Pub Date : 2022-01-18DOI: 10.1177/1932202X211061134
K. Dyer, G. Childers, M. Odell
Enrollment in dual credit classes has increased over the last 10 years benefiting K-20 education and high school students in providing an opportunity to obtain college credits and increasing postsecondary education enrollment. The purpose of this study was to investigate the predictors of achievement through the lens of Social Cognitive Theory by documenting cognitive and noncognitive factors of dual credit students in grades 9–12 at an east Texas university charter school. The Noncognitive Questionnaire was used to measure the noncognitive characteristics, and the Texas Success Initiative Assessment (TSI) reading and writing scores were used as the cognitive measurement. Multiple regression analysis, using weighted least squares, found TSI writing and positive self-concept to be significant predictors of achievement. The findings from this study could suggest states and districts to consider admission requirements for dual credit classes to include other cognitive and/or noncognitive artifacts for admission decisions.
{"title":"Predictors of Academic Achievement in Dual Credit Students","authors":"K. Dyer, G. Childers, M. Odell","doi":"10.1177/1932202X211061134","DOIUrl":"https://doi.org/10.1177/1932202X211061134","url":null,"abstract":"Enrollment in dual credit classes has increased over the last 10 years benefiting K-20 education and high school students in providing an opportunity to obtain college credits and increasing postsecondary education enrollment. The purpose of this study was to investigate the predictors of achievement through the lens of Social Cognitive Theory by documenting cognitive and noncognitive factors of dual credit students in grades 9–12 at an east Texas university charter school. The Noncognitive Questionnaire was used to measure the noncognitive characteristics, and the Texas Success Initiative Assessment (TSI) reading and writing scores were used as the cognitive measurement. Multiple regression analysis, using weighted least squares, found TSI writing and positive self-concept to be significant predictors of achievement. The findings from this study could suggest states and districts to consider admission requirements for dual credit classes to include other cognitive and/or noncognitive artifacts for admission decisions.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2022-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46114697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-16DOI: 10.1177/1932202X211056551
María D. Vásquez-Colina, Leila H. Shatara, T. Meredith
Early college and dual enrollment initiatives provide students opportunities for college credit courses and increased academic engagement. The purpose of this mixed methods research study was to examine the case of 79 dual-enrolled students in a research methodology course using online surveys and focus groups. Students perceived increased knowledge regarding undergraduate research content, whereas their perceived research usefulness decreased slightly. Likewise, students felt increased comfort with research and expressed perceived benefits but felt anxiety by setting different types of expectations and comparisons. Findings add to the relevant literature by mixing quantitative and qualitative data in this case study to allow for meta-inferences about the dichotomy of being a dual-enrolled student taking research courses, and by suggesting the notion of research capital related to the dynamics of dual enrollment programs in a Southeastern state.
{"title":"A Mixed-Method Research Study of Dual Enrolled Students’ Experiences in a Research Course: Research Capital Development?","authors":"María D. Vásquez-Colina, Leila H. Shatara, T. Meredith","doi":"10.1177/1932202X211056551","DOIUrl":"https://doi.org/10.1177/1932202X211056551","url":null,"abstract":"Early college and dual enrollment initiatives provide students opportunities for college credit courses and increased academic engagement. The purpose of this mixed methods research study was to examine the case of 79 dual-enrolled students in a research methodology course using online surveys and focus groups. Students perceived increased knowledge regarding undergraduate research content, whereas their perceived research usefulness decreased slightly. Likewise, students felt increased comfort with research and expressed perceived benefits but felt anxiety by setting different types of expectations and comparisons. Findings add to the relevant literature by mixing quantitative and qualitative data in this case study to allow for meta-inferences about the dichotomy of being a dual-enrolled student taking research courses, and by suggesting the notion of research capital related to the dynamics of dual enrollment programs in a Southeastern state.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46958291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-14DOI: 10.1177/1932202X211061135
L. Henderson, Desiree Gilbert, Alice Duffield, J. Farrall
Using a Design Thinking (DT) approach, the ChallenGE Project in South Australia (SA) was an innovative professional learning (PL) program that was developed, implemented, and researched by three Senior Educational Consultants from the Association of Independent Schools of South Australia (AISSA) and one academic from Flinders University over three years. The aim was to support participating schools (n = 27) to improve outcomes for their highly able learners (HALs). The ChallenGE Design-Based Research (DBR) project developed principles and a framework for contextualised PL in gifted education through an inductive qualitative manual coding analysis of participants’ self-reported learning. This paper, applying the format for reporting DBR studies recommended by Jen et al. (2015) explains the goals and elements of the innovation, the setting within which it was implemented, a description of each phase, the outcomes, and the lessons learned. This research study contributes to an expanded view of effective PL in gifted education using insights gained from a DT approach.
{"title":"The ChallenGE Project: Using Design-Based Research to Determine the Effectiveness of a Design Thinking Approach to Professional Learning in Gifted Education","authors":"L. Henderson, Desiree Gilbert, Alice Duffield, J. Farrall","doi":"10.1177/1932202X211061135","DOIUrl":"https://doi.org/10.1177/1932202X211061135","url":null,"abstract":"Using a Design Thinking (DT) approach, the ChallenGE Project in South Australia (SA) was an innovative professional learning (PL) program that was developed, implemented, and researched by three Senior Educational Consultants from the Association of Independent Schools of South Australia (AISSA) and one academic from Flinders University over three years. The aim was to support participating schools (n = 27) to improve outcomes for their highly able learners (HALs). The ChallenGE Design-Based Research (DBR) project developed principles and a framework for contextualised PL in gifted education through an inductive qualitative manual coding analysis of participants’ self-reported learning. This paper, applying the format for reporting DBR studies recommended by Jen et al. (2015) explains the goals and elements of the innovation, the setting within which it was implemented, a description of each phase, the outcomes, and the lessons learned. This research study contributes to an expanded view of effective PL in gifted education using insights gained from a DT approach.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45118041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-08DOI: 10.1177/1932202X211057424
O. Desmet, Nielsen Pereira
The present qualitative pilot study aimed to evaluate students’ perceptions of procedures and outcomes from an affective intervention to increase achievement motivation among gifted students. The intervention was implemented at a summer program with 20 students. Using inductive analysis, participants’ perceptions of the intervention and its effects were evaluated. This study’s findings show most students enjoyed the Achievement Motivation Enhancement sessions and felt they benefited from talking about their experiences with peers in small groups. Students discussed improved self-perceptions and said they benefitted from learning goal valuation, goal-setting, and self-regulation strategies. Implications are discussed.
{"title":"The Achievement Motivation Enhancement Curriculum: Evaluating an Affective Intervention For Gifted Students","authors":"O. Desmet, Nielsen Pereira","doi":"10.1177/1932202X211057424","DOIUrl":"https://doi.org/10.1177/1932202X211057424","url":null,"abstract":"The present qualitative pilot study aimed to evaluate students’ perceptions of procedures and outcomes from an affective intervention to increase achievement motivation among gifted students. The intervention was implemented at a summer program with 20 students. Using inductive analysis, participants’ perceptions of the intervention and its effects were evaluated. This study’s findings show most students enjoyed the Achievement Motivation Enhancement sessions and felt they benefited from talking about their experiences with peers in small groups. Students discussed improved self-perceptions and said they benefitted from learning goal valuation, goal-setting, and self-regulation strategies. Implications are discussed.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49470248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-29DOI: 10.1177/1932202X211061517
Russell T Warne
Recently, Picho-Kiroga (2021) published a meta-analysis on the effect of stereotype threat on females. Their conclusion was that the average effect size for stereotype threat studies was d = .28, but that effects are overstated because the majority of studies on stereotype threat in females include methodological characteristics that inflate the apparent effect size. In this response, I show that Picho-Kiroga et al. (2021) committed fundamental errors in their meta-analysis that undermine confidence in the article and warrant major corrections. But even if the data were not flawed, the conclusion that Picho-Kiroga et al. (2021) should have reached is that their results are most consistent with a population effect size of zero. There is no compelling evidence that stereotype threat is a real phenomenon in females.
{"title":"No Strong Evidence of Stereotype Threat in Females: A Reassessment of the Meta-Analysis","authors":"Russell T Warne","doi":"10.1177/1932202X211061517","DOIUrl":"https://doi.org/10.1177/1932202X211061517","url":null,"abstract":"Recently, Picho-Kiroga (2021) published a meta-analysis on the effect of stereotype threat on females. Their conclusion was that the average effect size for stereotype threat studies was d = .28, but that effects are overstated because the majority of studies on stereotype threat in females include methodological characteristics that inflate the apparent effect size. In this response, I show that Picho-Kiroga et al. (2021) committed fundamental errors in their meta-analysis that undermine confidence in the article and warrant major corrections. But even if the data were not flawed, the conclusion that Picho-Kiroga et al. (2021) should have reached is that their results are most consistent with a population effect size of zero. There is no compelling evidence that stereotype threat is a real phenomenon in females.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43024702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-29DOI: 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.
{"title":"Learning Transdisciplinary Collaboration: Undergraduate Student Perceptions of Successes and Areas for Improvement in Transdisciplinary, Problem-Focused Honors Seminar Courses","authors":"Anne-Lise K. Velez, Stephanie N. Lewis, Raymond C. Thomas, D. Ozkan","doi":"10.1177/1932202X211061121","DOIUrl":"https://doi.org/10.1177/1932202X211061121","url":null,"abstract":"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.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42679376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-13DOI: 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.
{"title":"Students’ Experiences in Summer Enrichment Engineering Courses: An Input–Process–Outcome Model of Collaborative Creativity","authors":"M. Ghahremani, Nielsen Pereira, O. Desmet, Marcia Gentry","doi":"10.1177/1932202X211040744","DOIUrl":"https://doi.org/10.1177/1932202X211040744","url":null,"abstract":"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.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45988866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-08DOI: 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.
{"title":"Considering the Long-Term Transformative Impact of Creativity Training on the Work and Lives of Teachers","authors":"Jennifer Groman","doi":"10.1177/1932202x211036348","DOIUrl":"https://doi.org/10.1177/1932202x211036348","url":null,"abstract":"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.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47932283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-31DOI: 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。
{"title":"Influencers and Major Themes in a Gifted Education Community of Practice on Twitter","authors":"E. Miller, J. Jolly, Jacqueline N. Latz, Kelsi Listman","doi":"10.1177/1932202X221099590","DOIUrl":"https://doi.org/10.1177/1932202X221099590","url":null,"abstract":"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.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47199395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-26DOI: 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.
{"title":"The Impact of School Environment on Talent Development: A Retrospective View of Gifted British and Polish College Students","authors":"Marcin Gierczyk, S. Pfeiffer","doi":"10.1177/1932202X211034909","DOIUrl":"https://doi.org/10.1177/1932202X211034909","url":null,"abstract":"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.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X211034909","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48815128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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