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Learning Transdisciplinary Collaboration: Undergraduate Student Perceptions of Successes and Areas for Improvement in Transdisciplinary, Problem-Focused Honors Seminar Courses 学习跨学科合作:本科生对跨学科、以问题为中心的荣誉研讨会课程的成功和改进领域的看法
IF 1 Q3 EDUCATION, SPECIAL Pub Date : 2021-11-29 DOI: 10.1177/1932202X211061121
Anne-Lise K. Velez, Stephanie N. Lewis, Raymond C. Thomas, D. Ozkan
The honors college at a large land-grant research university developed transdisciplinary courses to provide undergraduate opportunities for small, student-centered classes and collaborative problem engagement in a global context. In these courses, students engage principles of competency-based education and inquiry-based learning combined with instruction in transdisciplinarity and decision-making tied to the college mission statement and course learning outcomes. As an observational study, we surveyed 91 honors students from 12 transdisciplinary courses over three semesters, asking five-point Likert scale questions and open-ended perspective questions at the beginning and end of each semester. Participants predominantly identified as White (74%), male (57%), senior-level students (67%), and represent 34 majors. Findings emphasize outcomes of lasting faculty relationships and opportunities to explore interests outside students’ majors, which respondents report influencing their academic development. Students also report areas for curricular improvement in developing research skills and engaging problem-focused experiences. We describe new offerings made to address findings.
这所荣誉学院位于一所大型赠地研究型大学,它开发了跨学科课程,为本科生提供了在全球背景下以学生为中心的小班授课和合作问题参与的机会。在这些课程中,学生将学习以能力为基础的教育和探究性学习的原则,并结合与大学使命宣言和课程学习成果相关的跨学科和决策指导。作为一项观察性研究,我们在三个学期内调查了91名来自12个跨学科课程的荣誉学生,在每个学期的开始和结束时询问五点李克特量表问题和开放式观点问题。参与者主要是白人(74%),男性(57%),高年级学生(67%),代表34个专业。调查结果强调了持久的教师关系和探索学生专业以外兴趣的机会的结果,受访者认为这影响了他们的学术发展。学生们还报告了在发展研究技能和参与以问题为中心的体验方面课程改进的领域。我们描述了为解决调查结果而提供的新产品。
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引用次数: 0
Students’ Experiences in Summer Enrichment Engineering Courses: An Input–Process–Outcome Model of Collaborative Creativity 学生在暑期强化工程课程中的体验:合作创造力的输入-过程-结果模型
IF 1 Q3 EDUCATION, SPECIAL Pub Date : 2021-09-13 DOI: 10.1177/1932202X211040744
M. Ghahremani, Nielsen Pereira, O. Desmet, Marcia Gentry
In this study, we examined students’ experiences regarding precollege engineering curricula, classroom environments, and their experiences with the creative process in two engineering courses offered in a university-based summer enrichment program. Applying provisional and open coding to interview data from 16 participants, an Input–Process–Outcome Model of Collaborative Creativity (IPOCC model) was developed. The IPOCC model expands the 4P model of creativity to incorporate more collaborative contexts. The IPOCC model suggests that in K–12 collaborative practice, creativity involves group-level considerations in addition to individual-level components. The IPOCC model offers insights for educators in terms of input components, group processes, and mediating factors that can facilitate learners’ engagement in creative teamwork. The findings of this study indicated that a combination of challenging tasks, open-ended problems, and student teamwork provides a rich environment for learners’ engagement to think creatively.
在这项研究中,我们调查了学生在大学前工程课程、课堂环境方面的经历,以及他们在大学暑期强化计划中开设的两门工程课程中的创造性过程经历。将临时和开放编码应用于来自16名参与者的访谈数据,开发了合作创造力的输入-过程-结果模型(IPOCC模型)。IPOCC模型扩展了创造力的4P模型,以纳入更多的协作环境。IPOCC模型表明,在K-12合作实践中,创造力除了涉及个人层面的因素外,还涉及群体层面的考虑。IPOCC模型为教育工作者提供了关于输入成分、小组过程和中介因素的见解,这些因素可以促进学习者参与创造性团队合作。这项研究的结果表明,具有挑战性的任务、开放式问题和学生团队合作的结合为学习者的创造性思维提供了丰富的环境。
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引用次数: 1
Considering the Long-Term Transformative Impact of Creativity Training on the Work and Lives of Teachers 考虑创造力培训对教师工作和生活的长期变革性影响
IF 1 Q3 EDUCATION, SPECIAL Pub Date : 2021-09-08 DOI: 10.1177/1932202x211036348
Jennifer Groman
The purpose of this study is to examine teacher perceptions of the long-term transformative impact of Piirto’s Creativity Model and personal creativity exploration on teachers. Creativity training has been part of Ashland University’s Talent Development program for over 20 years using Piirto’s creativity model. The course encompasses multiple models of creativity, including the Torrance Incubation Model and Creative Problem Solving; however, significant time focuses on teachers’ own creativity through activities such as thoughtlogs, a Meditation Day field trip, and a personal creativity project. This study examines alumni perceptions of personal creativity exploration on their teaching lives. Data were collected through surveys and interviews. Questions include course memories, perception of the course’s impact on teaching and personal transformation. Results show that the course models community and group trust, and teachers increased understanding and valuing of their own creativity and that of students.
本研究的目的是检验教师对Piirto创造力模型和个人创造力探索对教师的长期变革影响的看法。20多年来,创造力培训一直是阿什兰大学人才发展计划的一部分,采用了Piirto的创造力模式。该课程包括多种创造力模式,包括托伦斯孵化模式和创造性问题解决;然而,大量的时间集中在教师自己的创造力上,通过诸如思维日志、冥想日实地考察和个人创造力项目等活动。这项研究考察了校友在教学生活中对个人创造力探索的看法。数据是通过调查和访谈收集的。问题包括课程记忆、对课程对教学影响的感知以及个人转变。结果表明,该课程建立了社区和群体的信任,教师对自己和学生的创造力有了更多的理解和重视。
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引用次数: 0
Influencers and Major Themes in a Gifted Education Community of Practice on Twitter Twitter上资优教育实践社区的影响者和主要主题
IF 1 Q3 EDUCATION, SPECIAL Pub Date : 2021-07-31 DOI: 10.1177/1932202X221099590
E. Miller, J. Jolly, Jacqueline N. Latz, Kelsi Listman
Twitter is a valuable resource for research because of its potential to provide insight into public opinion as well as to identify the most influential sources of information. Mixed-methods exploratory analysis was used to evaluate the discourse on Twitter regarding gifted education. The results of the quantitative analysis of the matrix of connections using NodeXL Pro indicate that gifted education Twitter is a cohesive network and that the top influencers are organizations and educational consultants. Sentiment analysis using Linguistics Inquiry and Word Count (LIWC2015, Pennebaker et al., 2015) software indicates that tweets related to gifted education have a mix of positive and negative emotive tone. The qualitative analyses suggest that gifted education professionals and parents engage in Twitter in similar ways to what has been described in past research: to share interesting articles and videos, to discuss current issues, promote one's ideas, and seek opportunities.
推特是一个有价值的研究资源,因为它有潜力深入了解公众舆论,并确定最具影响力的信息来源。使用混合方法探索性分析来评估推特上关于天才教育的话语。使用NodeXL Pro对连接矩阵进行定量分析的结果表明,天才教育推特是一个有凝聚力的网络,最具影响力的是组织和教育顾问。使用语言学调查和字数统计软件(LIWC2015,Pennebaker et al.,2015)进行的情绪分析表明,与天才教育相关的推文具有积极和消极的情绪基调。定性分析表明,资优教育专业人士和家长使用推特的方式与过去研究中描述的类似:分享有趣的文章和视频,讨论当前问题,推广自己的想法,并寻求机会。
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引用次数: 0
The Impact of School Environment on Talent Development: A Retrospective View of Gifted British and Polish College Students 学校环境对人才发展的影响:对英国和波兰资优大学生的回顾
IF 1 Q3 EDUCATION, SPECIAL Pub Date : 2021-07-26 DOI: 10.1177/1932202X211034909
Marcin Gierczyk, S. Pfeiffer
The aim of this study was to examine gifted British and Polish college students’ (N = 30) retrospective perceptions of their school environments in relation to talent development using a semi-structured, in-depth interview. Qualitative analyses revealed how school and teachers influenced gifted students’ talent development. Findings indicate that, according to both the British and the Polish students, teachers play an extremely important role in their talent development. The environment in English schools was depicted as considerably more facilitative than the Polish school environment, although both have their advantages and disadvantages. Although this research study does not claim universal representation, the findings may be of significance to school, educational, and psychological practices on preventive, teaching, and interpersonal levels.
本研究的目的是通过半结构化的深度访谈,考察有天赋的英国和波兰大学生(N = 30)对他们的学校环境与才能发展的关系的回顾性看法。定性分析揭示了学校和教师如何影响资优学生的才能发展。研究结果表明,根据英国和波兰的学生,教师在他们的才能发展中发挥着极其重要的作用。英语学校的环境被描述为比波兰学校的环境更加便利,尽管两者都有各自的优点和缺点。虽然本研究不具有普遍代表性,但其研究结果可能对学校、教育和心理学在预防、教学和人际层面的实践具有重要意义。
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引用次数: 2
The Potential of Advanced Placement to Improve College Outcomes and Narrow Racial/Ethnic and Socioeconomic Disparities 高等教育对提高大学成绩和缩小种族/民族和社会经济差距的潜力
IF 1 Q3 EDUCATION, SPECIAL Pub Date : 2021-06-24 DOI: 10.1177/1932202X211018646
S. Phillips, Brett A. Lane
The U.S. economy requires a highly educated workforce, yet too few black, Latino, and low-income students attend, persist, and graduate from college. The present study examines the college outcomes of participants in a model Advanced Placement® (AP) intervention to shed light on its effectiveness and determine whether improving AP participation and performance is a promising strategy for closing persistent racial/ethnic and socioeconomic disparities in college outcomes. Findings suggest the college outcomes of program participants are better than those of similar students statewide while also highlighting variation within and across subgroups. At the same time, they confirm that AP participation and performance predict college outcomes and suggest that improving AP participation and performance among low-income white, black, and Latino students could be a useful strategy for closing persistent racial/ethnic and socioeconomic disparities in college outcomes.
美国经济需要受过高等教育的劳动力,但很少有黑人、拉丁裔和低收入家庭的学生上大学、坚持并从大学毕业。本研究考察了大学预修课程(AP)干预模式参与者的大学成绩,以阐明其有效性,并确定提高AP参与和表现是否为消除大学成绩中持续存在的种族/民族和社会经济差异的有希望的策略。研究结果表明,项目参与者的大学成绩优于全州同类学生,同时也突出了子群体内部和跨子群体的差异。同时,他们证实AP的参与和表现可以预测大学成绩,并建议提高低收入白人,黑人和拉丁裔学生的AP参与和表现可能是消除大学成绩中持续存在的种族/民族和社会经济差异的有用策略。
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引用次数: 1
A Content Analysis of Selected State Plans for Gifted and Talented Education 国家英才教育计划选择的内容分析
IF 1 Q3 EDUCATION, SPECIAL Pub Date : 2021-06-23 DOI: 10.1177/1932202X211026240
Kari Lockhart, M. S. Meyer, Kacey Crutchfield
Programs for gifted and talented education should be guided by research-based practices, but states’ policies vary in their recommendations for programming, and in how they hold local education agencies accountable for implementing those recommendations. State plans for gifted and talented education rely on the voluntary compliance of districts to implement policies meeting students’ advanced academic needs and providing opportunities for talent development. State plans for gifted education may outline expectations, but leave much about the implementation up to districts. Even within a state, gifted education services vary widely across districts and individual schools. This research identified 11 state plans for gifted education that included guidance on identification, curriculum, service options, professional development, and program evaluation. Through thematic analysis, eight primary themes and three secondary themes were identified, which demonstrate the necessity of ongoing program evaluation balancing the need for standardization with the need to adapt policies to fit local contexts.
天才教育计划应以基于研究的实践为指导,但各州的政策在计划建议以及如何让地方教育机构负责实施这些建议方面各不相同。国家的天才教育计划依赖于各地区自愿遵守政策,以满足学生的高级学术需求,并为人才发展提供机会。各州的天才教育计划可能概述了人们的期望,但将实施情况留给了各地区。即使在一个州内,不同地区和不同学校的天才教育服务也有很大差异。这项研究确定了11个州的天才教育计划,其中包括识别、课程、服务选择、专业发展和项目评估方面的指导。通过主题分析,确定了八个主要主题和三个次要主题,这些主题表明了正在进行的项目评估的必要性,即平衡标准化的需要和调整政策以适应当地情况的需要。
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引用次数: 5
Parent Engagement in Identifying and Serving Diverse Gifted Students: What Is the Role of Leadership? 家长参与识别和服务多样化的天才学生:领导力的作用是什么?
IF 1 Q3 EDUCATION, SPECIAL Pub Date : 2021-06-16 DOI: 10.1177/1932202X211021836
Rachel U. Mun, Miriam D. Ezzani, Glorry Yeung
Parents play a vital role in identifying and cultivating talent for diverse gifted children but their experiences with schools and educational leaders are rarely studied. To examine parent perspectives on identifying and serving diverse gifted students, we conducted six focus groups with 39 parents of K-12 children from culturally, linguistically, and economically diverse backgrounds (CLED), and/or identified as twice exceptional (2E). Thematic analysis and its six-phase approach was used to analyze data. We found (a) that the majority of parents advocated for their gifted and talented children, (b) a lack of consistent and comprehensive strategies by educational leaders to promote parent engagement, (c) disproportionate communication from district leaders rendered engagement efforts less effective, (d) GT identification remained problematic to some parents, and (e) front line educators served a critical role in the bilateral relationship between school and family. Implications are discussed for researchers and educational leaders.
父母在为不同的天才儿童识别和培养人才方面发挥着至关重要的作用,但他们与学校和教育领导者的经验很少被研究。为了检验家长对识别和服务不同资优学生的看法,我们对39名来自文化、语言和经济不同背景(CLED)和/或被认定为两次例外(2E)的K-12儿童的家长进行了六个焦点小组。采用专题分析及其六阶段方法对数据进行分析。我们发现(a)大多数家长都支持他们有天赋和才华的孩子,(b)教育领导者缺乏一致和全面的策略来促进家长的参与,(c)地区领导者的过度沟通使参与工作的效果降低,(d)GT的识别对一些家长来说仍然存在问题,(e)一线教育工作者在学校和家庭之间的双边关系中发挥了关键作用。讨论了对研究人员和教育领导者的影响。
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引用次数: 3
Engagement in Learning Physics Through Project-Based Learning: A Case Study of Gifted Finnish Upper-Secondary-Level Students 通过项目学习参与物理学习:芬兰高中天才学生的个案研究
IF 1 Q3 EDUCATION, SPECIAL Pub Date : 2021-06-02 DOI: 10.1177/1932202X211018644
Taina Makkonen, K. Tirri, J. Lavonen
Research on the advantages and disadvantages of project-based learning (PBL) among gifted pupils studying physics is scarce. This mixed-methods study investigates engagement, experiences, and learning outcomes among gifted Finnish upper-secondary-level students learning physics through PBL. A six-lesson PBL module on basic Newtonian mechanics was designed and implemented for a group of gifted students (N = 38), whereas a traditional teacher-driven approach was used among a control group (N = 38) of gifted students. Data were collected by means of a questionnaire, interviews and a physics test. According to the results, PBL met the preconditions (challenge, skill, interest) for engaging the students in learning physics. It generated interest in learning among the vast majority, but not as many found it challenging. The findings also highlight the impact of autonomy when learning through PBL. No differences in overall learning outcomes were found between the groups.
关于项目学习在学习物理的天才学生中的优势和劣势的研究很少。这项混合方法研究调查了通过PBL学习物理的芬兰高中天才学生的参与度、经历和学习结果。为一组天才学生(N=38)设计并实施了一个关于基本牛顿力学的六节课PBL模块,而在一组天才生(N=38)中使用了传统的教师驱动方法。通过问卷调查、访谈和物理测试收集数据。结果表明,PBL满足了让学生参与物理学习的前提条件(挑战、技能、兴趣)。它引起了绝大多数人对学习的兴趣,但并没有那么多人觉得它具有挑战性。研究结果还强调了通过PBL学习时自主性的影响。两组之间在整体学习结果上没有发现差异。
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引用次数: 5
Influences on Academic Talent Development of Black Girls in K-12: A Systematic Review K-12阶段黑人女孩学业才能发展的影响:系统评价
IF 1 Q3 EDUCATION, SPECIAL Pub Date : 2021-05-14 DOI: 10.1177/1932202X211013806
Brenda K. Davis
Black girls experience numerous challenges to their academic development. This study examines the literature from the last 30 years related to the influences on the academic talent development of school-aged Black girls. Environmental and intrapersonal influences to Black girls’ academic talent development are explored. Using a systematic approach, 43 articles are reviewed and summarized. Thematic analysis conducted on the results and findings sections from each article reveal four major themes related to personal attributes, racial identity, relationships, and institutions. The themes expand the understanding of the complexity of talent development of Black girls and identify several intrapersonal and environmental influences that can promote or hinder academic achievement. Implications for future research are discussed.
黑人女孩的学业发展面临着许多挑战。本研究检视了近30年来有关学龄黑人女孩学业天赋发展影响的文献。探讨了环境和个人因素对黑人女孩学业才能发展的影响。采用系统的方法,对43篇文章进行了回顾和总结。对每篇文章的结果和发现部分进行的主题分析揭示了与个人属性、种族身份、关系和制度相关的四个主要主题。这些主题扩展了对黑人女孩才能发展复杂性的理解,并确定了几种可以促进或阻碍学业成就的个人和环境影响。讨论了对未来研究的启示。
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引用次数: 0
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Journal of Advanced Academics
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