Gifted Child Today最新文献

{"title":"The Journey of a Word: An Action Research Intervention of Morphemic Analysis and Etymology for a Middle School Gifted and Talented Class","authors":"Sarah Caroline Halford, Marcia B. Imbeau, Linda H. Eilers","doi":"10.1177/10762175211050699","DOIUrl":"https://doi.org/10.1177/10762175211050699","url":null,"abstract":"Sixth-grade students who had been identified as gifted and talented participated in a literacy intervention designed and implemented by the first author as part of an action research project. These students were meeting the grade-level standards in literacy, so the project aimed to push their vocabulary knowledge further in order to prepare them for the complex vocabulary they encounter in their independent reading and assigned content units. This daily intervention directly taught students the origins and histories of words and word parts from Latin, Greek, Germanic, and French languages, introduced morphemic analysis strategies, and gave them techniques to analyze the words’ meanings based on that information. Content-specific vocabulary, as well as general vocabulary knowledge of the participating students increased significantly. Throughout the intervention, students’ confidence in vocabulary knowledge improved, and they gained a deeper understanding of the nuances of language as their ability to apply this knowledge in other contexts grew and facilitated better understanding of the words they read.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"45 1","pages":"38 - 49"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43687502","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":"Networking and Collaborating","authors":"S. Johnsen","doi":"10.1177/10762175211058603","DOIUrl":"https://doi.org/10.1177/10762175211058603","url":null,"abstract":"Collaborations often grow out of networks with others in a school or community and involve two or more individuals who work together toward a common goal. For example, teachers work together in planning units of study, families connect with schools in developing educational plans for their children, schools network with businesses in creating mentoring opportunities, and universities collaborate with schools in conducting research to determine effective practices. During these interactions individuals may share their expertise, resources, responsibilities, and accountability for the outcomes. Networking and collaborating are important psychosocial skills and are recognized in most talent development models. For example, Bloom (1985) described the significance of mentors; Tannenbaum (1986), the significance of environmental factors where the individual creates and develops relationships; and Subotnik et al. (2011), the role of social skills and social capital in Talent Development. This issue of Gifted Child Today focuses on these important skills in a variety of contexts where families, educators, community members, and/or university faculty work together in identifying gifted students and creating learning opportunities. In the first article, Mahoney, Patrick, Pennington, Brown, Moon, and Brighton describe how the school developed relationships with families through evening literacy events. The school involved librarians, teachers, students, and families of English learners in rich and varied environmental print learning activities. The authors found that these events fostered positive home-school connections and supported parents in engaging their children in literacy experiences at home. Bailey and Newman connected students to professionals and a real audience by using a projectbased learning model. By compacting an English honors course, the teacher was able to create 20% of the students’ classroom time for interest-driven projects. They include examples where students worked with mentors, collaborated with professors at local universities, and presented their project using a “Ted-Talk Style” format. Halford, Imbeau, and Eilers collaborated on an action research project to examine a literacy intervention and its effects on increasing vocabulary knowledge of sixth grade students. The teacher not only learned about the research process but also found that the students’ confidence in vocabulary knowledge improved as they gained a deeper understanding of the nuances of language. Using Response-to-Intervention (RtI), McClurg, Codalata, Bell, and McCallum examined a curriculumbased measurement (CBM) in reading to determine whether the assessment was effective in identifying fourth grade students who were achieving above grade level. By incorporating giftedness into the RtI framework, which is frequently used to determine service needs for students who are underperforming, the authors were able to collaborate with all educators by providing an evide","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"45 1","pages":"5 - 6"},"PeriodicalIF":0.0,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45403936","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":"Designing and Implementing Interactive, Collaborative Family Literacy Events","authors":"Kerrigan Mahoney, Jane Patrick, L. Pennington, Alice J. Brown, Tonya R. Moon, C. Brighton","doi":"10.1177/10762175211050700","DOIUrl":"https://doi.org/10.1177/10762175211050700","url":null,"abstract":"Shared experiences through school-hosted events, such as family literacy events, can afford opportunities to support and extend academic learning while fostering positive home–school relationships. This article describes the importance of developing primary-grade students’ literacy skills through a talent development lens and explains several ways to nurture students’ literacy skills and recognize potential, gifts, and talents during family literacy events. This article features one of the activities from the family literacy events, Environmental Print Bingo, a modification of I-Spy and Bingo which uses rich and varied environmental print resources. A description of this activity, necessary resources, and implementation tips are provided. Options for differentiating this learning activity to provide more challenge for gifted learners are suggested. Throughout the article, the application of a pedagogy for early childhood gifted education and Sternberg’s triarchic theory of intelligence as a framework are discussed; these approaches informed the design of all family literacy activities. A brief overview of nine additional family literacy event activities is also shared. Welcoming and involving families of English learners is an important consideration in many communities, and therefore, preparation tips and considerations for facilitators that will help maximize the participation of all families are included. Finally, reflections and helpful advice for implementing family literacy events in your school communities are presented, including advice for implementing online family literacy events. Ultimately, this article should help readers conceptualize, plan, and implement family literacy events in their school communities.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"45 1","pages":"13 - 23"},"PeriodicalIF":0.0,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46595813","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":"Screening for Giftedness Using a Reading Curriculum Based Measure","authors":"Virginia M. McClurg, Bonnie M. Codalata, Sherry M. Bell, R. S. McCallum","doi":"10.1177/10762175211050703","DOIUrl":"https://doi.org/10.1177/10762175211050703","url":null,"abstract":"The psychometric integrity of a curriculum-based measure to screen for academic giftedness (Monitoring Instructional Responsiveness: Reading [MIR:R]) was evaluated by examining its ceiling, item gradient, and predictive capacity using 460 fourth grade students. Eighty fourth graders (17.39%) scored one standard deviation above the MIR:R mean. Ten fourth graders (2.17%) scored two or more standard deviations above the mean, indicating an adequate ceiling. Item gradients were sufficient, that is, one raw score change produced less than one-third of a standard deviation change in standard deviation units. The MIR:R accurately screened students who performed in the “advanced” range on an end-of-the-year measure (i.e., Tennessee Comprehensive Assessment Program [TCAP]). Results of a chi-square indicated that 78.3% were identified as non-gifted by both the TCAP and MIR:R and 5.9% were identified as gifted.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"45 1","pages":"50 - 57"},"PeriodicalIF":0.0,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44392130","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":"From Managing Stigma to Forming Friendships: Introducing a Model of Friendship Development","authors":"Tracy L. Cross, J. Cross","doi":"10.1177/10762175211050697","DOIUrl":"https://doi.org/10.1177/10762175211050697","url":null,"abstract":"Parents, teachers, counselors, and others are rightfully concerned about how to support students with gifts and talents in making friends while maintaining their interest in learning. Building on decades of research, the authors describe the model of High-Ability Students' Friendship Development Process. This process is described in a flowchart and clarifies points of intervention. When those who work with students with gifts and talents are aware of the importance that differences in ability make in their friendships, they can guide them toward building healthy relationships.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"45 1","pages":"58 - 61"},"PeriodicalIF":0.0,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45915472","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":"Making 20% Matter Most: Meeting the Needs of Gifted and High Ability Students Through Type III 20Time (T4) Projects","authors":"Pamela Bailey, Jane L. Newman","doi":"10.1177/10762175211050702","DOIUrl":"https://doi.org/10.1177/10762175211050702","url":null,"abstract":"A 9th grade Honors English class creates and publishes original poems, art, fiction, and nonfiction products through an activity called “Type Three – Twenty Time = T4.” The instructional method merges elements from Renzulli’s Type III process with elements from Brookhouser’s 20Time Project-based learning model. Each student researches an interest passion topic and creates a related original product or service for a real audience. Upon reflection on the experience, the author identifies evidence-based practices including compacting ELA course content to create time for the T4 process; enhanced student engagement; active learning versus passive learning; improved writing skills; quality presentation skills; higher level creative and critical thinking; and upgraded 21st Century skills.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"45 1","pages":"24 - 37"},"PeriodicalIF":0.0,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49173019","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":"Contests","authors":"","doi":"10.1177/10762175211058593","DOIUrl":"https://doi.org/10.1177/10762175211058593","url":null,"abstract":"","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"45 1","pages":"9 - 10"},"PeriodicalIF":0.0,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47041944","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":"Differentiation: A Study of its Meaning and Implementation for Gifted Students","authors":"S. Kaplan","doi":"10.1177/10762175211036497","DOIUrl":"https://doi.org/10.1177/10762175211036497","url":null,"abstract":"This article addresses the following important questions regarding differentiation: What does it mean? What does it include? How is it implemented? Who receives differentiated experiences? Why does differentiation appear to be associated dominantly with gifted education? The author describes an introductory course of study that details objectives and experiences for gifted students who have been newly identified or who are continuing members of the gifted population.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"44 1","pages":"236 - 237"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44144376","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":"Intensive Learning Experience: Development of STEM Mentorship Program for High School Gifted Students","authors":"Mihyeon Kim","doi":"10.1177/10762175211030522","DOIUrl":"https://doi.org/10.1177/10762175211030522","url":null,"abstract":"Positive mentoring experiences for high school students with high academic ability who want more in-depth academic knowledge and real job expectations can contribute to individualized career guidance within the mentor’s profession. This study examined a governor’s school program that is designed as a residential mentorship program for high school students with high academic performance in the areas of engineering and marine science. Evaluation from mentors, mentees, and parents was collected after completing the program. Throughout the evaluations, we learned four lessons to develop a successful mentorship program. Setting goals and expectations, building effective communication, developing the right human resources and training, and building a developmental relationship were important elements to be considered for the development of the mentorship program.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"44 1","pages":"228 - 235"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41868147","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":"Diversity and Developing Potential","authors":"S. Johnsen","doi":"10.1177/10762175211030355","DOIUrl":"https://doi.org/10.1177/10762175211030355","url":null,"abstract":"Schools have been wrestling with issues related to the underrepresentation of Black, Hispanic, and low-income children in gifted education programs. Even with the display of potential, these students are less likely to reach advanced levels of academic performance, which results in “excellence gaps” or differences between subgroups of students performing at the highest levels of achievement (Plucker et al., 2010). These differences are particularly evident between students from lower and higher economic backgrounds, which leads to an underrepresentation of low-income and minority students at selective universities. According to data from the National Assessment of Educational Progress, these gaps appear to be growing wider (Plucker et al., 2013). Some schools and states have responded by eliminating gifted funding and programs for gifted and talented students. Other educators have recognized the importance of developing potential and have created more inclusive policies and practices such as including (a) subgroups of gifted students in state definitions, (b) talent development activities beginning in early grades, (c) universal screening of all students, (d) developing local norms at school campuses, (e) increasing the percentage of students eligible to be served in advanced and gifted programs, and (f) providing culturally responsive curriculum. A more recent report indicates that participation in gifted programming appears to moderate achievement disparities among groups, particularly for Hispanic and Black students, emphasizing the importance of services for underrepresented groups (Yaluma & Tyner, 2018). Unfortunately, students in affluent schools are more than twice as likely to participate and minority students are much less likely to participate regardless of the school’s poverty level. The authors in this issue of Gifted Child Today examine the challenges of developing potential of advanced students from diverse backgrounds and offer some suggestions for increasing their participation and inclusion in gifted programs. Meghan Ecker-Lyster, Lauren Coleman-Tempel, Sabrina Gregersen, and Jamie Snyder explore how income, race, culture, and parenting practices interact to cause, complicate, and exacerbate the gap in gifted student identification. Using Laureau’s concepts of concerted cultivation, they describe the influence of social and cultural capital as a driving force in the identification of giftedness in students from low-income backgrounds. To overcome problems related to identification and increase equity in gifted programs, they recommend preparing and training educators to see potential and cultural wealth and to improve the curriculum by integrating culturally relevant teaching practices in classrooms, Marques Dexter, Kristina Collins, and Tarek Grantham provide a framework for gifted education teachers—the Scholar Baller Model—that supports dual identities and multipotentiality of gifted Black male athletes. The framework may be i","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"44 1","pages":"185 - 186"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47294848","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}