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Some Knowns and Unknowns About Developing Cognitive Excellence: History, Research Methods, Policy, and Politics 关于发展认知卓越的一些已知和未知:历史、研究方法、政策和政治
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2023-06-02 DOI: 10.1177/01623532231180888
Jonathan Wai, Xinya Liang
{"title":"Some Knowns and Unknowns About Developing Cognitive Excellence: History, Research Methods, Policy, and Politics","authors":"Jonathan Wai, Xinya Liang","doi":"10.1177/01623532231180888","DOIUrl":"https://doi.org/10.1177/01623532231180888","url":null,"abstract":"Starting from an appreciation of history, this article considers aspects on developing cognitive excellence in the context of core tensions and themes surrounding gifted education that continue to be relevant to present scholarship and society. We discuss some of the knowns and unknowns regarding cognitive talent development in the context of history, research methods, policy, and politics with a focus on the intersection between the fields of gifted education and cognitive aptitudes in the U.S. with novel considerations for advances in methodology.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46418547","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 and On the Move: The Impact of Losing the Gifted Label for Military Connected Students 天赋异禀的学生：失去天赋标签对军旅学生的影响
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2023-06-02 DOI: 10.1177/01623532231180882
Robyn Hilt
{"title":"Gifted and On the Move: The Impact of Losing the Gifted Label for Military Connected Students","authors":"Robyn Hilt","doi":"10.1177/01623532231180882","DOIUrl":"https://doi.org/10.1177/01623532231180882","url":null,"abstract":"Society is becoming increasingly mobile, which impacts all facets of the educational experience, including gifted education. Military students attend several different schools in their educational careers, and inconsistent criteria and identification practices among states and school districts result in a fluid gifted label for many of these students. While some aspects of school mobility are highlighted in existing research, limited attention has been paid to school mobility within gifted education. This research works to address this gap by exploring the impact of losing the gifted label on children of military members, whose relocations frequently require mobility across state and district boundaries, utilizing a unique framework, Foucault’s technologies of self. Research findings explore student perspectives on the impact of their own effort or hard work on their ability to retain the gifted label and serve as a launching point from which to explore the issue of school mobility in gifted education.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47899928","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
Who Gets Identified? The Consequences of Variability in Teacher Ratings and Combination Rules for Determining Eligibility for Gifted Services for Young Children 谁会被识别?教师评分变化的后果和确定幼儿资优服务资格的组合规则
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2023-05-12 DOI: 10.1177/01623532231162612
Karen E. Rambo‐Hernandez, Carla B. Brigandi, S. Amin, Nancy Spillane
{"title":"Who Gets Identified? The Consequences of Variability in Teacher Ratings and Combination Rules for Determining Eligibility for Gifted Services for Young Children","authors":"Karen E. Rambo‐Hernandez, Carla B. Brigandi, S. Amin, Nancy Spillane","doi":"10.1177/01623532231162612","DOIUrl":"https://doi.org/10.1177/01623532231162612","url":null,"abstract":"This study illustrates the consequences of accounting for or ignoring teacher variability in student ratings in conjunction with combination rules when identifying students for gifted services in one rural primary school. Teachers (n = 16) rated 282 first-- and second grade students on creativity, motivation, mathematics, and science. Results indicated the most variability in how teachers used the science scale and the least variability in the mathematics scales. Further, teachers rated female students higher than male students in motivation, but not on any other scale. More students were identified if the top students were identified in each class versus the top students in each grade level, and largely, the students who were identified within their classrooms were not the same students who were identified within their grade level. And as expected, OR rules resulted in the highest number of students identified. Implications and recommendations are discussed.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41919232","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
Determining Accessibility and Availability of Gifted Information on School District Websites 确定学区网站上资优信息的可及性和可用性
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2023-04-06 DOI: 10.1177/01623532231162607
Rebecca Johnson, Jaret Hodges
{"title":"Determining Accessibility and Availability of Gifted Information on School District Websites","authors":"Rebecca Johnson, Jaret Hodges","doi":"10.1177/01623532231162607","DOIUrl":"https://doi.org/10.1177/01623532231162607","url":null,"abstract":"Accessibility to gifted programs is related to processes by which students are screened for eligibility and have knowledge of options for participation. Accessibility via websites is related to usability for all users, including those with limited technology or connectivity. The purpose of the present study was to evaluate accessibility and availability of information regarding gifted education for parents of gifted students from historically marginalized student populations. We conducted a content analysis of Florida’s 74 district websites to determine accessibility and availability of gifted information. We found a disparity between accessibility based on number of clicks and availability based on embeddedness of information, although quantity of clicks was not necessarily correlated with the availability of information. Our findings led to practical implications and actionable items for educational institutions to address the potential impact of accessibility to gifted identification/program participation for students from underrepresented populations.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41520553","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
Attitudes and Self-Efficacy of Preservice Teachers Toward Teaching Gifted and Talented Students 保育教师对待天才教育的态度与自我效能
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2023-03-21 DOI: 10.1177/01623532231162673
M. Opoku, William Nketsia, Michael Amponteng, W. Mprah, E. O. Kumi
{"title":"Attitudes and Self-Efficacy of Preservice Teachers Toward Teaching Gifted and Talented Students","authors":"M. Opoku, William Nketsia, Michael Amponteng, W. Mprah, E. O. Kumi","doi":"10.1177/01623532231162673","DOIUrl":"https://doi.org/10.1177/01623532231162673","url":null,"abstract":"Teacher training is fundamental to the success of gifted and talented education (GATE). Unfortunately, in sub-Saharan Africa, which is still in the early stages of practicing inclusive education, knowledge about GATE is limited because preservice teacher training programs have yet to prioritize this subject area. The aim of this exploratory study was to examine the attitudes and self-efficacy of 304 preservice teachers regarding GATE at three education colleges in Ghana. Using Ajzen’s Theory of Planned Behavior as a framework, the results show a positive association between attitude and self-efficacy, with the latter emerging as a significant predictor of the former. Other background variables—such as gender, knowledge of inclusive education policy, specialization, and level of study—provide insights into the attitudes and self-efficacy of preservice teachers. Also discussed is the need for teacher training institutions to introduce training courses and develop culturally responsive policies, guidelines, and strategies for GATE.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47317345","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
Evaluating the Effectiveness of the Online Delivery of Affective Curriculum for Gifted Students 资优学生情感课程在线教学效果评价
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2023-03-20 DOI: 10.1177/01623532231162606
O. Desmet, Huzeyfe Cakmakci, Abdullah Tuzgen
{"title":"Evaluating the Effectiveness of the Online Delivery of Affective Curriculum for Gifted Students","authors":"O. Desmet, Huzeyfe Cakmakci, Abdullah Tuzgen","doi":"10.1177/01623532231162606","DOIUrl":"https://doi.org/10.1177/01623532231162606","url":null,"abstract":"The purpose of the present study was to evaluate the online delivery of an affective curriculum for gifted and talented youth to gain further understanding of its effectiveness and perceived advantages and disadvantages of delivering affective curriculum online. Using convergent parallel mixed-methods design, we evaluated data from 38 secondary education students and 4 camp counselors to examine their experiences with the online delivery of an affective curriculum. We found the curriculum effectively increased students' self-perceptions, planning, and self-monitoring. Further, camp counselors generally perceived the online delivery to be effective and identified several benefits of online delivery, such as increased access and easier differentiating. Yet, they continued to prefer a face-to-face delivery where possible. Implications for practice are discussed.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46411362","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
Actualizing Talent in Physics: A Qualitative Study of Gifted Finnish Upper-Secondary-School Physics Students 物理人才的培养——芬兰高中物理天才学生的质性研究
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2023-03-01 DOI: 10.1177/01623532221143819
Taina Makkonen, J. Lavonen, K. Tirri
{"title":"Actualizing Talent in Physics: A Qualitative Study of Gifted Finnish Upper-Secondary-School Physics Students","authors":"Taina Makkonen, J. Lavonen, K. Tirri","doi":"10.1177/01623532221143819","DOIUrl":"https://doi.org/10.1177/01623532221143819","url":null,"abstract":"This qualitative study used in-depth interviews to investigate how gifted Finnish upper-secondary-school physics students (N = 24) actualize their physics talent in their career choices. The data were analyzed using inductive content analysis. Half of the students had their primary career choice in natural sciences and engineering (NS&E). The study further identified students’ perspectives related to their career decision-making, including the reasons for their career choices, perceived quantity and quality of career information in physics and related domains, and the sources of such information. Moreover, students’ perspectives on the different ways of actualizing physics talent were explored. The analysis revealed gender differences in students’ career choices as well as a strong overall need for more career information in physics-related fields. The findings can be used by policymakers, school counselors, and teachers to identify the factors that contribute to the career decision-making processes of gifted physics-oriented students.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48652577","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: 1
Self-Regulated Learning and Motivation Among Gifted and High-Achieving Students in Science, Technology, Engineering, and Mathematics Disciplines: Examining Differences Between Students From Diverse Socioeconomic Levels 科学、技术、工程和数学学科天才和高成就学生的自我调节学习和动机：考察不同社会经济水平学生之间的差异
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2023-01-28 DOI: 10.1177/01623532221143825
Nurit Paz-Baruch, Hnade Hazema
{"title":"Self-Regulated Learning and Motivation Among Gifted and High-Achieving Students in Science, Technology, Engineering, and Mathematics Disciplines: Examining Differences Between Students From Diverse Socioeconomic Levels","authors":"Nurit Paz-Baruch, Hnade Hazema","doi":"10.1177/01623532221143825","DOIUrl":"https://doi.org/10.1177/01623532221143825","url":null,"abstract":"Self-regulated learning (SRL) is an active process that assists students in managing their thoughts, behaviors, and emotions to navigate their learning experiences successfully. The study examined the differences in motivation and SRL between gifted and high achievers (GHAs) and typical achievers (TAs) in science, technology, engineering, and mathematics (STEM) disciplines by addressing the contribution of socioeconomic status (SES). A sample of 151 students in 11th and 12th grades from two high schools in Israel were divided into four study groups based on their general intelligence, school grades, and SES. Participants completed SRL and motivation questionnaires. The results indicated that among GHAs, all motivation measures were significantly higher than those of TAs, especially among students from low-SES environments. GHA students reported using more SRL strategies than TA students regarding organization, metacognition, time and learning environment, peer learning, and effort regulation. Students from low-SES environments reported using more organization strategies than those from high-SES environments, whereas TA students surpassed their GHA counterparts in critical thinking.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42799419","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
Prospective Teachers’ Beliefs About Human Intelligence in a Turkish Sample 土耳其准教师对人类智力的看法
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2023-01-27 DOI: 10.1177/01623532221143823
F. Kaya, M. Kaya, S. Kaya
{"title":"Prospective Teachers’ Beliefs About Human Intelligence in a Turkish Sample","authors":"F. Kaya, M. Kaya, S. Kaya","doi":"10.1177/01623532221143823","DOIUrl":"https://doi.org/10.1177/01623532221143823","url":null,"abstract":"Research consistently reports a moderate to a strong relationship between intelligence and academic performance. For about a century, the concept of intelligence has often been used in the definition of giftedness and the identification of gifted students along with other data sources, although some experts are against it. An understanding of prospective teachers' beliefs about intelligence is important to unearth how they perceive intelligence and giftedness. We replicated Warne and Burton's (2020) study with 157 prospective Turkish teachers. They were selected using an online convenience sampling method from various departments of a faculty of education. Of the participants, 72.6% were female and 27.4% were male. We adapted Warne and Burton’s (2020) survey, translating it to Turkish and administered it online to understand the prospective teachers’ beliefs about intelligence as well as to examine if these beliefs differ across cultures. We found that the prospective teachers’ understanding was mostly in line with the original study as well as the mainstream views of intelligence. We also found similar results to the original study, regarding the components of intelligence. Like the original study, the Turkish sample showed an understanding of the relationship between education and intelligence; however, the items about biological and genetic influences on intelligence, the plausible causes of group differences, the life outcomes of intelligence, and a cross-cultural comparison of intelligence had a low response uniformity in both studies. Similar findings across samples may be attributed to common, popular views as well as similar textbooks or other resources used in both cultures. The samples (e.g., educational level and age) may be partially responsible for the differences in the findings across both cultures.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43907115","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
A Renewed Call for Disaggregation of Racial and Ethnic Data: Advancing Scientific Rigor and Equity in Gifted and Talented Education Research 对种族和民族数据分类的再次呼吁:促进资优教育研究的科学严谨性和公平性
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2022-09-20 DOI: 10.1177/01623532221123795
Glorry Yeung, Rachel U. Mun
{"title":"A Renewed Call for Disaggregation of Racial and Ethnic Data: Advancing Scientific Rigor and Equity in Gifted and Talented Education Research","authors":"Glorry Yeung, Rachel U. Mun","doi":"10.1177/01623532221123795","DOIUrl":"https://doi.org/10.1177/01623532221123795","url":null,"abstract":"Researchers in gifted and talented education (GATE) have increasingly taken on the role of advocating equity and access for minoritized populations. However, subgroups of racially and ethnically diverse students are rarely disaggregated from monolithic racial and ethnic categories. Studies on academic achievement of Asian American and White students, based on aggregated data, risk straying from scientific rigor and may lead to conclusions that further contribute to the masking of inequities and disparities of nested subgroups. The roots of this phenomenon can be traced to the practice of racial/ethnic data aggregation from the national level on down. We contend that fair and equitable access should be afforded to all students and call for the normalization of racial/ethnic data disaggregation in GATE research to increase scientific rigor in our scholarship and unmask intra-ethnic inequities.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46598160","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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