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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":null,"pages":null},"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
{"title":"Expanding Gifted Identification to Capture Academically Advanced, Low-Income, or Other Disadvantaged Students: The Case of Arkansas","authors":"B. Tran, Jonathan Wai, S. McKenzie, Jonathan N. Mills, Dustin Seaton","doi":"10.1177/01623532211063936","DOIUrl":"https://doi.org/10.1177/01623532211063936","url":null,"abstract":"We examined the state of Arkansas, empirically testing how focusing on high-achieving students using state tests might expand the pool of gifted identified students. From a broader sample of 173,133 students, we compared the degree to which students who were academically talented in the top 5% on third-grade state literacy and math assessments were identified as gifted in Arkansas. Across five independent cohorts, we replicated the finding that roughly 30% of the students in the top 5% on both third-grade literacy and math were not identified as gifted. Logistic regression (N = 3992) indicated that high-achieving students participating in the federal Free/Reduced Lunch program were 50% less likely to be identified. These findings suggest that using state math and literacy assessments as universal screening tools could improve gifted identification of high-achieving students, many from low-income or other disadvantaged backgrounds.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44534833","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
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
{"title":"District Gifted Education Coordinators’ Leadership Roles and Experiences During the COVID-19 Pandemic","authors":"Keri M. Guilbault, R. JohnBull, Kimberly McCormick","doi":"10.1177/01623532221124144","DOIUrl":"https://doi.org/10.1177/01623532221124144","url":null,"abstract":"Gifted education coordinators play critical roles in administration and supervision of gifted education and accelerated learning programs in their districts. However, these roles are ill-defined in the literature. During the COVID-19 pandemic, leaders have been called upon to support educators and administrators in a variety of ways. This exploratory study sought to investigate the experiences of district gifted education coordinators during the first year of the pandemic. Qualitative data were collected from a national sample of 11 district gifted education coordinators through semi-structured interviews. An inductive thematic analysis revealed four categories that addressed their roles during this period: (a) professional responsibilities, (b) instructional leadership, (c) program management, and (d) communication and collaboration. The overarching theme across all interviews was the rapid need to pivot and adapt to constant change to ensure equitable access to advanced instruction. Implications for administrators of gifted education programs and areas for future study are addressed.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41417844","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 Marland Report: A Defining Moment in Gifted Education 马兰报告:资优教育的决定性时刻
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2022-02-09 DOI: 10.1177/01623532211064366
J. Jolly, Jennifer H. Robins
{"title":"The Marland Report: A Defining Moment in Gifted Education","authors":"J. Jolly, Jennifer H. Robins","doi":"10.1177/01623532211064366","DOIUrl":"https://doi.org/10.1177/01623532211064366","url":null,"abstract":"","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44774857","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: 3
School‐Based Leadership Talent Development: An Examination of Junior Reserve Officers’ Training Corps Participation and Postsecondary Plans 校本领导人才培养:初级预备役军官训练团参与与大专计划考察
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2022-02-08 DOI: 10.1177/01623532211063937
M. S. Meyer, Anne N. Rinn
{"title":"School‐Based Leadership Talent Development: An Examination of Junior Reserve Officers’ Training Corps Participation and Postsecondary Plans","authors":"M. S. Meyer, Anne N. Rinn","doi":"10.1177/01623532211063937","DOIUrl":"https://doi.org/10.1177/01623532211063937","url":null,"abstract":"In 1972, the Marland Report included leadership as a domain of giftedness in the first federal definition. Although federal and state descriptions of gifted and talented services still include identifying and developing leadership talent, in many states, services are not mandated or funded. Consequently, leadership development is often left to extracurricular programs (e.g., student organizations, athletics). The Junior Reserve Officers’ Training Corps (JROTC) provides school-based military-focused leadership education and opportunities to apply emergent leadership skills. This qualitative study examined leadership talent development in JROTC and the postsecondary paths participants chose. A self-report survey was distributed to graduating seniors enrolled in JROTC in Texas public high schools. The findings highlighted characteristics of students who chose to pursue military-focused education or careers after high school and themes about their leadership development experiences in JROTC. Students benefitted from opportunities for career-related identity exploration, a culture that supported leadership development, and psychosocial skills coaching.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45612418","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
What Longitudinal Research and Large-Scale Population Representative Studies Can Tell Us About Gifted Students and Education Policy 50 Years After the Marland Report 马兰报告50年后，纵向研究和大规模人口代表性研究能告诉我们关于资优学生和教育政策的什么
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2022-02-07 DOI: 10.1177/01623532211063942
Jonathan Wai, Lisa Bardach, Bich Tran
{"title":"What Longitudinal Research and Large-Scale Population Representative Studies Can Tell Us About Gifted Students and Education Policy 50 Years After the Marland Report","authors":"Jonathan Wai, Lisa Bardach, Bich Tran","doi":"10.1177/01623532211063942","DOIUrl":"https://doi.org/10.1177/01623532211063942","url":null,"abstract":"The Marland Report included many correct observations about gifted education. Some findings, for example, were based on Project Talent, a large‐scale population representative longitudinal study of the US high school population. This paper uses the intersection of cognitive aptitudes and gifted education as a framework and synthesizes studies using prospective longitudinal data from numerous sources. Additional retrospective data on US high achievers are reviewed, as are longitudinal findings from other countries. All these sources will be used to reevaluate a selected set of claims made in the Marland Report. Specifically, we explore (a) the definition and understanding of gifted students; (b) the identification of and longitudinal research on gifted students; and (c) we briefly discuss the context of the Marland Report in the wider history of education policy and reform in the US, including how to best support talented students using information from the field of education policy.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49218342","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
Will We Ever Close the Gender Gap Among Top Mathematics Achievers? Analysis of Recent Trends by Race in Advanced Placement (AP) Exams 我们会缩小顶尖数学成就者的性别差距吗？按种族划分的高等教育（AP）考试近期趋势分析
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2021-10-27 DOI: 10.1177/01623532211044540
A. Bahar
{"title":"Will We Ever Close the Gender Gap Among Top Mathematics Achievers? Analysis of Recent Trends by Race in Advanced Placement (AP) Exams","authors":"A. Bahar","doi":"10.1177/01623532211044540","DOIUrl":"https://doi.org/10.1177/01623532211044540","url":null,"abstract":"Analyzing the test scores of more than 10,000,000 students who participated in the Advanced Placement (AP) math exams from 1997 to 2019, this study examined the direction and magnitude of the trend in gender disparity by race in participation in and top achievement on AP Calculus AB, Calculus BC, and Statistics exams. The results of this study indicated that, in general, females’ representation in all three AP exams increased significantly. Although the findings indicated that the female-to-male ratios (FMRs) in participation in the AP math exams increased significantly from 1997 to 2019 and favored females for all races, the gender disparities among top achievers for all math exams are still substantial. The relationships between the FMRs in participation and top achievement for all AP math exams were also analyzed within races, and the possible impacts of these findings within the context of the underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields were also discussed.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42042592","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: 2
The Coming Out Experiences of Gifted, LGBTQ Students: When, to Whom, and Why Not? 天赋异禀的LGBTQ学生的出柜经历:何时、向谁出柜、为什么不出柜?
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2021-09-24 DOI: 10.1177/01623532211044538
J. Tuite, L. Rubenstein, Serena J. Salloum
{"title":"The Coming Out Experiences of Gifted, LGBTQ Students: When, to Whom, and Why Not?","authors":"J. Tuite, L. Rubenstein, Serena J. Salloum","doi":"10.1177/01623532211044538","DOIUrl":"https://doi.org/10.1177/01623532211044538","url":null,"abstract":"The purpose of this exploratory study was to examine the coming out experiences of gifted LGBTQ (lesbian, gay, bisexual, transgender, and questioning or queer) alumni from a residential gifted high school. First, we found that gifted LGBTQ alumni (N = 106) realized their sexual orientation/gender identity around 16.6 years old, which is similar to the general population. The year of high school graduation did not correlate with the age of initial realizations, or when they shared. On average, when the participants did share, they waited 2.1 years to share with friends and 3.4 years to share with family. Furthermore, they felt more comfortable sharing within the residential gifted high school than in their home schools. In general, LGBTQ alumni felt more autonomous, competent, and connected to the residential school. Finally, participants reported many barriers to coming out, including both internal struggles (e.g., uncertain themselves) and social fears (e.g., fear of alienation or harassment). These findings can provide guidance for school personnel as they develop effective, support systems.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44080058","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
Reflections on Experiences at a Residential Science and Math High School: An Alumni Survey 对寄宿式科学与数学高中经历的思考——一项校友调查
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2021-09-23 DOI: 10.1177/01623532211044750
Hope E. Wilson
{"title":"Reflections on Experiences at a Residential Science and Math High School: An Alumni Survey","authors":"Hope E. Wilson","doi":"10.1177/01623532211044750","DOIUrl":"https://doi.org/10.1177/01623532211044750","url":null,"abstract":"Residential Science High Schools (RSHS) for academically talented students that focus on science, technology, engineering, and mathematics (STEM) provide opportunities for high school students to accelerate their education. This study examines the results of a retrospective survey from one RSHS, including alumni for more than 20 years after graduation. The results indicate that the alumni have high levels of educational attainment and careers in STEM fields. In addition, the alumni perceive their experiences at the RSHS to have been positive, and that the RSHS prepared them for their educational pursuits, careers, social experiences, and future leadership positions. Finally, although the alumni did report a drop in academic self-concept while they were in the program, this drop did not appear to have an effect on their long-term goals or educational attainment. The implications for this study are to support the use of radical acceleration in the form of residential schools for an educational intervention for academically talented high school students.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49250867","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
Problem Finding, Divergent Thinking, and Evaluative Thinking Among Gifted and Nongifted Students 资优与非资优学生的问题发现、发散性思维与评价性思维
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2021-09-22 DOI: 10.1177/01623532211044539
Ahmed M. Abdulla Alabbasi, Amnah S. M. Hafsyan, M. Runco, A. Alsaleh
{"title":"Problem Finding, Divergent Thinking, and Evaluative Thinking Among Gifted and Nongifted Students","authors":"Ahmed M. Abdulla Alabbasi, Amnah S. M. Hafsyan, M. Runco, A. Alsaleh","doi":"10.1177/01623532211044539","DOIUrl":"https://doi.org/10.1177/01623532211044539","url":null,"abstract":"Investigations of differences between gifted and nongifted students have examined cognitive abilities, including intelligence quotient (IQ) differences, higher order thinking skills, and divergent thinking (DT). However, little is known about differences in problem finding (PF). Moreover, previous works on gifted students have never explored associations between PF and evaluative thinking (ET). Both PF and ET play a role in the creative process. The present study tested relationships between PF, DT, and ET and examined differences between gifted (N = 175) and nongifted students (N = 188). An analysis of variance (ANOVA) revealed significant differences between gifted and nongifted students’ PF, DT, and ET, with effect sizes (η2) ranging from 0.048 to 0.192. Gender differences were also analyzed; gifted girls scored significantly higher than gifted boys in PF fluency and originality, DT originality, and in ET in PF. Originality scores in DT and PF significantly predicted the accuracy of students’ ET (R2 = 34%–42%). Finally, canonical correlation analyses showed moderate-to-strong correlations between DT, PF, and ET scores. Limitations of this study are discussed.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47597440","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: 9
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