Gifted Child Quarterly最新文献

{"title":"Should it Matter Who Sits Next to Me?","authors":"Nancy B. Hertzog","doi":"10.1177/00169862211037948","DOIUrl":"https://doi.org/10.1177/00169862211037948","url":null,"abstract":"","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75664912","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}

{"title":"Peter Parker Principle: From White Privilege to Gifted Critical Discourse","authors":"Angela M. Novak","doi":"10.1177/00169862211037704","DOIUrl":"https://doi.org/10.1177/00169862211037704","url":null,"abstract":"","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76998194","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}

{"title":"Equity Through the Participation of Twice-Exceptional Students in Gifted Programming","authors":"David P. Walrod","doi":"10.1177/00169862211037717","DOIUrl":"https://doi.org/10.1177/00169862211037717","url":null,"abstract":"","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84180118","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}

{"title":"Equity in Gifted Education: The Importance of Definitions and a Focus on Underachieving Gifted Students","authors":"J. Y. Jung, Rahmi Luke Jackson, G. Townend, M. Mcgregor","doi":"10.1177/00169862211037945","DOIUrl":"https://doi.org/10.1177/00169862211037945","url":null,"abstract":"The underrepresentation of disadvantaged gifted students in public school gifted and talented programs is an unresolved issue for school systems and the field of gifted education around the world. Peters (2021) has provided a thoughtful, well-researched, and defensible overview on the topic, that outlines possible reasons for the underrepresentation of disadvantaged gifted students, along with multiple useful proposals for action in the future. In this commentary, two additional courses of action are described that may complement the proposals of Peters (2021). Arguably, one qualifies as “low-hanging fruit” that may be actionable immediately by school systems, while the second may require effort and action over the longer term. The first proposal relates to an issue that was not covered by Peters (2021)—a reexamination of the definitions of giftedness and talent that guide our identification processes and educational interventions. Although multiple different definitions of giftedness and talent are simultaneously being used in different parts of the world, most do not appear to be very inclusive of under-represented subgroups of gifted students. Therefore, one approach to address the inequity in gifted education may be to go beyond Peters’ (2021) suggestion of “reframing” what it means to be gifted, by the adoption of alternative definitions of giftedness that better and more explicitly acknowledge the characteristics, circumstances, and needs of disadvantaged gifted students. One such definition is the definition proposed by Gagné (2009, 2013), which makes a clear distinction between high level ability (i.e., giftedness) and high level achievement (i.e., talent), explicitly acknowledges possible environmental and intrapersonal factors (i.e., environmental and intrapersonal catalysts) that may positively or negatively influence the development of both ability and achievement, and gives recognition and status to highly able individuals who do not necessarily translate their abilities into corresponding achievements. Essentially, Gagné recognizes the phenomenon of underachievement, which is commonly understood to be a substantial discrepancy between one’s level of ability and achievement. Although the definitions and models proposed by other scholars acknowledge both ability (e.g., Renzulli, 1988) and environmental factors in the development of giftedness or talent (e.g., Tannenbaum, 2003), they do not go as far as Gagné (2009, 2013). Some examples of the specificity and elaboration given to ability and environmental factors by Gagné (2009, 2013) include the acknowledgment of maturation and learning processes that lead to the development of abilities, the role of socioeconomic status, the presence/absence of caregivers, the influence of significant others in one’s social environment, access to learning resources, and the availability of educational interventions. The adoption of definitions of giftedness and talent that clearly acknowledge possibl","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78132179","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}

{"title":"The Inherent Racism of (Gifted) Education","authors":"Keishana L. Barnes","doi":"10.1177/00169862211037705","DOIUrl":"https://doi.org/10.1177/00169862211037705","url":null,"abstract":"","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80526548","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}

{"title":"Equity, Not Just Equality: How Equality of Educational Outcome Policies Could Help Narrow Excellence and Identification Gaps","authors":"D. Long","doi":"10.1177/00169862211037944","DOIUrl":"https://doi.org/10.1177/00169862211037944","url":null,"abstract":"","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83579429","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}

{"title":"Where Does Gifted Education Go From Here: Chaos or Community?","authors":"S. Peters","doi":"10.1177/00169862211066947","DOIUrl":"https://doi.org/10.1177/00169862211066947","url":null,"abstract":"For anyone who puts pen to paper, there can be no greater compliment than when someone reads your work, except when that person then takes the time to think about it and respond. As part of this special issue, almost 50 people took the time to engage on the topic of equity in gifted education and respond to the ideas I offered (see Peters, 2022). It was a gift that left me humbled. Because of the number of commentaries and range of ideas offered, my goal in this final paper was not to respond or react to them individually. Instead, I printed them all out, spread them across the floor of my office, and tried to find areas of agreement that might help the field move forward. As many gifted education scholars and practitioners have long lamented, the existence of disproportional representation within gifted and talented programs has gone on for too long and the time has come for bold, collective action. Although they covered a range of topics, in reading through the commentaries, there appeared to be two broad areas in which most of authors agree:","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77986727","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}

{"title":"Applying Automated Originality Scoring to the Verbal Form of Torrance Tests of Creative Thinking","authors":"Selcuk Acar, K. Berthiaume, K. Grajzel, Denis G. Dumas, Charles “Tedd” Flemister, Peter Organisciak","doi":"10.1177/00169862211061874","DOIUrl":"https://doi.org/10.1177/00169862211061874","url":null,"abstract":"In this study, we applied different text-mining methods to the originality scoring of the Unusual Uses Test (UUT) and Just Suppose Test (JST) from the Torrance Tests of Creative Thinking (TTCT)–Verbal. Responses from 102 and 123 participants who completed Form A and Form B, respectively, were scored using three different text-mining methods. The validity of these scoring methods was tested against TTCT’s manual-based scoring and a subjective snapshot scoring method. Results indicated that text-mining systems are applicable to both UUT and JST items across both forms and students’ performance on those items can predict total originality and creativity scores across all six tasks in the TTCT-Verbal. Comparatively, the text-mining methods worked better for UUT than JST. Of the three text-mining models we tested, the Global Vectors for Word Representation (GLoVe) model produced the most reliable and valid scores. These findings indicate that creativity assessment can be done quickly and at a lower cost using text-mining approaches.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78550719","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}

{"title":"A Systematic Review of the Research on Gifted Individuals With Autism Spectrum Disorder","authors":"Nicholas W. Gelbar, Alexandra Cascio, Joseph W. Madaus, S. Reis","doi":"10.1177/00169862211061876","DOIUrl":"https://doi.org/10.1177/00169862211061876","url":null,"abstract":"This article includes a current research synthesis on a subpopulation of twice exceptional individuals, those who are academically talented with autism spectrum disorder (ASD). This population is emerging as an increasing focus of research, as the numbers of individuals identified are increasing. A total of 32 articles were included using the study’s inclusion criteria, and of these 32 articles, 62.5% presented data, whereas the remaining 37.5% were review or conceptual articles. This review of articles published between 1996 and 2019 suggests little research is being conducted on this population. Some of the research conducted recently involve case studies, others are correlational in nature, and most are descriptive, focusing on participants’ characteristics and how they were identified. A wide range of definitions were utilized in the literature, and to date, no empirical research has been published about this population. Implications from the current research base and suggestions for future research are included.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81526089","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}

{"title":"Attitudes Toward the Past, Present, and Future: Associations With Self-Reported Academic Outcomes in Academically Talented Adolescents","authors":"James R. Andretta, F. Worrell","doi":"10.1177/00169862211019425","DOIUrl":"https://doi.org/10.1177/00169862211019425","url":null,"abstract":"The Adolescent and Adult Time Inventory–Time Attitude Scales (AATI-TA) were used to examine the association between time attitudes and self-reported academic and social–emotional outcomes in 967 academically talented adolescents (M age = 14.27, SD = 1.42) attending a summer educational program. The AATI-TA consists of six subscales assessing positive and negative attitudes toward the past, present, and future. Bivariate associations between AATI-TA subscales scores and outcomes were small. Cluster analyses of AATI-TA scores yielded several profiles, labeled Pessimists, Negatives, Ambivalents, and Positives. Students with Positive and Ambivalent profiles reported greater course enjoyment, higher perceived academic rank, and higher expected summer GPA than their peers with the Negative profile, even though the groups did not differ on how challenging they perceived the courses to be, time spent on homework, and studying. In keeping with previous research using the AATI-TA, Positives reported the most favorable outcomes, Negatives the least, and Ambivalent and Pessimistic adolescents fell between these two groups. Future research on time attitudes should include measures of actual academic performance.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.1,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86775394","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}