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":null,"pages":null},"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}
{"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":null,"pages":null},"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}
{"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":null,"pages":null},"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}
{"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":null,"pages":null},"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}
{"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":null,"pages":null},"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}
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":null,"pages":null},"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}
{"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":null,"pages":null},"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}
{"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":null,"pages":null},"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}
{"title":"Of Human Potential: A 40-Year Saga*","authors":"H. Gardner","doi":"10.1177/0162353219894406","DOIUrl":"https://doi.org/10.1177/0162353219894406","url":null,"abstract":"Howard Gardner’s longtime interest in the range of human capacities and talents was facilitated by his leadership role in the Bernard Van Leer Foundation “Project on Human Potential” carried out at the Harvard Graduate School of Education in 1979–1985. In this reflective essay, Gardner describes his early studies of human potential and indicates how, in view of scientific and cultural trends, this line of research should be pursued in the period ahead.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219894406","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49093133","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}
{"title":"21st-Century Perspectives on Human Potential: Commentary on the Rethinking Human Potential Special Issue*","authors":"D. Feldman","doi":"10.1177/0162353219894398","DOIUrl":"https://doi.org/10.1177/0162353219894398","url":null,"abstract":"I am honored to have the opportunity to offer a few thoughts on the four articles that make up this special issue on Rethinking Human Potential and add a few of my own thoughts on the topic. It is a timely and relevant topic for the field of gifted education, a field that has been undergoing a series of challenges to its assumptions and practices in recent years. This special issue can be seen as another effort to help the field find a set of assumptions about the nature of giftedness to guide its practices in the 21st century. The fact that this special issue focuses on “human potential” and not giftedness and/ or talent immediately tells us that very broad issues will be examined, that big questions will be posed, and that the possible answers to these questions may shake the foundations of the established field. Indeed, that may be the goal of this special issue. The contributors all give credit to the century of work in the field that preceded them and see their efforts as building on the valued work of their predecessors. Before commenting on each of the contributions, let me put my bona fides on the table for being qualified to comment on the topic of human potential. I spent a year as a member of the Van Leer Project at Harvard working with Howard Gardner (this issue) and others on the “Project on Human Potential.” It was this project that spawned Gardner’s now-famous theory of multiple intelligences (Gardner, 1983). A few years later, Lynn Goldsmith and I published our 10-year study of child prodigies (Feldman, 1986) under the title, Nature’s Gambit: Child Prodigies and the Development of Human Potential. Although being not the only focus of my interests, the study of human potential has been a central one for me for many years.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219894398","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47378356","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}