JOURNAL FOR THE EDUCATION OF THE GIFTED最新文献_第3页

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

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

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":"46 1","pages":"34 - 76"},"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":"46 1","pages":"77 - 106"},"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

Developing Students’ Science, Technology, Engineering, and Mathematics Talent in Rural After-School Settings: Rural Educators’ Affordances and Barriers 在农村校外培养学生的科学、技术、工程和数学人才：农村教育工作者的负担和障碍

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2022-09-08 DOI: 10.1177/01623532221123786

Lori M. Ihrig, S. Assouline, Duhita Mahatmya, S. Lynch

引用次数: 3

Gender, School Background, Personality, and Performance of Gifted and Regular Students in Indonesian National Competitions 性别、学校背景、个性和印尼国家比赛中天才和普通学生的表现

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2022-09-06 DOI: 10.1177/01623532221124143

N. Grasiaswaty, K. Nisa, Denawati Junia, Febri Nurrahmi, R. Ikono, Muhammad Fathii, A. Noviyanto, Asep Sukmayadi

{"title":"Gender, School Background, Personality, and Performance of Gifted and Regular Students in Indonesian National Competitions","authors":"N. Grasiaswaty, K. Nisa, Denawati Junia, Febri Nurrahmi, R. Ikono, Muhammad Fathii, A. Noviyanto, Asep Sukmayadi","doi":"10.1177/01623532221124143","DOIUrl":"https://doi.org/10.1177/01623532221124143","url":null,"abstract":"This study investigated the relationship between gender, school type, school location, personality, and winning a medal among participants of the two largest student competitions in Indonesia, the National Science Competition (KSN) and the Entrepreneur-based Student National Competition (FIKSI), sponsored by the Indonesian Ministry of Education and Culture. Survey data were collected from 684 participants in KSN and 169 participants in FIKSI. The chi-square test and the logistic regression were employed using Jeffey’s Amazing Statistics Program (JASP) ver. 13. The results revealed a substantial relationship between gender, school location, school type, and personality on winning a medal in KSN, but none in FIKSI. Results also revealed that male participants and participants from Java and private schools were more likely to win medals in KSN than female participants and participants from outside Java and public schools. This study also found that neuroticism has a statistically significant relationship toward receiving a medal in KSN.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"45 1","pages":"404 - 424"},"PeriodicalIF":1.3,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49394462","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

Swedish Preschool Teachers and Principals’ Conceptions of Giftedness and Gifted Education 瑞典幼儿园教师与校长的资优观念与资优教育

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2022-07-06 DOI: 10.1177/01623532221105602

Malin Ekesryd Nordström

引用次数: 1

Teacher Perceptions as an Entry Point for Talent Spotting and Development 教师认知作为人才发现和发展的切入点

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2022-06-17 DOI: 10.1177/01623532221105311

Julie D. Swanson, Laura Brock, Meta Lee Van Sickle, C. A. Gutshall, Timothy W. Curby

{"title":"Teacher Perceptions as an Entry Point for Talent Spotting and Development","authors":"Julie D. Swanson, Laura Brock, Meta Lee Van Sickle, C. A. Gutshall, Timothy W. Curby","doi":"10.1177/01623532221105311","DOIUrl":"https://doi.org/10.1177/01623532221105311","url":null,"abstract":"Researchers investigated the impact of a professional learning intervention focused on teaching teachers to increase rigor, challenge, and engagement to reveal talent in low-income learners. The professional learning intervention’s goal, to improve teachers’ ability to recognize student ability and talent through use of proven high-level curricular and instructional strategies, focused teacher learning on culturally responsive teaching, fundamental principles of learning, and specific curriculum. Researchers hypothesized teacher perceptions of students’ abilities would shift from a deficit view to a strengths-based one. Results indicated that teacher beliefs were positively impacted after one year and that those impacts leveled off over time. Specifically, teachers’ perceptions of student potential and the importance of talent development improved. Engagement in professional learning predicted positive change in classroom support, organization, and instruction. Finally, the professional learning intervention positively impacted teacher efficacy related to engaging, instructing, and managing learners.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"45 1","pages":"238 - 270"},"PeriodicalIF":1.3,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48138181","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

Acceptability of a Preventative Coping and Connectedness Curriculum for High School Students Entering Accelerated Curricula 高中学生进入速成课程之预防性应对与连结性课程之可接受性

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2022-06-16 DOI: 10.1177/01623532221105307

Elizabeth Shaunessy‐Dedrick, Shannon M. Suldo, Lindsey M. O’Brennan, Robert Dedrick, Janise S. Parker, J. Ferron, Letty L. DiLeo

{"title":"Acceptability of a Preventative Coping and Connectedness Curriculum for High School Students Entering Accelerated Curricula","authors":"Elizabeth Shaunessy‐Dedrick, Shannon M. Suldo, Lindsey M. O’Brennan, Robert Dedrick, Janise S. Parker, J. Ferron, Letty L. DiLeo","doi":"10.1177/01623532221105307","DOIUrl":"https://doi.org/10.1177/01623532221105307","url":null,"abstract":"Students report experiencing elevated levels of academic stress while in Advanced Placement (AP) and International Baccalaureate Diploma (IBD) classes. In response, we developed a classwide, preventative coping and connectedness curriculum, which consists of 12 50-minute modules for 9th-grade students enrolled in accelerated coursework. In this pilot study, we implemented the curriculum in 2 schools and sought user feedback. After describing the curriculum, we examine the acceptability of this social-emotional curriculum at three stages: prior to, during, and following implementation. Overall, all stakeholders—including students, parents, and educators—deemed the curriculum highly acceptable. Teachers, administrators, and parents rated the content and lessons as highly acceptable for addressing students’ academic stressors and development of necessary coping and strategies. Included is a discussion of these findings relative to prior acceptability research, including research with gifted learners, limitations, and the role of acceptability in the line of inquiry for this curriculum intervention development.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"45 1","pages":"203 - 237"},"PeriodicalIF":1.3,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41522881","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: 4

Incubating Future Scholars in the Humanities: A Case Study of an Honors Program at Peking University 培养未来的人文学者:以北京大学荣誉项目为例

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2022-06-16 DOI: 10.1177/01623532221105294

Yuting Shen

引用次数: 1