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JOURNAL FOR THE EDUCATION OF THE GIFTED最新文献

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A Gifted High School Student’s Generalization Strategies of Linear and Nonlinear Patterns via Gauss’s Approach 一个资优高中生对线性和非线性模式的高斯泛化策略
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2021-03-01 DOI: 10.1177/0162353220978295
Dilek GİRİT YILDIZ, Burcu Durmaz
{"title":"A Gifted High School Student’s Generalization Strategies of Linear and Nonlinear Patterns via Gauss’s Approach","authors":"Dilek GİRİT YILDIZ, Burcu Durmaz","doi":"10.1177/0162353220978295","DOIUrl":"https://doi.org/10.1177/0162353220978295","url":null,"abstract":"Mathematically gifted students have a high potential for understanding and thinking through mathematical relations and connections between mathematical concepts. Currently, it is thought that generalizing patterns algebraically can serve to provide challenges and opportunities that match their potential. This article focuses on a mathematically gifted student’s use of generalization strategies to identify linear and nonlinear patterns in the context of a matchstick problem. Data were collected from a 10th-grade gifted student’s problem-solving process in a qualitative research design. It was observed that the gifted student’s ways of generalizing the linear and nonlinear patterns were different. In a generalization process, the student used figural reasoning in the linear pattern and numerical reasoning in the nonlinear patterns. It was noted that the student explored using Gauss’s approach in structuring the general rules of nonlinear patterns. Accordingly, aside from assisting their more gifted students, mathematics teachers may want to consider ways to introduce Gaussian thinking to the benefit of all their students.","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/10.1177/0162353220978295","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47186770","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
Exploring Bullying: Fifth Graders’ Interpretations and Understandings 探究霸凌:五年级学生的诠释与理解
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2020-12-28 DOI: 10.1177/0162353220978302
Diane Barone, Rebecca E. Barone
{"title":"Exploring Bullying: Fifth Graders’ Interpretations and Understandings","authors":"Diane Barone, Rebecca E. Barone","doi":"10.1177/0162353220978302","DOIUrl":"https://doi.org/10.1177/0162353220978302","url":null,"abstract":"This study explored understandings shared by fifth-grade gifted students as they read the book Restart, which explores bullying. Students read, created representations, and discussed the text. Grounded by Langer’s stances of envisionment, this descriptive case study analyzed student representations and conversations. Each of the stances was represented with most responses being represented in Stances 1 (getting a sense of the text), 2 (interpreting text), and 4 (analyzing the text). In addition, most students viewed bullies and their behavior as being in a fixed state, which was tied to the perceived power a bully held. The results from this study have implications for teachers who work with gifted and talented students, counselors who work with students in mental health and resilience programs, and the collaboration of these school personnel.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353220978302","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45429070","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
English Language Special Issue 英语特刊
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2020-12-01 DOI: 10.1177/0162353220955163
Del Siegle
{"title":"English Language Special Issue","authors":"Del Siegle","doi":"10.1177/0162353220955163","DOIUrl":"https://doi.org/10.1177/0162353220955163","url":null,"abstract":"","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353220955163","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41543616","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
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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
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