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JOURNAL FOR THE EDUCATION OF THE GIFTED最新文献

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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":null,"pages":null},"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":null,"pages":null},"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
{"title":"Do Great Minds Think Alike? Gifted Male and Female Students’ Perceptions of Mathematics","authors":"Julia E. Calabrese, McKennah Edmunds, Miriam M. Sanders, Robert M. Capraro","doi":"10.1177/01623532231215091","DOIUrl":"https://doi.org/10.1177/01623532231215091","url":null,"abstract":"Many researchers have debated potential differences between male and female students’ mathematical performance. One important factor that can impact performance is perception of the content. The purpose of the study is to investigate factors that impact high-ability male and female students’ perspectives of mathematics. Participants ( n = 12; n<jats:sub> f</jats:sub> = 5, n<jats:sub> m</jats:sub> = 7) attended a 10-day residential summer camp during which the researchers conducted individual, semistructured interviews with each participant. Using a thematic analysis, the researchers examined the interview transcripts for themes by gender. Six common themes emerged between male and female students: perseverance, performance, self-efficacy, enjoyment of content, social component, and life relevance. Female students reported that adult influence was also a factor. Further examination showed that female students are more likely to report enjoyment of content as a factor, whereas males are more likely to report perseverance and performance.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140098540","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
Treasure Hunting for Golden Moments: A Systemic, Solution-Focused Approach for Addressing the Needs of 2e Learners 寻宝黄金时刻：满足 2e 学习者需求的系统性、注重解决方案的方法
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2023-11-22 DOI: 10.1177/01623532231214566
Eleonoor van Gerven
{"title":"Treasure Hunting for Golden Moments: A Systemic, Solution-Focused Approach for Addressing the Needs of 2e Learners","authors":"Eleonoor van Gerven","doi":"10.1177/01623532231214566","DOIUrl":"https://doi.org/10.1177/01623532231214566","url":null,"abstract":"This article provides a strategy developed for teachers in the Netherlands who participated in a 2-year course to become specialists in twice-exceptional learners. They were taught to use the Systemic Support Program for designing customized interventions for twice-exceptional learners. The aims guiding this research were to develop a better understanding of how teachers experienced the use of the Systemic Support Program and if that increased their success. To address the research aims, 78 teacher created videos presented their case studies and reflected on their competency development were analyzed. Teachers considered themselves able to design tailored interventions and enhanced their chances for success by using the strategy. The rigorous instruction and coaching sessions during their learning process were seen as significant contributors to their success.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139250464","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
Teachers’ Perceptions of Differentiation Following a Math Curriculum Implementation Study 数学课程实施研究后教师对差异化的看法
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2023-11-21 DOI: 10.1177/01623532231215092
Stacy M. Hayden, E. J. Gubbins, Rachael A. Cody, Gregory T. Boldt
{"title":"Teachers’ Perceptions of Differentiation Following a Math Curriculum Implementation Study","authors":"Stacy M. Hayden, E. J. Gubbins, Rachael A. Cody, Gregory T. Boldt","doi":"10.1177/01623532231215092","DOIUrl":"https://doi.org/10.1177/01623532231215092","url":null,"abstract":"By utilizing targeted professional learning and predifferentiated, tiered, and enriched mathematics curriculum, teachers gained an understanding of differentiation of content and the value of differentiating content for their students. They also reported a stronger understanding of how to differentiate content in the classroom. However, several barriers to differentiation were also reported, which may provide educational researchers and professional learning coordinators further information about what hinders teachers’ application of differentiated strategies, despite increased understanding and existing positive perceptions.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139250663","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
Conceptual Replication of Parental Influences on the Academic Motivation of Gifted Students: A Self-Determination Theory Perspective 父母对资优学生学业动机影响的概念复制:一个自我决定理论的视角
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2023-09-14 DOI: 10.1177/01623532231199265
Michael S. Matthews, Olivia Wylie, Amanda Styles
{"title":"Conceptual Replication of Parental Influences on the Academic Motivation of Gifted Students: A Self-Determination Theory Perspective","authors":"Michael S. Matthews, Olivia Wylie, Amanda Styles","doi":"10.1177/01623532231199265","DOIUrl":"https://doi.org/10.1177/01623532231199265","url":null,"abstract":"Despite the strong influence parenting plays in every aspect of child development, there has been relatively little research focused on how parents influence the academic motivation of their high-ability or gifted child in the home setting. The current study details a conceptual replication of one widely cited study on this topic conducted by Garn et al. (2010). We used an exploratory qualitative design to analyze interview responses gathered from 14 parents (mothers of 22 gifted students) using a content analysis approach within the theoretical framework offered by the Self-Determination Theory taxonomy of motivation developed by Deci and Ryan. Our independent analysis grouped the content of parent responses into four themes that are consistent with those reported in the original study by Garn et al.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134910968","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
The Major Characteristics and Trends of Gifted Education Doctoral Dissertation Research From 2006 Through 2016 2006 - 2016年资优教育博士论文研究的主要特点与趋势
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2023-09-13 DOI: 10.1177/01623532231199267
Hyeseong Lee, Marcia Gentry
{"title":"The Major Characteristics and Trends of Gifted Education Doctoral Dissertation Research From 2006 Through 2016","authors":"Hyeseong Lee, Marcia Gentry","doi":"10.1177/01623532231199267","DOIUrl":"https://doi.org/10.1177/01623532231199267","url":null,"abstract":"This study features a content analysis of gifted education doctoral dissertation studies from 2006 through 2016 ( n = 683) to identify the characteristics and shifts of the field. The major topics of the studies were categorized into the National Association for Gifted Children’s 16 networks and compared with the future directions suggested by the State of the States in Gifted Education report to locate the gaps between research and practical needs. The findings of this study not only outline gifted education’s significant features and trends but also provide an understanding of the evolving nature and insights of the field such as research methods, data sources, study participants, and journal publication rates.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135733657","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
South Korean Preservice Teachers’ Self-Perception as Gifted: Impact on Teacher Self-Efficacy and Attitudes Toward Gifted Education 韩国职前教师资优自我知觉:对教师自我效能感与资优教育态度的影响
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2023-09-08 DOI: 10.1177/01623532231199266
Heejin Woo, Therese M. Cumming
{"title":"South Korean Preservice Teachers’ Self-Perception as Gifted: Impact on Teacher Self-Efficacy and Attitudes Toward Gifted Education","authors":"Heejin Woo, Therese M. Cumming","doi":"10.1177/01623532231199266","DOIUrl":"https://doi.org/10.1177/01623532231199266","url":null,"abstract":"Teachers’ self-perception of their competence impacts their attitudes toward teaching, which in turn, influences both their practice and student outcomes. The goal of the current study is to explore South Korean preservice primary school teachers’ self-perception of being gifted and the relationship between their self-perception and self-efficacy in attitudes toward gifted education. This mixed-methods study includes a survey of 481 fourth-year South Korean preservice primary school teachers and follow-up focus group interviews with 13 of the survey participants. The survey results indicate that South Korean preservice teachers tend to not consider themselves as gifted. Also, the mean score of self-perception as gifted for the male preservice teachers was significantly higher than that of the female preservice teachers. Their self-perception as gifted was positively related to their self-efficacy in teaching gifted students and their tendency of seeing gifted education as elitist but negatively related to their support of gifted education.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48325484","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
Perceptions of a Gifted Coordinator on University/District Collaboration Providing Culturally Responsive Gifted Professional Learning: A Phased Analysis of the Four-Zone Equity-Driven Model of Professional Learning 天才协调员对大学/地区合作提供文化响应型天才专业学习的看法：四区公平驱动的专业学习模式的阶段性分析
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2023-07-03 DOI: 10.1177/01623532231180903
Angela M. Novak, K. Lewis
{"title":"Perceptions of a Gifted Coordinator on University/District Collaboration Providing Culturally Responsive Gifted Professional Learning: A Phased Analysis of the Four-Zone Equity-Driven Model of Professional Learning","authors":"Angela M. Novak, K. Lewis","doi":"10.1177/01623532231180903","DOIUrl":"https://doi.org/10.1177/01623532231180903","url":null,"abstract":"Achieving equity in gifted education requires districts to disrupt inequities. Professional learning (PL) is acknowledged as an effective tool to spark lasting change; however, the realities of implementing equity-driven PL often hinder its effectiveness. This case study provides the perspectives of a gifted coordinator on the obstacles to growing equity in a gifted and talented program following targeted ongoing, relevant, collaborative, online equity-driven PL provided as part of a university/district collaboration. The qualitative study sought to understand challenges the gifted coordinator faced as well as insights she gained after the university/district collaborative PL. The case study methodology involved an interview; data were transcribed, coded, and analyzed; and five themes and three key understandings are discussed, along with implications for future research and study limitations. Key understandings include the benefits of targeted PL, the need for timely change, and the need to balance between leadership and empowering teachers to be change agents.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47835354","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
Gifted Students and Gradeless Formative Assessment: A Case Study From Norway 资优学生与无等级形成性评价:挪威个案研究
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2023-06-08 DOI: 10.1177/01623532231180883
B. Svendsen, Tony Burner
{"title":"Gifted Students and Gradeless Formative Assessment: A Case Study From Norway","authors":"B. Svendsen, Tony Burner","doi":"10.1177/01623532231180883","DOIUrl":"https://doi.org/10.1177/01623532231180883","url":null,"abstract":"This case study focused on students’ experiences with gradeless formative assessment at a center for gifted students. Twenty-two students attending one of the six talent centers in Norway participated. A questionnaire with open- and close-ended questions were used to collect data. Qualitative data analysis was performed. Findings indicated that the students experience gradeless formative assessment positively. They highlighted less stressful and more motivating learning situations at the talent center compared to their experiences at school. Gradeless formative assessment allowed the students to focus on the learning process rather than the learning product.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45495458","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
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