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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
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2023-05-08 DOI: 10.1177/00169862231166110
Shelagh A. Gallagher
{"title":"Reclaiming History: How the Marland Report Addressed Culturally, Linguistically, and Economically Diverse Students","authors":"Shelagh A. Gallagher","doi":"10.1177/00169862231166110","DOIUrl":"https://doi.org/10.1177/00169862231166110","url":null,"abstract":"The 50th anniversary of the Marland Report provides an opportunity to reflect on its impact on the field of gifted education. A critical question is how the Marland Report addressed the need for eq...","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"111 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71507307","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 Where and Why of Accelerated Middle-School Mathematics 中学数学速成班的发展方向与原因
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2023-05-06 DOI: 10.1177/00169862231168472
Scott J. Peters, James A Carter
{"title":"The Where and Why of Accelerated Middle-School Mathematics","authors":"Scott J. Peters, James A Carter","doi":"10.1177/00169862231168472","DOIUrl":"https://doi.org/10.1177/00169862231168472","url":null,"abstract":"Students in any grade level vary widely in their mathematics achievement, with the typical classroom including four to seven grade levels of mathematics proficiency. Due to this large range of math...","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"113 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71507335","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
Most Mathematics Classrooms Contain Wide-Ranging Achievement Levels 大多数数学教室的成绩水平参差不齐
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2023-04-27 DOI: 10.1177/00169862231166074
Blaine Pedersen, Matthew C. Makel, Karen E. Rambo-Hernandez, Scott J. Peters, Jonathan Plucker
{"title":"Most Mathematics Classrooms Contain Wide-Ranging Achievement Levels","authors":"Blaine Pedersen, Matthew C. Makel, Karen E. Rambo-Hernandez, Scott J. Peters, Jonathan Plucker","doi":"10.1177/00169862231166074","DOIUrl":"https://doi.org/10.1177/00169862231166074","url":null,"abstract":"School-based learning experiences are often designed with the “typical” student in mind. However, this may not be an optimal approach, given the variability of prior learning that exists in most cl...","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"113 8","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71507376","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
In Memoriam: Marcia Gentry, Scholar, Friend, Mentor, Mother, and Wife 纪念:玛西娅·金特里，学者，朋友，导师，母亲和妻子
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2023-01-27 DOI: 10.1177/00169862221148308
Sally Reis, Matthew Fugate
{"title":"In Memoriam: Marcia Gentry, Scholar, Friend, Mentor, Mother, and Wife","authors":"Sally Reis, Matthew Fugate","doi":"10.1177/00169862221148308","DOIUrl":"https://doi.org/10.1177/00169862221148308","url":null,"abstract":"","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"90 1","pages":"173 - 175"},"PeriodicalIF":3.1,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78241844","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
*Motivational Pathways Underlying Gifted Underachievement: Trajectory Classes, Longitudinal Outcomes, and Predicting Factors *天才表现不佳的动机途径:轨迹、类别、纵向结果和预测因素
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2022-11-11 DOI: 10.1177/00169862221132279
Alicia Ramos, J. Lavrijsen, Lisa Linnenbrink-Garcia, B. Soenens, M. Vansteenkiste, Sabine Sypré, Michiel Boncquet, K. Verschueren
{"title":"*Motivational Pathways Underlying Gifted Underachievement: Trajectory Classes, Longitudinal Outcomes, and Predicting Factors","authors":"Alicia Ramos, J. Lavrijsen, Lisa Linnenbrink-Garcia, B. Soenens, M. Vansteenkiste, Sabine Sypré, Michiel Boncquet, K. Verschueren","doi":"10.1177/00169862221132279","DOIUrl":"https://doi.org/10.1177/00169862221132279","url":null,"abstract":"This study used a longitudinal person-oriented approach to examine whether two distinct developmental pathways of maladaptive motivation could be distinguished among high-ability students (intelligence quotient [IQ] ≥ 120, N = 403, Mage = 12.2 years, 60.5% males), as proposed by the Pathways to Underachievement Model. Latent class growth analysis provided evidence for a three-class solution, including an adaptive class and two maladaptive classes, largely corresponding with the predictions of the Pathways to Underachievement Model. Furthermore, the classes related to the outcome variables in the expected ways, with the maladaptive classes showing higher disengagement and underachievement. These findings substantiate the Pathways to Underachievement Model and provide developmental insight into the multiple motivational pathways underlying disengagement and underachievement among high-ability students.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"3 1","pages":"179 - 197"},"PeriodicalIF":3.1,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73662222","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: 3
*Racial and Ethnic Disparities in Advanced Science and Mathematics Achievement During Elementary School *小学阶段高等科学和数学成绩的种族和民族差异
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2022-11-08 DOI: 10.1177/00169862221128299
P. Morgan, E. Hu, G. Farkas, M. Hillemeier, Yoonkyung Oh, Cecelia A. Gloski
{"title":"*Racial and Ethnic Disparities in Advanced Science and Mathematics Achievement During Elementary School","authors":"P. Morgan, E. Hu, G. Farkas, M. Hillemeier, Yoonkyung Oh, Cecelia A. Gloski","doi":"10.1177/00169862221128299","DOIUrl":"https://doi.org/10.1177/00169862221128299","url":null,"abstract":"We analyzed a population-based cohort (N = 10,922) to investigate the onset and stability of racial and ethnic disparities in advanced (i.e., above the 90th percentile) science and mathematics achievement during elementary school as well as the antecedent, opportunity, and propensity factors that explained these disparities. About 13% to 16% of White students versus 3% to 4% of Black or Hispanic students displayed advanced science or mathematics achievement during kindergarten. The antecedent factor of family socioeconomic status and the propensity factors of student science, mathematics, and reading achievement by kindergarten consistently explained whether students displayed advanced science or mathematics achievement during first, second, third, fourth, or fifth grade. These and additional factors substantially or fully explained initially observed disparities between Black or Hispanic and White students in advanced science or mathematics achievement during elementary school. Economic and educational policies designed to increase racial and ethnic representation in STEM course taking, degree completion, and workforce participation may need to begin by elementary school.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"19 1","pages":"151 - 172"},"PeriodicalIF":3.1,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84665291","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: 3
The CASA Criteria for Evaluating Gifted and Talented Identification Systems: Cost, Alignment, Sensitivity, and Access 评估天才识别系统的CASA标准:成本、一致性、敏感性和可及性
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2022-10-01 DOI: 10.1177/00169862221124887
S. Peters, T. Stambaugh, Matthew C. Makel, L. Lee, Matthew T. McBee, D. McCoach, Kiana R. Johnson
{"title":"The CASA Criteria for Evaluating Gifted and Talented Identification Systems: Cost, Alignment, Sensitivity, and Access","authors":"S. Peters, T. Stambaugh, Matthew C. Makel, L. Lee, Matthew T. McBee, D. McCoach, Kiana R. Johnson","doi":"10.1177/00169862221124887","DOIUrl":"https://doi.org/10.1177/00169862221124887","url":null,"abstract":"Debates over identification procedures for gifted and talented students dominate the field and serve as the topic of many of its internal and external debates. We believe this is due to a lack of commonly accepted criteria for how to evaluate identification procedures. In this article, we present the Cost, Alignment, Sensitivity, and Access (CASA) criteria, a framework to evaluate identification systems according to their cost, alignment to services, sensitivity, and access. We believe these criteria would facilitate more productive conversations over identification and continued growth and improvement for the field as a whole.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"59 1","pages":"137 - 150"},"PeriodicalIF":3.1,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85324698","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
*Striving to Excel in STEM: Insights From Underrepresented, Minoritized Graduate Students With High Academic Ability *努力在STEM领域脱颖而出:来自代表性不足、学术能力强的少数族裔研究生的见解
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2022-08-26 DOI: 10.1177/00169862221119208
Yao Yang, Marcia Gentry
{"title":"*Striving to Excel in STEM: Insights From Underrepresented, Minoritized Graduate Students With High Academic Ability","authors":"Yao Yang, Marcia Gentry","doi":"10.1177/00169862221119208","DOIUrl":"https://doi.org/10.1177/00169862221119208","url":null,"abstract":"Little information exists concerning underrepresented students’ talent development in science, technology, engineering, and mathematics (STEM) disciplines. This retrospective qualitative study investigated the talent development processes of five Black, seven Hispanic, and three Native American graduate students enrolled in STEM disciplines. All participants completed three individual, 1-hr interviews. Inductive thematic analysis revealed participants experienced challenges throughout their schooling, including chilly atmosphere in STEM disciplines, sense of loneliness, imposter syndrome, and pressure to prove themselves as capable. Despite these obstacles, participants benefited from academic rigor in STEM, gifted education programs, and extended support networks from families, friends, and mentors. Participants also developed a strong sense of responsibility for community service and social justice. Implications for research and practice are discussed.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"232 1","pages":"110 - 136"},"PeriodicalIF":3.1,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72850180","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
Integrative Supports, Resources, and Opportunities—Exploring and Expanding Urban High School Students’ Science Identity: A Longitudinal Qualitative Study 综合支持、资源与机会——城市高中生科学认同的探索与拓展:一项纵向定性研究
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2022-08-26 DOI: 10.1177/00169862221119209
Janet Rocha, Brian Cabral, Erin Chen, Carlos Rodriguez, C. Yancy
{"title":"Integrative Supports, Resources, and Opportunities—Exploring and Expanding Urban High School Students’ Science Identity: A Longitudinal Qualitative Study","authors":"Janet Rocha, Brian Cabral, Erin Chen, Carlos Rodriguez, C. Yancy","doi":"10.1177/00169862221119209","DOIUrl":"https://doi.org/10.1177/00169862221119209","url":null,"abstract":"Using a case study approach, we explored the science and math classroom experiences of urban high school students. Our purposeful sample included 11 high-achieving students (mostly minoritized students) who graduated from the same school and participated in an out-of-school science and medicine/health program. Using 35 semistructured interviews collected over 3 years, we focused on understanding the multiple contextual factors that contributed to the restructuring of students’ science experiences and reshaping of their science identity formation during high school. We expanded on Carlone and Johnson’s (2007) science identity model to propose an updated model for understanding students’ experiences within science, technology, engineering, mathematics, and medicine/health contexts. Our findings suggested that an integration of supports, resources, and opportunities lies at the core of what influences students’ science identities, which they revealed are inclusive of their science interest/passion, knowledge, participation, and achievements. Our study’s contribution is a unique perspective of the cultivation and sustainability of students’ science identities at the secondary level.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"33 1","pages":"44 - 63"},"PeriodicalIF":3.1,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82774892","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: 2
The Experience of Parenting Gifted Children: A Thematic Analysis of Interviews With Parents of Elementary-Age Children 资优儿童的养育经验:对小学生家长访谈的主题分析
IF 3.1 3区 教育学
Gifted Child Quarterly Pub Date : 2022-08-25 DOI: 10.1177/00169862221120418
Jodi L. Peebles, Sal Mendaglio, Michelle E. McCowan
{"title":"The Experience of Parenting Gifted Children: A Thematic Analysis of Interviews With Parents of Elementary-Age Children","authors":"Jodi L. Peebles, Sal Mendaglio, Michelle E. McCowan","doi":"10.1177/00169862221120418","DOIUrl":"https://doi.org/10.1177/00169862221120418","url":null,"abstract":"There is a paucity of research on the day-to-day experiences of raising gifted children from the perspective of parents. This qualitative study aimed to delve deeply into the phenomenon by interviewing parents of elementary-age gifted children. We conducted 12 interviews with parents whose children attended gifted schools. The interview transcripts were analyzed using thematic analysis to identify key themes related to the experience of parenting gifted children. Themes identified included the parents’ description of a “child-driven” approach to parenting, experiencing social isolation due to a lack of understanding, and physical and emotional feelings of exhaustion. The findings are particularly important for parents of gifted children, and other professionals who would benefit from a better understanding of the day-to-day experience of raising gifted children.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"31 1","pages":"18 - 27"},"PeriodicalIF":3.1,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81876598","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: 4
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