史：Marland报告如何处理文化、语言和经济多样化的学生