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JOURNAL FOR THE EDUCATION OF THE GIFTED最新文献

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Bilingual Gifted and Talented Students’ Expository Writing: Exploring Academic Language Features in English and Spanish 双语资优学生说明文写作:探究英语和西班牙语的学术语言特征
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2020-09-18 DOI: 10.1177/0162353220956729
Robin L. Danzak
{"title":"Bilingual Gifted and Talented Students’ Expository Writing: Exploring Academic Language Features in English and Spanish","authors":"Robin L. Danzak","doi":"10.1177/0162353220956729","DOIUrl":"https://doi.org/10.1177/0162353220956729","url":null,"abstract":"Bilingual students are underrepresented in gifted and talented (GT) programs, and language/literacy research on these students is scarce. This study examined academic language in expository writing of 65 GT students, including 32 bilinguals, in Grades 4–8. Outcomes at the word, phrase, sentence, and text levels were compared for bilinguals’ versus monolinguals’ English writing, and bilinguals’ English versus Spanish writing. In addition, two students’ texts were explored qualitatively. In English, bilinguals and monolinguals did not significantly differ on any measure. Bilinguals scored higher in English than Spanish on most traditional word- and sentence-level measures, were equal in lexical diversity, and varied at the phrase level. English and Spanish writing was similar in content and structure, suggesting transfer of text-level skills. The qualitative assessment highlighted diverse attempts at information condensing and author distance with varying success, again with similar outcomes at the text level.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"43 1","pages":"405 - 431"},"PeriodicalIF":1.3,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353220956729","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46995041","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
Letter From the Editors 编辑来信
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2020-09-01 DOI: 10.1177/0162353220940216
J. Jolly, Jennifer H. Robins
{"title":"Letter From the Editors","authors":"J. Jolly, Jennifer H. Robins","doi":"10.1177/0162353220940216","DOIUrl":"https://doi.org/10.1177/0162353220940216","url":null,"abstract":"","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"43 1","pages":"191 - 192"},"PeriodicalIF":1.3,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353220940216","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41720067","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
Are Gifted Students Perfectionistic? A Meta-Analysis 资优学生是完美主义者吗?一个荟萃分析
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2020-07-03 DOI: 10.1177/0162353220933006
Uzeyir Ogurlu
{"title":"Are Gifted Students Perfectionistic? A Meta-Analysis","authors":"Uzeyir Ogurlu","doi":"10.1177/0162353220933006","DOIUrl":"https://doi.org/10.1177/0162353220933006","url":null,"abstract":"There is a rich literature on perfectionism among gifted individuals, but the results of these individual studies are ambiguous. The present meta-analysis aimed to clarify the nature of the relationship between perfectionism and giftedness by focusing on quantitative studies that compared the perfectionism levels of gifted and nongifted students. Hedge’s unbiased g was used as the effect size metric and a three-level multilevel meta-analytic approach taken to control for dependency among the effect sizes obtained from the same study. The analyses used 63 effect sizes from 14 published studies that indicated there was no significant difference between gifted and nongifted students on perfectionism. The analyses also focused on two moderators: dimensions of perfectionism and grade level. The moderator analysis indicated that perfectionism dimensions were a significant moderator. Gifted students, although not significantly, outscored their nongifted peers on perfectionistic strivings but rated lower on perfectionistic concerns.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"43 1","pages":"227 - 251"},"PeriodicalIF":1.3,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353220933006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45781297","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
Reconceptualizing Professional Learning Within the Gifted Field: Exploring the Instruct to Innovate Model 资优领域内专业学习的再定义:指导创新模式的探索
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2020-07-01 DOI: 10.1177/0162353220933001
Robyn Spoon, L. Rubenstein, Kate Shively, K. Stith, Margaret Ascolani, Mistie L. Potts
{"title":"Reconceptualizing Professional Learning Within the Gifted Field: Exploring the Instruct to Innovate Model","authors":"Robyn Spoon, L. Rubenstein, Kate Shively, K. Stith, Margaret Ascolani, Mistie L. Potts","doi":"10.1177/0162353220933001","DOIUrl":"https://doi.org/10.1177/0162353220933001","url":null,"abstract":"Effective gifted education should incorporate opportunities for gifted students to develop creative and critical thinking along with academic and affective skills. Professional learning (PL) supporting these outcomes is not consistently successful. Therefore, this study pilots a new PL model called Instruct to Innovate (I2I) to support teachers’ efforts in facilitating gifted students’ development. This model integrates the Design Thinking Model and adult learning theories. Teachers participated in a multiphase intervention, including a 2-week PL summer camp with subsequent bimonthly meetings throughout the school year. Teachers’ reflections, captured in focus groups, along with secondary sources of corroborating data were collected. Through qualitative analyses, teachers recognized key design principles (i.e., human-centeredness, bias towards action, collaborative nature, and mindfulness of the process) within the PL model, their practice, and their students. These findings provide initial evidence that this approach may support educators’ efforts as they provide powerful learning experiences for gifted students.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"43 1","pages":"193 - 226"},"PeriodicalIF":1.3,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353220933001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45662298","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: 10
A Neglected Practice in Iran: EFL Teachers’ Differentiation for Gifted Students in Rural Schools 伊朗被忽视的实践：农村学校英语教师对天才学生的分化
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2020-06-24 DOI: 10.1177/0162353220932998
Mohammad Sajedifard, N. Shahgoli
{"title":"A Neglected Practice in Iran: EFL Teachers’ Differentiation for Gifted Students in Rural Schools","authors":"Mohammad Sajedifard, N. Shahgoli","doi":"10.1177/0162353220932998","DOIUrl":"https://doi.org/10.1177/0162353220932998","url":null,"abstract":"This qualitative study delved into 15 Iranian middle school English as a Foreign Language (EFL) teachers’ perceptions, practices, and challenges of differentiation for gifted students. To this end, a set of data sources including interviews, observation notes, and documents were used. Results of interview transcriptions exhibited that the rural EFL teachers primarily held negative or indifferent views of differentiating instruction for gifted students, and that their actual differentiation practices for gifted students left far more to be desired. In addition, a host of barriers to differentiation practices were cited by the teachers, including time, energy, and class size as the most impactful.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"43 1","pages":"270 - 290"},"PeriodicalIF":1.3,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353220932998","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48825005","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
Increasing Gifted Women’s Pursuit of STEM: Possible Role of NYC Selective Specialized Public High Schools 越来越多的天才女性追求STEM：纽约市选择性专业公立高中的可能作用
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2020-03-24 DOI: 10.1177/0162353220912026
P. Sloan
{"title":"Increasing Gifted Women’s Pursuit of STEM: Possible Role of NYC Selective Specialized Public High Schools","authors":"P. Sloan","doi":"10.1177/0162353220912026","DOIUrl":"https://doi.org/10.1177/0162353220912026","url":null,"abstract":"This study examines female graduates (N = 616) from seven honors colleges in the Northeastern United States and the relationship between attending a New York City (NYC) selective specialized public high school and graduating with a science, technology, engineering, and mathematics (STEM) degree from an honors college. A causal-comparative study design was applied. The study found a significant difference (p < .05) in choice of college major (STEM vs non-STEM) between participants who graduated from a NYC selective specialized public high school and those who graduated from any other high school. These results support a positive relationship for female students between attending a NYC selective specialized public high school and graduating from an honors college with a degree in STEM. The implications of providing an appropriately challenging education for gifted female students are discussed.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"43 1","pages":"167 - 188"},"PeriodicalIF":1.3,"publicationDate":"2020-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353220912026","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42588874","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
Beliefs About Human Intelligence in a Sample of Teachers and Nonteachers 教师和非教师对人类智力的看法
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2020-03-24 DOI: 10.1177/0162353220912010
Russell T Warne, J. Burton
{"title":"Beliefs About Human Intelligence in a Sample of Teachers and Nonteachers","authors":"Russell T Warne, J. Burton","doi":"10.1177/0162353220912010","DOIUrl":"https://doi.org/10.1177/0162353220912010","url":null,"abstract":"Research in educational psychology consistently finds a relationship between intelligence and academic performance. However, in recent decades, educational fields, including gifted education, have resisted intelligence research, and there are some experts who argue that intelligence tests should not be used in identifying giftedness. Hoping to better understand this resistance to intelligence research, we created a survey of beliefs about intelligence and administered it online to a sample of the general public and a sample of teachers. We found that there are conflicts between currently accepted intelligence theory and beliefs from the American public and teachers, which has important consequences on gifted education, educational policy, and the effectiveness of interventions.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"43 1","pages":"143 - 166"},"PeriodicalIF":1.3,"publicationDate":"2020-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353220912010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43881163","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: 8
Collaboration in Giftedness and Talent Development Research 天才与人才发展研究的合作
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2020-03-24 DOI: 10.1177/0162353220912019
Matthew C. Makel, Kendal N. Smith, E. Miller, S. Peters, Matthew T. McBee
{"title":"Collaboration in Giftedness and Talent Development Research","authors":"Matthew C. Makel, Kendal N. Smith, E. Miller, S. Peters, Matthew T. McBee","doi":"10.1177/0162353220912019","DOIUrl":"https://doi.org/10.1177/0162353220912019","url":null,"abstract":"Existing research practices in gifted education have many areas for potential improvement so that they can provide useful, generalizable evidence to various stakeholders. In this article, we first review the field’s current research practices and consider the quality and utility of its research findings. Next, we discuss how open science practices increase the transparency of research so readers can more effectively evaluate its validity. Third, we introduce five large-scale collaborative research models that are being used in other fields and discuss how they could be implemented in gifted education research. Finally, we review potential challenges and limitations to implementing collaborative research models in gifted education. We believe greater use of large-scale collaboration will help the field overcome some of its methodological challenges to help provide more precise and accurate information about gifted education.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"43 1","pages":"107 - 91"},"PeriodicalIF":1.3,"publicationDate":"2020-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353220912019","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41569188","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
Rethinking Human Potential From a Talent Development Perspective* 从人才发展的角度重新思考人的潜能*
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2020-02-09 DOI: 10.1177/0162353219897850
D. Dai
{"title":"Rethinking Human Potential From a Talent Development Perspective*","authors":"D. Dai","doi":"10.1177/0162353219897850","DOIUrl":"https://doi.org/10.1177/0162353219897850","url":null,"abstract":"Historically, the potential of a person has been perceived as fixed and primarily inherited, thus, different from achievement. Current thinking broadens our view of human potential, not as a fixed capacity, but as malleable and incremental, depending on multiple factors, exogenous as well as endogenous, facilitative or inhibitive. This conception opens the door for new ways of thinking about strategies and provisions of gifted education. In this theoretical analysis, I first critique the traditional trait conception of human potential undergirding gifted education practice. I then present an alternative, a process model of talent development, that views human potential as contextually and developmentally shaped, a result of dynamic interplay of endogenous and exogenous forces, revealing the power of nurture as well as nature. Finally, I discuss the policy and practical implications of this new conception of human potential for gifted education.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"43 1","pages":"19 - 37"},"PeriodicalIF":1.3,"publicationDate":"2020-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219897850","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46968615","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: 20
Life Purpose in Youth: Turning Potential Into a Lifelong Pursuit of Prosocial Contribution* 青年的人生目标：将潜能转化为对亲社会贡献的终身追求*
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2020-02-09 DOI: 10.1177/0162353219897844
Seana Moran
{"title":"Life Purpose in Youth: Turning Potential Into a Lifelong Pursuit of Prosocial Contribution*","authors":"Seana Moran","doi":"10.1177/0162353219897844","DOIUrl":"https://doi.org/10.1177/0162353219897844","url":null,"abstract":"Rather than considering human potential in terms of an unrealized desired state, what if we framed it as gaining momentum in worthy long-term pursuits? This conceptual article, integrating ideas and findings from several scholarly literatures, explores how life purpose can serve as a meaningful, intentional guide for individuals, especially youth, to direct their other potentials into prosocial contributions to society. The argument (a) considers life purpose itself as a form of intrapersonal giftedness different from academic giftedness; (b) describes how life purpose could include distinctions of further potentials: coherence among purpose dimensions, influence on different life domains, reach of others impacted by the youths’ contributions, emphasis to change society, and precocious emergence of purpose’s dimensions and distinctions; and (c) muses how life purpose’s directing of other potentials might become a potential that could be realized by all youth.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"43 1","pages":"38 - 60"},"PeriodicalIF":1.3,"publicationDate":"2020-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219897844","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45229569","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: 8
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