Gifted and Talented International最新文献

{"title":"Issues and opportunities when using rating scales to identify creatively gifted students: Applying an IRT approach","authors":"Lisa M. Ridgley, Lisa DaVia Rubenstein, W. H. Finch","doi":"10.1080/15332276.2020.1722041","DOIUrl":"https://doi.org/10.1080/15332276.2020.1722041","url":null,"abstract":"ABSTRACT Identifying creatively gifted students remains a challenging yet important task. Often, teacher rating scales are used to assess students’ creative behaviors; however, the school environment may not always provide opportunities for students to demonstrate creative ability, making it challenging for teachers to observe students’ creative potential. Therefore, the purpose of this study was to (1) explore students’ perceptions of their own creativity, (2) determine the discriminatory validity of the creativity subscale of the Scales for Identifying Gifted Students (SIGS-C), and (3) compare students’ and teachers’ ratings on the SIGS-C. Data were collected from 236 middle and high school students and their teachers in the United States. Significant differences existed between how students perceived their creativity in general and at school (t(217) = 7.946, p < .001), and their SIGS-C scores more closely correlated with their general ratings (r = .64, p < .001) than their school ratings (r = .20, p < .001). SIGS-C items were analyzed using an IRT approach, and two items (breaking gender stereotypes, spending time alone) did not adequately differentiate between levels of creativity on teacher or student rating scales. Finally, teachers’ ratings were minimally but significantly correlated with the students’ ratings (r = .14, p = .046), demonstrating the importance of considering multiple sources of data when identifying creatively gifted students.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"34 1","pages":"6 - 18"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2020.1722041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42812909","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":"Why Do Teachers Connect Better With Some Students Than Others? Exploring the Influence of Teachers’ Creative-Thinking Preferences","authors":"Serap Gurak-Ozdemir, Selcuk Acar, G. Puccio, Cory Wright","doi":"10.1080/15332276.2019.1684221","DOIUrl":"https://doi.org/10.1080/15332276.2019.1684221","url":null,"abstract":"ABSTRACT Teacher–student connection is influenced by several factors and one possible factor is teachers’ creative - thinking preferences (CTP). The present study investigated the extent to which teachers’ CTP predicts their view of favorable student characteristics. Teachers’ CTP was measured by FourSight that featured four preferences: clarifying, ideating, developing, and implementing. Two hundred seventy-five teachers in the United States completed the FourSight measure and the Torrance Ideal Child Checklist. This checklist of 66 adjectives asks the respondent to identify qualities that should be encouraged or discouraged in their students. Results showed that teachers have a tendency to support characteristics associated with their own preference. Specifically, teachers with a stronger Ideator preference showed a clear tendency to encourage ideating qualities among students over Developer and Implementer characteristics. In sharp contrast, teachers with higher Clarifier preferences did not favor ideating qualities. The results reveal an implicit bias on the part of teachers to promote qualities that align most with their own creative-thinking preferences. These findings underscore the importance of teacher training that promotes awareness of this creative thinking preference.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"34 1","pages":"102 - 115"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2019.1684221","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43227478","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":"Editorial","authors":"B. Kerr, M. A. Vuyk","doi":"10.1080/15332276.2019.1721171","DOIUrl":"https://doi.org/10.1080/15332276.2019.1721171","url":null,"abstract":"","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"34 1","pages":"1 - 5"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2019.1721171","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46585758","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":"Assessing creative productivity","authors":"Hope E. Wilson, Lucinda Presley","doi":"10.1080/15332276.2019.1690956","DOIUrl":"https://doi.org/10.1080/15332276.2019.1690956","url":null,"abstract":"ABSTRACT This research investigated the potential for curricula at the intersection of the arts and the sciences to develop creative productivity of students. The purpose of this research was to develop a series of rubric assessments to evaluate the content and creative and higher order thinking on a variety of teacher-made lesson plans and student-made products. The research used an iterative process to identify the criteria for the rubrics. The content validity process involved the use of experts in the domains of art and science education, assessment, and creativity to identify important themes from the research base of each domain. Then the process continued to teachers of cross-curricular lesson plans, to provide insights into usefulness of the constructs in practical contexts. The final instrument was used to evaluate cross-disciplinary student products. These works of art were evaluated by a sample of art teachers with over 5 years of experience. The art teachers had attended professional development offered by the Innovation Collaborative evaluator on arts integration and the rubric. The resulting inter-rater reliability estimates ranged from moderate to excellent, for each of the four rubrics. The resulting rubrics can be used to assess work in research or classroom environments.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"34 1","pages":"30 - 43"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2019.1690956","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43044209","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":"Personality and vocational interests of creative adolescents from racial and ethnic minorities","authors":"M. A. Vuyk, B. Kerr","doi":"10.1080/15332276.2019.1684222","DOIUrl":"https://doi.org/10.1080/15332276.2019.1684222","url":null,"abstract":"ABSTRACT This study examined personality and vocational interests in creative adolescents from racial and ethnic minority groups in the Midwest, identified with a profiling method developed based oncharacteristics that eminent creative individuals presented inadolescence. Participants included 97 students from different racial and ethnic minority groups, whose personality and vocational interests were described and compared using the Six Factor Personality Questionnaire (SFPQ), and the Vocational Preference Inventory (VPI). Participants from all racial and ethnic groups displayed similar personality traits and vocational interests, consistent with creative adults; scoring highest in Openness to Experience, Extraversion, Artistic and Investigative interests, and scoring lowest in Agreeableness, Conscientiousness, and Conventional interests. No significant multivariate differences emerged between racial and ethnic minority groups. These results point to the existence of a cross-cultural creative personality and vocational interests, likely following the pattern of convergence-divergence in different creativedomains observed in eminent individuals from racial and ethnicminorities.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"34 1","pages":"116 - 128"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2019.1684222","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43671402","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":"Public images of gifted programs in China: A 38-year analysis of Chinese news reports on gifted education","authors":"Sheng-Peng Huang, Yani Kong, Yinghong Cheng","doi":"10.1080/15332276.2019.1609343","DOIUrl":"https://doi.org/10.1080/15332276.2019.1609343","url":null,"abstract":"Abstract Gifted programs are an indispensable component of gifted education, and have drawn much academic attention in the recent years. However, the public images of such programs are still under-examined. In this study, we employed semantic network analysis and content analysis to uncover the public images of gifted programs in China and their change over time. Based on 1,486 Chinese news reports between 1978-2015 on gifted education, our analysis revealed four different images of gifted programs and their participants in China: “successful graduates”, “early ripe, early rot”, “superb intelligence”, and “all-around development”. The co-existence of two common stereotypes, “the chosen ones” and “Mad genius”, can be concluded from the emerging process of these four images and the correlations between them. In addition, the rise and fall of different images show how the public opinions of gifted programs change over time, influenced by both institutional interventions and culture shifts. The change over time is indicative of the social-constructive nature of public opinions towards gifted education.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"33 1","pages":"41 - 51"},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2019.1609343","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44278665","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":"Creative ideation and motivated strategies for learning of academically talented students in Greek secondary school","authors":"Dimitrios Zbainos, Vassiliki Beloyianni","doi":"10.1080/15332276.2018.1547620","DOIUrl":"https://doi.org/10.1080/15332276.2018.1547620","url":null,"abstract":"ABSTRACT A consistent body of research has indicated that intrinsic motivation, self-regulation, and creative ideation tend to facilitate academic performance. This article examines differences in self-regulated learning strategies, motivational beliefs, and creative ideation among academically talented students, high achievers, and ordinary achieving students in Greek secondary school. To assess the relationship between motivational strategies for learning, ideational behavior, and academic performance, a sample of 287 students between the ages of 13 and 18 completed the Runco Ideational Behavior Scale and the Motivated Strategies for Learning Questionnaire. Furthermore, their school grades were used to provide data about their academic performance. The results indicated that academically talented students tended to use more self-regulated learning strategies and displayed higher self-efficacy and stronger motivational beliefs. Creative ideation was found to be negatively correlated with academic achievement, especially for low and moderate achievers. In conclusion, according to the results, high academic performance appeared to be related to higher academic self-efficacy, intrinsic motivation, self-regulation, and use of cognitive strategies. Nevertheless, it appeared to be related to lower creative ideation.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"33 1","pages":"14 - 3"},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2018.1547620","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42723513","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":"What are excellence gaps and how can we close them? An interview with Jonathan Plucker and Scott Peters","authors":"Tyler Clark, Julia Roberts","doi":"10.1080/15332276.2019.1656565","DOIUrl":"https://doi.org/10.1080/15332276.2019.1656565","url":null,"abstract":"ABSTRACT The interview with Jonathan Plucker and Scott Peters presents the Excellence Gap as a concern to be noted in the United States as well as internationally. The Excellence Gap came to light as an important topic to inform policy when the Achievement Gap reached a high priority in U.S. schools. The emphasis on the Achievement Gap focused attention on students who had not yet reached proficiency, yet did not offer comparable attention to students who had already reached proficiency or beyond. The interview traces the history of the Excellence Gap literature and discussion of the implications, as well as presenting strategies for addressing the Excellence Gap.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"33 1","pages":"64 - 70"},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2019.1656565","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45227133","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":"Gifted Syrian refugee students in Jordanian schools: have we identified them?","authors":"A. Alodat, F. Momani","doi":"10.1080/15332276.2019.1665484","DOIUrl":"https://doi.org/10.1080/15332276.2019.1665484","url":null,"abstract":"ABSTRACT This qualitative study aimed to analyze educational services offered in Jordanian schools to identify gifted Syrian refugee students. To do that, 42 semi-structured interviews were conducted with school principals and educational supervisors. Participants were asked open-ended questions about educational practices used with Syrian students inside refugee camps and northern cities in Jordan. The collected data were then analyzed using descriptive coding analytical strategies. Results show that gifted identification services provided for Syrians students are insufficient and weak. The results also showed that school principals and educational supervisors have positive trends toward providing gifted education services. However, they suffer from a range of administrative and legislative problems that limit their ability to provide appropriate services to students. Finally, these results provide a comprehensive analysis for educators in Jordan to develop higher quality identification procedures for gifted Syrian refugees’ students.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"33 1","pages":"52 - 63"},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2019.1665484","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47593883","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":"Editorial for Gifted and Talented International, 2018","authors":"L. Kronborg, M. Foley‐Nicpon","doi":"10.1080/15332276.2019.1675963","DOIUrl":"https://doi.org/10.1080/15332276.2019.1675963","url":null,"abstract":"In this double issue of Gifted and Talented International, the importance of developing creativity when educating gifted students is raised at both the school and college level in research from German, Greek, and American contexts. Whilst, research with a focus on educating gifted students is presented from diversely different contexts of China and Jordan. In the first article of the issue, 'Creative ideation and motivation strategies for learning of academically talented students in Greek secondary school', the researchers, Dimitrios Zbainos and Vassiliki Beloyianni, examined differences in self-regulated learning strategies, motivational beliefs, and creative ideation in a Greek secondary school sample identified as either academically talented, high achieving, and typically achieving. Researchers found the students identified as academically talented reported using learning strategies and higher selfefficacy and motivational beliefs than the other groups of students. Of note, creative ideation was negatively correlated with academic achievement. How this relationship manifests within the context of Greek secondary school education as creative skills are crucial in an ever-changing global context. The second article with a creativity focus, 'Autonomous creativity: the implicit autonomy motive fosters creative production and innovative behavior at school', was written by Ingrid Rita Baum and Nicola Baumann. The authors were interested in examining the role of autonomy as a motivating trait contributing to creativity. Among their sample of 108 adolescents, they found implicit autonomy dispositions were related to creative production on a figural drawing task and teacher ratings of innovative behavior, even after controlling for achievement motivation. Conversely, concerns about one’s explicit achievement were not predictive of creative production but were positively correlated with teacher ratings of innovative behavior. Conclusions were that an implicit desire for autonomy is related to creativity production more so than explicit motivation for achievement among the youth. Angie Miller’s study, 'Connecting creative coursework exposure and college student engagement across academic disciplines', examined the relationship between creative coursework and several factors related to university students’ academic and environmental engagement. Miller examined data from the National Survey of Student Engagement (NSSE) “Senior Transitions” topical module, which represented responses from 25,000+ seniors at 266 U.S. colleges and universities. Miller’s findings suggested exposure to creative coursework positively predicted several indicators of student engagement (higher order learning, collaborative learning, diverse discussions, supportive environment, etc.) across multiple academic disciplines. Increasing creativity in one’s coursework is an important consideration for those teaching at institutions of higher education given the positive relationship wi","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"33 1","pages":"1 - 2"},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2019.1675963","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47163033","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}