发布求助
文献互助 智能选刊 最新文献

JOURNAL FOR THE EDUCATION OF THE GIFTED最新文献

筛选
英文 中文
Introduction to the Special Issue on Rethinking Human Potential: A Tribute to Howard Gardner* 《重新思考人类潜能》特刊导言:致敬霍华德·加德纳*
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2020-01-16 DOI: 10.1177/0162353219892101
D. Dai
{"title":"Introduction to the Special Issue on Rethinking Human Potential: A Tribute to Howard Gardner*","authors":"D. Dai","doi":"10.1177/0162353219892101","DOIUrl":"https://doi.org/10.1177/0162353219892101","url":null,"abstract":"Imagine that you live in an education utopia where resources are abundant and the system encourages and supports a variety of advanced learning and talent development opportunities. Would you expect everyone to reach a comparable level of achievement and make an equivalent share of contributions? Or, alternatively, supposing that resources are limited, would you invest more resources on those who have demonstrated “high promise”? The point of these hypothetical scenarios is that education is predicated on some articulated or tacit assumption of human potential. This special issue is devoted to “Rethinking Human Potential” precisely because articulating our assumptions in education in general and gifted education in particular becomes crucial for fashioning a sound education policy and guidelines for education practice. “Rethinking” human potential also implies that some of the deep assumptions and convictions that have undergirded gifted education since Terman’s (1925) work should be subjected to scrutiny in light of new research findings and the changing understanding of the nature and development of human potential. 892101 JEGXXX10.1177/0162353219892101Journal for the Education of the GiftedDai research-article2019","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/10.1177/0162353219892101","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48980117","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
Rethinking Human Potential in Terms of Strength and Fragility: A Case Study of Michael Jackson* 从力量和脆弱性的角度重新思考人的潜力——以迈克尔·杰克逊为例*
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2020-01-08 DOI: 10.1177/0162353219894645
S. Tordjman, Maria Pereira Da Costa, S. Schauder
{"title":"Rethinking Human Potential in Terms of Strength and Fragility: A Case Study of Michael Jackson*","authors":"S. Tordjman, Maria Pereira Da Costa, S. Schauder","doi":"10.1177/0162353219894645","DOIUrl":"https://doi.org/10.1177/0162353219894645","url":null,"abstract":"The case study of Michael Jackson illustrates the concepts of high potential, talent, and precocity in the musical domain. Studying this case of exceptional musical talent highlights the usefulness of a multidimensional approach to exploring human potential, which is not limited to academic abilities. It offers a better understanding of the process of transforming a gift into talent and allows us to examine the asynchronies observed in some high-potential individuals between extreme talent and impaired socioaffective development—the interplay between strength and fragility where cognitive functioning cannot be dissociated from emotional functioning.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219894645","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48958379","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
Washington’s High-Ability Programs During the No Child Left Behind Era 不让一个孩子掉队时代的华盛顿高能力项目
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2019-10-09 DOI: 10.1177/0162353219874422
Jaret Hodges, K. Lamb
{"title":"Washington’s High-Ability Programs During the No Child Left Behind Era","authors":"Jaret Hodges, K. Lamb","doi":"10.1177/0162353219874422","DOIUrl":"https://doi.org/10.1177/0162353219874422","url":null,"abstract":"This study used historical data to find associations between changes in policies, funding, and accountability stemming from No Child Left Behind and the provision of services offered to students identified as gifted in the state of Washington. Descriptive statistics and a regression model are used to examine the change in gifted programs by school districts from 2006 to 2007 up until the point where the state received a waiver (2012–2013). Initial results suggest that, during this time frame, the number of districts reporting having gifted programs declined from 77% to 62% of school districts. Furthermore, the regression results provide evidence that school districts that did not make adequate yearly progress were more likely to no longer report having a gifted program as time progressed (β = −0.29, SE = .11). Those districts that retained gifted programs expanded program options.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219874422","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48013795","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
Radically Early College Entrants on Radically Early College Entrance: A Heuristic Inquiry 从根本上提前进入大学:一个启发式的探究
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2019-09-27 DOI: 10.1177/0162353219874430
Noel Jett, Anne N. Rinn
{"title":"Radically Early College Entrants on Radically Early College Entrance: A Heuristic Inquiry","authors":"Noel Jett, Anne N. Rinn","doi":"10.1177/0162353219874430","DOIUrl":"https://doi.org/10.1177/0162353219874430","url":null,"abstract":"Although acceleration has been studied thoroughly as an educational practice for the gifted, early entrance to college specifically has been overlooked. Furthermore, a large portion of this research pertained to early college entrance programs, which provide resources that many early college entrants may not have. The lived experiences and perceptions of radically early college entrants (3 or more years advanced) were explored through interviews and heuristic inquiry. The interviews addressed affective aspects of early college foremost, with additional discussion of academic experiences, college choice, and career outcomes. Findings support that radically early college entrants are happy with their choice overall, although more specific findings elaborate on the benefits and limitations of early college, possible regrets, and the social issues this population faces.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219874430","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43067694","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
Professional Development and Differentiated Instruction in an Elementary School Pullout Program: A Gifted Education Case Study 小学退出计划的专业发展与差别化教学:资优教育个案研究
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2019-09-27 DOI: 10.1177/0162353219874418
Carla B. Brigandi, Cindy M. Gilson, Myriah Miller
{"title":"Professional Development and Differentiated Instruction in an Elementary School Pullout Program: A Gifted Education Case Study","authors":"Carla B. Brigandi, Cindy M. Gilson, Myriah Miller","doi":"10.1177/0162353219874418","DOIUrl":"https://doi.org/10.1177/0162353219874418","url":null,"abstract":"The purpose of this longitudinal case study was to investigate the relationship between participation in professional development in Renzulli’s Enrichment Triad Model and one gifted education teacher’s knowledge and practice, with particular attention to differentiated instruction. Findings indicated that professional development increased the participating teacher’s knowledge of gifted education, her attitude toward change, and her repertoire of instructional strategies; however, it did not alter her underlying beliefs or subsequent approach to gifted education. Time span and provider support were noted as promoters of effective professional development. Conceptual blocks, teacher characteristics, and lack of time were identified as barriers that inhibited professional development–related change with regard to differentiated instruction for learners who have high academic ability.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219874418","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42031100","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: 22
A Case Study Evaluation of the Implementation of Twice-Exceptional Professional Development in Colorado 科罗拉多州实施两次特殊专业发展的案例研究评价
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2019-09-27 DOI: 10.1177/0162353219874440
Chin-Wen Lee, Jennifer A. Ritchotte
{"title":"A Case Study Evaluation of the Implementation of Twice-Exceptional Professional Development in Colorado","authors":"Chin-Wen Lee, Jennifer A. Ritchotte","doi":"10.1177/0162353219874440","DOIUrl":"https://doi.org/10.1177/0162353219874440","url":null,"abstract":"According to the 2014–2015 State of the States in Gifted Education, Colorado is the only state in the United States where a series of on-site, customized twice-exceptional professional development (2E PD) opportunities have been implemented. The purpose of this case study evaluation was to understand the implementation of 2E PD during 2014–2016 in a school district in Colorado. Seven training participants and four administrators who were involved in the training were purposefully selected. Data sources consisted of interviews, documentation, and archival records. Eight major themes emerged: (a) increased knowledge and skills, (b) evolved attitudes, (c) recurring challenges, (d) utilizing a team approach, (e) improved performance, (f) difficulty in measuring impact, (g) improved school culture, and (h) planning for the future. In addition to a discussion of themes, implications for improving educator and student outcomes and for creating organizational support and changes are presented.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219874440","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44184656","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
Learning Experiences of Highly Able Learners With ASD: Using a Success Case Method ASD高能力学习者的学习经历：运用成功案例法
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2019-06-23 DOI: 10.1177/0162353219855681
I-Chen Wu, C. O. Lo, Kuei-Fang Tsai
{"title":"Learning Experiences of Highly Able Learners With ASD: Using a Success Case Method","authors":"I-Chen Wu, C. O. Lo, Kuei-Fang Tsai","doi":"10.1177/0162353219855681","DOIUrl":"https://doi.org/10.1177/0162353219855681","url":null,"abstract":"Empirical studies investigating twice-exceptional students’ learning experiences and intricate needs remain scarce to date. Even though highly able learners with autism spectrum disorder (ASDs) demonstrate potential for high achievement and/or creative productivity, they also face potential psychosocial distresses such as anxiety disorders and poor self-concept. This study aimed to explore positive educational opportunities for highly able learners diagnosed with ASD. Using a success case method, the researchers invited two fifth-grade highly able learners with ASD to participate in this study. Data collection included interviews, observations, questionnaires, and supplementary artifacts. Adopting a general inductive analysis approach and a Glaserian coding paradigm, the researchers identified a core category, supportive school context (SSC), along with three subcategories: (a) curriculum flexibility, (b) strength-based approaches, and (c) safe environment. The findings could provide effective pedagogical strategies for teachers, school administrators, and parents. Furthermore, we rendered several suggestions for future research.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219855681","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46735481","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
Using a Nonverbal Cognitive Abilities Screening Test in Identifying Gifted and Talented Young Children in Jordan: A Focus Group Discussion of Teachers* 使用非语言认知能力筛查测试识别约旦天才儿童：教师焦点小组讨论*
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2019-06-22 DOI: 10.1177/0162353219855676
A. Alodat, Marshall F. Zumberg
{"title":"Using a Nonverbal Cognitive Abilities Screening Test in Identifying Gifted and Talented Young Children in Jordan: A Focus Group Discussion of Teachers*","authors":"A. Alodat, Marshall F. Zumberg","doi":"10.1177/0162353219855676","DOIUrl":"https://doi.org/10.1177/0162353219855676","url":null,"abstract":"This qualitative study aimed to discover teachers’ perceptions about the effectiveness of using the nonverbal Cognitive Abilities Screening Test (CogAT) in identifying gifted and talented children. The study’s sample of six teachers participated in standardizing the Jordanian version of the CogAT. Teachers attended a focus group discussion, and they were asked to discuss four open-ended questions. The focus group discussion results indicated strong agreement by teachers of the effectiveness of using the Arabic Jordanian version of CogAT. Specifically, teachers expressed their satisfaction about the test items and guidelines. Moreover, they unanimously agreed that the test is appropriate to use in Jordan. Also, teachers provided many positive comments and feedback about the ability of this test to identify young gifted children. Finally, teachers described the reality of gifted education services in Jordan.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219855676","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43797927","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
High-Ability College Students and Undergraduate Honors Programs: A Systematic Review 高能力大学生与本科荣誉课程:系统回顾
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2019-06-22 DOI: 10.1177/0162353219855678
Anne N. Rinn, J. Plucker
{"title":"High-Ability College Students and Undergraduate Honors Programs: A Systematic Review","authors":"Anne N. Rinn, J. Plucker","doi":"10.1177/0162353219855678","DOIUrl":"https://doi.org/10.1177/0162353219855678","url":null,"abstract":"Meeting the intellectual needs of high-ability students does not end upon graduation from high school. However, limited attention is paid to the important topic of postsecondary advanced learning in the research literature. In this systematic review, we identified 52 empirical studies published during the past 15 years. Results suggest various cognitive and psychosocial factors influence achievement among high-ability college students and that honors programming leads to positive student outcomes. The findings are discussed in light of the need for an understanding of high-ability college students and postsecondary honors education.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219855678","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48301159","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: 24
Recruiting and Encouraging Students to Complete Advanced Placement Science and Math Courses and Exams: Policies and Practices 招募和鼓励学生完成高级科学和数学课程和考试：政策和实践
IF 1.3
JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2019-06-19 DOI: 10.1177/0162353219855679
E. Judson, N. Bowers, Kristi Glassmeyer
{"title":"Recruiting and Encouraging Students to Complete Advanced Placement Science and Math Courses and Exams: Policies and Practices","authors":"E. Judson, N. Bowers, Kristi Glassmeyer","doi":"10.1177/0162353219855679","DOIUrl":"https://doi.org/10.1177/0162353219855679","url":null,"abstract":"Although several studies have reported Advanced Placement (AP) growth, little attention has been paid to school- and classroom-level strategies that encourage students to enroll into AP courses and complete AP exams. This study focused on determining goals emphasized, and strategies used, by science and math teachers (N = 143). Results indicated teachers believe the greatest value of AP is in providing college-type experiences and boosting subject confidence; they place less importance on goals of students earning passing scores and improving college admission chances. Comparison based on school socioeconomic status indicated Title I teachers view AP as having greater value and are significantly more likely to require students to complete AP exams than non-Title I teachers. Title I teachers used twice the amount of strategies to convince students to complete AP exams. Interestingly, more than one third of the teachers enticed students by waiving final exams in lieu of completing AP exams.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0162353219855679","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48473475","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
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信