JOURNAL FOR THE EDUCATION OF THE GIFTED最新文献

Extending Research on Psychosocial Skills and Appropriate Instruction in Developing Talents 扩展社会心理技能研究和培养人才的适当指导

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2024-09-14 DOI: 10.1177/01623532241281566

Paula Olszewski-Kubilius, Rena F. Subotnik, Frank C. Worrell, Susan G. Assouline, Heidrun Stoeger, Albert Ziegler

引用次数: 0

Developing Hidden Talent: An Exploratory Study of Advanced Math Curriculum Implementation and Its Effects on Young Mathematically Promising English Learners 开发隐藏的天赋：高级数学课程的实施及其对有数学潜质的英语学习者的影响的探索性研究

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2024-09-14 DOI: 10.1177/01623532241277850

Jenny Yang, Seokhee Cho

{"title":"Developing Hidden Talent: An Exploratory Study of Advanced Math Curriculum Implementation and Its Effects on Young Mathematically Promising English Learners","authors":"Jenny Yang, Seokhee Cho","doi":"10.1177/01623532241277850","DOIUrl":"https://doi.org/10.1177/01623532241277850","url":null,"abstract":"In this qualitative case study, we investigated the role of an advanced math curriculum with language scaffolding on the development of geometric and visual-spatial reasoning skills in young mathematically promising English learners (MPELs). Specifically, we examined the effects of providing MPELs with challenging and supportive math curriculum to facilitate the development of mathematical potential through a geometry unit. Twenty-one MPELs were randomly assigned to either an intervention or a comparison class. The data sources included audio recordings of class sessions, documents of math tasks, field notes, and test scores. Findings revealed that in the intervention class, tasks required more cognitive demands, and students were encouraged to contribute to classroom discourse more than in the comparison class. MPELs in the intervention class demonstrated greater gains in geometric reasoning compared to their peers in the comparison class. These findings underscore the point that challenging and supportive curricula can effectively nurture the mathematical potential of underrepresented gifted students.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"16 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142249768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Conducting Research on Psychosocial Skills Associated with Academic Talent Development 开展与学术人才培养相关的社会心理技能研究

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2024-08-28 DOI: 10.1177/01623532241278991

Anne N. Rinn

引用次数: 0

Gifted Students’ Academic Motivation During the COVID-19 Pandemic: Qualitative Study in Croatia, Serbia, and Slovenia COVID-19 大流行期间资优学生的学习动机：克罗地亚、塞尔维亚和斯洛文尼亚的定性研究

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2024-07-20 DOI: 10.1177/01623532241258720

Mojca Juriševič, Zora Krnjaić, Jana Šimon

引用次数: 0

Young Adult Career Outcomes for Adolescents With ADHD, High Ability, or Twice-Exceptionality 多动症、高能力或双重异常青少年的青年职业生涯结果

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2024-07-18 DOI: 10.1177/01623532241258759

Soeun Park, Megan Foley-Nicpon, Duhita Mahatmya

引用次数: 0

Available and Desirable Resources for Gifted Children in Israel’s Rural and Central Regions: Parents and Educators’ Perspectives 以色列农村和中部地区资优儿童的可用资源和理想资源：家长和教育工作者的观点

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2024-03-08 DOI: 10.1177/01623532241235929

Yael Grinshtain, Shirley Miedijensky

{"title":"Available and Desirable Resources for Gifted Children in Israel’s Rural and Central Regions: Parents and Educators’ Perspectives","authors":"Yael Grinshtain, Shirley Miedijensky","doi":"10.1177/01623532241235929","DOIUrl":"https://doi.org/10.1177/01623532241235929","url":null,"abstract":"Gifted children and their parents often cope with challenges arising from their high abilities and the particular educational needs that these entail. The current research aims to map the available and desired resources for gifted children and their families in rural and central regions. The research stems from the resource-oriented approach to gifted education that identifies five exogenous learning resources, termed educational capital. As the availability of these resources can be context-dependent, the current study examines rural and central regions as diverse spatial areas. Using a qualitative approach, 26 in-depth interviews were conducted with parents and educators from two diverse regions in Israel. Thematic analysis found that parents and educators from both regions described the available resources similarly, with the exception of the economic, infrastructural, and didactic resources, which are less available in the rural region. In addition, parents and teachers in the rural region defined personal parental resources and educational knowledge as being more desirable than their counterparts in the center. The findings suggest that resources for the gifted are more family centered than community- or region-centered. Focusing on two different spatial areas, this study examines the possible interplay between location or geography and gifted children and their available educational capital.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"74 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140125868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Voices From the Families: Strategies for and Challenges in Raising a Gifted Child 来自家庭的声音培养资优儿童的策略与挑战

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2024-03-07 DOI: 10.1177/01623532241235576

Denise de Souza Fleith, Daniela Vilarinho-Pereira, Renata Muniz Prado

引用次数: 0

Auditory Processing Disorders and Vision Processing Disorders in Twice-Exceptionality (2e): Are These Foundational Factors Being Overlooked? 双异常儿童的听觉处理障碍和视觉处理障碍》（2e）：这些基础因素是否被忽视了？

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2024-03-06 DOI: 10.1177/01623532231214568

Austina De Bonte, Ciara A. McCaffrey, Hilary K. Wisdom, Megan E. Locke, Nancy G. Torgerson, Terri Lucero

{"title":"Auditory Processing Disorders and Vision Processing Disorders in Twice-Exceptionality (2e): Are These Foundational Factors Being Overlooked?","authors":"Austina De Bonte, Ciara A. McCaffrey, Hilary K. Wisdom, Megan E. Locke, Nancy G. Torgerson, Terri Lucero","doi":"10.1177/01623532231214568","DOIUrl":"https://doi.org/10.1177/01623532231214568","url":null,"abstract":"A growing understanding of twice-exceptional (2e) students has caused many to consider the possibility of misdiagnosis and missed diagnoses in the gifted student. Despite this, auditory processing disorders (APD) and vision processing disorders (VPD) are seldom examined in the 2e research literature, yet are not uncommon in the 2e population. Because both auditory and vision processing are foundational to the human experience, challenges in these areas may significantly impact higher-order skills such as attention and executive function, as well as academic performance. This article explores what is currently known about these processing disorders, examines potential co-occurring conditions, such as dyslexia and Attention Deficit/Hyperactivity Disorder (ADHD), and presents clinical case file data suggesting how these sensory disorders may appear in the 2e population. Proper identification, management, and support of APD and VPD in 2e students could improve our ability to address student needs at the foundational level.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"60 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140098467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Affective Outcomes of a Summer Talent Development Program: What Do Students Say? 暑期人才培养计划的情感成果：学生怎么说？

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2024-03-06 DOI: 10.1177/01623532241235570

Aakash A. Chowkase, Ophélie Allyssa Desmet, Kshama Datar, Ashwini Deshpande, Sandhya Khasnis

{"title":"Affective Outcomes of a Summer Talent Development Program: What Do Students Say?","authors":"Aakash A. Chowkase, Ophélie Allyssa Desmet, Kshama Datar, Ashwini Deshpande, Sandhya Khasnis","doi":"10.1177/01623532241235570","DOIUrl":"https://doi.org/10.1177/01623532241235570","url":null,"abstract":"This study explored the affective outcomes students perceived from participating in a summer program and the program components that contributed to participants’ perceived affective development. Participants were 55 middle school students (29 girls) with intellectual gifts who participated in a 4-day-long residential program conducted in a western state in India. Participants wrote descriptive reflections responding to a 16-item open-ended survey. Matrix coding was used to code affective outcomes and the associated program components. Thematic analyses of responses revealed five themes that depicted improvement in participants’ (a) confidence and courage, (b) self-awareness, (c) social awareness, (d) social skills, and (e) inspiration. Leadership workshops and group activities, rural experience, and camp structure were discussed most frequently in relation to specific affective outcomes. Findings indicated that a direct and well-planned affective intervention can provide opportunities for social and emotional learning. Implications for holistic talent development programming have been discussed.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"23 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140098139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Do Great Minds Think Alike? Gifted Male and Female Students’ Perceptions of Mathematics 天才的思维方式相同吗？资优男女学生对数学的看法

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2024-03-06 DOI: 10.1177/01623532231215091

Julia E. Calabrese, McKennah Edmunds, Miriam M. Sanders, Robert M. Capraro

引用次数: 0