Pub Date : 2022-01-02DOI: 10.1080/02783193.2021.2005207
Maggie Brown, Elsie K. Peterson
ABSTRACT The topic of gifted adults is underexamined and little is known about what issues are important to those interested in the topic, and the ideas influencing their work. This online questionnaire study, part of a larger project investigating the current status of research with gifted adults, examines what 76 international experts are interested in, the different approaches they use, and what shapes their perspectives. Results showed that the participants, all currently researching or working with gifted adults, are interested in real-life issues for gifted adults, with pockets of interest in specific subpopulations. Different disciplinary and theoretical influences were identified. The study highlights some problems with current research on the topic including potential blind spots. The results are described as signs of an emerging field, and as reflecting problems inherited from other gifted-related fields. Implications for future research are discussed.
{"title":"Current Approaches to Research With Gifted Adults: Differences Known and Unknown","authors":"Maggie Brown, Elsie K. Peterson","doi":"10.1080/02783193.2021.2005207","DOIUrl":"https://doi.org/10.1080/02783193.2021.2005207","url":null,"abstract":"ABSTRACT The topic of gifted adults is underexamined and little is known about what issues are important to those interested in the topic, and the ideas influencing their work. This online questionnaire study, part of a larger project investigating the current status of research with gifted adults, examines what 76 international experts are interested in, the different approaches they use, and what shapes their perspectives. Results showed that the participants, all currently researching or working with gifted adults, are interested in real-life issues for gifted adults, with pockets of interest in specific subpopulations. Different disciplinary and theoretical influences were identified. The study highlights some problems with current research on the topic including potential blind spots. The results are described as signs of an emerging field, and as reflecting problems inherited from other gifted-related fields. Implications for future research are discussed.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"44 1","pages":"6 - 18"},"PeriodicalIF":2.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43095457","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 : 2022-01-02DOI: 10.1080/02783193.2022.2004929
Don Ambrose
{"title":"Ethical, Artful, Creatively Intelligent Medical Practice and Inquiry: An Interview With Surgeon and Medical Researcher Hobart Harris","authors":"Don Ambrose","doi":"10.1080/02783193.2022.2004929","DOIUrl":"https://doi.org/10.1080/02783193.2022.2004929","url":null,"abstract":"","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"44 1","pages":"63 - 65"},"PeriodicalIF":2.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44485570","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 : 2022-01-02DOI: 10.1080/02783193.2022.2004928
J. Adelson, Suzanna E. Henshon
{"title":"Stepping Into the Future: An Interview With Jill L. Adelson","authors":"J. Adelson, Suzanna E. Henshon","doi":"10.1080/02783193.2022.2004928","DOIUrl":"https://doi.org/10.1080/02783193.2022.2004928","url":null,"abstract":"","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"44 1","pages":"3 - 5"},"PeriodicalIF":2.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47505415","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 : 2022-01-02DOI: 10.1080/02783193.2021.2005204
Vickie Phelps
ABSTRACT This qualitative cross-case study explores gifted adolescents’ perspectives on motivation in learning as a means to better understand their complex motivational and academic needs. Participants consisted of 6 students, ranging in age from 11 to 16, identified as gifted through holistic measures including cognition scores, interviews, and other diagnostic procedures. All participants committed to participate in an interview, complete electronic student response journals, and submit self-selected work samples with reflection tags. Data were analyzed using qualitative methods and through the theoretical framework of Gagné’s Differentiated Model of Giftedness and Talent, as well as expectancy-value theory. From the analysis of data, the answers to the guiding research questions and the construct of PIE (Preparedness, Innovation, and Effort) emerged. Three major outcomes indicated a need for specialized gifted curricula, continued professional development, and strategies to increase task valuation for gifted adolescents.
{"title":"Motivating Gifted Adolescents Through the Power of PIE: Preparedness, Innovation, and Effort","authors":"Vickie Phelps","doi":"10.1080/02783193.2021.2005204","DOIUrl":"https://doi.org/10.1080/02783193.2021.2005204","url":null,"abstract":"ABSTRACT This qualitative cross-case study explores gifted adolescents’ perspectives on motivation in learning as a means to better understand their complex motivational and academic needs. Participants consisted of 6 students, ranging in age from 11 to 16, identified as gifted through holistic measures including cognition scores, interviews, and other diagnostic procedures. All participants committed to participate in an interview, complete electronic student response journals, and submit self-selected work samples with reflection tags. Data were analyzed using qualitative methods and through the theoretical framework of Gagné’s Differentiated Model of Giftedness and Talent, as well as expectancy-value theory. From the analysis of data, the answers to the guiding research questions and the construct of PIE (Preparedness, Innovation, and Effort) emerged. Three major outcomes indicated a need for specialized gifted curricula, continued professional development, and strategies to increase task valuation for gifted adolescents.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"44 1","pages":"35 - 48"},"PeriodicalIF":2.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45228252","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 : 2022-01-02DOI: 10.1080/02783193.2021.2005205
Taina Makkonen, J. Lavonen, K. Tirri
ABSTRACT This quantitative study examined self-perceptions of multiple intelligences among gifted physics-oriented Finnish upper-secondary students (N = 164). The specific focus was on gender differences in the self-evaluated intelligence profiles. The data were gathered via an online questionnaire based on Gardner’s theory of multiple intelligences. The highest overall ratings were in environmental, spiritual, and logical-mathematical intelligences, and the lowest in linguistic intelligence. Several gender- and grade-level-related differences appeared. Males with similar grades as females in physics, mathematics, and English perceived their intelligence as higher in logical-mathematical and spatial areas. Females thought more positively of their linguistic and environmental intelligence. The findings give cause for concern about genuine gender equity in education in a country such as Finland with high overall equality.
{"title":"Self-Evaluated Multiple Intelligences of Gifted Upper-Secondary-School Physics Students in Finland","authors":"Taina Makkonen, J. Lavonen, K. Tirri","doi":"10.1080/02783193.2021.2005205","DOIUrl":"https://doi.org/10.1080/02783193.2021.2005205","url":null,"abstract":"ABSTRACT This quantitative study examined self-perceptions of multiple intelligences among gifted physics-oriented Finnish upper-secondary students (N = 164). The specific focus was on gender differences in the self-evaluated intelligence profiles. The data were gathered via an online questionnaire based on Gardner’s theory of multiple intelligences. The highest overall ratings were in environmental, spiritual, and logical-mathematical intelligences, and the lowest in linguistic intelligence. Several gender- and grade-level-related differences appeared. Males with similar grades as females in physics, mathematics, and English perceived their intelligence as higher in logical-mathematical and spatial areas. Females thought more positively of their linguistic and environmental intelligence. The findings give cause for concern about genuine gender equity in education in a country such as Finland with high overall equality.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"44 1","pages":"19 - 34"},"PeriodicalIF":2.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45938773","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 : 2021-10-02DOI: 10.1080/02783193.2021.1967545
Marcia Gentry, O. Desmet, Sareh Karami, Hyeseong Lee, Corinne Green, Alissa Cress, Aakash A. Chowkase, A. Gray
ABSTRACT In this article, we reviewed how intelligence tests were developed and normed, with a careful eye to underserved groups. Based on state recommendations, five group-administered and five individually-administered tests were reviewed for demographics; invariance testing; validity and reliability reporting; and gifted identification suitability. We found only one test included Indigenous youth in their sample; only one test reported racial group means; only two provided internal consistency estimates for different subgroups; and only four reported group invariance testing. Therefore, we concluded that tests developed on samples that omit those to which results are applied, or tests that are developed without regard to how the test functions across different groups should not be used to make high stakes decisions about gifted identification.
{"title":"Gifted Education’s Legacy of High Stakes Ability Testing: Using Measures for Identification That Perpetuate Inequity","authors":"Marcia Gentry, O. Desmet, Sareh Karami, Hyeseong Lee, Corinne Green, Alissa Cress, Aakash A. Chowkase, A. Gray","doi":"10.1080/02783193.2021.1967545","DOIUrl":"https://doi.org/10.1080/02783193.2021.1967545","url":null,"abstract":"ABSTRACT In this article, we reviewed how intelligence tests were developed and normed, with a careful eye to underserved groups. Based on state recommendations, five group-administered and five individually-administered tests were reviewed for demographics; invariance testing; validity and reliability reporting; and gifted identification suitability. We found only one test included Indigenous youth in their sample; only one test reported racial group means; only two provided internal consistency estimates for different subgroups; and only four reported group invariance testing. Therefore, we concluded that tests developed on samples that omit those to which results are applied, or tests that are developed without regard to how the test functions across different groups should not be used to make high stakes decisions about gifted identification.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"43 1","pages":"242 - 255"},"PeriodicalIF":2.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41407125","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 : 2021-10-02DOI: 10.1080/02783193.2021.1967087
Don Ambrose
{"title":"Adventurous Authorship: An Interview With Award-Winning Writer and Journalism Scholar Susan Shapiro","authors":"Don Ambrose","doi":"10.1080/02783193.2021.1967087","DOIUrl":"https://doi.org/10.1080/02783193.2021.1967087","url":null,"abstract":"","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"43 1","pages":"288 - 291"},"PeriodicalIF":2.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41363497","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 : 2021-10-02DOI: 10.1080/02783193.2021.1967542
S. Pandya
ABSTRACT Educational interventions with the intellectually gifted are increasingly focusing on social-emotional learning and techniques. Spiritual education programs are gaining prominence in working with gifted children. This article reports a study examining the effect of a spiritual education program (SEP) in managing emotions of intellectually gifted children. Post-SEP scores of the intervention group on the Frustration Discomfort Scale (FDS) were lower than the control group. Intervention group children from African and South American cities as compared to those from Asian cities and the control group, intervention group gifted boys, Christians, and whose mothers were their primary caregivers, reported lower frustration discomfort posttest. Attendance at the SEP lessons and self-practice mediated the association between participants’ socio-demographic characteristics and outcomes. The principal component analyses supported the four-factor structure of the FDS and mean scores on emotional intolerance and achievement frustration subscales were lower. Results support the SEP as a social-emotional learning tool for gifted children.
{"title":"Spiritual Education Program for Managing Emotions in Intellectually Gifted Children","authors":"S. Pandya","doi":"10.1080/02783193.2021.1967542","DOIUrl":"https://doi.org/10.1080/02783193.2021.1967542","url":null,"abstract":"ABSTRACT Educational interventions with the intellectually gifted are increasingly focusing on social-emotional learning and techniques. Spiritual education programs are gaining prominence in working with gifted children. This article reports a study examining the effect of a spiritual education program (SEP) in managing emotions of intellectually gifted children. Post-SEP scores of the intervention group on the Frustration Discomfort Scale (FDS) were lower than the control group. Intervention group children from African and South American cities as compared to those from Asian cities and the control group, intervention group gifted boys, Christians, and whose mothers were their primary caregivers, reported lower frustration discomfort posttest. Attendance at the SEP lessons and self-practice mediated the association between participants’ socio-demographic characteristics and outcomes. The principal component analyses supported the four-factor structure of the FDS and mean scores on emotional intolerance and achievement frustration subscales were lower. Results support the SEP as a social-emotional learning tool for gifted children.","PeriodicalId":46979,"journal":{"name":"Roeper Review-A Journal on Gifted Education","volume":"43 1","pages":"272 - 287"},"PeriodicalIF":2.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44084199","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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