Pub Date : 2022-06-22DOI: 10.1080/02783193.2022.2071365
R. Sternberg
ABSTRACT Giftedness is usually conceived of in trait-like terms. But it often is expressed in the world in state-like terms—in response to challenging but often unpredictable situations where it is unclear who will rise to the challenges or even how we could know in advance who would be able to address the challenges at hand. Whereas traits tend to be stable, long term, and somewhat predictable in their manifestations, states tend to be unstable, often short term, and frequently unpredictable in the ways they manifest themselves. This article introduces the concept of state-giftedness. Because state-giftedness is not easily identifiable, everyone needs to be taught how to respond to the unexpected and unpredictable situations that will be consequential for their and others’ lives. Because of the unpredictability, these will be situations for which a ready repertoire of responses is neither available nor easily constructed.
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Pub Date : 2022-04-03DOI: 10.1080/02783193.2022.2043501
R. Sternberg
ABSTRACT Courage may be the most important gift of all. It is not something we are born with. It is not something that, for the most part, we learn in school. Rather, it is a choice that anyone can make—if they are willing to pay the price. This article discusses the gift of courage. It discusses what courage is, why it is important, and why it crucially needs to be incorporated into contemporary discourse about giftedness. It is courage, perhaps more than any other form of giftedness, that will determine what this world becomes—or does not become.
{"title":"The Most Important Gift of All? The Gift of Courage","authors":"R. Sternberg","doi":"10.1080/02783193.2022.2043501","DOIUrl":"https://doi.org/10.1080/02783193.2022.2043501","url":null,"abstract":"ABSTRACT Courage may be the most important gift of all. It is not something we are born with. It is not something that, for the most part, we learn in school. Rather, it is a choice that anyone can make—if they are willing to pay the price. This article discusses the gift of courage. It discusses what courage is, why it is important, and why it crucially needs to be incorporated into contemporary discourse about giftedness. It is courage, perhaps more than any other form of giftedness, that will determine what this world becomes—or does not become.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47497484","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 : 2022-04-03DOI: 10.1080/02783193.2022.2043500
A. A. Ayoub, Ahmed M. Abdulla Alabbasi, A. Alsubaie, M. Runco, Selcuk Acar
ABSTRACT This article investigated the impact of a robotic-based enrichment program on problem finding (PF) and active-openminded thinking skills (AOT) in 60 gifted female students (eighth and ninth graders) from the Eastern region of Saudi Arabia. The participants were randomly selected from several cohorts of gifted students who participated in an enrichment summer program. The enrichment program lasted for 4 weeks. The study instruments included the Problem Generation (PG) test and the Active-Openminded Thinking (AOT) scale, which were administered to the participants at the beginning of the program and at the end of the program. The change in the measured program outcomes after attending the robotics intervention program was assessed by a regression model, where posttest scores were regressed on pretest scores. The results revealed differences for the three subscales of AOT: Belief Identification (BI), Flexible Thinking (FT), and Dogmatic Thinking (DT) as well as the total score of the AOT in favor of posttest condition. Moreover, the results indicated that ninth graders benefited more from the enrichment program than eighth graders did. As for PF, fluency scores showed no significant differences between pretest and posttest, while originality scores were significantly higher for the posttest scores when compared to the pretest scores.
{"title":"Enhanced Open-Mindedness and Problem Finding Among Gifted Female Students Involved in Future Robotics Design","authors":"A. A. Ayoub, Ahmed M. Abdulla Alabbasi, A. Alsubaie, M. Runco, Selcuk Acar","doi":"10.1080/02783193.2022.2043500","DOIUrl":"https://doi.org/10.1080/02783193.2022.2043500","url":null,"abstract":"ABSTRACT This article investigated the impact of a robotic-based enrichment program on problem finding (PF) and active-openminded thinking skills (AOT) in 60 gifted female students (eighth and ninth graders) from the Eastern region of Saudi Arabia. The participants were randomly selected from several cohorts of gifted students who participated in an enrichment summer program. The enrichment program lasted for 4 weeks. The study instruments included the Problem Generation (PG) test and the Active-Openminded Thinking (AOT) scale, which were administered to the participants at the beginning of the program and at the end of the program. The change in the measured program outcomes after attending the robotics intervention program was assessed by a regression model, where posttest scores were regressed on pretest scores. The results revealed differences for the three subscales of AOT: Belief Identification (BI), Flexible Thinking (FT), and Dogmatic Thinking (DT) as well as the total score of the AOT in favor of posttest condition. Moreover, the results indicated that ninth graders benefited more from the enrichment program than eighth graders did. As for PF, fluency scores showed no significant differences between pretest and posttest, while originality scores were significantly higher for the posttest scores when compared to the pretest scores.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41671329","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 : 2022-04-03DOI: 10.1080/02783193.2022.2043503
Jiaju Wu, S. Assouline, Virginia M. McClurg, R. S. McCallum
ABSTRACT Self-reported perceptions of the impact of acceleration through an early college entrance program at the University of Iowa National Academy of Arts, Sciences, and Engineering (NAASE), revealed the program’s contribution to students’ overall development. Responses from a sample of 76-gifted participants to a 64-item survey offered insights about accelerated college-aged students’ perceptions of their intellectual and social growth, peer and family relationships, leadership ability, happiness, and peer acceptance. Self-perceptions of NAASE program effectiveness were generally positive. Not all abilities or skills were perceived as equally impacted as a function of participation in the NAASE program. Results add to the growing literature explicating the effects of participation in an early college entrance program on the development and peer relationships of gifted students. Implications are discussed for further research.
{"title":"An Investigation of an Early College Entrance Program’s Ability to Impact Intellectual and Social Development","authors":"Jiaju Wu, S. Assouline, Virginia M. McClurg, R. S. McCallum","doi":"10.1080/02783193.2022.2043503","DOIUrl":"https://doi.org/10.1080/02783193.2022.2043503","url":null,"abstract":"ABSTRACT Self-reported perceptions of the impact of acceleration through an early college entrance program at the University of Iowa National Academy of Arts, Sciences, and Engineering (NAASE), revealed the program’s contribution to students’ overall development. Responses from a sample of 76-gifted participants to a 64-item survey offered insights about accelerated college-aged students’ perceptions of their intellectual and social growth, peer and family relationships, leadership ability, happiness, and peer acceptance. Self-perceptions of NAASE program effectiveness were generally positive. Not all abilities or skills were perceived as equally impacted as a function of participation in the NAASE program. Results add to the growing literature explicating the effects of participation in an early college entrance program on the development and peer relationships of gifted students. Implications are discussed for further research.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43386190","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 : 2022-04-03DOI: 10.1080/02783193.2022.2042885
Don Ambrose
Welcome to Volume 44, Issue 2 of the Roeper Review. This issue is exploratory, both conceptually and geographically. The contributing authors include eminent scholars who extend and refine our conceptions of giftedness. Other leading scholars establish the bases for enhancement of provisions for creative thinking, acceleration, and the strengthening of gifted programs. The issue also has an international flavor, drawing insights from various parts of the world. Robert Sternberg has done much to inject ethical awareness into the field while helping it align more effectively with 21st-century trends, issues, and contextual pressures. His article, The Most Important Gift of All? The Gift of Courage, adds much to that injection and alignment by showing how individuals can choose to develop and manifest an ability that is all too rare and of increasing importance in the turbulent complexities of the 21st-century. Howard Gardner is well known for designing ways to think differently about well-worn concepts in the field. Here he takes us on an expansive exploration of conceptual territory in his article, A “Smart” Lexicon. While reminding us that conceptions of intelligence are very diverse, he extracts the important skill of synthesizing from an array of other abilities to magnify its importance in today’s world. He recommends the magnification of synthesizing ability as a way to pull together the other intellectual capacities and make them more effective. In their article, Enhanced Open-Mindedness and Problem Finding Among Gifted Female Students Involved in Future Robotics Design, Alaa Eldin Ayoub, Ahmed Abdulla Alabbasi, Amal Alsubaie, Mark Runco, and Selcuk Acar investigated some interesting dimensions of creative thinking. They studied the ways in which robotics-based enrichment processes can help gifted female students strengthen their problem finding and open-minded thinking. Provisions for gifted education vary considerably around the globe. Maya Antoun, Margaret Plunkett, and Leonie Kronborg give us a helpful basis for international comparisons of provisions through their article, Gifted Education in Lebanon: Time to Rethink Teaching the Gifted. Their investigation revealed the nature and nuances of teacher beliefs and practices pertaining to giftedness and talent development. In their article, An Investigation of an Early College Entrance Program’s Ability to Impact Intellectual and Social Development, Jiaju Wu, Susan Assouline, Virginia McClurg, and Steve McCallum provide some helpful insights about the effects of a form of acceleration on various aspects of students’ growth including cognitive processes, social interactions, the emergence of happiness, and other processes and characteristics. Every issue of the Roeper Review also includes interviews with a prominent scholar of giftedness or creativity and a highly accomplished expert in a particular domain. We include these interviews to help us strengthen theory and research in gifted educa
{"title":"From the Editor’s Desk","authors":"Don Ambrose","doi":"10.1080/02783193.2022.2042885","DOIUrl":"https://doi.org/10.1080/02783193.2022.2042885","url":null,"abstract":"Welcome to Volume 44, Issue 2 of the Roeper Review. This issue is exploratory, both conceptually and geographically. The contributing authors include eminent scholars who extend and refine our conceptions of giftedness. Other leading scholars establish the bases for enhancement of provisions for creative thinking, acceleration, and the strengthening of gifted programs. The issue also has an international flavor, drawing insights from various parts of the world. Robert Sternberg has done much to inject ethical awareness into the field while helping it align more effectively with 21st-century trends, issues, and contextual pressures. His article, The Most Important Gift of All? The Gift of Courage, adds much to that injection and alignment by showing how individuals can choose to develop and manifest an ability that is all too rare and of increasing importance in the turbulent complexities of the 21st-century. Howard Gardner is well known for designing ways to think differently about well-worn concepts in the field. Here he takes us on an expansive exploration of conceptual territory in his article, A “Smart” Lexicon. While reminding us that conceptions of intelligence are very diverse, he extracts the important skill of synthesizing from an array of other abilities to magnify its importance in today’s world. He recommends the magnification of synthesizing ability as a way to pull together the other intellectual capacities and make them more effective. In their article, Enhanced Open-Mindedness and Problem Finding Among Gifted Female Students Involved in Future Robotics Design, Alaa Eldin Ayoub, Ahmed Abdulla Alabbasi, Amal Alsubaie, Mark Runco, and Selcuk Acar investigated some interesting dimensions of creative thinking. They studied the ways in which robotics-based enrichment processes can help gifted female students strengthen their problem finding and open-minded thinking. Provisions for gifted education vary considerably around the globe. Maya Antoun, Margaret Plunkett, and Leonie Kronborg give us a helpful basis for international comparisons of provisions through their article, Gifted Education in Lebanon: Time to Rethink Teaching the Gifted. Their investigation revealed the nature and nuances of teacher beliefs and practices pertaining to giftedness and talent development. In their article, An Investigation of an Early College Entrance Program’s Ability to Impact Intellectual and Social Development, Jiaju Wu, Susan Assouline, Virginia McClurg, and Steve McCallum provide some helpful insights about the effects of a form of acceleration on various aspects of students’ growth including cognitive processes, social interactions, the emergence of happiness, and other processes and characteristics. Every issue of the Roeper Review also includes interviews with a prominent scholar of giftedness or creativity and a highly accomplished expert in a particular domain. We include these interviews to help us strengthen theory and research in gifted educa","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43836168","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 : 2022-04-03DOI: 10.1080/02783193.2022.2042886
E. Gubbins, Suzanna E. Henshon
● The National Research Center on the Gifted and Talented (1990–2013), focusing on the curricular strategies and practices in science, technology, engineering, and mathematics high schools; reading and mathematics in elementary schools; professional learning; and gifted education pedagogy for all students. (https://nrcgt.uconn.edu) ● National Center for Research on Gifted Education (2024–2021), implementing multiyear studies about exemplary practices in identification practices for gifted and talented students as well as identification practices for gifted and talented English learners. (https://ncrge.uconn.edu/significance-of-theresearch/) ● National Center for Research on Gifted Education (2020–2025), emphasizing the efficiency and effectiveness of identification systems and professional learning to promote single-subject and wholegrade acceleration in reading and mathematics for grades 2 to 3 students. (https://ncrge.uconn.edu) ● Thinking Like Mathematicians Challenging All Grade 3 Students (2017–2022), which is a professional learning and curriculum development project currently working with teachers as they develop predifferentiated, enriched, and tiered fractions lessons. (https://thinkinglikemathematicians.uconn.edu/) ● Project BUMP UP (Building Up Mathematics Proficiency Using Push-in, 2019–2024), which will involve grades 4 to 5 students who will receive multiple opportunities to develop, extend, and accelerate their math abilities. (https://projectbumpup.educa tion.uconn.edu/) These research opportunities enhanced university teaching and service responsibilities because there were multiple ways to transfer what was being learned from various research studies to practice.
{"title":"The Frontier of Gifted Education: An Interview With E. Jean Gubbins","authors":"E. Gubbins, Suzanna E. Henshon","doi":"10.1080/02783193.2022.2042886","DOIUrl":"https://doi.org/10.1080/02783193.2022.2042886","url":null,"abstract":"● The National Research Center on the Gifted and Talented (1990–2013), focusing on the curricular strategies and practices in science, technology, engineering, and mathematics high schools; reading and mathematics in elementary schools; professional learning; and gifted education pedagogy for all students. (https://nrcgt.uconn.edu) ● National Center for Research on Gifted Education (2024–2021), implementing multiyear studies about exemplary practices in identification practices for gifted and talented students as well as identification practices for gifted and talented English learners. (https://ncrge.uconn.edu/significance-of-theresearch/) ● National Center for Research on Gifted Education (2020–2025), emphasizing the efficiency and effectiveness of identification systems and professional learning to promote single-subject and wholegrade acceleration in reading and mathematics for grades 2 to 3 students. (https://ncrge.uconn.edu) ● Thinking Like Mathematicians Challenging All Grade 3 Students (2017–2022), which is a professional learning and curriculum development project currently working with teachers as they develop predifferentiated, enriched, and tiered fractions lessons. (https://thinkinglikemathematicians.uconn.edu/) ● Project BUMP UP (Building Up Mathematics Proficiency Using Push-in, 2019–2024), which will involve grades 4 to 5 students who will receive multiple opportunities to develop, extend, and accelerate their math abilities. (https://projectbumpup.educa tion.uconn.edu/) These research opportunities enhanced university teaching and service responsibilities because there were multiple ways to transfer what was being learned from various research studies to practice.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49399380","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 : 2022-04-03DOI: 10.1080/02783193.2022.2043504
H. Gardner
ABSTRACT Few individuals—whether scholars or laypersons—think that the words smart or intelligent suffice to characterize a person’s intellectual strengths. In this article, the author reviews a set of terms commonly used to characterize intellectual strengths and then introduces the concept of synthesizing—an important but little recognized form of intellectual skill.
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Pub Date : 2022-04-03DOI: 10.1080/02783193.2022.2043502
Maya Antoun, M. Plunkett, L. Kronborg
ABSTRACT Lebanon is a country that places a high value on education, with the culture specifically rewarding effort and achievement. Despite this, no educational policies for gifted students exist in the country. This article outlines findings from a mixed method case study investigating the perceptions of more than 280 Lebanese teachers about educational approaches used to identify and teach highly able/gifted primary school students. Findings acknowledge reservations among teacher participants in relation to offering special services for gifted students. Although the analysis illustrated an overall lack of awareness of practices that have been identified in international research as effective for identifying and providing for gifted students, there was ample evidence of the desire of teacher participants to become more informed about evidence-based practice. This suggests the time is ripe for a revised focus on gifted education in Teacher Education within Lebanon.
{"title":"Gifted Education in Lebanon: Time to Rethink Teaching the Gifted","authors":"Maya Antoun, M. Plunkett, L. Kronborg","doi":"10.1080/02783193.2022.2043502","DOIUrl":"https://doi.org/10.1080/02783193.2022.2043502","url":null,"abstract":"ABSTRACT Lebanon is a country that places a high value on education, with the culture specifically rewarding effort and achievement. Despite this, no educational policies for gifted students exist in the country. This article outlines findings from a mixed method case study investigating the perceptions of more than 280 Lebanese teachers about educational approaches used to identify and teach highly able/gifted primary school students. Findings acknowledge reservations among teacher participants in relation to offering special services for gifted students. Although the analysis illustrated an overall lack of awareness of practices that have been identified in international research as effective for identifying and providing for gifted students, there was ample evidence of the desire of teacher participants to become more informed about evidence-based practice. This suggests the time is ripe for a revised focus on gifted education in Teacher Education within Lebanon.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44041536","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 : 2022-04-03DOI: 10.1080/02783193.2022.2042890
Don Ambrose
{"title":"Holistic Health Professional: An Interview With Naturopathic Doctor June Stevens","authors":"Don Ambrose","doi":"10.1080/02783193.2022.2042890","DOIUrl":"https://doi.org/10.1080/02783193.2022.2042890","url":null,"abstract":"","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42685171","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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