Pub Date : 2023-04-03DOI: 10.1080/02783193.2023.2172646
Don Ambrose
{"title":"Vigorously Expanding Human Potential: An Interview With Art-Science Synthesizer and Interdisciplinary Explorer Todd Siler","authors":"Don Ambrose","doi":"10.1080/02783193.2023.2172646","DOIUrl":"https://doi.org/10.1080/02783193.2023.2172646","url":null,"abstract":"","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46508006","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 : 2023-04-03DOI: 10.1080/02783193.2023.2172645
F. R. Olenchak, Suzanna E. Henshon
{"title":"Creating the Future: An Interview With F. Richard Olenchak","authors":"F. R. Olenchak, Suzanna E. Henshon","doi":"10.1080/02783193.2023.2172645","DOIUrl":"https://doi.org/10.1080/02783193.2023.2172645","url":null,"abstract":"","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42615578","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 : 2023-03-29DOI: 10.1080/02783193.2023.2172752
Cristina Worley, Jemimah L. Young
ABSTRACT This content analysis focuses on content from four major gifted journals (i.e., Gifted Child Quarterly, Journal for the Education of the Gifted, Journal of Advanced Academics, and Roeper Review). After applying a priori search and inclusion protocols, a final sample (N = 202) of articles examining Black and Brown students in gifted education were retained. The trends in gifted education research centered on Black and Brown students can be placed into three broad categories: (a) representation, (b) methodology, and (c) focus on National Association for Gifted Children (NAGC) standards. The researchers provide implications for equitable gifted education praxis, which include filling the gaps in research on Black and Brown gifted students and methodological considerations.
{"title":"The Color of Gifted Education Research: A 20-Year Content Analysis of Selected Journals","authors":"Cristina Worley, Jemimah L. Young","doi":"10.1080/02783193.2023.2172752","DOIUrl":"https://doi.org/10.1080/02783193.2023.2172752","url":null,"abstract":"ABSTRACT This content analysis focuses on content from four major gifted journals (i.e., Gifted Child Quarterly, Journal for the Education of the Gifted, Journal of Advanced Academics, and Roeper Review). After applying a priori search and inclusion protocols, a final sample (N = 202) of articles examining Black and Brown students in gifted education were retained. The trends in gifted education research centered on Black and Brown students can be placed into three broad categories: (a) representation, (b) methodology, and (c) focus on National Association for Gifted Children (NAGC) standards. The researchers provide implications for equitable gifted education praxis, which include filling the gaps in research on Black and Brown gifted students and methodological considerations.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41921146","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 : 2023-03-27DOI: 10.1080/02783193.2023.2172753
Chandra B. Floyd
ABSTRACT Research investigating racial underrepresentation in gifted education programs undertaken from an organizational perspective has been limited. This lack of research leaves unexamined the amelioration efforts of leaders positionally responsible for these programs: gifted education coordinators. Yet, many gifted coordinators have taken steps to address underrepresentation. This article, the outcome of a narrative inquiry, presents the perceptions and work of three Virginia gifted coordinators whose years in service coincided with years in which racial representation improved in their respective programs. Findings illustrate the demands of gifted education oversight including the fight to legitimate their department in the eyes of other district leaders, a barrier complicit in underrepresentation. This revelation highlights the need for systemic reform including training for all educational leaders.
{"title":"Essential Leadership: The Work of Virginia Gifted Education Coordinators to Promote Equity","authors":"Chandra B. Floyd","doi":"10.1080/02783193.2023.2172753","DOIUrl":"https://doi.org/10.1080/02783193.2023.2172753","url":null,"abstract":"ABSTRACT Research investigating racial underrepresentation in gifted education programs undertaken from an organizational perspective has been limited. This lack of research leaves unexamined the amelioration efforts of leaders positionally responsible for these programs: gifted education coordinators. Yet, many gifted coordinators have taken steps to address underrepresentation. This article, the outcome of a narrative inquiry, presents the perceptions and work of three Virginia gifted coordinators whose years in service coincided with years in which racial representation improved in their respective programs. Findings illustrate the demands of gifted education oversight including the fight to legitimate their department in the eyes of other district leaders, a barrier complicit in underrepresentation. This revelation highlights the need for systemic reform including training for all educational leaders.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41357366","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 : 2023-03-27DOI: 10.1080/02783193.2023.2172756
A. Mathijssen, M.J.A. Feltzer, L. Hoogeveen, J. Denissen, A. Bakx
ABSTRACT The present study aimed to determine whether exceptional items in human figure drawings (HFDs) can serve the identification process of talents and (educational) needs of children with high intellectual abilities. Participants were 152 children aged 4 to 6 years at the time of drawing. After 2 years, 85 had received regular curriculum (the typically developing group) and 67 had received enriched curriculum (the potentially gifted group). Analyses of item categories suggested that HFDs can serve as a screener for giftedness for 4- and 5-year-olds, but not for 6-year-olds. For 4- and 5-year-olds, the presence of items that indicated what is drawn or indicated deliberate abnormalities in shape and size predicted the likelihood of being in the potentially gifted group. No such predictive relation was found for items that indicated how good drawings look.
{"title":"Back to the Drawing Board Again: Potential Indicators of Giftedness in Human Figure Drawings of Children Aged 4 to 6 Years","authors":"A. Mathijssen, M.J.A. Feltzer, L. Hoogeveen, J. Denissen, A. Bakx","doi":"10.1080/02783193.2023.2172756","DOIUrl":"https://doi.org/10.1080/02783193.2023.2172756","url":null,"abstract":"ABSTRACT The present study aimed to determine whether exceptional items in human figure drawings (HFDs) can serve the identification process of talents and (educational) needs of children with high intellectual abilities. Participants were 152 children aged 4 to 6 years at the time of drawing. After 2 years, 85 had received regular curriculum (the typically developing group) and 67 had received enriched curriculum (the potentially gifted group). Analyses of item categories suggested that HFDs can serve as a screener for giftedness for 4- and 5-year-olds, but not for 6-year-olds. For 4- and 5-year-olds, the presence of items that indicated what is drawn or indicated deliberate abnormalities in shape and size predicted the likelihood of being in the potentially gifted group. No such predictive relation was found for items that indicated how good drawings look.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48959556","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 : 2023-03-21DOI: 10.1080/02783193.2023.2172754
R. Sternberg
ABSTRACT This article reviews the implications of many of the major schools in the history of psychology for understanding giftedness and its inner workings: operationist, psychometric, psychoanalytic, associationist, behaviorist, Gestalt, cognitive, humanistic/positive psychology, functionalist/pragmatic/constructivist, cultural, and biological. Each paradigm has elucidated different aspects of human nature and functioning, and each has somewhat different implications for how we can understand giftedness. No one paradigm can provide complete understanding of giftedness. Rather, the paradigms should be viewed as different windows toward understanding giftedness, all of which together tell us much more than any individual one. It is regrettable that so many theorists and practitioners have locked themselves into an operationist paradigm, which simply accepts current measurement operations as sufficient for identifying and developing giftedness. The operationist paradigm is wholly insufficient to meet the challenges of the world of the 21st century.
{"title":"Unwrapping Gifts: Understanding the Inner Workings of Giftedness Through a Panoply of Paradigms in the Field of Psychology","authors":"R. Sternberg","doi":"10.1080/02783193.2023.2172754","DOIUrl":"https://doi.org/10.1080/02783193.2023.2172754","url":null,"abstract":"ABSTRACT This article reviews the implications of many of the major schools in the history of psychology for understanding giftedness and its inner workings: operationist, psychometric, psychoanalytic, associationist, behaviorist, Gestalt, cognitive, humanistic/positive psychology, functionalist/pragmatic/constructivist, cultural, and biological. Each paradigm has elucidated different aspects of human nature and functioning, and each has somewhat different implications for how we can understand giftedness. No one paradigm can provide complete understanding of giftedness. Rather, the paradigms should be viewed as different windows toward understanding giftedness, all of which together tell us much more than any individual one. It is regrettable that so many theorists and practitioners have locked themselves into an operationist paradigm, which simply accepts current measurement operations as sufficient for identifying and developing giftedness. The operationist paradigm is wholly insufficient to meet the challenges of the world of the 21st century.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47606533","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 : 2023-01-02DOI: 10.1080/02783193.2023.2145178
Don Ambrose
{"title":"Discovering Insights From the Ancient World: An Interview With Archaeological Antiquities Explorer Lynley McAlpine","authors":"Don Ambrose","doi":"10.1080/02783193.2023.2145178","DOIUrl":"https://doi.org/10.1080/02783193.2023.2145178","url":null,"abstract":"","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45459981","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 : 2023-01-02DOI: 10.1080/02783193.2022.2145397
Rhoda Myra Garces-Bacsal, Najwa Alhosani, H. Elhoweris, Ruanni Tupas
ABSTRACT Despite the changing school demographics indicating an increasingly greater diversity in today’s classrooms, research indicates how teachers have little cognizance of the cultural backgrounds of their students. This becomes an issue among gifted students who are double minorities: those who are gifted and of a different cultural background, or of low-income status, rendering them doubly vulnerable. One of the ways this can be addressed is by introducing diverse books with an international focus to 9- to 12-year-old gifted students allowing them to see themselves reflected in what they read and to facilitate the learning of social and emotional learning competencies. Using the critical multicultural analysis framework and strategies on promoting multicultural awareness, recommended activities and discussion questions are provided to educators.
{"title":"A Diverse Social and Emotional Learning Booklist for Gifted Learners and Advanced Readers","authors":"Rhoda Myra Garces-Bacsal, Najwa Alhosani, H. Elhoweris, Ruanni Tupas","doi":"10.1080/02783193.2022.2145397","DOIUrl":"https://doi.org/10.1080/02783193.2022.2145397","url":null,"abstract":"ABSTRACT Despite the changing school demographics indicating an increasingly greater diversity in today’s classrooms, research indicates how teachers have little cognizance of the cultural backgrounds of their students. This becomes an issue among gifted students who are double minorities: those who are gifted and of a different cultural background, or of low-income status, rendering them doubly vulnerable. One of the ways this can be addressed is by introducing diverse books with an international focus to 9- to 12-year-old gifted students allowing them to see themselves reflected in what they read and to facilitate the learning of social and emotional learning competencies. Using the critical multicultural analysis framework and strategies on promoting multicultural awareness, recommended activities and discussion questions are provided to educators.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43520945","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 : 2023-01-02DOI: 10.1080/02783193.2022.2145398
Eva Klimecká
ABSTRACT The research is focused on a comparison of the declared importance of fulfilling selected criteria of inclusive education between gifted students and students with special educational needs (SENs). Using the P-KAP II questionnaire, data were obtained from 541 secondary general schools (SGS) and secondary technical schools (STS). The findings showed that, in relation to students with SENs, schools declare a great interest in the issue of inclusive education, but in the context of gifted students a significant decrease in interest was revealed. The results show a low declared need for schools to deal conceptually with inclusive education, especially focused on gifted education. Schools prefer rather informal, inclusive pedagogical practices and cooperation with external counseling services. SGS schools declared a significantly higher importance of all criteria of inclusive education than do STS schools.
{"title":"Inclusive Education of Gifted Students at Secondary Schools in the Czech Republic Compared to Students With Special Educational Needs","authors":"Eva Klimecká","doi":"10.1080/02783193.2022.2145398","DOIUrl":"https://doi.org/10.1080/02783193.2022.2145398","url":null,"abstract":"ABSTRACT The research is focused on a comparison of the declared importance of fulfilling selected criteria of inclusive education between gifted students and students with special educational needs (SENs). Using the P-KAP II questionnaire, data were obtained from 541 secondary general schools (SGS) and secondary technical schools (STS). The findings showed that, in relation to students with SENs, schools declare a great interest in the issue of inclusive education, but in the context of gifted students a significant decrease in interest was revealed. The results show a low declared need for schools to deal conceptually with inclusive education, especially focused on gifted education. Schools prefer rather informal, inclusive pedagogical practices and cooperation with external counseling services. SGS schools declared a significantly higher importance of all criteria of inclusive education than do STS schools.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47281317","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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