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Developing Leadership Talent in Adolescents and Emerging Adults: A Systematic Review Gift. Child Q. (IF 2.14) Pub Date : 2021-04-15 Melanie S. Meyer, Anne N. Rinn
Leadership talent development has been identified as a priority in national and state standards for gifted education. However, leadership programs in schools are not always supported by mandates or funding in individual states and implementation is not always feasible within the constraints of local gifted service models. Although some research has been devoted to leadership for gifted and high-ability
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The Challenges of Achieving Equity Within Public School Gifted and Talented Programs Gift. Child Q. (IF 2.14) Pub Date : 2021-03-26 Scott J. Peters
K–12 gifted and talented programs have struggled with racial, ethnic, socioeconomic, native language, and disability inequity since their inception. This inequity has been well documented in public schools since at least the 1970s and has been stubbornly persistent despite receiving substantial attention at conferences, in scholarly journals, and in K–12 schools. The purpose of this article is to outline
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A Meta-Analytic Evaluation of Naglieri Nonverbal Ability Test: Exploring Its Validity Evidence and Effectiveness in Equitably Identifying Gifted Students Gift. Child Q. (IF 2.14) Pub Date : 2021-03-10 Hyeseong Lee, Nesibe Karakis, Bekir Olcay Akce, Abdullah Azzam Tuzgen, Sareh Karami, Marcia Gentry, Yukiko Maeda
The Naglieri Nonverbal Ability Test (NNAT) was developed to more equitably identify students of color, as it advertises itself as a culture-fair measure. In this meta-analytic evaluation, we aimed to investigate (a) the generalizability of validity evidence of NNAT by checking its construct and criterion validity with other measures (Part I) and (b) whether NNAT truly meets its goal to identify more
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The Career Intentions of Gifted English as a Foreign Language High School Students in Vietnam Gift. Child Q. (IF 2.14) Pub Date : 2021-02-10 Thuy Hong Cao, Jae Yup Jung, Susen Smith
A multiple study mixed methods research design was used to examine how gifted English as a Foreign Language (EFL) high school students in Vietnam form their career intentions. In the first study, interview data collected from 25 participants were analyzed using grounded theory to develop models that describe the formation of career intentions. In the second study, survey data collected from 512 participants
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After the International Mathematical Olympiad: The Educational/Career Decisions and the Development of Mathematical Talent of Former Australian Olympians Gift. Child Q. (IF 2.14) Pub Date : 2021-02-09 Jae Yup Jung, Jihyun Lee
This study investigated the educational and career experiences of former Australian Olympians after their participation in the International Mathematical Olympiad. For this purpose, 15 former Olympians were engaged in interviews about how they developed their mathematical talent at university, how they selected their careers, and how they developed their mathematical talent within their careers. Thematic
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Finding Talent Among Elementary English Learners: A Validity Study of the HOPE Teacher Rating Scale Gift. Child Q. (IF 2.14) Pub Date : 2021-01-27 Nielsen Pereira
The purpose of this study was to investigate the validity of the HOPE Scale for identifying gifted English language learners (ELs) and how classroom and English as a second language (ESL) teacher HOPE Scale scores differ. Seventy teachers completed the HOPE Scale on 1,467 students in grades K-5 and four ESL teachers completed the scale on 131 ELs. Measurement invariance tests indicated that the HOPE
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Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected? Gift. Child Q. (IF 2.14) Pub Date : 2021-01-27 E. Jean Gubbins, Del Siegle, Karen Ottone-Cross, D. Betsy McCoach, Susan Dulong Langley, Carolyn M. Callahan, Annalissa V. Brodersen, Melanie Caughey
The importance of alignment between identification processes and program design is widely noted in gifted and talented education literature. We analyzed publicly available district gifted program plans (Grades 3-5) from two states to examine the extent to which district identification practices matched intervention strategies. Our team developed a coding scheme matrix with 133 items for State 1 (n
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Perfectionism and the Imposter Phenomenon in Academically Talented Undergraduates Gift. Child Q. (IF 2.14) Pub Date : 2020-11-12 Lindsay Ellis Lee, Anne N. Rinn, Kacey Crutchfield, Jessica K. Ottwein, Jaret Hodges, Rachel U. Mun
The imposter phenomenon is characterized as difficulty internalizing success due to feelings of inauthenticity or phoniness despite contrary evidence of competence. Academically talented students in undergraduate honors programs could be more vulnerable to the imposter phenomenon as compared with other undergraduates because of experiences surrounding perfectionism and participation in highly selective
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Social–Emotional Characteristics and Adjustment of Accelerated University Students: A Systematic Review Gift. Child Q. (IF 2.14) Pub Date : 2020-11-09 Jolande Schuur, Marjolijn van Weerdenburg, Lianne Hoogeveen, Evelyn H. Kroesbergen
Gifted students who experienced grade-based acceleration in primary or secondary education have to meet the challenges of adjusting to university at a younger age than students who did not accelerate. This systematic review critically evaluates the research on social–emotional characteristics and adjustment of these gifted accelerated university students. Based on a review of 22 studies, we may conclude
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Do Mass Media Shape Stereotypes About Intellectually Gifted Individuals? Two Experiments on Stigmatization Effects From Biased Newspaper Reports Gift. Child Q. (IF 2.14) Pub Date : 2020-11-06 Sebastian Bergold, Matthias R. Hastall, Ricarda Steinmayr
Negative stereotypes about intellectually gifted individuals prevail among teachers and in society although empirical research has debunked them. They are also dominant in mass media representations of gifted individuals such as newspaper reports. The present study investigated whether stereotypic representations in newspaper articles contribute to the stigmatization of gifted individuals and whether
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Building Systemic Capacity to Improve Identification and Services in Gifted Education: A Case Study of One District Gift. Child Q. (IF 2.14) Pub Date : 2020-10-29 Rachel U. Mun, Miriam D. Ezzani, Lindsay Ellis Lee, Jessica K. Ottwein
The problem of culturally, linguistically, and economically diverse (CLED) student underrepresentation in gifted programs demonstrates a need to examine systemic processes, including the building of systemic capacity at the district and school levels where policies for gifted programs are formed and implemented. To examine the effects of this process on one diverse district’s gifted identification
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Trends in Gender Disparities Among High-Achieving Students in Mathematics: An Analysis of the American Mathematics Competition (AMC) Gift. Child Q. (IF 2.14) Pub Date : 2020-09-19 A. Kadir Bahar
Using the test scores of more than 2,250,000 students who participated in the American Mathematics Competitions (AMC) from 2009 to 2019, this study examined the direction and magnitude of the trends in gender disparity in participation and high achievement in self-select mathematics exams. The results of this study indicated that the male to female ratio among the AMC participants increased significantly
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Reducing Levels of Perfectionism in Gifted and Talented Youth Through a Mindfulness Intervention Gift. Child Q. (IF 2.14) Pub Date : 2020-09-17 Sophia Olton-Weber, Robyn Hess, Jennifer A. Ritchotte
Gifted youth frequently experience perfectionism, which for some can affect their emotional well-being. This study evaluated the effectiveness of a 6-week mindfulness intervention for 42 middle school students who were identified as Gifted and Talented. Participants’ levels of self-oriented and socially prescribed perfectionism, as well as their use of mindfulness practices, were evaluated pre- and
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College Choice: Considerations for Academically Advanced High School Seniors Gift. Child Q. (IF 2.14) Pub Date : 2020-09-10 Melanie S. Meyer, Jeff Cranmore, Anne N. Rinn, Jaret Hodges
When choosing a college, high school students and those who guide them through the process must consider the complex interactions between student-level and institution-level variables in order to achieve an optimal person–environment fit. Ten academically advanced high school students who had chosen and committed to attending a college participated in semistructured interviews in which they rank-ordered
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Similarities and Differences Between Intellectually Gifted and Average-Ability Students in School Performance, Motivation, and Subjective Well-Being Gift. Child Q. (IF 2.14) Pub Date : 2020-07-29 Sebastian Bergold, Linda Wirthwein, Ricarda Steinmayr
Terman’s study was the first to systematically document the lives of the intellectually gifted. This cross-sectional study replicates and extends some of Terman’s findings on characteristics of the gifted in childhood, comparing largely unselected samples of gifted (n = 50) and average-ability (n = 50) adolescents matched by means of propensity score matching. Students were compared on their school
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Achievement Across the Life Span: Perspectives From the Terman Study of the Gifted Gift. Child Q. (IF 2.14) Pub Date : 2020-07-29 Carole K. Holahan
The Terman Study of the Gifted presents a unique opportunity to study the implications of achievement for life satisfaction in adulthood and aging. This article uses a life-span developmental perspective to summarize research concerning the lifetime achievement of the Terman sample, their appraisals of living up to their intellectual abilities, and their approaches to aging. A large majority of the
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Assessing the Scholarly Reach of Terman’s Work Gift. Child Q. (IF 2.14) Pub Date : 2020-07-28 Jaret Hodges, Rachel U. Mun, Mattie E. Oveross, Jessica K. Ottwein
Lewis M. Terman’s Genetic Studies of Genius stands as one of the landmark studies of the 20th century in the educational and psychological sciences. This longitudinal study of individuals in the top 1% of general cognitive ability has sparked interest and debate among scholars for nearly 100 years. In this study, we examine how Terman’s Genetic Studies of Genius has influenced academia through a bibliometric
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Intellectual Precocity: What Have We Learned Since Terman? Gift. Child Q. (IF 2.14) Pub Date : 2020-07-28 David Lubinski, Camilla P. Benbow
Over the past 50 years, eight robust generalizations about intellectual precocity have emerged, been empirically documented, and replicated through longitudinal research. Within the top 1% of general and specific abilities (mathematical, spatial, and verbal) over one third of the range of individual differences are to be found, and they are meaningful. These individual differences in ability level
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Test-Taking for Gifted and Talented Kindergarten: Underscoring the Importance of Outreach Gift. Child Q. (IF 2.14) Pub Date : 2020-07-25 Ying Lu, Sharon L. Weinberg, Meghan McCormick
Using proprietary data collected prior to the establishment of the public Universal Prekindergarten program in New York City, this study finds statistically significant differences in test-taking rates for the city’s Gifted & Talented (G & T) program between two matched samples of students—those who attended a public prekindergarten (pre-K) program and those who did not—for each of four cohorts from
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Factors Associated With Gifted Identification for Ethnically Diverse Children in Poverty Gift. Child Q. (IF 2.14) Pub Date : 2020-07-03 Courtney Ricciardi, Allison Haag-Wolf, Adam Winsler
We analyzed data from a large-scale (N = 39,213), longitudinal study of urban students to assess child factors (gender, ethnicity, English language learner status, school readiness skills, type of pre-K attended, early elementary school academic performance) prospectively associated with eventual gifted identification in elementary school. Overall, 14.2% of students were identified as gifted in K-5th
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What’s in Your Gifted Education Online Teacher Professional Development? Incorporating Theory- and Practice-Based Elements of Instructional Learning Design Gift. Child Q. (IF 2.14) Pub Date : 2020-07-01 Matthew J. Edinger
This article examined six theory- and practice-based elements of instructional learning design in online teacher professional development (oTPD), how these elements were implemented into Edinger’s PACKaGE model of gifted education oTPD, and how teachers evaluated each element. Elements were based on Berge’s (1995) instructor roles model theory and gifted education research. Each element was evaluated
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Differences in Using the Cognitive Abilities Test (CogAT) 7 Nonverbal Battery Versus the Naglieri Nonverbal Ability Test (NNAT) 2 to Identify the Gifted/Talented Gift. Child Q. (IF 2.14) Pub Date : 2020-05-22 Carol A. Carman, Christine A. P. Walther, Robert A. Bartsch
The two most commonly used nonverbal tests for gifted identification, the Naglieri Nonverbal Ability Test (NNAT) and the Cognitive Abilities Test (CogAT) nonverbal battery, have not been compared in their newer versions to explore the effects of their use on the identification of underserved populations. Additionally, the effects of the use of various norming groups and cutoff scores on both instruments’
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Differentiating Among High-Achieving Learners: A Comparison of Classical Test Theory and Item Response Theory on Above-Level Testing Gift. Child Q. (IF 2.14) Pub Date : 2020-05-22 Brandon LeBeau, Susan G. Assouline, Duhita Mahatmya, Ann Lupkowski-Shoplik
This study investigated the application of item response theory (IRT) to expand the range of ability estimates for gifted (hereinafter referred to as high-achieving) students’ performance on an above-level test. Using a sample of fourth- to sixth-grade high-achieving students (N = 1,893), we conducted a study to compare estimates from two measurement theories, classical test theory (CTT) and IRT. CTT
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Galton, Terman, Cox: The Distinctive Volume II in Genetic Studies of Genius Gift. Child Q. (IF 2.14) Pub Date : 2020-05-22 Dean Keith Simonton
With just one exception, all of the volumes in Terman’s Genetic Studies of Genius report the results of a longitudinal study of more than a thousand intellectually gifted children. That single exception is Volume II, Cox’s single-authored The Early Mental Traits of Three Hundred Geniuses, which instead was a retrospective study of 301 eminent creators and leaders, using historiometric methods to estimate
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Cyberbullying and Internet Addiction in Gifted and Nongifted Teenagers Gift. Child Q. (IF 2.14) Pub Date : 2020-05-16 Inmaculada Sureda Garcia, Raül López Penádes, Rosabel Rodríguez Rodríguez, Jaume Sureda Negre
The present article analyzed whether there are differences between gifted and nongifted teenagers in relation to cyberbullying (either as aggressor or victim) and to Internet addiction (in both the intrapersonal and interpersonal dimensions). Furthermore, the existing relationships between cyberbullying and Internet addiction were explored in a sample of gifted teenagers and their nongifted classmates
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Gifted Underachievement and Achievement Motivation: The Promise of Breaking Silos Gift. Child Q. (IF 2.14) Pub Date : 2020-03-17 Kate E. Snyder, Stephanie V. Wormington
Academic underachievement has fascinated and frustrated those in gifted education for decades, capturing the attention of educators, researchers, and policy makers alike (McCoach & Siegle, 2003). A topic of interest in education as far back as the 1950s (Gowan, 1955), underachievement is often framed in terms of lost personal and societal potential. It has been 20 years since the publication of Reis
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The Effectiveness of Current Interventions to Reverse the Underachievement of Gifted Students: Findings of a Meta-Analysis and Systematic Review Gift. Child Q. (IF 2.14) Pub Date : 2020-03-17 Saiying Steenbergen-Hu, Paula Olszewski-Kubilius, Eric Calvert
Underachievement of gifted students has been a great concern for the field of gifted education. The current study reviewed 14 recent empirical studies concerning the effectiveness of underachievement interventions on gifted students’ achievement outcomes and psychosocial outcomes. Overall, there was no evidence that underachievement interventions significantly improved academic performance of gifted
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Gifted Students’ Adjustment and Underachievement in University. An Exploration From the Self-Determination Theory Perspective Gift. Child Q. (IF 2.14) Pub Date : 2020-02-13 Ainur Almukhambetova, Daniel Hernández-Torrano
Successful transition from school to university is essential for the academic success of any student. Gifted students might encounter unique challenges due to their characteristics, and there is an evidence that a failure to adjust to the demands of university environment has a negative effect on gifted students’ academic performance, leading to underachievement. This qualitative study aimed at exploration
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Pay Attention to Inattention: Exploring ADHD Symptoms in a Sample of Underachieving Gifted Students Gift. Child Q. (IF 2.14) Pub Date : 2020-01-25 D. Betsy McCoach, Del Siegle, Lisa DaVia Rubenstein
Much has been written about the relationship of giftedness and attention-deficit/hyperactivity disorder (ADHD), as well as the relationship between ADHD and underachievement. The present study examined whether students who were identified as gifted underachievers were more likely to manifest symptoms of ADHD, as measured by the ADHD-IV. Over half of the gifted underachievers met the screening criteria
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MANOVA: A Procedure Whose Time Has Passed? Gift. Child Q. (IF 2.14) Pub Date : 2019-12-16 Francis L. Huang
Multivariate analysis of variance (MANOVA) is a statistical procedure commonly used in fields such as education and psychology. However, MANOVA’s popularity may actually be for the wrong reasons. The large majority of published research using MANOVA focus on univariate research questions rather than on the multivariate questions that MANOVA is said to specifically address. Given the more complicated
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Cognitive and Achievement Characteristics of Students From a National Sample Identified as Potentially Twice Exceptional (Gifted With a Learning Disability) Gift. Child Q. (IF 2.14) Pub Date : 2019-12-16 Danika L. S. Maddocks
It is important to identify cognitive and achievement characteristics that differentiate students who are twice exceptional because they are gifted and have a learning disability (2e-LD) from gifted and average ability peers because this information informs empirically-based identification and support systems for this population. In this study, I classified school-age participants (N = 3,865) in the
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Making Meaning out of MANOVA: The Need for Multivariate Post Hoc Testing in Gifted Education Research Gift. Child Q. (IF 2.14) Pub Date : 2019-12-16 Kendal N. Smith, Kristen N. Lamb, Robin K. Henson
Multivariate analysis of variance (MANOVA) is a statistical method used to examine group differences on multiple outcomes. This article reports results of a review of MANOVA in gifted education journals between 2011 and 2017 (N = 56). Findings suggest a number of conceptual and procedural misunderstandings about the nature of MANOVA and its application, including pervasive use of univariate post hoc
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Supports for Youth in Accelerated High School Curricula: An Initial Study of Applicability and Acceptability of a Motivational Interviewing Intervention Gift. Child Q. (IF 2.14) Pub Date : 2019-12-16 Lindsey M. O’Brennan, Shannon M. Suldo, Elizabeth Shaunessy-Dedrick, Robert F. Dedrick, Janise S. Parker, Jon S. Lee, John M. Ferron, Camille Hanks
High school students in accelerated classes face heightened school-related stressors but have access to few specialized supports. This article describes the development and initial application of the Motivation, Assessment, and Planning (MAP) intervention, developed to meet the needs of freshmen in Advanced Placement (AP) and International Baccalaureate (IB) curricula. MAP is grounded in motivational
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An Expectancy-Value Approach to Math Underachievement: Examining High School Achievement, College Attendance, and STEM Interest Gift. Child Q. (IF 2.14) Pub Date : 2019-12-07 Carlton J. Fong, Kristen P. Kremer
Students’ academic underachievement, defined as discrepancies between ability and academic performance, is a widespread problem leading to many negative consequences. Our study examines high school students’ math underachievement, its motivational antecedents, and its impact on future math achievement, college attendance, and STEM (science, technology, engineering, and mathematics) interest. Using
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Telling a Tale: How Underachievement Develops in Gifted Girls Gift. Child Q. (IF 2.14) Pub Date : 2019-12-02 Ophélie Allyssa Desmet, Nielsen Pereira, Jean S. Peterson
In this multiple-narrative inquiry, we examined the narratives of four underachieving gifted girls to identify aspects that appear to have contributed to the onset, development, and resolution of academic underachievement. We found that academic achievement was disrupted when the participants experienced a sudden increase in curricular demands when transitioning to middle or high school. Participants’
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Machine Learning in Gifted Education: A Demonstration Using Neural Networks Gift. Child Q. (IF 2.14) Pub Date : 2019-09-09 Jaret Hodges, Soumya Mohan
Machine learning algorithms are used in language processing, automated driving, and for prediction. Though the theory of machine learning has existed since the 1950s, it was not until the advent of advanced computing that their potential has begun to be realized. Gifted education is a field where machine learning has yet to be utilized, even though one of the underlying problems of gifted education
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What Boosts Talent Development? Examining Predictors of Academic Growth in Secondary School Among Academically Advanced Youth Across 21 Years Gift. Child Q. (IF 2.14) Pub Date : 2019-08-24 Jonathan Wai, Jeff Allen
We examined 482,418 students who took the ACT in the seventh grade and again in high school, taking an exploratory analytic approach to examine academic growth trends from 1996 to 2017. Predictors included sociodemographics, interests, high school (HS) characteristics, HS coursework and GPA, and extracurriculars, which explained 25% of the variance in academic growth. Overall, growth improved from
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Presenting a Qualitative Study: A Reviewer’s Perspective Gift. Child Q. (IF 2.14) Pub Date : 2019-05-09 Jean S. Peterson
Intended to guide scholars who are new to qualitative research, this methods brief focuses mostly on what reviewers look for in manuscripts submitted for publication. The author acknowledges that reviewers’ preferences likely reflect their theoretical perspectives, research-oriented coursework, mentors, and research and writing experiences. The emphasis, therefore, is on terminology and basic elements
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The Effects of Academic Giftedness and Gender on Developmental Trajectories of Hopelessness Among Students Living in Economically Disadvantaged Neighborhoods Gift. Child Q. (IF 2.14) Pub Date : 2019-04-15 Anneliese C. Bolland, Kevin D. Besnoy, Sara Tomek, John M. Bolland
Although there is much research on adolescent poverty, research related to youth living in communities characterized by extreme poverty who are also identified as academically gifted is lacking. This study explores the development of hopelessness in these youths, compared with peers not identified as gifted, using data from the Mobile Youth and Poverty Study. Specifically, trajectories of hopelessness
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From A (Aggression) to V (Victimization): Peer Status and Adjustment Among Academically Gifted Students in Early Adolescence Gift. Child Q. (IF 2.14) Pub Date : 2019-04-02 Kristen F. Peairs, Martha Putallaz, Philip R. Costanzo
Peer status is an important indicator and predictor of adjustment. While gifted children tend to enjoy favorable peer status, their social functioning during adolescence is less clear. The current study seeks to enhance this understanding by examining both preference- and reputation-based peer status of gifted adolescents. Peer nominations were used to assess the peer status, aggression, victimization
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Gifted Child Quarterly’s Commitment to Transparency, Openness, and Research Improvement Gift. Child Q. (IF 2.14) Pub Date : 2019-03-18 Jill L. Adelson, Michael S. Matthews
As we continue into our second year as Editors of Gifted Child Quarterly (GCQ), we are very excited to be able to share the changes we have been working to implement for the journal in the types of manuscripts accepted, in keywords for manuscripts and reviewers, and in GCQ’s commitment to open science practices. As Editors, we spent much of our first year making improvements to our procedures, email
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Who Gets Served in Gifted Education? Demographic Representation and a Call for Action Gift. Child Q. (IF 2.14) Pub Date : 2019-03-12 Scott J. Peters, Marcia Gentry, Gilman W. Whiting, Matthew T. McBee
The disproportional representation of students from various demographic subgroups within identified gifted and talented populations has long frustrated policy makers, education advocates, researchers practitioners within the field, and those concerned with societal inequality in general. Despite the prevalence of articles in the media reporting on disproportional representation, little research has
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Inequities of Enrollment in Gifted Education: A Statewide Application of the 20% Equity Allowance Formula Gift. Child Q. (IF 2.14) Pub Date : 2019-02-22 Kristen N. Lamb, Peter Boedeker, Todd Kettler
Underrepresentation in gifted education for ethnically diverse student groups has been widely recognized. Two recent federal district court decisions defined the lower limits of equitable participation using the 20% equity allowance formula proposed by Donna Ford. The purpose of this article was to evaluate the application of the 20% rule to identify the prevalence of inequity and associated variables
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On Deciding to Accelerate: High-Ability Students Identify Key Considerations Gift. Child Q. (IF 2.14) Pub Date : 2019-02-06 Lynn Dare, Elizabeth Agnes Nowicki, Susen Smith
Acceleration is a well-researched educational intervention supporting positive outcomes for high-ability students. However, access to acceleration may be restricted due to educators’ misapprehensions about this practice. To better understand whether students share educators’ concerns, our study explored 26 high-ability students’ beliefs about important considerations in grade-based acceleration. Seventeen
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The Influence of Parental and Self-Expectations on Asian American Women Who Entered College Early Gift. Child Q. (IF 2.14) Pub Date : 2019-01-13 Rachel U. Mun, Nancy B. Hertzog
Asian immigrant parents may hold high expectations for their children to excel academically and professionally. Filial piety and the desire to make their parent(s) proud can motivate these children to achieve but can also place undue pressure on them. In this qualitative study, researchers explored how seven Asian American women who entered college 2 to 4 years earlier than same-aged peers perceived
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Coaching Parents to Use Higher Level Questioning With Their Twice-Exceptional Children Gift. Child Q. (IF 2.14) Pub Date : 2019-01-04 Jennifer A. Ritchotte, Hasan Y. Zaghlawan
This study investigated the impact of training and coaching parents to use a higher level questioning strategy during shared reading time at home on the expressive language complexity of their young twice-exceptional children. Four parents were trained and coached to use higher level questions, based on the revised Bloom’s taxonomy, with their children in home settings during a shared reading routine
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Clarifying the Connections Among Giftedness, Metacognition, Self-Regulation, and Self-Regulated Learning: Implications for Theory and Practice Gift. Child Q. (IF 2.14) Pub Date : 2018-12-26 Ernestina Oppong, Bruce M. Shore, Krista R. Muis
The concept of giftedness has historically been shaped by theories of IQ, creativity, and expertise (including early conceptions of metacognition). These theories focus within the mind of the individual learner. Social, emotional, and motivational qualities of giftedness were treated as add-ons, not part of the core construct. This created misalignment with the social construction of knowledge—a position
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Giftedness in the Making: A Transactional Perspective Gift. Child Q. (IF 2.14) Pub Date : 2018-12-10 C. Owen Lo, Marion Porath, Hsiao-Ping Yu, Chen-Ming Chen, Kuei-Fang Tsai, I-Chen Wu
Over the past century, strong applications of psychometrics have resulted in an ideology and practices of identification in the field of gifted education. In recent years, an alternative ideology that construes giftedness in an inclusive light and promotes democratic practices has emerged. This ideology posits a new meaning-making system of giftedness that is process-based rather than person-based
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The Occupational/Career Decision-Making Processes of Intellectually Gifted Adolescents From Economically Disadvantaged Backgrounds: A Mixed Methods Perspective Gift. Child Q. (IF 2.14) Pub Date : 2018-11-07 Jae Yup Jung, Marie Young
This mixed methods study investigated the occupational/career decision-making processes of intellectually gifted adolescents from economically disadvantaged backgrounds. In the first phase, interview data from 26 Australian adolescents, who were simultaneously intellectually gifted and of low socioeconomic status background, were analyzed using grounded theory to develop four models of occupational/career
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Profoundly Gifted Students’ Perceptions of Virtual Classrooms Gift. Child Q. (IF 2.14) Pub Date : 2018-10-16 Jessica Alison Potts
The intent of this case study is to understand profoundly gifted students’ perceptions of virtual programs. The participants for this study were five profoundly gifted students who were enrolled in a fully virtual writing course hosted by a school that serves the profoundly gifted population. The researcher gathered data via asynchronous focus groups on an online discussion board, observations of synchronous
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A Longitudinal Case Study of Exceptional Leadership Talent Gift. Child Q. (IF 2.14) Pub Date : 2018-10-15 Thomas P. Hébert
The development of leadership talent in a gifted individual was the focus of this 15-year longitudinal case study. Four major themes explained the development of his leadership talent. Crucial family factors and support served as a foundation for his psychosocial development and contributed significantly to his talents as a leader. Emotional intelligence evident in childhood, adolescence, and adulthood
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An Evaluation (and Vindication?) of Lewis Terman: What the Father of Gifted Education Can Teach the 21st Century Gift. Child Q. (IF 2.14) Pub Date : 2018-10-14 Russell T. Warne
Lewis Terman is widely seen as the “father of gifted education,” yet his work is controversial. Terman’s “mixed legacy” includes the pioneering work in the creation of intelligence tests, the first large-scale longitudinal study, and the earliest discussions of gifted identification, curriculum, ability grouping, acceleration, and more. However, since the 1950s, Terman has been viewed as a sloppy thinker
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A Call for Open Science in Giftedness Research Gift. Child Q. (IF 2.14) Pub Date : 2018-07-04 Matthew T. McBee, Matthew C. Makel, Scott J. Peters, Michael S. Matthews
Current practices in study design and data analysis have led to low reproducibility and replicability of findings in fields such as psychology, medicine, biology, and economics. Because gifted education research relies on the same underlying statistical and sociological paradigms, it is likely that it too suffers from these problems. This article discusses the origin of the poor replicability and introduces
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Predictors of Success Among High School Students in Advanced Placement and International Baccalaureate Programs Gift. Child Q. (IF 2.14) Pub Date : 2018-03-20 Shannon M. Suldo, Elizabeth Shaunessy-Dedrick, John Ferron, Robert F. Dedrick
Research has shown that students in Advanced Placement (AP) classes and International Baccalaureate (IB) programs experience higher levels of stress compared to students in general education classes. Elevated stress can serve as a risk factor for students’ academic and mental health problems. Given the documented stress of these students, additional investigations are needed to more fully understand
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Mindset Misconception? Comparing Mindsets, Perfectionism, and Attitudes of Achievement in Gifted, Advanced, and Typical Students Gift. Child Q. (IF 2.14) Pub Date : 2018-03-20 Emily L. Mofield, Megan Parker Peters
The study compared mindset beliefs, perfectionism, and achievement attitudes among gifted, advanced, and typical students in Grades 6 to 8 (N = 416) and explored the relationship between these variables. Welch’s F tests revealed no statistically significant difference in growth or fixed mindset beliefs about intelligence among groups. Gifted and advanced students scored higher on Personal Standards
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Structured Observation Instruments Assessing Instructional Practices With Gifted and Talented Students: A Review of the Literature Gift. Child Q. (IF 2.14) Pub Date : 2018-03-09 Yara N. Farah, Kimberley L. Chandler
Teaching and learning are part of a complex interaction between teachers and students. Educational leaders cannot improve the teaching and learning process without quality measurement of effective teaching. One way to capture this complex interaction is by using structured observations. However, the extant literature on classroom observation instruments in the field of gifted education is limited.
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“Nothing Fits Exactly”: Experiences of Asian American Parents of Twice-Exceptional Children Gift. Child Q. (IF 2.14) Pub Date : 2018-03-05 Soeun Park, Megan Foley-Nicpon, Alyssa Choate, Mallory Bolenbaugh
Parents of high-ability students with disabilities (i.e., twice-exceptional) play a crucial role in their children’s home and educational environments. In addition, parents’ sociocultural contexts, including race and ethnicity, can influence their parenting practice. We conducted interviews with 10 Asian American parents from diverse ethnic backgrounds and analyzed the interview transcripts by using
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Environmental Perceptions of Gifted Secondary School Students Engaged in an Evidence-Based Enrichment Practice Gift. Child Q. (IF 2.14) Pub Date : 2018-02-23 Carla B. Brigandi, Jennie M. Weiner, Del Siegle, E. Jean Gubbins, Catherine A. Little
Grounded in the Achievement Orientation Model, this qualitative case study examines participation in enrichment and environmental perceptions of gifted secondary school students. Participants included 10 gifted secondary school students, their parents, and their classroom teacher. Data included student, parent, and teacher responses in semistructured interviews, short answer surveys, and student work
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Comparing Metacognition Assessments of Mathematics in Academically Talented Students Gift. Child Q. (IF 2.14) Pub Date : 2018-02-15 Adena E. Young, Frank C. Worrell
Two studies were conducted to examine and compare the construct validity of scores on the Junior Metacognition Awareness Inventory (JMAI) and problem-solving interview protocols. Participants consisted of 183 middle and high school students attending a university summer program for academically talented youth. Study 1 results indicated that JMAI scores were internally consistent and yielded an interpretable
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Linking Teacher and Parent Ratings of Teacher-Nominated Gifted Elementary School Students to Each Other and to School Grades Gift. Child Q. (IF 2.14) Pub Date : 2018-01-30 Sandra Rothenbusch, Thamar Voss, Jessika Golle, Ingo Zettler
This study investigated teacher and parent ratings of teacher-nominated gifted elementary school students’ verbal abilities, mathematical abilities, deductive reasoning, creative thinking, and engagement, and connected these ratings to school grades. Teacher and parent ratings were compared with regard to accuracy levels and halo effects. Furthermore, this study explored the correlations between teacher
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