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Advanced Placement and Concurrent Enrollment Substitution Effects Journal of Advanced Academics Pub Date : 2021-04-02 Grant Clayton
Advanced placement (AP) and concurrent enrollment (CE) provide high school students with rigorous coursework and possible college credit. Theoretical modeling predicted students would substitute CE for AP courses conditional on their probability of earning university credit, passing AP tests, and college selectivity despite CE costing more than AP. In the current study, CE costs to families drop to
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The Relationship Between Cognitive and Affective Dimensions of Reading Self-Concept With Reading Achievement in English and Russian Journal of Advanced Academics Pub Date : 2021-02-25 Könül Karimova, Benő Csapó
This study aimed to evaluate whether cognitive and affective dimensions of reading self-concepts in English and Russian are distinct constructs and to examine whether the relationships among cognitive and affective variables are invariant across gender. A total of 349 tenth-grade Azeri students were selected from 12 schools in Baku, Azerbaijan. This study adapted the Self-Description Questionnaire
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Acquiring the Art of Conducting: Deliberate Practice as Part of Professional Learning Journal of Advanced Academics Pub Date : 2021-02-22 Simon Schmidt, Manuel Längler, Amelie Altenbuchner, Louisa Kobl, Hans Gruber
Research was and still is involved in the controversial issue about innate talent or extensive practice as the determinants of excellent performance in a range of domains. This study aims to contribute by presenting an analysis of practice activities in a domain that appears to be particularly suitable—orchestral conducting. Most conductors usually attain expertise in instrument playing prior to commencing
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Validity and Utility of the Test of Creative Thinking Drawing Production for Dutch Adolescents Journal of Advanced Academics Pub Date : 2021-02-17 Ophélie Allyssa Desmet, Marjolijn van Weerdenburg, Mariska Poelman, Lianne Hoogeveen, Yao Yang
We examined the divergent validity and utility of the Test for Creative Thinking–Drawing Production (TCT-DP) in an identification protocol for high-ability students that included measures of intelligence, school motivation, inquisitiveness, creativity, and academic achievement. Data were collected from seventh-grade students across 6 years (n = 710). Small significant correlations between the different
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Selection Into Advanced Courses in Middle and High School Among Low-Income, Ethnically Diverse Youth Journal of Advanced Academics Pub Date : 2021-02-09 Courtney Ricciardi, Adam Winsler
This study assesses the excellence gap by examining those who enroll in advanced, honors, and advanced placement (AP) classes among a low-income and a majority-Latinx population. Prospective longitudinal data come from a diverse, urban sample (N = 32,885) where 82.2% of the students received free or reduced price lunch. We examined numerous predictors (i.e., demographics, school readiness skills, prior
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Stereotype Threat and Its Problems: Theory Misspecification in Research, Consequences, and Remedies Journal of Advanced Academics Pub Date : 2021-01-24 Katherine Picho-Kiroga, Ashley Turnbull, Ariel Rodriguez-Leahy
Despite the explosive growth in stereotype threat (ST) research over the decades, a substantive amount of variability in ST effects still cannot be explained by extant research. While some attribute this unexplained heterogeneity to yet unidentified ST mechanisms, we explored an alternate hypothesis that ST theory is often misspecified in experimental research design, which introduces experimental
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What Is Creativity in Education? A Qualitative Study of International Curricula Journal of Advanced Academics Pub Date : 2021-01-12 Timothy J. Patston, James C. Kaufman, Arthur J. Cropley, Rebecca Marrone
The concept of “creativity” as a desirable attribute within education is long-standing. The fields of education and creativity have developed, and periodically intersected with, government reports, policies, commentaries, and advice. Recently, an increasing number of countries have emphasized creativity in their official curricula. However, the journey from openly acknowledging the importance of creativity
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Still Where, Not If, You’re Poor: International Baccalaureate Opportunities to Learn International-Mindedness and Proximity to U.S. Cities Journal of Advanced Academics Pub Date : 2020-12-16 Michael Thier, Paul T. Beach
By matching International Baccalaureate (IB) and non-IB U.S. public schools based on state, grade span, and enrollment, we used recent public data to confirm relations among a hierarchy of school characteristics and whether schools made available any of IB’s four programs. We fortified prior claims regarding how poverty, minority concentration, and geographic locale as a function of proximity to cities
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Success of Honors Program in Azerbaijan: Do Honors Students Perform Better Than Nonhonors Students? Journal of Advanced Academics Pub Date : 2020-11-23 Azar Abizada, Fizza Mirzaliyeva
The purpose of launching honors programs in Azerbaijan was not only to introduce advanced academic programs but also to change the culture in the universities: to make students more socially active, to encourage them to participate in international competitions, and continue their education. Keeping these goals in mind, we evaluate honors programs by comparing honors students and nonhonors students
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Underrepresentation in Gifted Education in the Context of Rurality and Socioeconomic Status Journal of Advanced Academics Pub Date : 2020-11-07 Jaret Hodges, Marcia Gentry
Proportional identification of students for gifted services in Florida school districts is an important goal. A multi-level model was used to analyze school district data from the Florida Department of Education from the 2011–2016 academic years. Results from the study indicate that the likelihood of identification of students varied by their socioeconomic status. Students who were Black were 59% more
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Against the Professorial Odds: Barriers as Building Blocks for Educational Advancement Journal of Advanced Academics Pub Date : 2020-11-07 Denise McDonald, Sheila Baker, Debby Shulsky
This article describes three female professors’ experiences to attain degrees (bachelor’s, master’s, and doctorate) as first-generation college students (FGCS) and become academics. Their individual stories are shared through narratives, which capture crucial episodes of overcoming challenges. Because completion of a terminal degree by FGCS (of the Baby Boomer generation) is statistically low, these
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On Being Gifted at University: Academic, Social, Emotional, and Institutional Adjustment in Kazakhstan Journal of Advanced Academics Pub Date : 2020-09-10 Ainur Almukhambetova, Daniel Hernández-Torrano
Globally, universities have an interest in recruiting the most talented students; however, limited attention has been given to how these students experience their transition and adjustment to university life. This mixed-methods study analyzes the academic, social, emotional, and institutional dimensions of gifted students’ adjustment to university in the context of post-Soviet Kazakhstan, a country
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An Exploratory Analysis of International Baccalaureate Diploma Program: 11th- and 12th-Grade High School Students’ Expectations Journal of Advanced Academics Pub Date : 2020-07-18 Nicole J. Grose, Jafeth E. Sanchez
The purpose of this study was to explore 11th- and 12th-grade students’ expectations in the International Baccalaureate Diploma Program (IB DP) at a high school in the Western United States. Study participants included 92 of 94 high school students currently enrolled in the IB DP. Each participant completed a researcher-created, paper survey with 24 questions, using a 5-point Likert-type scale, as
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Are U.S. Schools Closing the “Gifted Gap”? Analyzing Elementary and Middle Schools’ Gifted Participation and Representation Trends (2012–2016) Journal of Advanced Academics Pub Date : 2020-07-09 Christopher B. Yaluma, Adam Tyner
This article tests hypotheses by examining variations in the percentage of elementary and middle schools offering gifted and talented programs as well as gifted student participation and representation between 2012 and 2016. Using the Office of Civil Rights and the National Center for Educational Statistics (NCES) Common Core data, we find that between 2012 and 2016, the percentage of schools with
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Teaching Honors Courses: Perceptions of Engagement from the Faculty Perspective Journal of Advanced Academics Pub Date : 2020-07-03 Angie L. Miller, Samantha M. Silberstein, Allison BrckaLorenz
Research suggests that honors students are more likely to be engaged in some, but not all, aspects of the college experience, although there is less information available from the faculty perspective. This study presents findings from the Faculty Survey of Student Engagement (FSSE), comparing various engagement-related practices between faculty who teach honors courses and those who do not. Along with
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Validation of Instruments for Measuring Affective Outcomes in Gifted Education Journal of Advanced Academics Pub Date : 2020-06-25 Carolyn M. Callahan, Amy Price Azano, Sunhee Park, Annalissa V. Brodersen, Melanie Caughey, Erika L. Bass, Christina M. Amspaugh
With increasing attention to examining cognitive strengths and achievements related to social and emotional variables, it is imperative that instruments developed and used to assess change be valid and reliable for measuring underlying constructs. This study examines instruments identified and/or developed to measure four noncognitive constructs (i.e., student engagement, self-efficacy, growth mindset
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The Internal/External Frame of Reference of Mathematics, English, and Russian Self-Concepts Journal of Advanced Academics Pub Date : 2020-06-22 Könül Karimova, Benő Csapó
The internal/external (I/E) frame of reference entails high, positive association of mathematics and verbal achievements with matching academic self-concepts but negative or near-zero correlation with their nonmatching self-concepts. This study aimed to extend the traditional I/E model by contrasting the mathematics domain with two foreign languages (English and Russian). A total of 540 Azeri eighth-grade
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Concept Maps as Assessments of Expertise: Understanding of the Complexity and Interrelationships of Concepts in Science Journal of Advanced Academics Pub Date : 2020-06-17 C. June Maker, Robert H. Zimmerman
Concept maps were created as one of six measures to identify exceptionally talented students during the Cultivating Diverse Talent in STEM (CDTIS) project, with the goal of identifying and nurturing talents in students from groups traditionally underrepresented in special programs. New methods were compared with conventional methods to select students for an internship in the laboratories of scientists
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Examining Students’ and Teachers’ Perceptions of Differentiated Practices, Student Engagement, and Teacher Qualities Journal of Advanced Academics Pub Date : 2020-06-13 Manoj Chandra Handa
The purpose of this study was to compare students’ and teachers’ perceptions of differentiated practices, student engagement, and the qualities of an effective teacher by fostering student voice. Participants included 802 students and 867 teachers from Northern Sydney government schools in Australia. The researcher used a convergent parallel mixed methods design, including online questionnaires and
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Assessing and Developing Diverse STEM Talent: Introduction to the Special Issue Journal of Advanced Academics Pub Date : 2020-06-09 Anne N. Rinn, Todd Kettler
Excellence in science, technology, engineering, and mathematics (STEM) has been and remains an educational priority in the United States and around the globe. This priority was confirmed as a national educational initiative when the U.S. Department of Education in 2018 outlined a 5-year federal strategy calling for nationwide collaboration to support STEM educational opportunities. That initiative
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Identifying Exceptional Talent in Science, Technology, Engineering, and Mathematics: Increasing Diversity and Assessing Creative Problem-Solving Journal of Advanced Academics Pub Date : 2020-06-04 C. June Maker
In the Cultivating Diverse Talent in STEM project, funded by the National Science Foundation in the United States, new assessments were developed, field tested, used to identify students with exceptional talent in science, technology, engineering, and mathematics (STEM), and compared with existing methods (grade point average [GPA], letters of recommendation, self-statements). Students identified by
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Culturally Responsive Assessment of Life Science Skills and Abilities: Development, Field Testing, Implementation, and Results Journal of Advanced Academics Pub Date : 2020-06-03 Robert H. Zimmerman, C. June Maker, Fahad Alfaiz
A research team consisting of educators of gifted students, a scientist, and experts in measurement developed a performance-based assessment of life science skills and abilities. Four high schools in the Southwestern United States were the settings for field testing and implementation. Five levels of ratings were given: unknown, maybe, probably, definitely, and wow. The majority of student scores were
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Culturally Responsive Assessment of Physical Science Skills and Abilities: Development, Field Testing, Implementation, and Results Journal of Advanced Academics Pub Date : 2020-06-02 Fahad S. Alfaiz, Randy Pease, C. June Maker
During the Cultivating Diverse Talent in STEM (CDTIS) Project, a team of scientists, teachers, and a researcher developed a performance-based assessment of high school students’ creative problem-solving skills and ability to apply physical science principles in practical ways. It was one of six measures to identify exceptionally talented students. Students identified using conventional methods (M1)
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Flipping a Classroom for Academically Talented Students Journal of Advanced Academics Pub Date : 2020-05-26 Erin S. Gelgoot, Paul F. Bulakowski, Frank C. Worrell
In flipped classrooms, students learn course content by watching flipped lessons (videos) outside of class time. During class, instructors guide learning by answering questions, facilitating projects, and fostering relationships with students. Although flipped classrooms are gaining popularity in secondary school settings, most research is performed with college-age samples. In this study, we compared
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Educator Perceptions of English Language Learners Journal of Advanced Academics Pub Date : 2020-05-13 Antonia (Toni) Szymanski, Michelle Lynch
This article explores educator perceptions of gifted and talented (GT) English language learning (ELL) students. Nine educators from two schools within a school district with high population of ELL students were interviewed in this qualitative study. Discussion focused on understanding teachers’ ideas regarding ELL gifted students. Three main themes emerged from interviews: educator perceptions, identification
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A Practical Guide for Implementing the STEM Assessment Results in Classrooms: Using Strength-Based Reports and Real Engagement in Active Problem Solving Journal of Advanced Academics Pub Date : 2020-03-20 Randy Pease, Mary Vuke, C. June Maker, Omar M. Muammar
Developing students’ strengths while teaching the content required by national and state standards in science, technology, engineering, and mathematics (STEM) is challenging for classroom teachers. In the Cultivating Diverse Talent in STEM (CDTIS) project, the assessment results found in strength-based reports gave teachers the tools needed to pursue STEM projects that were community and globally inspired
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Culturally Responsive Assessments of Spatial Analytical Skills and Abilities: Development, Field Testing, and Implementation Journal of Advanced Academics Pub Date : 2020-03-20 C. June Maker
A persistent problem in education is underrepresentation of certain cultural and linguistic groups such as American Indian, African American, and Hispanic, in special programs for exceptionally talented students, especially in science, technology, engineering, and mathematics (STEM). The spatial analytical task, a performance-based assessment with demonstrated reliability and validity as an instrument
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Examining Identification Practices and Services for Young Advanced and Gifted Learners in Selected North Carolina School Districts Journal of Advanced Academics Pub Date : 2020-02-28 Michael S. Matthews, Heather A. Rhodes
Because schools often do not begin formal processes to identify students with gifts and talents until the third grade, many kindergarten through second-grade teachers face challenges in identifying and meeting the needs of these learners. We examined gifted education plans from a sample of seven districts in and around the Charlotte, North Carolina, region to learn how these districts address gifted
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Culturally Responsive Assessments of Mathematical Skills and Abilities: Development, Field Testing, and Implementation Journal of Advanced Academics Pub Date : 2020-02-15 A. Kadir Bahar, C. June Maker
A persistent problem in education is underrepresentation of certain cultural and linguistic groups such as American Indian, African American, and Hispanic, in special programs for exceptionally talented students, especially in science, technology, engineering, and mathematics (STEM). An assessment with demonstrated reliability and validity as an instrument to identify exceptionally talented students
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Expectancies, Values, and Costs of Innovating Identified by Canadian Innovators: A Motivational Basis for Supporting Innovation Talent Development Journal of Advanced Academics Pub Date : 2020-02-13 Eleftherios K. Soleas
Current studies in innovation are often siloed to specific disciplines, precluding a generalizable understanding useful to understanding the factors that promote and hinder individual motivation to innovate. This study integrates analysis of 30 interviews and 500 surveys of Canadian innovators from a variety of disciplines as a means of understanding the avenues that education could use to develop
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“I Struggled But I Made It”: Black Gifted Underachievers on Transitioning to College Journal of Advanced Academics Pub Date : 2020-01-31 Christopher J. P. Sewell, Ramon B. Goings
Research on Black student presence in gifted and talented programs consistently illuminates issues with recruitment and underrepresentation. While enrolled, gifted Black students face a series of issues that affect their ability to persist and achieve, especially in nondiverse environments. This work examines the reflections of four Black adults who attended gifted schools in New York City and encountered
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College Bound: Advice for Academically Talented Students From Recent Graduates Journal of Advanced Academics Pub Date : 2019-11-29 Melanie S. Meyer, Jeff Cranmore
For students who decide to enroll in college after high school graduation, there are numerous factors to consider when searching for potential matches and choosing from the available options. Ten recent high school graduates who participated in self-selected, ability-grouped, advanced academic courses in high school were interviewed at the end of senior year. These students shared valuable lessons
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Using State Data to Conduct Research in the Field of Gifted Education Journal of Advanced Academics Pub Date : 2019-11-15 Jaret Hodges
State databases offer researchers the opportunity to conduct research using data collected by states. These databases contain financial, demographic, and accountability data. Accessing and acquiring data from these repositories, though, can offer challenges to scholars interested in conducting research. This brief describes the type of data collected by states, how to acquire this data, and includes
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Context and Content in Rural Gifted Education: A Literature Review Journal of Advanced Academics Pub Date : 2019-10-04 Michelle Rasheed
Understanding the nuances of the two individually specialized fields of rural education and gifted education is challenging for practitioners and education researchers. However, the combined field of rural gifted education has even more complexities. An examination of context and content in rural gifted education holds potential to elucidate facets of this specialized convergent field for advances
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Psychology of Giftedness and the Theory of Positive Disintegration: A Conversation With Sal Mendaglio Journal of Advanced Academics Pub Date : 2019-09-10 Sal Mendaglio, Todd Kettler, Anne N. Rinn
Dąbrowski’s theory of positive disintegration has been associated with the psychology of giftedness for four decades, and Sal Mendaglio has significantly contributed to the thoughtful understanding of the theory throughout those 40 years. In this interview, Mendaglio discusses the relationship between the theory of positive disintegration and the psychology of giftedness. Mendaglio addresses potential
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Letting Go of the Middle Years Programme: Three Schools’ Rationales for Discontinuing an International Baccalaureate Program Journal of Advanced Academics Pub Date : 2019-08-27 Anisah Dickson, Laura B. Perry, Susan Ledger
International Baccalaureate Middle Years Programme (MYP) is recognized for its rigor, inquiry-based learning, and development of academic skills. While it is growing in popularity worldwide, some schools have discontinued the program. Literature on the reasons why schools discontinue the MYP is limited. Using a qualitative case study design, we examined the perspectives of school leaders, former MYP
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Quantifying and Exploring Elementary School Excellence Gaps Across Schools and Time Journal of Advanced Academics Pub Date : 2019-08-06 Karen E. Rambo-Hernandez, Scott J. Peters, Jonathan A. Plucker
Despite considerable reform activity surrounding K-12 education over the past 20 years, racial and socioeconomic disparities among students who achieve at advanced levels have received little attention. This study examined how excellence gaps, defined as differences in performance at the 90th percentile of subgroups, change over time and their potential antecedents. We analyzed Measure of Academic
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Students’ Perceptions of a Special Program for Developing Exceptional Talent in STEM Journal of Advanced Academics Pub Date : 2019-07-26 I-Chen Wu, Randal Pease, C. June Maker
This investigation was to explore perceptions of students who participated in the Cultivating Diverse Talents in STEM project in an R1 university through (a) university-based summer internship program, (b) subsequent school-year research internships, and (c) successive summer workshops or internships. Thirteen high school juniors from diverse backgrounds and low-income families were selected using
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Finding, Accessing, and Using Secondary Data for Research on Gifted Education and Advanced Academics Journal of Advanced Academics Pub Date : 2019-07-22 Rachel L. Renbarger, Tracey N. Sulak, Corina R. Kaul
Secondary data analysis can benefit researchers of advanced academics by providing large sample sizes and a variety of data on multiple topics. However, using secondary data comes with unique challenges. This article will outline how gifted education researchers can find, access, and use secondary data. Data are available on children from birth to adulthood and are typically accessed through the Inter-university
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Fidelity of Implementation for an Evidence-Based Enrichment Practice Journal of Advanced Academics Pub Date : 2019-07-11 Carla B. Brigandi
Children with gifts and talents benefit from participation in programs grounded in research-based models. Implementation fidelity, however, is a potential moderator of intended benefits. The purpose of this study was to examine one teacher’s fidelity of implementation for Type III Enrichment, an evidence-based gifted education practice and component of Renzulli’s Enrichment Triad Model and Renzulli
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“That’s the Point of Going”: A Qualitative Inquiry Into the Experiences of Black Males at an Early College High School Journal of Advanced Academics Pub Date : 2019-07-09 Tempestt R. Adams, Brian K. Williams, Chance W. Lewis
Early college high schools are small schools designed to increase college and career readiness for groups underrepresented in higher education. While some research has focused on student experiences in the early college environment, few have specifically examined the perceptions of Black male students. The purpose of this study was to examine the perceptions of Black males in an early college high
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An Exploration of Factors That Predict Advanced Placement Exam Success for Gifted Hispanic Students Journal of Advanced Academics Pub Date : 2019-05-31 Amy K. Graefe, Jennifer A. Ritchotte
Hispanic students participate in advanced programming at a much lower rate than their White peers. Although Advanced Placement (AP) can have a positive impact on future academic success and attainment of long-term goals, limited research has investigated factors that contribute to AP success for gifted Hispanic students. This study examined factors potentially predictive of success on AP exams for
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Ceilinged Out: Gifted Preschoolers in Early Childhood Services Journal of Advanced Academics Pub Date : 2019-05-29 Mimi Wellisch
A relatively pervasive “silence” exists concerning giftedness in Australian preservice early childhood teacher courses. There is also a lack of research about educator attitudes to giftedness and programming in Australian early childhood services. This study, consisting of a survey and interviews, is intended to help to fill the research gap. A total of 184 early childhood educators were surveyed in
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Leader of the Pack: Academic Giftedness and Leadership in Early Adolescence Journal of Advanced Academics Pub Date : 2019-05-08 Kristen F. Peairs, Christopher S. Sheppard, Martha Putallaz, Philip R. Costanzo
The present study expanded our current understanding of leadership among academically gifted seventh-grade students by examining peer-identified leaders of naturally occurring social groups in a mixed ability setting. Three consecutive cohorts of seventh-grade students (N = 474; 57% female; 43% European American) attending a public magnet secondary school participated. Results indicated that gifted
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Measuring Reading Self-Perceptions and Enjoyment: Development and Psychometric Properties of the Reading and Me Survey Journal of Advanced Academics Pub Date : 2019-04-22 Jill L. Adelson, Kathleen M. Cash, Caroline M. Pittard, Christine E. Sherretz, Patrick Pössel, Allison D. Blackburn
The Reading and Me Survey (R&MS) measures reading self-perceptions and enjoyment of reading of intermediate elementary students and parallels the Math & Me Survey (M&MS). We examined its psychometric properties through content validation, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and reliability and external validity analyses. Validity evidence was collected from 777 third
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Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools Journal of Advanced Academics Pub Date : 2019-04-15 Maria El-Abd, Carolyn Callahan, Amy Azano
The present study investigated predictive factors of literacy achievement in third-grade students identified as gifted in rural schools. The sample consisted of 180 identified students in a total of eight districts, three of which were randomly assigned to the treatment condition and five of which were randomly assigned to the control condition. Students in the treatment condition received instruction
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Case Study of a New Engineering Early College High School: Advancing Educational Opportunities for Underrepresented Students in an Urban Area Journal of Advanced Academics Pub Date : 2019-04-03 Cindy M. Gilson, Michael S. Matthews
In response to the pervasive problem of making college more accessible to at-risk and underrepresented populations, the early college high school (ECHS) model has gained popularity. However, limited research exists on engineering-focused ECHSs (EECHS). Given the current demand for diverse and highly qualified engineers in the workforce, further research on EECHSs that potentially support the science
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The Gifted Gap, STEM Education, and Economic Immobility Journal of Advanced Academics Pub Date : 2019-02-22 Lenora M. Crabtree, Sonyia C. Richardson, Chance W. Lewis
Systemic inequities in educational opportunities contribute to reduced economic mobility. Extensive research has documented disproportionality in gifted education at national and state levels. However, limited research examines inequities in gifted education within districts. Informed by critical systems theory (CST), this research provides an analysis of the Gifted Gap in a school district serving
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Open Science: A Candid Conversation Journal of Advanced Academics Pub Date : 2019-02-14 Kendal N. Smith, Matthew C. Makel
In response to concerns about the credibility of many published research findings, open science reforms such as preregistration, data sharing, and alternative forms of publication are being increasingly adopted across scientific communities. Although journals on giftedness and advanced academic research have already implemented several of these practices, they remain unfamiliar to some researchers
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Interventions for Postsecondary Success for Low-Income and High-Potential Students: A Systematic Review Journal of Advanced Academics Pub Date : 2019-02-14 Rachel Renbarger, Kody Long
Research indicates that high-potential students from low-income backgrounds have decreased educational attainment and success in college compared with their higher income peers. The purpose of this review is to synthesize the interventions that support postsecondary success for this group. Using a systematic review protocol, we identified five categories of support for these students: a summer intervention
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The Influence of the Great Recession on the Identification of Students From Non-White Populations in the State of Texas Journal of Advanced Academics Pub Date : 2019-02-04 Jaret Hodges, Juliana Tay, Hyeseong Lee, Nielsen Pereira
The Great Recession is an economic crisis which has had repercussions through different facets of U.S. society. Texas, despite overall economic health, enacted severe cuts to education as a result of the Great Recession. A potential consequence of these austerity measures is the identification of Black, Latinx, and Native American students for gifted education services. This article examines effects
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Scientific Reasoning in Elementary School Children: Assessment of the Inquiry Cycle Journal of Advanced Academics Pub Date : 2019-01-30 Julia Schiefer, Jessika Golle, Maike Tibus, Kerstin Oschatz
Scientific reasoning abilities are already developing in elementary-school-aged children and enable them to understand the world around them. The goal of the current study was to develop a new instrument for 8- to 10-year-old children in Grades 3 and 4 to measure their understanding of the steps of the scientific inquiry cycle (SIC). Such an understanding is essential for scientific reasoning as well
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Conducting Registered Report Research: A Conversation With Matthew McBee and Scott Peters Journal of Advanced Academics Pub Date : 2018-11-04 Todd Kettler
The movement toward open-science is multifaceted with the general goal to promote both better scientific practices and greater access to scientific information. One aspect of the open-science framework is the recommended use of registered reports replacing the legacy model that dictates research manuscripts are submitted for initial review only after the completion of the study and the development
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Middle School Students’ Beliefs About Intelligence and Giftedness Journal of Advanced Academics Pub Date : 2018-11-02 Dongyao Tan, Mike Yough, Ophélie A. Desmet, Nielsen Pereira
This study investigated middle school students’ beliefs about intelligence and differences in the development of intelligence across ages, beliefs about giftedness and the development of giftedness, and how beliefs about intelligence and giftedness were related. A total of 52 eighth graders from two regular classes (n = 36) and one gifted class (n = 16) at a public school in the U.S. Midwest completed
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Flow, Achievement Level, and Inquiry-Based Learning Journal of Advanced Academics Pub Date : 2018-10-31 Lindsay A. Borovay, Bruce M. Shore, Christina Caccese, Ethan Yang, Olivia (Liv) Hua
Beyond cognitive outcomes, inquiry instruction can have positive general and differentiated affective outcomes. In this exploratory study, teacher-nominated high- to low-average achievers in Grades 5 through 9 (N = 272, mean age 11.7 years), in classrooms exhibiting rare, occasional, and frequent inquiry qualities, were assessed on Csikszentmihalyi’s construct of flow, following a recent unit and reflecting
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Early College Credit Programs Positively Impact Student Success Journal of Advanced Academics Pub Date : 2018-09-19 Kathleen Burns, William A. Ellegood, Jill M. Bernard Bracy, Mimi Duncan, Donald C. Sweeney
This article presents an exploratory case study examining the effects of different early college credit programs on time to baccalaureate degree attainment at a metropolitan Midwestern United States land grant university. We developed a Cox proportional hazards regression model of a students’ time to degree attainment as a function of their participation in different early college credit programs while
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Assessing the Influence of No Child Left Behind on Gifted Education Funding in Texas: A Descriptive Study Journal of Advanced Academics Pub Date : 2018-06-20 Jaret Hodges
No Child Left Behind (NCLB) has defined the past 15 years of public K-12 education. An incentive structure built around adequate yearly progress created an environment that was not aligned with gifted education. Texas, with over 11% of the total identified gifted population in the United States, state funding for gifted, and incentivized identification policies, made an ideal case study to analyze
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NYC Selective Specialized Public High Schools and Honors College STEM Degrees: A Previously Unexplored Relationship Journal of Advanced Academics Pub Date : 2018-06-13 Pessy J. Sloan
This study examined the relationship between attending one of the nine New York City (NYC) selective specialized public high schools and graduating from an honors college with a science, technology, engineering and mathematics (STEM) degree, compared with honors college graduates who attended any other high school. A causal-comparative study design was applied. The participants consisted of 1,647 graduates
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High School Teachers’ Perceptions of Giftedness, Gifted Education, and Talent Development Journal of Advanced Academics Pub Date : 2018-05-14 Joseph L. Russell
The purpose of this study was to form a deeper understanding of how high school teachers view giftedness and gifted education. Open-ended surveys and interviews were conducted with high school teachers in a suburban school district with three large high school, and data were analyzed using a grounded theory methodology. Data were collected and analyzed in two phases with two groups of teachers (n1
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Becoming an International Baccalaureate Middle Years Program: Perspectives of Teachers, Students, and Administrators Journal of Advanced Academics Pub Date : 2018-04-30 Mark Storz, Amy Hoffman
As an urban middle school begins to implement the International Baccalaureate Middle Years Program, this study explores the process of experiencing a curricular change from the perspective of the teachers and students themselves. Through the use of a mixed methods approach, key administrators, teachers, and students were interviewed in the first year of implementation. During the second year, teachers
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