Gifted and Talented International最新文献

{"title":"Control and resilience: The importance of an internal focus to maintain resilience in academically able students","authors":"L. Kronborg, M. Plunkett, N. Gamble, Yvette Kaman","doi":"10.1080/15332276.2018.1435378","DOIUrl":"https://doi.org/10.1080/15332276.2018.1435378","url":null,"abstract":"ABSTRACT This article reports one component of a longitudinal multilayered research project originating from a unique partnership between a university and a selective secondary school in Victoria, Australia. One hundred and twenty-five Year 10 academically able students at the school completed a survey at two different times to investigate a range of motivational constructs, including locus of control and resilience. Students were grouped according to their locus of control (LoC) focus (either internal or external), and, subsequently, scores from their resilience profiles were compared using multivariate analysis of variance. Findings illustrated that students with a more internally focused locus of control were more resilient at two time points. These findings have important implications for educators, as resilience is recognized as an important attribute to be developed in all students, including academically able students.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"32 1","pages":"59 - 74"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2018.1435378","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45030638","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":"Exploring differences in creativity across academic majors for high-ability college students","authors":"Angie L. Miller, V. Smith","doi":"10.1080/15332276.2018.1435355","DOIUrl":"https://doi.org/10.1080/15332276.2018.1435355","url":null,"abstract":"ABSTRACT Many current theories and models include creativity as a component of giftedness, conceptualizing the construct in numerous ways that complement giftedness. Variations in creativity have also been studied among different academic disciplines, suggesting that although there may be higher levels of creativity for some, major choice is a complex concept. The current study explores differences in several aspects of creativity based on academic major for a high-ability young adult population. Using data from 399 Honors College students at a Midwestern university in the United States, a MANOVA and series of 1-way ANOVAs suggest significant differences by academic major for creative engagement, creative cognitive style, and fantasy, but not for tolerance or spontaneity. The pattern of results generally indicates higher creativity among arts and humanities majors, compared with other disciplines such as education and pre-professional training, although these fields can also benefit from creative input. Potential curricular and experiential reasons for these differences are discussed, along with some implications for educational programming and interventions.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"32 1","pages":"44 - 58"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2018.1435355","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48004220","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":"L. Kronborg, F. Preckel","doi":"10.1080/15332276.2017.1445508","DOIUrl":"https://doi.org/10.1080/15332276.2017.1445508","url":null,"abstract":"This is the third issue of Gifted and Talented International, the journal for the World Council for Gifted and Talented Children, that has been published online with Taylor and Francis. In this issue of Gifted and Talented International we have four articles with research findings from four different international contexts with important implications for supporting and teaching gifted and creative students for talent development. In the first article, the authors Ghahremani, Karami, and Balcaen focus on gifted science classrooms in Iran’s special schools for gifted students. The researchers investigated teachers’ instructional strategies for developing the students’ critical thinking, in addition to expert teachers’ culturally informed habits of mind that were identified. Interviews with the expert teachers resulted in the development of a culturally informed five elemental pentagram of habits of mind. In the second article, the authors Kerr, Birdnow, Hallaert, Alexander, Malmsten, Stull, Wright, Lucas, Swanson, and Claiborn studied innovation in Iceland in a range of fields including design, music, art, and literature. The researchers used a literature review, observations, interviews, and artifacts to examine why Iceland is so innovative. The researchers found that the creativity literature supported the idea that ability and personality attributes of Icelanders might be the source of Icelandic innovation. The popular literature often has referred to an environment of extremes and natural beauty that inspires higher rates of creativity and innovation, while the scholarly literature specifically relating to Iceland has suggested that open and egalitarian families; innovation education curricula and free play; cultural support for creativity; and government policies have propelled innovation in Iceland. However, 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. In the third article in this issue of Gifted and Talented International, Miller and Smith explore differences in several aspects of creativity across academic majors for high-ability Honors College students in a Midwestern university in the United States. The authors found that the pattern of results generally indicated higher creativity among arts and humanities majors, compared to other disciplines such as education and preprofessional training, although these fields could also benefit from creative input. Potential curricular and experiential reasons for these differences were discussed, in addition to implications for educational programming and interventions. The fourth research study in this journal was conducted with Year 10 academically able students in the first co-educational select-entry secondary college in Victoria, Australia. The researchers of this study, Kronborg, Plunkett, Gamble, and","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"32 1","pages":"1 - 2"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2017.1445508","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41821581","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":"Turkish adaptation of the educational-learning capital questionnaire: Results for gifted and non-gifted students","authors":"Marilena Z. Leana-Taşcılar","doi":"10.1080/15332276.2016.1305863","DOIUrl":"https://doi.org/10.1080/15332276.2016.1305863","url":null,"abstract":"ABSTRACT The Actiotope Model of Giftedness (AMG) focuses on person–environment interactions to define giftedness. The development of the Questionnaire of Educational and Learning Capital (QELC) was based on the AMG. The first aim of this study was to present the reliability and validity of a Turkish version of the QELC for 10th grade students. The second aim of this study was the administration of the QELC in gifted and non-gifted students and the determination of mean QELC-scale differences between both groups. Two different samples were included in the study. In the first sample, 421 10th grade students took the QELC (147 boys, 274 girls). The second sample consisted of 38 gifted students and 38 non-gifted students, the latter randomly selected from the first sample. In addition to the QELC, confidence in one’s competence, failure coping, stability and modifiability beliefs regarding one’s action repertoire were assessed and used to validate the QELC. School grades were collected, too. Results of a confirmatory factor analysis supported the two-factor structure of the QELC (i.e., educational capital and learning capital). The results supported the validity and reliability of the Turkish version of QELC. Gifted students had lower scores in educational as well as learning capital than non-gifted students.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"31 1","pages":"102 - 113"},"PeriodicalIF":0.0,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2016.1305863","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59866056","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":"Elementary students’ perceptions of their classroom activities in China: A validation study","authors":"Yang Yang, Marcia Gentry, Jiaxi Wu, Enyi Jen, Y. Maeda","doi":"10.1080/15332276.2016.1255095","DOIUrl":"https://doi.org/10.1080/15332276.2016.1255095","url":null,"abstract":"ABSTRACT This study is to investigate whether My Class Activities (MCA; Gentry & Gable, 2001a), an instrument developed to measure students’ perceptions of their classroom activities, yields valid data when used with elementary students in China after translation into Chinese. The four factors measured by the instrument (Interest, Challenge, Choice, and Enjoyment) are related closely to students’ motivation and optimal learning as described in Chinese literature. Data from 943 elementary students from a school in mid-China were used in the analyses from an elementary school. Confirmatory factor analyses showed that a four correlated factor model with all 31 items was not a good fit to the data. Factor loadings were checked, and two items were removed from the “challenge” factor. A second four correlated factor model with 29 items generated better goodness-of-fit indices. Measurement equivalence of this model was tested between the Chinese and the U.S. sample of 943 students randomly selected from the original normative sample of the MCA. Results indicated partial measurement invariance of the revised instrument. Further research was suggested with implications for practice.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"15 1","pages":"73 - 87"},"PeriodicalIF":0.0,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2016.1255095","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59865996","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":"Self-concept changes in multiple self-concept domains of gifted students participating in a summer residential school","authors":"F. Preckel, Hannah Rach, Vsevolod Scherrer","doi":"10.1080/15332276.2017.1304781","DOIUrl":"https://doi.org/10.1080/15332276.2017.1304781","url":null,"abstract":"ABSTRACT The present study investigated changes in self-esteem, academic self-concept, intellectual self-concept, and social self-concepts of acceptance, assertion, relations with same-sex peers and relations with other-sex peers with 177 gifted students participating in a 16-day summer school in Germany. Students were assessed three times by self-report questionnaires, one or three weeks before the school started, at the seventh day, and at the fifteenth day of the summer school. Scales showed strict measurement invariance over time such that scale means could be compared by repeated measures ANOVAs. Although academic self-concept did not change over time, intellectual self-concept showed a decrease during the visit of the school that was of small effect size (Hedges’ g = .13). Descriptively, self-esteem showed a positive development over time, but this increase was small and not significant. The social self-concepts of acceptance, relations with same-sex peers, and relations with other-sex peers significantly increased over time (Hedges’ |g| between .14 and .40). Changes were comparable for male and female students. Overall, our findings support summer schools as an effective means to foster gifted students’ socioemotional needs.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"31 1","pages":"101 - 88"},"PeriodicalIF":0.0,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2017.1304781","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59866066","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":"Alignment of a high-ranked PISA mathematics curriculum and the Parallel Curriculum for gifted students: Is a high PISA Mathematics ranking indicative of curricular suitability for gifted learners?","authors":"J. Irving, E. Oppong, B. Shore","doi":"10.1080/15332276.2017.1356657","DOIUrl":"https://doi.org/10.1080/15332276.2017.1356657","url":null,"abstract":"ABSTRACT Quebec students have generally excelled in international mathematics comparisons and 22% performed in the top category, Level 6, on PISA in 2012. Several countries with more extensive gifted programs scored and ranked considerably lower and had smaller proportions achieving Level 6. Does this mean a general mathematics curriculum with such indices of success could sufficiently serve gifted students? The US NAGC’s Parallel Curriculum model served as a template to explore Quebec’s ninth-grade mathematics curriculum for components of the four Parallel Curriculum strands: core, connections, practice, and identity. The Quebec curriculum included a strong core, but fewer elements of the three other Parallels. The anomaly remains: A strong core curriculum was associated with high PISA scores and rankings, yet did not meet all the criteria for gifted programming. At the same time, even though the literature reports that formal gifted programming is sometimes associated with higher proportions of learners achieving at PISA’s level 6, such provision is not as well related to overall high PISA averages or rankings.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"31 1","pages":"114 - 131"},"PeriodicalIF":0.0,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2017.1356657","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59866172","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 overexcitabilities to openness: Informing gifted education with psychological science","authors":"M. A. Vuyk, B. Kerr, T. Krieshok","doi":"10.1080/15332276.2016.1220796","DOIUrl":"https://doi.org/10.1080/15332276.2016.1220796","url":null,"abstract":"ABSTRACT In the theory of positive disintegration (TPD), Dabrowski described overexcitabilities (OEs), manifestations of inner energy with a developmental purpose that appear more common in gifted individuals. Unfortunately, most studies present OEs outside of the context of the original theory as if they were standalone traits applicable to gifted students. In this atheoretical conceptualization, OEs seem to define the personality trait of openness to experience described in the five-factor model of personality (FFM) as each OE can be matched with a specific facet of openness. Descriptions of facets of openness and corresponding OEs are strongly similar. In this article we argue that they are conceptually equivalent and that current research on openness and OE supports this assertion. The FFM has robust empirical support, and TPD lacks empirical support; additionally, OEs as currently presented in gifted education deviate from TPD’s original tenets. Therefore, gifted education should shift its way of explaining these tendencies by framing them as the personality trait of openness to experience rather than OEs.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"31 1","pages":"59 - 71"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2016.1220796","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59865936","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 education’s reflection of country-specific cultural, political, and economic features","authors":"R. Frantz, K. McClarty","doi":"10.1080/15332276.2016.1220794","DOIUrl":"https://doi.org/10.1080/15332276.2016.1220794","url":null,"abstract":"ABSTRACT Educational policies and practices are influenced by cultural, political, and economic factors, and this is also true of specialized educational approaches such as gifted education. Factors such as a country’s cultural tendency toward egalitarianism or meritocracy, whether the political system is centralized or decentralized, and the degree to which the economy supports basic education for all students may be reflected in the way in which a country approaches gifted education. We examined gifted and talented education policies and practices in 38 Organisation for Economic Co-operation and Development (OECD) member and partner countries and considered how those policies and practices may reflect country-specific characteristics. In this article, we discuss ways in which gifted education in OECD countries may reflect cultural, political, and economic features of countries.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"31 1","pages":"46 - 58"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2016.1220794","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59865819","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":"Giftedness counseling in Germany: Consultation reasons and issues and their relations to gender, age, and aptitude","authors":"Nele Hannig, C. Koop","doi":"10.1080/15332276.2016.1194672","DOIUrl":"https://doi.org/10.1080/15332276.2016.1194672","url":null,"abstract":"ABSTRACT In Germany, parents can request counseling and assessment of school-related learning and behavioral issues from either independent counseling centers or school-based ones. Focusing on giftedness consultations at independent counseling centers, the goal of this study is to provide a detailed description of the reasons for and the issues discussed during the consultation process. Specifically, the frequency and relationships among each other are examined as well as the relationships with the client characteristics gender, age, and ability. A questionnaire, completed by the counseling professionals, was used to assess the reasons that were given for seeking consultation and the topics that were addressed during the counseling process at 14 psychodiagnostic counseling centers. Overall, data from 156 children and adolescents (25% female) were included in the analyses. Frequent reasons for and topics of the consultations were giftedness assessment, advocacy of gifted education, and motivation. Correlation analyses identified two separate groups of themes: “social and behavioral problems” and “learning disorders and achievement-related problems.” Whereas the motives for seeking consultation and the counseling issues were typically the same for both boys and girls, some of these varied greatly depending on age, type of school, and aptitude of the children. These results are discussed with respect to the current state of research as well as their implications for counseling practice and the qualifications of the professional counseling personnel.","PeriodicalId":52310,"journal":{"name":"Gifted and Talented International","volume":"31 1","pages":"33 - 45"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15332276.2016.1194672","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59865635","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}