JOURNAL FOR THE EDUCATION OF THE GIFTED最新文献_第6页

Closing Poverty-Based Excellence Gaps: Supports for Gifted Students From Low-Income Households as Correlates of Academic Achievement 缩小基于贫困的优秀差距:对来自低收入家庭的天才学生的支持与学业成就的关系

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2021-09-01 DOI: 10.1177/01623532211023598

A. A. Ayoub, Ahmed M. Abdulla Alabbasi, J. Plucker

{"title":"Closing Poverty-Based Excellence Gaps: Supports for Gifted Students From Low-Income Households as Correlates of Academic Achievement","authors":"A. A. Ayoub, Ahmed M. Abdulla Alabbasi, J. Plucker","doi":"10.1177/01623532211023598","DOIUrl":"https://doi.org/10.1177/01623532211023598","url":null,"abstract":"Previous studies on poverty within the gifted population have shown that economically vulnerable gifted students are underrepresented in gifted programs. Moreover, the majority of published studies on this topic were conducted in Western cultures. We explored the psychological, cognitive, academic, social, and environmental supports for economically vulnerable students in the Arab culture. The sample consisted of 142 male and female students who were randomly selected from 10 middle schools in rural areas in Egypt. To assess the supports of gifted students, researchers developed a self-report questionnaire. Grade point average was used as an indicator of academic achievement. Results from cluster analysis showed that there were three profiles for low-income gifted students. Multiple regression analysis indicated that environmental, social, and psychological supports explained 44% of the variance in academic achievement. Environmental supports played the most effective role in predicting students’ academic achievement, followed by social and psychological supports.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01623532211023598","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44549453","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

Inspirational Teachers’ Model: A Constructivist Grounded Theory Study in Gifted Education 启发式教师模式:资优教育的建构主义理论研究

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2021-09-01 DOI: 10.1177/01623532211023595

Claudia A. Cornejo-Araya, L. Kronborg

{"title":"Inspirational Teachers’ Model: A Constructivist Grounded Theory Study in Gifted Education","authors":"Claudia A. Cornejo-Araya, L. Kronborg","doi":"10.1177/01623532211023595","DOIUrl":"https://doi.org/10.1177/01623532211023595","url":null,"abstract":"Adopting a constructivist grounded theory approach, 91 students from Years 9 to 11, in gifted educational programs from three schools in Melbourne, nominated their inspiring teachers. Eleven teachers, who received the highest number of nominations, were invited to an interview and an observation of their teaching. The emerged theoretical construct was identified as “Opening new possibilities: Inspiring teachers of gifted and highly able students,” which is further explained through three main categories: Being a knowledgeable and passionate teacher, creating an academically safe learning environment, and teaching beyond and above the regular curriculum. In addition, the theoretical process was explained through three phases: Expanding knowledge and understanding, Fostering positive attitudes, and Encouraging students to take action. Contextual determinants were considered to analyze and report the findings: students’ developmental characteristics, school culture, curriculum, and gifted educational provisions. Findings are discussed in the light of existing literature, as well as study limitations and ideas for future research.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01623532211023595","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47239785","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: 5

Honors College Faculty Support for High-Impact Practice Participation 荣誉学院教师支持高影响力的实践参与

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2021-06-21 DOI: 10.1177/01623532211023599

Angie L. Miller, Samantha Silberstein, Allison BrckaLorenz

引用次数: 0

Lewis Terman in Context: An Analysis of Citations of Genetic Studies of Genius Inside and Outside the Field of Gifted Education 刘易斯·特曼在语境中:天才遗传研究在资优教育领域内外的引用分析

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2021-06-19 DOI: 10.1177/01623532211023596

Jaret Hodges, Rachel U. Mun, Rebecca Johnson

引用次数: 0

Educational Paradigm Shifts and the Effects on Educating Gifted Students in the Netherlands and Flanders 荷兰和佛兰德斯的教育范式转变及其对资优学生教育的影响

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2021-04-07 DOI: 10.1177/01623532211001452

Eleonoor van Gerven

引用次数: 3

Gifted Classroom Environments and the Creative Process: A Systematic Review 资优课堂环境与创造过程:系统回顾

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2021-04-02 DOI: 10.1177/01623532211001450

L. Lee, M. S. Meyer, Kacey Crutchfield

引用次数: 7

High Expectations, Limited Options: How Gifted Students Living in Poverty Approach the Demands of AP Coursework 高期望，有限的选择:生活在贫困中的天才学生如何满足AP课程的要求

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2021-04-02 DOI: 10.1177/01623532211001443

A. Szymanski

引用次数: 2

Teachers’ Interactive Cognitions of Differentiated Instruction: An Exploration in Regular and Talent Development Lessons 教师差异化教学的互动认知:普通课与人才发展课的探索

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2021-03-22 DOI: 10.1177/01623532211001440

Saskia Stollman, J. Meirink, M. Westenberg, J. V. van Driel

{"title":"Teachers’ Interactive Cognitions of Differentiated Instruction: An Exploration in Regular and Talent Development Lessons","authors":"Saskia Stollman, J. Meirink, M. Westenberg, J. V. van Driel","doi":"10.1177/01623532211001440","DOIUrl":"https://doi.org/10.1177/01623532211001440","url":null,"abstract":"Differentiated instruction (DI) is an effective instructional strategy to maximize individual students’ abilities; in practice, however, its implementation appears to be problematic. To better understand teachers’ perspectives on DI and the effect different teaching contexts can have, we explored teachers’ interactive cognitions of DI in their regular lessons and in “talent lessons.” Four stimulated recall interviews were conducted with a sample of secondary school teachers (n = 4) in the Netherlands. We found that teachers’ interactive cognitions varied depending on the context. More specifically, it appeared that in the “talent lessons,” teachers focused more on small groups or on individual students than they did in the regular lessons. Also, regardless of context, teachers often take student characteristics into account, but how they do this varies among teachers. This study provides a valuable starting point for professional development trajectories and aimed to develop teachers’ implementation of DI while taking individual differences among teachers into account.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01623532211001440","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42584359","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

Validity Evidence for the Revised Classroom Practices Survey: An Instrument to Measure Teachers’ Differentiation Practices 修订课堂实践调查的有效性证据：衡量教师差异化实践的工具

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2021-03-01 DOI: 10.1177/0162353220978304

Nielsen Pereira, Juliana Tay, O. Desmet, Y. Maeda, Marcia Gentry

引用次数: 1

Equitable Access, Locale, Funding, and the Alignment to Performance Ratings in Texas Gifted Programs 公平准入、地点、资金以及与德克萨斯州天才项目绩效评级的一致性

IF 1.3

JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2021-03-01 DOI: 10.1177/0162353220978306

Jaret Hodges, Kacey Crutchfield, L. Lee

{"title":"Equitable Access, Locale, Funding, and the Alignment to Performance Ratings in Texas Gifted Programs","authors":"Jaret Hodges, Kacey Crutchfield, L. Lee","doi":"10.1177/0162353220978306","DOIUrl":"https://doi.org/10.1177/0162353220978306","url":null,"abstract":"Self-assessments utilizing designated, objective standards are critical in program evaluation. Although 2013–2014 Texas policy mandated districts self-assess their gifted programs using the community and student engagement performance rating system, little is known about how districts determined their self-assessment ratings. Following gifted program evaluation guidelines from the Texas State Plan for Gifted/Talented Students and the National Association for Gifted Children Pre-K–Grade 12 Gifted Programming Standards, researchers used logistic ordered regression to examine Texas districts’ 2014–2015 locale, proportional representation, and budgetary allotments in relation to gifted program self-assessed performance ratings. Results indicate proportional representation of Black and Hispanic students in gifted programs did not influence school district self-assessed ratings. On the contrary, locale, proportion of Black and Hispanic students to the overall district population, and budget allocation did relate to self-assessed ratings of gifted programs. Future research directions and implications for the use of self-assessments within gifted program evaluation are discussed.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353220978306","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47807401","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