Gifted Child Quarterly最新文献_第3页

Maximizing the Potential of Twice-Exceptional Learners: Creating a Framework of Stakeholder Supports 最大限度地发挥双重卓越学习者的潜力:创建利益相关者支持框架

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2023-08-15 DOI: 10.1177/00169862231193699

Kristie L. Speirs Neumeister

引用次数: 0

Colorblind Racial Ideology Among Teachers of Gifted Students and Its Relationship With Culturally Responsive Pedagogy 资优学生教师的种族歧视意识及其与文化响应教学法的关系

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2023-07-29 DOI: 10.1177/00169862231185559

Jessica K. Ottwein, Rachel U. Mun

{"title":"Colorblind Racial Ideology Among Teachers of Gifted Students and Its Relationship With Culturally Responsive Pedagogy","authors":"Jessica K. Ottwein, Rachel U. Mun","doi":"10.1177/00169862231185559","DOIUrl":"https://doi.org/10.1177/00169862231185559","url":null,"abstract":"Culturally responsive instruction is recommended to mitigate disparities in the retention of racially and ethnically diverse students in gifted programs. However, the endorsement of colorblind racial ideology is associated with lower multicultural teaching competency and the adoption of deficit perspectives of students of color. The present study examined the relationship between colorblind racial ideology and multicultural teaching competency among a sample of 2,323 Texas teachers who report providing instruction for students identified as gifted and talented in either general or gifted-specific settings. Multiple regression analysis found that racial colorblindness, sex, and multicultural teaching knowledge predicted the self-reported implementation of culturally responsive instruction when teaching gifted students, while gifted-specific training and school diversity had no effects. Implications relate to the necessity of addressing teachers’ racial beliefs and ensuring that gifted-specific professional development equips teachers with the knowledge and skills necessary for meeting the needs of diverse gifted students.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85028289","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

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":null,"pages":null},"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":null,"pages":null},"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

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