Pub Date : 2022-10-02DOI: 10.1080/02783193.2022.2114400
Anne N. Rinn, Suzanna E. Henshon
{"title":"Reflections on Gifted Education: An Interview With Anne N. Rinn","authors":"Anne N. Rinn, Suzanna E. Henshon","doi":"10.1080/02783193.2022.2114400","DOIUrl":"https://doi.org/10.1080/02783193.2022.2114400","url":null,"abstract":"","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"44 1","pages":"195 - 197"},"PeriodicalIF":2.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43004573","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 : 2022-10-02DOI: 10.1080/02783193.2022.2115178
R. Sternberg, Hoda Ehsan, M. Ghahremani
ABSTRACT In this article, we present a hierarchical model for teaching scientific thinking to gifted students. This article follows up on an article published 40 years ago in this journal. The problem now, as 40 years ago, is that gifted students often are taught science courses at a more intensive level, but without their truly learning how to think scientifically. We argue that students of science need not only learn the content of science courses, but also learn, at a deep level, how to think scientifically. Our model addresses the issue of what this deep level consists of. Level I involves Teaching Scientific Knowledge. Level II involves Teaching Scientific Problem Solving. Level III involves the deepest level of scientific thinking: Teaching Scientific Problem Finding. We end the article with conclusions about these issues.
{"title":"Levels of Teaching Science to Gifted Students","authors":"R. Sternberg, Hoda Ehsan, M. Ghahremani","doi":"10.1080/02783193.2022.2115178","DOIUrl":"https://doi.org/10.1080/02783193.2022.2115178","url":null,"abstract":"ABSTRACT In this article, we present a hierarchical model for teaching scientific thinking to gifted students. This article follows up on an article published 40 years ago in this journal. The problem now, as 40 years ago, is that gifted students often are taught science courses at a more intensive level, but without their truly learning how to think scientifically. We argue that students of science need not only learn the content of science courses, but also learn, at a deep level, how to think scientifically. Our model addresses the issue of what this deep level consists of. Level I involves Teaching Scientific Knowledge. Level II involves Teaching Scientific Problem Solving. Level III involves the deepest level of scientific thinking: Teaching Scientific Problem Finding. We end the article with conclusions about these issues.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"44 1","pages":"198 - 211"},"PeriodicalIF":2.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43142698","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 : 2022-10-02DOI: 10.1080/02783193.2022.2114401
Don Ambrose
Eugene Tssui was born in Cleveland, Ohio, and raised in Minneapolis, Minnesota. During primary school and middle school in the 1960s he was part of an experiment at the University of Minnesota in creativity and talent development, which was initiated by educational psychologist, E. Paul Torrance. Tssui attended Columbia University, the University of Oregon, and the University of California, Berkeley, where he acquired an interdisciplinary doctorate in architecture and education. He worked for the organizing committee of the 1976 Montreal Summer Olympics and with the revolutionary American and German architects, Bruce Goff and Dr. Frei Otto. He opened his own California-based firm in 1990 and was asked to teach architecture and ecology at elite universities in China from 1999 to 2015, and at UC Berkeley. He is the author of seven international books on architecture, ecology, and behavioral change and over 100 international articles about his work. He has won grant awards from the National Endowment for the Arts, the Graham Foundation, and the American Institute of Architects. In 2013 he was given the title, “Guardian Angel of the Planet,” sharing this title with Jane Goodall and Jean Michael Cousteau, conferred by Project Coyote, a national coalition of scientists and educators. He is a world and senior Olympic level competitive athlete and is the four-time Gymnastics all-around Champion in the Senior Olympics, an eight-time Amateur Boxing World Champion, and an eight-time recipient of U.S. Presidential Sports Awards conferred by U.S. Presidents, Bill Clinton and George W. Bush. He also is a music composer and his piano pieces have been performed in the United States and China. Dr. Tssui’s interdisciplinary/ anticipatory philosophy is a platform for his adventurous search for meaning, purpose, and excellence in a multidimensional way of life. He has been featured on numerous television programs such as National Geographic, Discovery Channel, PBS, CNN, The McNeil/Lehrer Report, MTV Cribs, The Learning Channel, Disney Channel, CCTV China, EuroTV, NBC and others. He is married to sociologist/educator, Dr. Elisabeth P. Montgomery. They have three children and four grandchildren, and reside in Emeryville and Mount Shasta, California and Shenzhen and Shanghai, China.
{"title":"Improving the World Through Biomimicry: An Interview With Internationally Renowned 21st-Century Architect Eugene Tssui","authors":"Don Ambrose","doi":"10.1080/02783193.2022.2114401","DOIUrl":"https://doi.org/10.1080/02783193.2022.2114401","url":null,"abstract":"Eugene Tssui was born in Cleveland, Ohio, and raised in Minneapolis, Minnesota. During primary school and middle school in the 1960s he was part of an experiment at the University of Minnesota in creativity and talent development, which was initiated by educational psychologist, E. Paul Torrance. Tssui attended Columbia University, the University of Oregon, and the University of California, Berkeley, where he acquired an interdisciplinary doctorate in architecture and education. He worked for the organizing committee of the 1976 Montreal Summer Olympics and with the revolutionary American and German architects, Bruce Goff and Dr. Frei Otto. He opened his own California-based firm in 1990 and was asked to teach architecture and ecology at elite universities in China from 1999 to 2015, and at UC Berkeley. He is the author of seven international books on architecture, ecology, and behavioral change and over 100 international articles about his work. He has won grant awards from the National Endowment for the Arts, the Graham Foundation, and the American Institute of Architects. In 2013 he was given the title, “Guardian Angel of the Planet,” sharing this title with Jane Goodall and Jean Michael Cousteau, conferred by Project Coyote, a national coalition of scientists and educators. He is a world and senior Olympic level competitive athlete and is the four-time Gymnastics all-around Champion in the Senior Olympics, an eight-time Amateur Boxing World Champion, and an eight-time recipient of U.S. Presidential Sports Awards conferred by U.S. Presidents, Bill Clinton and George W. Bush. He also is a music composer and his piano pieces have been performed in the United States and China. Dr. Tssui’s interdisciplinary/ anticipatory philosophy is a platform for his adventurous search for meaning, purpose, and excellence in a multidimensional way of life. He has been featured on numerous television programs such as National Geographic, Discovery Channel, PBS, CNN, The McNeil/Lehrer Report, MTV Cribs, The Learning Channel, Disney Channel, CCTV China, EuroTV, NBC and others. He is married to sociologist/educator, Dr. Elisabeth P. Montgomery. They have three children and four grandchildren, and reside in Emeryville and Mount Shasta, California and Shenzhen and Shanghai, China.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"44 1","pages":"263 - 267"},"PeriodicalIF":2.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43498783","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 : 2022-07-01DOI: 10.1080/02783193.2022.2071086
Don Ambrose
{"title":"Building a Polymathic Career: An Interview With Actor, Voice/Speech/Dialect Coach, and Theater Educator Tyne Turner","authors":"Don Ambrose","doi":"10.1080/02783193.2022.2071086","DOIUrl":"https://doi.org/10.1080/02783193.2022.2071086","url":null,"abstract":"","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"44 1","pages":"188 - 190"},"PeriodicalIF":2.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46218813","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 : 2022-07-01DOI: 10.1080/02783193.2022.2071094
Don Ambrose
Dogmatism, creativity, and critical thought: The reality of human minds and the possibility of critical societies. The millions who have suffered and died due to the dogmatism-saturated ideologies in various parts of the world during the COVID pandemic show how important it is for bright, talented, influential individuals to align their thinking with scientific processes while dealing with a wide array of issues in the world today.......... How dogmatic beliefs harm creativity and higher-level thinking (pp. 37 - 49). [Extracted from the article] Copyright of Roeper Review is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
{"title":"From the Editor’s Desk","authors":"Don Ambrose","doi":"10.1080/02783193.2022.2071094","DOIUrl":"https://doi.org/10.1080/02783193.2022.2071094","url":null,"abstract":"Dogmatism, creativity, and critical thought: The reality of human minds and the possibility of critical societies. The millions who have suffered and died due to the dogmatism-saturated ideologies in various parts of the world during the COVID pandemic show how important it is for bright, talented, influential individuals to align their thinking with scientific processes while dealing with a wide array of issues in the world today.......... How dogmatic beliefs harm creativity and higher-level thinking (pp. 37 - 49). [Extracted from the article] Copyright of Roeper Review is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"44 1","pages":"129 - 130"},"PeriodicalIF":2.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59620445","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 : 2022-07-01DOI: 10.1080/02783193.2022.2071085
C. J. Maker, Suzanna E. Henshon
C. June Maker is Professor Emerita at The University of Arizona in Tucson. She coordinated masters and doctoral programs in education of the gifted. Her awards include the International Research Award from the World Council for Gifted and Talented Students (WCGTS), an honorary Doctor of Letters Degree from Western Kentucky University, and induction into the Bridges Academy 2e Hall of Fame. She designed, field-tested, and conducted research on performance-based assessments of creative problem solving in different domains in the DISCOVER Projects. She has served in leadership positions in national and international organizations for gifted children and serves on Editorial Boards for national and international journals in education of the gifted such as Gifted Education International and The Gifted Child Quarterly. She is Associate Editor for Gifted and Talented International and Advisory Board Member for the Bulletin of Special Education in Taiwan. She has worked with children, teachers, and researchers in the United States and internationally, and has published over 100 scholarly books and monographs, chapters, and refereed journal articles. In the Global Cooperative Synergy Group (https://www. globalcooperativesynergygroup.org/) she and colleagues from around the world are connecting youth with passion and commitment to “think globally and act locally” to solve pressing problems to make our world a better place.
C. June Maker是图森亚利桑那大学的名誉教授。她协调了天才教育的硕士和博士课程。她获得的奖项包括世界资优学生委员会(WCGTS)颁发的国际研究奖，西肯塔基大学荣誉文学博士学位，并入选Bridges学院名人堂。在DISCOVER项目中，她设计、实地测试并开展了基于绩效的创造性问题解决评估。她曾在国内和国际的天才儿童组织担任领导职务，并在国内和国际天才教育期刊(如《国际天才教育》和《天才儿童季刊》)的编辑委员会任职。她是《资优国际》的副主编及《台湾特殊教育公报》的顾问委员会成员。她曾与美国和国际上的儿童、教师和研究人员合作，并出版了100多本学术书籍、专著、章节和期刊文章。在全球合作协同小组(https://www)。她和来自世界各地的同事们正在将充满激情和承诺的年轻人联系起来，以“全球思考，本地行动”来解决紧迫的问题，使我们的世界变得更美好。
{"title":"Looking Toward the Future: An Interview With C. June Maker","authors":"C. J. Maker, Suzanna E. Henshon","doi":"10.1080/02783193.2022.2071085","DOIUrl":"https://doi.org/10.1080/02783193.2022.2071085","url":null,"abstract":"C. June Maker is Professor Emerita at The University of Arizona in Tucson. She coordinated masters and doctoral programs in education of the gifted. Her awards include the International Research Award from the World Council for Gifted and Talented Students (WCGTS), an honorary Doctor of Letters Degree from Western Kentucky University, and induction into the Bridges Academy 2e Hall of Fame. She designed, field-tested, and conducted research on performance-based assessments of creative problem solving in different domains in the DISCOVER Projects. She has served in leadership positions in national and international organizations for gifted children and serves on Editorial Boards for national and international journals in education of the gifted such as Gifted Education International and The Gifted Child Quarterly. She is Associate Editor for Gifted and Talented International and Advisory Board Member for the Bulletin of Special Education in Taiwan. She has worked with children, teachers, and researchers in the United States and internationally, and has published over 100 scholarly books and monographs, chapters, and refereed journal articles. In the Global Cooperative Synergy Group (https://www. globalcooperativesynergygroup.org/) she and colleagues from around the world are connecting youth with passion and commitment to “think globally and act locally” to solve pressing problems to make our world a better place.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"44 1","pages":"131 - 134"},"PeriodicalIF":2.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48946946","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 : 2022-06-27DOI: 10.1080/02783193.2022.2071368
Emily L. Mofield, Megan Parker Peters
ABSTRACT The study examined the relationship between implicit theories of intelligence and psychosocial competencies (measured as adaptability, general mood, intrapersonal skills, interpersonal skills, and stress management), the differences in these competencies between gifted students and nonidentified gifted students, and typologies of these variables among 81 gifted students in grades 6–8. Findings indicated that malleable beliefs about intelligence were related to adaptability, general mood, and to a small degree total emotional intelligence. Gifted students had higher scores on adaptability (d = .51) compared to a normative sample and lower scores on intrapersonal skills (d = −.30). Hierarchical cluster and discriminant function analyses yielded three distinct clusters indicating within-group differences, with Cluster 1 showing lowest scores on all measured scales. Findings imply how the interplay of psychosocial variables facilitates talent development.
{"title":"Understanding the Interplay of Psychosocial Competencies in Talent Development: Typologies and Differences for Gifted Students","authors":"Emily L. Mofield, Megan Parker Peters","doi":"10.1080/02783193.2022.2071368","DOIUrl":"https://doi.org/10.1080/02783193.2022.2071368","url":null,"abstract":"ABSTRACT The study examined the relationship between implicit theories of intelligence and psychosocial competencies (measured as adaptability, general mood, intrapersonal skills, interpersonal skills, and stress management), the differences in these competencies between gifted students and nonidentified gifted students, and typologies of these variables among 81 gifted students in grades 6–8. Findings indicated that malleable beliefs about intelligence were related to adaptability, general mood, and to a small degree total emotional intelligence. Gifted students had higher scores on adaptability (d = .51) compared to a normative sample and lower scores on intrapersonal skills (d = −.30). Hierarchical cluster and discriminant function analyses yielded three distinct clusters indicating within-group differences, with Cluster 1 showing lowest scores on all measured scales. Findings imply how the interplay of psychosocial variables facilitates talent development.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"44 1","pages":"144 - 156"},"PeriodicalIF":2.0,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46566186","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 : 2022-06-27DOI: 10.1080/02783193.2022.2071367
L. Hornstra, Marjolijn van Weerdenburg, Maartje van den Brand, L. Hoogeveen, A. Bakx
ABSTRACT In this two-part study, high-ability students’ experiences of need support, need satisfaction, and motivation in regular and pull-out classes were compared. Quantitative results from Study 1 indicated that high-ability students (N = 203) reported more satisfaction of their needs for autonomy, competence, and relatedness and more favorable motivational outcomes in their pull-out class compared to their regular class. In both settings, need satisfaction predicted high-ability students’ motivational outcomes. These findings could be explained by the qualitative findings from Study 2 which indicated that high-ability students (N = 11) experienced pull-out class teachers as more supportive of their needs than their regular class teachers. Overall, findings suggest that need-supportive teaching is an effective strategy to foster high-ability students’ motivation in both regular classes as well as pull-out classes.
{"title":"High-Ability Students’ Need Satisfaction and Motivation in Pull-Out and Regular Classes: A Quantitative and Qualitative Comparison Between Settings","authors":"L. Hornstra, Marjolijn van Weerdenburg, Maartje van den Brand, L. Hoogeveen, A. Bakx","doi":"10.1080/02783193.2022.2071367","DOIUrl":"https://doi.org/10.1080/02783193.2022.2071367","url":null,"abstract":"ABSTRACT In this two-part study, high-ability students’ experiences of need support, need satisfaction, and motivation in regular and pull-out classes were compared. Quantitative results from Study 1 indicated that high-ability students (N = 203) reported more satisfaction of their needs for autonomy, competence, and relatedness and more favorable motivational outcomes in their pull-out class compared to their regular class. In both settings, need satisfaction predicted high-ability students’ motivational outcomes. These findings could be explained by the qualitative findings from Study 2 which indicated that high-ability students (N = 11) experienced pull-out class teachers as more supportive of their needs than their regular class teachers. Overall, findings suggest that need-supportive teaching is an effective strategy to foster high-ability students’ motivation in both regular classes as well as pull-out classes.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"44 1","pages":"157 - 172"},"PeriodicalIF":2.0,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44437527","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 : 2022-06-27DOI: 10.1080/02783193.2022.2071366
Furkan Atmaca, Osman Yağbasanlar, Erol Yıldız, Ahmet Göncü, Baloglu
ABSTRACT Twice-exceptional individuals (2e) are highly gifted/talented or creative but have a disability in at least in one developmental area. In order to reveal more about the condition we systematically reviewed movies that depict 2e individuals to reveal how they are portrayed. Eight movies were analyzed in depth. The selected movies were independently watched and encoded. As a result, a total of 54 codes were generated, which were combined under six themes, most themes having two categories (i.e., positive versus negative or strengths versus weaknesses). Despite being perceived more positively on the cognitive themes, they are portrayed mostly negatively on the socioemotional and behavioral themes. The movies conveyed significant messages about the educational lives and familial difficulties of these individuals.
{"title":"The Backstage of Twice-Exceptionality: A Systematic Review of the Movies","authors":"Furkan Atmaca, Osman Yağbasanlar, Erol Yıldız, Ahmet Göncü, Baloglu","doi":"10.1080/02783193.2022.2071366","DOIUrl":"https://doi.org/10.1080/02783193.2022.2071366","url":null,"abstract":"ABSTRACT Twice-exceptional individuals (2e) are highly gifted/talented or creative but have a disability in at least in one developmental area. In order to reveal more about the condition we systematically reviewed movies that depict 2e individuals to reveal how they are portrayed. Eight movies were analyzed in depth. The selected movies were independently watched and encoded. As a result, a total of 54 codes were generated, which were combined under six themes, most themes having two categories (i.e., positive versus negative or strengths versus weaknesses). Despite being perceived more positively on the cognitive themes, they are portrayed mostly negatively on the socioemotional and behavioral themes. The movies conveyed significant messages about the educational lives and familial difficulties of these individuals.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"44 1","pages":"173 - 187"},"PeriodicalIF":2.0,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45095441","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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