Gifted Child Quarterly最新文献_第4页

Frances A. Karnes: Four Decades of Transforming Gifted Education Through Scholarship, Advocacy, and Legislative Reform Frances A. Karnes：《四十年来通过奖学金、倡导和立法改革改变天才教育》

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-01-29 DOI: 10.1177/00169862251412553

Joel McIntosh, Kristen R. Stephens, Elizabeth Shaunessy-Dedrick

引用次数: 0

Stress Management in Honors Students: Findings From a Biofeedback Study 荣誉学生的压力管理：来自生物反馈研究的发现

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2026-01-14 DOI: 10.1177/00169862251397303

Luis Orione, Del Siegle, Talbot S. Hook, Ivo Donner

{"title":"Stress Management in Honors Students: Findings From a Biofeedback Study","authors":"Luis Orione, Del Siegle, Talbot S. Hook, Ivo Donner","doi":"10.1177/00169862251397303","DOIUrl":"https://doi.org/10.1177/00169862251397303","url":null,"abstract":"Stress and anxiety are pervasive concerns among American college students, posing detrimental effects to their well-being and academic performance. Physiologically based stress management programs have proven effective within university settings; however, limited research has investigated the impact of such interventions on university honors students. One promising tool is electrodermal biofeedback, which utilizes electrodermal activity as an indicator of psychophysiological stress-related phenomena. To address this research gap, we conducted a pre–post comparison electrodermal biofeedback intervention study involving five honors students. Across 18 time points, we recorded a total of 81 stress response control measurements per participant. Over a 6-week period, participants learned to control electrodermal activity, heart rate variability, and peripheral temperature. Visual analysis of the data revealed improved averages and trendlines in physiological stress response control for all five students, with an average effect size of d = 0.74. Moreover, participants demonstrated better average physiological stress response control post-treatment compared with pretreatment.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"39 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2026-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145961875","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

Navigating the Complex Journey Toward Professional Excellence in Distinguished Surgeons: A Constructivist Grounded Theory Approach 引导杰出外科医生走向专业卓越的复杂旅程：一种基于建构主义的理论方法

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-12-20 DOI: 10.1177/00169862251394275

Malak Abdulaziz Alabdullatif, Abdullah Mohammed Aljughaiman, Sarah Khaled Alfawzan

{"title":"Navigating the Complex Journey Toward Professional Excellence in Distinguished Surgeons: A Constructivist Grounded Theory Approach","authors":"Malak Abdulaziz Alabdullatif, Abdullah Mohammed Aljughaiman, Sarah Khaled Alfawzan","doi":"10.1177/00169862251394275","DOIUrl":"https://doi.org/10.1177/00169862251394275","url":null,"abstract":"With the growing interest in the expertise approach to high performance, its application in surgery remains underexplored. This study uses a constructivist grounded theory design and intensive interviews to examine the development of professional excellence and cognitive productivity among six renowned surgeons. It traces their trajectories from early life to global recognition. The analysis generated the “Description of the Dynamics of Professional Excellence Formation in Surgical Medicine,” highlighting the crucial role of personal and physical abilities, psychological adaptability, and resilience in overcoming challenges. These elements, shaped by evolving contexts and complex interactions, foster continuous development, innovation, and leadership. The findings reveal that global innovation represents the peak of cognitive productivity, while exceptional leadership marks the height of professional excellence. Participants engaged in dynamic processes integrating both. The study provides valuable insights into cultivating excellence in surgery, emphasizing sustained growth, ethical commitment, and effective problem-solving to achieve a lasting global impact.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"33 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145801084","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

Representation of Linguistically Diverse Students in Gifted and Talented Services: 2006–2019 Tennessee Trends 语言多样性学生在资优服务中的代表性：2006-2019年田纳西州趋势

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-12-20 DOI: 10.1177/00169862251387659

Jeannette Mancilla-Martinez, Min Hyun Oh, Elizabeth Zagata, Jiaxin Jessie Wang

引用次数: 0

Using Machine Learning for Identification: Development of the Cognitive Assessment Battery for Twice Exceptionality 使用机器学习进行识别：两次异常的认知评估电池的发展

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-12-18 DOI: 10.1177/00169862251394277

Furkan Atmaca, Mustafa Baloğlu

{"title":"Using Machine Learning for Identification: Development of the Cognitive Assessment Battery for Twice Exceptionality","authors":"Furkan Atmaca, Mustafa Baloğlu","doi":"10.1177/00169862251394277","DOIUrl":"https://doi.org/10.1177/00169862251394277","url":null,"abstract":"The identification of twice-exceptional (2e) students is a complex challenge, primarily due to cognitive masking. In this study, we developed the Cognitive Assessment Battery for Twice Exceptionality (2eCAB) and evaluated the classification performance of a machine learning algorithm, specifically Classification and Regression Trees (CART). Grounded in prior literature, the 2eCAB was designed to assess nonverbal ability, memory, rapid automatized naming, and pseudoword reading. The sample included 565 Turkish-speaking elementary students: typically developing (TD, n = 468), gifted ( n = 44), 2e ( n = 15), and students with specific learning disabilities (SLD, n = 38). The results indicated that the 2eCAB is a valid and reliable tool. Internal consistency of the battery was high (α = .95, ω = .95). Test–retest reliability for total scores was .92, while individual task scores ranged between .77 and .92. Significant relationships were found between 2eCAB scores, and results from hierarchical confirmatory factor analysis showed a good model fit. Scores from four external assessments measuring nonverbal ability, working memory, naming speed, and reading were significantly correlated with 2eCAB scores. The trained CART algorithm achieved an acceptable overall classification accuracy for identifying 2e, gifted, TD, and SLD students. Thus, artificial intelligence technologies show promise for the identification of students with special needs.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"1 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770654","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 Transformative Impact of a Novel Research-Mentoring Program on Rural High-Ability Students’ Scientific and Socio-Emotional Development 新型研究型师徒计划对农村高能力学生科学与社会情感发展的变革性影响

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-12-18 DOI: 10.1177/00169862251386052

Louise Puslednik, Patrick C. Brennan

{"title":"The Transformative Impact of a Novel Research-Mentoring Program on Rural High-Ability Students’ Scientific and Socio-Emotional Development","authors":"Louise Puslednik, Patrick C. Brennan","doi":"10.1177/00169862251386052","DOIUrl":"https://doi.org/10.1177/00169862251386052","url":null,"abstract":"High-ability students living in regional, remote, or rural areas of Australia face numerous barriers in accessing quality science, technology, engineering, and mathematics (STEM) education to meet their learning needs. However, there is limited research in how to overcome these barriers and support the development of rural high-ability students within the STEM domain. This small-scale study explores a group of high-ability rural secondary school learners and the impact of their engagement in an authentic research mentor program (ARMP). Using a mixed-method convergent parallel design, qualitative and quantitative data were collected over 3 years from 32 high-ability students in Year 10 of a rural Australian school. Rural high-ability students identified the value of the program in terms of equipping them with transferable science knowledge and skills, as well as social communication and problem-solving skills. Quantitative data analysis supported these qualitative findings. High-ability student participation in the ARMP, as measured by an independent science assessment, significantly enhanced the high-ability students’ science knowledge, understanding, and skills, as well as their problem-solving skills, and communication skills, as compared with a control group. Effect sizes for these measures were large ranging from 0.81 to 1.57. This ARMP addresses the inequities faced by rural high-ability students, providing them with exposure to authentic STEM education and research under the guidance of an academic mentor. Importantly, this research highlights the positive impact of ARMP’s on the development of rural high-ability students’ social and emotional skills; key skills needed for the development of talent in STEM.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"62 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770652","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

Are Teacher Rating Scales of Gifted Student Behavior Just Measures of Personality? 资优学生行为教师评定量表只是个性的测量吗？

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-12-18 DOI: 10.1177/00169862251397381

Jennifer L Jolly, Joni M Lakin

{"title":"Are Teacher Rating Scales of Gifted Student Behavior Just Measures of Personality?","authors":"Jennifer L Jolly, Joni M Lakin","doi":"10.1177/00169862251397381","DOIUrl":"https://doi.org/10.1177/00169862251397381","url":null,"abstract":"Standardized and informal teacher rating scales (TRS) are survey tools that include behaviors thought to be representative of giftedness and are often used for nomination or referral to a district’s gifted education program or as a datapoint of a multi-measure approach to the identification of gifted and talented students. One of the critical concerns about TRS is whether there is a credible theory underlying survey development. This study explored whether the constructs measured by TRS could be subsumed in the Five-Factor Theory of Personality (FFTP) which is a broadly recognized personality theory with five cross-culturally stable latent constructs. The standardized scales reviewed for general education students included the Scales for Identifying Gifted Students (SIGS), Gifted Rating Scales (GRS), HOPE Teacher Rating Scale (HOPE), and Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS). We also included representative examples of non-standardized scales used to identify students from culturally, linguistically, and economically diverse (CLED) backgrounds. Using the five latent constructs as a priori codes, a deductive analysis of the statements from each scale was conducted. The personality traits of Openness and Conscientiousness were most noted for general and CLED scales. Agreeableness was more represented in the general scales, while Neuroticism and Extroversion were more common for CLED scales. This study offered an alternative explanation for the constructs being measured, lending credibility to TRS when they align to the constructs of FFTP, especially Openness and Conscientiousness, and the need for continued critical analysis of how existing TRS implicitly define academic talent, particularly among CLED students.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"162 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770655","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

Making a List Requires Checking it Twice: A Call for Empirical Evidence in Characteristics Lists 制作一个列表需要检查两次：对特征列表中经验证据的呼吁

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-12-17 DOI: 10.1177/00169862251392934

Matthew C. Makel

引用次数: 0

Utilizing Advanced Decoding and Spelling Lessons to Accelerate Highly Skilled First-Grade Readers 利用先进的解码和拼写课程，加快高技能的一年级读者

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-12-12 DOI: 10.1177/00169862251392214

Amanda M. Nickerson, Stephanie A. Stollar, Pam Kastner

引用次数: 0

Equitable Identification Practices for Gifted Refugee Students: A Systematic Review and Comparative Thematic Analysis 资优难民学生的公平识别实践：系统回顾与比较专题分析

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2025-12-12 DOI: 10.1177/00169862251392600

Ali M. Alodat

{"title":"Equitable Identification Practices for Gifted Refugee Students: A Systematic Review and Comparative Thematic Analysis","authors":"Ali M. Alodat","doi":"10.1177/00169862251392600","DOIUrl":"https://doi.org/10.1177/00169862251392600","url":null,"abstract":"While research on underrepresented gifted students, such as those from low-income, minority, and linguistically diverse backgrounds, has informed identification strategies, little is known about their applicability to refugee students. Refugee children face unique challenges, including trauma, interrupted education, and acculturation stress, necessitating tailored approaches. This study examined equitable identification practices for gifted refugee students through a systematic review and comparative thematic analysis. The study synthesized findings from 26 empirical studies, identifying best practices such as universal screening, culturally responsive assessments, and nontraditional identification methods. Comparative thematic analysis reveals five core themes: identification practices, adaptations for equitable evaluation, identification challenges, impacts on student well-being, and limitations of existing methods. Findings highlighted that, while existing equitable practices can inform refugee student identification, additional modifications are required to address the distinct barriers these students face. The study emphasized the need for culturally and contextually relevant identification frameworks that recognize the diverse expressions of giftedness among refugee students. Policy and practice implications include adopting multimethod assessments, teacher training on gifted refugee identification, and developing flexible identification criteria to ensure inclusivity and fairness.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"42 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145730991","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