Pub Date : 2020-02-28DOI: 10.1177/1932202X20908878
M. Matthews, H. Rhodes
Because schools often do not begin formal processes to identify students with gifts and talents until the third grade, many kindergarten through second-grade teachers face challenges in identifying and meeting the needs of these learners. We examined gifted education plans from a sample of seven districts in and around the Charlotte, North Carolina, region to learn how these districts address gifted or advanced learners in kindergarten, first, and second grades in their policies. We summarize the content and range of these policies, and recommend that effective approaches should include universal screening, early identification (i.e., in kindergarten), and the use of additional pathways to identification and differentiated educational services to meet the needs of young advanced learners. We conclude with recommendations for future study in this underinvestigated area.
{"title":"Examining Identification Practices and Services for Young Advanced and Gifted Learners in Selected North Carolina School Districts","authors":"M. Matthews, H. Rhodes","doi":"10.1177/1932202X20908878","DOIUrl":"https://doi.org/10.1177/1932202X20908878","url":null,"abstract":"Because schools often do not begin formal processes to identify students with gifts and talents until the third grade, many kindergarten through second-grade teachers face challenges in identifying and meeting the needs of these learners. We examined gifted education plans from a sample of seven districts in and around the Charlotte, North Carolina, region to learn how these districts address gifted or advanced learners in kindergarten, first, and second grades in their policies. We summarize the content and range of these policies, and recommend that effective approaches should include universal screening, early identification (i.e., in kindergarten), and the use of additional pathways to identification and differentiated educational services to meet the needs of young advanced learners. We conclude with recommendations for future study in this underinvestigated area.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"31 1","pages":"411 - 435"},"PeriodicalIF":1.0,"publicationDate":"2020-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20908878","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41390800","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 : 2020-02-15DOI: 10.1177/1932202X20906130
A. Bahar, 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). An assessment with demonstrated reliability and validity as an instrument to identify exceptionally talented students was included with new instruments created in the X project. A continuum of problems, including closed, semi-open, and open-ended, was an important component of the assessment, enabling the assessment of creativity as well as understanding of mathematics concepts. The math assessment was field tested in five high schools in high poverty areas that also had high percentages of American Indian or Hispanic students. It was implemented as part of a battery of instruments to identify students to participate in a special internship program. The test–retest reliability and construct, concurrent, and predictive validity need to be investigated in future studies.
{"title":"Culturally Responsive Assessments of Mathematical Skills and Abilities: Development, Field Testing, and Implementation","authors":"A. Bahar, C. Maker","doi":"10.1177/1932202X20906130","DOIUrl":"https://doi.org/10.1177/1932202X20906130","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). An assessment with demonstrated reliability and validity as an instrument to identify exceptionally talented students was included with new instruments created in the X project. A continuum of problems, including closed, semi-open, and open-ended, was an important component of the assessment, enabling the assessment of creativity as well as understanding of mathematics concepts. The math assessment was field tested in five high schools in high poverty areas that also had high percentages of American Indian or Hispanic students. It was implemented as part of a battery of instruments to identify students to participate in a special internship program. The test–retest reliability and construct, concurrent, and predictive validity need to be investigated in future studies.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"31 1","pages":"211 - 233"},"PeriodicalIF":1.0,"publicationDate":"2020-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20906130","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47335530","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 : 2020-02-13DOI: 10.1177/1932202X20904772
Eleftherios K. Soleas
Current studies in innovation are often siloed to specific disciplines, precluding a generalizable understanding useful to understanding the factors that promote and hinder individual motivation to innovate. This study integrates analysis of 30 interviews and 500 surveys of Canadian innovators from a variety of disciplines as a means of understanding the avenues that education could use to develop innovation talent. The results of this study point to the overstated role of rewards as drivers of developing innovation talent. These findings support the idea that programs that wish to support innovation for all learners should be guided by the primacy of decisions that build confidence and fulfill interest and perceived importance of the task at hand, as well as those mitigating the costs of innovating. The implementation of promotive and cost-mitigating strategies should be a high priority for educational efforts to stoke the development of innovation talent for learners in many contexts.
{"title":"Expectancies, Values, and Costs of Innovating Identified by Canadian Innovators: A Motivational Basis for Supporting Innovation Talent Development","authors":"Eleftherios K. Soleas","doi":"10.1177/1932202X20904772","DOIUrl":"https://doi.org/10.1177/1932202X20904772","url":null,"abstract":"Current studies in innovation are often siloed to specific disciplines, precluding a generalizable understanding useful to understanding the factors that promote and hinder individual motivation to innovate. This study integrates analysis of 30 interviews and 500 surveys of Canadian innovators from a variety of disciplines as a means of understanding the avenues that education could use to develop innovation talent. The results of this study point to the overstated role of rewards as drivers of developing innovation talent. These findings support the idea that programs that wish to support innovation for all learners should be guided by the primacy of decisions that build confidence and fulfill interest and perceived importance of the task at hand, as well as those mitigating the costs of innovating. The implementation of promotive and cost-mitigating strategies should be a high priority for educational efforts to stoke the development of innovation talent for learners in many contexts.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"31 1","pages":"129 - 153"},"PeriodicalIF":1.0,"publicationDate":"2020-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20904772","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46314768","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 : 2020-02-01DOI: 10.1177/1932202X19879174
M. Rasheed
Understanding the nuances of the two individually specialized fields of rural education and gifted education is challenging for practitioners and education researchers. However, the combined field of rural gifted education has even more complexities. An examination of context and content in rural gifted education holds potential to elucidate facets of this specialized convergent field for advances in practice and research. This literature review systematically explores complexities in the individual fields of rural education and gifted education as they relate to the unique aspects of rural gifted education. This review provides an understanding of rurality as a context for gifted education; examines rural-specific questions about curricula content, particularly place-based curricula in gifted education; and identifies successes, challenges, and gaps in rural gifted education. The review can serve as the foundation for research exploring potential influences of place and achievement on what it means to be both rural and gifted.
{"title":"Context and Content in Rural Gifted Education: A Literature Review","authors":"M. Rasheed","doi":"10.1177/1932202X19879174","DOIUrl":"https://doi.org/10.1177/1932202X19879174","url":null,"abstract":"Understanding the nuances of the two individually specialized fields of rural education and gifted education is challenging for practitioners and education researchers. However, the combined field of rural gifted education has even more complexities. An examination of context and content in rural gifted education holds potential to elucidate facets of this specialized convergent field for advances in practice and research. This literature review systematically explores complexities in the individual fields of rural education and gifted education as they relate to the unique aspects of rural gifted education. This review provides an understanding of rurality as a context for gifted education; examines rural-specific questions about curricula content, particularly place-based curricula in gifted education; and identifies successes, challenges, and gaps in rural gifted education. The review can serve as the foundation for research exploring potential influences of place and achievement on what it means to be both rural and gifted.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"31 1","pages":"61 - 84"},"PeriodicalIF":1.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X19879174","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47878488","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 : 2020-02-01DOI: 10.1177/1932202X19860210
Tempestt R. Adams, B. Williams, C. Lewis
Early college high schools are small schools designed to increase college and career readiness for groups underrepresented in higher education. While some research has focused on student experiences in the early college environment, few have specifically examined the perceptions of Black male students. The purpose of this study was to examine the perceptions of Black males in an early college high school. Using a qualitative case study design, data were collected using focus groups and individual interviews. Emergent themes included students’ descriptions of their learning environment and the benefits and challenges they experienced. The results of this study provide further insight into early college high schools and how they serve their targeted population.
{"title":"“That’s the Point of Going”: A Qualitative Inquiry Into the Experiences of Black Males at an Early College High School","authors":"Tempestt R. Adams, B. Williams, C. Lewis","doi":"10.1177/1932202X19860210","DOIUrl":"https://doi.org/10.1177/1932202X19860210","url":null,"abstract":"Early college high schools are small schools designed to increase college and career readiness for groups underrepresented in higher education. While some research has focused on student experiences in the early college environment, few have specifically examined the perceptions of Black male students. The purpose of this study was to examine the perceptions of Black males in an early college high school. Using a qualitative case study design, data were collected using focus groups and individual interviews. Emergent themes included students’ descriptions of their learning environment and the benefits and challenges they experienced. The results of this study provide further insight into early college high schools and how they serve their targeted population.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"31 1","pages":"14 - 34"},"PeriodicalIF":1.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X19860210","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44782965","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 : 2020-02-01DOI: 10.1177/1932202X19869006
Anisah Dickson, L. Perry, S. Ledger
International Baccalaureate Middle Years Programme (MYP) is recognized for its rigor, inquiry-based learning, and development of academic skills. While it is growing in popularity worldwide, some schools have discontinued the program. Literature on the reasons why schools discontinue the MYP is limited. Using a qualitative case study design, we examined the perspectives of school leaders, former MYP coordinators, and experienced MYP teachers at three private and public Australian schools to find out why they discontinued the MYP. Our findings add to the limited literature base on the topic—they reveal schools discontinued the program due to challenges from various systems-level constraints, leadership issues, school organizational structures, and individual teacher challenges. Although our small sample prevents generalizability, our findings generate novel insights and hypotheses that can inform school decision making and future research about the sustainability of the MYP.
{"title":"Letting Go of the Middle Years Programme: Three Schools’ Rationales for Discontinuing an International Baccalaureate Program","authors":"Anisah Dickson, L. Perry, S. Ledger","doi":"10.1177/1932202X19869006","DOIUrl":"https://doi.org/10.1177/1932202X19869006","url":null,"abstract":"International Baccalaureate Middle Years Programme (MYP) is recognized for its rigor, inquiry-based learning, and development of academic skills. While it is growing in popularity worldwide, some schools have discontinued the program. Literature on the reasons why schools discontinue the MYP is limited. Using a qualitative case study design, we examined the perspectives of school leaders, former MYP coordinators, and experienced MYP teachers at three private and public Australian schools to find out why they discontinued the MYP. Our findings add to the limited literature base on the topic—they reveal schools discontinued the program due to challenges from various systems-level constraints, leadership issues, school organizational structures, and individual teacher challenges. Although our small sample prevents generalizability, our findings generate novel insights and hypotheses that can inform school decision making and future research about the sustainability of the MYP.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"31 1","pages":"35 - 60"},"PeriodicalIF":1.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X19869006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46650066","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 : 2020-02-01DOI: 10.1177/1932202X19881436
Jaret Hodges
State databases offer researchers the opportunity to conduct research using data collected by states. These databases contain financial, demographic, and accountability data. Accessing and acquiring data from these repositories, though, can offer challenges to scholars interested in conducting research. This brief describes the type of data collected by states, how to acquire this data, and includes potential limitations when using this data. Special consideration is given to concerns regarding acquiring state information on smaller populations of students, especially students identified as gifted and talented.
{"title":"Using State Data to Conduct Research in the Field of Gifted Education","authors":"Jaret Hodges","doi":"10.1177/1932202X19881436","DOIUrl":"https://doi.org/10.1177/1932202X19881436","url":null,"abstract":"State databases offer researchers the opportunity to conduct research using data collected by states. These databases contain financial, demographic, and accountability data. Accessing and acquiring data from these repositories, though, can offer challenges to scholars interested in conducting research. This brief describes the type of data collected by states, how to acquire this data, and includes potential limitations when using this data. Special consideration is given to concerns regarding acquiring state information on smaller populations of students, especially students identified as gifted and talented.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"31 1","pages":"13 - 3"},"PeriodicalIF":1.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X19881436","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42141392","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 : 2020-01-31DOI: 10.1177/1932202X20901506
Christopher J. P. Sewell, R. Goings
Research on Black student presence in gifted and talented programs consistently illuminates issues with recruitment and underrepresentation. While enrolled, gifted Black students face a series of issues that affect their ability to persist and achieve, especially in nondiverse environments. This work examines the reflections of four Black adults who attended gifted schools in New York City and encountered significant hurdles during their K–12 schooling. These findings are excerpted from a larger qualitative study that investigated how Black adults, who were identified as gifted in New York City Public Schools, reflected on their experiences as gifted students and how they leveraged those experiences to persist to and through college. Using Schlossberg’s model for adapting to transitions as the theoretical frame, findings suggest that participants received limited guidance as they transitioned to college but learned many lessons that led to become productive in college.
{"title":"“I Struggled But I Made It”: Black Gifted Underachievers on Transitioning to College","authors":"Christopher J. P. Sewell, R. Goings","doi":"10.1177/1932202X20901506","DOIUrl":"https://doi.org/10.1177/1932202X20901506","url":null,"abstract":"Research on Black student presence in gifted and talented programs consistently illuminates issues with recruitment and underrepresentation. While enrolled, gifted Black students face a series of issues that affect their ability to persist and achieve, especially in nondiverse environments. This work examines the reflections of four Black adults who attended gifted schools in New York City and encountered significant hurdles during their K–12 schooling. These findings are excerpted from a larger qualitative study that investigated how Black adults, who were identified as gifted in New York City Public Schools, reflected on their experiences as gifted students and how they leveraged those experiences to persist to and through college. Using Schlossberg’s model for adapting to transitions as the theoretical frame, findings suggest that participants received limited guidance as they transitioned to college but learned many lessons that led to become productive in college.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"31 1","pages":"111 - 128"},"PeriodicalIF":1.0,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X20901506","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43348695","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 : 2019-09-10DOI: 10.1177/1932202X19869010
Sal Mendaglio, Todd Kettler, Anne N. Rinn
Dąbrowski’s theory of positive disintegration has been associated with the psychology of giftedness for four decades, and Sal Mendaglio has significantly contributed to the thoughtful understanding of the theory throughout those 40 years. In this interview, Mendaglio discusses the relationship between the theory of positive disintegration and the psychology of giftedness. Mendaglio addresses potential misunderstanding of the theory as well as the concept of overexcitabilities. He clarifies that Dąbrowski’s theory is not a theory of giftedness; however, the theory as well as Dąbrowski’s concept of intelligence contributed to Mendaglio’s understanding of the psychology of giftedness. Mendaglio cautions against the oversimplification of overexcitabilities and the tools with which the construct has been measured.
{"title":"Psychology of Giftedness and the Theory of Positive Disintegration: A Conversation With Sal Mendaglio","authors":"Sal Mendaglio, Todd Kettler, Anne N. Rinn","doi":"10.1177/1932202X19869010","DOIUrl":"https://doi.org/10.1177/1932202X19869010","url":null,"abstract":"Dąbrowski’s theory of positive disintegration has been associated with the psychology of giftedness for four decades, and Sal Mendaglio has significantly contributed to the thoughtful understanding of the theory throughout those 40 years. In this interview, Mendaglio discusses the relationship between the theory of positive disintegration and the psychology of giftedness. Mendaglio addresses potential misunderstanding of the theory as well as the concept of overexcitabilities. He clarifies that Dąbrowski’s theory is not a theory of giftedness; however, the theory as well as Dąbrowski’s concept of intelligence contributed to Mendaglio’s understanding of the psychology of giftedness. Mendaglio cautions against the oversimplification of overexcitabilities and the tools with which the construct has been measured.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"30 1","pages":"500 - 507"},"PeriodicalIF":1.0,"publicationDate":"2019-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X19869010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47674819","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 : 2019-08-06DOI: 10.1177/1932202X19864116
Karen E. Rambo‐Hernandez, S. Peters, J. Plucker
Despite considerable reform activity surrounding K-12 education over the past 20 years, racial and socioeconomic disparities among students who achieve at advanced levels have received little attention. This study examined how excellence gaps, defined as differences in performance at the 90th percentile of subgroups, change over time and their potential antecedents. We analyzed Measure of Academic Progress achievement data in reading and mathematics from a cohort of approximately 60,000 students from third to fifth grade in 742 elementary schools. Multilevel modeling results indicate that Black/Hispanic and White/Asian excellence gaps were relatively stable in reading. However, excellence gaps in mathematics increased during the school year and across time, and higher achieving schools demonstrated larger excellence gaps than lower achieving schools.
{"title":"Quantifying and Exploring Elementary School Excellence Gaps Across Schools and Time","authors":"Karen E. Rambo‐Hernandez, S. Peters, J. Plucker","doi":"10.1177/1932202X19864116","DOIUrl":"https://doi.org/10.1177/1932202X19864116","url":null,"abstract":"Despite considerable reform activity surrounding K-12 education over the past 20 years, racial and socioeconomic disparities among students who achieve at advanced levels have received little attention. This study examined how excellence gaps, defined as differences in performance at the 90th percentile of subgroups, change over time and their potential antecedents. We analyzed Measure of Academic Progress achievement data in reading and mathematics from a cohort of approximately 60,000 students from third to fifth grade in 742 elementary schools. Multilevel modeling results indicate that Black/Hispanic and White/Asian excellence gaps were relatively stable in reading. However, excellence gaps in mathematics increased during the school year and across time, and higher achieving schools demonstrated larger excellence gaps than lower achieving schools.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"30 1","pages":"383 - 415"},"PeriodicalIF":1.0,"publicationDate":"2019-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1932202X19864116","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46040642","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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