Gifted Child Quarterly最新文献_第5页

Simulation Evaluating Disproportionality-Based Indicators of Inequitable Selection Practices Into Advanced Academic Programming 模拟评估基于歧化的不公平选择实践指标进入高级学术规划

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2022-07-14 DOI: 10.1177/00169862221106463

Peter Boedeker, K. Lamb, Todd Kettler

{"title":"Simulation Evaluating Disproportionality-Based Indicators of Inequitable Selection Practices Into Advanced Academic Programming","authors":"Peter Boedeker, K. Lamb, Todd Kettler","doi":"10.1177/00169862221106463","DOIUrl":"https://doi.org/10.1177/00169862221106463","url":null,"abstract":"Gifted education programs identify students with exceptional ability or potential and provide specialized educational interventions to develop general academic and domain-specific talent. Research and legal actions have found access to gifted education riddled with inequity. Indicators of inequity in selection practices based on disproportionality have been developed in the context of employment and gifted education; however, these indicators have not been compared side by side. We evaluate combinations of disproportionality-based metrics and thresholds on their ability to flag for inequity those selection practices that are indeed inequitable while not flagging for inequity those that are not. Specifically, the risk ratio and a generalized form of the Inequity Allowance Formula/Inequity Index, called here the inequity allowance ratio, are evaluated with thresholds between 0.1 and 0.9. We evaluate false-positive rates and true-positive rates when equity or inequity in selection practices exists. Furthermore, we explore the effect of program selectivity on the performance of these indicators. Ultimately, we find that recommendations regarding which disproportionality-based metric and threshold to use depends on factors that we cannot know, including the distribution of qualification of students and the quantifiable selectivity of a program. Therefore, the use of a disproportionality-based indicator when evaluating programs for potential inequity is not recommended.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"331 1","pages":"316 - 329"},"PeriodicalIF":3.1,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77589546","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

“You Are so Smart!”: The Role of Giftedness, Parental Feedback, and Parents’ Mindsets in Predicting Students’ Mindsets “你真聪明!”:天赋、父母反馈和父母心态在预测学生心态中的作用

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2022-07-01 DOI: 10.1177/00169862221084238

Michiel Boncquet, J. Lavrijsen, M. Vansteenkiste, K. Verschueren, B. Soenens

{"title":"“You Are so Smart!”: The Role of Giftedness, Parental Feedback, and Parents’ Mindsets in Predicting Students’ Mindsets","authors":"Michiel Boncquet, J. Lavrijsen, M. Vansteenkiste, K. Verschueren, B. Soenens","doi":"10.1177/00169862221084238","DOIUrl":"https://doi.org/10.1177/00169862221084238","url":null,"abstract":"Although it has been hypothesized that gifted students are at risk for adopting a fixed mind-set, research revealed inconsistent results. We aimed to clarify this by differentiating between two operationalizations of giftedness (high cognitive ability and formal identification as gifted) and how these relate to students’ beliefs about intelligence and effort. Also, we examined the role of parental antecedents on students’ beliefs. Participants were 3,329 seventh-grade students and their parents. Only being labeled as gifted was related to adopting a fixed mind-set. Regarding parental antecedents, parents’ intelligence and effort beliefs were related to students’ corresponding beliefs. Furthermore, parental feedback was associated with students’ beliefs, which was most pronounced when student-reports of feedback were used. In particular, person-oriented feedback related positively to a fixed mind-set and negatively to students’ appreciation of the role of effort in academic performance, while process-oriented feedback showed the opposite pattern. Theoretical and practical implications are discussed.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"302 ","pages":"220 - 237"},"PeriodicalIF":3.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72422308","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

Exploring the Relations Between Personality, Implicit Theories, and Subjective Well-Being Among High-Ability Undergraduate Students 高能力大学生人格、内隐理论与主观幸福感的关系研究

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2022-06-29 DOI: 10.1177/00169862221107862

Sakhavat Mammadov, T. Ward

引用次数: 0

Gifted Education on Reddit: A Social Media Sentiment Analysis Reddit上的资优教育:一项社交媒体情感分析

IF 3.1 3区教育学

Gifted Child Quarterly Pub Date : 2022-02-09 DOI: 10.1177/00169862221076403

Jaret Hodges, M. Simonsen, Jessica K. Ottwein

引用次数: 6

The Joys of Skittles and Smores 彩虹糖和雪糕的乐趣