JOURNAL FOR THE EDUCATION OF THE GIFTED最新文献_第4页

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

The Social Representations of Gifted Children in Childhood Professionals and the General Adult Population in France 天才儿童在法国儿童专业人员和普通成年人口中的社会代表性

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2022-04-12 DOI: 10.1177/01623532221085610

Christine Sanchez, Emmanuelle Brigaud, Pascal Moliner, N. Blanc

引用次数: 5

“Being on the Positive End of Every Negative Statistic”: Expanding Inclusion of Gifted Education Through Considerations of Critical Consciousness as Double Giftedness “站在每一个消极统计的积极一端”:从双重天赋的批判意识出发，扩大天才教育的包容性

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2022-04-11 DOI: 10.1177/01623532221085608

Brandy S. Bryson

{"title":"“Being on the Positive End of Every Negative Statistic”: Expanding Inclusion of Gifted Education Through Considerations of Critical Consciousness as Double Giftedness","authors":"Brandy S. Bryson","doi":"10.1177/01623532221085608","DOIUrl":"https://doi.org/10.1177/01623532221085608","url":null,"abstract":"The narrow manner in which giftedness is often regarded perpetuates the underrepresentation of students of Color in gifted education programs, particularly for Black students. This case study highlights the story of a gifted Black high school student attending a predominantly White high school in the South. Bianca’s story illuminates her struggle with myriad racialized challenges within and outside of school and, more importantly, demonstrates her sophisticated and critically conscious appraisal of structural inequities. Interpreted through the lens of critical consciousness, Bianca’s story of giftedness illuminates her complex understandings of societal and institutional workings. Given the complexity and effort required to participate in critical ways of knowing, especially concerning the ways in which race and racism function, this study highlights that critically conscious students like Bianca are, in fact, doubly gifted and can offer insights to expand commonly held notions of giftedness and greater inclusivity in gifted education. Implications for educators and policy makers are discussed.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"45 1","pages":"157 - 178"},"PeriodicalIF":1.3,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47534404","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

“I Have Removed My Ceiling”: Qualitative Experiences of Teachers on Their Professional Development “我去掉了我的天花板”：教师专业发展的质的体验

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2022-04-10 DOI: 10.1177/01623532221085954

Rhoda Myra Garces-Bacsal, H. Elhoweris, Ahmed Mohamed, Osha Almuhairy, M. Safi, Ashraf Moustafa, M. Alzyoudi

引用次数: 2

Markers of At-Risk Literacy Development in Gifted Students 天才学生风险识字发展的标志

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2022-04-10 DOI: 10.1177/01623532221085611

Kristie L. Speirs Neumeister, Maria E. Hernández Finch, W. H. Finch, Robyn Spoon, V. Burney, V. Smith

引用次数: 0

Honors Students’ Experiences and Coping Strategies for Waiting Time in Secondary School and at University 荣誉学生在中学和大学等待时间的经验和应对策略

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2022-03-01 DOI: 10.1177/01623532211063945

Sara Hinterplattner, Marca Wolfensberger, Z. Lavicza

{"title":"Honors Students’ Experiences and Coping Strategies for Waiting Time in Secondary School and at University","authors":"Sara Hinterplattner, Marca Wolfensberger, Z. Lavicza","doi":"10.1177/01623532211063945","DOIUrl":"https://doi.org/10.1177/01623532211063945","url":null,"abstract":"This exploratory study investigated the perceived waiting time of gifted high-achieving honors students at their university and compares this to the perceived waiting time these students experienced in secondary schools. The study aimed to find reasons for, experiences with, and coping strategies for waiting time in classes at these two types of institutions. Interviews with gifted university students were conducted and qualitatively analyzed. Results show that waiting in classes is common both in secondary schools and at the university level, and students usually attribute this to poor quality of teaching. However, students also highlighted differences in the amount of time, reasons, and coping strategies for waiting due to the different nature of the institution types. Experiences of waiting depended on a variety of reasons outlined by students participating in our study. According to this, students preferred behavioral-avoidance strategies for coping in waiting situations. They rarely asked their teachers for extra tasks, even if they felt bored or underchallenged. This highlights the importance for teachers to recognize and respond to coping strategies of gifted students.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"45 1","pages":"84 - 107"},"PeriodicalIF":1.3,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44211688","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

Expanding Gifted Identification to Capture Academically Advanced, Low-Income, or Other Disadvantaged Students: The Case of Arkansas 扩大天才鉴定，以捕获学习成绩优秀、低收入或其他弱势学生:阿肯色州的案例

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2022-03-01 DOI: 10.1177/01623532211063936

B. Tran, Jonathan Wai, S. McKenzie, Jonathan N. Mills, Dustin Seaton

引用次数: 1

District Gifted Education Coordinators’ Leadership Roles and Experiences During the COVID-19 Pandemic 地区资优教育协调员在新冠疫情期间的领导角色与经验

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2022-02-15 DOI: 10.1177/01623532221124144

Keri M. Guilbault, R. JohnBull, Kimberly McCormick

引用次数: 0