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JOURNAL FOR THE EDUCATION OF THE GIFTED最新文献

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Identifying and Serving English Learners in Gifted Education: Looking Back and Moving Forward 在天才教育中识别和服务英语学习者：回顾与展望
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2020-09-25 DOI: 10.1177/0162353220955230
Rachel U. Mun, Vonna L. Hemmler, S. Langley, Sharon Ware, E. J. Gubbins, C. Callahan, D. McCoach, Del Siegle
{"title":"Identifying and Serving English Learners in Gifted Education: Looking Back and Moving Forward","authors":"Rachel U. Mun, Vonna L. Hemmler, S. Langley, Sharon Ware, E. J. Gubbins, C. Callahan, D. McCoach, Del Siegle","doi":"10.1177/0162353220955230","DOIUrl":"https://doi.org/10.1177/0162353220955230","url":null,"abstract":"Although the number of English learners (ELs) in the United States continues to increase, this population remains underserved by gifted and talented (GT) education programs across the nation. This underrepresentation represents a societal and research dilemma for reasons we address in this systematic review of the most effective practices documented to identify and serve ELs for GT programs. We examine 50 theoretical and empirical articles according to four major themes: nomination, screening/assessment, services, and identification models. We discuss identification recommendations, including outreach and professional learning to foster stakeholder recognition of GT potential in all ELs, an equitable referral process based on a multiple-lens approach, and observation of students completing problem-solving tasks. Finally, we address perceived best practices in serving GT ELs, including making accommodations for ELs in GT programs.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"43 1","pages":"297 - 335"},"PeriodicalIF":1.3,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353220955230","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48275625","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: 11
Promising Practices for Improving Identification of English Learners for Gifted and Talented Programs 提高天才项目英语学习者识别能力的有希望的实践
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2020-09-21 DOI: 10.1177/0162353220955241
E. J. Gubbins, Del Siegle, Pamela M. Peters, Ashley Y. Carpenter, Rashea Hamilton, D. McCoach, Jeb S. Puryear, S. Langley, Daniel Long
{"title":"Promising Practices for Improving Identification of English Learners for Gifted and Talented Programs","authors":"E. J. Gubbins, Del Siegle, Pamela M. Peters, Ashley Y. Carpenter, Rashea Hamilton, D. McCoach, Jeb S. Puryear, S. Langley, Daniel Long","doi":"10.1177/0162353220955241","DOIUrl":"https://doi.org/10.1177/0162353220955241","url":null,"abstract":"The underrepresentation of English learners (ELs) in gifted and talented programs is a societal and research problem that merits investigation. Three state departments of education and their state directors of gifted programs supported our access to 16 schools across nine districts. In these three states with gifted identification and programming mandates, ELs were proportionally represented in gifted and talented programs in the 16 schools we visited. Interview data from 225 participants revealed four themes: adopting universal screening procedures, creating alternative pathways to identification, establishing a web of communication, and using professional learning as a lever for change.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"43 1","pages":"336 - 369"},"PeriodicalIF":1.3,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353220955241","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44525439","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
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
Proficiency and Giftedness: The Role of Language Comprehension in Gifted Identification and Achievement 熟练程度与天赋:语言理解在天赋识别与成就中的作用
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2020-09-18 DOI: 10.1177/0162353220955225
Rashea Hamilton, Daniel Long, D. McCoach, Vonna L. Hemmler, Del Siegle, Sarah D. Newton, E. J. Gubbins, C. Callahan
{"title":"Proficiency and Giftedness: The Role of Language Comprehension in Gifted Identification and Achievement","authors":"Rashea Hamilton, Daniel Long, D. McCoach, Vonna L. Hemmler, Del Siegle, Sarah D. Newton, E. J. Gubbins, C. Callahan","doi":"10.1177/0162353220955225","DOIUrl":"https://doi.org/10.1177/0162353220955225","url":null,"abstract":"English learners (ELs) are the fastest growing population of students in the United States and currently represent nearly 10% of public school enrollment; however, they also constitute less than 3% of gifted program enrollment in these schools. Although an increasing number of studies explore this underrepresentation, research that specifically examines the role of language proficiency in gifted identification is limited. This study explored the role of several factors on ELs’ time to reclassification (the point at which students are considered to have reached language proficiency and are no longer classified as ELs) and, in turn, being identified for gifted services. The findings suggested notable demographic and socioeconomic influences on the time to reclassification of ELs. Students who were reclassified earlier tended to be enrolled in schools with more gifted students and had a greater probability of being identified as gifted.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"43 1","pages":"370 - 404"},"PeriodicalIF":1.3,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353220955225","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49209118","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
Validation of an Arabic Version of the Gifted Rating Scales–School Form 资优评定量表-学校表格阿拉伯文版本的验证
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2020-07-04 DOI: 10.1177/0162353220933005
Ahmed Hassan Hemdan Mohamed, E. Omara
{"title":"Validation of an Arabic Version of the Gifted Rating Scales–School Form","authors":"Ahmed Hassan Hemdan Mohamed, E. Omara","doi":"10.1177/0162353220933005","DOIUrl":"https://doi.org/10.1177/0162353220933005","url":null,"abstract":"The purpose of this study was to explore the psychometric properties of an Arabic translation of the Gifted Rating Scales–School Form (GRS-S) on a national sample of 907 students from Cycle 1 (Grades 1 to 4) and Cycle 2 (Grades 5 to 10) from five governorates in Oman (Muscat, Dhofar, Al-Batinah North, Al-Sharqiyah South, and Al-Dhahira). The replicability of the GRS-S factor structure was examined using the confirmatory factor analysis (CFA). The CFA results supported the six-factor solution of the original scale. Also, Cronbach’s alpha reliability coefficients of the GRS-S subscales ranged from .91 to .96. The criterion-related validity for the GRS-S scores was supported as statistically significant correlations were found between the GRS-S subscales and the Gifted and Talented Rating Scales–Second edition (GATES-2), students’ academic achievement, and the scores of the Profile of Creative Abilities (PCA) rating scale. The metric invariance results revealed that the six-factor structure of GRS-S was equally applicable across gender and grade levels.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"43 1","pages":"252 - 269"},"PeriodicalIF":1.3,"publicationDate":"2020-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353220933005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48895447","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: 6
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
Culturally Relevant Leadership in Gifted Education: A Systematic Literature Review 天才教育中的文化相关领导：一个系统的文献综述
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2020-03-31 DOI: 10.1177/0162353220912009
Rachel U. Mun, Miriam D. Ezzani, L. Lee
{"title":"Culturally Relevant Leadership in Gifted Education: A Systematic Literature Review","authors":"Rachel U. Mun, Miriam D. Ezzani, L. Lee","doi":"10.1177/0162353220912009","DOIUrl":"https://doi.org/10.1177/0162353220912009","url":null,"abstract":"Researchers have consistently pointed to teacher deficit views, inequitable identification of policies and practices, and differential access to resources to explain the dearth of traditionally underserved learners in gifted programs across the nation. Culturally relevant leadership is one way to remedy this problem through systemic educational reform at the district and school levels. The purpose of this article is to provide a systematic review of the literature on leadership, systemic reform, and identification and services in gifted education for culturally, linguistically, and economically diverse (CLED) K–12 students in the United States. Drawing from this literature, we report what we know to date on systemic district reforms and their consideration of minoritized populations in gifted education through five themes: systemic bias; equity and excellence; deficit thinking; hiring practices, training, and professional development; and parent and community networks. We then reflect on the potential for equitable systemic reform efforts inclusive of CLED students.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"43 1","pages":"108 - 142"},"PeriodicalIF":1.3,"publicationDate":"2020-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353220912009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47932757","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: 12
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