Pub Date : 2020-06-22DOI: 10.1177/1932202X20929703
K. Karimova, B. Csapó
The internal/external (I/E) frame of reference entails high, positive association of mathematics and verbal achievements with matching academic self-concepts but negative or near-zero correlation with their nonmatching self-concepts. This study aimed to extend the traditional I/E model by contrasting the mathematics domain with two foreign languages (English and Russian). A total of 540 Azeri eighth-grade students participated in this study. Confirmatory factor analysis revealed distinct domain-specific self-concepts for two foreign languages and mathematics, indicating a negative or near-zero nonsignificant correlations between academic self-concepts and nonmatching achievement domains but high positive, significant correlation between academic self-concepts and matching achievement domains. This study revealed distinct domain-specific self-concepts for two foreign languages, indicating a negative or near-zero nonsignificant correlations between verbal self-concepts and nonmatching verbal achievement domains. It was difficult to form a single verbal domain. The findings could be used to inform the design of interventions to improve learners’ academic self-concept and achievement.
{"title":"The Internal/External Frame of Reference of Mathematics, English, and Russian Self-Concepts","authors":"K. Karimova, B. Csapó","doi":"10.1177/1932202X20929703","DOIUrl":"https://doi.org/10.1177/1932202X20929703","url":null,"abstract":"The internal/external (I/E) frame of reference entails high, positive association of mathematics and verbal achievements with matching academic self-concepts but negative or near-zero correlation with their nonmatching self-concepts. This study aimed to extend the traditional I/E model by contrasting the mathematics domain with two foreign languages (English and Russian). A total of 540 Azeri eighth-grade students participated in this study. Confirmatory factor analysis revealed distinct domain-specific self-concepts for two foreign languages and mathematics, indicating a negative or near-zero nonsignificant correlations between academic self-concepts and nonmatching achievement domains but high positive, significant correlation between academic self-concepts and matching achievement domains. This study revealed distinct domain-specific self-concepts for two foreign languages, indicating a negative or near-zero nonsignificant correlations between verbal self-concepts and nonmatching verbal achievement domains. It was difficult to form a single verbal domain. The findings could be used to inform the design of interventions to improve learners’ academic self-concept and achievement.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"31 1","pages":"506 - 529"},"PeriodicalIF":1.0,"publicationDate":"2020-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20929703","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45479055","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 : 2020-06-17DOI: 10.1177/1932202X20921770
C. Maker, R. Zimmerman
Concept maps were created as one of six measures to identify exceptionally talented students during the Cultivating Diverse Talent in STEM (CDTIS) project, with the goal of identifying and nurturing talents in students from groups traditionally underrepresented in special programs. New methods were compared with conventional methods to select students for an internship in the laboratories of scientists. In this article, we describe development, field testing, and implementation of the concept map assessments in life and physical science. Assessments were field tested in partner schools with high percentages of American Indian (97% to 100%) and Hispanic (83%) low-income students. Students were selected by considering their performance on all six assessments and were placed in internships along with students selected using conventional methods. Concept maps were successful: (a) students from partner schools demonstrated high levels of domain-relevant skills; (b) scores approximated a normal distribution; (c) scores of students from culturally diverse, low-income groups were very similar to the scores of students selected using conventional methods even though many of conventionally identified students had high grade point averages and came from schools in high-income areas with many educational opportunities. Students completed original research and presented posters to the university community and their local communities. Concept maps can be used alone or in combination with other assessments; their use needs to be studied with larger groups of students and in other contexts.
{"title":"Concept Maps as Assessments of Expertise: Understanding of the Complexity and Interrelationships of Concepts in Science","authors":"C. Maker, R. Zimmerman","doi":"10.1177/1932202X20921770","DOIUrl":"https://doi.org/10.1177/1932202X20921770","url":null,"abstract":"Concept maps were created as one of six measures to identify exceptionally talented students during the Cultivating Diverse Talent in STEM (CDTIS) project, with the goal of identifying and nurturing talents in students from groups traditionally underrepresented in special programs. New methods were compared with conventional methods to select students for an internship in the laboratories of scientists. In this article, we describe development, field testing, and implementation of the concept map assessments in life and physical science. Assessments were field tested in partner schools with high percentages of American Indian (97% to 100%) and Hispanic (83%) low-income students. Students were selected by considering their performance on all six assessments and were placed in internships along with students selected using conventional methods. Concept maps were successful: (a) students from partner schools demonstrated high levels of domain-relevant skills; (b) scores approximated a normal distribution; (c) scores of students from culturally diverse, low-income groups were very similar to the scores of students selected using conventional methods even though many of conventionally identified students had high grade point averages and came from schools in high-income areas with many educational opportunities. Students completed original research and presented posters to the university community and their local communities. Concept maps can be used alone or in combination with other assessments; their use needs to be studied with larger groups of students and in other contexts.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"31 1","pages":"254 - 297"},"PeriodicalIF":1.0,"publicationDate":"2020-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20921770","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46241863","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 : 2020-06-13DOI: 10.1177/1932202x20931457
Manoj Chandra Handa
The purpose of this study was to compare students’ and teachers’ perceptions of differentiated practices, student engagement, and the qualities of an effective teacher by fostering student voice. Participants included 802 students and 867 teachers from Northern Sydney government schools in Australia. The researcher used a convergent parallel mixed methods design, including online questionnaires and face-to-face interviews. Years 5 to 12 gifted students (n = 38) from four schools acted as co-researchers at the methodological level. The student co-researchers co-designed and disseminated the student survey, and interviewed their own teachers. Significant differences were found between the students’ and the teachers’ perceptions of differentiated practices, student engagement, and the qualities of an effective teacher. The study’s findings highlight the need for a shared understanding of perspectives by both teachers and students to foster schoolwide optimal learning and teaching processes.
{"title":"Examining Students’ and Teachers’ Perceptions of Differentiated Practices, Student Engagement, and Teacher Qualities","authors":"Manoj Chandra Handa","doi":"10.1177/1932202x20931457","DOIUrl":"https://doi.org/10.1177/1932202x20931457","url":null,"abstract":"The purpose of this study was to compare students’ and teachers’ perceptions of differentiated practices, student engagement, and the qualities of an effective teacher by fostering student voice. Participants included 802 students and 867 teachers from Northern Sydney government schools in Australia. The researcher used a convergent parallel mixed methods design, including online questionnaires and face-to-face interviews. Years 5 to 12 gifted students (n = 38) from four schools acted as co-researchers at the methodological level. The student co-researchers co-designed and disseminated the student survey, and interviewed their own teachers. Significant differences were found between the students’ and the teachers’ perceptions of differentiated practices, student engagement, and the qualities of an effective teacher. The study’s findings highlight the need for a shared understanding of perspectives by both teachers and students to foster schoolwide optimal learning and teaching processes.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"281 6","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138520453","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 : 2020-06-09DOI: 10.1177/1932202x20928747
Anne N. Rinn, Todd Kettler
{"title":"Assessing and Developing Diverse STEM Talent: Introduction to the Special Issue","authors":"Anne N. Rinn, Todd Kettler","doi":"10.1177/1932202x20928747","DOIUrl":"https://doi.org/10.1177/1932202x20928747","url":null,"abstract":"","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"31 1","pages":"159 - 160"},"PeriodicalIF":1.0,"publicationDate":"2020-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202x20928747","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46753609","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 : 2020-06-04DOI: 10.1177/1932202X20918203
C. Maker
In the Cultivating Diverse Talent in STEM project, funded by the National Science Foundation in the United States, new assessments were developed, field tested, used to identify students with exceptional talent in science, technology, engineering, and mathematics (STEM), and compared with existing methods (grade point average [GPA], letters of recommendation, self-statements). Students identified by both methods participated in an internship program in laboratories of scientists on the campus of an R1 university in the Southwest. Existing methods limited the diversity of students identified. Significant differences were found between students identified by the new methods (M2) and existing methods (M1) in GPA, ethnicity, and parent level of education. Ethnicity differences may be due to the ethnic makeup of the partner schools, but differences in GPA and parent level of education cannot be attributed to the location of schools. Although GPAs of M1 students were significantly higher (3.71) than those of M2 students (3.07) and M1 students came from higher income groups and schools in higher income areas, the M2 students scored higher on all the performance assessments of creative problem-solving and at similar levels on concept maps and mathematical problem-solving. Studies of the usefulness and psychometric properties of the new assessments are needed with different groups and in different contexts.
{"title":"Identifying Exceptional Talent in Science, Technology, Engineering, and Mathematics: Increasing Diversity and Assessing Creative Problem-Solving","authors":"C. Maker","doi":"10.1177/1932202X20918203","DOIUrl":"https://doi.org/10.1177/1932202X20918203","url":null,"abstract":"In the Cultivating Diverse Talent in STEM project, funded by the National Science Foundation in the United States, new assessments were developed, field tested, used to identify students with exceptional talent in science, technology, engineering, and mathematics (STEM), and compared with existing methods (grade point average [GPA], letters of recommendation, self-statements). Students identified by both methods participated in an internship program in laboratories of scientists on the campus of an R1 university in the Southwest. Existing methods limited the diversity of students identified. Significant differences were found between students identified by the new methods (M2) and existing methods (M1) in GPA, ethnicity, and parent level of education. Ethnicity differences may be due to the ethnic makeup of the partner schools, but differences in GPA and parent level of education cannot be attributed to the location of schools. Although GPAs of M1 students were significantly higher (3.71) than those of M2 students (3.07) and M1 students came from higher income groups and schools in higher income areas, the M2 students scored higher on all the performance assessments of creative problem-solving and at similar levels on concept maps and mathematical problem-solving. Studies of the usefulness and psychometric properties of the new assessments are needed with different groups and in different contexts.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"31 1","pages":"161 - 210"},"PeriodicalIF":1.0,"publicationDate":"2020-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20918203","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45938801","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 : 2020-06-02DOI: 10.1177/1932202X20920572
Fahad S. Alfaiz, R. Pease, C. Maker
During the Cultivating Diverse Talent in STEM (CDTIS) Project, a team of scientists, teachers, and a researcher developed a performance-based assessment of high school students’ creative problem-solving skills and ability to apply physical science principles in practical ways. It was one of six measures to identify exceptionally talented students. Students identified using conventional methods (M1), with an average grade point average (GPA) of 3.93, had an average rating of 2.95 on a 5-point scale on the mechanical–technical assessment. The M2 students, who were from schools with high percentages of Hispanic, American Indian, and low socioeconomic status (SES) students, had an average GPA of 3.07 and an average rating of 3.27, demonstrating that this assessment can be an important way to change the cultural and economic balance of students identified as exceptionally talented in Science, Technology, Engineering, and Mathematics (STEM). Other researchers are encouraged to examine the validity of the mechanical–technical assessment to identify exceptionally talented students in different groups.
{"title":"Culturally Responsive Assessment of Physical Science Skills and Abilities: Development, Field Testing, Implementation, and Results","authors":"Fahad S. Alfaiz, R. Pease, C. Maker","doi":"10.1177/1932202X20920572","DOIUrl":"https://doi.org/10.1177/1932202X20920572","url":null,"abstract":"During the Cultivating Diverse Talent in STEM (CDTIS) Project, a team of scientists, teachers, and a researcher developed a performance-based assessment of high school students’ creative problem-solving skills and ability to apply physical science principles in practical ways. It was one of six measures to identify exceptionally talented students. Students identified using conventional methods (M1), with an average grade point average (GPA) of 3.93, had an average rating of 2.95 on a 5-point scale on the mechanical–technical assessment. The M2 students, who were from schools with high percentages of Hispanic, American Indian, and low socioeconomic status (SES) students, had an average GPA of 3.07 and an average rating of 3.27, demonstrating that this assessment can be an important way to change the cultural and economic balance of students identified as exceptionally talented in Science, Technology, Engineering, and Mathematics (STEM). Other researchers are encouraged to examine the validity of the mechanical–technical assessment to identify exceptionally talented students in different groups.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"31 1","pages":"298 - 328"},"PeriodicalIF":1.0,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20920572","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46263569","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 : 2020-05-26DOI: 10.1177/1932202X20919357
Erin S. Gelgoot, Paul F. Bulakowski, F. Worrell
In flipped classrooms, students learn course content by watching flipped lessons (videos) outside of class time. During class, instructors guide learning by answering questions, facilitating projects, and fostering relationships with students. Although flipped classrooms are gaining popularity in secondary school settings, most research is performed with college-age samples. In this study, we compared two sections of a summer-based cognitive neuroscience course for academically talented youth: a flipped class and a class with traditional face-to-face instruction. Measures of academic achievement did not differ between the classes. The flipped class spent more time watching and re-watching lessons than the traditional class spent reading texts. Students rated organization, clarity, and enjoyment significantly higher in the traditional class. Despite these findings, the majority of students in both classes requested flipped lessons in the future. These results can inform how to flip classrooms for highly motivated secondary school students.
{"title":"Flipping a Classroom for Academically Talented Students","authors":"Erin S. Gelgoot, Paul F. Bulakowski, F. Worrell","doi":"10.1177/1932202X20919357","DOIUrl":"https://doi.org/10.1177/1932202X20919357","url":null,"abstract":"In flipped classrooms, students learn course content by watching flipped lessons (videos) outside of class time. During class, instructors guide learning by answering questions, facilitating projects, and fostering relationships with students. Although flipped classrooms are gaining popularity in secondary school settings, most research is performed with college-age samples. In this study, we compared two sections of a summer-based cognitive neuroscience course for academically talented youth: a flipped class and a class with traditional face-to-face instruction. Measures of academic achievement did not differ between the classes. The flipped class spent more time watching and re-watching lessons than the traditional class spent reading texts. Students rated organization, clarity, and enjoyment significantly higher in the traditional class. Despite these findings, the majority of students in both classes requested flipped lessons in the future. These results can inform how to flip classrooms for highly motivated secondary school students.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"31 1","pages":"451 - 469"},"PeriodicalIF":1.0,"publicationDate":"2020-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20919357","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41605504","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 : 2020-05-13DOI: 10.1177/1932202X20917141
A. Szymanski, M. Lynch
This article explores educator perceptions of gifted and talented (GT) English language learning (ELL) students. Nine educators from two schools within a school district with high population of ELL students were interviewed in this qualitative study. Discussion focused on understanding teachers’ ideas regarding ELL gifted students. Three main themes emerged from interviews: educator perceptions, identification, and professional development. Implications from the study include the need for specific professional development to restructure thinking regarding ELL students and to inform educators on the myriad of ways giftedness may manifest itself.
{"title":"Educator Perceptions of English Language Learners","authors":"A. Szymanski, M. Lynch","doi":"10.1177/1932202X20917141","DOIUrl":"https://doi.org/10.1177/1932202X20917141","url":null,"abstract":"This article explores educator perceptions of gifted and talented (GT) English language learning (ELL) students. Nine educators from two schools within a school district with high population of ELL students were interviewed in this qualitative study. Discussion focused on understanding teachers’ ideas regarding ELL gifted students. Three main themes emerged from interviews: educator perceptions, identification, and professional development. Implications from the study include the need for specific professional development to restructure thinking regarding ELL students and to inform educators on the myriad of ways giftedness may manifest itself.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"31 1","pages":"436 - 450"},"PeriodicalIF":1.0,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20917141","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43704880","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 : 2020-05-01DOI: 10.1177/1932202x19890613
M. S. Meyer, Jeff Cranmore
For students who decide to enroll in college after high school graduation, there are numerous factors to consider when searching for potential matches and choosing from the available options. Ten recent high school graduates who participated in self-selected, ability-grouped, advanced academic courses in high school were interviewed at the end of senior year. These students shared valuable lessons they learned about the college decision-making process to offer guidance to students beginning the college search, and the adults, in and out of school, who help them make those choices. Participants offered advice about preparing to apply to college, the application process, and related social and emotional considerations. Nine key themes were identified in which participants encouraged early exploration of career-related interests, a focus on person-environment fit, and managing expectations. Implications for students, parents, and school personnel are also discussed.
{"title":"College Bound: Advice for Academically Talented Students From Recent Graduates","authors":"M. S. Meyer, Jeff Cranmore","doi":"10.1177/1932202x19890613","DOIUrl":"https://doi.org/10.1177/1932202x19890613","url":null,"abstract":"For students who decide to enroll in college after high school graduation, there are numerous factors to consider when searching for potential matches and choosing from the available options. Ten recent high school graduates who participated in self-selected, ability-grouped, advanced academic courses in high school were interviewed at the end of senior year. These students shared valuable lessons they learned about the college decision-making process to offer guidance to students beginning the college search, and the adults, in and out of school, who help them make those choices. Participants offered advice about preparing to apply to college, the application process, and related social and emotional considerations. Nine key themes were identified in which participants encouraged early exploration of career-related interests, a focus on person-environment fit, and managing expectations. Implications for students, parents, and school personnel are also discussed.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"31 1","pages":"110 - 87"},"PeriodicalIF":1.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202x19890613","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42233356","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 : 2020-03-20DOI: 10.1177/1932202X20911643
R. Pease, Mary Vuke, C. Maker, O. Muammar, Abdulrahman bin Faisal
Developing students’ strengths while teaching the content required by national and state standards in science, technology, engineering, and mathematics (STEM) is challenging for classroom teachers. In the Cultivating Diverse Talent in STEM (CDTIS) project, the assessment results found in strength-based reports gave teachers the tools needed to pursue STEM projects that were community and globally inspired, student selected, and aligned with standards. Results of Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) assessments were compiled into easy-to-understand charts and profiles for each student and the class as a whole; the data from assessments of creative problem-solving in all domains were combined to show the students’ strengths. Profiles were then given to students and their parents. Reports contained a summary of the assessments, ideas for developing each area of strength, useful materials, ways to move from focusing on “right answers” to rewarding creative thinking, and careers aligned with the domains of ability. Teachers and students participated in Real Engagement in Active Problem Solving (REAPS) in which students solved real-world problems from their local communities and the world that were connected to their academic areas of study. Using REAPS in any STEM area boosts students’ focus, motivation, interest, and understanding.
{"title":"A Practical Guide for Implementing the STEM Assessment Results in Classrooms: Using Strength-Based Reports and Real Engagement in Active Problem Solving","authors":"R. Pease, Mary Vuke, C. Maker, O. Muammar, Abdulrahman bin Faisal","doi":"10.1177/1932202X20911643","DOIUrl":"https://doi.org/10.1177/1932202X20911643","url":null,"abstract":"Developing students’ strengths while teaching the content required by national and state standards in science, technology, engineering, and mathematics (STEM) is challenging for classroom teachers. In the Cultivating Diverse Talent in STEM (CDTIS) project, the assessment results found in strength-based reports gave teachers the tools needed to pursue STEM projects that were community and globally inspired, student selected, and aligned with standards. Results of Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) assessments were compiled into easy-to-understand charts and profiles for each student and the class as a whole; the data from assessments of creative problem-solving in all domains were combined to show the students’ strengths. Profiles were then given to students and their parents. Reports contained a summary of the assessments, ideas for developing each area of strength, useful materials, ways to move from focusing on “right answers” to rewarding creative thinking, and careers aligned with the domains of ability. Teachers and students participated in Real Engagement in Active Problem Solving (REAPS) in which students solved real-world problems from their local communities and the world that were connected to their academic areas of study. Using REAPS in any STEM area boosts students’ focus, motivation, interest, and understanding.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"31 1","pages":"367 - 406"},"PeriodicalIF":1.0,"publicationDate":"2020-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20911643","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41648238","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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