Gifted and Talented International最新文献_第8页

Correction 修正

Gifted and Talented International Pub Date : 2018-07-03 DOI: 10.1080/15332276.2019.1672014

P. Crozet, C. Marchand

引用次数: 0

Autonomous creativity: The implicit autonomy motive fosters creative production and innovative behavior at school 自主创新:内隐自主动机在学校培养创造性生产和创新行为

Gifted and Talented International Pub Date : 2018-07-03 DOI: 10.1080/15332276.2019.1608136

Ingrid Baum, N. Baumann

{"title":"Autonomous creativity: The implicit autonomy motive fosters creative production and innovative behavior at school","authors":"Ingrid Baum, N. Baumann","doi":"10.1080/15332276.2019.1608136","DOIUrl":"https://doi.org/10.1080/15332276.2019.1608136","url":null,"abstract":"ABSTRACT Theories of creativity and empirical evidence have highlighted the importance of autonomy as a motivational source of creativity. However, we know little about the relationship between the implicit autonomy motive and creativity. Using a multi-method multi-informant design, we investigated the relationship between implicit autonomy motives and creative production. We assessed the implicit and explicit autonomy motives of N = 108 adolescents using the Operant Motive Test (OMT) and an explicit motive questionnaire. Then participants completed a creative figural drawing task. In addition, we collected teacher ratings regarding participants’ innovative behavior. Results revealed that implicit autonomy dispositions predicted not only production in a figural drawing task, but also teacher ratings of innovative behavior. These positive relationships remained stable when controlling for achievement motivations and other autonomy-related variables. In contrast, explicit autonomy dispositions could not predict creative production or teacher ratings of innovative behavior. We conclude that the implicit autonomy motive is an energizing force of creative production.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"33 1","pages":"15 - 25"},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2019.1608136","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48195383","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

Connecting creative coursework exposure and college student engagement across academic disciplines 将创造性课程展示与跨学科的大学生参与联系起来

Gifted and Talented International Pub Date : 2018-07-03 DOI: 10.1080/15332276.2019.1655681

Angie L. Miller

{"title":"Connecting creative coursework exposure and college student engagement across academic disciplines","authors":"Angie L. Miller","doi":"10.1080/15332276.2019.1655681","DOIUrl":"https://doi.org/10.1080/15332276.2019.1655681","url":null,"abstract":"ABSTRACT This study extends research on the effectiveness of creativity training and the importance of student engagement in higher education. Using data from the “Senior Transitions” topical module of the National Survey of Student Engagement (NSSE), responses from over 25,000 seniors at 266 different U.S colleges and universities demonstrate that exposure to creative coursework can predict student engagement in a variety of areas. Ordinary least squares regression models determined the effect of creative coursework exposure on NSSE’s established measures of student engagement: reflective and integrative learning, higher-order learning, use of learning strategies, collaborative learning, diverse discussions, student-faculty interaction, effective teaching practices, quality of interactions, and supportive environment. Results suggest that exposure to creative coursework is a significant positive predictor of student engagement, even after controlling for sex, transfer status, enrollment status, first-generation status, age, SAT/ACT, race/ethnicity, major, grades, percentage of online courses, institutional control (private/public), and institution size. Potential reasons for these patterns of results are discussed. Implications include updating curriculum and programming for greater exposure to creative assignments and activities across all major fields.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"33 1","pages":"26 - 40"},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2019.1655681","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48944534","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

The landscape of Australian gifted education research: 1992–2013 澳大利亚天才教育研究概况：1992-2013

Gifted and Talented International Pub Date : 2017-07-03 DOI: 10.1080/15332276.2018.1522935

J. Jolly, A. Chessman

{"title":"The landscape of Australian gifted education research: 1992–2013","authors":"J. Jolly, A. Chessman","doi":"10.1080/15332276.2018.1522935","DOIUrl":"https://doi.org/10.1080/15332276.2018.1522935","url":null,"abstract":"ABSTRACT This study seeks to investigate the body of literature generated in the Australasian Journal of Gifted Education from the establishment of the journal in 1992 until 2013, focusing on the research field in order to understand its research foci, the rigor of research generated, and how events in the Australian context can influence the type of research undertaken. This study was guided by four research questions (1) to what extent is research published in AJGE empirical?; (2) what proportions of the articles are quantitative, qualitative, or non-empirical?; (3) how does the empirical rigor compare over time?; and (4) to what extent has the 2001 Australian Senate Inquiry into the Education of Gifted Children influenced the research foci? A database of AJGE articles was constructed, and an adapted version of the Mixed Methods Appraisal Tool (MMAT) was used to classify empirical studies. Results indicated that qualitative and quantitative research was equally undertaken; however, case studies and quantitative descriptive analysis were favored over other types of approaches. Empirical rigor varied over time, and few recommendations from the 2001Australian Senate Report were reflected in the research undertaken. There are a number of contextual explanations for the irregular presentation and lack of robustness in the quality of research, which are explored in this article.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"32 1","pages":"87 - 98"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2018.1522935","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45495579","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

Real engagement in active problem solving for Māori boys: A case study in a New Zealand secondary school Māori男生积极解决问题的真正参与:新西兰中学案例研究

Gifted and Talented International Pub Date : 2017-07-03 DOI: 10.1080/15332276.2018.1522240

Tracy Riley, M. Webber, K. Sylva

引用次数: 7

Spiritual education program for improving the emotional intelligence of gifted children: A multi-city single-group evaluation study 提高天才儿童情商的精神教育项目：多城市单组评价研究

Gifted and Talented International Pub Date : 2017-07-03 DOI: 10.1080/15332276.2018.1537138

S. Pandya

{"title":"Spiritual education program for improving the emotional intelligence of gifted children: A multi-city single-group evaluation study","authors":"S. Pandya","doi":"10.1080/15332276.2018.1537138","DOIUrl":"https://doi.org/10.1080/15332276.2018.1537138","url":null,"abstract":"ABSTRACT Based on a single-group one-year long evaluation study with 1,625 gifted children aged from 225 schools in 15 cities, this article examines whether participation in a spiritual education program increases their emotional intelligence. Results showed that gifted children’s emotional intelligence scores were higher post–spiritual education program (SEP) participation. Specifically, the post-test scores were higher for gifted children from European cities, US, Canadian, and Australian cities, Christian children, introverted gifted children, those who had undergone two or three sessions of the program and who regularly self-practiced. Results of the hierarchical regression analysis showed that the most significant predictor of the post-test emotional intelligence scale scores of the gifted children was self-practice. The study foregrounds the need for a nuanced view of city contexts, gender, form of giftedness, and observed personality trait of gifted children, with the critical requirement of self-engagement through self-practice, in planning SEPs aimed at improving their emotional intelligence.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"32 1","pages":"120 - 133"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2018.1537138","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46741198","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

Teacher perceptions of gifted and talented certification practices in a Southern California school district: A replication study 南加州学区教师对天才和天才认证实践的看法:一项复制研究

Gifted and Talented International Pub Date : 2017-07-03 DOI: 10.1080/15332276.2018.1525270

Jessica Cannaday, Jennifer Courduff

{"title":"Teacher perceptions of gifted and talented certification practices in a Southern California school district: A replication study","authors":"Jessica Cannaday, Jennifer Courduff","doi":"10.1080/15332276.2018.1525270","DOIUrl":"https://doi.org/10.1080/15332276.2018.1525270","url":null,"abstract":"ABSTRACT This study focused on a partial replication of a mixed-methods study of teachers regarding certification practices in Gifted and Talented Education (GATE). Data sources included Likert survey questions as well as openended questions with current teachers at seven schools within a Southern California school district. Since completion of the original study in 2006, there have been changes in new local control funding formulas that affect Gifted Education. In light of these changes, a partial replication study measuring current teacher perceptions of GATE certification practices compared findings with previous perceptions in the district. The survey sample (N = 93) included faculty from the originally sampled k-12 schools. Results indicate that perceptions of gifted identification and characteristics vary according to GATE certification status of the teacher, but not according to grade level taught. Teacher perceptions of the necessity for GATE certification and/or training have changed since the original study was conducted. Teachers indicated that training is valuable, but not necessary for all teachers. When compared to the previous study, findings indicate positive growth in teachers’ perceptual knowledge regarding gifted student characteristics and the value of teacher training.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"32 1","pages":"119 - 99"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2018.1525270","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42688238","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

Threat or challenge? Teacher beliefs about gifted students and their relationship to teacher motivation 威胁还是挑战？教师对天才学生的信念及其与教师动机的关系

Gifted and Talented International Pub Date : 2017-07-03 DOI: 10.1080/15332276.2018.1537685

Svenja Matheis, L. Kronborg, Manfred J. Schmitt, F. Preckel

{"title":"Threat or challenge? Teacher beliefs about gifted students and their relationship to teacher motivation","authors":"Svenja Matheis, L. Kronborg, Manfred J. Schmitt, F. Preckel","doi":"10.1080/15332276.2018.1537685","DOIUrl":"https://doi.org/10.1080/15332276.2018.1537685","url":null,"abstract":"ABSTRACT This study investigated the relationship between teachers’ beliefs about gifted students’ characteristics compared to students with average-ability and the teachers’ motivation (i.e., enthusiasm, self-efficacy). We investigated pre-service teachers’ beliefs and motivational orientations as substantial components of their professional competencies and aimed to make an empirical contribution to the discussion on the professionalization of teachers in gifted education. We expected that beliefs about the gifted would be in line with the disharmony hypothesis assuming they were intellectually strong, but deficient in non-cognitive domains. German (n = 375) and Australian (n = 315) pre-service teachers participated in a between-subjects experimental design that used student vignettes varying in ability and gender. Repeated-measures ANOVAs showed that besides a high intellect, pre-service teachers from both countries associated maladjustment with giftedness and showed lower self-efficacy for teaching the gifted. Results from structural equation modeling indicated that high intelligence ratings when paired with high maladjustment ratings were associated with lower teacher motivation. This result is of high practical relevance as perceived self-efficacy relates to actual teaching behavior in a classroom. Implications for teacher education in gifted education are discussed.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"32 1","pages":"134 - 160"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2018.1537685","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43994245","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: 46

Pentagram of habits: Considering science teachers’ conceptions of “habits of mind” associated with critical thinking in several of Iran’s special gifted schools 习惯的五边形:考虑伊朗几所特殊天赋学校中科学教师关于批判性思维的“思维习惯”概念

Gifted and Talented International Pub Date : 2017-01-02 DOI: 10.1080/15332276.2017.1397901

M. Ghahremani, Sareh Karami, Philip L. Balcaen

{"title":"Pentagram of habits: Considering science teachers’ conceptions of “habits of mind” associated with critical thinking in several of Iran’s special gifted schools","authors":"M. Ghahremani, Sareh Karami, Philip L. Balcaen","doi":"10.1080/15332276.2017.1397901","DOIUrl":"https://doi.org/10.1080/15332276.2017.1397901","url":null,"abstract":"ABSTRACT In the last two decades, one can see the widespread acceptance of the importance of teaching critical thinking (CT) as a 21st-century competency for all students from primary to graduate school. Lack of effective instructional strategies cause problems in developing effective CT curriculum. This research study aimed at the exploring the problem of domain-general versus domain-specific tension associated with the definition and fostering critical thinking. We examined Iranian science teachers’ conception(s) of this tension. We applied stratified random sampling for the observational phase (initial pool of participants). Using our classroom observation scale, through the lens of the Critical Thinking Consortium’s pedagogical framework (TC2) as a theoretical framework, we observed N = 27 gifted science classrooms to evaluate teachers’ instructional strategies in terms of developing CT abilities. Applying purposeful sampling, we interviewed expert teachers based on the observational phase, to investigate their understandings of CT’s general-domain habits of mind. Applying 4 + 1 classical elements as a conceptual framework, we examined various dimensions of these science teachers’ conceptualization of thinking critically. Traditional gradual reduction of interviews resulted in the development of a culturally informed five-elemental pentagram of habits of mind shared by these educators. Further, these teachers addressed some instructional strategies to embed CT in the science classes.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"32 1","pages":"26 - 3"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2017.1397901","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45373462","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

Creativity and innovation in Iceland: Individual, environmental, and cultural variables 冰岛的创造力和创新：个人、环境和文化变量

Gifted and Talented International Pub Date : 2017-01-02 DOI: 10.1080/15332276.2017.1397903

B. Kerr, Maxwell Birdnow, Jenelle M. Hallaert, Keely Alexander, Robyn N. Malmsten, Olivia A. Stull, J. D. Wright, B. Lucas, Rachel Swanson, Grace J. Claiborn

{"title":"Creativity and innovation in Iceland: Individual, environmental, and cultural variables","authors":"B. Kerr, Maxwell Birdnow, Jenelle M. Hallaert, Keely Alexander, Robyn N. Malmsten, Olivia A. Stull, J. D. Wright, B. Lucas, Rachel Swanson, Grace J. Claiborn","doi":"10.1080/15332276.2017.1397903","DOIUrl":"https://doi.org/10.1080/15332276.2017.1397903","url":null,"abstract":"ABSTRACT This comprehensive literature review (CLR) is an analysis and synthesis of literature, observations, interviews, and artifacts as a means to answer the question, “Why is Iceland so innovative?” Iceland is considered by international indices as a leading nation in innovation in many fields, including design, music, art, and literature. A team of doctoral-level students and master’s-level counselors studying the psychology of creativity collected information regarding individual ability and personality in Iceland as well as the natural, physical, and social environment variables that might be related to creativity and innovation. The creativity literature supported the idea that ability and personality attributes of Icelanders might be the source of Icelandic innovation. The popular literature often referred to an environment of extremes and natural beauty that inspires higher rates of creativity and innovation. The scholarly literature pertaining specifically to Iceland suggested instead that open and egalitarian families; innovation education curricula and free play; cultural support for creativity; and government policies were the main drivers of innovation in Iceland. The researchers’ observations found that interviewees often disputed the literature, particularly regarding the impact of high ability, natural environment, and policy on innovation, and that artifacts supported most environmental variables.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"32 1","pages":"27 - 43"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2017.1397903","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47155470","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: 8