Pub Date : 2020-11-23DOI: 10.1177/1932202X20973999
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 in respective universities by (a) academic performance, (b) future academic goals, and (c) participation in extracurricular activities. We showed that when we look at academic performance, future academic goals, and some of the extracurricular activities, honors students clearly outperform nonhonors students.
{"title":"Success of Honors Program in Azerbaijan: Do Honors Students Perform Better Than Nonhonors Students?","authors":"Azar Abizada, Fizza Mirzaliyeva","doi":"10.1177/1932202X20973999","DOIUrl":"https://doi.org/10.1177/1932202X20973999","url":null,"abstract":"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 in respective universities by (a) academic performance, (b) future academic goals, and (c) participation in extracurricular activities. We showed that when we look at academic performance, future academic goals, and some of the extracurricular activities, honors students clearly outperform nonhonors students.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"32 1","pages":"160 - 177"},"PeriodicalIF":1.0,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20973999","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46916895","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 : 2020-11-07DOI: 10.1177/1932202X20969143
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 likely to be identified for gifted services if they participated in federal meal subsidy programs. However, the likelihood of identification for students who are Latinx or Native American decreased by 47% and 38%, respectively, when compared with peers who did not participate in federal meal subsidy programs.
{"title":"Underrepresentation in Gifted Education in the Context of Rurality and Socioeconomic Status","authors":"Jaret Hodges, Marcia Gentry","doi":"10.1177/1932202X20969143","DOIUrl":"https://doi.org/10.1177/1932202X20969143","url":null,"abstract":"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 likely to be identified for gifted services if they participated in federal meal subsidy programs. However, the likelihood of identification for students who are Latinx or Native American decreased by 47% and 38%, respectively, when compared with peers who did not participate in federal meal subsidy programs.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"32 1","pages":"135 - 159"},"PeriodicalIF":1.0,"publicationDate":"2020-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20969143","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46157714","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 : 2020-11-07DOI: 10.1177/1932202X20966569
Denise McDonald, Sheila F. 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 professors are outliers to the norm. Discussion identifies factors that aided the educators in their educational advancement.
{"title":"Against the Professorial Odds: Barriers as Building Blocks for Educational Advancement","authors":"Denise McDonald, Sheila F. Baker, Debby Shulsky","doi":"10.1177/1932202X20966569","DOIUrl":"https://doi.org/10.1177/1932202X20966569","url":null,"abstract":"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 professors are outliers to the norm. Discussion identifies factors that aided the educators in their educational advancement.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"32 1","pages":"92 - 131"},"PeriodicalIF":1.0,"publicationDate":"2020-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20966569","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42001089","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 : 2020-09-10DOI: 10.1177/1932202X20951825
A. 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 characterized by a strong emphasis on the education of gifted students. The findings of the study confirm that the process of gifted students’ adjustment to university is a complex phenomenon, and all the aspects of students’ first-year experiences should be carefully taken into consideration when studying the transition to postsecondary education. The results of the study are useful for understanding the issues that gifted students face in the transition to higher education and have important implications for research on gifted students’ postsecondary experiences internationally.
{"title":"On Being Gifted at University: Academic, Social, Emotional, and Institutional Adjustment in Kazakhstan","authors":"A. Almukhambetova, Daniel Hernández-Torrano","doi":"10.1177/1932202X20951825","DOIUrl":"https://doi.org/10.1177/1932202X20951825","url":null,"abstract":"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 characterized by a strong emphasis on the education of gifted students. The findings of the study confirm that the process of gifted students’ adjustment to university is a complex phenomenon, and all the aspects of students’ first-year experiences should be carefully taken into consideration when studying the transition to postsecondary education. The results of the study are useful for understanding the issues that gifted students face in the transition to higher education and have important implications for research on gifted students’ postsecondary experiences internationally.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"32 1","pages":"70 - 91"},"PeriodicalIF":1.0,"publicationDate":"2020-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20951825","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46688694","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 : 2020-08-01DOI: 10.1177/1932202X20910697
C. 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 to identify exceptionally talented students, was included with new instruments created in the Cultivating Diverse Talent in STEM (CDTIS) project. A continuum of problems, including closed, semi-open, and open-ended, was an important component of the measures, enabling the assessment of creative problem solving as well as assessment of skills such as seeing how things fit together visually and in space; through mental images, on paper, and in physical objects or forms. The spatial analytical assessment was implemented as part of a battery of instruments to identify students to participate in a special internship program. Ratings of students on the spatial analytical assessment who were identified for the internship program using the new assessments were higher than ratings for students identified using conventional methods, which demonstrates that the assessment will be a useful tool for selecting students from diverse cultural groups. The assessment has multiple purposes in addition to its use as an identification tool: evaluation of special programs, planning differentiated instruction, and as a pre- and post-measure of student gains. The test–retest reliability, and construct, concurrent, and predictive validity for secondary students need continued investigation in future studies.
{"title":"Culturally Responsive Assessments of Spatial Analytical Skills and Abilities: Development, Field Testing, and Implementation","authors":"C. Maker","doi":"10.1177/1932202X20910697","DOIUrl":"https://doi.org/10.1177/1932202X20910697","url":null,"abstract":"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 to identify exceptionally talented students, was included with new instruments created in the Cultivating Diverse Talent in STEM (CDTIS) project. A continuum of problems, including closed, semi-open, and open-ended, was an important component of the measures, enabling the assessment of creative problem solving as well as assessment of skills such as seeing how things fit together visually and in space; through mental images, on paper, and in physical objects or forms. The spatial analytical assessment was implemented as part of a battery of instruments to identify students to participate in a special internship program. Ratings of students on the spatial analytical assessment who were identified for the internship program using the new assessments were higher than ratings for students identified using conventional methods, which demonstrates that the assessment will be a useful tool for selecting students from diverse cultural groups. The assessment has multiple purposes in addition to its use as an identification tool: evaluation of special programs, planning differentiated instruction, and as a pre- and post-measure of student gains. The test–retest reliability, and construct, concurrent, and predictive validity for secondary students need continued investigation in future studies.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"31 1","pages":"234 - 253"},"PeriodicalIF":1.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20910697","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42319731","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 : 2020-08-01DOI: 10.1177/1932202X20923981
R. Zimmerman, C. Maker, Fahad S. 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 in the maybe and probably categories. Using six new measures (concept maps in life and physical science, math problem solving, spatial analytical performance assessment, life science performance assessment and physical science performance assessment), 23 students (M2) were selected for participation in science laboratories at an R1 university along with 20 students (M1) selected by conventional means. When the nine attribute scores of the performance-based assessment were compared, no significant difference was found t(41), p > .38, between M1 and M2 students. Performance-based assessments in science, technology, engineering, and mathematics (STEM) will provide an alternative and a complement to standard achievement tests. They have the potential to identify and nurture exceptionally talented high school students across all demographic groups.
{"title":"Culturally Responsive Assessment of Life Science Skills and Abilities: Development, Field Testing, Implementation, and Results","authors":"R. Zimmerman, C. Maker, Fahad S. Alfaiz","doi":"10.1177/1932202X20923981","DOIUrl":"https://doi.org/10.1177/1932202X20923981","url":null,"abstract":"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 in the maybe and probably categories. Using six new measures (concept maps in life and physical science, math problem solving, spatial analytical performance assessment, life science performance assessment and physical science performance assessment), 23 students (M2) were selected for participation in science laboratories at an R1 university along with 20 students (M1) selected by conventional means. When the nine attribute scores of the performance-based assessment were compared, no significant difference was found t(41), p > .38, between M1 and M2 students. Performance-based assessments in science, technology, engineering, and mathematics (STEM) will provide an alternative and a complement to standard achievement tests. They have the potential to identify and nurture exceptionally talented high school students across all demographic groups.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"31 1","pages":"329 - 366"},"PeriodicalIF":1.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20923981","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43742284","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 : 2020-07-18DOI: 10.1177/1932202X20941828
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 well as four demographic questions. Overall, students reported high expectations and beliefs for the program in helping them prepare for postsecondary education. Findings also suggested that females experienced more stress and feelings of being overwhelmed, while enrolled in the program as compared with males, despite a larger percentage of females reporting of postsecondary plans. In addition, Spanish-speaking students aspired to community college more than their peers, suggesting possible disparities in equity. A discussion of these findings and their implications are provided.
{"title":"An Exploratory Analysis of International Baccalaureate Diploma Program: 11th- and 12th-Grade High School Students’ Expectations","authors":"Nicole J. Grose, Jafeth E. Sanchez","doi":"10.1177/1932202X20941828","DOIUrl":"https://doi.org/10.1177/1932202X20941828","url":null,"abstract":"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 well as four demographic questions. Overall, students reported high expectations and beliefs for the program in helping them prepare for postsecondary education. Findings also suggested that females experienced more stress and feelings of being overwhelmed, while enrolled in the program as compared with males, despite a larger percentage of females reporting of postsecondary plans. In addition, Spanish-speaking students aspired to community college more than their peers, suggesting possible disparities in equity. A discussion of these findings and their implications are provided.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"32 1","pages":"54 - 69"},"PeriodicalIF":1.0,"publicationDate":"2020-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20941828","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44112571","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 : 2020-07-09DOI: 10.1177/1932202X20937633
Christopher B. Yaluma, A. 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 gifted programs declined slightly. Crucially, gifted participation is increasing faster in low-poverty schools than in high-poverty schools. Furthermore, suburban schools became more likely to have gifted programs than urban, rural, or town schools. However, gifted participation by urbanicity decreased across all four locales. Using only 2016 data, we show that students who are Black and Hispanic continue to be statistically underrepresented. We conclude with a brief discussion and policy implications.
{"title":"Are U.S. Schools Closing the “Gifted Gap”? Analyzing Elementary and Middle Schools’ Gifted Participation and Representation Trends (2012–2016)","authors":"Christopher B. Yaluma, A. Tyner","doi":"10.1177/1932202X20937633","DOIUrl":"https://doi.org/10.1177/1932202X20937633","url":null,"abstract":"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 gifted programs declined slightly. Crucially, gifted participation is increasing faster in low-poverty schools than in high-poverty schools. Furthermore, suburban schools became more likely to have gifted programs than urban, rural, or town schools. However, gifted participation by urbanicity decreased across all four locales. Using only 2016 data, we show that students who are Black and Hispanic continue to be statistically underrepresented. We conclude with a brief discussion and policy implications.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"32 1","pages":"28 - 53"},"PeriodicalIF":1.0,"publicationDate":"2020-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20937633","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45539482","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 : 2020-07-03DOI: 10.1177/1932202X20938021
Angie L. Miller, Samantha 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 core FSSE items, this study uses responses from 1,487 faculty members at 15 institutions on two items about teaching honors courses. A series of ordinary least squares regression analyses suggest that faculty who teach honors courses are more likely to encourage engagement in the areas of student–faculty interaction, learning strategies, and collaborative learning, even after controlling for other demographic and institutional variables. These findings are considered within the context of existing research and theory, connecting knowledge from higher education and gifted education.
{"title":"Teaching Honors Courses: Perceptions of Engagement from the Faculty Perspective","authors":"Angie L. Miller, Samantha Silberstein, Allison BrckaLorenz","doi":"10.1177/1932202X20938021","DOIUrl":"https://doi.org/10.1177/1932202X20938021","url":null,"abstract":"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 core FSSE items, this study uses responses from 1,487 faculty members at 15 institutions on two items about teaching honors courses. A series of ordinary least squares regression analyses suggest that faculty who teach honors courses are more likely to encourage engagement in the areas of student–faculty interaction, learning strategies, and collaborative learning, even after controlling for other demographic and institutional variables. These findings are considered within the context of existing research and theory, connecting knowledge from higher education and gifted education.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"32 1","pages":"3 - 27"},"PeriodicalIF":1.0,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20938021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45094882","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 : 2020-06-25DOI: 10.1177/1932202X20929963
C. Callahan, A. 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, and stereotype threat) as outcome variables in a study with elementary-aged students in high-poverty rural communities. The process of creating and examining the psychometric properties of these instruments is a necessary step in documenting the usefulness of the instruments not just in our study but also in other studies with elementary students. We note in our descriptions of the development and assessment of measures that underlying factors may or may not parallel those identified in the general population or in older students and that measurement of noncognitive variables in the population of young gifted students requires considerable attention.
{"title":"Validation of Instruments for Measuring Affective Outcomes in Gifted Education","authors":"C. Callahan, A. Azano, Sunhee Park, Annalissa V. Brodersen, Melanie Caughey, Erika L. Bass, Christina M. Amspaugh","doi":"10.1177/1932202X20929963","DOIUrl":"https://doi.org/10.1177/1932202X20929963","url":null,"abstract":"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, and stereotype threat) as outcome variables in a study with elementary-aged students in high-poverty rural communities. The process of creating and examining the psychometric properties of these instruments is a necessary step in documenting the usefulness of the instruments not just in our study but also in other studies with elementary students. We note in our descriptions of the development and assessment of measures that underlying factors may or may not parallel those identified in the general population or in older students and that measurement of noncognitive variables in the population of young gifted students requires considerable attention.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"31 1","pages":"470 - 505"},"PeriodicalIF":1.0,"publicationDate":"2020-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20929963","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45949871","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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